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Advances and Innovations in University Assessment and Feedback$
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Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur

Print publication date: 2014

Print ISBN-13: 9780748694549

Published to Edinburgh Scholarship Online: January 2015

DOI: 10.3366/edinburgh/9780748694549.001.0001

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PRINTED FROM EDINBURGH SCHOLARSHIP ONLINE (www.edinburgh.universitypressscholarship.com). (c) Copyright Edinburgh University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in ESO for personal use.date: 09 April 2020

Disruptionsand Dialogues:Supporting Collaborative Connoisseurshipin Digital Environments

Disruptionsand Dialogues:Supporting Collaborative Connoisseurshipin Digital Environments

Chapter:
(p.225) 11 Disruptionsand Dialogues:Supporting Collaborative Connoisseurshipin Digital Environments
Source:
Advances and Innovations in University Assessment and Feedback
Author(s):

Clara O’Shea

Tim Fawns

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9780748694549.003.0012

Clara O’shea and Tim Fawns consider the challenges posed to students and tutors by a move to multimodal assessments. They also explain how learning, teaching and assessment practices can be recast to meet these challenges, building on the affordances of digital environments. They present an analytical case study of a course that used a class-wide, wiki-based assignment to scaffold and support collaborative learning and assessment – a course where Dai Hounsell himself contributed to the design and to teaching. The chapter provides a fine-grained account of how ‘feedforward, cumulative assessment and developing connoisseurship’ can allow one to ‘move idealised principles of collaborative, dialogic and multimodal learning into practice.’

Keywords:   Digital course environments, Feed-forward, Connoisseurship

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