4 ways technology shapes assessment designs

As part of the Assessment Design Decisions project, we spoke with 33 Australian university educators about how technology influences their assessment design processes. We recently published a paper in the British Journal of Educational Technology with our results. Our four key themes are: Technology is enmeshed in the ‘economics of assessment’ Technology is seen as […]

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Ethics in social media research: do we know what we are doing?

By Michael Henderson, Nicola F. Johnson, Glenn Auld and Phillip Dawson – originally published on the Monash Learning with New Media research group blog   Social media, such as social network sites and blogs, are increasingly being used as core or ancillary components of educational research, from recruitment to observation and interaction with participants. However, the new mediated […]

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Are lectures a good way to learn?

By Phillip Dawson, Monash University Imagine a future where university enrolment paperwork is accompanied by the statement: Warning: lectures may stunt your academic performance and increase risk of failure. Researchers from the United States have just published an exhaustive review and their findings support that warning. They read every available research study comparing traditional lectures […]

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The failure of MOOCs

This article was originally published on the Monash University Education Faculty’s Learning with New Media Faculty Research Group blog. Read the original article. failure, noun: “The fact of failing to effect one’s purpose” (Oxford English Dictionary, failure, n. 3a) Have MOOCs failed us? This depends on their purpose. If their purpose was broadening access to […]

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