Vol. 13 - Issue 1 2017 - ISSN 1504-4831
Monday, 11 December 2017
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  • Volume 6 - issue 1 - 2010

Volume 6 - issue 1 - 2010

Self and Peer Assessment and Dominance During Group Work Using Online Visual Tools

Edward Lester of The University of Nottingham UK, Damian Schofield of the State University of New York and Peter Chapman of the University of Nottingham report from a study where they filmed students doing a problem solving exercise using a virtual reality learning environment. By comparing video evidence with perceived contributions it was possible to observe patterns of behaviour based on temperament dominance. Information regarding the character traits of the participants may help to create more effective teams and to help understand the inter-personal dynamics within teams undertaking such tasks.

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What Don’t We Know About Interactive Lectures?

Roger Murphy and Namrata Sharma, School of Education, University of Nottingham
This paper considers aspects of lecturer-student interaction within the context of lectures in higher education. In particular it considers ways in which lectures can involve observable interactions between students and lecturers, and how these sometimes involve novel uses of visualisation supported by modern technologies. The article notes the serious lack of research in existence which can inform thinking about what is a very widely used form of teaching throughout higher education and considers ways in which this type of educational situation could be subjected to rigorous research investigations.

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Creating and Reading Images: Towards a Communication Framework for Higher Education Learning

Natasa Lackovic of the University of Nottingham presents a line of theoretical underpinnings that can support an image-based communication framework for Higher Education. It suggests that image-based communication provides a tool for externalizing students’ process of concept understanding. That understanding is seen to surface while students create and then discuss the created images with their peers and teacher. Visual materials and accompanying narratives might provide a channel for expressing students’ prior knowledge and cultural background alongside being an alternative way of communication method in HE.

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Does MS Photo Story 3 Make a Difference? The Views and Experiences of a Group of Norwegian Secondary School Teachers

Gerd Wikan, Bjørn Faugli, Terje Mølster and Rafael Hope of the Hedmark University College examine views and attitudes of secondary school teachers on the role of MS Photostory 3 as a learning-enhancing artifact. The examination is based on the analysis of empirical data, collected from an ongoing project involving teachers and pupils at a Norwegian secondary school. They propose that it was necessary to upgrade the teachers’ computer skills on a very basic level in order to give the teachers confidence to use ICT in their teaching.

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