A
Affordances |
An affordance exhibits the possibility of some action for some actor. Technological affordances refer to possible uses of specific technologies (e.g., software, tools, devices) by a specific user (e.g., teacher/student) in specific contexts. In the case studies, affordances are mainly conceptualised in the context of teaching and learning.
|
Automatic Assessment |
Automatic assessment enables students to receive prompt formative and summative assessment and feedback, without the need for the teachers to manually mark every student's submission. Automatic assessment may be achieved by using such tools as online tests and quizzes with multiple-choice, yes-no, true-false and short answer questions. These tools allow instructors to specify correct responses in advance, so that students receive immediate feedback on the accuracy of their responses, as soon as they are entered. Alternatively, automatic assessment could be achieved programmatically, by using intelligent tutoring systems and computer algorithms. More sophisticated cases of automated assessment involve machine learning and automatic speech processing.
|
C
Cognitive Load |
Cognitive load theory claims that we have limited ability to process new information because of our limited working memory capacity.
|
Constructivism (also Constructionism) |
Constructivism is a pedagogical framework that requires that the learner is active in the learning process. Constructivism is closely related to active learning, experiential learning and project-based learning, i.e., instructional approaches that are learning centred and learner controlled. It prioritises learning by inquiry, experimentation and discovery. Theoretically, it has been argued that learners construct their own understanding rather than "absorb" knowledge from their teachers or textbooks. In constructivist pedagogies, the focus can be on how individual learners construct their personal knowledge and understanding, and on social constructivism, i.e., how knowledge and understanding are created through interaction and collaboration with others (e.g., peers, teachers, mentors).
|
F
Flipped Classroom |
The term flipped classroom was coined by Salman Khan, the founder of Khan Academy. Flipped classroom is a form of active learning design. The basic idea is that students are expected to watch some video context out-of-class and use class time for active discussion of ideas from the video and on problem solving. The video delivery itself can be structured differently, and represent a spectrum from passive to interactive learning.
|
Formative Assessment |
Assessment activities aimed at monitoring progress and providing feedback. Formative assessment is used to help students self-evaluate progress, fine-tune their learning approach and strategy, and prepare for summative assessment. Formative assessment is also helpful for teachers in monitoring how students are progressing through the course, whether they are gaining the desired levels of knowledge, understanding and skills that will help them achieve the course learning outcomes. Formative assessment is low stakes; it may not be assigned a point value or it may only be worth a small percentage of the final course grade.
See also Summative assessment |
I
Interactive Teaching/Learning |
Interactive teaching and learning is a hands-on, active approach that aims at increasing learning engagement. This approach often involves problem solving, critical thinking and negotiated understanding. Interactive learning activities usually include some form of feedback on action and some form of dialogue (either internal or external).
|
L
Learner Autonomy |
Learner autonomy was defined by Holec in 1981 as "the ability to take change of one's own learning". Research suggests that learner autonomy encompasses both the ability (knowledge and skills) and willingness (motivation and confidence) to make and carry out learning choices by an individual learner. Victoria graduate profile identifies intellectual autonomy and a capacity to manage own learning as core attributes of Victoria graduates.
|
Learning Centred |
Learning centred teaching is an approach that focuses on student learning (rather than what the teacher does). This approach emphasises the importance of knowledge construction through learning activities and tasks. Problem-based and project-based learning design are examples of learning centred teaching.
|
Learning Objects |
Digital resources that can be used and reused to support learning
|
P
Problem-Based Learning |
In Problem-Based Learning (PBL) students are exposed to imprecisely defined real world problems. This approach challenges their problem-solving skills, encourages them to gradually assume responsibility for their own learning, and helps students develop personal, interpersonal and cognitive capabilities. In PBL students may work individually or collaborating with other students, in groups or teams. This approach is more commonly used in professional degree programmes, internships and work-study programs.
See also Task-Based Learning |
R
Re-articulate (or Re-describe) Concepts |
Academic learning can be conceptualised as a series of discourses and interactions (Laurillard, 2002). The discursive level is the level of theory. It involves iterative processes of describing and re-describing concepts and ideas by the teacher, and re-articulation of these concepts and ideas by the learner. These academic conversations may take different forms, such as questioning, explaining, developing and supporting arguments, articulating a personal understanding and point of view.
|
Reflection on Learning |
Reflection on learning is part of learning-centred and student-centred teaching and a pre-requisite for the development of learner autonomy. Modelling how experts reflect on their performance, coaching students to reflect on their learning, and fostering reflection through course and instructional design are important components of teaching.
|
Retrieval practice |
After new knowledge is introduced, learning is improved when opportuntities for its retrieving are provided. Cognitive scientists have shown that retrieval practice facilitates acquisition of recently learned information.
|
S
Summative Assessment |
Assessment activities that significantly contribute to the course grade.
See also Formative Assessment |
T
Task-Based Learning |
Task-based instructional method situates knowledge and skill acquisition within the process of engaging with and completing real world tasks.
See also Problem-Based Learning |
Teaching Novices |
Learning new information is easier when the learner already has an existing schemata relevant to the subject matter. Experts have an advanced and diverse set of relevant schema, which makes learning easy for them. Novices (e.g., university students starting a new field of study) who have not yet constructed their disciplinary knowledge schemata are likely to find learning more effortful and cognitively demanding.
|
Time on Task |
According to Chickering & Gamson (1987), "time plus energy equals learning". Learning takes practice, repetition and retrieval of new knowledge, application of knowledge and skills, re-articulation and re-construction of understanding. These are time consuming processes, which require allocating realistic amounts of time. Learning success is closely related to the time a student spends actively engaged in the learning process.
|
W
Worked Examples |
A worked example provides problem-solving steps and a solution for students. Worked examples facilitate schema acquisition in a way that reduces cognitive load generally associated with problem solving. Attention is on the relations between relevant problem states and associated appropriate moves. This approach is particularly useful in skills acquisition, the development of procedural knowledge
|