[ { "key": "RG3V8UG6", "version": 6114, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/RG3V8UG6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/RG3V8UG6", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/23899/items/KJ4HMQMS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } } }, "data": { "key": "RG3V8UG6", "version": 6114, "parentItem": "KJ4HMQMS", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2013-11-07T07:44:30Z", "url": "http://www.tandfonline.com/doi/abs/10.1080/02602938.2012.683770#.UntE0-L86LU", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-11-07T07:44:30Z", "dateModified": "2013-11-07T07:44:30Z" } }, { "key": "DDRNS8PD", "version": 6114, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/DDRNS8PD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/DDRNS8PD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/23899/items/KJ4HMQMS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } } }, "data": { "key": "DDRNS8PD", "version": 6114, "parentItem": "KJ4HMQMS", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2013-11-07T07:44:30Z", "url": "http://www.tandfonline.com/doi/pdf/10.1080/02602938.2012.683770", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-11-07T07:44:30Z", "dateModified": "2013-11-07T07:44:30Z" } }, { "key": "KJ4HMQMS", "version": 6114, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/KJ4HMQMS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/KJ4HMQMS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert and Snowball", "parsedDate": "2013", "numChildren": 2 }, "data": { "key": "KJ4HMQMS", "version": 6114, "itemType": "journalArticle", "title": "Where angels fear to tread: online peer-assessment in a large first-year class", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" }, { "creatorType": "author", "firstName": "Jen D.", "lastName": "Snowball" } ], "abstractNote": "In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.", "publicationTitle": "Assessment & Evaluation in Higher Education", "publisher": "", "place": "", "date": "2013", "volume": "38", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "674-686", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/02602938.2012.683770", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/02602938.2012.683770", "accessDate": "2013-11-07T07:44:30Z", "PMID": "", "PMCID": "", "ISSN": "0260-2938", "archive": "", "archiveLocation": "", "shortTitle": "Where angels fear to tread", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-11-07T07:44:30Z", "dateModified": "2013-11-07T07:44:30Z" } }, { "key": "DQXBNEZV", "version": 6113, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/DQXBNEZV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/DQXBNEZV", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/23899/items/6HUN8WNI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } } }, "data": { "key": "DQXBNEZV", "version": 6113, "parentItem": "6HUN8WNI", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2013-11-07T07:32:13Z", "url": "http://www.tandfonline.com/doi/full/10.1080/07294360.2012.705262#.UntB9eL86LV", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-11-07T07:32:13Z", "dateModified": "2013-11-07T07:32:13Z" } }, { "key": "ENZ5SVN4", "version": 6113, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/ENZ5SVN4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/ENZ5SVN4", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/23899/items/6HUN8WNI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } } }, "data": { "key": "ENZ5SVN4", "version": 6113, "parentItem": "6HUN8WNI", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2013-11-07T07:32:13Z", "url": "http://www.tandfonline.com/doi/pdf/10.1080/07294360.2012.705262", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-11-07T07:32:13Z", "dateModified": "2013-11-07T07:32:13Z" } }, { "key": "6HUN8WNI", "version": 6113, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/6HUN8WNI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/6HUN8WNI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Snowball and Mostert", "parsedDate": "2013", "numChildren": 2 }, "data": { "key": "6HUN8WNI", "version": 6113, "itemType": "journalArticle", "title": "Dancing with the devil: formative peer assessment and academic performance", "creators": [ { "creatorType": "author", "firstName": "Jen D.", "lastName": "Snowball" }, { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.", "publicationTitle": "Higher Education Research & Development", "publisher": "", "place": "", "date": "2013", "volume": "32", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "646-659", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/07294360.2012.705262", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/07294360.2012.705262", "accessDate": "2013-11-07T07:32:13Z", "PMID": "", "PMCID": "", "ISSN": "0729-4360", "archive": "", "archiveLocation": "", "shortTitle": "Dancing with the devil", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-11-07T07:32:13Z", "dateModified": "2013-11-07T07:32:13Z" } }, { "key": "GEW4QPT3", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/GEW4QPT3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/GEW4QPT3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert and Quinn", "parsedDate": "2009-10-24", "numChildren": 0 }, "data": { "key": "GEW4QPT3", "version": 1, "itemType": "journalArticle", "title": "Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" }, { "creatorType": "author", "firstName": "Lynn", "lastName": "Quinn" } ], "abstractNote": "", "publicationTitle": "", "publisher": "", "place": "", "date": "2009-10-24", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ijedict.dec.uwi.edu/viewarticle.php?id=860&layout=html", "accessDate": "2009-11-12T14:33:35Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Using ICTs in Teaching and Learning", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "This work is licensed under a Creative Commons Attribution 3.0 License. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.", "extra": "Focussing on professional development of academic staff as higher education practitioners, this paper reports on the relationship between ICTs and teaching and learning in higher education, and on the way that that relationship plays out in a formal staff development course offered at Rhodes University, South Africa. The Technological Pedagogical Content Knowledge (TPCK) framework developed by Mishra and Koehler (2006) is used as a theoretical lens for demonstrating the undesirability of an unnatural separation of ICTs from teaching and learning in dominant discourses within institutional and national environments. The paper concludes by highlighting some implications of the TPCK framework for staff developers and curriculum design in higher education.", "tags": [ { "tag": "Adult Education; Professional Development", "type": 1 }, { "tag": "My Publications" }, { "tag": "information and communications technology (ICT); learning technologies; professional development; academic development; educational development; curriculum design", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2012-06-14T09:41:31Z" } }, { "key": "XUI64SJ9", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/XUI64SJ9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/XUI64SJ9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Snowball and Mostert", "parsedDate": "2008-10", "numChildren": 0 }, "data": { "key": "XUI64SJ9", "version": 1, "itemType": "journalArticle", "title": "Introducing a Learning Management System in a Large First Year Class: The Impact on Lecturers and Students", "creators": [ { "creatorType": "author", "firstName": "Jen D", "lastName": "Snowball" }, { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "nges of teaching large classes are well documented in the literature on teaching in higher education. Information and communication technologies (ICTs) have the potential to address some of these challenges, but, used inappropriately, technology can perpetuate entrenched practices and simply support performance models of teaching that encourage transmission approaches to learning. This paper reports on the impact of implementing a learning management system (LMS) in a first year introductory macroeconomics course with 600 students in blended learning context. Experiences of the course coordinator, lecturers and an educational technologist are discussed and data was also collected on student perceptions via a course evaluation questionnaire. Results show that the LMS was successful in a number of areas, particularly in improving the lecturers' accessibility to students and in encouraging interaction and participations in online discussion forums.", "publicationTitle": "SSRN eLibrary", "publisher": "", "place": "", "date": "October 2008", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1294924", "accessDate": "2009-08-08T12:25:50Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Introducing a Learning Management System in a Large First Year Class", "language": "", "libraryCatalog": "SSRN", "callNumber": "0000", "rights": "", "extra": "", "tags": [ { "tag": "My Conferences" }, { "tag": "My Publications" } ], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2012-06-14T09:40:14Z" } }, { "key": "WMPT2HQ5", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/WMPT2HQ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/WMPT2HQ5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Snowball and Mostert", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "WMPT2HQ5", "version": 1, "itemType": "journalArticle", "title": "Introducing a Learning Management System in a Large First Year Class: The Impact on Lecturers and Students", "creators": [ { "creatorType": "author", "firstName": "Jen D", "lastName": "Snowball" }, { "creatorType": "author", "firstName": "M.", "lastName": "Mostert" } ], "abstractNote": "The challenges of teaching large classes are well documented in the literature on teaching in higher education. Information and communication technologies (ICTs) have the potential to address some of these challenges, but, used inappropriately, technology can perpetuate entrenched practices and simply support performance models of teaching that encourage transmission approaches to learning. This article reports on the impact of implementing a learning management system (LMS) in a first year introductory macroeconomics course with 600 students in a blended learning context. Experiences of the course coordinator, lecturers and an educational technologist are discussed and data was also collected on student perceptions via a course evaluation questionnaire. Results show that the LMS was successful in a number of areas, particularly in improving the lecturers’ accessibility to students and in encouraging interaction and participations in online discussion forums.", "publicationTitle": "South African Journal of Higher Education", "publisher": "", "place": "", "date": "2010", "volume": "24", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "818-831", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1011-3487", "archive": "", "archiveLocation": "", "shortTitle": "Introducing a Learning Management System in a Large First Year Class", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-20T10:47:30Z", "dateModified": "2012-06-14T09:40:03Z" } }, { "key": "VWX3ZJS7", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/VWX3ZJS7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/VWX3ZJS7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert", "parsedDate": "2000-01", "numChildren": 0 }, "data": { "key": "VWX3ZJS7", "version": 1, "itemType": "thesis", "title": "Information communication technologies to enhance teaching and learning in higher education: A survey of teaching staff at Rhodes University", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "Die astronomiese ontwikkeling van informasie kommunikasie tegnologie (IKT) hou verreikende gevolge in vir elke lewensfeer in die twintigste eeu. Spesifiek op die terrein van produksie en oordrag van kennis, twee kernfunksies van hoër onderwys, hou IKT nie net 'n bedreiging in vir die tradisionele wyse waarop hierdie kernfunksies vervul word nie, maar bied ook moontlik die enigste oplossing vir die uitdagings van toegang, koste,\nbuigsaamheid en kwalitiet waarmee universiteite gekonfronteer word.\nWaar die toepassing van tegnologie in afstandsonderrig reeds help om bogenoemde uitdagings aan te spreek, is dieselfde resultate meer ontwykend in tradisionele residensiële universiteite soos Rhodes Universiteit. Verder is universiteite meer geneë om IKT in navorsing en administratiewe prosesse te gebruik, as in onderrig en leer.Hierdie opstel fokus dus op die behoeftes en verwagtings van onderrigpersoneel aan\nRhodes Universiteit om IKT te gebruik om die onderig-en-leerproses te verryk.\nDie rasionaal vir die gebruik van IKT fokus op die veranderende omgewing waarin hoër onderwys fungeer, die veranderende konsepte van kennis en kennisproduksie, en die oënskynlike potensiaal van IKT om onderwys te verbeter. Daarteenoor word die wyse waarop IKT gebruik word bespreek teen die agtergrond van voorvereistes vir suksesvolle integrasie en praktiese toepassings van tegnologie in onderrig en leer.", "thesisType": "Unpublished M Ed Thesis", "university": "University of Pretoria", "place": "Pretoria", "date": "2000 January", "series": "", "seriesNumber": "", "numPages": "107", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-09-20T07:36:00Z", "dateModified": "2012-06-14T09:39:20Z" } }, { "key": "VQRWAWEK", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/VQRWAWEK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/VQRWAWEK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert", "parsedDate": "2000", "numChildren": 0 }, "data": { "key": "VQRWAWEK", "version": 1, "itemType": "manuscript", "title": "Information communication technologies to enhance teaching and learning in higher education: A survey of teaching staff at Rhodes University", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "", "manuscriptType": "Unpublished M Ed Thesis", "institution": "", "place": "Pretoria", "date": "2000", "numPages": "", "number": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-08-08T05:52:40Z", "dateModified": "2011-08-08T05:52:40Z" } }, { "key": "AKU9FJQA", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/AKU9FJQA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/AKU9FJQA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert and Snowball", "parsedDate": "2010-09-07", "numChildren": 0 }, "data": { "key": "AKU9FJQA", "version": 1, "itemType": "conferencePaper", "title": "Where angels fear to tread: online peer-assessment in a large first-year class", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" }, { "creatorType": "author", "firstName": "Jen", "lastName": "Snowball" }, { "creatorType": "editor", "firstName": "Haydn", "lastName": "Blackey" }, { "creatorType": "editor", "firstName": "Laurence", "lastName": "Habib" }, { "creatorType": "editor", "firstName": "Amanda", "lastName": "Jefferies" }, { "creatorType": "editor", "firstName": "Mark", "lastName": "Johnson" } ], "abstractNote": "In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic. Providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, including that in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly with large classes. Despite the potential of the Workshop module of Moodle for automating the logistics associated with peer assessment, the uptake thereof within the higher education community seems to be insignificant.\n\nAddressing the conference theme of increasing productivity and effectiveness, whilst mitigating risks, this small scale case study reports on the use of the Moodle Workshop module for formative assessment of students’ individual work in a first year introductory macroeconomics class of over 800 students. Data was collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only enabled us to address many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would simply not be manageable with paper-based systems.", "proceedingsTitle": "\"Into something rich and strange” – making sense of the sea-change", "conferenceName": "17th Association for Learning Technology Conference (ALT-C 2010)", "publisher": "University of Nottingham", "place": "Nottingham, England", "date": "2010 September 7-9", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "40-49", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "978-0-9566312-0-6", "citationKey": "", "url": "respository.alt.ac.uk/797", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-09-02T07:45:45Z", "dateModified": "2011-04-14T05:46:38Z" } }, { "key": "ITSEE69H", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/ITSEE69H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/ITSEE69H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert and Quinn", "parsedDate": "2008-07", "numChildren": 0 }, "data": { "key": "ITSEE69H", "version": 1, "itemType": "conferencePaper", "title": "Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" }, { "creatorType": "author", "firstName": "Lynn Esther", "lastName": "Quinn" } ], "abstractNote": "This paper provides a case-study description of the experiences of the course coordinator and an educational technologist in integrating Information and Communication Technologies (ICTs) into a professional development course for academic staff at Rhodes University, South Africa. The Technological Pedagogical Content Knowledge (TPCK) model is used as a basis for conceptualizing the changes brought about by the introduction of a learning management system (LMS) in the course. In addition, the paper reports on the perceptions of course participants on the value of the learning management system for their learning.\nThe primary problem under discussion relates to an institutional culture that seems to perceive ICTs as separate from pedagogy and content. Mirroring practices in the wider South African Higher Education context, this separation was evident in the way that the use of ICTs in teaching and learning was covered as separate sessions in two of the four modules and as a separate elective module of the Postgraduate Diploma in Higher Education (PGDHE). Since this practice of dealing with ICTs in teaching and learning in isolation did not result in substantial uptake of ICTs by participants in their own courses, the PGDHE facilitators started to collaborate with the educational technologist with the aim of increasing their own use of the LMS in presenting the PGDHE. While observations and personal reflections by the course coordinator and the educational technologist provided important perspectives on the problem, these were augmented through ongoing discussions between them as well as with other colleagues teaching on the PGDHE. Descriptions of the experiences of course participants that were obtained through an online survey also support the experiences of the facilitators. Although this is not a systematic, longitudinal evaluation and the impact of this gradual change is hard to quantify, lecturers and course participants are valuing the integrated way in which ICTs are being dealt with in the PGDHE.", "proceedingsTitle": "", "conferenceName": "e/merge 2008", "publisher": "", "place": "Cape Town, South Africa", "date": "2008 July", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://emerge2008.net/access/content/group/emerge2008/PresentationFiles/Mostert/Mostert+_+Quinn.pdf", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [ { "tag": "Academic Development" }, { "tag": "Curriculum Development" }, { "tag": "Educational Development" }, { "tag": "ICTs" }, { "tag": "INFORMATION & communication technologies" }, { "tag": "Learning technologies" }, { "tag": "My Conferences" }, { "tag": "Professional Development" } ], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2010-08-27T06:11:42Z" } }, { "key": "ZVMIDT74", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/ZVMIDT74", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/ZVMIDT74", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert", "parsedDate": "2009-11-25", "numChildren": 0 }, "data": { "key": "ZVMIDT74", "version": 1, "itemType": "conferencePaper", "title": "Institutional ICT Policy and Strategy to Mitigate Risk: Perceptions of Academic Staff at Rhodes University.", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "Beck’s (1992) notion of a risk society is inextricably intertwined with information and communication technologies (ICTs), which can be seen as the source of ‘manufactured risks’, but which may also hold the means to manage risk. In higher education, a plethora of risk on national, institutional and personal levels is associated with implementing ICTs in teaching and learning. Operating from different institutional histories and cultures, different institutions seem to respond differently to such risks with some opting to focus on educational interventions ( e.g. staff development or pilot funding for e-learning projects), while others concentrate on technological interventions (e.g. the implementation of learning management systems). Focussing on organisational interventions, a third kind of response, which includes the development of policies and implementation strategies, has lately been receiving attention in the local literature.\nReviewing both local and international literature on ICT policy and strategy, this paper adopts a case study approach to explore academic staff perceptions on the need for an institutional ICT strategy as a vehicle for mitigating risk. Using a critical/social realist framework, perceptions obtained through an online survey of academic staff in 2006 will be balanced with the institutional account in Rhodes University’s self-evaluation portfolio prepared for the Higher Education Quality Committee’s (HEQC) institutional audit in 2005. Analysis of institutional data and the audit report prepared by the HEQC, as well as other teaching and learning policies and strategies will be used to access the level of the actual.", "proceedingsTitle": "", "conferenceName": "HELTASA Annual Conference", "publisher": "", "place": "Johannesburg, South Africa", "date": "2009 November 25-27", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2010-08-27T06:11:41Z" } }, { "key": "H288KZAS", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/H288KZAS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/H288KZAS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Mostert", "parsedDate": "2009-11-03", "numChildren": 0 }, "data": { "key": "H288KZAS", "version": 1, "itemType": "conferencePaper", "title": "Using ICTs in Higher Education Teaching and Learning: Personal Peripheral Perspectives on Policy and Practice", "creators": [ { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "", "proceedingsTitle": "", "conferenceName": "Walter Sisulu University eLearning Conference", "publisher": "", "place": "East London", "date": "2009 November 3-4", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2010-08-27T06:11:40Z" } }, { "key": "U2IN7KQF", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/U2IN7KQF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/U2IN7KQF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Hodgkinson-Williams and Mostert", "parsedDate": "2005", "numChildren": 0 }, "data": { "key": "U2IN7KQF", "version": 1, "itemType": "journalArticle", "title": "Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university", "creators": [ { "creatorType": "author", "firstName": "Cheryl", "lastName": "Hodgkinson-Williams" }, { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "The use of computer-mediated communication in higher education presents opportunities for students to be part of an online learning community irrespective of their geographical location. However, students do not always avail themselves of this opportunity and pedagogic strategies for encouraging participation are therefore constantly being explored. One potential strategy to encourage participation is the use of the structured format of online debating. This paper proposes an underlying epistemological perspective on and an informing learning theory of online debating and its potential as a pedagogic strategy to encourage participation in online learning environments. The paper reports on student and staff perceptions of an online debate used during a BEd (Hons) course at a South African university. The findings underline the importance of providing explicit procedures to pave the way for student participation and highlight the potential value of an online debate as a pedagogic strategy to support the development of argumentation and to encourage reflexivity.", "publicationTitle": "International Journal of Education and Development using Information and Communication Technology", "publisher": "", "place": "", "date": "2005", "volume": "1", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "94-104", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "IJEDICT", "DOI": "", "citationKey": "", "url": "http://ijedict.dec.uwi.edu/index.php", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1814-0556", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0003", "rights": "", "extra": "", "tags": [ { "tag": "My Publications" } ], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2010-08-27T06:11:39Z" } }, { "key": "7K6NTZQ6", "version": 1, "library": { "type": "group", "id": 23899, "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/groups/markus_mostert", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/23899/items/7K6NTZQ6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/markus_mostert/items/7K6NTZQ6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3125, "username": "asmm", "name": "Markus Mostert", "links": { "alternate": { "href": "https://www.zotero.org/asmm", "type": "text/html" } } }, "creatorSummary": "Gambiza and Mostert", "parsedDate": "2010-06", "numChildren": 0 }, "data": { "key": "7K6NTZQ6", "version": 1, "itemType": "conferencePaper", "title": "Learning styles of third year environmental science students in a small South African university", "creators": [ { "creatorType": "author", "firstName": "James", "lastName": "Gambiza" }, { "creatorType": "author", "firstName": "Markus", "lastName": "Mostert" } ], "abstractNote": "To promote effective teaching and learning, we need to understand students’ learning styles. Students have been shown to differ in several important dimensions. These include the ways they process information, levels of motivation, regulation of their studying activities, mental models of learning and how they respond to specific classroom environments and teaching practices. Few teachers routinely assess students’ learning styles yet this is required if we are to promote effective teaching and learning. A key objective of this study was to assess students’ learning styles and how these were related to students’ performance in examinations. Vermunt’s (1996) instrument was used to assess students’ learning styles. The instrument assesses students’ study activities, motives, and views on studying. The students’ responses are rated on the Likert scale from 1 to 5. The instrument was administered to third year environmental science students in 2008 and 2009. Data were analysed using cluster analysis and correlation analysis. Three learning styles were identified. These were the meaning directed, application directed and reproduction directed learning styles. The meaning directed style was characterised by high scores on the deep processing, concrete processing, self-regulation, construction of knowledge and personal interest scales. The application directed style was characterised by high scores on concrete processing, vocation directed and use of knowledge scales. The reproduction directed style was characterized by high scores on the stepwise processing, external regulation, certificate directed, self-test directed and intake of knowledge scales. The undirected learning style was not identified in this study. An important finding from this study was the phenomenon of dissonance. For example, students scored high on both the construction of knowledge and intake of knowledge scales. This finding was attributed to the learning environment that might have induced students to adopt a reproduction directed learning style. Examination marks were significantly related to stepwise processing (r = 0.519; P < 0.05), self-regulation of learning (r = 0.519; P < 0.05) and external regulation (r = 0.519; P < 0.05). There was no significant relation between examination marks and deep processing strategies (r = 0.281; P > 0.05). Although not significant, examination marks were negatively related to lack of regulation (r = - 0.178; P > 0.05) and ambivalent learning orientation (r = - 0.220; P > 0.05) scales. The need for routinely assessing learning styles to promote effective teaching and learning is highlighted.", "proceedingsTitle": "", "conferenceName": "EUROPEAN LEARNING STYLES INFORMATION NETWORK (ELSIN)", "publisher": "", "place": "Aveiro, Portugal", "date": "2010 June", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [ { "tag": "destructive friction" }, { "tag": "dissonance" }, { "tag": "inventory of learning styles" } ], "collections": [], "relations": {}, "dateAdded": "2010-08-27T06:11:36Z", "dateModified": "2010-08-27T06:11:36Z" } } ]