Fostering Interaction and Feedback in Higher Education Large-Scale Lectures
Design and Evaluation of Technology-Mediated Self- and Peer Assessments
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Beschreibung
The aim of the dissertation is to develop digital learning scenarios, to implement and evaluate them in real settings. The lecturers receive support by implementing learner-centered teaching in large-scale lectu- res aiming to activate learners and support them with individual feed- back in their learning process – without greater e orts or resources by the lecturer. An information systems introductory large-scale lecture for undergraduate students, performed each semester with about 150 to 250 students, depicts the eld of application. Within this lecture digital learning scenarios are developed that are going to apply and evaluate in several studies. One study, to name but a few, shows the redesign of an IS introductory lecture to develop a ipped classroom. Another stu- dy depicts how many learners as peer assessors are su ce for a stable assessment of the learners when applying peer assessment.
Content
• Flipped classroom for a large-scale lecture (Flipped-LSL)
• Self assessment using a mobile-learning application (Studierenden-/Dozentencockpit)
• Peer assessment (ITPA: IT-based Peer Assessment)
• Formative assessment focusing on the cognitive levels of educational objectives Audience
Higher education lecturers as well as practitioners of professional and vocational training, who plan to develop, implement and evaluate digital learning scenarios.
Autor*in
Katja Lehmann
Dr. Katja Lehmann studied Business Education and received a docto- rate in Information Systems (IS). She graduated at the department for
Information Systems at the Research Center for IS Design (ITeG) at the
University of Kassel. Her dissertation was mentored by Prof. Dr. Jan Marco Leimeister
Themen in »Fostering Interaction and Feedback in Higher Education Large-Scale Lectures«
University e-Learning large-scale lecture