This is a link to the presentation ("Using online tools to provide relevant, authentic and timely assessment") that Helen Martin and I gave at the Symposium on Tertiary Assessment and Higher Education at Victoria University, Wellington - 17h - 20th Nov 2008. The link to the PowerPoint presentation in Slideshare is: http://www.slideshare.net/hazelowendmc/using-online-tools-to-provide-relevant-authentic-and-timely-assessment-presentation#svMoreInfo-anchor

Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."

Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.

This is the audio from the presentation that Clayton Young and I gave at the LED conference at the university of Waikato in New Zealand, November 2007. Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.

This is the audio from the presentation that Clayton Young and I gave at the LED conference at the university of Waikato in New Zealand, November 2007.

Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.

This is the audio of a presentation that Emma Durham and I gave at the Thai TESOL Conference in Khon Kaen, Thailand, January 2008. If you would like to access the slideshow:

http://www.slideshare.net/hazelowendmc/slideshows

Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.

This three-part video features a paper entitled "Programme design that puts the "me" back into learning experiences and spaces" that was presented by Hazel Owen. It was give virtually at the DEANZ 2008 conference "My Place, My Space, My Learning" - Distance and Virtual Education Sunday 17 August - Wednesday 20 August Te Papa Tongarewa, Museum of New Zealand, Wellington (http://www.deanz.org.nz/conf2008).

The abstract: "A key objective of tertiary education is to foster fundamental shifts in learners’ understanding of what learning and thinking comprises, and the role they perform. Learning theorists stress the requirement that students are involved in process-based, experiential activities. The design of curricula and courses must therefore encourage engagement with tasks, peers, teachers and the community.
This paper outlines a forty-week Computer, Research Skills and Projects (CRSP) course developed for Foundation students at Dubai Men’s College (DMC) using a blended learning approach underpinned by socio-cultural principles and an Activity Theory (AT) framework, and reports briefly on the associated research study."

Please cite appropriately
- thanks.

This is part 2 of the 3-part paper entitled "Programme design that puts the "me" back into learning experiences and spaces" that was presented by Hazel Owen. It was give virtually at the DEANZ 2008 conference "My Place, My Space, My Learning" - Distance and Virtual Education Sunday 17 August - Wednesday 20 August Te Papa Tongarewa, Museum of New Zealand, Wellington (http://www.deanz.org.nz/conf2008).

This is part 3 of the 3-part paper entitled "Programme design that puts the "me" back into learning experiences and spaces" that was presented by Hazel Owen. It was give virtually at the DEANZ 2008 conference "My Place, My Space, My Learning" - Distance and Virtual Education Sunday 17 August - Wednesday 20 August Te Papa Tongarewa, Museum of New Zealand, Wellington (http://www.deanz.org.nz/conf2008).