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At a timewhen universities face the consequences of the recent economic crises, and when climate change demands adaptation on a large scale soon, does e-learning have something special to offer to students? Read this book to find out. The authors are sane: they don’t exaggerate. They look forward as well as telling the story so far. University teachers and administrators have reason to bless them for their lucid analysis and clear vision.
Assessment is the subject of Chapter 5. Here, Tony Lawson briefly discusses many issues related to classroom assessment. He reminds readers of the definitions of basic terms used in assessment. Then he moves to summative, formative, normative, criterion-referenced, and baseline forms of assessment. He also discusses briefly many other issues related to assessment. Assessment for learning (AfL) is a vital tool for teachers. The book advocates the use of this type of assessment with the full involvement of learners. Teachers need to build their learners’ ability to reflect on their learning and plan for improving it. This requires them to determine where they are going (learning targets), where they stand now(AfL), and howthey can bridge the gap between the two points.
This book is verywell structured and easy to read. Its reflective and thought-provoking approach makes it easy reading not only for teachers but for anybody interested in educational issues. Even though it makes explicit reference to the USA school system, all reflections are of general nature and wide application, which makes it interesting and stimulating for prospective readers from any country.
After a couple of decades of reflection and investigation, the issue of applying technology in schools is still current and worth attention. It always deserves, in fact, new consideration because the continuous evolution of technology keeps offering new possibilities and posing new problems. This is the motivation of Domine’s slim but dense monograph; it aims to help those working in education (and primarily teachers) to start redefining ideals, rules of conduct, sources of authority, and purposes, in order to support ameaningful and effective use of technology in schools.
The concepts associated with mobility and learning communities are also raised in the Introduction; the book then explores several ideas in eight chapters followed by a conclusion which suggests new educational futures to deal with the range of issues raised. The eight chapters are well described by their titles: networks and partnerships, lifelong learning, technologies and their uses, globalisation and interactions with the outside world, the knowledge economy and workplace learning, multi-literacies and meaning-making, communities at risk (and in particular, building capacities for sustainability), and (finally) marginalisation and transformation.
With a theoretical lens predicated upon “social practice”, the authors and contributors offer an immersive experience of change in action; and, by the end of the book, their target for the biggest change is clear—it is none other than you, the reader. That kind of challenge is off-putting if, as I, you are tempted to float hopefully through innovative projects with little more than a “common sense approach to leading change” (p 184), then to be left wondering why we under-achieved. The authors are to be applauded for this—why should your own “comfort zone” be left intact when your actions are likely to breach the comfort zones of others?
This study examines the experiences of young lower level learners on vocational programmes.With new authentic data on offer, the old assumptions can be contested. Ongoing debates in professional and academic circles on issues of reformfor policy and practice will benefit from this research. It is robust, richly referenced, critical, sensitive and comprehensive.
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