Paper - Refereed

In 2002 the author worked with one teacher in a secondary school investigating the use of computers to support project-based learning. The learning programme centred on a long-term group project with access to portable computing support. This paper reports on the outcomes of this learning programme and the ways in which a class set of notebook computers supported the implementation of the programme. Analysis is made in terms of current knowledge on the way children learn and the ways in which computers may support such learning.
In this paper, we examine the limitations of online course delivery and management systems in terms of their ability to support authentic assessment. Online courses are often criticized for their emphasis on reproductive learning. We argue that the ability to effectively assess complex learning outcomes is limited by the lack of assessment affordances in the popular course delivery and management systems. Because popular online course delivery and management systems do not support authentic forms of assessment the range of student learning outcomes is restricted to reproductive learning.
Much has been said about the use of ICT in language education, but the reality in Japan is that most students
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