Technologies to assess complex learning in capstone units: Two case studies

Margot McNeill*

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

    Abstract

    Capstone or final year units ideally provide an opportunity for students to integrate the knowledge and learning experiences from their whole degree program to equip them for dealing with complex situations in the next phases of their careers, whether that is in the workplace or further study. These units scaffold students to synthesise their discipline knowledge with intellectual skills, yet designing the learning and assessment activities can be challenging for academics; firstly in managing an already crowded curricula and secondly in devising assessment strategies that adequately reflect students' achievements in complex domains. This paper describes two case studies from different disciplines in an Australian research-intensive university, which use a range of technologies to support and assess complex learning.

    Original languageEnglish
    Title of host publicationIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009
    EditorsSampson D. G. Kinshuk, M. Spector, P. Isaias, D. Ifenthaler
    Pages496-498
    Number of pages3
    Publication statusPublished - 2009
    EventIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA - 2009 - Rome, Italy
    Duration: 20 Nov 200922 Nov 2009

    Other

    OtherIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA - 2009
    CountryItaly
    CityRome
    Period20/11/0922/11/09

    Keywords

    • Assessment
    • Complex learning
    • Educational technologies

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