Abstract
In this paper, we focus on the value of assessment of students’ artifacts as a means of evaluating and at the same time cultivating the various types of knowledge proposed by Technological Pedagogical Content Knowledge (TPACK) in a teacher education course on teaching with technology. In particular, we present the PeerLAND (Peer Assessment of Learning Designs) environment, which enables users to author technology-enhanced lessons (learning designs) and participate in peer assessment activities. Its design rationale is based on a learning designs’ evaluation framework inspired by TPACK; Its function is twofold: (a) a pedagogical assessment and peer assessment mechanism and (b) a research tool as a lens, highlighting subtle perspectives of learning designs related to the complex, synthetic fields of knowledge needed by teachers in order to teach with technology. Initial evidence for the effectiveness of the process adopted in PeerLAND in cultivating learning design skills is provided.
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Papanikolaou, K.A., Gouli, Ε., Makrh, K., Sofos, I., Tzelepi, M. (2016). A Peer Evaluation Tool of Learning Designs. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_15
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DOI: https://doi.org/10.1007/978-3-319-45153-4_15
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