Hello every one
I want to write my thesis about the effects of online peer assessment. I read an article which was mentioned wikis as an online environment.
What is Wiki? Is that a branch of moodle?
Can you introduce me some wikis?
Please see Wiki and more importantly http://en.wikipedia.org/wiki/Wiki I notice over the last few months you have asked several questions about installing Moodle and your proposed thesis. If in your next post you can be more precise as to what your thesis will be and how you plan to incorporate Moodle, that will be useful and get you a better response.
Thanks Mary for the information you provided.
In my thesis, I want to find that is peer assessment more practical in online class in improving EFL language accuracy of students' writting.
As I am not very familiar with moodle environment, do you think is it appropriate to have class in moodle rather than other environment? How can I have my moodle? How can I make it for tthe my purpose?
Thanks a lot
You may find this article interesting.
There are various Wiki online softwares. Moodle has a Wiki function of course but I think the question is not specifically about Moodle but how to implement the learning activity.
I also use Moodle Wikis extensively in EFL teaching and also this eBook system for creative writing - http://stories4learing.com
Hope that helps
the link for the book seems wrong because it did not apeared in internet explorer.
would you please send it again?
The link is fine. Try to right-click and save as.
Adding to the very sound advice and help from Mary, Guillermo, et al, I've found that some language teachers find this book helpful for learning how Moodle can be used for collaborative language learning: http://www.packtpub.com/hardware-and-creative/moodle-19-second-language-teaching I also recommend searching around for articles and papers on using specific techniques on online platforms for SLA. Many of them can be done with the tools and activity types provided by Moodle, e.g. wikis, discussion forums, glossaries, collaborative assignments, and chat.
Moodle's Workshop module is designed for peer-assessment but it's complicated and difficult to set up and use. It supports grading, rubrics, and feedback and can automatically assign learners to assess other learners' submitted work and you can give them grades/feedback for doing so. See: https://docs.moodle.org/27/en/Workshop_module
A simpler, more open method is to use Moodle's Forum module ( https://docs.moodle.org/27/en/Forum_module ) and set it so that each learner starts their own discussion thread where they submit their work. They can then look at their peers' submissions and participate in discussions about it, giving feedback, opinions, suggestions, ratings, etc. I've found that this method tends to produce stronger commitment and engagement between cohorts of learners, they're more supportive of each other, and their feedback tends to be more sensitive and constructive. A downside is that you may have to deal with learners being too polite with their feedback and not being critical enough (Some people have called it "pathological politeness").
In my opinion, the efficacy of peer-assessment depends very strongly on the relationships between learners and the climate that they're learning in. It takes a great deal of trust and a strong sense of belonging and commitment for learners to put in the effort and take the risks necessary to engage in effective peer-assessment.
Another activity that can be used for peer-assessment is the Glossary module: https://docs.moodle.org/27/en/Glossary_module Think of it as like a learner-created dictionary or glossary where learners create and define terms and can comment on, discuss, and rate each others' terms/entries.
I hope this helps!
BTW, it looks like you want to do a quantitative study so you may want to consider controlling for learner engagement and participation. This is an old paper but still frequently cited in the elearning literature and offers a framework for evaluating affective, interactive, and cohesive aspects of learners' interactions through discourse analysis:
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
Matt, I must say-more often than not you tend to get on my pip!
But, I am grateful that you have posted this last message-you have pulled me out of a little corner I was about to get quite comfy within....and stay there for a while
Right. Few questions for some thought.
1. Do you think it is wise to ass-u-me that Hoora is going to need to/plan to undertake a quant study...I can't see any info about that in the initial post.
2. In my knowledge of discourse analysis tis normally-and I say normally-not always of course, associated with qual data. Content analysis-on the other hand does tend to lean more so toward the quant measures...deductive counting utterances etc...and I think you will find as you state that paper for 2001utilised quant analysis with a content analysis framework.
3. When you say: This is an old paper but still frequently cited in the elearning literature and offers a framework for evaluating affective, interactive, and cohesive aspects of learners' interactions through discourse analysis: has that framework been used in more recent papers-as a real test of its validity? If so, that ref-would be a real find for me-might you pass on the gen??
many thanks-sent with a smile
"Please answer me"? Please do take time to:
1. Choose an informative subject line and present facts and background in your post, just as Mary has recommended and as it is established in the moodle.org policies:
2. Do some initial searching using one of the many options available:
And the Moodle:
** Documentation pages (see image)
** Global search (see image)
** Search forums text box (see image)
** Advanced search page
quantum=space and time....two quarks up one down....all good-in mental prep for 01 Sept.
You really need to give moodle a test drive and find out for yourself. You can get your own moodle here free of charge:
Just give yourself a name and provide an email address. That's it, nothing else.