Does Web-based learning also mean new conceptions of curriculum?
A key element in pedagogical reengineering is the use and application of media to teaching and learning scenarios where students are active participants and contribute actively by generating knowledge. By changing roles and by enabling students to make contributions towards learning resources, assessment also becomes more learner-centred and performance based. For example, in some activities students can post new URLs’ to the course site so that others can share and critically evaluate them, and these resources become part of the learning activity (Oliver & McLoughlin, 20001). Similarly, the move towards peer assessment is an indicator of pedagogical extension via the Web, as online communication tools, shared workspaces and asynchronous dialogue make networked learning and assessment feasible. This participatory/contributions oriented approach to learning can be summarised as follows: • Assessment activities recognise students as contributors • Assessment activities involve opportunit
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