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Using JavaScript to simulate formative assessment questioning in web-based open learning materials
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bowerman, Chris Mansfield, Charlie Sewell, K. L. |
| Copyright Year | 1997 |
| Abstract | Questions in traditional print-based materials Questions in on-line materials: a new approach A first example: simple questions A second example: series of MC questions Principles of good HCI-design Some practical experiences Real-life examples Conclusions References and Bibliography Abstract This paper provides the JavaScript code for asking questions in web-based learning materials. The paper situates the setting of formative assessment exercises and questioning in the tradition of open learning materials design. Re-usable examples of code for HTML 3 and JavaScript are provided. Self-diagnostic questioning has long been a feature of effective open learning in traditional print-based materials (Mansfield 1987; 27). The pattern, established since at least the mid-eighties, has been for the course authors to pose a self-assessed question, then provide a suggested answer followed by a short discursive text by the course authors. This model encourages the learners by posing a question, as in a classroom situation, and providing enough space for the learners to attempt a solution to the question themselves. The course authors then provide enough material for the learners to assess their performance diagnostically. This is the basis of new learning since the learners form new connections through this process by revising their reading up to the point of questioning and making new connections between information (Lyotard 1979: passim). Questions in on-line materials: a new approach Corrective and evaluative testing during learning are also features of Vigorelli's models for cognitive interpretation as summarised by Van den Brande (Van den Brande 1993:26). Van den Brande points out that corrective instruction may be included in flexible learning technologies to help the system eliminate errors in the learner's knowledge, while evaluative techniques may be deployed by the courseware authors to verify the real knowledge of the learner. This paper suggests that teachers can add these two features to their on-line materials by integrating JavaScript questions. This will improve the interactivity of what may have been simply on-line texts for students to down-load and read. More importantly, however, from a pedagogic standpoint, is that learners will now be engaged in cognitive interpretation under Vigorelli's scheme. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.era.lib.ed.ac.uk/bitstream/handle/1842/701/eurodl.pdf?isAllowed=y&sequence=2 |
| Alternate Webpage(s) | http://www.eurodl.org/materials/contrib/1997/mansfield.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
