Presentation from Research in Distance Education 2011 conference, held on 26 October 2011. Presented by Dr Sarah Rauchas and Matthew Yee-King, Goldsmiths College. Goldsmiths offers a degree in Creative Computing in a distance context. As part of a bigger study to look at ways of delivering and supporting students in their creative practice, we have been looking at the role of feedback to students on their assessed work, particularly assignment work.

Presentation from Research in Distance Education 2011 conference, held on 26 October 2011. Dr Gwyneth Hughes and Kaori Kitagawa, Institute of Education - 'Implementing Ipsative assessment’.

Distance learners rely on effective assessment and feedback for motivation and for learning. There is evidence from a previous study that an ipsative approach to assessment (assessment based on a comparison with a learner’s previous performance) might both motivate distance learners by developing self-awareness of progress and help them to take a longer-term approach to academic study. In this project an ipsative feedback scheme was developed with distance learning tutors and implemented using an ipsative feedback form for students to complete. These forms and subsequent tutor comments were evaluated and analysed for changes in feedback practice. Students and tutors were also interviewed about the value of the scheme. Findings indicated that ipsative feedback on progress has the potential to motivate learners and to encourage them to act on developmental feedback, but further intervention is needed to manage student expectations and to ensure that this intervention is sustainable and scalable.

We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.

A presentation by Claire Gordon (London School of Economics). Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011. Presentation slides and more details can be seen at www.cde.london.ac.uk.

A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011. Presentation slides and more details can be seen at www.cde.london.ac.uk.

A presentation by Jane Hughes, University College London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011. Presentation slides and more details can be seen at www.cde.london.ac.uk.

A presentation by Dr Jane Secker, DELILA Project Manager, London School of Economics. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011. Presentation slides and more details can be seen at www.cde.london.ac.uk.

James Ballard from the University of London Computer Centre (ULCC) came to the Centre for Distance Education to introduce a framework for personalised learning and discuss its relevance and application.

This session will be of interest to anyone interested in the development of e-portfolio, VLEs or e-learning in general.

Part three of three.

James Ballard from the University of London Computer Centre (ULCC) came to the Centre for Distance Education to introduce a framework for personalised learning and discuss its relevance and application.

This session will be of interest to anyone interested in the development of e-portfolio, VLEs or e-learning in general.

Part two of three.

James Ballard from the University of London Computer Centre (ULCC) came to the Centre for Distance Education to introduce a framework for personalised learning and discuss its relevance and application.

This session will be of interest to anyone interested in the development of e-portfolio, VLEs or e-learning in general.

Part one of three.