Examples of teaching and assessing in the cloud

To contribute an example of teaching and learning in the cloud, please email: learningfutures@deakin.edu.au.

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CloudDeakin-based submission and assessment

Associate Professor Bernie Marshall

CloudDeakin-based online submission and assessment - the advantages, easy management and effectiveness

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Students using interview and video to define key concepts

Ross Monaghan

Ross talks about students using interview and video to define key concepts


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Marking assessments in the cloud: demonstrating the use of mark-up tools and rubrics

Dean Coldicott

Use of mark-up tools and online rubric to streamline assignment marking and provide good quality feedback - further information on custom stamps and rubrics

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Authentic team learning in architecture

Associate Professor Richard Tucker

Students critique real houses on sustainability performance


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Using video as a reflective tool in problem-based learning

Dr Janet McLeod and Cal Strasberg

Benefits of problem-based, self-directed learning

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Fostering collaboration using Mediawiki

A cloud-based interactive 10-week construction project

Students used MediaWiki to prepare and present group assignments in which they took roles in a simulated 10-week construction project - Transcript


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Using rubrics to provide detailed feedback

Neville Hurst

How rubrics have provided an effective and flexible assessment and feedback tool with open-ended assessments

Using VoiceThread tools

Shem Macdonald

VoiceThread allows for communication with written text and audio and video files


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Using screen capture tools to analyse an assessment task

Demonstration of tools that students can use to analyse their asssessment tasks using video, screen capture and text

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Using screen capture tools to explain common student errors in variation

Demonstration of an all-too-common way of lying with statistics - how you can draw an incorrect conclusion if you don't include important sources of variation in your investigation


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Using video to reflect on experiential learning

Dr John McWilliams

Using an experiential learning model, students challenge themselves on many levels over 8 days at sea in a tall ship



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