Committing to Quality Learning through Adaptive Online Assessment

Di Challis

Assessment & Evaluation in Higher Education Vol. 30, No. 5 (October 2005) pp. 519–527

With advances in computerbased technologies and the emergence of elearning, there are unprecedented opportunities to reconsider assessment of learning (and, axiomatically, of teaching) and how this can be undertaken. One approach is adaptive...

From policy to practice: One university's experience of implementing strategic change through wholly online teaching and learning

Dale Holt; Di Challis; Di Challis

Australasian Journal of Educational Technology Vol. 23, No. 1 (Jan 01, 2007)

One institution's attempts to implement an ambitious wholly online learning policy is examined in the Australian higher education setting. The conditions that led to a diversity of models of wholly online unit development are considered, along with...

Language: English

Teaching and Learning Centres: Towards Maturation

Di Challis; Dale Holt; Stuart Palmer

Higher Education Research and Development Vol. 28, No. 4 (August 2009) pp. 371–383

Approximately 70% of Australian Teaching and Learning Centres have been restructured and/or have undergone leadership changes in the last three years. The volatility of this environment reflects the number of significant challenges faced by Teaching ...

Staff perceptions of the role of technology in experiential learning: A case study from an Australian university

Di Challis; Dale Holt; Mary Rice; Mary Rice

Australasian Journal of Educational Technology Vol. 21, No. 1 (Jan 01, 2005)

This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate...

Language: English