Eva Heinrich

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This article addresses the possibilities of supporting formative assessment with eLearning tools. The context between formative assessment, summative assessment and tools in current eLearning environments is established before concepts for an onscreen marking tool, called MarkTool, in support of formative assessment are developed. The consultation process(More)
Rapid technological change, increasing globalization and a changing world of employment with multiple roles during one’s professional life are necessitating a change from knowledge to learning societies. Full participation requires lifelong learning skills, meaning the ability to solve problems, work both independently and in a team, communicate effectively(More)
This article reports on a comprehensive study, investigating the use of e-tools for formative assignment assessment. The study conducted a large-scale literature review and interviews with 90 academics at five New Zealand tertiary institutions. The focus of the study was on formative assessment provided in assignments, an area in which educational theories(More)
The educational literature shows that formative assessment is highly conducive to learning. The tasks given to students in formative assessment generally require open-ended responses that can be given, for example, in essay-type format and that are assessed by a human marker. An essential component is the formative feedback provided by the marker that needs(More)
In this paper we look at learner-formulated questions in technology-supported learning applications. Traditionally, technology-supported learning applications request input from the learner. The learner’s response is used to assess the knowledge of the learner, to define a navigation path through the material or to construct a learner model. With our work(More)
World-wide large repositories of learning material are created with the dual goals of global access for the learner and of re-use of material by the teacher. Content description standards have been defined which make it possible to locate appropriate material. This paper looks into complementing these standards by extending the possibilities of describing(More)
This paper discusses an ePortfolio initiative for engineering and science students at Massey University, New Zealand. Eportfolios are electronic version of portfolios that are extensively used in arts and education. We have introduced ePortfolios to our students to impart life long learning skills at university-level. We have chosen Open Source Portfolio(More)
The Human-Computer Interaction Group (HCIG) at the Palmerston North Campus of Massey University is a major focus of HCI activity in New Zealand. The majority of those involved in the HCIG are staff and students from the Institute of Information Sciences and Technology within the College of Sciences. This overview describes some of the activities of the HCIG.
Computer based educational systems are faced with an increasing range of challenges. The use of multimedia provides a number of technical and conceptual demands, the volume and nature of the material requires sophisticated knowledge representation techniques, and a continuously increasing level of interactivity between learner and system is desired. This(More)
This paper presents a proposed framework for ePortfolio knowledge management that has been developed in a project that aims is at providing universities with an environment for lifelong learning support through integrating and extending Learning Management Systems (LMS) and ePortfolio Systems. The problems that exist using these systems to support lifelong(More)