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Journal Issue
Volume 13 Issue 4, ECEL 2014 / Apr 2015  pp205‑315

Editor: Kim Long

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EJEL Editorial  pp205‑206

Kim Long

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Assessment in Massive Open Online Courses  pp207‑216

Wilfried Admiraal, Bart Huisman, Olga Pilli

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Affordances of Educational Learning Technologies in Higher Education Multicultural Environments Multicultural Learning Environments  pp217‑227

Edilson Arenas

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Online formative assessment in higher education: Its pros and cons  pp228‑236

Zwelijongile Gaylard Baleni

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It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237‑249

Paula Charbonneau-Gowdy

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Adding Value: Open Online Learning and the MBA  pp250‑259

Rachel Fitzgerald, Maggie Anderson, Ross Thompson

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Developing confidence in the use of digital tools in teaching  pp260‑267

Dr Sue Greener, Craig Wakefield

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The Scoring of Matching Questions Tests: A Closer Look  pp268‑276

Antonín Jančařík, Yvona Kostelecká

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The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277‑289

Signe Schack Noesgaard, Rikke Ørngreen

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Evaluation as a Powerful Practices in Digital Learning Processes  pp290‑300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

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Abstract: The present paper is based on two empirical research studies. The Netbook 1:1 project (2009⠍2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while Students⠒ digital production and students as learning desig ners (2013⠍2015), funded by the Danish Ministry of Education, is ongoing. Both projects concern primary and lower secondary school and focus on learning design frameworks that involve students⠒ agency and participation regarding digital production i n different subjects and cross‑disciplinary projects. Within these teacher‑designed frameworks, the students perform as learning designers of learning objects aimed at other students. Netbook 1:1 has shown that digital and multimodal production especially facilitates student‑learning processes and qualifies student‑learning results when executed within a teacher‑designed framework, which provides space for and empowers students⠒ agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our everyday environment becomes increasingly comple x with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language‑centred type. In order to clarify these practices , we address the various understandings of evaluation and assessment that may blur our arguments. Students⠒ digital production and students as learning designers is a large‑scale project that follows up on the findings of Netbook 1:1. It experiments fur ther with various evaluation practices in a digitalised learning environment that focuses on different phases of the learning processes and includes feed‑forward and feedback processes. Evaluation as a learning practice in a digitalised learning context f ocuses on students as actors, addressing their s 


Keywords: Keywords: Assessment, evaluation, formative evaluation, summative evaluation, self-evaluation, peer evaluation, teacher evaluation, digital learning processes, multimodality, evaluation design, agency, empowerment, reflection, construction of meaning


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Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301‑315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

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