Quiz-R-us: Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines

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Quiz-R-us : Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines. / Marchetti, Emanuela; Valente, Andrea.

Proceedings of the 5th International Conference on Learning and Collaboration Technologies. red. / P. Zaphiris ; A. Ioannou. Bind II Springer, 2018. s. 332-349.

Publikation: Bidrag til bog/antologi/rapport/konference-proceedingKonferencebidrag i proceedingsForskningpeer review

Harvard

Marchetti, E & Valente, A 2018, Quiz-R-us: Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines. i P Zaphiris & A Ioannou (red), Proceedings of the 5th International Conference on Learning and Collaboration Technologies. bind II, Springer, Lecture Notes in Computer Science, bind 10925, s. 332-349, Las Vegas, USA, 15/07/2018. https://doi.org/10.1007/978-3-319-91152-6_26

APA

Marchetti, E., & Valente, A. (2018). Quiz-R-us: Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines. I P. Zaphiris , & A. Ioannou (red.), Proceedings of the 5th International Conference on Learning and Collaboration Technologies (Bind II, s. 332-349). Springer. Lecture Notes in Computer Science, Bind. 10925 https://doi.org/10.1007/978-3-319-91152-6_26

Vancouver

Marchetti E, Valente A. Quiz-R-us: Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines. I Zaphiris P, Ioannou A, red., Proceedings of the 5th International Conference on Learning and Collaboration Technologies. Bind II. Springer. 2018. s. 332-349. (Lecture Notes in Computer Science, Bind 10925). https://doi.org/10.1007/978-3-319-91152-6_26

Author

Marchetti, Emanuela ; Valente, Andrea. / Quiz-R-us : Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines. Proceedings of the 5th International Conference on Learning and Collaboration Technologies. red. / P. Zaphiris ; A. Ioannou. Bind II Springer, 2018. s. 332-349 (Lecture Notes in Computer Science, Bind 10925).

Bibtex

@inproceedings{b80167d5efe7473eb3359e9a7047fc91,
title = "Quiz-R-us: Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines",
abstract = "In the latest years, the Danish school system has experienced an increase in digitization and experimentation with blended learning, in which traditional face-to-face instruction is combined with web-based online learning. Online quizzes have become a popular tool for students’ self and peer assessment in the education of occupational therapy, in which blended learning is becoming more commonly adopted. The use and creation of online quizzes is seen as a concrete case to explore how to enrich the practice of blended learning in the occupational therapy education, challenging the traditional notion of quizzes. This study was a cooperation between the Lillebaelt Academy’s Web Development education, and the Occupational Therapy education from the University College Lillebaelt, both in the area of Odense, Southern Denmark. Our study suggests that the use of quizzes poses complex questions in relation to the participation of teachers and students in creating quizzes and managing assessment. Hence teachers see quizzes as an opportunity for reducing their burden in assessment, but both teachers and students said that quizzes can be “dry” or “boring” and their best experiences with quizzes involved playful learning settings. Based on these findings, the Web Development students developed a series of hi-fi prototypes addressing two main issues: the need for making online quizzes more playful, and the need to support the workflow that takes place in the authoring and use of quizzes. This paper presents our findings, weaknesses of our study, and the relations between blended and playful learning.",
keywords = "blended learning, quiz, user centred design, e-learning, Story telling",
author = "Emanuela Marchetti and Andrea Valente",
year = "2018",
doi = "10.1007/978-3-319-91152-6_26",
language = "English",
isbn = "978-3-319-91151-9",
volume = "II",
pages = "332--349",
editor = "{Zaphiris }, P. and A. Ioannou",
booktitle = "Proceedings of the 5th International Conference on Learning and Collaboration Technologies",
publisher = "Springer",
address = "Germany",

}

RIS

TY - GEN

T1 - Quiz-R-us

T2 - Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines

AU - Marchetti, Emanuela

AU - Valente, Andrea

PY - 2018

Y1 - 2018

N2 - In the latest years, the Danish school system has experienced an increase in digitization and experimentation with blended learning, in which traditional face-to-face instruction is combined with web-based online learning. Online quizzes have become a popular tool for students’ self and peer assessment in the education of occupational therapy, in which blended learning is becoming more commonly adopted. The use and creation of online quizzes is seen as a concrete case to explore how to enrich the practice of blended learning in the occupational therapy education, challenging the traditional notion of quizzes. This study was a cooperation between the Lillebaelt Academy’s Web Development education, and the Occupational Therapy education from the University College Lillebaelt, both in the area of Odense, Southern Denmark. Our study suggests that the use of quizzes poses complex questions in relation to the participation of teachers and students in creating quizzes and managing assessment. Hence teachers see quizzes as an opportunity for reducing their burden in assessment, but both teachers and students said that quizzes can be “dry” or “boring” and their best experiences with quizzes involved playful learning settings. Based on these findings, the Web Development students developed a series of hi-fi prototypes addressing two main issues: the need for making online quizzes more playful, and the need to support the workflow that takes place in the authoring and use of quizzes. This paper presents our findings, weaknesses of our study, and the relations between blended and playful learning.

AB - In the latest years, the Danish school system has experienced an increase in digitization and experimentation with blended learning, in which traditional face-to-face instruction is combined with web-based online learning. Online quizzes have become a popular tool for students’ self and peer assessment in the education of occupational therapy, in which blended learning is becoming more commonly adopted. The use and creation of online quizzes is seen as a concrete case to explore how to enrich the practice of blended learning in the occupational therapy education, challenging the traditional notion of quizzes. This study was a cooperation between the Lillebaelt Academy’s Web Development education, and the Occupational Therapy education from the University College Lillebaelt, both in the area of Odense, Southern Denmark. Our study suggests that the use of quizzes poses complex questions in relation to the participation of teachers and students in creating quizzes and managing assessment. Hence teachers see quizzes as an opportunity for reducing their burden in assessment, but both teachers and students said that quizzes can be “dry” or “boring” and their best experiences with quizzes involved playful learning settings. Based on these findings, the Web Development students developed a series of hi-fi prototypes addressing two main issues: the need for making online quizzes more playful, and the need to support the workflow that takes place in the authoring and use of quizzes. This paper presents our findings, weaknesses of our study, and the relations between blended and playful learning.

KW - blended learning

KW - quiz

KW - user centred design

KW - e-learning

KW - Story telling

U2 - 10.1007/978-3-319-91152-6_26

DO - 10.1007/978-3-319-91152-6_26

M3 - Article in proceedings

SN - 978-3-319-91151-9

VL - II

SP - 332

EP - 349

BT - Proceedings of the 5th International Conference on Learning and Collaboration Technologies

A2 - Zaphiris , P.

A2 - Ioannou, A.

PB - Springer

ER -