CDTL    Publications     Mailing List     About Brief
   

This issue of CDTL Brief presents the last instalment of a two-part discussion on the issues surrounding IT-supported Learning Strategies.

 
 First Look articles





Search in
Email the Editor
September 2003, Vol. 6, No. 9 Print Ready ArticlePrint-Ready
The Value of Online Student Peer Review, Evaluation and Feedback in Higher Education
Mr J. A. Gilles Doiron
Principal Educational Technologist
Centre for Development of Teaching and Learning, NUS
Since the inception of the World Wide Web and its rapid adoption by the public, business, government and education, research into its use has been constantly outpaced by its exponential growth. Just as architects and innovators of earlier technologies learnt of why and how new technologies worked through trial and further improvements, ‘cyberphiles’ are discovering the possibilities and inadequacies of Information and Communication Technology as new features emerge. Continue reading


ICT-supported Learning Strategies and Learner-centred Instruction
Mrs Lim-Tan Keh Buoy, Grace
Principal Learning Technologist
Staff & Educational Development Division
Temasek Polytechnic
This paper aims to provide a brief overview of how two unrelated developments, the ever-evolving technological advancements and a paradigm shift in education, have combined together to form a new approach to learning (i.e. from instructor-led to learner-centred instruction) and highlight areas of synergy between the two developments in transforming education via the deployment of ICT (information & communication technologies). Continue reading


A Study Investigating the Impact of Web-enhanced Learning on Student Motivation
Mrs Vaanathi Rajandran
Lecturer, Communication Skills,
Design Integrated Studies
Temasek Design School, Temasek Polytechnic
In the last decade or so, educationists have used Information Technology (IT) in the classroom to help motivate students to learn, and are aware that with IT, education will change dramatically (Kearsley, 2000). Continue reading