I’ve been trading emails with a student who’s apparently having problems moving content generated in a desktop word processor, I think it is Word, into his MT4 blog. I just made a test and things look good for me. So I’ve asked for his URL and original document. He worked with the Helpdesk after speaking with Linas and suggested that he use WordPad as an intermediary. That apparently helped, but didn’t solve his problems. I won’t be able to offer any additional assistance unless I see his originals.
Anyone else having problems with copying and pasting docs from the desktop into MT4?
Example from this document (Blooms and Question Types.docx):
E-learning and Assessment
Version 4.
Reference http://wiscinfo.doit.wisc.edu/teaching-academy/Assistance/course/questions.htm
The education strategy (March 2004) has highlighted that Bristol University:-
1. Is a “research intensive” university where the student learning experience is informed by research and is delivered by research active staff.
2. Wishes to retain its high quality teaching.
3. Needs to widen access and to look at diverse progression routes into HE.
4. Needs to expand postgraduate numbers – particularly on taught masters programmes
5. To retain their highly rated international research output and to deliver high quality teaching, requires that teaching is cost effective.
Whilst E-learning has a relevance to all of these points, this paper will focus on point 5 i.e. the requirement for teaching to be cost effective. The contribution of E-learning to assessment is a major area where substantial gains in efficiency can be achieved.
Currently staff spend a significant amount of time
1. setting examinations
2. ensuring that they match course learning objectives,
3. liasing with the external examiner
4. marking
5. exam related student administration
Much of this activity is repeated at least twice per year and sadly the outcome is often only summative rather than formative. Several staff within the university have already adopted CAA (computer aided assessment) as a means of addressing this problem and have found pedagogic as well as efficiency gains. However this approach has not yet become embedded. Reasons for this limited uptake include:-
