Podcasting for Learning and Assessment in Undergraduate History

Angela Byrne

Abstract


This case study reflects on the implementation and outcomes of podcasting in learning and assessment on an undergraduate History course at the University of Greenwich. The podcast formed part of an holistic series of summative and formative assessments intended to foster independent learning and research and presentation skills.

Keywords


Podcasting; Assessment; Technology Enhanced Learning; Peer review

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References


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DOI: http://dx.doi.org/10.21100/compass.v8i12.258

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