Activity Visualization and Formative Assessment in Virtual Learning Environments

Urban Nulden and Christian Hardless Goteborg University, Sweden INTRODUCTION Teaching, tutoring and assessing students becomes radically different in a virtual learning environment than in a traditional classroom (Harasim, Hiltz et al., 1995; Hiltz and Wellman, 1997). The more activities that are ‘net-based,’ the more technology-based support is required for the educator. Computers free educators to spend less time on direct instruction, but do not diminish the role of the educator. Instead, they can change the role towards guiding and helping students to put information into context. See for instance Laurillard (1993) and Ramsden (1992) for a discussion about the role of the educator. The process of guiding students is an ongoing struggle and requires thorough understanding of the learning process. For tutors and teaching assistants, virtual learning environments introduce a whole new situation.