How Are We Doing? Evaluating Technology-Based Practices in Our Courses
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These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
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How Are We Doing? Evaluating Technology-Based Practices in Our Courses
- 2. This presentation may be shared as long as the creator has been given credit and it is not used modified or used for commercial purposes. Please review the conditions for use: http://creativecommons.org/licenses/by/3.0/ Creative Commons Licensing
- 3. Quality Definition: http:// www.businessdictionary.com/definition/quality.html Effective Learning What is Quality Practice? Standards Measurement Improvement
- 11. Khan’s E-Learning Framework ( Khan, 2008. Used with Permission) See Also: Frydenberg’s (2002) Article on Quality Standards: http://www.irrodl.org/index.php/irrodl/article/view/109/189
- 17. Pedagogical Considerations (Used with Permission) Needs /Audience Analysis Media Instructional Techniques Motivation Provisions for various models (Khan, 2005b) Content Rights Note: See also Quality Matters and CCCS Faculty Gold
- 18. Ethical Considerations (Community Considerations) Social and Political Influences Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Access Etiquette Legal Issues (Khan, 2005b, p. 293) (Used with Permission)
- 19. Interface Design Content Design Navigation User Friendliness Universal Access (Accomodations) (Khan, 2005b) (Used with Permission) Note: See Quality Matters
- 20. (Used with Permission) user technical support financial aid advising library tutorials and tutoring services Resource Support (Materials and Services outside of the immediate class experience)
- 22. Criteria Best Good Needs Improvement Reason Coaching Tip Example of a Facilitation Standard http://at.ccconline.org/faculty/wiki/CCCOnline_-_Discussion_Rubrics
- 28. Extended Studies Course: Resource Support Marketing Materials: Department provided information About pre-req skills and Second Life tech requirements Institutional website: student success, library, LMS Support Dept. provided advisement via email Faculty notified learners of additional Second Life Tutorials Faculty and Graduate Assist. provided out-of-class tutoring for Second Life work.
- 29. Overall Evaluation: How did it go? Where are there problems? Learning Assessment: How do we know what they know? What might be improved? Course/Workshop Evaluation: Learner success and retention Learner satisfaction with experience and facilitation Faculty/Presenter evaluation Evaluation Considerations (Used with Permission)
- 39. An Institutional Checklist for Second Life Course Offerings
- 42. Blip.fm: Online DJ’s http:// blip.fm/baroquecomposers
- 43. Static Screen Capture Using JING
- 44. Twitter and Instant Messaging
Editor's Notes
- Why evaluation? How do we know what we want to be looking for? (Remark somewhere about subjectivity…is a more useful thought how context may impact the way we apply a standard? ie. how synchronous and asynchronous deliveries would evaluate instructor “presence” differently) Using standards to measure and improve performance in meeting the needs of an organization. Ideological/Operational Evaluation/ Intention – three evaluation theories
- Permissions may also come into play
- Faculty Example: What do I do to bring a guest discussant to my course?
- Faculty and Students Faculty and Students Faculty and students Various models: tech-supported, blended, fully online (including synchronous and asynchronous) Texts, Rights, Guests, Protocols for things done on the ground (ie, demonstrations that need to be observed and certified)
- Are we doing right by the learner? Have we considered their communities as we create the learning environment? What do these look like in global communities?
- Google docs? Tech support (devices as well as services?)
- Double Check this link/ Indicate it is a quote….
- Get panel in SL that we did for NMC
- Can mention political environment— Ethics are values that drive our practices. Knowing what we know about local environments, would we want to create experiences that would only frustrate students or cause problems for them?