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Copy of Eval Workshop

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wai hopai

on 4 February 2014

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Transcript of Copy of Eval Workshop

eCampus
Context
concepts of Quality
QS feedback & update
Workshop outline
Quality concepts
Perspective?
* management?
* learner?
* teacher?
* external body?
* employer / other stakeholders?





Using rubrics to evaluate
quality in learning designs
Quality Matters rubric
CSU
Rubric

Sloan online rubric
evaluation is like investigating
a very large cave with a
very small torch
(Ehrmann, Flashlight Evaluation Handbook, 1999)

* Robinson (1994) defined quality assurance as::

‘a set of activities that an organisation undertakes to ensure that standards are specified and reached consistently for a product or service.'

To evaluate or not to evaluate?
Can provide a once only opportunity to integrate
pedagogy & technology into the teaching & learning process
* EVALUATION
“... According to Pombo (2012), evaluation is a process:
‘that involves the comparison between a real situation & what is expected guided by theoretical referential...’


Modes of delivery - The combination of traditional learning with web-based online approaches

Technology - The combination of media and tools (technologies) employed

Pedagogy - The combination of a number of pedagogic approaches irrespective of learning technology use

Chronology - Synchronous and asynchronous approaches
Blended learning permutations
definitions
Welcome to TANZ Quality standards
Evaluator Workshop


Teaching
BLeR Summary Sheet given to tutors
BLeR Page 2
BleR page 3
BLeR Page 4
Evaluation rubrics aim to...
* continual feedback & modification essential
* difficulty in maintaining integrity of the rubric
* * can encourage team approach to course dev. & enabled wider community of interest in learning & 'quality'

* provides a quality 'target' or baseline for further improvement
What should be evaluated?
Teaching
Evaluation
process
(rubric)
Pedagogy
Teaching
practice
Institutional
policies
Observations from practice 1

* Relatively little effort/time to use well constructed rubric

* Effective way to provide a pedagogical framework

* Operates as a guide for course development

* Provides an overview of good & bad practice
across institute

Try out the QS
Design
Use of
technology

An evaluation framework for eLearning
- interface
- instructional
But: Rubrics also need to be supported by:-
Student
support

Course
structure

Assessment
of for learning

Course facilitation
1 an integrated approach to build effective eLearning
2 a comprehensive & cohesive eLearning institutional strategy
The toolkit & Quality standards
BLeR Page 1
Evaluating course design
existing e-Learning rubrics
Observations from practice 2
(Oliver and Trigwell, 2005; Sharpe et al., 2006)
NMIT
Evaluator Workshhop @ NMIT
June 17-18 | 2013 | Nelson

* To finalise refine the TANZ Quality Standards (QS)
* To agree on QS acceptance criteria
* To agree on an acceptable QA evaluation process, including associated forms / templates
* To develop a QS User Guide



* Participants will contribute to finalising the TANZ QS in addition to gaining experience in applying these standards.

* It is expected that by the end of the workshop participants will be able to evaluate online courses using the updated TANZ quality standards.

Blends
(Laurillard, 2009)
* time
* space/location
* technology
* pedagogy ....
Course design rubrics are designed to ask...
What does a quality course look like?

* Place learning design at the centre of instruction

* Allow for a range of established learning theories e.g Biggs

* Reference the local context

* Be supported by empirical-based research literature

* Emphasise learning ahead of technology (?)

* Be adaptable to support a range of individual and institutional needs ie Connect with any existing [flexible] learning strategy

* promote consistency across courses & programmes

* be sustainable (easy to use, efficient)

thank you for listening to....
Michael Smythe@nmit.ac.nz
NMIT, NZ
Flexible Learning Team
Michael
Workshop purpose
Workshop outcomes
QA review process
* QUALITY ASSURANCE can be used to refer to

1 a very specific and clearly defined process
and at other times is used quite loosely to refer to
2 any efforts towards improvement of a course, programme or institution.

Rubrics broadly attempt to cover the following (though not many do)
* These are in effect, the critical domains that can be used to inform quality standards

But not - How does a course work in practice?
* More than 1 evaluator should be involved in review
Discussion
Discuss the following

* Evaluation
* Quality Assurance

1 first in general terms
2 then how they relate to education and learning design :
Quality?



2 main approaches used in higher ed. to assess quality in eLearning (Barnett, 2007)

* extrinsic or objective characteristic of an activity - measurable
QI Strategy = uses benchmarking & best practice codes



Discuss what you consider 'quality' means personally and then in an educational context
NB QM course review model favours faculty participation over course designers

** developmental or intrinsic concerned with the educ. experience

- uses qualitative data around T & L activities
QI Strategy = Quality stds & rubrics used as part of course review process
In educ. = a process whereby we seek evidence that the learning experiences we have designed is effective
Difficult to define! Subjective & personal
“Quality learning occurs when there is alignment between the
technology,
course environment,
objectives,
learning activities, and
assessments of a course” GIHE (2010)
"..continuous improvement in the search for excellence" (Fresen, 2005)
Meanings of Quality
Entwhistle’s (2002) conceptual framework of student learning
Resources
Learning
What needs to be evaluated?
Full transcript