Week 4 - Models

Ummm.... Here's a summary of the different paradigms and how i see them relating to my practice and evaluation methods in general.

1. Analytic Empirical Positive Quantitative Paradigm (could they come up with a longer title???) reflectst the traditional rational scientific type approach where we use experiment and experience to explain things. This is a fairly objective (rather than subjective) view of the world! Evaluation methods that fall under this paradigm would be fairly rational - scientific and classical experimental in their approach. A lot of science type education has traditionally been consistent with this thought paradigm. In my practice I would employ evaluation methods that are consistent with this paradigm if i wanted to test a specific element of a programme using an experimental type approach. Whilst it can be handy - from a big picture how you view the world perspective this seems a fairly dry and unimaginative way to view your world! Not a very empowering way to view the world in the sense that it seems we are at the mercy of external stimulii and environments.

2. Constructivist Hermeneutic Interpretivisit Qualitative Paradigm (another succinct title!) is slightly more empowering type view of the world we humans actually construct their reality! More subjective than (1). Interestingly the researcher is more likely to be immersed in the subjects world rather than detached from the subject as in (1). Evaluating from this perspective i would immerse myself in teh world of the subject and try and understand how they had learnt and how the course had affected their construction and interpretation of reality! In my practice I think i use this informally a lot of the time when i try to get inside the head and the world of a client or institution or target group of students.

3. Critical Theory Neomarxist post modern praxis paradigm (ummmm) seems to me to add a political / social justice type bent on (2) - being concerned with who will benefit! And doing lots of deconstruction to determine who will benefit. This paradigm does make you consider underlying and sometimes hidden assumptions that might exist. Could become a bit depressing and 'conspirator' theory like if you viewed your world too much from this perspective i suspect! Ummm - have used this approach when studying and reflecting on things but can't say i have employed it in evaluating any of my own education creations. Have used it when looking critically at education resources from a Treaty / Bicultural perspective though.

4. Eclectic mixed methods pragmatic paradigm (another great title) is concerned with practical problems and has a fairly realistic view of the world as complex! Evaluating things from this perspective can get fairly complex as unlike (1) there will be multiple variables acting all at once and how do you isolate them? or do you even try? I have used this perspective to evaluate environmental education or education for sustainability programmes - i would be looking to see that they reflected thought consistent with this paradigm. In environmental education or education for sustainability we tend to view the world as interconnected and complex. I guess creating an evaluation model from this perspective would be complicated but at least it would be reasonably realistic!!!!

Ummmm - well that's it for this week! R :]

Week 3

3 e-learning guidelines relevant to my area of practice
(How do you choose??????????????)

TD1 Is the use of e-learning the best way to achieve the intended learning outcomes?
TD2 Do students get clearly defined learning objectives that assist them in focussing on their learning activities?
ST7 Will e-learning foster student’s curiosity and creativity?

Reasons for choosing them and issues related to quality
1. I think e-learning is great but can see that it isn’t always the best way to achieve learning outcomes –so am keen to explore more – in what circumstances e-learning is and isn’t the best option. As a designer of education programmes /courses /resources I can see that major quality issues can be experienced by the end user if the medium for delivering the course/material is inappropriately selected.
2. Its something that I have seen too often - courses that do not have clearly defined learning objectives. Why do we create a course that doesn’t have clear goals? It seems crazy for students to complete a course of study when they don’t know what they are trying to achieve or learn? I think this issue becomes exaggerated in an e-learning situation. The lack of face to face contact can add to the confusion! There are huge quality issues that arise from programmes /courses /education material where there is a lack of clearly defined learning objectives.
3. This is something that can be a challenge when working with science education. I work a lot in the areas of marine and environmental science but come from a multidisciplinary background. I believe that curiosity and creativity can and should be part of science education – there is a lot of very of not very good science education that occurs that definitely doesn’t seem to foster these aspects in people!

How the guidelines might address issues identified
In my job, I could adapt these guidelines and use them as a checklist to use when designing programmes, courses and resource materials. This would ensure that the courses and materials I produce avoid the quality pitfalls that seem quite avoidable with the use of a good set of guidelines like these!

Guidelines - Week 2

I did the wee activity from week 2 and came up with the following. I think there are way too many interesting and useful guidelines to think about!!!!

TD1 Is the use of e-learning the best way to achieve the intended learning outcomes?
Why important?
There are some learning situations where e-learning is not the best medium for learning. The goal of education is to create a quality and effective learning experience for students and therefore it is important to determine if e-learning is in fact the most appropriate vehicle for learning.
How this can be applied in my workplace?
Before developing a programme or learning resources I need to evaluate what learning medium will best achieve the learning outcomes. I should develop a checklist with a set of criteria for determining whether e-learning is appropriate. This would investigate delivery options, technological aspects, course outcomes, student characteristics and any other situational factors.

TT2 Does course assessment relate to intended learning outcomes and to student learning needs and situations?
Why important?
It is fair for students to expect that they will be assessed against described learning outcomes. Students will not perform well when assessments do not relate to described learning outcomes or meet student learning needs and situations.
How this can be applied in my workplace?
When assessments and course material is being developed, incorporate a these aspects into a checklist for evaluating that the materials developed will meet the requirements of the programme and students.

TT6 Are online activities available that will enable students to assess their learning?
Why important?
Providing online activities that help students to determine how their learning is progressing are especially important in an elearning context where face to face feedback is not received.
How this can be applied in my workplace?
Again – I could incorporate this into a checklist of critieria for evaluating material that I have developed.

TT3 Is there evidence of timely, accurate and well targeted feedback to students?
Why important?
Students like to know how they are progressing. It is important for student success and learning that they determine how they are progressing.
How this can be applied in my workplace?
Check that feedback points are incorporated into courses that I write and that these are timely and well targeted.

Week 2 - initial thinkings on evaluation

Why is evaluation important to me?
Because i want to create WOW programmes and resources - ones that work for learners and educators!

How do i define evaluation?
Ummmm..... how about "analysis, review and measurement of quality"

What sort of evaluations am i familiar with?
I'm one of those self reflective types so i do alot of informal evaluation in my work:
pre- programme or resource development; during development, at the end of a new development...
Formally I'm familiar with the standard post course evaluations and also evaluation by external agencies such as industry

Why is quality important to e learning?
I think quality is particularly important to elearning educational materials as they have to stand alone. you can get away with having dodgy resources if you are a great 'up front' lecturer, but elearning resources have to be able to stand up by themselves. On a wider philosophical ground I guess i also think - what's the point in putting energy into creating stuff that isn't any good and doesnt work for people?

Week 2

Well - It's another lovely day here in the sunny bay of plenty and it's my Finn free day so am in my office and feeling good having ducked out for a wee blat on my bike at lunchtime!

I'm not too sure how i'm going with this course yet to be honest. I'm still getting my head around wickis and blogs and feel like i haven't even started looking at the course material! Not too sure where to communicate with people - on their blogs or on the discussion tab? Would be great to join one of the class conferences but haven't been able to do so YET! The times haven't worked out and i don't have a microphone or camera thingy on my computer..... On the whole it's all good though! I love being out of my comfort zone! Have just started looking at course material for the first time - so i must be making some progress!

Rika :]