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Evaluating the Effectiveness of Teaching with IT

Evaluating the Effectiveness of Teaching with IT. The need for evaluation Teacher centred evaluation Student learning outcomes Student centred evaluation How does this relate to evaluation of IT innovations?. The need for evaluation.

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Evaluating the Effectiveness of Teaching with IT

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  1. Evaluating the Effectiveness of Teaching with IT • The need for evaluation • Teacher centred evaluation • Student learning outcomes • Student centred evaluation • How does this relate to evaluation of IT innovations?

  2. The need for evaluation • In many countries, funding agencies want evidence of teaching cost-effectiveness. • Australian universities are introducing TeachingQuality Audits • New teaching technologies are happening faster than they can be evaluated • Need ways of identifying teaching effectiveness and cost effectiveness

  3. Teacher centred evaluation • Most work is aimed at measuring learning gains on tests set by teachers • Administrators are interested in increases in productivity in teaching and learning • Most opinion surveys measure student satisfaction with teacher performance

  4. Student learning outcomes • Research shows learning outcomes related to how students perceive their studies • Shallow approach: the student learns in order to reproduce the material in the examination • Deep approach: the student intends to try to understand the material • Research shows students’ intentions depend on how they perceive the teaching context

  5. The key items related to the approach they take seem to be their perceptions of: quality of teaching, clearness and nature of goals, nature of assessment heaviness of workload amount of independence of learning Student centred evaluation

  6. How does this relate to the evaluation of IT usage? • The important question is: how do students approach learning with the new technologies? • Suggests you should ask opinions about: • What are the aims of the new technologies? • Are they well integrated into the subject and the course structure? • What are students’ prior experience with these technologies?

  7. Practical issues • What is the purpose of IT? • How is it designed? • Questions about the materials • Technical design issues • How is it to be evaluated?

  8. What is the purpose of IT? • Learn a new concept • Apply existing knowledge • Offer access to materials • Solve problems • Provide feedback on learning • Access/simulate/replace an experiment

  9. What is the material designed to do? • Encourage active learning • Stimulate problem solving • Trigger speculation • Stimulate student-student interaction • Support further exploration

  10. Questions a teacher should ask about the material • Is the material relevant/important? • Are the specific skills essential • Is the level of knowledge/skill right • Is it well matched to assessments • Are the outcomes consistent with teaching goals

  11. Is it well constructed Are the screens clear Is navigation easy Are instructions clear Can the user exit easily Does it include feedback Is the information accurate Is the approach up-to-date Are the examples appropriate Are graphics clear and relevant How real are the simulations Technical issues

  12. Student evaluation Student expectations Student specific learning needs Is the IT interactive and time-effective? Is the IT consistent with perceived assessments? Does the IT offer helpful feedback? Evaluation methods Checklists Concept maps Confidence logs Focus groups Interviews Pre- & post-testing How is it to be evaluated?

  13. Some examples of evaluation: • Is the software well put together? • Are student expectations being met? • How do students behave in the learning situation? • What are the outcomes in terms of understanding?

  14. Is the Software Well Designed? Evaluation cookbook A practical guide that is aimed at teachers who are interested in evaluating materials. It is a resource from which readers can pick and mix from a range of ideas. http://www.icbl.hw.ac.uk/ltdi/cookbook/

  15. Are Student Expectations Met? At the University of Sydney in 2000, a new course in computational physics was evaluated in three areas: Knowledge, Attitudes and Skills. See: Soankwan, C. and Johnston, I. “An exercise in course evaluation”, UniServe Science News, July 2000. http://science.uniserve.edu.au/newsletter/vol16/

  16. How do students Behave in the Learning Situation? An Evaluation of IT Projects for University Learning, Shirley Alexander, Jo McKenzie and Helen Geissinger, 1998. (Book plus two videos) Australian Govt Printing Service. Case study: Computer network-based simulations for teaching “Middle East politics”.

  17. What are the Learning Outcomes? Evaluation of a teaching technique called Interactive Lecture Demonstrations, to see if claimed increases in student under-standing were achieved. See: Johnston, I. and Millar, R. “Is there a right way to teach physics?”, CAL-laborate, 5, November 2000. http://science.uniserve.edu.au/pubs/callab/

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