8.Using Educational Technology in Evaluation.ppt
- 2. Educational Technologies • Search Tools & Electronic Databases. • Audio Visual Aids • Hand-held Devices • Presentation Software • Interactive Case Modules • Virtual Classrooms • Online Evaluation Tools • Curriculum Management Tools • Computer-aided Decision making Tools 2
- 3. Why use Technology? • Interactivity • Content delivery/revision • Managing learning and resources • Collaboration • Communication • Sense of cohort • Variety of teaching and learning preferences • Formative and summative assessment 3
- 4. How does this help? • Allows students more control of their own learning. • Allows lecturers to guide more, teach less • Allow student to build up knowledge, and become part of the teaching process. • Can provide some really engaging learning experiences. • Teachers can provide “scaffolding” and safety nets. • “At risk” students can be identified more. 4
- 5. Computer-aided Education Possible Advantages • “Universal” Accessibility • Removal of Time/Geography Barriers • Self-directed Education • Hyperlink Capability • Standardization of Content • Ease of Updating Content • Efficiency in Didactic Instruction • Efficiency in Course Coordination • Efficiency in Content Distribution 5
- 6. Computer-aided Education Possible Disadvantages • Hardware/Software Requirements • Bandwidth Requirements • Technical Maintenance & Support • Time-Intensive Course Development • Asynchronous Communication • Uni-dimensional Communication • Faculty knowledge Deficit • Student Knowledge Deficit 6
- 7. Use of Educational Technologies in Education • to enable to evaluate, discriminate, and integrate IT resources in their teaching • to help students effectively use the online curriculum and other related material. • to help students graduate with the IT skills and competencies needed to meet hiring agency demands. • to help students view IT and computer-related technologies as tools and resources to be used appropriately to meet curriculum goals. 7
- 8. Use of Educational Technologies in Education • use spreadsheets to enter data, compare data, and represent data graphically. • make results graphs and trends by using statistics. • analyze improvement areas. • plan to improve and implement. • again Evaluate 8
- 9. How Student use IT? • use of web and web evaluation tools (and software and software evaluation tools) to determine usefulness and appropriateness of websites and software for teaching / learning environments. • Integrate (appropriate) IT resources into instructional materials/activities. 9
- 10. Areas of Evaluation • Identification of knowledge • History talking • Mental status exam • Oral case presentation • Record keeping • Problem solving • Professional attributes responsibilities • Self improvement • Relationships with patients and family • Relationships with members of the health care team • Summary comments 10
- 11. Distance Education Assessment • Assessment based on contributions for group discussions. • Tests (automatically handled by computer programme). • Term papers (analyzed by professor or assistance) • Oral or written tests conduced in the presence of the instructor (some times through video- conference) or with a remote assistant. 11
- 12. Topics • Kirkpatrick’s model for evaluation – set of tools to provide capability to assess according this model: – Consensus – Tracking – Voting – Self-evaluation 12
- 14. Formative Evaluation • Formative evaluation is important to make easy for the students not only inform their opinions and feelings about how course is going on but see this contributions being handled and considered. 14
- 15. Using quiz system • Teachers may built artifacts and link them. • CGI allows dynamically building and editing. 15
- 16. Basic functions included • Feedback for each alternative • Indication of correct answer • Nothing more, just counting incidence of selections on each alternative 16
- 17. Complementary Tools • Consensus • Tracking • Voting • Self-evaluation 17
- 18. Tools of consensus • It allows on time creation of enquete proposing instigating questions, as well as the collection and tabulation of responses. • The tool has the capability to keep track of each student’s level of contribution to the discussion as well as enquete responses. 18
- 19. Tracking Tools • The register of learning activities (accessed page with dates and time) is important because it allows the professor to know the progress of students through the course; • The collected information will show that type of access the student has made (visited units, tools used, etc) as well as the time spent on it. 19
- 20. Voting Tools • Aimed to provide conditions for a fast feedback for the instructor on specific subjects. 20
- 21. Self-Evaluation Tool • Allows the dynamic building of enquetes for self-evaluation by professor and by students. 21
- 22. Group Activity Handling • Group activity may give opportunity for student to present contributions that some times are relegated to forgetfulness. 22
- 23. Consolidation • It is also needed a voting system to support group decision about the consolidated results from discussion. – Ordering – Reordering – Selecting – discarding 23
- 24. What was needed? • Development of applications to handle participants contributions. • Provide support for group decision. • Utilization of contributions that came up during group activity 24
- 25. Handling group activity results A set of tools was designed and developed to support distance education collaborative work. 25
- 26. Group Activity Results • Group activity results on a log file containing interchanged texts (synchronous or asynchronously) during a group debate. Example: Using an environment like palace for chat 26
- 27. Critical Issues…. • Current evaluation practices need broadening. • Schools must document and report their evaluation findings in ways that satisfy diverse stakeholders’ need to know. • Everyone must agree on a common language and standards of practice for measuring how schools achieve that end. 27