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ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
ACTIONS Model
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ACTIONS Model

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Tool for Selecting E-Technology

Tool for Selecting E-Technology

Published in: Technology, Education
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  • Awesome project Wendy! I really enjoyed your presentation. That was the first time I had heard of the ACTIONS model. Very interesting model! Well done

    Dagan
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  • great job wendy! i enjoyed how the seven characteristics are broken down into the acronym! that makes it easy to understand and remember. its fun to look at all these characteristics and apply them to what we've experienced!
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  • 1. “ACTIONS” Model: Tool for Selecting E-Technology Presented by: Wendy Johnson Email: wendyj@g.clemson.edu 880: Research Concepts Dr. Steven Bronack Clemson University, MHRD 4/16/09
  • 2. Consider the Selection I chose to research the ACTIONS model because, the more I read the more it seemed that there were few guidelines available that one could follow when considering the selection of e-technology. Selection models do exist, but not every program is suitable for e-technology. How do you know? And, what is available?
  • 3. E-Technology Selection Models The use of A.W. (Tony) Bates, ACTIONS model for selecting e-technology is the focus of my research, and this presentation. Note: In my research paper I do compare and contrast two other models to the ACTIONS model: Huddlestone & Pike’s (2008) 7 Key decision Factors for Selecting E-Learning Lambert & William’s (1999) 3 Steps for choosing educational technologies
  • 4. ACTIONS Model, A.W. Bates Tony Bates, is the Director of Distance Education and Technology and Continuing Studies at the University of British Columbia. He is the author of five books, including 'Technology, Open Learning and Distance Education', published by Routledge in June, 1995, which won a NUCEA award for the best book on distance education in 1995. The ACTIONS Model is based on Bates (1995) methodology for assessing learning technologies.
  • 5. ACTIONS Model The ACTIONS Model provides a framework for selecting e-technology. 7 considerations that experts, educators and designers should use in choosing the proper technology for delivering distance education courses.
  • 6. ACTIONS Model ACCESS: How accessible is a particular technology for learners? How flexible is it for a particular target group?
  • 7. ACTIONS Model COSTS: What is the cost structure of each technology? What is the unit cost per student? What are the opportunity costs vs. other technology choices?
  • 8. ACTIONS Model TEACHING & LEARNING: What kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting teaching and learning in this environment? Can the content be adapted to the technology? What skills does the technology develop?
  • 9. ACTIONS Model INTERACTIVITY & USER- FRIENDLINESS: What kind of interaction does this technology enable? (synchronous or asynchronous) How easy is it to use and learn?
  • 10. ACTIONS Model ORGANIZATIONAL ISSUES: What are the organizational and institutional requirements to provide stability and support? What are the barriers to using this technology successfully within the institution? What changes need to be made within the organization to incorporate the technology?
  • 11. ACTIONS Model NOVELTY: How new is the technology? What are its technical capabilities?
  • 12. ACTIONS Model SPEED: How quickly can courses be created and distributed with this technology? How quickly can materials be changed?
  • 13. In Closing…. Institutions and organizations need a guideline for selecting e-technology. Simply purchasing the cheapest item off the rack, or doing what’s fast is not going to help them sustain, or progress into a successful future. Using a model like ACTIONS can offer businesses direction and history when figuring out where they have been and where they need to go for the future.
  • 14. References Bates, A.W., (1995). Technology, open learning and distance education. London: Routledge. Huddlestone, J., & Pike, J. (2008). Seven key decision factors for selecting e-learning. Cognition, Technology & Work, 10(3), 237-247. doi:10.1007/s10111-007-0102-z Lambert, S. & Williams, R., (1999). A model for selecting educational technologies to improve student learning. HERDSA Annual International Conference, Melbourne, 12-15, July 1999.

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