Your SlideShare is downloading. ×
0
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
T Fellowship Project Presentation April 2007
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

T Fellowship Project Presentation April 2007

551

Published on

Overview of Learning & Teaching Fellowship Project to develop an automated system for evaluation of on-line modules

Overview of Learning & Teaching Fellowship Project to develop an automated system for evaluation of on-line modules

Published in: Economy & Finance, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
551
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
19
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Learning & Teaching Fellowship Project <ul><li>The D evelopment of an A utomated M odule E valuation S ystem for D istance L earners </li></ul><ul><li>( DAMES - DL ) </li></ul><ul><li>John Erskine </li></ul><ul><li>Faculty of Health – Sport & Exercise </li></ul><ul><li>S.U. Learning & Teaching Fellow 2005-2007 </li></ul>
  • 2. Background to the DAMES-DL L & T Fellowship Project <ul><li>Rapid and successful development of DL provision within the university, yet fragmented and inconsistent response to some of the key processes and practices regards on-line provision across awards. </li></ul><ul><li>Thus award specific policies currently present in areas such as assessment, anonymous marking, student representation and module evaluation. </li></ul><ul><li>Need to address this fragmented response to allow meaningful comparisons to be made across on-line awards. For example, each on-line award has developed its own approach to student module evaluations. </li></ul><ul><li>There is therefore a need to develop a semi-automised system for student evaluation of ALL on-line modules offered by the University </li></ul><ul><li>Hence…. DAMES-DL </li></ul>
  • 3. Project Milestone 1 Development of initial questionnaire database <ul><li>Status : Completed </li></ul><ul><li>Comment : </li></ul><ul><li>An agreed set of ‘generic’ questions to be used by all on-line DL modules within the University developed - see Section A,B and C of the questionnaire attached </li></ul><ul><li>An agreed set of generic open ended questions (qualitative) to allow students to make free text comments regards the module studied - see Section E </li></ul><ul><li>A ‘module specific question database’ to be developed </li></ul><ul><li>Why? </li></ul><ul><li>to allow module leaders to select a set of additional questions that can be added to the generic module evaluation questionnaire </li></ul><ul><li>Why? </li></ul><ul><li>to allow unique aspects of that specific module delivery to be assessed </li></ul><ul><li>- see Appendix A for module specific question database </li></ul>
  • 4. Project Milestone 2 Staff evaluation of questionnaire database and revised questionnaire database set up <ul><li>Status : Completed </li></ul><ul><li>Comment : </li></ul><ul><li>Staff evaluation has occurred within ‘Sport & Exercise’ </li></ul><ul><li>This process identified the need for students to be able to evaluate ‘good practice in on-line delivery’ within the questionnaire </li></ul><ul><li>Chickering & Gamson’s ‘Seven Principles of Good Practice for on-line learning’ selected to allow students to evaluate the extent of good practice within module just studied </li></ul><ul><li>Additional section of the questionnaire set up to assess the ‘Seven Principles of good practice’ – see Section D of the Questionnaire attached </li></ul>
  • 5. Project Milestone 3 Development of automatically scored and stored questionnaire related information <ul><li>Status : Completed </li></ul><ul><li>Comment : </li></ul><ul><li>LDI Project ‘Evaluation of e-learning’ identified and selected “SNAP” software for automised analysis of submitted questionnaire data and questionnaire scoring </li></ul><ul><li>Software purchased and staff training undertaken </li></ul><ul><li>Module evaluation questionnaire put into SNAP format </li></ul>
  • 6. Project Milestone 4 DAMES-DL Beta Version set up <ul><li>Status : Completed </li></ul><ul><li>Comment : </li></ul><ul><li>SNAP version of the module evaluation questionnaire produced and embedded into dummy Bb module </li></ul><ul><li>System beta-tested within dummy Bb module </li></ul><ul><li>‘ Module specific question database’ developed to allow </li></ul><ul><li>additional questions to be added to the standard questionnaire in the following areas: </li></ul><ul><li> The Module Leader </li></ul><ul><li> Audio Lectures </li></ul><ul><li> Group Work </li></ul><ul><li> Problem Based Learning </li></ul><ul><li> Assessment and Feedback </li></ul><ul><li> Module Materials & Equipment </li></ul><ul><li>- see Appendix A for module specific question database </li></ul>
  • 7. Project Milestone 5 DAMES-DL used within live masters module <ul><li>Status: Ready to complete </li></ul><ul><li>Comment : </li></ul><ul><li>Dames-DL to be inserted into Week 9 content of SHP94015-M Applied Sport Psychology module that is currently ‘live’ </li></ul><ul><li>Summary data produced to be copy and pasted into module report </li></ul><ul><li>Questionnaire will be completed by DL students in week beginning April 30 th 2007 and data collected will be incorporated into module leaders report </li></ul><ul><li>It is hoped that the version of the questionnaire that allows incorporation of additional questions will be able to be used </li></ul>
  • 8. Project Milestone 6 Write up of a module evaluation report incorporating data generated by DAMES-DL <ul><li>Status : Almost complete </li></ul><ul><li>Comment : </li></ul><ul><li>Guidelines to be produced for module leaders to </li></ul><ul><li>(a) construct a questionnaire and embed within Bb module </li></ul><ul><li>(b) extract data from submitted module evaluations and </li></ul><ul><li>(b) “cut and paste” results into a module report </li></ul><ul><li>See accompanying sample module report with examples of data obtained from DAMES –DL incorporated into the report (highlighted in blue). </li></ul>
  • 9. Appendix A: Module Specific Questionnaire Database Additional Test Bank Questions The standard on-line module evaluation questionnaire can be supplemented via additional questions which allow the module leader to evaluate identified areas not covered by the standard module evaluation. Module Leaders can select up to 6 additional questions taken from the Question Bank below and up to 2 additional open ended questions for students to provide comment on. Unless otherwise stated the following questions use the 7 point likert scale Strongly Agree, Moderately Agree, Agree, Undecided, Disagree, Moderately Disagree, Strongly Disagree The Module Leader All things considered, how would you rate the effectiveness of the module leader on this module (Outstanding ---Very poor) The module leader showed enthusiasm for encouraging my learning The module leader gave clear explanations The module leader encouraged student discussions The module leader encouraged and facilitated group work The module leader encouraged student discussion The module leader showed concern for students The module leader gave me useful feedback on my work The module leader made effective use of innovative teaching techniques The module leader gave sufficient support with assignments The module leader was interested in helping students to learn Open Ended Questions What are the best aspects of the module leader’s on-line teaching?
  • 10. Appendix A: Module Specific Questionnaire Database <ul><li>Audio Lectures/Podcasts </li></ul><ul><li>The audio lectures/Podcasts were relevant to the aims of the module </li></ul><ul><li>The audio lectures/Podcasts were valuable to my understanding of the module </li></ul><ul><li>The number of audio lectures/Podcasts on the module should be decreased </li></ul><ul><li>Open Ended Questions </li></ul><ul><li>Did you find the audio/lectures/Podcasts a useful element of your learning experience? If so why, if not why not? </li></ul><ul><li>Group Work </li></ul><ul><li>The way in which groups were set up within the module worked well </li></ul><ul><li>My group was able to organise itself effectively </li></ul><ul><li>The group discussions were valuable for my understanding of the module </li></ul><ul><li>The workload for the group work was heavy </li></ul><ul><li>The use of group work should be decreased </li></ul><ul><li>Open Ended Questions </li></ul><ul><li>What are the best aspects of group work and why? </li></ul><ul><li>What changes should be made to group work, and why? </li></ul><ul><li>Problem Based Learning </li></ul><ul><li>The Problem based learning approach was valuable to my understanding of the module </li></ul><ul><li>The problem based learning case studies were well set up </li></ul>
  • 11. Appendix A: Module Specific Questionnaire Database <ul><li>Assessment and Feedback </li></ul><ul><li>The assessment methods were described at the start of the module </li></ul><ul><li>The assessment criteria were clearly defined </li></ul><ul><li>I received adequate feedback on my work </li></ul><ul><li>The feedback on my work was provided promptly </li></ul><ul><li>Open Ended Questions </li></ul><ul><li>What changes should be made to the assessment on this module and why? </li></ul><ul><li>Module Materials and Equipment </li></ul><ul><li>The recommended readings were valuable to my understanding of the module </li></ul><ul><li>The recommended textbook(s) was/were valuable to my understanding of the module </li></ul><ul><li>The coursepack materials were valuable to my understanding of the module </li></ul><ul><li>Undertaking the recommended reading was essential for passing the module </li></ul><ul><li>The on-line library was a useful source of learning materials on this module </li></ul><ul><li>The on-line library support was adequate for the module </li></ul>

×