This document discusses evaluation methods and structuring of online courses. It describes formative and summative evaluation methods including peer evaluation, reflection, and end of semester assessments. It also outlines different assessment types such as short-form tests, essays, reports, presentations and their purposes. The document then covers structuring online courses including standalone MOOC courses, blended courses, and factors to consider like learners, subjects, and resources. It provides guidance on instructional design, objectives, activities, interactions, teaching strategies, course management, time requirements, and use of instructional media.

1. E- LEARNING
GOKUL K S
DEPARTMENT OF COMPUTER SCIENCE
CENTRAL UNIVERSITY OF TAMILNADU

2. EVALUATION OF LEARNING
Formative evaluation:
Peer evaluation
Development of review
Individual reflection
Summative evaluation:
End of the semester

3. EVALUATION OF LEARNING CONT...
Evaluation of learning:
 Participants' Reactions.
 Participants' Learning.
 Organization Support and change.
 Participants' use of new knowledge and skills.
 Student Learning Outcomes.

4. EVALUATION OF LEARNING CONT...
Aligning Assessment with learning Outcomes:
 Clearly defined learning outcomes.
 Design of learning experiences to achieve those learning outcomes.
 Assessment tasks to demonstrate the achievement of those learning outcomes.

5. EVALUATION OF LEARNING CONT...
Short-forms Tests:
 Multiple-choice, completion, true-false.
 Practice test;
 Test used to determine a grade;
 Test used to determine prior knowledge;
 Test to monitor learning progress.

6. EVALUATION OF LEARNING CONT...
Short-answer Tests:
 Brief answer consisting of a phrase, sentence or short paragraph.
 Measures relatively wide sample of content.
 Reasonably easy and quick to score.
 Encourages literacy.
 Good for reviewing content.

7. EVALUATION OF LEARNING CONT...
Essay:
 Select, organize and integrate material on a given topic.
 Test writing skill and the ability to develop an argument and use evidence to support
it.
 Develop writing skills.
 Reveal errors in understanding or misconceptions.
 Helps students to develop information literacy skills.

8. EVALUATION OF LEARNING CONT...
Report:
 Presenting information and recommendations or conclusions related to a specific
purpose.
 Gathering and analyzing information's using a discipline specific methodology and
format.
 Replicates real world activity.

9. EVALUATION OF LEARNING CONT...
Performance test:
 Hands on activity, such as using microscope correctly or taking a patient history, or
the development of products.
 Encourages students to take ownership of the learning process.
 Encourages active learning.

10. EVALUATION OF LEARNING CONT...
Presentation/seminar:
 Role plays, facilitating group activities, debating, presenting a product, question and
answer time, and speeches.
 Assesses a range of skills or outcomes including generic skills.
 Allows for immediate feedback to the student.

11. STRUCTURING ONLINE COURSE
Stand Alone Online courses:
E.g. MOOC Courses
 Khan academy
 Coursera
 EdX
Learning take place via computer , internet.

12. STRUCTURING ONLINE COURSE CONT...
Blended Courses:
Face to face with element of online courses
Developing Online courses:
Institutional philosophy ( where, when to develop the course):
 Type of learners you are trying to reach (or will have to teach).
 Type of the subject.
 Type of resources available to you

13. STRUCTURING ONLINE COURSE CONT...
Institutional philosophy:
 Beliefs and values ( whether it will successful or not ).
Type of learners:
 Independent learners
 Learners at remote places
 Working learners

14. STRUCTURING ONLINE COURSE CONT...
Type of subject:
 The institution must find out the subjects that can taught online.
- content
-skills (fashion design)
Type of resources:
 Faculty members
 Time
 Choice of learning management system.

15. STRUCTURING ONLINE COURSE CONT...
Instructional Design:--
Formal or informal analyses prior to course design (ADDIE).
Course objective:--
For teacher:
 Course content and structure.
 Teaching strategies.
 Assessment procedures.

16. STRUCTURING ONLINE COURSE CONT...
Instructional activities;-
Instructional Activities:
 Engage students in active learning.
 Use strategies for different learning style
 Active participation.
Content should sequenced:
 Information chunked.

17. STRUCTURING ONLINE COURSE CONT...
Learning activities should encourage interaction;-
 E-mail
 Social chatrooms
 Phone conferencing
 Collaborative projects
 Wikis
 blogs

18. STRUCTURING ONLINE COURSE CONT...
Teaching Strategies:
 Learner centered teaching
 Active learning
 Learn technology yourself
Course Management:
 Planning during the design and development

19. STRUCTURING ONLINE COURSE CONT...
Time requirement:
 Complete design prior to delivery
 Requires more instructor time
 Student time increases
Instructional Media:
 Information presentation
 Interface design
 Multimedia development

20. STRUCTURING ONLINE COURSE CONT...
Information presentation:
 Information clear and in logical flow
 Use shorter lines
 Important information at top of web page
 Use white space to increase pages visual appeal
 Course in linear structure

21. STRUCTURING ONLINE COURSE CONT...
Interface design:
 Tell users where they are
 Clearly set the sign posts
 Clearly indicate links
 Colour, typeface affects learning

22. STRUCTURING ONLINE COURSE CONT...
Team work:
 Subject matter expert
 Instructional designer
 Graphic designer
 Media producer