This document describes a framework for evaluating the educational experience of students in an online learning programme. The framework is based on Stake's "countenance" approach, which examines antecedent conditions, the transactional process of instruction, and outcomes. Data is collected through various methods corresponding to these three phases. Analysis of student profiles, learning designs, engagement patterns, and certification outcomes provides insights into how to strengthen the programme and identify areas for improvement through a more personalized and socially interactive online experience.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
A presentation looking at today's education landscape and the role of technology. Also included is a view of how Google Apps for Education can be used within the instructional program
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
New models states the need for a change in education. It deals with inductive teaching and authentic learning. It also discusses new trends in education.
Presentation for IPTV on March 11, 2009 - 3:30 - 5:00. The Role of Teacher Librarians and the Iowa Core Curriculum. (Updated with some background notes in the PPT, March 12)
Increasing the Teacher's Effectiveness Toolboxjoniallison23
Can we change teachers’ attitudes and knowledge in
determining their own educator effectiveness by
looking through the lenses of data literacy, district
benchmarks, and student growth? This session will
include an overview of an action research project on
increasing teachers’ self-efficacy and demonstration of
the Benchmark Dashboard in Home Base.
Diamonds represent the ultimate. The best. There is no better jewelry stone than a diamond in your diamond solitaire ring. There are no better rings to seal your engagement than diamond solitaire rings.
ملحوظات عامة حول مشروع قانون اساسي يتعلق بمكافحة الارهاب ومنع غسل الاموال- ال...حزب البناء الوطني
مشروع قانون مكافحة الارهاب ومنع غسل الاموال محل نظر لجنة التشريع العام بالمجلس التأسيسي تحت عدد 09/2014 جاء ليحل محل قانون 2003 الذي وضعه النظام البائد ليقمع به كل محاولة لمعارضته سواء كانت صادرة عن أشخاص او جماعات وقد تعرض هذا القانون للنقد من قبل الحقوقيين والسياسيين في الداخل والخارج خاصة وأن 3000 محاكمة وقعت على ضوء هذا القانون وفي اغلبها كانت محاكمات سياسية تم فيها الاعتداء على أشخاص وممتلكات وقد تمت فيها إدانة أشخاص من اجل ممارستهم لشعائرهم الدينية .
وجاءت ثورة 2011 فكانت إحدى اهم المطالب إيقاف العمل بهذا القانون وهجره إلى الأبد ولكن تسارعت الإحداث وتعرضت تونس لهجمات إرهابية متعددة راح ضحيتها أشخاص عدة من بينهم أعوان في الأمن والجيش التونسي ولم يكن من الممكن الاستغناء عن قانون يكافح الإرهاب فتم إبقاء العمل بهذا القانون إلى حين صدور قانون جديد يتجاوز نقائص قانون 2003 ويحترم حقوق الإنسان وحرياته .
و لكن القراءة الأولية لهذا المشروع مربكة وغير مبشرة بخير ما جعل الحقوقيين وفي الداخل والخارج يحذروا من مغبة المصادقة على هذا المشروع قبل تنقيحه ذلك أن أهم مخاطر هذا القانون تتمثل في تعابيره الفضفاضة وغير الدقيقة بالإضافة إلى السلطة المطلقة الممنوحة للجهاز القضائي والتنفيذي ما يبيح الاعتداء على حقوق الإنسان علاوة على محدودية دور المحامي في هذا الاطار باعتباره ضمانة لحماية حقوق المتهم في مقابل ذلك لا يضمن هذا القانون رقابة قضائية كافية على عمل الضابطة العدلية بما يحترم حقوق الانسان الاساسية اثناء عمليات مكافحة الارهاب .
و فيما يلي قراءة تفصيلية لمختلف فصول هذا المشروع في محاولة لفهمه ولقراءة ما بين سطوره عسى ان نجد سبيلا لتجاوز الهنات فيه حتى يكون لنا دور في الدفع نحو تنقيحه بما يتناسب وحماية حقوق الانسان وحرياته التي تعد مكونا اساسيا من مكونات مبادئ حزبنا .
اولا في مكافحة الارهاب وزجره :
1/ احكام عامة :
1) نلاحظ محاولة لاعتماد تعريف موسع لمفهوم الارهاب يتجاوز التعريف المعتمد صلب قانون 2003 وذلك بالرحوع الى مجموعة التعريفات التي يتضمنها القانون الدولي ( الفصل 13 ) .
يعاب على هدا التعريف الموسع انه فضفاض وموسع بشكل يجعل الامكانية مفتوحة امام الزج باشخاص ارتكبوا جرائم حق عام ضمن خانة المجرمين الارهابيين .وقد نبهت منظمة العفو الدولية من اعتماد مثل هذه التعابير الفضفاضة لانها تؤدي حتما للكراهية والتباغض وتنشر تاعداوات بين مختلف مكونات المجتمع الواحد .
2) نلاحظ استرجاعا للعقوبة ضد من يحرض علنا باي وسيلة كانت على ارتكاب جرائم ارهابية وذلك بتسليط نصف العقوبة المقررة على مرتكب الجريمة
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
A presentation looking at today's education landscape and the role of technology. Also included is a view of how Google Apps for Education can be used within the instructional program
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
New models states the need for a change in education. It deals with inductive teaching and authentic learning. It also discusses new trends in education.
Presentation for IPTV on March 11, 2009 - 3:30 - 5:00. The Role of Teacher Librarians and the Iowa Core Curriculum. (Updated with some background notes in the PPT, March 12)
Increasing the Teacher's Effectiveness Toolboxjoniallison23
Can we change teachers’ attitudes and knowledge in
determining their own educator effectiveness by
looking through the lenses of data literacy, district
benchmarks, and student growth? This session will
include an overview of an action research project on
increasing teachers’ self-efficacy and demonstration of
the Benchmark Dashboard in Home Base.
Diamonds represent the ultimate. The best. There is no better jewelry stone than a diamond in your diamond solitaire ring. There are no better rings to seal your engagement than diamond solitaire rings.
ملحوظات عامة حول مشروع قانون اساسي يتعلق بمكافحة الارهاب ومنع غسل الاموال- ال...حزب البناء الوطني
مشروع قانون مكافحة الارهاب ومنع غسل الاموال محل نظر لجنة التشريع العام بالمجلس التأسيسي تحت عدد 09/2014 جاء ليحل محل قانون 2003 الذي وضعه النظام البائد ليقمع به كل محاولة لمعارضته سواء كانت صادرة عن أشخاص او جماعات وقد تعرض هذا القانون للنقد من قبل الحقوقيين والسياسيين في الداخل والخارج خاصة وأن 3000 محاكمة وقعت على ضوء هذا القانون وفي اغلبها كانت محاكمات سياسية تم فيها الاعتداء على أشخاص وممتلكات وقد تمت فيها إدانة أشخاص من اجل ممارستهم لشعائرهم الدينية .
وجاءت ثورة 2011 فكانت إحدى اهم المطالب إيقاف العمل بهذا القانون وهجره إلى الأبد ولكن تسارعت الإحداث وتعرضت تونس لهجمات إرهابية متعددة راح ضحيتها أشخاص عدة من بينهم أعوان في الأمن والجيش التونسي ولم يكن من الممكن الاستغناء عن قانون يكافح الإرهاب فتم إبقاء العمل بهذا القانون إلى حين صدور قانون جديد يتجاوز نقائص قانون 2003 ويحترم حقوق الإنسان وحرياته .
و لكن القراءة الأولية لهذا المشروع مربكة وغير مبشرة بخير ما جعل الحقوقيين وفي الداخل والخارج يحذروا من مغبة المصادقة على هذا المشروع قبل تنقيحه ذلك أن أهم مخاطر هذا القانون تتمثل في تعابيره الفضفاضة وغير الدقيقة بالإضافة إلى السلطة المطلقة الممنوحة للجهاز القضائي والتنفيذي ما يبيح الاعتداء على حقوق الإنسان علاوة على محدودية دور المحامي في هذا الاطار باعتباره ضمانة لحماية حقوق المتهم في مقابل ذلك لا يضمن هذا القانون رقابة قضائية كافية على عمل الضابطة العدلية بما يحترم حقوق الانسان الاساسية اثناء عمليات مكافحة الارهاب .
و فيما يلي قراءة تفصيلية لمختلف فصول هذا المشروع في محاولة لفهمه ولقراءة ما بين سطوره عسى ان نجد سبيلا لتجاوز الهنات فيه حتى يكون لنا دور في الدفع نحو تنقيحه بما يتناسب وحماية حقوق الانسان وحرياته التي تعد مكونا اساسيا من مكونات مبادئ حزبنا .
اولا في مكافحة الارهاب وزجره :
1/ احكام عامة :
1) نلاحظ محاولة لاعتماد تعريف موسع لمفهوم الارهاب يتجاوز التعريف المعتمد صلب قانون 2003 وذلك بالرحوع الى مجموعة التعريفات التي يتضمنها القانون الدولي ( الفصل 13 ) .
يعاب على هدا التعريف الموسع انه فضفاض وموسع بشكل يجعل الامكانية مفتوحة امام الزج باشخاص ارتكبوا جرائم حق عام ضمن خانة المجرمين الارهابيين .وقد نبهت منظمة العفو الدولية من اعتماد مثل هذه التعابير الفضفاضة لانها تؤدي حتما للكراهية والتباغض وتنشر تاعداوات بين مختلف مكونات المجتمع الواحد .
2) نلاحظ استرجاعا للعقوبة ضد من يحرض علنا باي وسيلة كانت على ارتكاب جرائم ارهابية وذلك بتسليط نصف العقوبة المقررة على مرتكب الجريمة
Jaguar Watches is a brand offering Swiss Made quality to a wide consumer segment. It offers excellent value for money and the guarantee of impeccable quality. Jaguar watches are available in steel, laminate, gold-plated steel and 18-carat gold, and have Swiss-made automatic and quartz movements. Jaguar watches are best in style. All Jaguar watches are swiss watches and comes with different models like jaguar chronograph watch,jaguar automatic watch and Jaguar ceramic watches. To know the exactaly the jaguar watch price visit us. Jaguar watch makes you feel a ahead in every aspect.Buy now at http://feeldiamonds.com and get free shipping.
The secret of getting high package jobs in IT Industry. Get details of campus recruitment process and preparation issues.Measure your level of preparation.What contents should resume contain?
ESTA PRESENTACIÓN INTENTA EXPLICAR DE MANERA DIDÁCTICA Y POR QUÉ NO DE MANERA DIFERENTE LOS HECHOS Y ACONTECIMIENTOS QUE OCURRIERON EN MÉXICO A PRINCIPIO DEL SIGLO XX.
Manual de Identidade Visual
Cliente: Oka Planejados
Conceito e Desenvolvimento de Marca: Eita Iltda
Desenvolvimento de Manual de ID Visual: Nayane Martins
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Assessment Tools for Online Courses and Programs (SUNYLA 2014)kstanwicks
Overview of rubrics that can be used to evaluate individual online courses and entire online education programs. A link to speaking notes from this presentation and an extensive bibliography of additional resources are provided in the final slides.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
Barbour, M. K. (2014, March). Multiple roles of the teacher in the K-12 online learning environment: Cautions for teacher education. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Jacksonville, FL.
Online Assessment through Moodle Platform in Higher EducationNiroj Dahal
This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Design method for the evaluation and
quality assurance of an online learning
environment.
Marianne Checkley
ESAI 2015
2. Background and Context
• Personalised online learning programme
for young early school leavers aged 13-16
years.
• 52 students
• Blended centre and at-home
• 10 online teachers
• Maximising multiple data streams in
examining the online educational
experience
• Creating a narrative approach
Presentation
Focus
3. Instruments developed to evaluate, benchmark, and provide
quality-assurance processes for online learning environments
are primarily used at Third Level (Oncu & Cakir, 2011).
Research from iNacol designed to measure quality
in K12 online and blended learning environments divides
strategies into outcomes and processes (Patricks et al, 2012).
Including proficiency, individual student growth, graduation rate,
college and career readiness and closing the achievement gap.
For quality assurance of processes the following headings are
assessed under comprehensive criteria: Content, Instructional
Design, Student Assessment, Technology, Course Evaluation and
Support.
4. Developing an evaluation framework for the educational
experience on iScoil:
• Research suggests incorporating the data streams available from
a virtual learning environment (Kennedy and Soifer, 2013) with a
student centred qualitative approach to participation from all
stakeholders in order to consider outcomes in a contextualized
way (Niehaus, 2014).
• Deepwell (2007) recognises the capacity of Stake’s Countenance
approach to organise large amounts of diverse data and as such
is ideal for the analysis of online learning programmes.
Three interdependent phases Antecedent, Transaction, Outcome.
5. Antecedent
Conditions existing
prior to instruction
that may relate to
outcomes
Transaction
The process of
instruction
Outcomes
The effects of the
programme
What is the profile of
iScoil students?
How do the learners
engage with the online
platform?
What certification is
achieved?
What is the theory
underpinning curriculum
design?
What is the learning
experience?
What are the
progression routes?
What is the teaching
experience?
How does student profile
impact outcomes?
How does student profile
impact engagement?
Are there unintended
outcomes?
How is the curriculum
delivered?
Is there potential for
improvement
Table 1: Research Questions within a countenance framework
6. Figure 1: Community of Inquiry Model (Swan et al, 2009)
EDUCATIONAL
EXPERIENCE
Supporting
Discourse
COGNITIVE PRESENCE
Selecting
Content
TEACHING PRESENCE
Setting
Climate
SOCIAL PRESENCE
Features for Data Collection 1
7. Features for Data Collection 2
Figure 2: Cognitive Apprenticeship Model (Collins, Brown & Newman, 1989)
8. Antecedent
Conditions existing prior
to instruction that may
relate to outcomes
Transaction
The process of
instruction
Outcomes
The effects of the
programme
Student Profile: Gender-
Reason for Referral-
Location of Learning.
Learner engagement.
patterns on VLE
Certification achieved
according to student
profile
Design of Curriculum. The Learning Experience. Progression Routes
according to student
profile.
Learner-Teacher-Content
Interaction.
The Teaching Experience
Learner Content
Interaction.
Table 2: Features for Data Collection within a countenance framework
9. Research Question
• How do the students
engage with the
online platform?
• What is the learning
experience?
• What is the teaching
experience?
• How is the curriculum
delivered?
• How does student
profile impact on
engagement and
learning?
Feature
• Learner engagement
patterns on VLE
• The teaching
experience
• The learning
experience
• Learner/Teacher/Con
tent Interaction
• Learner/Content
Interaction
Method
• VLE Log Analysis
• Focus Group
• Semi-Structured
Interviews
• Authoring Tool Open
GLM
• Outcomes Matrix
How the Framework works out: Transaction Phase
Figure 3: Corresponding Research Questions, Features and Methods across a
countenance approach for the Transaction Phase
11. Reflective use of Authoring Tools
A relevant example is a study where multiple design and authoring tools
explore one lesson (Prieto et al., 2013). The study ultimately highlighted the
complexity involved in the learning design process as different tools and
processes were a better fit to different teachers depending on their
pedagogical aims or institutional and technological contexts.
A number of computational tools that guide the thinking of education
practitioners in pedagogical design have emerged from learning design
research over the last ten years (Masterman, Walker & Bower, 2013).
While these design and authoring tools were developed to facilitate
the development, adaptation and sharing of teachers’ pedagogical
ideas, they are also, according to Laurillard (2012) useful as tools for
reflection on practice.
13. Antecedent
Student
Profile
0 2 4 6 8 10 12 14
Anxiety
Behavioural
School Refusal
Disaffection
Illness
Female
Male
0
5
10
15
Disaffection
Behavioural
School
Refusal Anxiety
Illness
Blended Male Blended Female At-Home Female At-Home Male
Gender and Reason for Referral
Gender, Location and Reason for Referral
14. Antecedent
Curriculum
Design
RWL
4%
Produce
18%
Practice
42%
Inquire
36%
Results from reflective use of the Learning
Designer grounds the design in constructivist
learning theory with an emphasis on an
active model of learning.
However absence of discussion based
activities limit the opportunity for
interaction and social construction of
knowledge.
Figure 5: Results of Learning Designer analysis of Communications Unit 2 Writing
15. Transaction Phase
Feedback Loops
Positive Affirmation
Personalised
Teaching Teams
Constructivism By Proxy
Modular Assessment
Relevant Content
Open GLM University of Vienna
Results of thematic analysis of variety of data
16. Outcomes
0 2 4 6 8
6 Modules
5 Modules
4 Modules
3 Modules
2 Modules
1 Modules
At-Home N=19 Blended N=12
0 1 2 3 4 5 6 7
Unknown
Second Level School
VEC Second Level School
Youthreach
Solas
Community Training Centres
Blended At-Home
Certification
Progression
17. Synchronous Social Presence
Project Based Learning
Student Online Collaboration
A Model for Prevention
Conclusions
The interdependence of
sampling across phases used a
parallel and simultaneous design
(Cresswell & Plano-Clark, 2011)
that permitted triangulation of
data and ultimately
strengthened the research
process.
Research design supported a
study where data were collected,
analysed and interpreted in a way
that provided an insight into an
online learning journey from
induction to exit and also
identifying areas for
improvement.
18. References
Deepwell, F. (2007). Embedding Quality in e-Learning Implementation through Evaluation. Educational Technology &
Society, 10 (2), 34-33.
Kennedy, S. & Soifer, D. (2013). Why blended learning can’t stand still: A commitment to constant innovation is needed
to realise the potential of individualised learning. Lexington Institute.
Laurillard D. & Ljubojevic D. (2011). Evaluating learning designs through the formal representation of pedagogical
patterns. In Investigations of E-Learning Patterns: Context Factors, Problems and Solutions. (eds J.W. Kohls & C.
Kohls), pp. 86–105. IGI Global, Hershey, PA.
Masterman, L. (2013). The Challenge of Teacher’s Design Practice. In Beetham, H. and Sharpe, R. (Eds.), Rethinking
Pedagogy for a Digital Age, (64-77). New York: Routledge.
Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computers &
Education, 57(1), 1098-1108. doi:10.1016/j.compedu.2010.12.009
Patrick, S., Edwards, D., Wicks, M. & Watson, J. (2012). Measuring Quality from Inputs to Outcomes: Creating Student
Learning Performance Metrics and Quality Assurance for Online Schools. Vienna (VA): International Association for K-
12 Online Learning.
Prieto, L., Dimitriadisa, Y., Craftb, B., Derntlc, M., Katsamanie, M., Laurillard, D., Masterman, E., Retalis, S. &
Villasclaras, E. (2013). Learning design Rashomon II: exploring one lesson through multiple tools. Research in Learning
Technology, 21.
Stake, R.E. (1967). The countenance of educational evaluation. Teachers
College Record, 68 (7), 523-540.
Swan, K., Garrison, D.R., and Richardson, J.C. (2009). A constructivist approach to online learning: The Community of
Inquiry framework. Information Technology in Higher Education: Progressive Learning Frameworks. Hershey, PA.
Editor's Notes
How does it work? Grown organically in response to needs. It works in practice how does it work in theory. What is the learning experience made up of? Examine closely through lens of COI. Dewey and Peirce model for scientific investigation Garrison/Anderson Canada to provide conceptual order and a good practice tool for use of computer mediated communication in supporting an educational experience. Constitutes three channels essential to an educational transaction – Cognitive/Social/Teaching Presence
Using Authoring tools normally used in the advance planning of courses to reflect on the design of lessons. Based on study by Prieto et al. Pedagogical Pattern Collector analyses the learning types used. Communications Module Unit 2 Writing Learning outcomes skills based … Draft at least 3 pieces of writing …. Use writing to discuss learning aims/plans/tasks. Places the lesson design and how the activities break down into a framework
Using Authoring tools normally used in the advance planning of courses to reflect on the design of lessons. Based on study by Prieto et al. Pedagogical Pattern Collector analyses the learning types used. Communications Module Unit 2 Writing Learning outcomes skills based … Draft at least 3 pieces of writing …. Use writing to discuss learning aims/plans/tasks. Places the lesson design and how the activities break down into a framework