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Evaluating eLearning
This document discusses evaluating e-learning programs. It defines evaluation as a joint learning process that generates useful knowledge by systematically assessing the relevance, efficiency, and effectiveness of policies, projects, and programs. Evaluation involves defining why it's being done and can take different theoretical perspectives like rationalist-positivist or constructivist. Key dimensions of evaluation include indicators, data collection tools, performance criteria, standards, and products. Evaluating e-learning may differ in aspects like reflexivity, authenticity, tools used, stakeholders involved, and range of data and products. Evaluation outputs can be localized and content repurposed in digital form.
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Evaluating eLearning
- 1. Evaluating e- Learning Graham Attwell Arewe lost in on-line space? Belgrade 2017
- 2. a joint learningprocess for all involved, generating useful and relevant information and knowledge. a theoretical and practical approach, which feeds back into ongoing change processes in organisations and projects a systematic process to assess the relevance, efficiency and effectiveness of policies, projects and programmes Defining evaluation
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- 17. Input Translation 1. Whatare we looking at? DIMENSIONS OF PERFORMANCE 2. How do we look for it? PERFORMANCE INDICATORS and DATA COLLECTION TOOLS 3. How do we make a judgment based on the input? PERFORMANCE CRITERIA and PERFORMANCE STANDARDS 4. How do we represent the judgment? EVALUATION PRODUCTS Output
- 18. Evaluating e-learning -what is different?
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- 20. Synchronous and Asynchronouslearning
- 21. A greater rangeof data gathering tools
- 22. A greater rangeof people involved
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- 24. Rich multi media dataset Deals with multiple realities Localisation of evaluation outputs Repurposable digital evaluation products – open content NASA Images
- 25. A greater rangeof evaluation products
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