Done by: Aaisha Al Badi (68701/06) Evaluating of a self-based learning “Format the Microsoft Word documents”
Overview of the Project: <ul><li>“ Format the Microsoft Word documents” is an E-unit which will  help students of grade 6 ...
<ul><li>Screen shoots for the program </li></ul>
 
 
 
 
 
Overview of the Project: <ul><li>The program will be on CD. </li></ul><ul><li>CD was chosen as a delivery media because st...
Main goal of project <ul><li>The main goal is: </li></ul><ul><li>To help student  modifying  their MS Word documents to lo...
Objectives <ul><li>By the end of this unit the student will be able to: </li></ul><ul><li>Edit pages, change page setup  <...
Motivational and instructional strategies <ul><li>Many motivational and instructional strategies are included in this prog...
Evaluating this program <ul><li>This program will be evaluated by using ACTIONS model. </li></ul><ul><li>Why this model ha...
Evaluating this program by using ACTIONs model  <ul><li>Access: </li></ul><ul><li>This will be evaluated by: </li></ul><ul...
Access Checklist User normally has some control of movement within the program 1 2 3 4 5 Can turn off sound, if desired 1 ...
Evaluating this program by using ACTIONs model  <ul><li>Interactivity: </li></ul><ul><li>Is this program support teacher-s...
Interactivity Checklist High degree of interactivity (not just reading information) 1 2 3 4 5 Appropriate feedback for cor...
Evaluating this program by using ACTIONs model  <ul><li>Teaching and learning: </li></ul><ul><li>This level will be evalua...
Teaching and learning checklist: Instruction matches stated objectives 1 2 3 4 5 Instructional strategies are based on cur...
Teaching and learning checklist: Objectives are clearly stated. 1 2 3 4 5 The level of difficulty is appropriate for the l...
Evaluating this program by using ACTIONs model  <ul><li>Novelty : </li></ul><ul><li>This level will be evaluated by: </li>...
Novelty checklist: Program matches interest level of indicated audience 1 2 3 4 5 Expected input is new and appeal for the...
 
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Evaluating The A Self Based Learning Format The Microsoft Word Documents

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Evaluating the a self-based learning “Format the Microsoft Word documents”

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Evaluating The A Self Based Learning Format The Microsoft Word Documents

  1. 1. Done by: Aaisha Al Badi (68701/06) Evaluating of a self-based learning “Format the Microsoft Word documents”
  2. 2. Overview of the Project: <ul><li>“ Format the Microsoft Word documents” is an E-unit which will help students of grade 6 in the basic education in Oman to learn how edit page setup. </li></ul><ul><li>This unit is one of their units in their Information technology book. (some parts are skipped and others are added). </li></ul>
  3. 3. <ul><li>Screen shoots for the program </li></ul>
  4. 9. Overview of the Project: <ul><li>The program will be on CD. </li></ul><ul><li>CD was chosen as a delivery media because student will not need Internet to access. In addition, by the CD the student can practice step by step easily. </li></ul>
  5. 10. Main goal of project <ul><li>The main goal is: </li></ul><ul><li>To help student modifying their MS Word documents to look beautiful and as they wish. </li></ul>
  6. 11. Objectives <ul><li>By the end of this unit the student will be able to: </li></ul><ul><li>Edit pages, change page setup </li></ul><ul><li>Edit documents, and format the borders and shading </li></ul><ul><li>Use columns in writing </li></ul><ul><li>Do format to pictures in different ways, and to Format their size </li></ul>
  7. 12. Motivational and instructional strategies <ul><li>Many motivational and instructional strategies are included in this program such as: </li></ul><ul><li>Pictures of cartoons </li></ul><ul><li>Other pictures </li></ul><ul><li>Colors </li></ul><ul><li>Sounds </li></ul><ul><li>Links </li></ul><ul><li>Buttons </li></ul><ul><li>Talking with the learner </li></ul><ul><li>These strategies were used to capture student's attention and make them interested when they learn as they are self learners. </li></ul>
  8. 13. Evaluating this program <ul><li>This program will be evaluated by using ACTIONS model. </li></ul><ul><li>Why this model have been choose? </li></ul><ul><li>Because its more clear and specified levels. </li></ul>
  9. 14. Evaluating this program by using ACTIONs model <ul><li>Access: </li></ul><ul><li>This will be evaluated by: </li></ul><ul><li>Is the program used to design this program compatible with the student computer? </li></ul><ul><li>Can the student access to the program at any time, any place? </li></ul><ul><li>Can the student access the links which are on the program? </li></ul><ul><li>Checklist (see the next slide) </li></ul><ul><li>Interviews </li></ul>
  10. 15. Access Checklist User normally has some control of movement within the program 1 2 3 4 5 Can turn off sound, if desired 1 2 3 4 5 Interface is easy to use (e.g., similar format from screen-to-screen for forward and back movement in program) 1 2 3 4 5 User can access the program any time and anywhere . 1 2 3 4 5
  11. 16. Evaluating this program by using ACTIONs model <ul><li>Interactivity: </li></ul><ul><li>Is this program support teacher-student interaction? </li></ul><ul><li>Is this program support student-student interaction? </li></ul><ul><li>Is this program support content-student interaction? </li></ul><ul><li>This level of evaluation will be evaluated: </li></ul><ul><li>Checklist (Seethe next slide) </li></ul>
  12. 17. Interactivity Checklist High degree of interactivity (not just reading information) 1 2 3 4 5 Appropriate feedback for correct answers (none, if timed; not elaborate or time-consuming) 1 2 3 4 5 Feedback is more reinforcing for correct than for incorrect responses. 1 2 3 4 5 High degree of interactivity (not just reading information) 1 2 3 4 5 High degree of user control (forward and backward movement, branching upon request) 1 2 3 4 5
  13. 18. Evaluating this program by using ACTIONs model <ul><li>Teaching and learning: </li></ul><ul><li>This level will be evaluated by: </li></ul><ul><li>Checklist. (See the next slide) </li></ul>
  14. 19. Teaching and learning checklist: Instruction matches stated objectives 1 2 3 4 5 Instructional strategies are based on current educational or psychological research 1 2 3 4 5 Instruction addresses various learning styles 1 2 3 4 5 Information is current and accurate 1 2 3 4 5 Information is free of gender/cultural bias and stereotypes 1 2 3 4 5 Students are able to recall and use information presented following instructional technology use 1 2 3 4 5 Students develop further interest in topic from using instructional technology: 1 2 3 4 5
  15. 20. Teaching and learning checklist: Objectives are clearly stated. 1 2 3 4 5 The level of difficulty is appropriate for the learners 1 2 3 4 5 Content is appropriately sequenced. 1 2 3 4 5 The learner can control easily the program 1 2 3 4 5 Feedback is informative and helpful 1 2 3 4 5 Summaries and reviews are included 1 2 3 4 5 Learning activities are sufficiently supported. 1 2 3 4 5 The learner motivated and interested at the whole program 1 2 3 4 5 This program meet grade 6 need 1 2 3 4 5 This program uses media in appropriate way (audio, graphics, video, etc.) 1 2 3 4 5
  16. 21. Evaluating this program by using ACTIONs model <ul><li>Novelty : </li></ul><ul><li>This level will be evaluated by: </li></ul><ul><li>Checklist.(See the next slide). </li></ul>
  17. 22. Novelty checklist: Program matches interest level of indicated audience 1 2 3 4 5 Expected input is new and appeal for the grade 6 1 2 3 4 5 Expected input is appropriate for indicated audience. 1 2 3 4 5 Examples and illustrations are suitable for indicated audience 1 2 3 4 5 Required time is compatible with student attention. 1 2 3 4 5

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