Evaluation Form for Online Information Technology Training deliverered through Course and Learning Management Systems

Transcription

1 Evaluation Form for Online Information Technology Training deliverered through Course and Learning Management Systems Designed for: Target users of the training: Type of Goal: Context: Rating scale Instructional Development Center - Teaching & Learning (ITAP) Purdue Faculty and Teacher Assistants (Adult learners) Skill-based Training (Verbal + Cognitive and Procedural Skills, "Know-what", "Know-How") Higher Education - Pedagogical: Course Design, Delivery, Asssessment - None, - Rarely, 3= Often, 4- Very often, 5 - Always, NA = Not applicable LEARNERS LEARNING STYLES learn through seeing... They may think in pictures and learn best from visual displays Visual including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. 5 This is the strongest learning style favored by the online training. Auditory Kinestetic/Tactile LEARNERS' ROLE learn through listening... They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. learn through, moving, doing and touching... Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. Even though there are certain video-tutorial links within certain parts of the learning modules, still they require the participant to follow the animation and simultaniously read the text (unless I had a problem with the audio in my computer). TO BE CONSIDERED Only the few video tutorials included in some modules ask for a certain degree of interaction. This learning style usually favors participants' retention, comprehension and transfer, specially when learning software skills.. TO BE CONSIDERED. Receptive More appropiate for Inform goals (verbal informatio 5 The participants are most of the time reading and observing, even though the final outcome of the module is not verbal information. TO BE CONSIDERED.

2 Directive (Action-Response) More appropiate for Perform goals (Procedures) Practice opportunities are limited, and the participants only receive feedback when they get to interact with some of the short video-tutorials include in certain learning modules. TO BE CONSIDERED. Guided discovery More appropiate for Perform goals (Principles) NA None of the goals are related with principle learning. TELL ME SHOW ME INSTRUCTIONAL METHODS First phase of the instructional process, Information and objectives about the task are presented and detailed 5 Second phase, the task/procedure is demostrated to the learners. How the task should be done. All modules focus on this very first phase of the instructional process. Hoewever, it is moslty presented in a written (visual) format. The objectives presented in the "Before you begin" module should serve to support each of the training modules. Step- by - Step information is given, but it is divorced from the inmediate learning enviroment where the task should be performed. TO BE CONSIDERED Third phase, Provide learners with opportunities to practice the task and give them feedback Practice opportunities are provided at the end of some modules, but in a written format. This may require the learner to log off from the online training and open a new instance of WebCT where the envinroment is totally different (from student view to Designer). Therefore because of the nature of this type of practice, timely feedback is not provided.this type of practices work better for the face to face workshop. TO BE CONSIDERED LET ME TEST ME Fourth phase, How well can the learner perform the procedure/taks on her/his own 4 At the end of each module, there is a "Try it out - Quick quiz" component. However, "Try it out" is really more testing than a drill opportunity. The assessment should be aligned with the specific outcomes of each learning goal for each module. (For example, StudyMate is usually an excellente choice to help the learner remember and practice verbal information, but not "how to" goals such as "Adding columns to the Grade Book"). TO BE CONSIDERED Principles MULTIMEDIA People learn better from words and pictures than Most of the procedural information in text format is supported with images, 5 from words alone. charts, and diagrams. SPATIAL CONTIGUITY Corresponding words and pictures are presented near rather than far from each other on the page or screen 4 TEMPORAL CONTIGUITY MEDIA ELEMENTS - MEDIA DESIGN PRINCIPLES Corresponding words and pictures are presented simultaneously rather than succesively 5

3 COHERENCE MODALITY REDUNDACY Extraneuos words, pictures and sounds are excluded rather than included Use of narration and animation, rather than animation+on-screen text Use of animation+narration rather than animation+narration+on-sceen text 5 Content Matches goals Structure Accurracy Language, Style, Grammar: Reading level Cultural bias-language Technical terms and jargon Spelling, grammar and puctuation Glossary Interface: Displays Presentation modes: Text quality Animation and graphics Audio Video Input Spacing MODELING CONTENT/INTERFASE MOTIVATION The short video-tutorials violate this principle. The learner is forced to simultaniously follow the cursor, see the marked areas and read the text in the text boxes. TO BE CONSIDERED Narration and animation are not presented in the online training. TO BE CONSIDERED. SOME which are normal in Web based and software training environment. Probably the majority of the users are used to them. Very few. Example, the word "TECHOLOGIES" misses letter "N" in the Vista Essentials Online Banner. Missing. Should be added to each module for further reference and to help partipants brush up certain technical words or Web terminologies. It should be always availaible. Scrolling sometimes hinders viewing the whole procedure or a complete screenshot at once Some screenshots look blurred Missing Mostly mouse Learners' observation or exposure to success Could be implemented as a Macro_Motivation Strategy for each course. TO BE cases or examples of other participants who have CONSIDERED succeded at a task

4 ATTENTION Does the training grab and maintain learner's attention on the task? 3 Banners, graphics, icons, arrows in the training grab and direct participants' attention. However, due to lack of interactivity with the content and the task maintaining attention throughout the material may be affected. TO BE CONSIDERED (maintaining attention) RELEVANCE Does the training relate to participants' previous experiences and explain the real importance of doing it? Each module could start by making a connection with a prior module or any other prior participant experience. This will help to make stronger connections and sense making of the whole training course. CONFIDENCE SATISFACTION Are there opportunities for the participants to be succesfull performing a task or procedure? Are the participants given opportunities to apply what they have learned in a real situation or do they receive any other possitive feedback on how well they are doing? UNIQUE MEDIUM CAPABILITIES Very few. Practice exersices require the participant to open a new WebCT instance which is separate from the actual training content. This part goes along with the LET ME in the Instructional Methods seccion of this Evaluation Form. TO BE CONSIDERED. They may have opportunities to perform the task, but there is not inmediate feedback about it. Unless, but I am not sure, participants' practices in the WebCT Training class are monitored by the instructors and the feedback is given to each participant afterwards. Extended practice TO BE CONSIDERED. More embedded exercises. Self-pace and self study 5 Frequent feedback Only when videos with some user control are presented Interactivity (display, menus, fuctions) 5. Provided by the WebCT environment Excellent faciliators' support, Interactions with content and peers may BE Interactions (peers, content, facilitator) 4 CONSIDERED. Only when participants the facilitators. Navigation and other fuctional instructions related to the training should be always handy. The LET ME phase Scaffolding, Coaching and in the instructional methods of this evaluation form can provide with practice and guidance in case trainees get lost or need some support to completely always available context perform a task or set of steps. sensitive help Consulted References: Alessi, S., and Trollip, S. Multimedia for Learning: Methods and Development 3rd ed.(00). Pearson Education Driscoll, M. P. Psychology of Learning for Instruction 3rd Ed (005). Pearson Education Clark,C. and Mayer, R. e-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (00).

5