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Susan McKenney Nienke Nieveen Jan van den Akker 《Educational technology research and development : ETR & D》2002,50(4):25-35
This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and
Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers
and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of
four related systems for computer supported curriculum development are discussed and approaches to designing tools of this
nature are considered. Following an overview of main findings, this article concludes with thoughts on fruiful directions
for research on computer supported curriculum development, emphasizing the need for increased attention to implementation
and impact studies. 相似文献
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Single–subject formative evaluation appears to be a cost–effective strategy for improving instructional products. However, the criterion to use for selecting an appropriate test subject who could generate optimal feedback data for improving the instructional product remains a central concern among performance technologists. This article reports the results of a qualitative study of the effectiveness of the cognitive style construct field–dependent/independent as a student selection criterion in formative evaluation. In the study, we collected formative evaluation data from two field–dependent (FD) and two field–independent (FI) test subjects while they were individually interacting with a CAI package. We focused on four different sources of data: think–aloud protocols, researcher/subject interactions, informal observations, and debriefing interviews. Our analysis of the formative evaluation data indicates that the FI individuals were better test subjects than their FD counterparts. FI subjects showed a great deal of confidence in entering the formative evaluation process. Their feedback was abundant and precise and included specific suggestions for improving the material. They not only identified their own difficulties but also speculated about difficulties other students may encounter. In contrast, the FD subjects were anxious and demonstrated less confidence in approaching the evaluation activities. Frequent probing was necessary to trigger their reactions and generate their feedback. Their feedback data were vague, and more inferences were required for translating them into revision decisions. Both FD and FI subjects could identify major discrepancies in the presentation of the material (events of learning) as well as gross misconceptions in the processing of information. Although the FD and FI feedback data differ both qualitatively and quantitatively, no conflicting observation was made. 相似文献
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Mohammed K. Khalil Debbie L. Kirkley Jonathan D. Kibble 《Anatomical sciences education》2013,6(5):342-350
This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists. 相似文献
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Patricia Holland 《Journal of Personnel Evaluation in Education》2005,18(1):67-77
Despite the concerns of scholars in the field of instructional supervision, teacher evaluations continue to emphasize bureaucratic accountability and standardization. This article presents an argument for extending the Joint Committee on Standards' Personnel Evaluation Standards to include standards related to the practice of supervision. The proposed standards call for differentiated procedures, collaborative identification of teachers' professional development goals, multiple sources of data, emphasis on formative evaluation processes, consideration of both teachers' personal development goals and school/program improvement goals, and the formalization of formative evaluation processes to achieve clear and shared understanding of their purpose and goals. These standards would align teacher evaluation with aspects of instructional supervision namely,clarification and shared understanding of the process and purpose of evaluations, interpretation of teaching performance in the context of teachers' classrooms and professional values, and deliberation with teachers about how evaluation evidence depicts and informs their work.Patricia Holland is Associate Professor in Educational Leadership and Cultural Studies at the University of Houston. Her research in the areas of instuctional supervision and teachers’ professional development emphasizes the interpretive nature of practice in these areas. 相似文献
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Barbara L. Martin 《Performance Improvement Quarterly》1990,3(4):53-73
Do teachers who have a formal educational background in instructional systems design (ISD) differ from those who do not in how they plan and implement instruction? This question guided this pilot study of ten volunteer teachers, five who had formal education in ISD and five who did not. An open and closed item questionnaire was sent to each subject and follow-up interviews were conducted. Teachers were asked about their general planning practices, written planning procedures, mental planning, and how they implement instruction based on their plans. Results indicated that nine of the ten teachers use general ISD skills and processes in planning. Teachers reported that they (a) analyzed learners' needs and abilities, and (b) used objectives to guide the instructional process, specifically for selecting learning activities and evaluation. While there were no major differences between the two groups in their submitted daily plans, the teachers with instructional design backgrounds were more specific in their open-ended responses about the use of instructional design for some aspects of planning (e.g., using hierarchies and taxonomies to sequence instruction), and the importance of consistency among objectives, learning activities, and evaluation. In addition, four of the five ISD teachers believed that knowledge of ISD has improved both their planning processes and their teaching. Because major differences between the two groups were not observed, much of the article focuses on teacher planning processes in general. 相似文献
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A. Duby 《Learning, Media and Technology》1988,14(1):43-51
This article examines the incorporation of formative evaluation in the early stages of ETV programme development, and argues that Self‐Formative Evaluation, an evaluation system conducted by the developers of an ETV programme and in‐house evaluators, should be conducted. A list of criteria that can be used in this evaluation process is given 相似文献
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The success of formative evaluation techniques to improve instructional materials is well documented. Researchers have found that materials revised on the basis of one-to-one sessions are equally effective as materials revised on the basis of small group sessions, and that both are superior to the unrevised, original versions. However, there is a paucity of research comparing the types of data obtained from these two recommended approaches to formative evaluation. This study compares the quantitative and qualitative nature of the problems identified by students in three conditions. Specifically, a one-to-one active, a small group active, and a small group passive were the conditions employed. Explanations for the observed differences are attributed to and described in terms of the instructional materials themselves and differences in the procedures or conditions employed. Finally, a number of more practical issues are raised and discussed in terms of their impact on the selection of a particular method or combination of methods for the formative evaluation of instructional materials. 相似文献
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A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (from classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation has been positioned at the end of the instructional development cycle, to assess first whether or not the creative effort achieved the original product goals and second whether or not the desired learning outcomes were realized. In the context of online teaching and learning environments, however, the level of understanding teachers, learners and developers have of the medium can impact the ultimate effectiveness of the product. This paper articulates an additional dimension to post-development evaluation processes in proposing proactive evaluation, a framework that identifies critical online learning factors and influences that will better inform the planning, design and development of learning resources. This notion of proactive evaluation advocates resource development being undertaken where all planning activities are assessed against the evaluation criteria that would normally be applied during formative assessment. By performing these evaluation checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. More importantly, for those participants who are new to online environments, proactive evaluation will perform a scaffolding and professional development role by enhancing online teaching or learning competencies. 相似文献
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A. Aubteen Darabi David W. Nelson Melissa C. Mackal 《Performance Improvement Quarterly》2004,17(4):18-30
ABSTRACT The measure of performance improvement potential (Gilbert, 1978) in human performance technology uses an exemplary performance as a criterion against which to measure the potential improvement in the performance of a workforce. The measure is calculated based on the performance efficiency which compares expended resources to productivity. The same notion is used to measure the efficiency of instructional conditions, based on learners' mental effort invested in a learning task compared to their performance. This article compares the efficiency of an instructional condition for three groups of students differentiated by their use of an electronic performance support system (EPSS) to conduct a performance analysis project. The results indicated that the instruction was most efficient for those learners who showed greater competency in using the EPSS. Implications for using this technique as a means of formative evaluation of a course are discussed. 相似文献
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This article critiques the instructional design tools described in the special issue of Educational Technology Research and Development, Volume 50 Number 4, “Computer-Based Tools for Instructional Design.” Although focusing on four tools, (a) digital management systems, (b) CASCADE, (c) knowledge management systems, and (d) ADAPTIT, the author also comments on the introductory article (van Merriënboer and Martens), and compares the four described tools with earlier models. 相似文献
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M. C. Mayrath T. Traphagan E. J. Heikes A. Trivedi 《Interactive Learning Environments》2013,21(2):125-142
Interest in the instructional application of virtual worlds, such as Second Life (SL), has grown substantially. However, little information is available about effective instructional activities using virtual worlds. This case study illustrates lessons learned from a pilot integrating SL into a two-semester English course at a large southwestern US university. A building activity was implemented in the first semester, and based on qualitative and quantitative formative evaluation results and additional planning, the instructional activity for the second semester was modified. These changes substantially enhanced students' learning experiences. Eight general and five discussion/debate-specific best practices discussed for implementing SL in college-level courses include capitalising on social interactions and establishing a clear connection of activities with learning objectives. This study demonstrates the importance of combining careful instructional design with ongoing assessment when implementing emerging technologies. It also indicates that course learning goals and students' needs should be considered first and foremost when adopting new technologies for instruction. 相似文献
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Integrating technology in a field-based teacher training program: The PT3@ASU project 总被引：4，自引：0，他引：4
Thomas Brush Krista Glazewski Kathy Rutowski Kimberly Berg Charlotte Stromfors Maria Hernandez Van-Nest Laura Stock Jean Sutton 《Educational technology research and development : ETR & D》2003,51(1):57-72
The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications? 相似文献
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This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers’ instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the learners; (b) the collective design effort is seen as part of an expansive learning process including participatory analyses and implementation phases; (c) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time both in the researched activities and in the research community. 相似文献
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Eugenia Etkina Anna Karelina Maria Ruibal-Villasenor David Rosengrant Rebecca Jordan Cindy E. Hmelo-Silver 《学习科学杂志》2013,22(1):54-98
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment (ISLE), students construct physics knowledge by engaging in inquiry cycles that replicate the approach used by physicists to construct knowledge. A significant portion of student learning occurs in ISLE instructional labs where students design their own experiments. The labs provide an environment for cognitive apprenticeship enhanced by formative assessment. As a result, students develop interpretive knowing that helps them approach new problems as scientists. This article describes a classroom study in which the students in the ISLE design lab performed equally well on traditional exams as ISLE students who did not engage in design activities. However, the design group significantly outperformed the non-design group while working on novel experimental tasks (in physics and biology), demonstrating the application of scientific abilities to an inquiry task in a novel content domain. This research shows that a learning environment that integrates cognitive apprenticeship and formative assessment in a series of conceptual design tasks provides a rich context for helping students build scientific habits of mind. 相似文献
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Dennis Hoban 《Educational technology research and development : ETR & D》1974,22(4):453-466
Summary The study reported in this article was conducted with a selected group of instructional developers, the members of the Division
of Instructional Development of the Association for Educational Communications and Technologoy. While the information seems
to represent the most complete set of data now available on this group, it is too limited to permit sweeping generalizations.
The intention of the study was to survey instructional developers in order to obtain some information about their demographic,
professional, and ideological characteristics. A major thrust of this study dealt with what range of learning theories and
instructional guides the developers used in dealing with problems of learning and development. 相似文献
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Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
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Comfort M. Ateh 《Educational Assessment》2013,18(2):112-131
In evaluating teachers' instructional decisions during instruction, it is clear that the nature of their elicitation is crucial for student learning. When instructional decisions are informed by information about students' conceptual understanding, significant learning is possible. This article examined the elicitation practices of two high school science teachers who indicated that they made instructional decisions based on the elicited evidence of students' knowledge but whose elicitation practices were characteristic of low-level elicitation. The teachers focused on students' responses that used canonical terms and expressed acceptable knowledge. The teachers demonstrated low-level responsiveness because they did not have full access to students' knowledge. The elicited evidence of students' knowledge that was used in making instructional decisions was not representative of students' conceptual understanding. There was, thus, a mismatch between the teachers' perspectives about their formative assessment practice and what is considered effective formative assessment. 相似文献
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Alenoush Saroyan 《Instructional Science》1992,21(6):451-472
A clear case has been made in the literature regarding the role of the learner in formative evaluation of instructional materials. In contrast, research on the role of the expert has been limited. This paper describes formative evaluation by instructional designers and subject matter experts, highlighting their task interpretation, their focus on text features, and their strategies. Content analysis of protocols based on think-aloud data suggest that instructional designers take on the role of a generalist, use a comparative method of review, and appear to be directed by the heuristics of the Instructional Systems Design Model. In contrast, subject matter experts approach the task as a specialist, use a sequential method of review, and seem to be directed by the domain knowledge. These differences lead to the identification of different problems and the generation of different revision recommendations. The implications of findings are discussed. 相似文献