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Characteristics of on-line formation courses. Criteria for their pedagogical evaluation

Characteristics of on-line formation courses. Criteria for their pedagogical evaluation

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Characteristics of on-line formation courses. Criteria for their pedagogical evaluation

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  1. Characteristics of on-line formation courses.Criteria for their pedagogical evaluation Catalina Martínez Mediano, Department of Research Methods and Diagnosis in Education I UNED

  2. Contents • Characteristic of the on-line courses • Users of on-line courses • Components of the on-line formation courses’ instructional design • Communication possibilities • Evaluation of the on-line formation courses by mean of survey technique

  3. To be in mind the wide range of users and intentions, on-line professional formative courses, should be characterized by: Clear information to students about objectives and contents, prior knowledge and abilities required, learning methodology, evaluation criteria and computer characteristics. Quality of contents, developed in progression of difficult, with clarity in language, and activities and projects adapted to the objectives and contents. 1. Characteristic of the on-line courses

  4. Tools easily usable for administrators, professors, tutors and students, for registration, carry out learning activities, consulting, follow-up and recording of student’s results. Communication among all the users, to facilitate one collaborative learning environment. Access to learning resources. Criteria for evaluating the pedagogical and technological qualities, by means of rigorous instruments of easy application. 1. Characteristic of the on-line courses

  5. 2. Users of on-line coursesUsers Duty Responsible for the courses offered, whose Government Council gets agreements on normative for instructional design and, for all. Educational institution System administrators Check the system operation, facilitate the access right to administrative staff, professors / tutors and students, carry out the pursuit of the activities and offer periodical results reports for decisions making of improvement. Professors and tutors Programs, instructional design, follow-up and guidance learning activities, provide formative assessment and evaluation. Select the course that better adapts to its training necessities, study, carry out learning activities, consult and contribute to the courses. Students

  6. 3. Components of the on-line formation courses’ instructional design The IDC should be dynamic in sense of being active to carry out a pursuit of the student's learning through activities: • Offering information about their characteristics, duration, terms for their enrolment and realization. • Informing about the course objectives, contents, learning methodology, level of achievement and evaluation criteria of performance. • Develop the courses in connection with objectives and learning contents, with clarity, difficult in progression and activities and projects adapted to the objectives and contents.

  7. 3. Components of the on-line formation courses’ instructional design • Instruments and means for checking learning progress, by means of self-evaluation performance tests. • Student guidance, by means of confirmation of their advances in self-evaluation, by tutor. • Orientation to the study by ‘Learning Guides’. • Tools of consultation, to confirm the carried out of their activities, achievement in the course, and reorientation of the study and activities, if necessary.

  8. 3. Components of the on-line formation courses’ instructional design • Communication tools among students, professor / tutor by means of electronic mail, forums, chats and learning communities. • The platform should possess good characteristics in connection with the design of the interface, navigability, interactivity, and communication.

  9. 4. Communication possibilities Communication tools are essential for motivation and overcome of isolation’s student feelings. They facilitate to student: • To carry out consultations on what is studying, to professor / tutor, through the electronic mail, forums and chats, as well as • To carry out contributions on questions outlined by others in the forums and works in group, what will be able to be valued by the professor / tutor and to contribute for a complementary punctuation.

  10. 4. Communication possibilities Communication tools also facilitate to professor / tutor: • To send messages to all the students through forums and electronic mail, participate in the forums, answer the consultations and focus the students’ learning. • To incorporate complementary files, if necessary. • To inform about the course objectives, contents, learning way, level of achievement and evaluation criteria of performance.

  11. 4. Communication possibilities Communication tools offer possibility to: • The administrator, to study the information, contributing with reports on how goes the course, so that professors / tutors consider to introduce changes and improvements in the course in time. • The study of different reports will allow to those responsible for the courses to redraw them by the light of the information and date analysis.

  12. 5. Evaluation of the on-line formation courses by survey technique The survey technique makes possible: • to arrive to population's wide sample, • embracing a great quantity and quality of opinions and valuations at one time, on the study topic because of: • the relationship of short questions, • its answer easiness, consistent in the valuation of the question in a range, here used, of 1 to 5, minimum to maximum agreement, • the inclusion of open questions so that they can express their opinions about that they consider important and has not been asked.

  13. 5. Evaluation of the on-line formation courses by survey technique According with that said, we elaborate a questionnaire With this six blocks: Information received about the course Course development, study orientation and evaluation Coordination, tutorial and guidance to the student Platform (interface, navigability, interactivity) General valuation of the course Proposals for possible future courses

  14. The questionnaire

  15. The questionnaire

  16. The questionnaire

  17. The questionnaire

  18. The questionnaire

  19. The questionnaire