Collaborative Argumentation in Learning Resource Evaluation

2011 ◽  
pp. 574-588 ◽  
Author(s):  
John C Nesbit ◽  
Tracey L. Leacock
Keyword(s):  
Evaluation Framework ◽  
Instructional Designers ◽  
Evidence Based ◽  
Learning Resources ◽  
Development Method ◽  
Quality Ratings ◽  
Collaborative Argumentation ◽  
Design Projects ◽  
Evaluation Of Learning ◽  
Collaborative Evaluation

The Learning Object Review Instrument (LORI) is an evaluation framework designed to support collaborative critique of multimedia learning resources. In this chapter, the interactions among reviewers using LORI are framed as a form of collaborative argumentation. Research on collaborative evaluation of learning resources has found that reviewers’ quality ratings tend to converge as a result of their interactions. Also, novice instructional designers have reported that collaborative evaluation is valuable preparation for undertaking resource design projects. The authors reason that collaborative evaluation is effective as a professional development method to the degree that it sustains argumentation about the application of evidence-based design principles.

scholarly journals Evaluating ‘homegrown’ research networks in Africa

2018 ◽  
Vol 114 (3/4) ◽  
Author(s):  
Camilla Adelle ◽  
Nico Elema ◽  
Ereck Chakauya ◽  
David Benson
Keyword(s):  
Wide Spectrum ◽  
Evaluation Framework ◽  
Evidence Based ◽  
Regional Research ◽  
Research Networks ◽  
Sustainable Resources ◽  
Science Policy Interface ◽  
Mere Existence ◽  
The Impact

Attempts to improve the policy environment have led to a growing pressure on governments in Africa to embark on policymaking that is more evidence based and considers a wide spectrum of scientific and indigenous knowledge. Local – or ‘homegrown’ – research networks on the continent can help strengthen the role of scientific knowledge in policymaking by increasing the capacity of researchers and by enhancing the visibility and communication of the research produced. While a large number of regional and sub-regional research networks have sprung up in Africa, the mere existence of networks does not guarantee their success. In reality, the impact of research networks on the science–policy interface depends on how well the networks operate in practice. We present a framework for evaluating the effectiveness of research networks in a way that is comparable across networks. The evaluation framework was used to evaluate two sub-regional research networks: the NEPAD Southern African Networks of Water Centres of Excellence (SANWACTE) and the NEPAD Southern African Network for Biosciences (SANBio). The evaluation revealed some shared constraints limiting the effectiveness of both networks, including uneven regional representation, asymmetry between network members, and difficulties in securing sufficient, diverse and sustainable resources. Further research into network design and funding models is suggested in order to enhance the role of these networks in providing locally appropriate knowledge for policymaking on the continent.

scholarly journals Evaluation of learning resource rooms in public schools in Ajloun governorate according to teachers point of view: تقييم غرف مصادر التعلم في المدارس الحكومية في محافظة عجلون من وجهة نظر معلميها

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Dr. AHMAD ALI AL- JABALI
Keyword(s):  
Public Schools ◽  
Local Community ◽  
Point Of View ◽  
Average Score ◽  
Learning Resources ◽  
Resource Room ◽  
Arithmetic Average ◽  
Significant Difference ◽  
Evaluation Of Learning ◽  
High Degree

This study aims at identifying the evaluation of learning resources rooms in public schools in Ajloun governorate from the point of view of their teachers. The study was based on the descriptive analytical method. The study population consisted of (107) male and female teachers. random. The study reached a set of results, The most important: The arithmetic averages of the responses of the study sample to evaluate the room of learning resources as a whole came with a high degree, with an average of (3.63) and the field of parents with a high degree, and an arithmetic average (3.92), followed by the teacher field, with an average (3.66). ), Then the student field, with an average (3.64), while the resource room field, the lowest average score, with an average (3.40), The results also showed that there is no statistically significant difference according to sex and educational qualification, and that there are statistically significant difference for the job experience variable for (11 years and above). To disseminate the experience of forming a support committee to all departments, institutions and programs working with people with special needs in the local community.

Multimedia Learning Designs

2008 ◽  
pp. 398-418
Author(s):  
M. Keppell ◽  
J. Gunn ◽  
K. Hegarty ◽  
V. O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Resources ◽  
Learning Design ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

scholarly journals Using multimedia to assist students with communication skills and biopsychosocial integration: An evaluation

2000 ◽  
Vol 16 (2) ◽  
Author(s):  
Teng Liaw ◽  
Gregor Kennedy ◽  
Mike Keppell ◽  
John Marty ◽  
Ruth McNair
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Interface Design ◽  
Formative Evaluation ◽  
Evaluation Framework ◽  
Instructional Designers ◽  
Clinical Communication ◽  
Biopsychosocial Approach ◽  
The University ◽  
Facilitated Learning

<span>This paper reports on the development rationale and evaluation of a computer facilitated learning (CFL) package which aimed to assist medical students with their clinical communication skills and develop an integrated biopsychosocial approach to identifying a patient's problems. Using a formative evaluation framework developed at the University of Melbourne the CFL package, </span><em>Communicating with the Tired Patient,</em><span> underwent a three stage review. Initial evaluation consisted of both formal and informal conceptual and technical review by content experts, instructional designers and evaluators. The final stage of the evaluation involved the survey and observation of 110 medical students interacting with the package. Students were very positive about the instructional and interface design of the package and indicated that the package assisted with their understanding of issues associated with clinical communication. Nevertheless, a number of areas were highlighted where either the package or the learning environment could be modified or improved.</span>

scholarly journals Learning Resources and Tools to Aid Novices Learn Programming

10.28945/2613 ◽  
2003 ◽  
Author(s):  
Stuart Garner
Keyword(s):  
Software Development ◽  
Solution Algorithm ◽  
Instructional Designers ◽  
Learning Resources ◽  
Problem Design ◽  
Software Lifecycle

It is well known that learning introductory software development is a difficult task for many students. This paper discusses some of the resources and tools that are available, or have been experimented with, that might be of interest to instructional designers of programming. The resources and tools are discussed in the context of the four phases of the software lifecycle, these being: analyse the problem; design and develop a solution / algorithm; implement the algorithm; and test and revise the algorithm. The tools that are discussed include microworlds, videoclips, flowchart interpreters, and program animators.

scholarly journals Reflections on the Meaning of Success in Collaborative Approaches to Evaluation: Results of an Empirical Study

2017 ◽  
Vol 31 (3) ◽  
Author(s):  
Elizabeth Whitmore ◽  
Hind Al Hudib ◽  
J. Bradley Cousins ◽  
Lyn M. Shulha ◽  
Nathalie Gilbert
Keyword(s):  
Empirical Study ◽  
Conceptual Framework ◽  
Information Needs ◽  
Evidence Based ◽  
Nous Proposons ◽  
Key Factors ◽  
Nous Sommes ◽  
Evaluation Practice ◽  
The Core ◽  
Collaborative Evaluation

How do evaluators using collaborative approaches to evaluation (CAE) define success? This is the core question being asked in a further analysis of data from our previous work ( Cousins, Whitmore, & Shulha, 2013 ; Shulha et al., 2016) that developed a set of evidence-based principles to guide collaborative evaluation practice. Probing data from 320 responses to our (2012) survey, we examined what respondents considered “highly successful” and “less successful than hoped” in their collaborative evaluation projects. The results revealed that evaluation use, relationships, and information needs are key factors. We propose a conceptual framework as an aid to thinking about success in CAE.Comment les évaluateurs utilisant des approches collaboratives à l’évaluation définissent-ils le succès? Voici la question de base posée dans une analyse plus poussée de données tirées de travaux précédents (Cousins, Whitmore et Shulha, 2013; Shulha et al., 2016) qui ont permis d’élaborer un ensemble de principes scientifi quement fondés visant à orienter la pratique de l’évaluation collaborative. En examinant les données de 320 réponses à notre sondage (de 2012), nous nous sommes penchés sur ce que nos répondants ont jugé être des projets d’évaluation collaborative « très réussis » et « moins réussis qu’espéré ». Les résultats ont révélé que l’utilisation de l’évaluation, les relations et les besoins en information sont des facteurs clés. Nous proposons un cadre conceptuel pour penser le succès en matière d’approche collaborative en évaluation.

scholarly journals Evaluating the Development of Virtual Communities of Practice that Support Evidence Based Practice

2010 ◽  
Vol 5 (1) ◽  
pp. 48 ◽  
Author(s):  
Christine Urquhart ◽  
Anne Brice ◽  
Janet Cooper ◽  
Siân Spink ◽  
Rhian Thomas
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Virtual Communities ◽  
Evidence Based Practice ◽  
Evaluation Framework ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Stage Of Development ◽  
Information Professionals ◽  
Virtual Communities Of Practice

Objective – The aim of this paper is to examine how virtual community of practice principles might be used by information professionals with emphasis on the work of the Specialist Libraries for health professionals in England, UK. An evaluation conducted in 2004-2005 examined the operation of the Specialist Libraries, which the National Library for Health had contracted out to various organisations, and assessed their stage of development as communities of practice. Methods – Evaluation methods included observation of a meeting of information specialists, interviews with clinical leads and information specialists, and evaluation of the content and format of the Specialist Library websites. The evaluation framework was based on a systematic review of the literature to determine the critical success factors for communities of practice and their role in supporting evidence based practice. An updated literature review was conducted for this paper. Results – Operational structures varied but were mostly effective in producing communities of practice that were at an “engaged” stage. Some Specialist Libraries wished to move towards the “active” stage by supporting online discussion forums, or by providing question and answering services or more learning activities and materials. Although the evidence from the literature suggests there are few clear criteria for judging the effectiveness of communities of practice, the evaluation framework used here was successful in identifying the state of progress and how information professionals might approach designing virtual communities of practice. Conclusions – Structuring library and information services around community of practice principles is effective. Careful and participative design of the information architecture is required for good support for evidence based practice.

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