E VALUATION PLAN FOR COURSE DESIGN Embedding Literacy and Numeracy Module
M AIN ELEMENTS OF COURSE DESIGN Use of Wikieducator for course platform and resource depository Use of Moodle for resource depository (links to wikieducator) Use of Moodle for communication via discussion forum Action research projects encouraged as a method to learn embedding Face to face sessions with course facilitator, L&N coaches/champions in the polytechnic Assessment by portfolio of acquired skills and knowledge Participation in a community of practice
W HAT WILL I EVALUATE ? Do the participants acquire the learning skills for successfully completing the course? Do the technologies employed help students meet the learning objectives? How could I find the answers to these questions? Evidence from programme review Questionnaire or Survey Tool in Moodle for participants Focus group discussion – “What would improve the experience of this course?” Formative evidence from monitoring Moodle and other activities such as attending f2f meetings Summative evidence from portfolios
P OSSIBLE QUESTIONNAIRE TOPICS FOR ANALYSIS Suggestions from Hess et al (2005) From the Learners’ Eyes: Student Evaluation of Online Instruction From the Learners’ Eyes: Student Evaluation of Online Instruction Online design and organisation Accessibility and Usability Instructional design and delivery Clarity of objectives and organisation of materials Student assessment Clarity of assignments, Integration of assessments with instruction, Quality of formative feedback Communications Flexibility of communication vehicles Interactions Instructor and peer interactions Quality and quantity of interactions
W HO WILL I ASK TO REVIEW MY DESIGN AND TEST IT BEFORE I GO LIVE ? Programme Manager of GCTLT Literacy and Numeracy Embedding Team, Literacy and Numeracy Coaches and Champions
H OW WILL I MONITOR IT ’ S SUCCESS AS I USE IT AND AT THE END OF FIRST OFFERING A timeline of milestones might be a good way to monitor progress and hence success Milestones: Participants engage with communication Participants show evidence of engagement with learning activities Establishment of a ‘community of practice’ – participants collaborate and share ideas New resources appear in moodle or in wikieducator Embedding literacy and numeracy progress is discussed at school staff meetings regularly Participants gain confidence and take on the role of literacy and or numeracy champion in their school
W HAT CRITERIA WILL I USE TO JUDGE SUCCESS ? Portfolios are authentic and are used as resources for continual professional development by participants (they are not a one off activity for the purpose of assessment) Participation in Moodle – regular, frequent forum discussion, resource contribution. Online resources accessed, adapted and included in portfolios and course delivery Establishment of a ‘community of practice’ (participants attend and initiate meetings for sharing practice, research ideas and support) Observations of embedding literacy and numeracy occur across the institution
W HAT WILL I DO WITH THE INFORMATION OBTAINED ? Information obtained will be used to make decisions about design options for the next offering of the course I will be responsive to feedback as the course runs and make design changes as we go along to suit the learning styles and preferences of the participants. The model below (ADDIE) illustrates this. Design Develop Implement Evaluate Analysis