Proactive evaluation : new perspectives for ensuring quality in online learning applications Sims, Rod, Dobbs, Graeme and Hand, Tim 2001, Proactive evaluation : new perspectives for ensuring quality in online learning applications, in ASCILITE 2001 : Meeting at the Crossroads : Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Biomedical Multimedia Unit, The University of Melbourne, Melbourne, Vic., pp. 509-517. Attached Files Name Description MIMEType Size Downloads Title Proactive evaluation : new perspectives for ensuring quality in online learning applications Author(s) Sims, Rod Dobbs, Graeme Hand, Tim Conference name Conference of the Australasian Society for Computers in Learning in Tertiary Education (18th : 2001 : Melbourne, Vic.) Conference location Melbourne, Vic. Conference dates 9-12 Dec. 2001 Title of proceedings ASCILITE 2001 : Meeting at the Crossroads : Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education Editor(s) Kennedy, Gregory Keppell, Mike McNaught, Carmel Petrovic, Tom Publication date 2001 Start page 509 End page 517 Publisher Biomedical Multimedia Unit, The University of Melbourne Place of publication Melbourne, Vic. Keyword(s) evaluation online learning educational design quality assurance Summary 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 (classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which the learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation is often conceptualised as occurring at the end of the development process, to assess first (formatively) whether or not the creative effort has achieved the original product goals and second (summatively) whether or not the desired learning outcomes were achieved. However, in the context of imperatives to implement online learning paradigms, the level of understanding teachers and developers have of the medium can impact the effectiveness of the product. This paper presents an additional perspective to the post-development, reactive evaluation processes in proposing the concept of proactive evaluation, a framework that identifies critical online learning factors and influences to better inform the development of learning resources. In essence, the proposal advocates an approach where development is undertaken within an environment where all activities are assessed using the evaluation criteria that would be applied when the product is assessed reactively. By performing these checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. ISBN 0734021577 Language eng Field of Research 130306 Educational Technology and Computing Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category E1 Full written paper - refereed Copyright notice ©2001, University of Melbourne Persistent URL http://hdl.handle.net/10536/DRO/DU:30004600 Document type: Conference Paper Collection: Learning Services Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 20 Feb 2009, 09:36:39 EST Mon, 13 Sep 2010, 12:19:00 EST Mon, 13 Sep 2010, 12:20:35 EST Fri, 17 Jan 2014, 07:34:28 EST Thu, 30 Jan 2014, 13:34:31 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 512 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 09:39:11 EST

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