Atsloom Zaabanot (59087,SQU)

E-Portfolio for Evaluation in Educational Technology Course

2009-05-06T16:57:00.000-07:00

Welcome to Atsloom Zaabanoot E-Portfolio for Evaluation in Educational Technology Course . Below in this post you will find projects that was undertaken for TECH4102 course (Evaluation in Educational Technology). It is my pleasure to invite you kindly to view these few links and I hope it will be beneficial , useful and interesting .

Click on the following links to view the content of this portfolio

a- Evaluation in educational technology

First Study

Second Study

b- Levels and techniques of evaluation in educational technology

c- Models of evaluation in educational technology

d- Evaluation Strategies

e- Evaluation of CBI

f- Evaluation of online learning

g- Comparative and non-comparative evaluation in educational technology

Done by

Atsloom Zaabanoot ( 59087)

course intructor : Alaa Sadik

comparative and a non-comparative evaluation in Educational Technology

2009-05-05T20:29:00.001-07:00

Evaluation paper in a comparative study and a non-comparative study

In this paper two different studies will be discussed , one is "The Relationship between Motivation and Achievement Attitude towards Tests, Self Concept and Psychological Adjustment of a Sample of Intermediate and Secondary School Students in Bahrain" which is a non-comparative study . The second one is " Enhancement effect of My Math Lab and webct in a math class" which is a comparative study .

Check out this SlideShare Presentation:

compartion between a comparative study and a non-comparative study

View more presentations from u059087.

click here to view the evaluation paper

http://www.scribd.com/doc/15035011/Comp-Non-Comp-Evaluation-Paper

Evaluation of online learning

2009-05-05T19:45:00.000-07:00

English for Science for Level 6 Online Course Evaluation

This paper aims to evaluate effectiveness of the Tutorial and assessment component
( content and exercises ) in the English for Science for Level 6 online course .

An online course in the SQU .A sample of 15 students participate in the evaluation through questioners and interviews .The researcher found that the course content are effective and serv what it is soposed to , the content help the learners to master the course objectives.

click here to view the research paper

http://www.scribd.com/doc/15034091/Online-Course-Evaluation-Paper

Evaluation of CAI

2009-05-05T19:25:00.001-07:00

An online questioner was developed for computer based instruction evaluation .It use acombination of different instrument such Bader AL Khan checklist and Chickering & Gamson's computer based instruction chick list .It is puplished online using surveyconsole site .It address aspects as : Goal , Underlying Psychology , learning strategy ,content accuracy , Interactivity , student role , Navigation , Accessibility , User-friendliness

to view the questioner click here

http://www.surveyconsole.com/console/TakeSurvey?id=559042&responseCheck=false

ref: http://www.wikieducator.org/User:Vtaylor/Course_Evaluation_Checklist

1- Al Khan , Bader . (2005) . E- learning quick checklist. George Washington University . USA

Evaluation Strategy Instrument

2009-05-05T19:09:00.001-07:00

VARK

VARK is a learning style model developed by Neil D. Fleming . It is promoted by an instrument to classify learners according to the VARK called VARK questioner .

It helps Instructors to understand their students' learning styles in order to adapt their teaching methods accordingly , students to know their own learning style in order to become better learners .

The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information

VARK is not a fully-fledged learning style. The word learning style is now used loosely to describe almost any attribute or characteristic of learning but technically the term refers to all the components that might affect a person's ability to learn.

The VARK questions and their results focus on the ways in which people like information to come to them and the ways in which they like to deliver their communication. The questions are based on situations where there are choices and decisions about how that communication might take place

click here to view the questioner
http://www.vark-learn.com/english/page.asp?p=questionnaire

ref:http://www.vark-learn.com/english/index.asp

Proposal For Course Evaluation

2009-05-05T18:55:00.001-07:00

A proposal for evaluating an E-learning course

Check out this SlideShare Presentation:

Proposal For Course Evaluation

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THis presentation shows a proposal for evaluating an E-learning course .

This course is developed to introduce study skills for students in collage of education such as writing skills ,reading skills , working in teams , preparing for exams , presentation skills motivation skills and evaluation skills .

It will be delivered to learners via the internet as an e-learning course . It use the Arabic language . It include six unites , each one include two subtopics . In each topic the learner is provided with the content , summary , an exercise and an evaluation .

The evaluation instrument

The evaluation instrument apply the ACTIONS model . It address the following aspects of the model
a- Accessibility
b- Novelty
c- Teaching and learning
d-Interactivity and user friendly

The evaluation parpose

This evaluation aims to evaluate the study skill course in terms of Accessibility , Novelty ,Teaching and learning , Interactivity and user friendly . It applies the ACTIONS model for evaluation and Bader Al Khan evaluation checklist in developing the evaluation instruments . A questioner from 33 items including the four aspects (Accessibility , Novelty ,Teaching and learning , Interactivity and user friendly) was developed in order to be distributed to the learners who take the Study Skills course .Also, a performance checklist also was developed in order to be used as an observation tool for assessing the student usage of the course in terms of Teaching and learning , Interactivity and user friendly .

References
1- Al Khan , Bader . (2005) . E- learning quick checklist. George Washington University . USA .
2 http://www.ceenet.org/workshops/lectures2000/Merill_Oates/Bates-ACTIONS-Model.htm

Levels and techniques of evaluation in educational technology

2009-05-05T18:26:00.001-07:00

TO COMPARE THE EFFECTS OF COMPUTER BASED LEARNING AND THE LABORATORY BASED LEARNING ON STUDENTS’ ACHIEVEMENT REGARDING ELECTRIC CIRCUITS

Bekir BAYRAK, Ministry of Education Uygar KANLI, Gazi University
Assist. Prof. Dr. Şebnem KANDİL İNGEÇ, Gazi University

Evaluation Approache

In this study, the research problem was: “Is the computer based physics instruction as effective as laboratory intensive physics instruction with regards to academic success on electric circuits 9th grade students?” For this research of experimental quality the design of pre-test and post-test are applied with an experiment and a control group.

Levels of evaluation

The study is applied in student level , on 9th graders of a secondary school in a
Azdavay district of Kastamonu province in Turkey.

Techniques

A design of pre and post tests is applied to the experiment and control groups as a research method ,

The research group is made up of a total of 28 students , surveys ( CLIS Survey, PLIS Survey applied to a different group of 40 students ) were conducted to determine the level of students’ interests and according to survey results, students are distributed in the groups .

In order to evaluate and determine the suitability of the selected number of software two physics teachers and two academicians that are expert in their own fields were requested to examine such software. the program of Edison 4.0 was chosen as a lesson software.

First, for the experiment / control group of 14 students whose interests are the same for computer and physics labs an Electrical Circuits Achievement Test (ECST) as a pre-test was given. Later on, for a 4 -week period the computer lab of the school was changed into the Physics Lab one day in a week and was changed into the Computer lab another day in a week and the application was conducted this way.

Reference
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_ nfpb=true&_&ERICExtSearch_SearchValue_0=ED500072&ERICExtSearch_SearchType_

0=no&accno=ED500072

Education Technology Evaluation

2009-02-14T11:34:00.000-08:00

GIS Pedagogy, Web-based Learning
and Student Achievement (ANDREW M. CLARK, JANICE MONK & STEPHEN R. YOOL Department of Geography and Regional Development, University of Arizona, USA)

The Purpose
This study aims to evaluate the impact of web-based learning (WBL) for a geographic information system (GIS) course on student achievement.

Instrument : Achievement test

For the purpose of this study exam scores of tow different tests is used to measure conceptual understanding, and lab grades to assess new problem solving .

Education Technology Evaluation

2009-02-14T11:27:00.000-08:00

Smart phone for mobile commerce
Yung Fu, Hao
This study evaluate the smart phone and shows it's features such : Multi-tasking operating system , Real QWERTY keyboard , QVGA or larger display with high screen resolution , Internet access at 2.5G or 3G speed and E-mail, SMS, MMS, IM services, which mean that by smart phone the user can send e-mails , SMS , IM services using his phone .