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Navigating on the web: a qualitative analysis of the instructional material from a distance education course 1 - ABSTRACT What were the evaluation Tools?

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Presentation on theme: "Navigating on the web: a qualitative analysis of the instructional material from a distance education course 1 - ABSTRACT What were the evaluation Tools?"— Presentation transcript:

1 Navigating on the web: a qualitative analysis of the instructional material from a distance education course 1 - ABSTRACT What were the evaluation Tools?  The Analysis of the Didactic Material Checklist Such tool guides researchers' examination of adequacy of instructional objectives, instructional strategies, evaluation strategies, planning, sequence of content, and information sources (34 items).  Although well-evaluated in many aspects, the course still needed improvement concerning the exercises complexity: the objectives were in a more complex level than that achieved by the exercises.  There was a noticeable need for updating information in the course.  Also, there should be exercises on both versions of the didactic material, so that both choices are compatible to the main goals of the course. 5 – DISCUSSION Abbad, G.S. & Borges-Andrade, J.E. (2004) Aprendizagem Humana em Organizações e Trabalho. Em: Zanelli, Borges-Andrade & Bastos (orgs) Psicologia, Organizações e Trabalho no Brasil, p Artmed: Porto Alegre, RS. Gagné, R. M. (1988). Essencials of learning for instrucion. 2 ed. Englewood Cliffs: Prentice Hall. Gagné, R. M. (1985). The conditions of learning and theory of instrucion. 4ed. Nova Iorque: Rinehart and Wiston. This report is a summary of the evaluation process of a distance course instructional material. Making use of a checklist, researchers examined the course in terms of adequacy of instructional objectives, instructional strategies, evaluation strategies, planning, sequence of content, and information sources. The results of the analysis have shown that a carefully planned evaluation of the instructional material may function as an information source for adjusting distance courses. What was the object?  The course consisted of instructing how to use web tools in order to navigate on the internet; there were two available versions for such material: CD ROM and printed. Although the course was completely done at distance (20h), the final learning evaluation was at presence.  Main goal: to define the central concepts related to internet language as well as to its functioning, and also make use of diverse softwares linked to navigating on the web. Who participated of the course? Students from technical education programs in the Informatics.  The results of the analysis have shown that a carefully planned evaluation of the instructional material may function as an information source for adjusting distance courses.  Such procedures are probably of great contribution for further data analysis related to reaction and learning, as well as for creating effective solutions to the Instructional Psychology fields. 7 – REFERENCES Presenter: Vanessa Brixi University of Brasília - Brazil Institute of Psychology Impacto: Research on Training and Organizatons of Work Authors: Rafaella Andrade Gardênia Abbad Carolina Catunda Raphael Andrade PRONEX Fubra 2 - INTRODUCTION Concerning organizations of work, training is defined as a system including: examining the existing need for training, planing the learning situation, and evaluating the whole training system. Evaluation is the phase responsible for generating feedback to the instructional system (Borges-Andrade, 1995). Information raised by the evaluation process grounds the decisions about what modifications should take place in order to increase the training’s effectiveness. In order to evaluate the didactic material of a distance education course, researchers based their analysis on Bloom’s Taxonomy of Educational Objectives (Abbad, G. S & Borges-Andrade, J. E., 2004) and Gagné’s Instructional Approach (1985 e 1988). 3 - METHOD How was it done?  Didactic Material Reading;  Going through all the lessons and exercises;  Taking notes on aspects that should be improved (storyboard);  Following the Analysis of the Didactic Material Checklist. 4 – RESULTS 6 – RECOMMENDATIONS


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