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Evaluation Plan |
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906.704
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Prepar by Kay Lewis |
Contents
Appendix A - USABILITY questionnaire for student evaluation
Appendix B – QUALITY questionnaire for teacher evaluation
This Evaluation Plan describes the background, purpose, limitations, objectives, outcomes, audiences, decisions, questions, methods, samples, instrumentation, logistics timeline and budget for a usability evaluation and a quality evaluation. It will assist in the development of a Best Practice Checklist (or Guidelines) to follow when creating blended learning resources for Whanganui staff currently who teach (or administer) face-to-face (F2F) the Certificate of Business Studies (CBS) programme.
The author works alongside teaching and administration staff at UCOL School of Business and Computing in Palmerston North and Whanganui campuses. Teaching staff are expected to have an eLearning presence (blended delivery) using Moodle in all F2F papers. Some staff had been using Blackboard, which is still available, but being phased out. The Evaluation Plan will focus on the CBS programme which incorporates the NZIM Certificate in Management qualification. Staff are expected to develop a Moodle site for each of the 12 papers to support the students in a mainly F2F environment. They have very limited support in the design plan of their Moodle site and may lack time and eLearning expertise.
UCOL introduced Moodle in December 2008, so are in thier first year of development using Moodle LMS. Currently there are also no formal guidelines to guide staff in their development, which would optimise the design and delivery of the CBS programme.
The purpose of this evaluation is to monitor the quality of the student learning experience and investigate how to optimise the design and delivery of the CBS programme in a blended environment at UCOL Whanganui campus, by those involved in developing eLearning resources. This will be done through the collection, use and reporting of student feedback about the current or re-developed eLearning environment.
From the Six Facets of Instructional Product Evaluation identified by Professor Tom Reeves, the purpose of this evaluation after the eLearning materials are implemented is so students and UCOL staff can “measure” their Moodle site for usability and quality.
There is a time restriction; therefore the information to be gathered as part of the usability evaluation will be obtained by the most time-efficient means possible.
There will be a limited number of papers as not all papers are ready for blended delivery of learning – some staff are still at the ‘design stage’.
Fewer participants may be available because some testing will need to occur at the end of the semester after the completion of this course of study.
Any unforseen budget restrictions.
Possible limitations identified by the UCOL Ethics Committee.
To meet the objectives to complete the evaluation, the following will be undertaken:
Evaluation plan;
Implement the evaluation by collecting data using different methods: questionnaire, focus group, discussion forum, interviews
Analyse data;
Complete the evaluation report.
Appropriate data is collected from students and staff by using different method. The evaluation will identify items for usability and quality of design for the online and blended delivery of learning resources.
Both students and staff from UCOL Whanganui and UCOL Palmerston North who agree to participate in the project.
The findings from this study will assist in the development and implementation of a Best (or Good) Practice set of guidelines intended for UCOL staff when designing and developing blended and online delivery of eLearning material.
The evaluation questions are based on two of the eLearning Guidelines for New Zealand (http://elg.massey.ac.nz):
usability
TD5: has a representative sample of students tested the eLearning materials and any necessary modifications been made?
Based on discussions with Bronwyn I have now added:
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how usable are the online materials for students?
- how is the
design of the online course appropriate for learning
(It
is intended to measure the usability of the eLearning materials after
implementation by students and respond by continual improvement to
ensure viability over time). And,
quality (not effectiveness)
TT13: does the teacher evaluate the eLearning during their course to identify its effectiveness and how to improve it?
Based on discussions with Bronwyn I have now altered it to read:
TT13:
What criteria can be used during the (design and) development of an
eLearning course to guide best practice?
- do different
personnel involved in the development phase have different
perspectives? Evaluators may include: SME, Online Tutor/Lecturer,
eLearning Advisor, Instructional Designer, Technical Expert,
Curriculum & Academic Services (CAS), industry stakeholders.
(It
is intended to measure the quality of the eLearning materials after
implementation by eLearning staff and respond by continual
improvement in a collaborative manner, to ensure viability over
time).
The University of Tasmania Project evaluation framework will be followed to guide the development, support and application of a best (or good) practice checklist (or guidelines) and ensure best practice methods and quality control measures are recognised, supported and applied at UCOL.
The evaluation is based on Tom Reeves’ Educational Paradigm Eclectic-Mixed Methods Pragmatic Paradigm (using the multiple evaluation methods model) to collect data and information. This triangulation is intended to give a reasonable indication and support for the outcomes and success of adopting flexible options to a F2F course.
The Ethics Committee at UCOL will need to be approached to identify if their participation is necessary.
The participants involved in these evaluations will include:
Current students
SME (Subject Matter Experts)
Online Tutors/Lecturers
Curriculum and Academic Services (CAS)
eLearning Advisor & Developer (other than myself)
Instructional Designer/s
Moodle Administrator (or) Technical Expert/s
Stakeholder/s from the business community
NZIM Administrators (Whanganui and Palmerston North)
Programme Leader/Head of School
Ideally all staff and students involved in the delivery of Certificate of Business Studies (CBS) Whanganui will participate in the evaluation. It is quite likely that some may choose not to.
Usability questionnaire: Current students will be asked to complete an online “usability” questionnaire accessed from their Moodle (CBS Administration) site. This is intended to evaluate the design of the Moodle site for usability.
Discussions at fortnightly focus groups with Whanganui staff will be used to further develop some of the ideas/information for the questionnaires.
Current administration and teaching staff will be asked to complete a Best Practice Checklist questionnaire and identify what Items are relevant to their role, and where appropriate interviewed to gather feedback comments.
The UCOL Moodle Conference is being held on 6/7 July. As a possible panel discussion topic I will use the pre-conference discussion forum with colleagues to seek interest in supporting the use of Best Practice Guidelines for UCOL.
The author will be completing all aspects of this evaluation: from implementation – questionnaires – online discussion forums, focus groups, interviews, to analysing, and reporting of the evaluation.
18 May Usability questionnaire completed by current students, stakeholders
18-31 May Effectiveness questionnaire completed by staff (administration and lecturers) and current students, stakeholders
18-31 May Observations, usability questionnaire, quality questionnaire and interviews
1-14 June Data analysis
15 June Draft evaluation report
22 June Approval of evaluation report
29 June Revision of template design for CBS staff
3 July Revised template design available for staff ready for use in Semester 2, 2009
Travel to Whanganui campus fortnightly for 1 semester.
My work time will be used to develop the questionnaires and administer them. My personal time will be used to complete all other aspects of this paper.
A light luncheon (on a budget) IF funding can be approved; otherwise chocolate fish incentives!
Appendix A -
USABILITY questionnaire for student evaluation
TD5:
has a representative sample of students tested the eLearning
materials and any necessary modifications been made?
- how
usable are the online materials for students?
- how is the design
of the online course appropriate for learning
The purpose: to monitor and improve the quality of the student learning experience through the collection, use and reporting of student feedback about teaching and the learning environment.
Questionnaire – student evaluation
This is the first stage in developing a Questionnaire for students to evaluate how well they can use the eLearning resources for their paper.
Please examine the questions in each Item and complete the questionnaire.
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Paper name |
Mode of delivery: (please circle/tick which one)
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Online learning1 |
Your role: (please circle/tick which one)
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Student
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Instructions
Please tick the following Items as relevant using the four point Likert scale. Chose N/A if the Item is not appropriate or not relevant.
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Item |
Likert Scale |
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Organisation: design & navigation |
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There is a clear structure and logical organisation of the content. |
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Information organised into convenient chunks. |
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Pathways are clear and easily navigated. |
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There is a clear guidance on how to work in this environment, |
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There is clear guidance on what activities are to be completed online, independently offline or face-to-face. |
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Structure and activities match the design of the paper. |
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A Calendar outlines the weekly structure and identifies the learning outcomes, assessment dates. |
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Instructions are clear and clearly separated from the teaching content. |
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The estimated time required to complete the paper is included. |
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Activities progress from simple to complex. |
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Content is easily navigated. |
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Provided websites (hyperlinks) are appropriate to the content |
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Links to websites (hyperlinks) work. |
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Resources and activities are appropriate to the content, e.g. PowerPoint files are available in PDF format. |
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Comments:
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Likert Scale |
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Resources & activities |
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Resources are clearly labelled and logical. |
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There is logical file management (folders) set up within the site. |
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File management aligns with I:drive folders for easy access and back-up. |
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Clear instructions are on the links to other resources outside the online area (Getting Started Guide, Administration Guide, Student Handbook, Workbook, UCOL Library, etc). |
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Learning materials are provided in commonly available file formats (HTML, PDF, MS Word (compatible), RTF, MP3, WMV). |
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Learning materials are of an appropriate file size. |
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Learning materials are provided in formats appropriate to their intended use (e.g. large quantities of reading material should be provided in print, with online versions provided as back-up copies). |
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Appropriate tools in Moodle are used for each activity. |
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Sources are appropriately referenced using APA referencing. |
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Written content has been checked for spelling, grammar, punctuation and consistent use of terminology. |
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Graphics and diagrams are used appropriately to illustrate points and improve the readability of text. |
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Multimedia resources are appropriate, and of good quality and reasonable file size. |
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Content complies with UCOL copyright and intellectual property policies and licences. |
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Comments:
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Your feedback is sincerely appreciated – thank you.
Appendix B –
QUALITY questionnaire for teacher evaluation
TT13:
What criteria can be used during the (design and) development of an
eLearning course to guide best practice?
- do different
personnel involved in the development phase have different
perspectives? Evaluators may include: SME, Online Tutor/Lecturer,
eLearning Advisor, Instructional Designer, Technical Expert,
Curriculum & Academic Services (CAS), Industry stakeholders.
Purpose: Current administration and teaching staff will be asked to complete a Best Practice Checklist questionnaire and identify what Items are relevant to their role, and where appropriate interviewed to gather feedback comments.
Best Practice Checklist (or Guidelines)
Please examine the questions in each Item (overleaf) –this is the first stage in developing a Best Practice Checklist to use in when creating eLearning resources.
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Paper name |
Mode of delivery: (please circle/tick which one)
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Online learning4 |
Your role: (please circle/tick which one)
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Subject
Matter Expert |
eLearning
Advisor/ |
Moodle
Administrator |
Curriculum & Academic Services (CAS) |
Stakeholders from (Industry) business |
Instructions
Please tick the following Items using the four point Likert scale. Only respond to those that are relevant to your role. Chose N/A if the Item is not relevant.
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Item |
Likert Scale |
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General Overview |
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The paper name clearly stated |
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There is a tutor welcome. |
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Tutor’s contact details are included. |
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There is a tutor photo. |
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Paper descriptor and assessment outline are easily accessible. |
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FAQs (Frequently Asked Questions) are available. |
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Administration site (metacourse) provides Administration information: Student Handbook, dates of cohorts, etc. (also see Support). |
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Comments: Please indicate if this Item is relevant your role (explain if necessary) |
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Likert Scale |
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Administration |
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Published details match the approved programme regulations (e.g. paper name, learning outcomes, assessment methods, etc.). |
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Learning materials comply with UCOL copyright and licence agreements. |
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Online Tutor Help notes are available. |
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Student Evaluation is included (outcomes made available on Intranet). |
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Comments: Please indicate if this Item is relevant your role (explain if necessary)
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Likert Scale |
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Presentation: format, layout |
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First impression is professional and welcoming. |
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There is an attractive, professional format and layout. |
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Name of the paper is clearly stated. |
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Text is easy to read. |
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Graphics are relevant to the content. |
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Site
layout is appropriate for the paper. |
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The paper’s page is of a reasonable size. |
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Style of presentation is consistent. |
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Style of presentation is consistent with other papers within the same programme. |
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Use of words/ icons is consistent throughout the paper. |
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There is nothing in the presentation that could be distracting or annoying. |
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Text has been checked for spelling, grammar, punctuation and use of terminology is consistent. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary)
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Item |
Likert Scale |
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Organisation: design & navigation |
1 |
2 |
3 |
4 |
5 |
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There is a clear structure and logical organisation of the content. |
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Information is organised into convenient chunks. |
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Pathways are clear and easily navigated. |
|
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|
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Clear guidance on how to work in this environment is given, |
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Clear guidance on what activities are to be completed online, independently offline or face-to-face is provided. |
|
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|
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Structure and activities match the design of the paper. |
|
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|
|
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A Calendar outlines the weekly structure and identifies the learning outcomes, assessment dates. |
|
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Instructions are clear and clearly separated from the teaching content. |
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Estimated time required to complete the paper is included. |
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Activities progress from simple to complex. |
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Content is easily navigated. |
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Websites (hyperlinks) provided are appropriate to the content |
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Links to websites (hyperlinks) work. |
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Resources and activities are appropriate to the content, e.g. PowerPoint files are available in PDF format. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary)
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Item |
Likert Scale |
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Resources & activities |
1 |
2 |
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4 |
5 |
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Resources are clearly labelled and logical. |
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A logical file management (folders) set up within the site. |
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File management aligns with I:drive folders for easy access and back-up. |
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Clear instructions on the links to other resources outside the online area (Getting Started Guide, Administration Guide, Student Handbook, Workbook, UCOL Library, etc.) are provided. |
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Learning materials are provided in commonly available file formats (HTML, PDF, MS Word (compatible), RTF, MP3, WMV). |
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Learning materials are of an appropriate file size. |
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Learning materials are provided in formats appropriate to their intended use (e.g. large quantities of reading material should be provided in print, with online versions provided as back-up copies). |
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Appropriate tools in Moodle are used for each activity. |
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Sources are appropriately referenced using APA referencing. |
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Written content has been check for spelling, grammar, punctuation and consistent use of terminology. |
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Graphics and diagrams are used appropriately to illustrate points and improve the readability of text. |
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Multimedia resources are appropriate, and of good quality and reasonable file size. |
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Content complies with UCOL copyright and intellectual property policies and licences. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary)
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Likert Scale |
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Learning design & content |
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Site matches the UCOL approved programme regulations (e.g. name of programme, name of paper, learning outcomes, assessment methods). |
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All the learning objectives (outcomes) are fully addressed in the design of the site. |
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Academic level is appropriate – the design reflects the relevant NZQA level descriptor. |
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Teaching and learning activities are appropriate to the learning outcomes. |
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Content is accurate, current and relevant (including readings and links to external resources). |
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Students will understand the goals/outcomes of each part of the paper. |
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Students are led through the paper – they will progress from simple to complex activities. |
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Paper incorporates a variety of learning activities or tasks and these activities are meaningful. |
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Learning activities relate to the learning objectives and real world situations. |
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Learning mode (online, off-line, etc) and the tools and resources, are appropriate for each activity. |
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There are opportunities for Online Tutor (Lecturer)/student interaction (if appropriate). |
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Opportunities are provided for collaborative learning (if appropriate). |
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Student workload has been taken into account in designing activities and an estimate total workload matches with official study time. |
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Content incorporates development of appropriate student information literacy skills. |
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Learner is given opportunities to practice the learning. |
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Different thinking styles are catered for. |
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Different learning styles (needs) are catered for. |
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Time estimates for reading and processing learning material is included in student workload calculations. |
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Student evaluation/s (pre- and post) have been included. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary) |
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Likert Scale |
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Interaction and reflection |
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There is a sense of community; a personable tone of voice. |
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There are opportunities for student-student interaction. |
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There are opportunities for student-tutor interaction. |
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There are opportunities for collaboration, practice and analysis. |
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There are opportunities for the student to digest, reflect on and review new learning. |
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Students are encouraged to research. |
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Different learning styles catered for. |
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There is provision for different cultural needs. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary) |
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Likert Scale |
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Accessibility |
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Site is accessible for people with disabilities via: use of clear, simple documents. |
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Site is accessible for people with disabilities via: user control of multimedia (e.g. ability to pause). |
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Site is accessible for people with disabilities via: ability to read documents without style sheets. |
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Site is accessible for people with disabilities via: highlighting of headings by font size and writing. |
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Site is accessible for people with disabilities via: alternatives to auditory text are available. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary) |
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Likert Scale |
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Cultural appropriateness |
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Learners of any culture feel included in this paper. |
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Paper reflects a bicultural perspective appropriate within the New Zealand context. |
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Paper reflects a multicultural perspective appropriate within the international context. |
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Comments: Do you have any advice, additions, deletions, amendments or additional reading or resources?
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Likert Scale |
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Assessment |
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Assessment activities and tasks are easily identified, instructions are clear. |
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Assessment schedule provided which includes a timetable, a detailed marking guide and how students will be notified of assessment results. |
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Clear instructions for submitting assessments and the submission process is consistent with the type of materials/tasks to be assessed. |
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Assessments are clearly defined; match the learning outcomes/ objectives and academic level of the paper. |
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Assessment tasks are authentic – they relate to real world situations. |
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Assessment activities are integrated within the structure of the paper. |
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Opportunities for students to practice tasks related to assessment/s and receive formative feedback are provided. |
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Assessments meet UCOL internal/external moderation standards. |
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Comments: Please indicate if this Item is relevant your role (explain if necessary)
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Likert Scale |
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Support |
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A list of software requirements is provided. |
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Web support links (urls) and instructions for downloading software are provided. |
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Information is available for online learning, e.g. Netiquette guidelines, etc. |
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A metacourse (e.g. Administration site) that includes details of all papers included in the programme, cohort dates, examination details, graduation, etc. is provided |
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Support materials (e.g. Getting Started Guide, Administration Guide, Quick Start Guide) have been prepared for distribution. |
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Information about the Online Tutor, including contact details are presented in an easily-accessed location. |
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A statement of expected response times of Online Tutors to student enquiries is included, e.g. email, discussion forum, telephone call. |
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Provision or a clearly defined area for tutors to post announcements and news is available. |
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Students have access to online study skills information. |
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Students have access to information about UCOL Online Support services at UCOL. |
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An online or face-to-face introductory or orientation session been scheduled at the commencement of the paper. |
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Protocols, e.g. response times, using fora, are provided? |
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Library details are included along with clear instructions on how UCOL Library Services relate to the research requirements within the paper. |
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Access to Moodle Administrator and UCOL Helpdesk is provided for online students. |
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Instructions for obtaining and using specialist software is available. |
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The paper has been tested for performance against the agreed minimum bandwidth (e.g. dialup or 356K broadband connection). |
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Comments: Please indicate if this Item is relevant your role (explain if necessary)
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OVERALL COMMENTS
Your feedback is sincerely appreciated – thank you.
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Role |
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Subject Matter Expert/s or Online Tutor |
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eLearning Advisor & Developer (or) Instructional Designer |
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Moodle Administrator (or) Technical Expert |
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Curriculum & Academic Services (CAS) |
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Stakeholder/s from businessd |
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Head of School/Programme Leader |
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References
Milne, J. & Dimock, E. (v 0.8 June 2006) e-Learning Guidelines: guidelines for the support of e-learning in New Zealand tertiary institutions. Retrieved, March 30, 2009 from http://elg.massey.ac.nz
RMIT University. (2009). Student feedback policy. Retrieved May 4, 2009 from http://www.rmit.edu.au/browse;ID=9pp3ic9obks7
University of Tasmania. (2005). A project evaluation framework. Retrieved April 22, 2009 from http://www.utas.edu.au/pet/sections/frameworks.html
NMIT
1 Online learning: Learning delivered using the Internet. Delivery of educational content via a Web browser (UCOL uses Blackboard and Moodle). They provide links to learning material such as readings, web link references, email and interaction, e.g. Chat sessions, discussion groups (asynchronous and synchronous), quizzes, communication. An Online Tutor provides course guidelines, manages discussion boards, delivers lectures, etc. The Online Administrator deals with issues relating to administration.
2 Blended learning: combines aspects of online and face-to-face instruction.
3 Face-to-face learning: Usually refers to traditional classroom education, in which a lecturer delivers a course to a room of learners. The term is used synonymously with on-site training and classroom training.
4 Online learning: Learning delivered using the Internet. Delivery of educational content via a Web browser (UCOL uses Blackboard and Moodle). They provide links to learning material such as readings, web link references, email and interaction, e.g. Chat sessions, discussion groups (asynchronous and synchronous), quizzes, communication. An Online Tutor provides course guidelines, manages discussion boards, delivers lectures, etc. The Online Administrator deals with issues relating to administration.
5 Blended learning: combines aspects of online and face-to-face instruction.
6 Face-to-face learning: Usually refers to traditional classroom education, in which a lecturer delivers a course to a room of learners. The term is used synonymously with on-site training and classroom training.