Al-Saadi 68717

Formative evaluation

2009-05-10T12:48:00.000-07:00

I find an usuful and cool video which present the formative evaluation concept click the link
http://www.youtube.com/watch?v=xSnnrfNO-o0

Befor reading click me

2009-05-10T12:22:00.000-07:00

Tech4102 is one of the courses that the Department of Instructional & Learning Technologies, College of Education, Sultan Qaboos University offers. The Instructor of this courses is Dr Alaa Sadik and he asks us to do a variety of assignments.You can find and View each assignment in my bolg and in the end I want to say thank you for taking the time to view my portfolio and I wait your comment.

Comparative and non-comparative evaluation in educational technology:

2009-05-08T00:36:00.000-07:00

Summarizing comparative and non- comparative studies

Comparative study:

There are many comparative studies and Comparing Technology Skill Development in Computer Lab versus Classroom Settings of Two Sixth Grade Classes is one of them . It was done by Audrey C. Rule from the State University of New York at Oswego , Manuel T. Barrera, II from the University of Minnesota – Duluth and C. Jolene Dockstader and John A. Derr from Jerome School District, Jerome, ID. It is cost-benefit analysis study which answers the following question "Where can available computers be put to best use—in individual classrooms or computer lab?" and to find the answer to this question the researchers but the student which came from two existing sixth grade classrooms (N=53) under two conditions:
computer lab setting.

an integrated instruction approach in a classroom with four computers
Pre and posttest (A performance-based assessment) data were collected by using:
- 24-item criterion-referenced performance-based test derived from district curriculum guides
- 37-item student attitude survey based on previously validated student attitude instruments .

Results showed that the group using the computer lab had higher overall scores in computer skills when compared to the classroom integration group and the higher scores for the lab were interpreted as the result of efficient and enhanced academic-engaged time inherent to the lab setting.

Finally there are many advantages and disadvantages which the following points show:
Advantages:
• Studies examining the impact of computer technology on learning need to account for such variables as competency-building requirements in the use of technology and how such variables may affect outcomes.

• Such a study would provide information for schools where smaller numbers of computers may be available and the decision as to how to allocate computer equipment is consequently more acute.

Disadvantages:
• A better examination of the two conditions would have been to equalize computer time per student in the CI setting to match the time per student in the LAB setting.

Non-Comparative study:
Web-based learning:
relationship among student motivation , attitude, learning styles, and achievement is one of the non-comparatives studies which is done by Ching-Chun Shih, Research Associate and Julia Gamon, Professor Emeritus from the Iowa State University. The purpose of this study is to determines how student motivation, attitude, and learning styles influenced achievement in web-based courses.

The Population of this study was 99 students taking two non-major biology introductory courses, (Zoology and Biology) offered by the College of Agriculture at a land grant university and it depend on the learning style scores(Group Embedded Figures Test ) , questionnaire responses, and students’ grades to gather the data.
Results showed that The students enjoyed the convenience and self-controlled learning pace and motivation was the only significant factor that explained more than one-fourth of student achievement measured by class grade.

Finally there are many advantages and disadvantages which the following points show:
Advantages:
• Such a study would provide information a bout the relationships between student achievement and the following variables: attitude, motivation, learning styles, and selected demographics.

• Such a study will lead the educators to a better understand about the student motivational factors and attitudes toward web-based learning

Disadvantages:

• we can not implement the study result in every learning context because the student have different learning style (The Arab students and European students)

Also you can find a powerpoint that present both of the studies click the follow link:

http://www.slideshare.net/u068717/comparative-and-noncomparative-evaluation-studies

References:

•C. Rule, Audrey and Other/Comparing Technology Skill Development in Computer Lab versus Classroom Settings of Two Sixth Grade Classes from: http://www.ncolr.org/jiol/issues/PDF/1.1.5.pdf
•Chun Shih, Ching and Gamon, Julia/Web-based learning: relationship among student motivation , attitude, learning styles, and achievement from: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ638591&ERICExtSearch_SearchType_0=no&accno=EJ638591?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ638591&ERICExtSearch_SearchType_0=no&accno=EJ638591

Evaluation of online learning:

2009-05-08T00:33:00.000-07:00

Evaluation of Psychological Measurement and Educational Evaluation course

Atiya Mubarak Al-Saadi
College of education
Sultan Qaboos University

Introduction:
In higher education, student evaluation of instruction provides data that serve a variety of purposes including the revision of courses and programs, improvement of instruction, institutional accreditation, and tenure decisions about faculty. When instruction is delivered online, student evaluation becomes notably more complicated, as issues of technology and pedagogy intertwine . Delivering effective instruction on the Internet tends to be more complex due, at least in part, to concerns about the technology skills of students, availability of universally-accessible resources, and clarity of expectations and requirements. Educators, administrators, and institutions need tools and methods to evaluate whether their courses and programs meet the requirements of accreditation, this paper evaluates psychological measurement and educational evaluation course to identify common strengths and concerns across the course.

Psychological Measurement and Educational Evaluation course :
It is one of the online courses which deliver through Moodle at Sultan Qaboos University and the instructor tend to use a combination between the face to face approach and the Online approach in teaching the content to the students. In this course students take face to face class on Saturday and discuss it's topic on Monday through the discussion board until Wednesday. Every week there was an assignment which delivers by the Moodle and reserves through it also. All the exams and quizzes were online but the student must came to a particular lab to take exam or quiz in the same time with the instructor present (see the course screen shot bellow).

Purpose and Objectives:
This study was aimed to identify common strengths and concerns across the course in order to improve it and make it more suitable for the learner in the future. The objectives of the study were to identify:
- Things that the student like most about this course
- The changes that should make it in the course in order to make it better

Method:
The population for this study included 24 students taking psychological measurement and educational evaluation course which offered by the College of Education at Sultan Qaboos University. An on-line Survey was designed by the researcher and it was posted on the web. Twenty five statements representing and measuring the major elements in the course environment and the course teaching approach .Survey was used to determine common strengths and concerns across the course after the analyzing process of the data I collect. The major elements in the course environment were organization of course , assignments, assessment, course materials, time/pace, group work, communication with students, communication with instructor and finally the technology they use. You can find the survy on this link:

http://www.surveyconsole.com/console/TakeSurvey?id=570876&responseCheck=false

Result:
The majority (81%) of the student enjoyed the content and material of the course, also (77%) liked the assignments and 90% liked the pace of the course. Also (45%) like Face-to-face teaching approach while fewer (15%) liked the Online teaching approach and (40%) like the combination between the two approaches (see the chart bellow)

Students desire to have more and varied examples of course content (85%) also they hate the course organization and structure (71%). Many (66%) felt that assignments were unclear and many seemed to feel the examinations were too difficult (64%) .In addition (85) complained about the slow and bad feedback from the instructor (see the chart bellow)

Recommendations:
1- Provide more and varied examples of course content
2- Enhance the course organization and structure in order to make it clear and easy to use
3- Provide more clear information about the way of assessment
4- update the layout of the course and check the links
5- Increases the public a awareness about the important of the online learning

advantages:
Such a study would provide the common strengths and concerns across the course in order to improve it and make it more suitable for the learner in the future.
Such a study will lead the educators and students to a better understand a bout the online learning.

Conclusion:
Every institutions need tools and methods to evaluate whether their courses and programs meet the requirements of accreditation and this paper tend to evaluate the psychological measurement and educational evaluation course to improve it and that by Knowing the strengths and concerns across the course. The result show that there is a lack awareness (Sultan Qaboos University teachers and students ) about the important of the online learning .Also psychological measurement and educational evaluation course need more attention to the course layout and structure and to provide more technical support.

References
Abrami, P.C., (2005, April). Using teacher rating forms to evaluate teaching: Doing a better job with what we’ve got. Symposium presented at the annual meeting of the American EducationalResearch Association. Montreal, CA. (http://www.cedanet.com/meta/AERA2005valid.pdf)

Evaluation of CAI:

2009-05-08T00:30:00.000-07:00

Evaluation of CAI:
Each software has an technical and pedagogical feateres
and the following link offer a Checklist that measures the
technical and pedagogical feateres.

http://www.surveyconsole.com/console/TakeSurvey?id=570747&responseCheck=false

Evaluation strategies:

2009-05-08T00:27:00.000-07:00

There are many evaluation strategies and in the next lines I will Suggeste an evaluation strategy.
The Suggested strategy:
Peer Observation

Description:
You can use this checklist to evaluate an educational technology project and you can find it in Survey Console (follow the link)

http://www.surveyconsole.com/console/TakeSurvey?id=570727&_currentInset=3706832&loadInset=true&preview=true&responseCheck=false

Model of evaluation in educational technology:

2009-05-08T00:23:00.000-07:00

Model of evaluation in educational technology:

I evaluate an educational program by using a checklist and you can find my evaluation by clicking on the next link:
http://www.slideshare.net/u068717/evaluating-educational-program-1413896

Click on this link to preview the checklist which I use to evaluate the program
http://www.surveyconsole.com/console/TakeSurvey?id=570877&responseCheck=false

level and techinques of evaluation in educational technology:

2009-05-08T00:03:00.000-07:00

Levels of evaluation:
There are many levels of evaluation and in the next lines you can know the level of an evaluation study and the techinques which use in it.
Title of the study:
An Evaluation of Open Source Learning Management Systems
According to Learners Tools
Done by:
- Hüseyin Uzunboylu, PhD
- Fezile Özdamlı
- Zehra Özçınar, PhD

Level:
Learning Step Level

Techniques of the study:
In the study, literature review method was used and the software were investigated in detail according to features of the Learners Tools, which are:
- Communication Tools
- Productivity Tools
- Student Involvement Tools
The evaluation scale has been taken from edutools.org web site and has been implemented after the approval by expert people.

Reference:
Uzunboylu, Hüseyin and other/An Evaluation of Open Source Learning Management Systems According to Learners Tools ,From:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/f5/f5.pdf (2002)

Evaluation in education technology

2009-05-07T23:39:00.000-07:00

Summarizing of two evaluation studies in educational technology:

First study:
Title:
An Evaluation of Open Source Learning Management Systems
According to Learners Tools
Done by:
- Hüseyin Uzunboylu, PhD
- Fezile Özdamlı
- Zehra Özçınar, PhD

Overview and the purpose of the study:
Learning Management System (LMS) is the main element of the internet-based education. In parallel to this, these studies in this area are increasing. The aim of this research is to evaluate the current existing Open Source Learning Management Systems in the market. For this, seventy two Open Source Learning Management Systems have been subjected to a general evaluation. After that, among them the eight, most demanded software, were chosen: Atutor
- Bazaar
- Bodington
- Claroline
- Coursemanager
- ILIAS
- Moodle
- Sakai

Instruments used:
In the study, literature review method was used and those software chosen were investigated in detail according to features of the Learners Tools, which are:
- Communication Tools
- Productivity Tools
- Student Involvement Tools
Evaluation scale has been taken from edutools.org web site and has been implemented after the approval by expert people. Software have been evaluated by being members of websites, using demo programs and in accordance to the features of given at the internet website.

Reference:
Uzunboylu, Hüseyin and other/An Evaluation of Open Source Learning Management Systems According to Learners Tools ,From:

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/f5/f5.pdf (2002)

Second study:

Title:
FRAMEWORK FOR MOBILE LEARNING SYSTEM BASED ON EDUCATION COMPONENT
Done by:
Ali Mostakhdemin-Hosseini
Jari Mustajärvi

Introduction:
Developing applications for mobile devices is fundamentally different than fordesktop. Mobile devices with low computation power and other restrictions such as memory, screen size, and resolution, etc. require extensive effort for developing new services. In the meantime the amount of mobile devices, such as mobile phones, PDA devices and laptops is widely increasing among students and staff. Utilizing these devices in the education processes has a great impact to students and staff.

Features and how evaluation conducted:
The mobile learning system described by the following features:
• Allows users to have access to course resources impendent from time
and place
• Allows authenticated users to have access to the system
• Allows users to have access to the resources in different formats
(voice, text, picture and video)
• Allows the reuse of material
• Allows users to carry out the functions defined as an education
component.
• Offers flexible environment in which other services and components
can be added.
The user study was carried out by conducting semi-structured interview with the course organizers at IPS (Information Processing Science) and TML(Telecommunications Software and Multimedia Laboratory) departments at Helsinki University of Technology. The gathered data during user study phase was analyzed and the actions and their frequencies are classified in a table.

How it is affect the learning process:

Utilizing mobile learning in the education processes has a great impact to students and staff. It enables students and teachers to have access to different resources independently of time and place . Also it offers many services that facilitate the learning process and make it more easy and flexible.

Reference:
Mostakhdemin-Hosseini, Ali and Mustajärvi, Jari / Framework for mobile learning system based on education component ,from:http://www.emis.de/journals/AUA/acta6/21_Hoseini_fin_6.pdf (2000)

Polycom Video Conferencing System

2008-12-16T23:36:00.000-08:00

Technical features:

Polycom StereoSurround™: 2 channels of 22 kHz crystal clear audio
Polycom HDX Microphone Array: 360° audio pickup with Padded feet filter out table-top noise
Audio Error Concealment which is can be activated automatically.
True High Definition Video (HDX 9002 & 9004): True High Definition video with 720P (1280 x 720) video resolution,30 fps,1 Mb and above and quality of video below 1 Mbps.
Standard Definition Video (HDX 9001): 4CIF video resolution at 30 fps
Polycom Eagle-Eye Camera: 60 fps video capture,16:9 aspect ratio,72 degree field of view and 270+ degree panning radius
Video Error Concealment which reduced video drop-out on busy IP networks and can be activated automatically.
Adjustable Bandwidth for Content with different options: Options include 90% Content/ 10% People; 50% Content/ 50% People; 10% Content/ 90% People
Multiple HD Content Sources: Multiple video inputs can be selected as “Content” sources. These sources are also HD capable.
Dedicated VCR/DVD Connection: Ability to use line level inputs for other devices
Support for API Control Commands: Custom control touch panel integration including AMX or Crestron is made easy with extensive support for API command set.Integrator’s Reference Manual for HDX Series details over 200 commands for special applications
Dual Monitor Emulation
Standard Selectable Camera Icons.
Secure FTP, Telnet and Web
Display Configuration Choices: 4 display support (9004) or 3 display support (9001 & 9002).It support different types such as HD, XGA or NTSC / PAL
Internal Multipoint Software
Advanced Encryption Standard (AES): Built-in, no extra hardware required
H.460 NAT/Firewall Traversal
IP (H.323, SIP or SCCP), ISDN or Serial Connectivity
Multiple Use RS-232 Port
Part of Polycom’s Unified Collaborative CommunicationsBaseline Mode.

- Advantages of Polycom Video Conferencing System:

Easy to control and use.
High quality and resolution of audio and video
Capture the sensitive sound.
Easily decipher multiple, simultaneous conversations
Distinguish location of speaker, just like in a real meeting
Corrects audio from any system seamlessly
Reduced video drop-out on busy IP networks
Smooth, continuous video without interruptions
Maintain active face-to-face contact
Accomplish meeting objectives without worrying about video integrity
Using chroma key technology, users can place themselves in front of any HDX video input source.
Ability to use line level inputs for other devices
Easily play VCR/DVD movies/images during a video conference by setting it to content input you can see both the speaker and the
DVD/VCR image
Use Dual Monitor Emulation for the most efficient use of a single display
Custom name gives the icon clear meaning
Polycom StereoSurround support makes installing stereo even easier
Great audio pickup from every corner of the room
Each participant is near a microphone
Pin-point accuracy on the active speaker with multiple microphone arrays
Can be used synchronize with the internet
Supports using videoconferencing in an excellent way.
Enhances the interaction of the people in the presentation.
Supports up to 4 or 8 video calls in a single conference
Supports different types of multimedia.
Integrate easily with control panels.

Polycom video conferencing system supports different technologies such as audiovisual presentations, Internet (web-based resources) and different types of multimedia. It supports two way interactions and simulates the face-to-face interaction. All of this supports the successful distance education programs

A visit to the CET videoconferencing room

2008-12-16T23:20:00.000-08:00

We visited on 13/10/2008 the main library in Sultan Qaboos University to see what video-conferencing system they have .In the video-conferencing room we meet one of the SQU employee who work in the Center for Educational Technology and he Gave us an overview of the system and also he try it to Contact another employee in his work to show us how it work.

In this video-conferencing room they use TANDBERG Video Conferencing system which is a systems deliver unparalleled quality, reliability and ease-of-use. It has one hardware platform, one software platform and one remote control so that operating the systems is as easy as possible. The TANDBERG standards-based platform also ensures complete interoperability for a higher return on investment.

TANDBERG Video Conferencing system parts:

Why they choosing TANDBERG:

Simplicity
One Software Platform:Simplifies installation, upgrades and expansion for a strong return on investment
Clear, State-of-the-art Audio and Video

Uses of video-conferencing room in SQU :
1 - conferences and meetings which are documented for the future use.
2 – Distance Education courses

2008-09-22T13:33:00.000-07:00

Hello

there are anthor paper.It talk about interaction techniques in one of DE courses.

Done by me(68717) and my friend (68701).

The Open University (OU) is one of the famous universities in the world which offer distance education (DE) courses. In this paper we will discuss the interaction techniques in one of these courses. This course is starting with maths.

Course description:
The course will help you feel more confident in using maths in a variety of different situations – at home, in work or in your other studies. There are three main themes developed in the course:
- improving your mathematical skills including using a calculator effectively
- developing problem-solving strategies so that you know what to do when you get stuck
- Practicing general learning skills to help you become an effective learner.
you can Register the course by using the OU website and it will cost you 110£
Interaction techniques in starting with maths with:
1- Tutor
2- Virtual adviser
3- Other students

The students can interact with each of them by:
- Phone:
The tutor gives the student some tutorials to the student by phone. In addition, the adviser gives advices by phone.

- Computer conferencing
This technique offer synchronous interaction with the tutor, virtual adviser or students. For example, virtual meeting one-on-one with students.
- E-mail

- Mail: They use it to deliver the course materials only.

- OU courses website: They offer tutorial support by post.

There are many desktop software that support social interaction at a distance education (ED) and Wimba Classroom 5.1 VPAT is one of these software which OU use in thier courses. Later in this paper you will get a brief description about it, its features, how it support interaction in DE and the tutor and student Roles.
A. Brief description:
Wimba Classroom brings to life what is otherwise typically monotonous, text-based online learning communication. Additionally, Wimba Classroom enables faculty to teach and students to learn via an effective multi-sensory approach online. Wimba Classroom is designed exclusively for education with features that promote teaching flexibility to achieve diverse instructional goals.

B. Features:
1. Multi-way Audio (VoIP)
2 . Follow-The-Speaker Video
3. Application Sharing
4. Public and Private Chat
5. Emoticons
6. Break-Out Rooms
7. Full-Featured Archives
8. Telephone Access9. Content Upload and Storage
10. Electronic Whiteboard
11. Polls, Quizzes & Surveys
12.Accessible to the Impaired

C. How it support interaction in DE:-
- Communicate Naturally:
Teaching and learning is easier when communication skills shine. Careful listening, a well modulated tone of voice, and reinforcing body language signal openness, friendliness, interest, and enthusiasm. Wimba Classroom brings these elements of communication online through follow-the-speaker video, emoticons, and discussion-centered Voice-over IP.
- Extend the Classroom:
With Wimba Classroom, learners have access to teachers, courses, and content available beyond the boundaries of the traditional classroom door. By bringing a wide variety of content into the classroom using application sharing or the whiteboard, teachers can enrich and enhance learning objectives.
- Capture Class Forever:
Capturing classroom activity and making it available for review and reuse strengthens student comprehension. Record the audio, video, chat, whiteboard and application sharing in an online class, or, capture the traditional offline lecture environment. Better yet, with Wimba Classroom, you can bridge the online audience with the traditional audience to expand your learning program.

- Bring Teachers Together:
Professional development is increasingly vital to school success and teacher satisfaction. With institutions facing the complex challenges of meeting the academic standards of an increasingly diverse population of students, the need for teachers to build on their instructional knowledge is key to student success. Wimba Classroom provides a flexible venue for instructors to meet, learn and collaborate online.

D. Tutor and student Roles:
1. Tutor role:
- Guide the learner through the program.
- Provide help to the learner if they need.
- Arrange suitable learning environment for the student to achieve the objectives of the course.
- Give the learner control over the distance education and provide the effective feedback.
- Encourage student to ask questions and interact with others effectively.
2. Student Role:
- Interact with the program
- Cooperate with other learners and the tutor
- Develop motivation to complete course.
- Enhance their communication skills and gain knowledge throughout the course.