An evaluation driven decision model
Learning outcomes, teaching practice and technology: How do they fit together?
by Wayne Brent
senior consultant, emerging technologies
Learning Technologies Center
Philip Callahan, PhD
associate professor, technology
University Teaching Center
As instructors, we are faced with decisions about the process of creating and implementing teaching for our classes.
That process can be thought of in these segments: (1) once we determine what we want students to learn and the outcomes that reflect learner success, we may develop (2) a strategy or general plan, (3) the specific tactics we will use for implementation, (4) the activities for student learning and understanding of content (whether that be lecture or other forms), (5) the measures we will use for learning evaluation, (6) our decision criteria on whether to change or not, and finally, (7) implementation of our adoption decisions and integrating any adjustments we may make.
Technology in its rightful place can be used to help with any part of this process including the planning, implementation and evaluation of the learning.
It is important to separate the evaluation of learning outcomes from the evaluation of the learning environment as facilitated by teaching practices and technology. Different models for decision and technology adoption can be used to help identify various outcome measures, such as impact, effectiveness, efficiency, sustainability, cost, unique requirements and alternative methods, and the criteria used to determine exactly where the outcomes were successful or where the strategy, tactics and activities may need to be improved or changed.
For more information on this process and an explanation of this evaluation-driven design, please see Evaluation Driven Decision Model.
Keep in mind that this is a work in progress and the Web pages will be updated through the Fall 2007 semester. For more information, please contact Wayne Brent, 621-9488.
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