tag:blogger.com,1999:blog-42951275066973204082023-11-15T10:42:36.585-08:00eLearning InnovationsWhatever you reach in knowledge, is not enougheLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.comBlogger21125tag:blogger.com,1999:blog-4295127506697320408.post-55903129275001577182010-03-09T07:12:00.000-08:002010-03-09T07:12:43.227-08:00Error Analysis<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Errors were considered to be a wrong response to the stimulus, which should be corrected immediately after they were made. Unless corrected properly, the error became a habit and a wrong behavioral pattern would stick.</span></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">If learners made any mistake while repeating words, phrases or sentences, the teacher corrected their mistakes immediately. Errors were regarded as something you should avoid and making an error was considered to be fatal to proper language learning processes.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S5ZWMBz-U9I/AAAAAAAAAFU/3cmxWRIH5RY/s1600-h/1195445190322000997molumen_red_round_error_warning_icon.svg.med.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S5ZWMBz-U9I/AAAAAAAAAFU/3cmxWRIH5RY/s200/1195445190322000997molumen_red_round_error_warning_icon.svg.med.png" width="200" /></a></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif; text-align: center;"><b>Error Analysis: Its Roots And Development</b></div><div style="font-family: Verdana,sans-serif; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/_VYqCfYe0Ypw/S5ZWZ8lIaAI/AAAAAAAAAFc/RN6i8GSStco/s1600-h/shutterstock_5215189.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/_VYqCfYe0Ypw/S5ZWZ8lIaAI/AAAAAAAAAFc/RN6i8GSStco/s320/shutterstock_5215189.jpg" /></a></div><div style="font-family: Verdana,sans-serif; text-align: center;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><b><i>Contrastive analysis </i></b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Two languages were systematically compared, identifying points of similarity and difference between native languages (NLs) and target languages (TLs).</div><div style="font-family: Verdana,sans-serif;">"The most effective materials are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner."</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">The importance of contrastive analysis in language teaching material is :</div><ol style="font-family: Verdana,sans-serif;"><li>Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign and culture. </li>
<li>Those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult.</li>
<li>Where two languages were similar, positive transfer would occur; where they were different, negative transfer, or interference, would result.</li>
</ol><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif; text-align: center;"><b>Corder: Introduction Of The Concept "Error Analysis"</b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Corder claims that in language teaching one noticeable effect is to shift the emphasis away from teaching towards a study of learning.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">For learners themselves, errors are necessary, since the making of errors can be regarded as a device the learner uses in order to learn. Corder claims that the errors of a learner, whether adult or child, are</div><div style="font-family: Verdana,sans-serif;"><br />
</div><ul style="font-family: Verdana,sans-serif;"><li>not random, but are in fact systematic.</li>
<li>not ' negative' or 'interfering' in any way with learning a TL(Target Language) but are, on the contrary, a necessary positive factor, indicative of testing hypotheses.</li>
</ul><br />
<div style="font-family: Verdana,sans-serif;"><b>WHAT IS AN ERROR? </b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Errors have played an important role in the study of language acquisition in general and in examining second and foreign language acquisition in particular.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Errors are believed to be an indicator of the learners' stages in their target language development. From the errors that learners commit one can determine their level of mastery of the language system. </div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">The discovery of errors has thus a double purpose: </div><div style="font-family: Verdana,sans-serif;"><br />
</div><ul><li>It is <i><b>DIAGNOSTIC </b></i>because it can tell us the learner's at a given point during the learning process.</li>
<li><i><b>PROGNOSTIC </b></i>because it can tell course organizers to reorient language learning materials on the basis of the learners' current problems. </li>
</ul><div style="font-family: Verdana,sans-serif;"><br />
</div><br />
<div style="font-family: Verdana,sans-serif;"><b>Boundary Between Error and Non-Error </b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Errors deviate from what is regarded as the normه. The problem however, is that sometimes there is not firm agreement on what the norm is. Languages have different varieties or dialects with rules that differ from the standard. Native speakers of a language sometimes have different rules, and their individual codes are called IDIOLECTS. This amounts to saving that there is not always a clear-cut boundary between errors and non-errors.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">The difference between native speakers and foreign language learners as regards errors is believed to derive from competence. Foreign language learners commit errors largely because of the paucity of their knowledge of the target language, as slips of the tongue or slips of the pen.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><b>Relation Of Errors To Tasks </b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Control is a term introduced in second and foreign language acquisition literature to account for the discrepancy between competence and performance. That is, learners may well have acquired certain forms of the target language, but they may not be able to produce them correctly because they have not mastered their use.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Learners may have more control over linguistic forms for certain tasks, while for others they may be more prone to error. krashen's Monitor Model is suggests that tasks which require learners to focus attention on content are more likely to produce errors than those which force them to concentrate on form.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.emiratey.com/up4/img/6090e902fac4420ec5bc9d5e4274165a/sands-of-time.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://www.emiratey.com/up4/img/6090e902fac4420ec5bc9d5e4274165a/sands-of-time.jpg" width="140" /></a></div><div style="font-family: Verdana,sans-serif;">Compared to effortless speech, planned discourse allows for greater use of metalinguistic knowledge and results in fewer errors. Time seems to play determining role. Poor learners need more time to produce speech material because they have little control over their linguistic awareness.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Learners' monitor—their capacity for modifying utterances under three conditions: </div><div style="font-family: Verdana,sans-serif;"></div><div class="separator" style="clear: both; text-align: center;"></div><ol><li>time. </li>
<li>focus on form. </li>
<li>knowledge of the rule. </li>
</ol><div style="font-family: Verdana,sans-serif;"><br />
</div><br />
<div style="font-family: Verdana,sans-serif;"><b>Relation of errors to context </b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Certain linguistic environments have a facilitative effect, prompting learners to produce target-like forms, while others are debilitating, and inducing error.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><b>GLOBAL ERROR AND LOCAL ERROR</b></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><i>There are two kinds of errors:</i></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><i><b>GLOBAL ERROR</b></i>: is one which involves "the overall structure of a sentence".</div><div style="font-family: Verdana,sans-serif;"><i><b>Local Error</b></i>: is one which affects "a particular constituent."</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><i>Examples of global and local error.</i></div><div style="font-family: Verdana,sans-serif;"><i>For examples:</i></div><div style="font-family: Verdana,sans-serif;"><i>Global error</i>. I like take taxi but my friend said not that we should be late for</div><div style="font-family: Verdana,sans-serif;"><i>school. </i></div><div style="font-family: Verdana,sans-serif;"><i>Local error</i>. If I heard from him I will let you know.</div><div style="font-family: Verdana,sans-serif;">The first sentence is the kind of sentence that would be marked by a language teacher as erroneous, and in the second sentence only heard would marked as erroneous.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">Error fall into four main categories:</div><div style="font-family: Verdana,sans-serif;"><br />
</div><ol style="font-family: Verdana,sans-serif;"><li>omission of some required element</li>
<li>addition of some unnecessary or incorrect element</li>
<li>selection of an incorrect element.</li>
<li>misordering of elements.</li>
</ol>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com2tag:blogger.com,1999:blog-4295127506697320408.post-84300803008879065692010-02-25T04:43:00.000-08:002010-02-25T04:45:20.602-08:00Strategies for Curriculum Materials Development<div style="text-align: left;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">There are three strategies to develop curriculum materials, Now we are going to talk about them: </span></span></div><div style="text-align: left;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"> </span><b><span style="font-family: "Verdana","sans-serif";"><br />
</span></b></span></div><div style="text-align: center;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Strategy One : ADOPTING MATERIALS</span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: center; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Adopting materials in a rational manner is not as easy as it might at first appear.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">First, it is necessary to <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">decide what types of materials</span> are desirable. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Second, all available materials of these types should <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">be located</span></span><span style="font-family: "Verdana","sans-serif";"> </span><span style="font-family: "Verdana","sans-serif";">just in case they might prove useful.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Third, some form of <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">review/evaluation procedures</span> must be set up to pare this list down to only those materials that should be seriously considered so that filial choices can be made.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">4)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Fourth, some strategy for <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">the regular review</span> of these adopted materials must be set up to make sure that they do not become irrelevant to the needs of the students and the changing conditions in the program.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Deciding on Types of Materials</span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">To adopt the materials, the curriculum developer must take decisions concerning which types of materials are suitable. Materials can also be based on many different approaches and can be organized around a number of different syllabuses. Materials can also be presented on a number of media and take many physical forms on any one of those media. <o:p></o:p></span></span></div><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><br clear="all" style="page-break-before: always;" /> </span></span> <br />
<div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The following list of possible media for materials may help with these deliberations:<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">books teachers books<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Workbooks magazines<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">journals pictures<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">maps charts/graphs/diagrams<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">cassette tapes<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">genuine video / disc / computer combinations<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">video tapes (language, authentic, computer software<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Locating Materials</span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Three sources of information immediately spring to s mind that can help in finding existing materials that might be suitable: <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">publishers' catalogs, books received<span style="border: 1pt dashed windowtext; padding: 0cm;"> </span>(sections of journals), and teachers' shelves.<span style="border: 1pt dashed windowtext; padding: 0cm;"><o:p></o:p></span></span></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 1pt; text-align: left; text-indent: -1pt; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; margin-left: 1pt; text-align: left; text-indent: -1pt; unicode-bidi: embed;"><span style="font-size: small;"><b><i><span style="font-family: "Verdana","sans-serif";">Publishers' catalogs</span></i></b><b><span style="font-family: "Verdana","sans-serif";"> </span></b></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 1pt; text-align: left; text-indent: -1pt; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";"> </span></b><span style="font-family: "Verdana","sans-serif";">include addresses for some of the most famous publishers of ESL materials. Many of these publishers also produce materials for other languages, so catalogs' list should provide at least a starting point for any language teacher looking for published materials.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">To make even a short list of candidates for materials that might be adopted, hands-on examination is necessary. Most publishers are happy to send teachers <i>desk copies of</i> their materials. A desk copy is a textbook, manual, workbook, or other form of material sent free Of charge for consideration by teachers who might adopt the material in their courses. The teacher may usually keep a desk copy even if student copies are not subsequently ordered.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><i><span style="font-family: "Verdana","sans-serif";">Examination copies,</span></i><span style="font-family: "Verdana","sans-serif";"> also called <i>review copies,</i> are also sent so that they can be considered for adoption in courses. However, examination copies are only free of charge if the teacher subsequently orders the material(s) for his or her students within a certain number of days (usually 60 or 90 days).<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Remember that publishers' catalogs are designed to sell language teaching<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">materials. Hence they will best be used as a source list of available materials, not as the definitive word on the quality or those materials.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Another source of relatively up-to-date information on language materials is the <b><i>"Books Received"</i></b> section that is found in many of the prominent language teaching journals. These <i>"Books Received"</i> are usually listed near the back of a journal/Such listings are usually fairly current. However, since such lists include only the author, title, and publisher, sending for desk or review copies will still be necessary. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">One last source of information about materials should not be overlooked. The <b><i>teachers' shelves</i></b> within the program may be full of materials that could prove interesting and useful. More to the point, teachers are more likely To have experience with materials they already own.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Evaluating Materials</span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Whether materials are found in publishers' catalogs, "Books Received" sections of journals, or teachers' shelves, firsthand examination will eventually be necessary to<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">determine <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">the suitability of the materials for a particular program</span>. This process might safely be called <b><i>materials evaluation.</i></b> <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The <b><i>"reviews</i>"</b> in professional journals and newsletters typically reflect only the views of one individual. If possible, seek out two or three reviews or a book or other materials. One review can be helpful, but a number of reviews will offer a more comprehensive picture of the book or materials under consideration. It is also a good idea to establish a file of reviews that might be of interest to program faculty and administrators. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Firsthand review of materials is clearly the' most personal and thorough method for evaluating them. Stevick suggested that materials should be evaluated in terms of qualities, dimensions, and components as follows: <u><o:p></o:p></u></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">a)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><b><u><span style="font-family: "Verdana","sans-serif";">Three qualities</span></u></b><u><span style="font-family: "Verdana","sans-serif";">:</span></u><span style="font-family: "Verdana","sans-serif";"> Strength, lightness, transparency (as opposed to weakness, heaviness, opacity)<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">b)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><b><u><span style="font-family: "Verdana","sans-serif";">Three dimensions</span></u></b><u><span style="font-family: "Verdana","sans-serif";">:</span></u><span style="font-family: "Verdana","sans-serif";"> Linguistic, social, "topical"<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">c)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><b><u><span style="font-family: "Verdana","sans-serif";">Four components</span></u></b><u><span style="font-family: "Verdana","sans-serif";">:</span></u><span style="font-family: "Verdana","sans-serif";"> Occasions for use, sample of language use, lexical exploration, exploration of structural relationships.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Brown suggests a checklist that contains more detail. It considers materials from five<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">perspectives: <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%;">background, fit to curriculum. Physical characteristics, logistical characteristics, and teachability</span>. All of these judgments can be made only with the materials physically in hand.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">the checklist <b><i>materials background</i></b> refers to nation about the author's and the publisher's credentials. It considers also. the amounts and types of experience the author has had in teaching and administration, as well as in curriculum and materials<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">development.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><i><span style="font-family: "Verdana","sans-serif";">Logistical characteristics</span></i></b><span style="font-family: "Verdana","sans-serif";"> might include such mundane (but important) issues as the price and number of auxiliary parts (that is, audiovisual aids, workbooks, software, unit tests, and so forth) that are required, as well as the availability of the materials, time that it will take to ship them, and the like.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Finally, the <b><i>teachability</i> </b>of the materials should be appraised. This decision may hinge on whether there is a teacher's edition; an answer key, annotations to help teachers explain and plan activities, unit reviews, and so forth. It is also important to ask the teachers if they think the set of materials will work and is otherwise acceptable to them.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Ongoing Review of Materials</span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Even after a set of materials is in place for each course, the materials evaluation process must continue while they are being used, as well as after each implementation period. Teachers can keep notes on their reactions to the materials as they use them. Such notes can be as simple as scribbling in the margins of the teacher's edition, or as formal as typed reviews of the materials in question. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
<a name='more'></a><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Strategy Two : DEVELOPING MATERIALS</span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Developing materials requires tremendous efforts and work. Nevertheless, with<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">the help and ideas of a number of people within a program, especially the teachers, materials can be developed that will create the best possible match between materials and the curriculum in question. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">To begin developing materials, the curriculum designer must consider the overall curriculum issues including deciding on the theoretical bases of the program in terms of approaches and organizational principles in terms of syllabuses. This step also suggests looking at the students' needs, defining the goals and objectives, and using the tests to get a fix on the students' overall levels in terms of proficiency or placement and the appropriateness of the objectives in terms of diagnosis or achievement testing.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Materials development go through three phases: creating, teaching, and evaluating. During the <b><i>creating phase</i></b> </span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"> <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">first step is to find teachers who are willing to work on materials. Teachers are much more likely to be willing participants in a materials development project if they see something in it for themselves, that is, if they are paid for their efforts, or get release time, or, at the very least, it they expect to have an easier job with the new materials in hand.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; margin-left: 36pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">The second step is to find a group of materials developers has been identified, then make sure that all of them are provided with copies of all relevant documents. Such documents may include a program description, a copy of , found with the program objectives, consider the degree to which the materials are ordered appropriately and the degree to which they use techniques and exercises that are acceptable to the teachers in the program .<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><i><span style="font-family: "Verdana","sans-serif";">Physical characteristics</span></i></b><span style="font-family: "Verdana","sans-serif";"> may take the form of layout considerations such as the amount of free space on each page, the relative quantities and qualities or pictures<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">and text, the effectiveness of highlighting, and so forth. Other physical characteristics might include organizational issues like the existence and quality of a table of contents, index, answer key, and glossary, as well as the general reference potential of the book after the course is finished.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">NOTE<o:p></o:p></span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The degree of relationship between a set of materials and a particular program can best be determined by considering the degree to which the materials <i>fit to the curriculum.</i> To begin with, consider the extent to which each set of materials agrees with the overall approach and syllabus (or combination of approaches and syllabuses). Next, focus on the degree to which the materials match the language needs of the students in a general way.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><b><span style="font-family: "Verdana","sans-serif";">Strategy Three : ADAPTING MATERIALS <o:p></o:p></span></b></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The process of adapting involves all of the steps listed down for finding and evaluating materials plus several distinctive featured. These new features include analyzing, classifying, filling the gaps, and reorganizing. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; font-family: "Verdana","sans-serif";">The first stage</span><span style="font-family: "Verdana","sans-serif";"> in adapting materials is to find and evaluate materials that might serve at least some of the students' needs and help to meet at least some of the course<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">objectives. In other words, the developer must identify the usable/revisable materials. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">However, as the materials are being evaluated, teachers should also analyze the degree to which each set of existing materials matches the course objectives, as well as the degree of mismatch. <o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In the end, a decision must be made as to which set, or sets, of materials will be adapted.<o:p></o:p></span></span></div><div class="MsoNormal" style="direction: ltr; margin-left: 12pt; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; font-family: "Verdana","sans-serif";">Secondly</span><span style="font-family: "Verdana","sans-serif";">, once usable/revisable materials have been identified, the curriculum developer must list the uncovered /covered objectives. It may prove useful to think of grouping the useful elements of the materials in a way that is different from how they were grouped in the original so that the resulting adaptation will more closely match the groupings and orderings in the course objectives.</span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><br />
<blockquote><div class="MsoNormal" style="direction: ltr; text-align: right; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">I hope this helps </span></span></div></blockquote><br />
<div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"></span></span></div><div class="MsoNormal" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com1tag:blogger.com,1999:blog-4295127506697320408.post-86443644062150091382010-02-25T04:07:00.000-08:002010-02-25T04:07:39.508-08:00Best E-Learning Software to Learn For a Career Transition into Instructional Design<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">I find the same few coming up again and again Adobe, Techsmith, etc. There's also open source (free) alternatives available that are pretty good - Wikipedia.org lists open source alternatives alongside the closed source versions. E-learning doesn't have to break the bank!<br />
<br />
The 30 day trials are a good introduction and Lynda.com offer tutorial programmes for the most popular packages - They'll get you started much more quickly than going through the standard documentation. Also, a lot of the tutorials on Adobe software on Lynda.com are produced by Adobe employees and are available on their website, Adobe.com, for free.<br />
<br />
This is just so that you know what there is and what can and can't be done with what's available. It allows you to make more informed decisions when planning your learning interactions and designing courses. It may also inspire you with some fresh ideas. As with any new venture, you'll probably spend a lot of time re-inventing the wheel and trying to transfer what you "already know" onto the new medium but I think that's just part of the process.<br />
<br />
I'd also recommend having a look at what other people have done with the software. Screencasts are great for "How to..." tutorials for software and but I think you have to get a bit more creative to teach/present stuff that's outside the "electronic environment". Oxford University Press "give away" their on-line e-learning EFL/ESL resources: <a href="http://www.linkedin.com/e/plh/http%3A%2F%2Foup.com%2Felt%2Fenglishfile%2F/f9qh/EML_anet_nws_c_more-dnhOon0JumNFomgJt7dBpSBA/?_t=tracking_disc" target="_blank">http://oup.com/elt/<wbr></wbr>englishfile/</a><br />
<br />
Multimedia-wise, a digital camera and a portable audio recorder and microphone are also essential in my experience. If your budget allows, experimenting with video is also very quick and easy. Of course, to get professional results you need to make some wise investments in equipment. It doesn't have to cost a fortune and the technical support staff at your college/university could probably give you some great advice on that front. For a quick introduction, I've written some blog articles about audio and video for e-learning: <a href="http://www.linkedin.com/e/plh/http%3A%2F%2Fmatbury.com%2Fwordpress%2F2009%2F04%2F23%2Fgood-quality-audio%2F/7Thi/EML_anet_nws_c_more-dnhOon0JumNFomgJt7dBpSBA/?_t=tracking_disc" target="_blank">http://matbury.com/wordpress/<wbr></wbr>2009/04/23/good-quality-audio/</a> and <a href="http://www.linkedin.com/e/plh/http%3A%2F%2Fmatbury.com%2Fwordpress%2F2009%2F07%2F07%2Fgood-quality-video%2F/ObII/EML_anet_nws_c_more-dnhOon0JumNFomgJt7dBpSBA/?_t=tracking_disc" target="_blank">http://matbury.com/wordpress/<wbr></wbr>2009/07/07/good-quality-video/</a><br />
<br />
Also, whatever you produce in terms of learning interactions, has to exist within a context. I'd recommend getting used to a variety of learning management systems (LMS) and their idiosyncrasies. For example, SCORM is supposed to be a cross platform standard but you'll find that there are different versions of SCORM that work more or less well with particular LMS's. Again there are always good open source options available so you needn't break the bank, in fact, one of the most widely used LMS's is open source: <a href="http://www.linkedin.com/e/plh/http%3A%2F%2Fmoodle.org/hFPR/EML_anet_nws_c_more-dnhOon0JumNFomgJt7dBpSBA/?_t=tracking_disc" target="_blank">http://moodle.org</a><br />
<br />
I'll also second what Melissa said in this discussion - the same rules apply to e-learning as to any other kind. Keep learners and their learning objectives firmly in focus with everything you do.<br />
<br />
I hope this helps!</span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-59035617106536502010-02-25T04:06:00.000-08:002010-02-25T04:06:32.938-08:00Collaborative Learning – Is it changing the face of e-learning?<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">The training industry, especially the e-learning industry has evolved from ILT, online courses, blended courses to rapid e-learning, audio/video and a range of instructional simulations and interactivities. Earlier, companies would convert manuals and instructor materials into slideshows for training purposes. Now, e-learning programs offer engaging, interactive and virtual experiences. A year or two ago, when recession affected industries, people focused on learning to retain their jobs.<br />
<br />
Recent times have seen learning happen through social media tools. From YouTube to blogging, podcasts to micro-blogs, social news and bookmarking to wikis, social media tools have taken e-learning to another level.<br />
<br />
The shift towards social learning is mainly because organizations have started recognizing the tremendous need to build, manage and formalize their social and collaborative learning programs.<br />
<br />
Organizations are rethinking their training strategies and models to accommodate learning programs under ‘learning environments’ that offer collaborative learning and built in social media tools. According to Wikipedia, collaborative learning refers to various methodologies and environments where learners engage and actively interact to learn or attempt to learn something together.<br />
<br />
A collaborative learning environment in an organization enables learners to converse with contemporaries, present as well as defend ideas and perspectives, exchange diverse beliefs, question other conceptual frameworks and get actively engaged. Learning in a collaborative environment can take place at any time. It can happen when individuals are in discussion in a group or over the Internet.<br />
<br />
Some organizations may offer ILT training on a need basis, but over 70% of learning happens while reading, watching and listening or simply by talking with one another.<br />
<br />
There are many new tools and platforms similar to LMS to manage, track and facilitate people to learn and work together. It’s a matter of time when collaborative learning will happen on the move through mobile phones, Blackberry phones and related mobile devices.<br />
<br />
While Google has Google Wave, Microsoft’ SharePoint and Live Services, Adobe’s Connect, a few companies such as Saba, Plateau and Taleo are creating new tools and platforms to facilitate communication and knowledge-sharing.<br />
<br />
What are your thoughts on Collaborative Learning? Will organizations be able to create learning environments to enhance informal and collaborative learning? Please comment and share your knowledge.</span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-72623113275824791242010-02-25T04:05:00.000-08:002010-02-25T04:05:34.849-08:00key elements for effective Localization<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">When you go global with your business, it is important that the product you market blends with the intended country. Suppose you create courseware for Company X, based in Egypt in French. Company X also has its presence in Dubai and Saudi Arabia and needs course material in English or Arabic. The company wants to train its employees on the same course across various locations. Will the courseware created in Egypt help Dubaian or Saudian employees? Obviously not. So, how will Company X train its employees in Dubai and Saudi Arabia on the same course?<br />
<br />
One option is to translate the French elearning courseware to the target language. Translation simply means changing the source language of the software, documentation, learning material, user manual, etc into a target language of the intended country. The disadvantage faced during word-for-word translation is that it yields many funny and offensive literal changes.<br />
<br />
The other alternative is localizing the product for the intended country. So what is localization?<br />
<br />
Localization, abbreviated as L10n, is the course of action of translating documentation, software, learning materials, user manuals, etc for a foreign market. It involves translating and adapting the text from the source language (including spelling issues and grammar) to the target language, semantic analysis of the source content, support of different character sets, as well as handling the formatting of the information such as date, time, local culture & habits, addresses, phone numbers, local colors and currency… By localizing the product, the company markets the same to the target audience by integrating both the culture and language of the intended country.<br />
<br />
During the localization process, the linguist is the most important person to have onboard. He is the native speaker and regional expert of the proposed country. He/she must be aware of the verbal characteristics, cultural differences, language specific humor, forbidden subjects, etc of the targeted country and know how to deal with them accordingly.<br />
<br />
At the end of the L10n process, the product should:<br />
<br />
1- Be appropriate for the target business/country<br />
2- Appear custom-designed for the end user’s cultural and linguistic background<br />
3- Retain the original meaning of the course/product.<br />
<br />
Though many companies claim to offer translation and localization services, Localization of content is best done by experts in linguistic services having years of experience and a stable team of cross-country expert linguists. Failure in accurate localization can have dire effects, such as insulting the culture of the targeted country and its people, apart from causing embarrassment to you.<br />
<br />
Here are a few tips to avoid common localization pitfalls:<br />
<br />
1- Write and/or create materials using simple terms and words, to render easy localization of the same.<br />
2- Do not embed text in an image. While localization, the same image would have to be re-created with text superimposed on it. Create text and graphics on different layers.<br />
3- Write properties for fonts in an external XML file like a style sheet. A CSS will allow you to define properties for font for individual languages in one accessible place.<br />
4- Applications handling localizable content should support the character set of your target language.<br />
5- As with fonts, do not embed text in script. Also avoid language constructions that combine text and numbers.<br />
<br />
Minimize integrating content by using a mix of different technologies, formats and tools. The more complex the creation process, the more complex the localization process will be.<br />
<br />
When a company localizes its content to meet the demands of the business abroad, it adds a personal touch and comforts the end user to read and interpret the product/courseware in his/her own language. The need to train a culturally and linguistically diverse workforce effectively is very important and using the targeted country’s own language as a medium is considered the best way.<br />
<br />
<br />
<a href="http://www.commlabindia.com/elearning_showcase/electrical-safety/index.html" target="_blank"></a></span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-31012459349501638152010-02-25T04:04:00.000-08:002010-02-25T04:04:25.615-08:00Resistance to Instructional Design?<span style="font-family: Verdana,sans-serif; font-size: small;"></span><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">I've encountered significant resistance in my career with arguments ranging from "we don't have the time," "institutional research isn't real-world," to "you are a purist and that will never work."</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">In most cases I lost all the "fights" to put in place proven processes that are founded in real-world research because the experience of the superiors was limited and their leadership style was not conducive to servant leadership.</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Eventually I elected to implement best practices in a grassroots method, whereas the details were hidden from the view of the superiors. Rather the superiors only saw that the work was getting accomplished.</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Instructional design is very much a victim of this resistance, IMHO because those outside of the craft do not understand the skillset and the eLearning craze confused the craft of instructional design with computer programming. Even internal to the Learning & Development field, there is significant misunderstanding of the skillset of a well-bred instructional designer. Additionally, many in the Learning & Development field have not partnered with the operations and sales departments in a strategic manner. I have seen department after department settle into the back seat and allow the other departments to solely drive the car. It is rare to get the business objective information, such as, sales goals, service standards, and financial goals for use in the proper design of an instructional intervention or behavior change program. I have been told "we just don't need to know that because it is above and beyond our department." I couldn't disagree more.</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">However, I have not given up. Instead I have made my career path about diversifying my business experience and blending it with my advanced education and research of behavioral psychology to eventually find myself in the position to confidently link business performance to the true role of learning & development and the many skillsets found within. </span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-64991989595304842762010-02-25T04:01:00.001-08:002010-02-25T04:01:55.551-08:00Curriculum Testing<span style="font-size: small;"></span><meta content="text/html; charset=utf-8" http-equiv="Content-Type"></meta><meta content="Word.Document" name="ProgId"></meta><meta content="Microsoft Word 12" name="Generator"></meta><meta content="Microsoft Word 12" name="Originator"></meta><link href="file:///C:%5CDOCUME%7E1%5CMOHAMM%7E1.MUS%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><link href="file:///C:%5CDOCUME%7E1%5CMOHAMM%7E1.MUS%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CDOCUME%7E1%5CMOHAMM%7E1.MUS%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link><style>
<!--
/* Font Definitions */
@font-face
{font-family:"Cambria Math";
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:roman;
mso-font-pitch:variable;
mso-font-signature:-1610611985 1107304683 0 0 159 0;}
@font-face
{font-family:Tahoma;
panose-1:2 11 6 4 3 5 4 4 2 4;
mso-font-charset:0;
mso-generic-font-family:swiss;
mso-font-pitch:variable;
mso-font-signature:1627400839 -2147483648 8 0 66047 0;}
@font-face
{font-family:Verdana;
panose-1:2 11 6 4 3 5 4 4 2 4;
mso-font-charset:0;
mso-generic-font-family:swiss;
mso-font-pitch:variable;
mso-font-signature:536871559 0 0 0 415 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
text-align:right;
mso-pagination:widow-orphan;
direction:rtl;
unicode-bidi:embed;
font-size:12.0pt;
font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman";
mso-fareast-language:EN-US;
mso-bidi-language:AR-EG;}
p.MsoHeader, li.MsoHeader, div.MsoHeader
{mso-style-unhide:no;
mso-style-link:"Header Char";
margin:0cm;
margin-bottom:.0001pt;
text-align:right;
mso-pagination:widow-orphan;
tab-stops:center 207.65pt right 415.3pt;
direction:rtl;
unicode-bidi:embed;
font-size:12.0pt;
font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman";
mso-fareast-language:EN-US;
mso-bidi-language:AR-EG;}
p.MsoFooter, li.MsoFooter, div.MsoFooter
{mso-style-unhide:no;
mso-style-link:"Footer Char";
margin:0cm;
margin-bottom:.0001pt;
text-align:right;
mso-pagination:widow-orphan;
tab-stops:center 207.65pt right 415.3pt;
direction:rtl;
unicode-bidi:embed;
font-size:12.0pt;
font-family:"Times New Roman","serif";
mso-fareast-font-family:"Times New Roman";
mso-fareast-language:EN-US;
mso-bidi-language:AR-EG;}
span.HeaderChar
{mso-style-name:"Header Char";
mso-style-unhide:no;
mso-style-locked:yes;
mso-style-link:Header;
mso-ansi-font-size:12.0pt;
mso-bidi-font-size:12.0pt;
mso-fareast-language:EN-US;
mso-bidi-language:AR-EG;}
span.FooterChar
{mso-style-name:"Footer Char";
mso-style-unhide:no;
mso-style-locked:yes;
mso-style-link:Footer;
mso-ansi-font-size:12.0pt;
mso-bidi-font-size:12.0pt;
mso-fareast-language:EN-US;
mso-bidi-language:AR-EG;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-size:10.0pt;
mso-ansi-font-size:10.0pt;
mso-bidi-font-size:10.0pt;}
@page Section1
{size:595.3pt 841.9pt;
margin:2.0cm 2.0cm 2.0cm 2.0cm;
mso-header-margin:35.45pt;
mso-footer-margin:35.45pt;
mso-paper-source:0;
mso-gutter-direction:rtl;}
div.Section1
{page:Section1;}
/* List Definitions */
@list l0
{mso-list-id:38820720;
mso-list-type:hybrid;
mso-list-template-ids:1536620932 67698713 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l0:level1
{mso-level-number-format:alpha-lower;
mso-level-tab-stop:36.0pt;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l1
{mso-list-id:52126891;
mso-list-type:hybrid;
mso-list-template-ids:1659671058 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l1:level1
{mso-level-tab-stop:53.0pt;
mso-level-number-position:left;
margin-left:53.0pt;
text-indent:-18.0pt;}
@list l2
{mso-list-id:661470663;
mso-list-type:hybrid;
mso-list-template-ids:1796104966 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l2:level1
{mso-level-tab-stop:36.0pt;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l3
{mso-list-id:942685883;
mso-list-type:hybrid;
mso-list-template-ids:-1638387406 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l3:level1
{mso-level-tab-stop:46.0pt;
mso-level-number-position:left;
margin-left:46.0pt;
text-indent:-18.0pt;}
@list l4
{mso-list-id:982588421;
mso-list-type:hybrid;
mso-list-template-ids:1570398968 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l4:level1
{mso-level-tab-stop:36.0pt;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l5
{mso-list-id:1350258058;
mso-list-type:hybrid;
mso-list-template-ids:-476522078 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l5:level1
{mso-level-tab-stop:36.0pt;
mso-level-number-position:left;
text-indent:-18.0pt;}
ol
{margin-bottom:0cm;}
ul
{margin-bottom:0cm;}
-->
</style> <br />
<div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Now we will explore the most important types of decisions (tests) that must be made in most language programs: proficiency, placement, diagnostic, and achievement.</span></span><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S4Zk5WXNfKI/AAAAAAAAAFE/X-NwtU3C-_Y/s1600-h/choosing-target-audience-for-cpa-offer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="147" src="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S4Zk5WXNfKI/AAAAAAAAAFE/X-NwtU3C-_Y/s320/choosing-target-audience-for-cpa-offer.jpg" width="320" /></a></div></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>Making Decisions with Tests</b><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The four different types of tests, proficiency, placement, diagnostic, and achievement are probably emphasized because they fit neatly with four of the fundamental types of decisions that must be made in language programs.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>PROFICIENCY DECISIONS</b></span></span><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S4Zj09x1PhI/AAAAAAAAAE8/HlwAdwxfiDg/s1600-h/evaluation.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S4Zj09x1PhI/AAAAAAAAAE8/HlwAdwxfiDg/s200/evaluation.jpg" width="176" /></a></div><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Teachers sometimes find themselves in the position of having to determine how much of a given language their students have learned and retained.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">General proficiency is being used to describe what the student should have attained by the time they finish the program. It is a decision that must be made by the administrators, teachers, and contract negotiators involved. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">For example, TOEFL is an overall English language proficiency test that is widely used to judge students for admissions decisions. The proficiency levels of students when they enter the program must also be measured. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">To contractual issues, entry and exit level proficiencies are crucial for understanding the overall boundaries of a program. What level of overall proficiency do the students have when they come to us? And what level will they have when they leave us? Answering these two fundamental questions will help planners in making many different types of curriculum decisions.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Checking at the beginning of the curriculum development process to see if program objectives are set at the appropriate level for the students is far more productive than wafting until after the program is firmly in place, at which point costly materials, equipment, and staff decisions have already been made.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">However, such decisions must be made carefully because proficiency tests are not designed to measure specific types of language teaching and learning, and most definitely not the specific types of language teaching and learning that are taking place in a particular language center. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In short, </span><i><span style="font-family: "Verdana","sans-serif";">proficiency decisions</span></i><span style="font-family: "Verdana","sans-serif";"> involve tests that are general in nature (and not specific to any particular program) because proficiency decisions require general estimates of students' proficiency levels. Such decisions may be necessary in determining exit and entrance standards for a curriculum, in adjusting the level of goals and objectives to the true abilities of the students, or in making comparisons across programs. Despite the fact that proficiency decisions are general in nature, they are nevertheless very important in most language programs.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>PLACEMENT DECISIONS</b><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Also relatively general in purpose, placement decisions are necessary because of the desirability of grouping students of similar ability levels together in the same classes within a program. Some teachers feel that they can do better teaching when they can focus in each class on the problems and learning points appropriate to students at a particular level.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Placement tests are designed to facilitate the grouping of students according to their general level of ability. The <u>purpose</u> of a placement test is to show which students in a program have more of, or less of a particular ability, knowledge, or skill. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><div class="separator" style="clear: both; text-align: center;"><a href="http://www.trcc.commnet.edu/admissions/updates/images/test.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="http://www.trcc.commnet.edu/admissions/updates/images/test.jpg" width="200" /></a></div><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The placement of students into levels may be based on something entirely different from what is taught in the levels of the program. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In short, </span><i><span style="font-family: "Verdana","sans-serif";">placement decisions</span></i><i><span style="font-family: "Verdana","sans-serif";"> </span></i><span style="font-family: "Verdana","sans-serif";">should be based on instruments that are cither designed with a specific program in mind or, at least, seriously examined for their appropriateness to a specific program. The tests upon which placement decisions are based should either be specifically designed for a given program (and/or track within a program) or, at least, carefully examined and selected to reflect the goals and ability levels in the program. Thus a placement test will tend to apply only to a specific program and will be narrower in purpose than a proficiency test.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 34pt; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>ACHIEVEMENT DECISIONS</b><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Students' achievement is the amount that has been learned. To make any decisions related to student achievement and how to improve it, planners must have some idea of the amount of language that each person is learning in a given period of time (with very specific reference to a particular program). <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S4ZmV1DJLaI/AAAAAAAAAFM/xt0_GFJ8zoo/s1600-h/bpri_image.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="156" src="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S4ZmV1DJLaI/AAAAAAAAAFM/xt0_GFJ8zoo/s200/bpri_image.jpg" width="200" /></a></div><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">To help with such decisions, tests can be designed that are directly linked to the program goals and objectives. These achievement tests will typically be administered at the end of a course or program to determine how effectively students have mastered the desired objectives.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The information gained in this type of testing can also be put to good use in reexamining the needs analysis, in selecting or creating materials and teaching strategies, and in evaluating program effectiveness. Thus the development of systematic achievement tests is crucial to the evolution of a systematic curriculum.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In short,</span><span style="font-family: "Verdana","sans-serif";"> <i>achievement decisions</i> </span><span style="font-family: "Verdana","sans-serif";">are central to any language curriculum. We are in the business of fostering achievement in the form of language learning. In fact, this book promotes the idea that the purpose of curriculum is to maximize the possibilities for students to achieve a high decree of language learning. The tests used to monitor such achievement must be very specific to the goals and objectives of a given program and must be flexible in the sense that they can readily be made to change in response to what is learned from them about the other elements of the curriculum. In other words, well-considered achievement decisions are based on tests from which a great deal can be learned about the program. These tests should, in turn, be flexible and responsive in the sense that their results can be used to affect changes and to continually assess those changes against the program realities.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>DIAGNOSTIC DECISIONS</b><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The last category of decisions is concerned with diagnosing problems that students may have during the learning process, This type of decision is clearly related to achievement decisions, but here the concern is, with obtaining detailed information about individual students' areas of strength and weakness. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The purpose is to help students and their teachers to focus their efforts where they are most needed and where they will be most effective. In this context, "areas of strength and weakness" will refer to examining the degree to which the specific instructional objectives of the program are part of what students know about the language or can do with it. While achievement decisions are usually centered on the degree to which these objectives have been met at the end of a program or course, diagnostic decisions are normally made along the way as the students arc learning the language. As a result, diagnostic tests are typically administered at the beginning or in the middle of a course.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In short, </span><i><span style="font-family: "Verdana","sans-serif";">diagnostic decisions</span></i><span style="font-family: "Verdana","sans-serif";"> are focused on the strengths and weaknesses of each individual vis-à-vis the instructional objectives for purposes of correcting deficiencies "before it is too late." Hence, diagnostic decisions are aimed at fostering achievement by promoting strengths and eliminating weaknesses.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>NORM-REFRENCED Vs. CRITERION-REFRENCED TESTS </b><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The definition for a </span><i><span style="font-family: "Verdana","sans-serif";">criterion-referenced</span></i><span style="font-family: "Verdana","sans-serif";"> test (CRT) is:<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; font-family: "Verdana","sans-serif";">A test which measures a student's performance according to a particular standard or criterion which has been agreed upon. The student must reach this level of performance to pass the test, and a student's score is therefore interpreted with reference to the criterion score, rather than to the scores of other students.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">This is markedly different from the definition for a </span><i><span style="font-family: "Verdana","sans-serif";">norm-referenced test</span></i><span style="font-family: "Verdana","sans-serif";"> (NRT) given in the same source:<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 30pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; font-family: "Verdana","sans-serif";">a test which is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm. A student's score is therefore interpreted with reference to the scores of other students or groups of students, rather than to an agreed criterion score</span><span style="font-family: "Verdana","sans-serif";">.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The essential difference between these definitions is that the performance of each student on a CRT is compared to a particular standard called a criterion level (for example, if the acceptable percent of correct answers were set at 70 percent for passing, a student who answered 86 percent of the questions correctly would pass), whereas on an NRT a student's performance is compared to the performances of other students in whatever group has been designated as the norm (for example, regardless of the actual number of items correctly answered, if a student scored in the 84<sup>th</sup> percentile, he or she performed better than 84 out of 100 students in the group as a whole).<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In administering a CRT, the principal interest is in how much of the material on the test is known by the students. Hence the focus is on the percent of material known, that is, the percent of the questions that the student answered correctly in relation to the material taught in the course and in relationship to a previously established criterion level for passing.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In administering an NRT, the concerns are entirely different. Here, the focus is on how each student's performance relates to the scores of all the other students, not on the actual number (or percent) of questions that the student answered correctly. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In short, CRT's are designed, to examine the <i>amount</i> of material known by each individual student (usually in percent terms) while NRTs, examine the <i>relationship</i> of a given student's performance to the scores of all other students (usually in percentile or other standardized score terms). <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 27pt; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The two types of tests also differ in:<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">(1) The kinds of things that they are used to measure,<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">(2) The purpose of the test<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">(3) The distributions of scores that will result<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">(4) The design of the test<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">(5) The students' knowledge of the test questions beforehand. Exploring each<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>Used to Measure</b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In general, NRTs are more suitable for measuring general abilities or proficiencies. Examples would include reading ability in Spanish or overall English language proficiency. CRTs, on the other hand, are better suited to giving precise information about individual performance on well-defined learning points.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>Purpose of Testing</b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 2pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The purpose of an NRT must be to generate scores that spread the students out along a continuum of general abilities or proficiencies in such a way that differences among the individuals are reflected in the scores.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In contrast, the scores oh CRTs are viewed in absolute terms, that is, a student's performance is interpreted in terms of the amount, or percent, of material known by that student. Since the purpose of a CRT is to assess the amount of knowledge or material known by each individual student, the focus is on individuals rather than on distributions of scores. Nevertheless, as 1 will explain next, the distributions of scores for the two families of tests can be quite different in interesting ways.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>Distribution of Score</b></i>s<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In other words, for an NRT to be effective softie students should score very low, and others very high, and the rest everywhere in between. Indeed, the way items for an NRT are generated, analyzed, selected, and refined will typically lead to a test that produces scores that fall into a normal distribution, or "bell curve.". For a CRT,<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">then, it is perfectly logical and acceptable to have a very homogeneous distribution of scores whether the test is given at the beginning or end of a period of instruction.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>Test Design</b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">NRT is likely to be relatively long and to be made up of a wide variety of different item types. An NRT usually consists of a few subtests on rather general language skills, for example, reading and listening comprehension, grammar, writing, and the like. These subtests will tend to be relatively long (30—50 items) and cover a wide variety of different test items.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">In comparison, CRTs are much more likely to be made up of numerous, but shorter, subtests. Each of the subtests will usually represent a different instructional objective for the given course—with one subtest for each objective. For example, if a course has 12 instructional objectives, the CRT associated with that course might have 12 subtests<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>Students' Knowledge of Test Questions</b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Because of the general nature of what NRTs are testing and the usual wide variety of items, students rarely know in any detail what types of items to expect. The students might know what item formats they will encounter, for example, multiple-choice grammar items, but seldom will they be able to predict actual language points. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">However, on a CRT, students should probably know exactly what language points will be tested, as well as what items types to expect. If the instructional objectives for a course are clearly stated and if those objectives are the focus on instruction, then the students should know what to expect in the test. <o:p></o:p></span></span></div><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><br clear="all" style="page-break-before: always;" /> </span></span> <br />
<div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><b>DIFFERENT INSTRUMENTS FOR DIFFERENT PURPOSES</b><o:p></o:p></span></span></div><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><br />
</div><div align="left" dir="ltr"><table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: medium none;"><tbody>
<tr> <td rowspan="2" style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: windowtext; border-style: solid; border-width: 3pt 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Test Qualities<o:p></o:p></span></span></div></td> <td colspan="4" style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: windowtext windowtext windowtext -moz-use-text-color; border-style: solid solid solid none; border-width: 3pt 3pt 1pt medium; padding: 0cm 5.4pt; width: 14cm;" width="529"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Type of Decision / test<o:p></o:p></span></span></div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 3pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Proficiency<o:p></o:p></span></span></div></td> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 3pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Placement<o:p></o:p></span></span></div></td> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 3pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Achievement<o:p></o:p></span></span></div></td> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 3pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">diagnosis<o:p></o:p></span></span></div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Detail of information<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Very general <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">General <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">specific<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Very specific <o:p></o:p></span></span></div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Focus<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">General skills <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">prerequisite to <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">program entry <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Learning<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">points drawn <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">from entire <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">program<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Instructional</span><span dir="RTL" lang="AR-EG"><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">objectives of <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">course or <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">program<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Instructional</span><span dir="RTL" lang="AR-EG"><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">objectives <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">of course or <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">program<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Purpose of decision<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Compare <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">individual overall <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">groups/individuals<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">with other <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Find each<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">student's<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">appropriate<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">level<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Determine <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">amount of <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">learning with <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">regard to <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">program<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">objectives<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Inform<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">students and <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">teachers of <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">objectives<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">that still <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">need work <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Type of comparison<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Comparison with other institutions <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Comparisons within programs<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Comparison to course or program objectives <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Comparison to course or program objectives<o:p></o:p></span></span></div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">When administered<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Before entry or at the end of program <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Beginning of program <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">End of courses <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Beginning middle of courses <o:p></o:p></span></span></div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 1pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Interpretation<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Spread of scores<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Spread of scores<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Degree to which objectives have been learned <o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 1pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Degree to which objectives have been learned<o:p></o:p></span></span></div></td> </tr>
<tr> <td style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border-color: -moz-use-text-color windowtext windowtext; border-style: none solid solid; border-width: medium 3pt 3pt; padding: 0cm 5.4pt; width: 95.8pt;" width="128"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Type of test<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 3pt medium; padding: 0cm 5.4pt; width: 115.05pt;" width="153"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">NRT<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 3pt medium; padding: 0cm 5.4pt; width: 92.85pt;" width="124"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">NRT<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 1pt 3pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">CRT<o:p></o:p></span></span></div></td> <td style="border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; border-style: none solid solid none; border-width: medium 3pt 3pt medium; padding: 0cm 5.4pt; width: 94.5pt;" width="126"><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">CRT<o:p></o:p></span></span></div></td> </tr>
</tbody></table></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>ADOPT, DEVELOP, OR ADAPT </b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Many language tests are, or should be, situation specific. This is to say, a test can be very effective in one situation with one particular group of students and be virtually useless in another situation or with another group of students. <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Other practical considerations include the initial and ongoing costs of the test and the quality of all of the materials provided. Is the test easy to administer? What about scoring? Is that reasonably easy given the type of test questions involved? Is the interpretation, of scores clearly explained with guidelines for presenting the scores to the teachers and students?<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Clearly, then, a number of factors must be considered even when adopting an already published test for a program. Ideally, the program would have a resident expert,<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">someone who can help everyone else to make the right decisions. If no such expert is available, it may be advisable to read up on the topic yourself.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 20pt 0.0001pt 22pt; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>(TABLE)TEST EVALUATION CHECKLIST </b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i>A. General background information</i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 16pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1. Title<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 16pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Author<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 16pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3. Publisher and date of publication<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 16pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">4. Published reviews available<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i>B. Theoretical orientation</i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 10pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"> 1. Test family (norm-referenced -or-criterion-referenced<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 28pt; text-align: left; text-indent: -10pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Purpose of decision (proficiency, placement, achievement, or diagnosis) <o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 28pt; text-align: left; text-indent: -10pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3. Language methodology orientation (approach and syllabus)<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i>C. Practical orientation</i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 53pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Target population (age, level, nationality, language/dialect, educational background, and so forth)<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 53pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Skills tested (for instance, reading, writing, listening, speaking, structure, vocabulary, pronunciation)<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 53pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Number of subtests and separate scores<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 53pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Type of items reflect appropriate techniques and exercises (receptive: true-false, multiple-choice, matching; productive: fill-in, short-response, essay, extended discourse task).<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 30pt; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 30pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i>D. Test characteristics</i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1. Norms<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 110pt 0.0001pt 50pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">a. Standardization sample<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 110pt 0.0001pt 50pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">b, Type of standardized scores<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Descriptive statistics </span><span style="font-family: "Verdana","sans-serif";">(central tendency, dispersion, and item characteristics)<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3. Reliability<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 40pt 0.0001pt 50pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">a. Types of reliability procedures used<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 40pt 0.0001pt 50pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">b. Degree of reliability for each procedure<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"> 4. Validity<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 40pt 0.0001pt 32pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">a. Types of validity procedures used<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 40pt 0.0001pt 32pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">b. Do you buy the above validity argument(s)?<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"> 5. Practicality<o:p></o:p></span></span></div><ol start="1" style="margin-top: 0cm;" type="a"><li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Cost of test booklets, cassette tapes, manual, answer sheets, scoring templates, scoring services, any other necessary test components <o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Quality of items listed immediately above {paper, printing, audio clarity, durability, and so forth) <o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Ease of administration(time required, proctor/examine ratio, proctor qualifications, equipment necessary, availability and quality of directions for administration, and so forth)<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Ease of scoring (method of scoring, amount of training necessary, time per test, score conversion information, and so forth)<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Ease of interpretation (quality of guidelines for the interpretation of<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">scores in terms of norms or other criteria)<o:p></o:p></span></span></li>
</ol><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>DEVELOPING LANGUAGE TESTS</b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Proficiency, placement, achievement, and diagnostic tests can be developed and fitted to the specific goals of the program and to the specific population studying in it.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">That might mean first developing achievement and diagnosis tests (which are<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">based entirely on the needs or the students and the objectives of the specific program), while temporarily adopting previously published proficiency and placement tests.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Later, a program-specific placement test could be developed so that the reasons, for separating students into levels in the program are related to the things that the students can learn while in those levels. It is rarely necessary or even useful to develop program-specific proficiency tests because of their interprogrammatic nature.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Naturally, all of these decisions are up to the teachers, administrators, and curriculum developers in the program in question.<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>ADAPTING LANGUAGE TESTS </b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">The purpose of adapting a test to a specific situation will probably involve some variant of the following strategy: <o:p></o:p></span></span></div><ol start="1" style="margin-top: 0cm;" type="1"><li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Administer the test to the students in the program.<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Select those items that appear to be doing a good job of spreading out the students for an NRT, or a good job of measuring the learning of the objectives with that population for a CRT. <o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Create a shorter, more efficient, revised version of the test that fits the ability levels of the specific population of students.<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Create new items that function like those that were working well in order to have a test of sufficient length.<o:p></o:p></span></span></li>
</ol><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div align="center" class="MsoNormal" dir="LTR" style="direction: ltr; text-align: center; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i><b>ORGANIZING AND USING TEST RESULTS</b></i><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";"><i>A checklist for successful testing :</i></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">A. Purposes of test<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 24pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1. Clearly defined (theoretical and practical orientations)" <span style="position: relative; top: -5.5pt;">:</span><o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 24pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Understood and agreed upon by staff<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 160pt; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 160pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">B. Test itself<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 160pt; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-right: 160pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">C. Physical needs arranged<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 22pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1. Adequate and quiet space<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 22pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Enough time in that space for some flexibility<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 22pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3</span><i><span style="font-family: "Verdana","sans-serif";">.</span></i><span style="font-family: "Verdana","sans-serif";"> Clear scheduling<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">D. Pre-administration arrangements<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 30pt; text-align: left; text-indent: -7pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1 .Students properly notified<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 30pt; text-align: left; text-indent: -7pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Students signed up for test<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 30pt; text-align: left; text-indent: -7pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3. Students given precise information (where "and when test will be, as well as what they should do to prepare and what they should bring with them, especially identification if required)<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">E. Administration<o:p></o:p></span></span></div><ol start="1" style="margin-top: 0cm;" type="1"><li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Adequate materials in hand (test booklets, answer sheets, cassette tapes, X pencils, scoring templates, and so forth) plus extras<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">All necessary equipment in hand and tested (cassette players, micro-phones, public address system, videotape players, blackboard, chalk, and so forth) with 'backups where appropriate <o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Proctors trained in their duties <o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">All necessary information distributed to proctors (test directions, answers to obvious questions, schedule of who is to be where and when, and so forth)<o:p></o:p></span></span></li>
</ol><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">F. Scoring<o:p></o:p></span></span></div><ol start="1" style="margin-top: 0cm;" type="1"><li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 30pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Adequate space for all scoring to take place<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 30pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Clear scheduling of scoring and notification of results<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Sufficient qualified staff for all scoring activities<o:p></o:p></span></span></li>
<li class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 36pt; margin-right: 0cm; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">Staff trained in all scoring procedures<o:p></o:p></span></span></li>
</ol><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">G. Interpretation<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1. Clearly defined uses for results<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Provision for helping teachers interpret scores and explain them to students<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3. A well-defined place for the results in the overall curriculum<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">H. Record keeping<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1. All necessary resources for keeping track of scores<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2. Ready access to the records for administrators and staff<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin-left: 18pt; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">3. Provision for eventual systematic termination of records<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><br />
</div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">F. Ongoing research<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 20pt 0.0001pt 46pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Results used to full advantage for research<o:p></o:p></span></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; margin: 0cm 20pt 0.0001pt 46pt; text-align: left; text-indent: -18pt; unicode-bidi: embed;"><span style="font-size: small;"><span style="font-family: "Verdana","sans-serif";">2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span dir="LTR"></span><span style="font-family: "Verdana","sans-serif";">Results incorporated into overall program evaluation plan<o:p></o:p></span></span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-39851477142274907362010-02-24T02:41:00.000-08:002010-02-24T04:21:40.290-08:00Do Visuals Make a Difference?<div style="font-family: Verdana,sans-serif;">In training, it is customary to use words—either in printed or spoken form—as the main vehicle for conveying information. Words are quick and inexpensive to produce. The question is whether there is any return on investment for supplementing words with pictures—either static graphics such as drawings or photos, or dynamic graphics such as animation or video. In particular, do people learn more deeply from words and graphics than from words alone? This is the issue I want to explore with you.</div><br />
<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><b>Multimedia Principle </b></span></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><b>Include Both Words and Graphics</b></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;">Based on cognitive theory and research evidence, I recommend that e-learning courses include words and graphics, rather than words alone. By words, we mean printed text (that is, words printed on the screen that people read) or spoken text (that is, words presented as speech that people listen to through earphones or speakers). By graphics, I mean static illustrations such as drawings, charts, graphs, maps, or photos, and dynamic graphics such as animation or video. I use the term “multimedia presentation” to refer to any presentation that contains both words and graphics. For example, if you are given an instructional message that is presented in words alone, I recommend you convert it into a multimedia presentation consisting of words and pictures. As you complete the job and content analysis, you should visualize how the instructional message can be communicated using both words and relevant pictures.</div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;">The rationale for my recommendation is that people are more likely to understand material when they can engage in active learning—that is, when they engage in relevant cognitive processing such as attending to the relevant material in the lesson, mentally organizing the material into a coherent cognitive representation, and mentally integrating the material with their existing knowledge. Multimedia presentations can encourage learners to engage in active learning by mentally representing the material in words and in pictures and by mentally making connections between the pictorial and verbal representations. In contrast, presenting words alone may encourage learners— especially those with less experience or expertise—to engage in shallow learning, such as not connecting the words with other knowledge.</div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-size: x-small;"> </span><b><br />
</b></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-size: x-small;"> </span><b>Select Graphics That Support Learning</b></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><b><br />
</b></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-family: Verdana,sans-serif; font-size: x-small;">Instead of presenting words alone, we recommend presenting words and graphics. However, not all kinds of graphics are equally helpful. For example, let’s consider several possible functions of graphics:</span></span></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-family: Verdana,sans-serif;">1. Decorative graphics serve to decorate the page without enhancing the message of the lesson, such as a photo or a video of a person riding a bicycle in a lesson on how bicycle tire pumps work;</span></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-family: Verdana,sans-serif; font-size: x-small;"><br />
<span style="font-size: small;">2. Representational graphics portray a single element, such as a photo of the bicycle tire pump along with a caption, “bicycle tire pump”;</span><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-family: Verdana,sans-serif;">3. Relational graphics portray a quantitative relation among two or more variables, such as a line graph showing the relation between years of age on the x-axis and probability of being in a bicycle accident on the y-axis;</span></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-family: Verdana,sans-serif; font-size: x-small;"><br />
<span style="font-size: small;">4. Organizational graphics depict the relations among elements, such as a diagram of a bicycle tire pump with each part labeled or a matrix giving a definition and example of each of three different kinds of pumps;</span></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-family: Verdana,sans-serif; font-size: x-small;"><br />
<span style="font-size: small;">5. Transformational graphics depict changes in an object over time, such as a video showing how to fix a flat tire, or a series of annotated frames showing steps in how a bicycle tire pump works; and </span></span></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><span style="font-family: Verdana,sans-serif; font-size: x-small;"><span style="font-size: small;">6. Interpretive graphics illustrate invisible relationships such as an animation of the bicycle pump that includes small dots to show the flow of air into and out of the pump.</span> </span></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-family: Verdana,sans-serif;">Based on this analysis, I recommend that you minimize graphics that decorate the page (called decorative graphics) or simply represent a single object (called representational graphics), and that you incorporate graphics that help the learner understand the material (called transformational and interpretive graphics) or organize the material (called organizational graphics). For example, Table 3.1 is an organizational graphic that gives the name, definition, and example of six functions of graphics in the form of a matrix. When the text describes a quantitative relationship, then a relational graphic is warranted; and when the text describes changes over time, then a transformational graphic is warranted. </span></span></div><div style="font-family: Verdana,sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S4UBmEc_dAI/AAAAAAAAAEU/jiFT49e2Nk4/s1600-h/asd.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S4UBmEc_dAI/AAAAAAAAAEU/jiFT49e2Nk4/s640/asd.bmp" width="481" /></a> </div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span style="font-family: Verdana,sans-serif; font-size: x-small;"> </span><b><br />
</b></span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com1tag:blogger.com,1999:blog-4295127506697320408.post-24784532004504407512010-02-22T07:28:00.000-08:002010-02-25T04:12:25.318-08:00Content Eliciting<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">The main problem most curriculum designers or instructional designers face after finishing the needs analysis is the content eliciting as you will find a lot of content that achieve the learning objectives so what can we do?!!</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Here are some procedures you should follow during content eliciting </span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><meta content="text/html; charset=utf-8" http-equiv="Content-Type"></meta><meta content="Word.Document" name="ProgId"></meta><meta content="Microsoft Word 12" name="Generator"></meta><meta content="Microsoft Word 12" name="Originator"></meta><link href="file:///C:%5CDOCUME%7E1%5CMOHAMM%7E1.SHA%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><link href="file:///C:%5CDOCUME%7E1%5CMOHAMM%7E1.SHA%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CDOCUME%7E1%5CMOHAMM%7E1.SHA%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link><style>
<!--
/* Font Definitions */
@font-face
{font-family:SimSun;
panose-1:2 1 6 0 3 1 1 1 1 1;
mso-font-alt:宋体;
mso-font-charset:134;
mso-generic-font-family:auto;
mso-font-format:other;
mso-font-pitch:variable;
mso-font-signature:1 135135232 16 0 262144 0;}
@font-face
{font-family:"Cambria Math";
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-charset:1;
mso-generic-font-family:roman;
mso-font-format:other;
mso-font-pitch:variable;
mso-font-signature:0 0 0 0 0 0;}
@font-face
{font-family:Calibri;
panose-1:2 15 5 2 2 2 4 3 2 4;
mso-font-charset:0;
mso-generic-font-family:swiss;
mso-font-pitch:variable;
mso-font-signature:-1610611985 1073750139 0 0 159 0;}
@font-face
{font-family:"Lucida Fax";
panose-1:2 6 6 2 5 5 5 2 2 4;
mso-font-charset:0;
mso-generic-font-family:roman;
mso-font-pitch:variable;
mso-font-signature:3 0 0 0 1 0;}
@font-face
{font-family:"Lucida Console";
panose-1:2 11 6 9 4 5 4 2 2 4;
mso-font-charset:0;
mso-generic-font-family:modern;
mso-font-pitch:fixed;
mso-font-signature:-2147482993 6144 0 0 31 0;}
@font-face
{font-family:"Lucida Handwriting";
panose-1:3 1 1 1 1 1 1 1 1 1;
mso-font-charset:0;
mso-generic-font-family:script;
mso-font-pitch:variable;
mso-font-signature:3 0 0 0 1 0;}
@font-face
{font-family:"\@SimSun";
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-charset:134;
mso-generic-font-family:auto;
mso-font-format:other;
mso-font-pitch:variable;
mso-font-signature:1 135135232 16 0 262144 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin-top:0cm;
margin-right:0cm;
margin-bottom:10.0pt;
margin-left:0cm;
text-align:right;
line-height:115%;
mso-pagination:widow-orphan;
direction:rtl;
unicode-bidi:embed;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:SimSun;
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:Arial;
mso-bidi-theme-font:minor-bidi;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:SimSun;
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:Arial;
mso-bidi-theme-font:minor-bidi;}
.MsoPapDefault
{mso-style-type:export-only;
margin-bottom:10.0pt;
line-height:115%;}
@page Section1
{size:595.3pt 841.9pt;
margin:72.0pt 90.0pt 72.0pt 90.0pt;
mso-header-margin:35.4pt;
mso-footer-margin:35.4pt;
mso-paper-source:0;
mso-gutter-direction:rtl;}
div.Section1
{page:Section1;}
/* List Definitions */
@list l0
{mso-list-id:426853478;
mso-list-type:hybrid;
mso-list-template-ids:1608024098 67698705 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l0:level1
{mso-level-text:"%1\)";
mso-level-tab-stop:36.0pt;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l1
{mso-list-id:1840928985;
mso-list-type:hybrid;
mso-list-template-ids:-2032089308 67698705 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l1:level1
{mso-level-text:"%1\)";
mso-level-tab-stop:36.0pt;
mso-level-number-position:left;
text-indent:-18.0pt;}
ol
{margin-bottom:0cm;}
ul
{margin-bottom:0cm;}
-->
</style> </div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><b><span style="font-size: small; line-height: 115%;">MATERIALS BLUEPRINT (initial copy of what to be done) </span></b><span style="font-size: small; line-height: 115%;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">This blueprint might at first be very unclear and tentative, yet as time passes and even more information becomes available, its outlines will become increasingly discernable and precise. Such a blueprint might eventually form part of a teacher's</span><span style="font-size: small; line-height: 115%;">,</span><span style="font-size: small; line-height: 115%;"> manual that can be used to describe the program and its curriculum or to orient new teachers to the program in question.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">To review briefly, situation factors might include implications from the broader political, social, and educational contexts in which the program will operate, as well as the particular circumstances relating to the kind of institution or setting in which the curriculum will be carried out. Other important factors might include the characteristics of the teachers, learners, and administrators.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">The second aspect of materials blueprint is the instructional blueprint To begin with, any document describing the instructional blueprint should probably include a brief section detailing whatever background information the teachers should know. At a minimum, this background probably should include an overall introductory description of the program and of any umbrella institutions of which it is a part, as well as a short history of the program and associated institutions.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">After the background section, , an overall curriculum description would be appropriate. This should probably include discussion of the overall syllabuses that serve to organize the curriculum (for instance, into skills areas, functional units, structures, and so forth), as well as a review of the dominant approaches in the program.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">The next logical step might be a description of the program's needs presented in terms of its teachers and students. To begin, it might prove useful to describe the typical teacher in terms of background, training, or other interesting characteristics. Next, it might make sense to list the situation and language needs of the learners as determined in the needs analysis. A description of the situation needs might be as simple as a table showing the students' ages, number, and other characteristics, or it might be a quite detailed prose description. <o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">The next logical step in a blueprint for the systematic development of materials is some sort or description of the types of instructional materials (for instance, textbooks, readers, and workbooks) that are envisioned. The materials can then be described in terms of units of analysis that were used in developing the syllabuses involved.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">With regard to teaching, such a blueprint might include a discussion of the dominant techniques that are likely to be employed in presenting the language to the students (based on whatever consensus has been reached among the teachers on approaches and syllabuses). In addition, information about the different types of exercises that will likely be used to help the students practice the language may also prove useful. The point of discussing techniques and exercises should not be to limit the number and types of each, but rather to serve as a guide to how they are related to each other and as an indication of the general form they might follow. Other ideas for techniques and exercises, regardless of the sources, should always be welcomed and considered.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">Finally, an effective blueprint for materials development must include some form of evaluation component. This component might take the form of detailed plans for studying the effectiveness of the materials, or discussion processes that will be instituted to constantly revise and upgrade materials, or both. <o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">In short, the there are three tools that can serve as a framework for thinking through all the essential parts of such a project so that needless expenditure of effort can be avoided and so that the energies involved can be focused on efficiently producing materials that maximally fit and serve the program involved. <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: rgb(229, 229, 229) none repeat scroll 0% 0%; border: 1pt dashed windowtext; padding: 0cm;">Units of analysis, scope and sequence charts, and Gantt diagrams, all of which can be very useful tools in materials development projects.</span><o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;"><b>SCOPE AND SEQUENCE CHARTS </b><o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">Closely related to syllabus design is the question of deciding what kind of organizational framework to adopt for developing materials.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">The syllabus itself is not a learning program, but it can be turned into one. For example, a syllabus for a beginning conversation course might specify that greetings and introductions are among the functions to be covered. Will they be taught together or separately? How much rime; will be spent on these two items as opposed to other items in the syllabus? How often will they appear in the course? <o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">This </span><span style="font-size: small;"><i><span style="line-height: 115%;">scope and sequence</span></i></span><span style="font-size: small; line-height: 115%;"> chart turns out to be more transparent and easier to interpret because it captures and delineates the repetitive elements of the curriculum in an efficient manner that minimizes redundancy.<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;"><b>GANTT DIAGRAMS</b><o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">One useful technique for representing the different steps involved in large-scale materials development and implementation projects is the Gantt diagram. A </span><span style="font-size: small;"><i><span style="line-height: 115%;">Gantt diagram</span></i></span><span style="font-size: small; line-height: 115%;"> is a two-axis figure with time divisions labeled across the horizontal axis and task divisions down the vertical axis. (A list of curriculum activities will be shown in the lecture)<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">The information which is given in Gantt diagram is useful for providing an overview that can be understood at a glance. It shows all the tasks involved and the time frames<o:p></o:p></span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small; line-height: 115%;">in which each task must be begun and completed. Not only can such a diagram be a useful tool for explaining a curriculum development project to outsiders, but it also help to keep the insiders on schedule.<o:p></o:p></span></div><br />
<span style="font-size: small; line-height: 115%;"><o:p></o:p></span><br />
<div class="MsoNormal" dir="LTR" style="direction: ltr; font-family: Verdana,sans-serif; text-align: left; unicode-bidi: embed;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" dir="LTR" style="direction: ltr; text-align: left; unicode-bidi: embed;"><span style="font-family: Verdana,sans-serif; font-size: small; line-height: 115%;"><o:p> I hope this helps </o:p></span><span style="font-size: small; line-height: 115%;"><o:p><br />
</o:p></span></div><div class="MsoNormal" dir="RTL"><span style="font-size: small;"><br />
</span></div><span style="font-size: small;"><br />
</span><br />
<div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-16019770101303337502010-02-17T00:04:00.000-08:002010-02-17T00:28:50.657-08:00Microsoft LCDS<span style="font-size: small;"></span><br />
<div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: center;"><span style="font-size: small;"><a href="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S3udfij5hpI/AAAAAAAAAEE/kF7KNdYjRAY/s1600-h/microsoft-elearning.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S3udfij5hpI/AAAAAAAAAEE/kF7KNdYjRAY/s320/microsoft-elearning.png" /></a> </span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">For educators: LCDS Author (Learning Content Development System) is a free software from Microsoft that lets you create and publish e-learning courses.</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><span id="more-3283"></span></span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"> You can include software simulations, interactive Flash content (such as Drag and Drop, tile puzzle game, etc.) and the regular true-false / multiple choice style questions in your e-learning content. </span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Once you are done authoring the course, it can pre-viewed in the web browser and you may then publish it as a SCORM 1.2 Package for hosting in any Learning Management System (LMS).</span></div><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"><br />
</span></div><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"><br />
</span></div><h2 style="font-family: Verdana,sans-serif;"><span style="font-size: small;">A strong limitation of Microsoft LCDS</span></h2><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"> have been playing quite some time now with Microsoft’s Learning Content Development System. I promised in an earlier post to put some content online, but that is where it went wrong. I just could not get the content published in any other LMS than the SharePoint Learning Kit. After some testing, it seems that the content needs to be hosted on… a Microsoft IIS server. </span></div><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"><br />
</span></div><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"><br />
</span></div><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;">For me, these are some serious limitations to LCDS as an authoring tool.</span></div><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"><br />
</span></div><h2 style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Adding a new language to Microsoft LCDS</span></h2><h2 style="font-family: Verdana,sans-serif; font-weight: normal;"><span style="font-size: small;">Someone asked me if it would be possible to add a new language to the available language packs of the Microsoft Learning Content Development System. Well, as the system supports already multiple languages, that should not be that difficult. This is what I did (use at your own risk!):</span></h2><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: center;"><span style="font-size: small;"><a href="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S3uhq76BF4I/AAAAAAAAAEM/0RKhqkteMXk/s1600-h/lcds_language.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S3uhq76BF4I/AAAAAAAAAEM/0RKhqkteMXk/s320/lcds_language.jpg" /></a></span></div><h2 style="font-family: Verdana,sans-serif; font-weight: normal;"><span style="font-size: small;"> </span> </h2><ul style="font-family: Verdana,sans-serif;"><li><span style="font-size: small;">Navigate to <i>C:\Program Files\Microsoft\Learning\LCDSc\application\viewer</i>. This folder contains a subfolder, one for every available language.</span></li>
<li><span style="font-size: small;">Copy the folder that corresponds most to the language you want to create. Or if no correspondence, copy any folder and give it a three letter language code.</span></li>
<li><span style="font-size: small;">Inside your new folder, go to the folder named <i>shared. </i>Inside that folder, there is a folder with the same language code, rename that to your new code.</span></li>
<li><span style="font-size: small;">Inside that folder, there is a file <i>version.xml</i>. Edit the file in Notepad and make the necessary changes.</span></li>
<li><span style="font-size: small;">Open the <i>viewer</i> folder inside that folder.</span></li>
<li><span style="font-size: small;">The file <i>viewerstrings.js</i> contains the different language strings for the viewer. Edit the file in Notepad and translate.</span></li>
<li><span style="font-size: small;">The <i>Help </i>and <i>appart </i>folder contain the help screens. Translate these if necessary.</span></li>
<li><span style="font-size: small;">Go back to <i>C:\Program Files\Microsoft\Learning\LCDSc\application</i> and edit the <i>supportedLanguages.xml </i>file with notepad. Copy one of the lines to add a new line for your language.</span></li>
</ul><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Done! The new language should appear when creating a new course!</span></div><h2 style="font-family: Verdana,sans-serif;"><span style="font-size: small;"> </span></h2><h2 style="font-family: Verdana,sans-serif;"><span style="font-size: small;">Testing Microsoft LCDS</span></h2><div class="post-content" style="font-family: Verdana,sans-serif;"><span style="font-size: small;">OK, I found some time tonight to give the new Microsoft Learning Content Development System a try. I created a small sample course, using the LCDS, Captivate, and Paint.Net.</span><br />
<span style="font-size: small;">Some findings:</span><br />
<ul><li><span style="font-size: small;">The <b>structure </b>of Module – Lesson – Topic is very rigid. This is good for having a consistent structure in your course, but for small modules it is sometimes overkill, resulting in some blank pages, or pages-where-you-need-to-invent-some-content-because-the-page-is-there-anyway.</span></li>
<li><span style="font-size: small;">The <b>templates </b>are very easy to use. Integration of .swf works well.</span></li>
<li><span style="font-size: small;">Sometimes I would like to tweak some <b>html-code</b>, but there does not seem to be a way via the UI. Embedding a Youtube video for example would be nice.</span></li>
<li><span style="font-size: small;">After moving around some navigation items, I had a <b>corrupt topic</b>, it kept messing up the navigation. Deleting the topic resolved the issue.</span></li>
<li><span style="font-size: small;">The <b>color scheme</b> of tables (beige) is not very nice; could probably be fixed by modifying the stylesheet that is used.</span></li>
<li><span style="font-size: small;">The <b>testing/question </b>templates are quite nice. Multiple choice, true-false, even some drag&drops.</span></li>
</ul><span style="font-size: small;">I tried importing the package in a WSS site with the SharePoint Learning Kit: worked like a charm! No errors, navigation is nicely taken over by the Learning Kit viewer. This might become a very powerful combination for organisations looking for low cost content creation and distribution! Have a look at the <a href="http://screencast.com/t/jUovRw1ptpH" target="_blank">screencast</a>.</span><br />
<span style="font-size: small;"><a href="http://www.mylearning.be/wp-content/uploads/2008/05/content-in-slk.png" target="_blank"><img alt="" class="alignnone size-thumbnail wp-image-86" height="150" src="http://www.mylearning.be/wp-content/uploads/2008/05/content-in-slk-150x150.png" title="content-in-slk" width="150" /></a></span><br />
<span style="font-size: small;"><br />
</span><br />
<span style="font-size: small;"><br />
</span><br />
<span style="font-size: small;"><br />
</span></div><h2 style="font-family: Verdana,sans-serif;"><span style="font-size: small;"> </span></h2><div class="separator" style="clear: both; font-family: Verdana,sans-serif; text-align: left;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Verdana,sans-serif;"><span style="font-size: small;"><br />
</span></div>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com4tag:blogger.com,1999:blog-4295127506697320408.post-19313630810762442512010-02-15T06:57:00.000-08:002010-02-15T07:28:57.168-08:00Google Buzz<span style="color: rgb(102, 102, 102);font-family:verdana;font-size:85%;" >Google Buzz is a new way to start conversations about the things you find interesting. </span><span style="font-size:85%;"><a style="font-family: verdana;">It's built right into Gmail</a></span><span style="color: rgb(102, 102, 102);font-family:verdana;font-size:85%;" >, so you don't have to peck out an entirely new set of friends from scratch — it just works. If you think about it, there's always been a big social network underlying Gmail. Buzz brings this network to the surface by automatically setting you up to follow the people you email and chat with the most. Google focused on building an easy-to-use sharing experience that richly integrates photos, videos and links, and makes it easy to share publicly or privately (so you don't have to use different tools to share with different audiences). Plus, Buzz integrates tightly with your existing Gmail inbox, so you're sure to see the stuff that matters most as it happens in real time.</span><span style="font-size:85%;"><br /><br /><span style="font-weight: bold;font-size:100%;" ><span style="font-family: verdana;"><span style="color: rgb(0, 0, 0);"><br />Google Buzz on mobile</span><br /><br /></span></span></span><span style="color: rgb(102, 102, 102);font-family:verdana;font-size:85%;" >On your phone, Google Buzz is much more than just a small screen version of the desktop experience. Mobile devices add an important component to sharing: location. Posts tagged with geographical information have an extra dimension of context — the answer to the question "where were you when you shared this?" can communicate so much. And when viewed in aggregate, the posts about a particular location can paint an extremely rich picture of that place. Check out the </span><span style="font-size:85%;"><a style="font-family: verdana;">Mobile Blog</a></span><span style="color: rgb(102, 102, 102);font-family:verdana;font-size:85%;" > for more info about all of the ways to use Buzz on your phone, from a new mobile web app to a Buzz layer in Google Maps for mobile.</span><span style="font-size:85%;"><br /><span style="font-weight: bold;font-size:100%;" ><br /><span style="font-family: verdana; color: rgb(0, 0, 0);"><br />Google Buzz with Google Reader</span><br /><br /></span><span style="font-family: webdings; color: rgb(102, 102, 102);"><span style="font-family: verdana;">Getting started with Google Buzz is easy. Just head over to Gmail and you'll be able to link up your Google Reader account with just a few clicks. Then, anything you share in Reader will automatically be posted to Buzz. Comments are even shared between both products, so you can view and participate in the conversation wherever you'd prefer</span>.<br /><br /><span style="color: rgb(0, 0, 0);font-size:100%;" ><span style="font-family: verdana; font-weight: bold;"><br />Google Buzz on eLearning</span></span><br /></span></span><br /><p style="color: rgb(102, 102, 102); font-family: verdana;font-family:verdana;"><span style="font-size:85%;">All in all a very interesting new tool to experiment with, so what could such a tool do for eLearning? Google keeps a lot of these features are in perpetual beta, it’s early days yet and who knows how this new tool will evolve. However, even its current form, it’s a significant reinvention of email. Buzz has the potential for great impact because a large bulk of individuals in the workplace still use email as the primary communication tool, It will continue to be a very powerful tool used for sharing ideas, information, links, pictures, video and almost any digital format that can be attached and exchanged. The ability to see threaded conversations with people you actually interact with is another key feature of email.</span></p> <p style="color: rgb(102, 102, 102); font-family: verdana;font-family:verdana;"><span style="font-size:85%;">Email was user to user or user to groups of users; the Buzz sharing metaphor is different, more Web 2.0 – allowing one to post messages that can be shared with multiple individuals at a time. Another very cool thing is that the people you “follow” are auto-generated from the people you tend to email. If you communicate with them, they seed your buzz cloud. Over a period of usage, as you comment, like or dislike buzz entries that come from those you follow, the buzz cloud adapts.</span></p> <p style="color: rgb(102, 102, 102); font-family: verdana;font-family:verdana;"><span style="font-size:85%;">Buzz can also aggregate content from other social sharing sites, Flicks, Picasa, Twitter, and YouTube. Buzz emulates or rather brings some features of Google Wave to Gmail. Every Buzz item can be turned into a conversation (like in Friendfeed or Wave.) People can comment on your Buzz, comment on your comments, or @ reply to you as in Twitter.</span></p> <p style="color: rgb(102, 102, 102); font-family: verdana;font-family:verdana;"><span style="font-size:85%;">All in all, these features integrated into a single platform have much potential for eLearning. As a learner, a tool that lets me connect socially and which integrates with a communication service I use everyday has exceptional value.</span></p><span style="font-family: verdana;font-size:85%;" ><br /></span><p style="color: rgb(102, 102, 102); font-family: verdana;font-family:verdana;"><span style="font-size:85%;">How do you see Buzz helping in workplace learning?</span></p>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-17268823281666435302010-02-07T01:31:00.000-08:002010-02-08T06:54:26.909-08:00pptPlex for interactive powerpoint presentations<p class="ol-pagetext" style="margin: 0in 0in 0pt; font-family: georgia;">Microsoft is continually exploring innovation in the area of presentations and you may have seen <a href="http://www.officelabs.com/Lists/Posts/Post.aspx?ID=29" target="_blank">Bill Gates show the TouchWall / Plex demo</a>, a recent example of this work. I had the same reaction as you the first time I that demo, “hey I want it, when can I get Plex?” I know for us, the first time I Plex, we thought it was really cool and we wanted to create presentations like that! That’s the benefit of our job, we get the chance to play with innovative technology and we’re exploring ways to share it with you as well.</p><br /><p class="ol-pagetext" style="margin: 0in 0in 0pt; font-family: georgia;">It turns out the Plex presentations shown for the TouchWall were custom created by a few designers and software developers on the Office Labs Envisioning team. If I to make a Plex presentation myself, it would have required quite a bit of technical and design skill, along with a lot of time for each individual presentation.</p><br /><p class="ol-pagetext" style="margin: 0in 0in 0pt; font-family: georgia;">I’t have that kind of time, and much like you, the vast majority of our presentations are in Microsoft Office PowerPoint. I wanted to see if we could create something that allowed me quickly make Plex-like presentations using PowerPoint.<br /></p><br /><p class="ol-pagetext" style="margin: 0in 0in 0pt; font-family: georgia;"><br /></p><span style="font-weight: bold; color: rgb(51, 102, 102);font-family:georgia;font-size:100%;" >Navigate pptPlex using a Wii controller<br /></span><br />With the Wii controller you can flick your hand to go to the next and previous slide. You can point to the screen and navigate to any slide out of order. If you reach a section and don’t want to go into its details you can use another motion to bypass that whole section.<br /><br /><span style="font-weight: bold; color: rgb(51, 102, 102);font-size:100%;" ><span style="font-family:georgia;">Controlling pptPlex using a 3D camera</span></span><br /><br /><span style="font-family:georgia;">I recently learned that Microsoft Research was experimenting with 3D cameras, and I thought it was worth seeing if a 3D camera could be used to control a presentation.</span><br /><br />3D cameras are still in the prototype stage and are hard to come by, and until they become mainstream this was just an experiment. However, it’s interesting to think about what the future may bring.<br /><br /><span style="color: rgb(51, 102, 102);font-size:100%;" ><span style="font-weight: bold;">Touch version of pptPlex</span></span><br /><br /><div class="ExternalClassD850DEF2D83F4DECB9648EDF5034CBE9">If you have a multi-touch enabled device and Windows 7, you may want to download this version of pptPlex. Otherwise, we recommend using the original version published on the <a href="http://www.officelabs.com/projects/pptPlex/Pages/default.aspx" target="_blank">pptPlex page</a>. Here are the gestures enabled in the multi-touch release of pptPlex: </div> <div class="ExternalClassD850DEF2D83F4DECB9648EDF5034CBE9">· Touch to zoom in</div> <div class="ExternalClassD850DEF2D83F4DECB9648EDF5034CBE9">· Two finger tap to zoom out</div> <div class="ExternalClassD850DEF2D83F4DECB9648EDF5034CBE9">· Swipe left/right and flick to move to the next/previous slide.</div> <div class="ExternalClassD850DEF2D83F4DECB9648EDF5034CBE9">· Pinch and pan works as expected.</div><br /><br /><a href="http://www.officelabs.com/projects/pptPlex/Pages/default.aspx#" target="_blank">Click here to download, see and discover more cool features about pptPlex</a>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-89602868298919094582010-02-03T01:54:00.000-08:002010-02-08T07:15:01.384-08:00SCORM | AICC | Courses | Quizzes<span style=";font-family:verdana;font-size:85%;" >If you’ve spent any time at all in the e-learning industry — as a subject matter expert, training administrator, designer, or learner — then you understand the importance of </span><span style="font-style: italic; color: rgb(51, 102, 102);font-family:verdana;font-size:85%;" >accurate tracking and reporting</span><span style=";font-family:verdana;font-size:85%;" >. That is, the ability of a Learning Management System (LMS) or similar product to tell admins and learners alike whether a course or quiz is not started, in progress, or completed.<br /><br />Beyond simple status data, you probably also want to see what </span><span style="font-style: italic; color: rgb(51, 102, 102);font-family:verdana;font-size:85%;" >percentage of your courses your users have completed</span><span style=";font-family:verdana;font-size:85%;" > (”75% of my new users have completed at least 50% of the policies & procedures course”), how well they’re doing on competency exams (”John scored only 49% on his quarterly job skills review exam, so I’ve notified his manager”), and the like.<br /><br />You probably also want a way to take the content you’ve created and plug it into an LMS or similar product. As thousands of you around the world already know, this is all possible, thanks to the <a href="http://www.adlnet.gov/Pages/Default.aspx" target= "_blank">SCORM and AICC standards.</a></span><span style="font-size:85%;"><br /><br /><a style="font-family: verdana;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2lIm9KLvwI/AAAAAAAAAC8/y_piBHJwpms/s1600-h/scorm_2004_certified.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 200px; height: 170px;" src="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2lIm9KLvwI/AAAAAAAAAC8/y_piBHJwpms/s400/scorm_2004_certified.jpg" alt="" id="BLOGGER_PHOTO_ID_5433954259488718594" border="0" /></a><br /></span><h5 style="color: rgb(0, 0, 102); font-weight: normal;font-family:verdana;"><span style="font-size:100%;">What is SCORM?</span></h5><span style="font-size:85%;"><span style="font-family:verdana;">SCORM is a set of technical standards for e-learning software products. </span><strong style="font-family: verdana; font-weight: normal; font-style: italic; color: rgb(51, 102, 102);">SCORM tells programmers how to write their code so that it can “play well” with other e-learning software</strong><span style="font-family:verdana;">. Specifically, SCORM governs how online learning content and Learning Management Systems (LMSs) communicate with each other. SCORM does </span><em style="font-family: verdana;">not</em><span style="font-family:verdana;"> speak to instructional design or any other pedagogical concern, it is purely a technical standard.</span><br /><br /></span><h5 style="color: rgb(0, 0, 102); font-weight: normal;font-family:verdana;"><span style="font-size:100%;">What does SCORM stand for?</span></h5><p style="font-family:verdana;"><span style="font-size:85%;">SCORM stands for “Sharable Content Object Reference Model”.</span></p> <p style="font-family:verdana;"><span style="font-size:85%;">“Sharable Content Object” indicates that SCORM is all about creating units of online training material that can be shared across systems. SCORM defines how to create “sharable content objects” or “SCOs” that can be reused in different systems and contexts.</span></p> <p style="font-family:verdana;"><span style="font-size:85%;">“Reference Model” reflects the fact that SCORM isn’t actually a standard. ADL didn’t write SCORM from the ground up. Instead, they noticed that the industry already had many standards that solved <em>part</em> of the problem. SCORM simply references these existing standards and tells developers how to properly use them together.</span></p><h5 style="color: rgb(0, 0, 102); font-weight: normal;font-family:verdana;"><span style="font-size:100%;">The Cost of Content Integration</span></h5><span style="font-size:85%;"><br /><br /><a style="font-family: verdana;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_VYqCfYe0Ypw/S2lUMszeBJI/AAAAAAAAADE/iR7tF3yRaP8/s1600-h/contentintegationcost-1.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 229px;" src="http://4.bp.blogspot.com/_VYqCfYe0Ypw/S2lUMszeBJI/AAAAAAAAADE/iR7tF3yRaP8/s400/contentintegationcost-1.jpg" alt="" id="BLOGGER_PHOTO_ID_5433967002561414290" border="0" /></a><br /></span><br /><p style="font-family:verdana;"><span style="font-size:85%;"><span style="color: rgb(0, 0, 102);font-size:100%;" >Compatibility with Moodle</span><br /></span></p><p style="font-family:verdana;"><span style="font-size:85%;">SCORM 1.2 is supported in Moodle 1.9.3(or higher) and Moodle 1.8.7(or higher) and passes all the tests in the ADL Conformance test suite 1.2..7 for SCORM 1.2. Moodle 1.9.5 is certified SCORM 1.2 compliant. </span></p><p style="font-family:verdana;"><span style="font-size:85%;">SCORM 2004 is not completely supported in Moodle at this stage. Parts of the API have been implemented, but others such as Navigation and Sequencing have not yet been implemented. <a href="http://www.scorm.com/" class="external text" title="http://www.scorm.com" rel="nofollow" target="_blank">Rustici Software</a> have a commercially hosted service(currently in Beta) that provides full SCORM 2004 support via their <a href="http://www.scorm.com/scorm-solved/scorm-cloud/" class="external text" title="http://www.scorm.com/scorm-solved/scorm-cloud/" rel="nofollow" target="_blank" target="_blank">SCORM Cloud</a> and a <a href="http://scorm.zendesk.com/forums/52358/entries/72650" class="external text" title="http://scorm.zendesk.com/forums/52358/entries/72650" rel="nofollow" target="_blank">Moodle plugin</a> if required.<br /></span></p><p style="font-family:verdana;"><span style="font-size:85%;"><br /></span></p><span style="font-size:85%;"><br /><a style="font-family: verdana;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S2lVAm97DmI/AAAAAAAAADM/s9mvYyxE43U/s1600-h/300px-SCORM_activity_homepage_student_19.png"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 113px;" src="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S2lVAm97DmI/AAAAAAAAADM/s9mvYyxE43U/s400/300px-SCORM_activity_homepage_student_19.png" alt="" id="BLOGGER_PHOTO_ID_5433967894347845218" border="0" /></a><br /></span><p style="font-family:verdana;"><span style="color: rgb(0, 0, 102);font-size:100%;" >SCORM specifications </span><span style="font-size:85%;"><br /></span></p><p style="font-family:verdana;"><span style="font-size:85%;">[January 13, 2001] XML-based specifications supporting learning technologies have been developed by the Shareable Courseware Object Reference Model Initiative (SCORM) and distributed through the <a href="http://www.adlnet.org/" target="_blank">Advanced Distributed Learning Initiative</a> Network. Chapter 5 of the current <a href="http://www.adlnet.org/Scorm/docs/SCORM_2.pdf" target="_blank">SCORM specification</a> presents the Course Structure Format. CSF is "an Extensible Markup Language (XML)-based representation of a course structure that can be used to define all of the course elements, structure, and external references necessary to move a course from one LMS environment to another..." Description: "SCORM consists of three main sections: an Extensible Markup Language (XML)-based specification for representing course structures (so courses can be moved from one server/LMS to another); a set of specifications relating to the run-time environment, including an API, content-to-LMS data model, and a content launch specification; and a specification for creating meta-data records for courses, content, and raw media elements. The Sharable Content Object Reference Model (SCORM) is a set of interrelated technical specifications built upon the work of the AICC, IMS and IEEE to create one unified 'content model'. These specifications enable the reuse of Web-based learning content across multiple environments and products. SCORM development teams are working with the standards groups internal and external to the Department of Defense (DoD). They are working closely with Educom IMS (Instructional Management System), a consortium of over 600 public- and private-sector organizations, to develop common guidelines and standards for ADL. They are also supporting the other Federal agencies (like the National Institute of Standards and Technology, NIST) and other standards groups, such as the Institute of Electrical and Electronic Engineers (IEEE) and the Aviation Industry CBT Committee (AICC). SCORM standards enable small, reusable, sharable course content; discoverable learning content (interoperable repositories); the ability to find and move entire courses; vendor support for SCORM-compliant COTS products; and the development of adaptive learning systems that can assemble content to meet the learner's needs 'on the fly'. Compliance test software is under development and will be made available to all free-of-charge. Reference implementations are under construction. A sample LMS (Learning Management System), available for <a href="http://www.adlnet.org/Scorm/docs/samplelms2.zip" target="_blank">download</a>, provides a very simple working example of course content and a learning management system that illustrates the use of the SCORM API, data model, API adapter and more. The .ZIP package includes source and executable code and a working sample course. The Course Structure Format is designed to be able to support any number of levels and can be self-describing as to your organization's curricular taxonomy (<i>e.g.</i>, Course, Chapter, Unit, Learning Step, etc.). There is no 'one-size-fits-all' assumption in SCORM. For learning content to conform with SCORM, must it must use the SCORM Application Programming Interface (API); however, content is only obligated to support LMSInitialize() and LMSFinish(). SCORM conformance test software is available online and includes the ability to test content, LMSs, and more." [adapted from the ADL/SCORM FAQ documents]</span></p> <p style="color: rgb(0, 0, 102);font-family:verdana;"><span style="color: rgb(0, 0, 102); font-style: italic;font-size:100%;" >CSF</span><span style="color: rgb(0, 153, 0); font-style: italic; font-weight: bold;font-size:100%;" > </span></p><p style="font-family:verdana;"><span style="font-size:85%;">"A course structure format defines all of the course elements, the course structure, and all external references necessary to represent a course and its intended behavior. This CSF is intended to promote reuse of entire courses and encourage the reuse of course components by exposing all the details of each course element. The CSF is intended to reduce or eliminate dependency of a course on a particular LMS implementation. The CSF is derived from the AICC content model for course structure, properties, and objectives. This model was chosen as a starting point because key components of course representation are defined in the AICC's Semantic Document v3.0 (CMI-Sem30.doc). One objective of this version of the CSF is to map the course structure, properties, and objectives in the AICC-defined tables into an XML format for Web applications. Another objective is to extend the CSF to include additional features such as referencing external IMS/IEEE metadata records. Thus, this CSF extends the AICC CMI practice to include new capabilities for Web-based content. The CSF describes a course using three groups of information. The first group, called globalProperties, is the data about the overall course. The second, called block, defines the structure of the course, and the third group, objectives, defines a separate structure for learning objectives with references to course elements within the assignment structure. ...Three of the CSF elements use the XML 'ID' and 'IDREF' attributes to uniquely identify other elements within the CSF. These are the block, objective, and au elements. These three elements are candidate targets for reference elsewhere within the CSF. XML requires that these attribute values begin with a letter and may otherwise be composed of letters, digits, hyphens, underscores, and full-stop characters. XML also requires the attribute value to be unique with the XML document (which fits the usage in this course representation). ID attributes may not have fixed default values, and only one attribute per element may be of type ID. It is assumed that the assignment of ID values will be automated within tools and LMS environments to ensure uniqueness..."</span></p> <p style="font-family:verdana;"><span style="font-size:85%;">CSF Conformance Testing: "A CSF record is expected to be created from within an LMS or course-authoring environment. Within that environment, a course may have its own internal representation of course structure and its related elements. A conforming LMS or course creation environment is expected to map its internal representation to a valid CSF record (as defined by the SCORM CSF DTD). Similarly, a conforming LMS or authoring environment is expected to read and correctly interpret the SCORM CSF format and map the contents of the CSF to its internal representation as required. The course should then execute as intended. Conformance testing, therefore, focuses on testing CSF files that are generated by an LMS or authoring tool and verifying that the resulting CSF is able to be read and correctly interpreted by another LMS or authoring tool.. ...Conformance testing consists of verifying that a CSF record is valid (against the DTD) and adequate to represent a course, and that LMS or authoring tools correctly implement the basic mapping from internal representation to the intermediate CSF (and back again)."</span></p> <p style="font-family:verdana;"><span style="font-size:85%;">SCORM background: "In 1999, the Advanced Distributed Learning Initiative (ADL) established the first of a series of ADL Co-Laboratories to test and validate new ADL technologies and provide a series of test bed projects for the emerging standards. ADL focuses on learning technologies that ride on top of emerging Internet standards. This, of course, is a challenge since the Internet is evolving rapidly. Nonetheless, the need to transition to a point where learning content is developed on a large scale is understood by many. This in turn requires standardization of learning content. The longer term expectation of ADL is to encourage technologies that enable so-called dynamic learning where content is custom-assembled and delivered to learners according to their own personal pace and need. During 1998, ADL observed that several organizations were developing a variety of draft standards, each of which affect different aspects of Web-based learning systems. These efforts, however, lacked a common framework. So, ADL developed the Sharable Content Object Reference Model (SCORM) incorporating many of these emerging standards into one content model. Version 1.0 of SCORM was released on January 31, 2000."</span></p>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com1tag:blogger.com,1999:blog-4295127506697320408.post-62689085910371527542010-02-02T04:10:00.000-08:002010-02-04T00:25:43.677-08:00Rapid eLearning<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2gXDEyblcI/AAAAAAAAACU/S6SogeLgpxY/s1600-h/WhereRELFits.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 256px;" src="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2gXDEyblcI/AAAAAAAAACU/S6SogeLgpxY/s400/WhereRELFits.jpg" alt="" id="BLOGGER_PHOTO_ID_5433618292014814658" border="0" /></a><br /><br /><span style="font-style: italic;">Rapid elearning</span> can mean many things. For some it means easy tools that let you<br />build elearning courses without special programming skills. For others, it means being empowered to quickly share your expertise with others. Ultimately, it’s usually about getting the right information to people at the right time while operating at the speed of business.<br /><br /><p style="color: rgb(51, 51, 51);"><strong>How Rapid e-learning affects developers, organizations and its clients</strong></p><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S2qEPKxkobI/AAAAAAAAADU/MOTzImyMBbY/s1600-h/Untitled1.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 215px;" src="http://1.bp.blogspot.com/_VYqCfYe0Ypw/S2qEPKxkobI/AAAAAAAAADU/MOTzImyMBbY/s400/Untitled1.jpg" alt="" id="BLOGGER_PHOTO_ID_5434301296501105074" border="0" /></a><br /><br /><span style="font-weight: bold;"><br /><a href="http://breakthroughelearning.com/2006/05/time-money-driver-for-rapid-elearning.html">Time = Money: The Driver for Rapid eLearning ،، quoted ,,</a><span style="font-style: italic;"></span></span><br /><br />There has been a lot of hype lately about "rapid eLearning." It's difficult to read an eLearning journal, or go to an eLearning conference lately, without someone talking about rapid eLearning. Well, there is a very good reason for this and, although it sounds trite, it is as true as ever...TIME = MONEY.<br /><br />The drivers to produce more quality eLearning more quickly are things like shorter product life cycles,very quick and frequent business process changes, time-mandated compliance in a number of areas, etc. Some traditional means of eLearning development do not accommodate these immediate demands and business pains quickly enough. It is of no use to anyone if the training is ready, but it is too late (in terms of having employees knowledgeable about new products as they are released, being able to execute a new process as these come online, or being in regulatory compliance when mandated, etc.). Or, in the case of a learning institution, after the new semester has started.<br /><br />Not to mention the fact that the longer it takes to produce eLearning, the more likely this type of training in itself will be more expensive.<br /><br />When an organization faces a real and immediate training challenge that needs to be addressed, the higher-ups do not want to hear things from their training department like "it generally takes us six months to produce an eLearning course," or "you can count on it costing X thousands of dollars per instructional hour." For some training challenges, the old rules (if they ever were rules!) no longer apply.<br /><br />Quality eLearning can be produced quickly without necessarily having to sacrifice too much quality.<br /><br />There are three ways to approach the challenge of rapid eLearning.<br /><br />1- tools<br /><br />2- people<br /><br />3- processes<br /><br />There are tools that make it much easier to produce eLearning. Authoring software such as Macromedia Breeze, Lectora (by Trivantis), or Articulate Presenter make it easier for non-technical people to produce eLearning. In fact, most LMS / LCMS software makes it fairly easy to produce eLearning content. However, there is a danger in having SMEs (subject matter experts) use tools to quickly create eLearning. They don't always have an appreciation for how people learn, and become too enamored with their content rather than with what competencies employees need now. As a wise sage once said, just because you give someone a hammer, does not make that person a carpenter.<br /><br />Tools are important, but I prefer to focus on people and processes in looking for ways to speed up the eLearning development process. Development cycles can be compressed significantly when you have the right people on the job, with the right skills, with streamlined processes that allow decisions to be made quickly and sign-offs to occur infrequently and only when absolutely necessary.<br /><br />I also think it is important not to rely too heavily on SMEs to produce eLearning content. In my experience, SMEs are often the biggest bottleneck in the process. They are typically very busy people, not always good at articulating what they do, and rarely produce material in a timely fashion. It is better to have instructional design experts interview SMEs, distill a lesson down to its essence (less is more), and bring the learning alive with relevant stories.<br /><br />Remember also that eLearning does not have to be a course. Sometimes a timely job aid or electronic performance support system (EPSS) can be produced much more quickly, and will be much more effective. (See my previous post on this topic).<br /><br />Finally, perhaps the greatest improvement to eLearning development cycle times is better management. Too often those managing eLearning development projects are training personnel who have little or no experience at managing what is, in essence, a software development process. They let the process (and the programmers, instructional designers, IT staff, etc.) manage them, rather than the other way around. Sometimes eLearning development projects take six or nine months to complete because the person in charge allows it to take this long.<br /><br />The field needs more leaders who know how to orchestrate tools, people and processes to meet organizational training needs at the speed of business.<br /><br />As we always face the problem of<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S2gaaz21kEI/AAAAAAAAACc/0DQWuSwu3QM/s1600-h/avg-dev.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 339px; height: 400px;" src="http://3.bp.blogspot.com/_VYqCfYe0Ypw/S2gaaz21kEI/AAAAAAAAACc/0DQWuSwu3QM/s400/avg-dev.jpg" alt="" id="BLOGGER_PHOTO_ID_5433621998321635394" border="0" /></a>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com2tag:blogger.com,1999:blog-4295127506697320408.post-45264355563021750712010-02-02T03:35:00.000-08:002010-02-04T01:07:19.345-08:00What's eLearning?<span style="font-size:85%;"><span style="font-family: verdana;">There may be other definitions, but I define e-learning (also called elearning or eLearning) as:</span><br /><br /><span style="font-family: verdana;">The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material. </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >(Derek Stockley 2003)</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">One of the most confusing aspects of eLearning is that nobody knows what it is.</span><br /><span style="font-family: verdana;">We do know the "e" doesn't stand for "electronic". The"e" in eLearning would be better defined as Evolving or Everywhere or Enhanced or Extended</span><br /><br /><span style="font-family: verdana;">Based on this survey from a very respected company, there are many people that have the wrong definition of eLearning. The survey asked 259 training managers at Fortune 500 firms what tools they use to create e-learning content. The top choice was PowerPoint with 66% of responses. Next was Microsoft Word with 63%, Macromedia's Dreamweaver 61% and Flash 47%. </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >(Respondents could choose more than one.)</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Just taking a Word document or PowerPoint presentation and doing a "Save as HTML" does NOT mean you have created eLearning.</span><br /><br /><span style="font-family: verdana;">Just taking a F2F presentation and presenting it using a web conference is not eLearning.</span><br /><br /><span style="font-family: verdana;">I define </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >eLearning</span><span style="font-size:85%;"><span style="font-family: verdana;"> as ...</span><br /><span style="font-family: verdana;">A learning environment supported by continuously evolving, collaborative processes</span><br /><span style="font-family: verdana;">focused on increasing individual and organizational performance.</span><br /><br /><span style="font-family: verdana;">Effective eLearning thrives at the nexus of web usability, communication, relationship, document, and Knowledge Management tools.</span><br /><br /><span style="font-family: verdana;">I also like this definition of Knowledge Management.</span><br /><span style="font-family: verdana;">Knowledge Management is about using information strategically to achieve one's business objectives. Knowledge Management is the organizational activity of</span><br /><span style="font-family: verdana;">creating the social environment and technical infrastructure so that knowledge can be accessed, shared and created. </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Robert K. Logan</span><span style="font-size:85%;"><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Finally we have to clarify some concepts about eLearning</span><span style="font-size:85%;"><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Non Linear</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Learners determine how, what and when they access information.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Linear</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Learners must move through presentation in a predetermined sequence.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Dynamic Process</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Transformed, personalized, customized on demand in response to learner and environmental variables. Available on demand and just in time.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Static Event</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Learning is not an event that only happens when scheduled training occurs, it happens continuously.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Learner Controlled</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Learner controls their own interaction with the content and presentation. Learner has opportunities for reflection and application.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Instructor Controlled</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Instructor determines sequence, content, media and timing. Long simulations, or animations or Flash presentations are instructor controlled. Synchronous meetings are instructor controlled.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Reusable Objects</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Content of any media that can be chunked down to the most granular, meaningful level to allow combinations of objects to be assembled and dynamically presented for different environments and functional needs.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Learning Objects or Knowledge Objects or Information Objects</span><span style="font-size:85%;"><span style="font-family: verdana;"> - By focusing the use of an object for only one environment, you remove reusability. Web standard enterprise level portal and CMS platforms should be used.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span> <span style="font-style: italic; font-family: verdana;font-size:85%;" ><br />Informal</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Recognizes that at least 70% of learning occurs in meetings, in the corridors and breakrooms, through collaboration, in situational communities.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Formal</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Learning occurs w/o formal training presentations. Training is not the same as learning.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Platform Independent</span><span style="font-size:85%;"><span style="font-family: verdana;"> - can be transformed for use in a variety of standard formats - XML, HTML, DHTML, PDA, etc. in a variety of environments, both formal and informal.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Standards - AICC</span><span style="font-size:85%;"><span style="font-family: verdana;"> ( Aviation Industry CBT Committee) , SCORM - (Sharable Content Object Reference Model - Department of Defense, USA) Why use these limiting standards from extremely different, strongly hierarchical environments?</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Knowledge Management</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Rich, flexible tools chosen to create, collect and distribute information, on demand and contextually, to learners, intra and extra organizationally.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >LMS or LCMS</span><span style="font-size:85%;"><span style="font-family: verdana;"> - To manage the administrative and content aspects of training, usually supports a linear presentation of materials. Used to track learners, not the value of the learning processes.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Communities of Interest</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Collaborative, self selecting and organizing groups of individuals that share the same interests. </span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >CoPs, Functional or Departmental</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Limited by type of function, title or expertise.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >RAD (Rapid Application Development)</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Iterative, incremental design process. Define, design, refine processes are integrated and parallel. Continuously refining prototypes allows improvements to be integrated and tested with each iteration. Each iteration offers an opportunity to increase the penetration and acceptance of the learning support processes.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >ISD - Linear approach to needs analysis, design and evaluation</span><span style="font-size:85%;"><span style="font-family: verdana;">. Errors are geometrically compounded from wrong audience analysis, invalid sample audience, skewed survey results, wrong focus on weaknesses. Validity and usability issues are not discovered until training is delivered. By then it's too late to correct, adjust, or change because of the sunk resource investment in the deliverables.</span><br /><br /><span style="font-family: verdana;">------------------------------------------------------------------------------------</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >elearning is</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Multi Channel</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Learner <-> Learner, Content <-> Learner,</span><br /><span style="font-family: verdana;">Expert <-> Learner, Expert <-> Content,</span><br /><span style="font-family: verdana;">Expert <-> Expert </span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >eLearning is NOT</span><span style="font-size:85%;"><span style="font-family: verdana;"> </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Single Channel</span><span style="font-size:85%;"><span style="font-family: verdana;"> - Trainer to Attendee</span></span>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-56404193149678402432010-02-02T01:19:00.000-08:002010-02-04T01:26:13.274-08:00Learning management system (LMS)<span style="font-weight: bold;font-family:verdana;font-size:85%;" >A learning management system (LMS</span><span style="font-size:85%;"><span style="font-family:verdana;">) is a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content.</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" ><span style="font-style: italic;">Examples of LMS or LCMS</span></span><span style="font-size:85%;"><br /><br /><span style="font-family:verdana;"> 1- </span><a style="font-family: verdana;" href="http://www.atutor.ca/">aTutor</a><br /><span style="font-family:verdana;"> 2- </span><a style="font-family: verdana;" href="http://www.blackboard.com/">Blackboard Learning System</a><br /><span style="font-family:verdana;"> 3- </span><a style="font-family: verdana;" href="http://confluence.public.thoughtworks.org/display/CCNET/Welcome+to+CruiseControl.NET">CCNet</a><br /><span style="font-family:verdana;"> 4- </span><a style="font-family: verdana;" href="http://www.claroline.net/">Claroline</a><br /><span style="font-family:verdana;"> 5- </span><a style="font-family: verdana;" href="http://www.desire2learn.com/products/">Desire2Learn eLearning Suite</a><br /><span style="font-family:verdana;"> 6- </span><a style="font-family: verdana;" href="http://www.dokeos.com/">Dokeos</a><br /><span style="font-family:verdana;"> 7- </span><a style="font-family: verdana;" href="http://www.epignosis.com.gr/">eFront</a><br /><span style="font-family:verdana;"> 8- </span><a style="font-family: verdana;" href="http://www.hotchalk.com/index_new.html">HotChalk</a><br /><span style="font-family:verdana;"> 9- </span><a style="font-family: verdana;" href="http://www.ilias.de/docu/">ILIAS</a><br /><span style="font-family:verdana;"> 10- </span><a style="font-family: verdana;" href="http://www.capterra.com/school-administration-software/spotlight/79918/EMC2Library%20&%20School%20Administration/Jackson%20Creek%20Software?id=28258665">Jackson Creek Software</a><br /><span style="font-family:verdana;"> 11- </span><a style="font-family: verdana;" href="http://www.joomlalms.com/">JoomlaLMS</a><br /><span style="font-family:verdana;"> 12- </span><a style="font-family: verdana;" href="http://www.learn.com/learncenter.asp?id=178409">Learn.com</a><br /><span style="font-family:verdana;"> 13- </span><a style="font-family: verdana;" href="http://www.meridianksi.com/">Meridian KSI</a><br /><span style="font-family:verdana;"> 14- </span><a style="font-family: verdana;" href="http://moodle.org/">Moodle</a><br /><span style="font-family:verdana;"> 15- </span><a style="font-family: verdana;" href="http://sakaiproject.org/">Sakai Project</a><br /><span style="font-family:verdana;"> 16- </span><a style="font-family: verdana;" href="http://www.sharepointlms.com/">SharePointLMS</a><br /><span style="font-family:verdana;"> 17- </span><a style="font-family: verdana;" href="http://www.spiral.com/">Spiral Universe</a><br /><span style="font-family:verdana;"> 18- </span><a style="font-family: verdana;" href="http://www.thinkingcap.com/ContentPage.aspx?name=home">Thinking Cap</a><br /><span style="font-family:verdana;"> 19- </span><a style="font-family: verdana;" href="http://www.sumtotalsystems.com/">TotalLMS</a><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" ><span style="font-style: italic;">Some features that exists in most of LMSs</span></span><span style="font-size:85%;"><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >General system features</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Multi-language interface</span><br /><span style="font-family:verdana;">• Compliance with SCORM standards</span><br /><span style="font-family:verdana;">• Guest access</span><br /><span style="font-family:verdana;">• Web 2.0 & Ajax technologies</span><br /><span style="font-family:verdana;">• Clear, easy to use learner interface</span><br /><span style="font-family:verdana;">• W3C WAI accessibility AA level self reported</span><br /><span style="font-family:verdana;">• Access via standard Internet browsers</span><br /><span style="font-family:verdana;">• Advanced user administration</span><br /><span style="font-family:verdana;">• Centralized administration of the entire system</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >General course features</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Course Categories</span><br /><span style="font-family:verdana;">• Free and paid courses</span><br /><span style="font-family:verdana;">• Courses export / import</span><br /><span style="font-family:verdana;">• Create Courses using Templates</span><br /><span style="font-family:verdana;">• Searchable Course Catalog</span><br /><span style="font-family:verdana;">• Waiting Lists</span><br /><span style="font-family:verdana;">• Courses tree view </span><br /><span style="font-family:verdana;">• Create topics on your course home page and place course content links there</span><br /><span style="font-family:verdana;">• Show/hide Course tools for learners or for teachers</span><br /><span style="font-family:verdana;">• Advanced enrollment (auto/by teacher/administrator)</span><br /><span style="font-family:verdana;">• My Courses on the users Home Page</span><br /><span style="font-family:verdana;">• Publishing Course period</span><br /><span style="font-family:verdana;">• Access level to each course using users’ roles</span><br /><span style="font-family:verdana;">• Maximum Course attendees limitation</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Subscriptions</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Paid online subscriptions to Courses</span><br /><span style="font-family:verdana;">• Payments list</span><br /><span style="font-family:verdana;">• PayPal, 2CheckOut, Authorize.Net and WorldPay payment methods</span><br /><span style="font-family:verdana;">• Manual payments method configuration (e. g. Bank Transfer)</span><br /><span style="font-family:verdana;">• The billing information for checkout is prepopulated from the user profile</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >File Library</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Global Repository for the Documents</span><span style="font-family:verdana;"> outside the Courses</span><br /><span style="font-family:verdana;">• Publishing mechanism</span><br /><span style="font-family:verdana;">• Show / Hide Documents to all LMS teachers / all users</span><br /><span style="font-family:verdana;">• Add SCORMs and use them in your courses</span><br /><span style="font-family:verdana;">• Files publishing period</span><br /><span style="font-family:verdana;">• Hierarchical Documents structure</span><br /><span style="font-family:verdana;">• Order files in your Document Library</span><br /><span style="font-family:verdana;">• Permissions Managment for administrators</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Announcements</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Announcements publishing period</span><br /><span style="font-family:verdana;">• Announcement board on the user Home Page</span><br /><span style="font-family:verdana;">• Monthly/Weekly/Daily calendar Views</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" ><br />Documents</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Upload zip file as a content package</span><br /><span style="font-family:verdana;">• Hierarchical document structure</span><br /><span style="font-family:verdana;">• Create Links for any document</span><br /><span style="font-family:verdana;">• Publishing period</span><br /><span style="font-family:verdana;">• Manage various types of content (PDF, PowerPoint, Word, HTML, Audio and Video)</span><br /><span style="font-family:verdana;">• Read and edit documents in web browser</span><br /><span style="font-family:verdana;">• Attach images, audio or video with questions</span><br /><span style="font-family:verdana;">• Upload multimedia files to be played online</span><br /><span style="font-family:verdana;">• Add files from Shared Documents Library</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Learning Paths</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Learning path building</span><br /><span style="font-family:verdana;">• Hierarchical chapter structure</span><br /><span style="font-family:verdana;">• Prerequisites for Learning Path Steps or for Learning Paths</span><br /><span style="font-family:verdana;">• Completion message</span><br /><span style="font-family:verdana;">• Upload SCORMs through the FTP</span><br /><span style="font-family:verdana;">• Issue Certificates automatically or manually the after Learning Path is completed</span><br /><span style="font-family:verdana;">• Import SCORMs as a Learning Path step</span><br /><span style="font-family:verdana;">• Order and move Learning Path Steps</span><br /><span style="font-family:verdana;">• Create new or insert any uploaded materials in Course Tools as a Learning Path Step</span><br /><span style="font-family:verdana;">• Resume the Learning Course progress from the last attempt</span><br /><span style="font-family:verdana;">• Insert Links, Documents, Quizzes, Content and SCORMs</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" ><br />Quizzes</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Add Surveys and Quizzes</span><br /><span style="font-family:verdana;">• Quiz Categories</span><br /><span style="font-family:verdana;">• Shared Questions Pool</span><br /><span style="font-family:verdana;">• Question Categories</span><br /><span style="font-family:verdana;">• More than 10 types of Questions</span><br /><span style="font-family:verdana;">• Create your custom Certificates</span><br /><span style="font-family:verdana;">• Quizzes Atempts with resume possibility</span><br /><span style="font-family:verdana;">• Interactive multimedia-based Surveys and Quizzes</span><br /><span style="font-family:verdana;">• Multimedia questions and course content pages</span><br /><span style="font-family:verdana;">• Preview Quiz parameters</span><br /><span style="font-family:verdana;">• View, print or email users passing results</span><br /><span style="font-family:verdana;">• Learners’ Questions feedback</span><br /><span style="font-family:verdana;">• Progress bar</span><br /><span style="font-family:verdana;">• Passing scores report</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" ><br />Conference</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Multichannel audio / video streaming</span><br /><span style="font-family:verdana;">• Chat inside the conference</span><br /><span style="font-family:verdana;">• Shared whiteboard</span><br /><span style="font-family:verdana;">• Play your SWF files on whiteboard</span><br /><span style="font-family:verdana;">• Students web camera view</span><br /><span style="font-family:verdana;">• Record your conference sessions</span><br /><span style="font-family:verdana;">• File exchange</span><br /><span style="font-family:verdana;">• Setup your own conference template</span><br /><span style="font-family:verdana;">• Students list</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Tracking</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Tools usage for selected users by months / years</span><br /><span style="font-family:verdana;">• Graph for year statistics</span><br /><span style="font-family:verdana;">• Detailed statistic about the learning materials usage (SCORMs, Documents, Quizzes, etc.)</span><br /><span style="font-family:verdana;">• Daily and weekly distribution graph</span><br /><span style="font-family:verdana;">• Course tools usage graph</span><br /><span style="font-family:verdana;">• Top active user Tracking graph</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Gradebook</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Track learner performance and assessment scores</span><br /><span style="font-family:verdana;">• Access all the user certificates</span><br /><span style="font-family:verdana;">• Custom Scales and Grading</span><br /><span style="font-family:verdana;">• Different grading methods: last scored result, best scored result</span><br /><span style="font-family:verdana;">• Course completion</span><br /><span style="font-family:verdana;">• SCORM results tracking</span><br /><span style="font-family:verdana;">• Quizzes results tracking</span><br /><span style="font-family:verdana;">• Create and edit custom certificates</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" ><br />Links</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Add / edit / publish / delete links</span><br /><span style="font-family:verdana;">• Open in new or parent (current) window</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >DropBox</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Exchange files between the participants</span><br /><span style="font-family:verdana;">• Corrected / uncorrected files status</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Attendance</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Edit attendance by groups / individually</span><br /><span style="font-family:verdana;">• View chosen student period attendance</span><br /><span style="font-family:verdana;">• View all / group users’ day attendance</span><br /><span style="font-family:verdana;">• Export attendance to Excel</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Homework</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Homework tracking</span><br /><span style="font-family:verdana;">• Home Work publishing period</span><br /><span style="font-family:verdana;">• General and short descriptions</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Help</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Searchable Online Help</span><br /><span style="font-family:verdana;">• FAQ</span><br /><span style="font-family:verdana;">• Online Video Tutorials</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Forum</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Integration with SMF - fully functional forum</span><br /><span style="font-family:verdana;">• Create Learning Path - related course forum boards</span><br /><span style="font-family:verdana;">• Create private teachers forums</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Mailbox</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Send messages to any user</span><br /><span style="font-family:verdana;">• Files attachment</span><br /><span style="font-family:verdana;">• Address book</span><br /><span style="font-family:verdana;">• Email notifications about the new messages</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Chat</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Chatting users list</span><br /><span style="font-family:verdana;">• Course / group chats</span><br /><br /></span><span style="font-weight: bold;font-family:verdana;font-size:85%;" >Users & Groups Management</span><span style="font-size:85%;"><br /><span style="font-family:verdana;">• Different user roles (administrator, teacher, assistant, learner, CEO)</span><br /><span style="font-family:verdana;">• Manual and automatic users Courses enrolment</span><br /><span style="font-family:verdana;">• UserGroups for the whole system or for each course individually</span><br /><span style="font-family:verdana;">• Import / export learners using CSV lists</span><br /><span style="font-family:verdana;">• Full integration with Community Builder</span><br /><span style="font-family:verdana;">• Community Builder user profile synchronized with SMF forum</span></span>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com11tag:blogger.com,1999:blog-4295127506697320408.post-64714377718173148912010-02-01T23:51:00.000-08:002010-02-08T07:23:48.619-08:00Authoring tools<span style="font-size:85%;"><span style="font-family:verdana;">Also known as authorware, a program that helps you write hypertext or multimedia applications. Authoring tools usually enable you to create a final application merely by linking together objects, such as a paragraph of text, an illustration, or a song. By defining the objects' relationships to each other, and by sequencing them in an appropriate order, authors (those who use authoring tools) can produce attractive and useful graphics applications. Most authoring systems also support a scripting language for more sophisticated applications.</span><br /><br /><span style="font-family:verdana;">The distinction between authoring tools and programming tools is not clear-cut. Typically, though, authoring tools require less technical knowledge to master and are used exclusively for applications that present a mixture of textual, graphical, and audio data. </span><br /><br /><span style="font-family:verdana;">Though authoring tools have a range of uses, they are commonly used to create e-learning modules. These modules are generally written to conform to some international standard, such as </span><a style="font-family: verdana;" href="http://en.wikipedia.org/wiki/SCORM" target="_blank">SCORM</a><span style="font-family:verdana;"> (Shareable Content Object Reference Model) or </span><a style="font-family: verdana;" href="http://en.wikipedia.org/wiki/AICC_%28CBT%29" target="_blank">AICC (CBT)</a><span style="font-family:verdana;"> (Aviation Industry CBT Committee).CBT</span><br /><br /><span style="font-family:verdana;">Distribution of content created with authoring tools also varies. Distribution methods include: web, kiosk, interactive CD-ROM, and executable file.</span><br /><br /><br /><span style="font-family:verdana;">Since the term is somewhat general, many programs can be considered authoring tools, including web editors, </span><a style="font-family: verdana;" href="http://www.adobe.com/" target="_blank">Flash</a><span style="font-family:verdana;">, and </span><a style="font-family: verdana;" href="http://office.microsoft.com/en-us/default.aspx" target="_blank">PowerPoint</a><span style="font-family:verdana;">. However, only a small group of programs specifically include support for e-learning content standards including </span><a style="font-family: verdana;" href="http://www.lecturemaker.com/" target="_blank">LectureMAKER</a><span style="font-family:verdana;"> </span><a style="font-family: verdana;" href="http://www.e2train.com/" target="_blank">e2train Compose</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.atlantic-link.co.uk/" target="_blank">Atlantic Link Content Point</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.adobe.com/shockwave/download/triggerpages_mmcom/authorware.html" target="_blank">Macromedia (Adobe) Authorware</a><span style="font-family:verdana;"> , </span><a style="font-family: verdana;" href="http://www.adobe.com/products/director/" target="_blank">Director</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.im-c.de/de/produkte/professional-authoring/produktuebersicht/uebersicht/" target="_blank">Dynamic PowerTrainer</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.trivantis.com/" target="_blank">Lectora</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.sumtotalsystems.com/" target="_blank">ToolBook</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.compendle.com/" target="_blank">Compendle</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.rwd.com/solutions/products.aspx" target="_blank">RWD uPerform</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.stt-trainer.com/" target="_blank">STT Trainer by Kaplan IT</a><span style="font-family:verdana;">, </span><a style="font-family: verdana;" href="http://www.articulate.com/">Articulate Studio</a> and <a style="font-family: verdana;" href="http://www.dsrc.com/e_learning.htm" target="_blank">DSRC Studio and Simulator</a><span style="font-family:verdana;">.</span></span>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-55772566333305465222010-02-01T06:35:00.000-08:002010-02-04T01:28:38.492-08:00Designing course assessment<span style="font-weight: bold; font-family: verdana;font-size:85%;" >1- Achievement of course outcomes and learning objectives:</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Learning objectives and course outcomes are clearly explained and are addressed in content resources, explored in assignments, and measured through assessments.</span><br /><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >A- Course outcomes are enumerated in the syllabus.</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">The syllabus clearly lists the expected course-level learning outcomes in a way that is fully consistent with the official course description form.</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >B- Responsibilities of students and instructors for achieving the course learning outcomes are clearly explained in the syllabus or course survival guide.</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Explanations should include how and how well a student is expected to demonstrate mastery of learning outcomes. They should provide guidance about how to prepare to demonstrate mastery (study, practice, discussion, etc.). They should also include explanations of how the instructor will facilitate this learning (teaching method, kinds of formative feedback on assignments, etc.).</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >C- Course content, assignments, and assessments are in alignment with learning objectives.</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">The study and assignments that students are expected to do in order to master learning objectives clearly helps them do so. </span><br /><span style="font-family: verdana;">The assessments ask the students to demonstrate mastery in the way students were prepared to demonstrate them through assignments and study. </span><br /><span style="font-family: verdana;">Example of misalignment:</span><br /><br /><span style="font-family: verdana;">• Provide a lesson on walking, then assign work that helps students practice running, and finally assess students on their ability to jump.</span><br /><br /></span> <span style="font-weight: bold; font-family: verdana;font-size:85%;" >Note:</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1- </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >Course outcomes are translated into module/unit level learning objectives.</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Course outcomes are parsed into specific learning objectives that can concretely be addressed in individual course modules, units, or lessons. These learning objectives are clearly stated in each module, unit, or lesson.</span><br /><br /><span style="font-family: verdana;">2- </span></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >All expected learning objectives and outcomes are assessable and are clearly explained in the learning modules/units.</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">The study and assignments that students are expected to do in order to master learning objectives clearly helps them do so. </span><br /><span style="font-family: verdana;">The assessments ask the students to demonstrate mastery in the way students were prepared to demonstrate them through assignments and study. </span><br /><span style="font-family: verdana;">Example of misalignment:</span><br /><br /><span style="font-family: verdana;">• Provide a lesson on walking, then assign work that helps students practice running, and finally assess students on their ability to jump. </span><br /><br /><span style="font-family: verdana;">3- </span></span> <span style="font-style: italic; font-family: verdana;font-size:85%;" >At every level of the course (course, module & activity) students are provided with learning objectives.</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Not only does the whole course have course outcomes, and the units/modules/lessons have learning objectives, but individual assignments and activities have an explained connection to lesson learning objectives and course outcomes. </span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >4- The relationship between all elements of content and the corresponding objective(s) is spelled out for the students, including how the objectives will be achieved and assessed.</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Students are provided with sufficient explanatory material at the course, unit/module/lesson, and assignment/activity level, that in all cases they can understand why they are doing what they are doing, and what level of mastery they will be expected to achieve.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >2- Assessment </span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Appropriate assessments of student learning are provided. </span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >A- Evaluation instruments assess the stated learning outcomes.<br />Examples of inconsistency: </span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">• Objective is to solve multiple-level problems, and true-false quiz is used.</span><br /><br /><span style="font-family: verdana;">• Objective is to write a persuasive argument, and multiple-choice quiz is used. </span><br /><br /></span> <span style="font-style: italic; font-family: verdana;font-size:85%;" >B- The instruments are appropriate for an online delivery system.<br />Appropriate examples: </span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">• Submissions by email or drop box </span><br /><span style="font-family: verdana;">• Exams in proctored settings </span><br /><span style="font-family: verdana;">• Timed quizzes </span><br /><span style="font-family: verdana;">• Online discussions/chats </span><br /><span style="font-family: verdana;">• Group projects </span><br /><span style="font-family: verdana;">• Research projects/papers </span><br /><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >C- An adequate number of assessments are used. </span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Examples: </span><br /><br /><span style="font-family: verdana;">• A sufficient number of instruments are used to ensure that outcomes are adequately assessed, sufficient variety of instruments is used, and several levels of learning styles are addressed. </span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >D- Each assessment comes with clear directions and grading criteria. </span><span style="font-size:85%;"><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Note:</span><span style="font-size:85%;"><br /><br /></span> <span style="font-style: italic; font-family: verdana;font-size:85%;" >1- A variety of instruments are used. </span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Examples: </span><br /><br /><span style="font-family: verdana;">• Tests/quizzes </span><br /><span style="font-family: verdana;">• Discussions/chats </span><br /><span style="font-family: verdana;">• Homework assignments </span><br /><span style="font-family: verdana;">• Writing assignments </span><br /><span style="font-family: verdana;">• Group projects </span><br /><span style="font-family: verdana;">• Research projects/papers </span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >2- Instruments are designed to address a variety of cognitive levels and learning styles.</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Examples: </span><br /><br /><span style="font-family: verdana;">• Instruments assess cognitive levels from the simple recall or recognition of facts through increasingly complex and abstract mental levels, to evaluation.</span><br /><br /><span style="font-family: verdana;">• Evaluations use a wide variety of words, pictures, self-reflection activities, cooperative learning, art activities, role play, multimedia, field trips, etc. </span><br /><br /></span> <span style="font-style: italic; font-family: verdana;font-size:85%;" >3- Instructors provide a timetable for when feedback will be given to students.<br /></span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Examples: </span><br /><span style="font-family: verdana;">• Instructors indicate if and when they will participate in discussions. </span><br /><span style="font-family: verdana;">• Instructors indicate when grades will be available or sent.</span><br /><br /></span> <span style="font-style: italic; font-family: verdana;font-size:85%;" >4- Assessment instructions indicate that prescriptive, formative feedback is provided. </span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">Examples: </span><br /><span style="font-family: verdana;">• Answers to assignments are posted after due date has past. </span><br /><span style="font-family: verdana;">• Instruments are used that have feedback built-in. </span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >3- Academic quality</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">The course has comparable rigor, depth, breadth, content, currency, coverage, completeness as the same or similar courses taught traditionally and/or online. </span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >A- Rigor </span><span style="font-size:85%;"><br /><span style="font-family: verdana;">The level of challenge for students in mastering the course knowledge and skills is appropriate.</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >B- The content of the course has appropriate depth, breadth, coverage, and completeness.</span> <span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">• Content includes the range of topics appropriate for the course. </span><br /><span style="font-family: verdana;">• The topics are developed with appropriate richness and detail. </span><br /><span style="font-family: verdana;">• No major topics are wholly omitted from the course.</span><br /><br /></span> <span style="font-style: italic; font-family: verdana;font-size:85%;" >C- Currency </span><span style="font-size:85%;"><br /><span style="font-family: verdana;">The topics of the course reflect current understanding, or explain current controversy.</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >D- Overall quality </span><span style="font-size:85%;"><br /><span style="font-family: verdana;">The quality of the course content, viewed holistically, is comparable to that in face-to-face courses. </span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" ><br /><br /> ORGANIZING AND USING TEST RESULTS</span><span style="font-size:85%;"><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >A checklist for successful testing :</span><span style="font-size:85%;"><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >A. Purposes of test</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Clearly defined (theoretical and practical orientations).</span><br /><span style="font-family: verdana;">2. Understood and agreed upon by staff</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >B. Test itself</span><span style="font-size:85%;"><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >C. Physical needs arranged</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Adequate and quiet space</span><br /><span style="font-family: verdana;">2. Enough time in that space for some flexibility</span><br /><span style="font-family: verdana;">3. Clear scheduling</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >D. Pre-administration arrangements</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1 .Students properly notified</span><br /><span style="font-family: verdana;">2. Students signed up for test</span><br /><span style="font-family: verdana;">3. Students given precise information (where "and when test will be, as well as what they should do to prepare and what they should bring with them, especially identification if required)</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >E. Administration</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Adequate materials in hand (test booklets, answer sheets, cassette tapes, X pencils, scoring templates, and so forth) plus extras</span><br /><span style="font-family: verdana;">2. All necessary equipment in hand and tested (cassette players, micro-phones, public address system, videotape players, blackboard, chalk, and so forth) with 'backups where appropriate </span><br /><span style="font-family: verdana;">3. Proctors trained in their duties </span><br /><span style="font-family: verdana;">4. All necessary information distributed to proctors (test directions, answers to obvious questions, schedule of who is to be where and when, and so forth)</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >F. Scoring</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Adequate space for all scoring to take place</span><br /><span style="font-family: verdana;">2. Clear scheduling of scoring and notification of results</span><br /><span style="font-family: verdana;">3. Sufficient qualified staff for all scoring activities</span><br /><span style="font-family: verdana;">4. Staff trained in all scoring procedures</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >G. Interpretation</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Clearly defined uses for results</span><br /><span style="font-family: verdana;">2. Provision for helping teachers interpret scores and explain them to students</span><br /><span style="font-family: verdana;">3. A well-defined place for the results in the overall curriculum</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >H. Record keeping</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. All necessary resources for keeping track of scores</span><br /><span style="font-family: verdana;">2. Ready access to the records for administrators and staff</span><br /><span style="font-family: verdana;">3. Provision for eventual systematic termination of records</span><br /><br /></span><span style="font-style: italic; font-family: verdana;font-size:85%;" >F. Ongoing research</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Results used to full advantage for research</span><br /><span style="font-family: verdana;">2. Results incorporated into overall program evaluation plan</span></span>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-68739746821633614342010-02-01T04:43:00.000-08:002010-02-04T01:29:19.591-08:00Notes while developing eLearing storyboard<span style="font-size:85%;"><span style="font-family: verdana;">After a thorough needs analysis and design document is approved, the development of scripts is the first step in the creation of programmer ready materials, called PRMs. The script or storyboard is simply a screen-by-screen description of what students will see, hear, and do when running the program. Once the designer completes the script, it becomes the guidebook for all other team members: artists, audio/video producers, and programmers. </span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Storyboarding process:</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">1. Organize all information and media elements </span><br /><span style="font-family: verdana;">2. Review rationale for materials choice</span><br /><span style="font-family: verdana;">3. Produce flowchart or screen-by-screen outline</span><br /><span style="font-family: verdana;">4. Write preliminary text</span><br /><span style="font-family: verdana;">5. Produce initial text</span><br /><span style="font-family: verdana;">6. Check the fit of overlaying displays and interactive elements</span><br /><span style="font-family: verdana;">7. Check content elements for fit and appropriate in the given context</span><br /><span style="font-family: verdana;">8. Build information linkages</span><br /><span style="font-family: verdana;">9. Review flowcharts and storyboards </span><br /><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Regardless of the format chosen, every script or storyboard has the following eight major elements:</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Project Information</span><span style="font-size:85%;"><span style="font-family: verdana;"> includes the name of the client, curriculum title, </span><br /><span style="font-family: verdana;"> course title, date, draft or version number, and script page number.</span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Screen Label</span><span style="font-size:85%;"><span style="font-family: verdana;"> indicates which screen of the program is being described. </span><br /><span style="font-family: verdana;"> Sometimes screens are called frames or events. These screen labels are </span><br /><span style="font-family: verdana;"> generally coded with both a lesson number and screen number. For example, </span><br /><span style="font-family: verdana;"> Screen 03-0090 refers to lesson 3, screen 9. The extra zero at the end of </span><br /><span style="font-family: verdana;"> the screen counter leaves room to fit additional screens into the script in </span><br /><span style="font-family: verdana;"> the future. If you wanted to add a new screen in lesson 6, between the </span><br /><span style="font-family: verdana;"> existing screen 12 and 13, the revised script would reference the new screen </span><br /><span style="font-family: verdana;"> as "06-0125." While this labeling system might seem arcane at first glance, </span><br /><span style="font-family: verdana;"> it can save a lot of time and energy later. Since artists name graphical </span><br /><span style="font-family: verdana;"> images using these numerical screen labels as file names, this system avoids </span><br /><span style="font-family: verdana;"> the need to renumber all the screens in the script whenever a new page is </span><br /><span style="font-family: verdana;"> added.</span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Screen type.<br /></span><span style="font-size:85%;"><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Items Naming</span><span style="font-size:85%;"><span style="font-family: verdana;"> You should give name unique to every item in the screen that will be used latter by the development team to avoid the integration errors that face any course in the integration phase.</span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Audio/narration</span><span style="font-size:85%;"><span style="font-family: verdana;"> is specified in the script if the technology used supports it. Typically an audio voice over (sometimes labeled VO in the script) of the narrator is used. Sometimes the audio segment of a script specifies "Play dramatic music," "Buzzer sound on incorrect answer," or some other sound effect. </span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Video clips</span><span style="font-size:85%;"><span style="font-family: verdana;">, if used, are described in the script, giving both camera direction and writing out the actual dialogue for on-screen actors. Descriptive notes to the director are included, such as "executive at her desk," "prestigious environment," or "slow zoom as she reaches her conclusion."</span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Animations</span><span style="font-size:85%;"><span style="font-family: verdana;"> Requires a complete animation storyboard. Specify if 2D or 3D animations are required. Generally 3D animation is more expensive to create than 2D but not always. An animation storyboard requires the starting frame of the scene, key frames depicting any changes to objects (size, shape, color, location, path, etc), and the final frame. It is difficult to prescribe how many key frames are required, but the rule of thumb is to create at least one key frame for each major change in state/position. The animation storyboard does not have to be a work of art, and could consist of simple hand drawn (scanned images inserted into the document) or electronic sketches. Stick figures are acceptable in the storyboard, as long as the animator knows what the characters should look like. </span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Graphics</span><span style="font-size:85%;"><span style="font-family: verdana;"> are provided in the script as a verbal description of what should appear on screen, or a sketch. The purpose it to help both the reviewer (client or subject matter expert) and the artist who must create the final images, to visualize what the designer has in mind. Descriptions might be "Show group of business people around a conference table, gender balanced and multi-culturally diverse" or more vague like "Computer on desk." General descriptions enable artists to apply their own creativity and resources. At the same time, given only a loose interpretation, the final graphic the artist creates may not match what the designer had in mind. </span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >On-screen text</span><span style="font-size:85%;"><span style="font-family: verdana;"> (Course Name - Chapter Name - Screen Name - Content) section of the script describes which words will appear on the screen. In many Web-based training programs that can not support audio, text is the primary learning media, thus this section of each script page may be quite long. In other programs where audio narration is the primary instructional media, the text is used to reinforce the audio. In these cases, the text is likely to appear as brief bullet points or short statements. Font and color information should be included on an exception basis only as the project Style Guide should contain style descriptions for the different text types. It is highly recommended to use a file naming convention that will help relate media files to their parent screen. The naming convention could indicate the type of media object and its sequence in the screen. </span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Navigation and interactivity</span><span style="font-size:85%;"><span style="font-family: verdana;"> describes the action items of the program - - what can the student do on this screen, and what will happen next. Standard navigation options include phrases such as "Next button moves to next screen in sequence" and "Menu button jumps back to Main Menu." These types of options that are available from every single screen often are excluded from the description. Once noted on the first script page, navigation is assumed to be constant. Other types of interactivity might be "Answer A: Play buzzer sound and display in feedback window, 'That's incorrect. Try again.'" Or even directions related to the theme or metaphor, "Clicking elevator doors causes doors to open, followed by interior elevator scene, and movement to fifth floor (lesson five)." </span><br /><br /><span style="font-family: verdana;">• </span></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Notes</span><span style="font-size:85%;"><span style="font-family: verdana;"> is the final section in a script that provides an area for any additional comments that do not fit easily into one of the above categories. This informal area allows the designer to communicate directly to an artist or programmer. Comments might be: "The corporate culture is very Generation X. Let's make this opening screen colorful and extreme. Feel free to get creative!" or "This question segment needs to be tracked for final report purposes. We need to track specific answers in addition to correct/incorrect information."</span><br /><span style="font-family: verdana;">Notes while developing SB:</span><br /><br /><span style="font-family: verdana;">• Storyboard should be clear to any reader where one screen ends and the next screen begins, and anyone should be able to grasp exactly what will happen on that screen. </span><br /><br /><span style="font-family: verdana;">• The storyboard should in great detail describe each and every element required for the learning object. This includes menu, glossary items, help screens, the individual screens in a lesson, In fact absolutely everything required to create an individual screen. </span><br /><br /><span style="font-family: verdana;">• A complex screen may require more than one storyboard page. </span><br /><br /><br /><span style="font-family: verdana;">Just as with the design document, once all revisions are made to the script, the client needs to officially approve it. This approval is critical since even small revisions to wording in audio narration or video segments will require the re-hiring and scheduling of actors and voice talent, additional time in a studio or recording booth, and the digitizing and editing of sequences. Whoever has final approval rights of the scripts needs to know that they have to be perfect, before production begins. An official sign-off memo makes this point explicit.</span></span>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com1tag:blogger.com,1999:blog-4295127506697320408.post-49942915870270949422010-02-01T04:05:00.000-08:002010-02-04T01:30:25.880-08:00Curriculum Design Guide<span style="font-weight: bold; font-family: verdana;font-size:85%;" >Introduction</span><span style="font-size:85%;"><br /><br /><span style="font-family: verdana;">The purpose of this guide is to help programme teams plan and review their programmes. The guide provides practical support within a framework of principles of curriculum design. It is designed to help programme leaders identify key issues to discuss with</span><br /><span style="font-family: verdana;">their teams; areas that require thought and resolution before students start the programme.</span><br /><br /></span> <span style="font-weight: bold; font-family: verdana;font-size:85%;" >Principle 1</span><span style="font-size:85%;"><span style="font-family: verdana;"> the curriculum is holistic and coherent</span><br /><br /><span style="font-family: verdana;">During the early stages of reviewing and redesigning the curriculum the team should discuss broad questions about the purpose of the programme.</span><br /><br /><span style="font-family: verdana;">Why does the team want to redesign the programme? </span><br /><span style="font-family: verdana;">What kind of student is the team hoping to develop?</span><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Questions that could be used in discussion with the programme team:</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">1- What are the most important intellectual /professional /creative/ technical processes that a student will undertake on this programme?</span><br /><span style="font-family: verdana;">2- What are the skills, techniques, behaviours, professional practices that a student will develop?</span><br /><span style="font-family: verdana;">3- What distinguishes this programme of study in this University?</span><br /><span style="font-family: verdana;">4- On what does the academic content concentrate?</span><br /><span style="font-family: verdana;">5- What are the important values that inform this programme?</span><br /><span style="font-family: verdana;">6- How is the curriculum organised to ensure the above?</span><br /><span style="font-family: verdana;">7- How does the team view the process of learning vis-a-vis the content of learning?</span><br /><span style="font-family: verdana;">8- Does the team have a particular approach to the curriculum, why and how?</span><br /><span style="font-family: verdana;">9- Does the programme have a strategic approach to the development of WoW within the</span><span style="font-family: verdana;"> curriculum and provide opportunities to help students work towards WoW verification?</span><br /><span style="font-family: verdana;">10-Is employability a core aim?</span><br /><span style="font-family: verdana;">11-How does this programme of study relate to professional practice?</span><br /><span style="font-family: verdana;">12-Is this programme more than a collection of modules? How?</span><br /><span style="font-family: verdana;">13-What makes the level at which the programme is to be delivered appropriate?</span><br /><span style="font-family: verdana;">14-Does the programme match the benchmark statement?</span><br /><br /><span style="font-family: verdana;">The Foundation Degree qualification benchmark is not specific to any particular discipline but sets out a generic framework for Foundation Degrees that serves as a reference point for use in programme design, delivery and review. Benchmark statements are also available for a range of Masters level subjects.</span><br /><span style="font-family: verdana;">It may be useful to get together a group of students, recent graduates, employers or placement hosts who could discuss a similar set of questions.</span><br /><span style="font-family: verdana;">A lot of activity, therefore, has to take place before a programme team can begin to complete a programme specification.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >A programme specification</span> <span style="font-size:85%;"><br /><span style="font-family: verdana;">includes a concise description of the intended outcomes of learning from a programme, and the means by which these outcomes are achieved and demonstrated.</span><br /><span style="font-family: verdana;">A programme specification should identify potential stopping-off points and give the intended learning outcomes of the programme in terms of:</span><br /><span style="font-family: verdana;">1- the knowledge and understanding that a student will be expected to have upon completion;</span><br /><span style="font-family: verdana;">2- cognitive skills, such as an understanding of methodologies or ability in critical analysis;</span><br /><span style="font-family: verdana;">3- subject specific skills, such as laboratory skills;</span><br /><span style="font-family: verdana;">4- transferable / personal development / practical skills: communication, numeracy, the use of information technology and learning how to learn.</span><br /><br /><span style="font-family: verdana;">In modular schemes the module is regarded as a discrete entity and a key building block in mixing and matching modules to provide programmes and choice</span><br /><span style="font-family: verdana;">to students. Programme teams are required to provide only core modules at level 1 and to run option modules only where they meet minimum student</span><br /><span style="font-family: verdana;">numbers. From 2011 undergraduate programmes will be expected to operate 24 credit year long modules which could help programme teams develop clarity in programme and level outcomes. This may help staff look at the curriculum as a whole, at the programme level, rather than as a collection of individual modules. The team should start from an overview of the programme and consider how the programme as a whole develops in terms of all aspects of teaching and learning - delivery,</span><br /><span style="font-family: verdana;">assessment, progression, development, coherence across and between modules, the impact of the teaching environment, etc. This does not mean that</span><br /><span style="font-family: verdana;">the team has to start again if the programme has been developed from a collection of modules but it would be useful to discuss with staff and students the few</span><br /><span style="font-family: verdana;">fundamental questions listed above in order to review, assess and ensure that there is coherence and agreement about the aims of the programme.</span><br /><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Curriculum mapping</span> <span style="font-size:85%;"><br /><span style="font-family: verdana;">or auditing is a good way to stimulate discussion about coherence. The teaching, learning and assessment methods that are in use or are proposed could be recorded on a programme grid, which will then show any imbalances. Although curriculum maps are no longer required as part of a programme specification they provide a useful tool for programme design and review.</span><br /><span style="font-family: verdana;">An example of a curriculum map follows.</span><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Example of a Curriculum Map</span><span style="font-size:85%;"><span style="font-family: verdana;"> for [name of programme]</span><br /><span style="font-family: verdana;">This map provides a design aid to help staff identify where the programme outcomes are being developed and assessed within the programme. It also provides a check list for quality assurance purposes and could be used in validation, review, accreditation and external examining processes. The map makes the learning outcomes transparent. In this way it also helps students monitor their own learning, personal and professional development as the programme progresses. The map shows the main measurable learning outcomes.</span><br /><br /><a style="font-family: verdana;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2bHGR80kXI/AAAAAAAAABk/GenfU1nijdc/s1600-h/untitled.PNG"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 400px; height: 290px;" src="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2bHGR80kXI/AAAAAAAAABk/GenfU1nijdc/s400/untitled.PNG" alt="" id="BLOGGER_PHOTO_ID_5433248911180730738" border="0" /></a><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><span style="font-family: verdana;">A process of mapping will show which programme outcomes are fulfilled by which modules. It enables programme teams to see whether:</span><br /><span style="font-family: verdana;">1- any outcomes are too heavily weighted, (e.g. if an outcome occurs in several modules</span><br /><span style="font-family: verdana;">2- any outcomes are insufficiently addressed; (e.g. can a student avoid a key outcome by a particular choice of modules?)</span><br /><span style="font-family: verdana;">3- there is any unnecessary duplication of content and delivery.</span><br /><span style="font-family: verdana;">4- all students are given sufficient opportunity to achieve all the outcomes; (e.g. is a key outcome assessed by examination(s) only and can it be</span><br /><span style="font-family: verdana;">avoided by a student’s choice of answers)</span><br /><span style="font-family: verdana;">5- the programme is balanced and coherent.</span><br /><br /><span style="font-family: verdana;">Assessment and delivery methods could also be mapped. Bunching of assessments and over assessment are areas of concern for students. Mapping the number, type and deadlines of assessment will allow the programme team to consider whether there is unnecessary overlap and duplication of assessment and whether there is too heavy a reliance on a particular method of assessment. See Effective Assessment in Practice,</span><br /><span style="font-family: verdana;">in particular principle 9, page 36, for further information.</span><br /><br /><br /><br /></span><span style="font-weight: bold; font-family: verdana;font-size:85%;" >Effective assessment</span><span style="font-size:85%;"><br /><span style="font-family: verdana;">Assessment may be valid, reliable, fair and transparent but could fail to improve learning because it cannot be adequately resourced or managed efficiently. Alternatively the assessment chosen may be an efficient use of resources but may not be valid in assessing the learning outcomes or may not help students learn; e.g. an assessment via 100% exam where a student can omit the question on a key learning outcome and still pass, or where there is too high an emphasis on memory recall.</span><br /><br /><a style="font-family: verdana;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2bLF912oSI/AAAAAAAAAB0/Oicmpf5qKFw/s1600-h/assessment.PNG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 366px; height: 270px;" src="http://2.bp.blogspot.com/_VYqCfYe0Ypw/S2bLF912oSI/AAAAAAAAAB0/Oicmpf5qKFw/s400/assessment.PNG" alt="" id="BLOGGER_PHOTO_ID_5433253303829307682" border="0" /></a><br /><br /><br /><br /><span style="font-family: verdana;">This framework cannot be definitive but it can provide a guide to evaluating the efficiency and effectiveness of assessment methods. The way an assessment method is implemented can alter its position in the grid.</span></span>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0tag:blogger.com,1999:blog-4295127506697320408.post-71988286877143922092010-01-31T06:59:00.000-08:002010-02-08T07:26:47.372-08:00Google's social networking information in its searches<p style="font-family: verdana;font-family:trebuchet ms;" > <span style="color: rgb(0, 88, 38);font-size:100%;" > <span style="color: rgb(0, 0, 102);">Google's move to include social networking information in its searches has gotten personal. </span></span></p> <p style="font-family: verdana;"><span style="font-size:85%;">The search-engine giant has announced that, with a few tweaks, people using Google can now see search results related to friends, co-workers and other members of their social networks above all other results.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">The Social Search feature was introduced to a limited number of Google users last year and was made available to everyone in beta status this week.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">"This is just a first step in our ongoing effort to ensure that Google Web search is always as social as the Web itself," the company said in an instructional video posted to its official blog.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;"><a href="http://www.youtube.com/watch?v=aYf5iSA6t6g&feature=player_embedded" target="new">Watch the Google instructional video on how to use Social Search.</a></span></p> <p style="font-family: verdana;"><span style="font-size:85%;">The tool requires a Google account. Then, a user can link their profile to friends and family via their blogs or profiles on networking sites like Twitter.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">The world's largest social-networking site may prove tricky, though. Many of Facebook's roughly 350 million users responded to Google's addition of results from the site by tightening their privacy settings. The result is that <a href="http://topics.cnn.com/topics/google_inc" target="_blank">Google</a> -- and other search engines -- can only access people's public profile pages, which usually don't have much information.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">If they choose, Facebook users and administrators of Facebook groups and fan pages can adjust their privacy settings to make their data accessible to others on the Web.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">When searching, a Google user can now click a link -- "My Social Circle" -- to bring up anything members of the user's network had written or otherwise posted on that topic.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">The user would be able to add or remove people from their profile.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">In its blog, Google said that enabling Social Search could make results more valuable because they come from sources that the user trusts.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">"We think there's tremendous potential for social information to improve search, and we're just beginning to scratch the surface," Google said in the blog post.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">Google's move comes as some of the <a href="http://topics.cnn.com/topics/internet" target="_blank">Web's</a> most popular sites are moving to make user experiences more personal.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">Last week, Twitter changed its "Suggestions" list, moving away from celebrities and major media outlets to rotating lists of experts in various fields that users may find interesting.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">The site also allows users to switch away from the site's top trending topics and instead view the most popular discussions among people who live in their area.</span></p> <p style="font-family: verdana;"><span style="font-size:85%;">"[D]oes Twitter really want to serve up celebrity musings and general interest news, or would it rather provide the most interesting information streams to individuals -- reflecting our interests, perhaps, or helping us to connect with friends and local happenings?"</span></p>eLearning Innovationhttp://www.blogger.com/profile/07319113470812846061noreply@blogger.com0