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Evaluating a VLE: A M ulti-Faceted A pproach

Evaluating a VLE: A M ulti-Faceted A pproach. Chris Rowell – TEL Advisor Regent’s College, London. 11 th Sept 2012 . About Regent’s College. Regent’s College : ‘Private not for profit university’. Central London. 7 Schools, Fees : £13,000 to £21,000 4000 students 350 academics.

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Evaluating a VLE: A M ulti-Faceted A pproach

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  1. Evaluating a VLE: A Multi-Faceted Approach Chris Rowell – TEL AdvisorRegent’s College, London. 11th Sept 2012

  2. About Regent’s College Regent’s College: ‘Private not for profit university’. Central London. 7 Schools, Fees: £13,000 to £21,000 4000 students 350 academics The VLE Team: VLE Manager Content Developer TEL Advisor Bb Project Team

  3. Who is interested in the evaluation?

  4. Methodology Qualitative Quantitative Staff Evaluation Statistical Reports Behind the Bb Google Analytics

  5. 1. Statistical Reports

  6. 2. Behind the Bb

  7. 3. Google Analytics 1 3 2 3

  8. Qualitative (3 parts):1. Online Questionnaire

  9. 2. Interviews - Interview questions for lecturers Starting Bb 1.a) How easy was it for you to start adding content to your module area? b) What were the main difficulties you faced when creating a new module area in Bb (if any) 2. Have you experienced any technical difficulties using Bb? Staff/Student interaction 3. Do you think the students have an increased expectation of your availability since Bb was introduced? 4. Do you believe that Bb can replace a part of your face-to-face contact with your students? 5. Do you think that Bb affects the attendance in your lessons? 6. In your opinion, has Bb changed the quality of interaction with your students? 7. Has the introduction of Bb affected your relationship with students? Teaching 8. Do you think that Bb enables you to become more or less student-centred in your teaching? 9. Has Bb affected (or could affect) the way you teach in the classroom? 10. How effective is Bb at supporting collaborative activities on your course? Assessment 11. How has Bb affected the way you assess students work? 12. Have you changed the amount of feedback to students since the introduction of Bb? 13. Do you use Bb to evaluate how much work the students are doing on your module? 14. Do you use Bb to identify any students who might be “at risk” on your module? Workload 15. Has the introduction of Bb changed your overall workload? Future needs 16. Would you like more training or on-to-one support to develop your Bb module? If so, what areas of Bb would you like to develop? 17. Would you like to make any other comments about Bb?

  10. 3. Analysis/report

  11. Conclusion: What I have got out of it: • Qualitative data - Ticks SM’s boxes • Justification of what I’m already doing • Influenced future direction of the VLE • Unintended consequences • Why is the qualitative side neglected?

  12. More information: Chris Rowell: Email, rowellc@Regents.ac.uk Twitter, @chri5rowell Blog, http://totallyrewired.wordpress.com/

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