Jenny
An interesting observation/perspective. I agree that the effectiveness of
the use of technology is a measurable and can be discrete, however I think
we have to look at why academics design and structure the 'technology' in
the way they do. Many designers of technology supports wish to improve the
learning gain, however it is debateable whether this can be accurately
measured, however you can gain good insights with questionnaires, focus
groups and psychometric assessments. Consider the following which are some
methods that have been used:
Example 1. Some develop their designs and content to effect and develop
particular types of learning in students (particularly deep learning). This
can be assessed (and either benchmarked, or compared to learning situations
without the same technology), using an Approach to study questionnaire
(Entwhistle and Ramsden)
Example 2. Some develop their designs and content to encourage and engender
particular skills in students (in some cases higher order skills, capability
skills etc.) which are contributions to learning strategies and/or supports
for capability. This can also be linked to learning styles.
Example 3. Some develop their designs and content to encourage and engender
particular learning style approaches in students (accomodator, diverger,
assimilator or converger) to further develop learning styles.
In all examples the intended outcomes are measurable and can be linked to
learning gain. In the mid to late 1990's a lot of work was done in this area
and as 'technology ' has developed from TLTP supports to CAL to multimedia
to web-based, models have been developed and refined which link few/many of
these measures.
Now you say: 'Effectiveness in teaching and learning is not a function of
the techology itself. The same technology, can be used to help or hinder
learning, depending on how it is used.' - Here what do you mean by 'help
learning'? I think it is this which is open to interpretation. Is it help
with a student's learning style development? learning strategy development?
skill development? - and in what way can these be linked to learning gain?
The issue here is the change in learning gain related to differing inputs of
academic lectures, tutorials, paper, text, video, CAL, multimedia and web
supports all of which are variables that contribute to learning gain. There
is of course the gain that comes from self!
Therefore whilst I agree with you about the effectiveness of use, I think
good designers of technology-supported learning do consider one or more of
the measures that can be undertaken (some of which are mentioned in the
above examples). In other words they not only assess their design aspects
through student evaluation, concerning the technology, but they also link
this to other assessment measures related to learning gain.
Can I say Jenny that I feel this is exactly the sort of debate we should be
having. For David, I hope this is of some help?
Regards
Bob
Reader in Educational Technology
Liverpool Business School
Liverpool John Moores University
John Foster Building
Mount Pleasant
Liverpool
L3 5UZ
Tel: 0151 231 3420
Fax: 0151 707 0423
mailto:[log in to unmask]
>-----Original Message-----
>From: Jenny Ure [mailto:[log in to unmask]]
>Sent: 14 December 2000 14:40
>To: [log in to unmask]
>Subject: Re: Help needed - effectiveness of learning technology?
>
>
>Bob
>I take a different perspective from yours as expressed in the
>reply to David.
>
>>How can you ask this question when there is quite evidently a
>wealth of
>>publications demonstrating the 'learning gain' which are
>widely available.
>>You only have to go to emerald and access a whole host of
>articles on-line
>>which will provide support for these findings. Your note, by the way,
>>contains a contradiction, partial course delivery usually
>includes face to
>>face.>I am amazed that there are STILL academics/managers
>(sceptics?) who
>require
>>concrete data!
>
>I actually think you can only ask about the effectiveness of the USE of
>learning technology to meet students needs. Effectiveness in
>teaching and
>learning is not a function of the techology itself. The same
>technology,
>can be used to help or hinder learning, depending on how it is used.
>
>You would not ask whether paper and pencil technology is
>associated with
>learning gain in the research? The research Icame across had
>very mixed
>views, and was usually very context specific - too much so to make
>generalizations.
>
>
>Original message
>
>>Bob McClelland
>>Reader in Educational Technology
>>Liverpool JMU
>>mailto:[log in to unmask] <mailto:[log in to unmask]>
>>
>>
>>
>>-----Original Message-----
>>From: David Anderson [mailto:[log in to unmask]]
>>Sent: 11 December 2000 11:58
>>To: [log in to unmask]
>>Subject: Help needed - effectiveness of learning technology?
>>
>>
>>
>>
>>
>>Apologies for any cross-posting...
>>
>>I've been asked for 'concrete' (valid/reliable) data that
>show tangible
>>'learning gain' through using on-line learning, multimedia,
>www for whole or
>>partial course delivery (as opposed to face to face methods).
>I have my own
>>doubts on the validity of the question, but any links to
>studies that may
>>shed some light would be gratefully received. Many thanks in
>anticipation
>>
>>David N Anderson
>>Professional Development Advisor
>>Centre for Staff and Academic Practice Development
>>Aston University
>>[log in to unmask] <http:///> <http:///>
>>
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>Jenny Ure
>NetCulture Regional Co-ordinator
>Centre for Land Use and Environmental Sciences (CLUES)
>MacRobert Building
>University of Aberdeen
>Aberdeen AB24 5UA UK
>
>tel: 01224 273754
>fax: 01224 273752
>email: [log in to unmask]
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