Teaching Dynamics Online - generalised question format
Aspects to be explored in the Teaching Dynamics Critique
Design for learning, Alignment with learning objectives, Learner engagement,
Learning context, Learner extension, Practice for learners, Integration, and
Technology suitability
Teacher:
Subject Code & Session:
Overview of Learning Experience(s) being evaluated
A.
Preliminary questions
What would you like to gain from
this evaluation?
What is the student base? e.g.
internal, DE, World-wide?
How many students in the activity?
Which subject objective/s relate to
this activity?
What are the learning objectives
for this activity?
Where is this activity described,
and is it part of the assessment?
What resources do the students
require to complete the activity and
how do they access these
resources?
If group work was part of the
activity, how were the groups
formed?
What is the timeframe for the
activity and do students have to be
present at the same time?
Have you identified any limitations
with this teaching strategy?
Other background information?
Teaching Dynamics Online - generalised question format, LTS, 2009.
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B.
Alignment and activity design
1. Are the task/s requirements clearly expressed?
2. How does the task/activity enable the achievement of the specified learning
objective/s?
3. What are the features that encourage student participation or active learning?
4. What strategies are in place to ensure that all students are participating?
5. What feedback mechanisms are in place to support student learning?
6. How does the design facilitate interactivity?
7. How does this activity and its resources align with assessment tasks and objectives?
Item
SA A
U
D
SD NA
The activity aligns with the learning objectives
The activity facilitates active learning and interactivity
Comments on the alignment of the activity to the learning objectives
Recommended enhancements to the design of the activity
C.
Learner Engagement
1. How does the design of the activity provide opportunities for learners to
develop connections and rapport with other learners and with the lecturer?
2. How does the design of the activity take account of learners’ prior experiences and
understandings with regard to content, language, terminology, type of task,
technology-used, etc?
3. How does the design of the activity enable students to experience the
concepts/ideas/issues of the subject in a variety of different ways?
4. What range of opportunities does the design of the activity allow for peer interaction
and feedback?
5. In what ways does the activity support and enable learners to draw from and reflect
upon their experience?
Teaching Dynamics Online - generalised question format, LTS, 2009.
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6. How does the design of the activity engage students affectively i.e. with regard to
feelings and emotions?
7. What mechanisms are available to give learners a sense of control over their
engagement with the activities?
Item
SA A
U
D
SD NA
The design of the activity supports Learner Engagement
Comments on how learner engagement is supported by the design of the activity
Recommended enhancements to the design of the activity
D.
Learning context
1. Is the activity based on real life problems or authentic tasks?
2. How does this activity encourage students to build connections between theory and
practice?
3. Is the activity appropriately embedded within the subject design?
Item
SA A
U
D
SD NA
The activity acknowledges the learning context
Comments on the context and nature of the activity
Recommended enhancements to the design of the activity
Teaching Dynamics Online - generalised question format, LTS, 2009.
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E.
Learner extension (Challenge)
1. Does the activity question the student’s knowledge base and highlight any gaps?
2. How does the activity provide opportunities for the student to extend and build their
knowledge as well as higher order thinking skills?
Item
SA A
U
D
SD NA
The activity challenges the learner
Comments on how the students learning is extended
Recommended enhancements to the design of the activity
F.
Practice for learners
1. How does the activity encourage demonstration of student skill/knowledge?
2. How is feedback (lecturer and/or peer) provided to the student progressively at key
points?
3. Does the activity encourage learner practice?
Item
SA A
U
D
SD NA
The activity provides practice for the learner
Comments on how the activity facilitates and/or demonstrates practice for learners
Recommended enhancements to the design of the activity
Teaching Dynamics Online - generalised question format, LTS, 2009.
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G.
Integration
1. Does the activity relate and/or link with other activities and/or resources?
A. If so, is this connection apparent?
2. How does the activity relate to the assessment?
Item
SA A
U
D
SD NA
The activity is integrated and related to the subject
Comments on aspects of the integration of the activity
Recommended enhancements to the design of the activity
H.
Technology suitability
1. Does the tool or combination of tools facilitate and support the activity?
2. Does the technology chosen require special skills
a.
If so is student support provided?
3. Does the environment and its resources download without lengthy delays (short
activity – 2 min max, major activity 5 min max)
4. Is the environment, its resources and the activity accessible and available to all
students enrolled in the subject (bandwidth reqd, time zone, permissions, time, access
for impaired)
Item
SA A
U
D
SD NA
The technology selected is suitable
Comments on the suitability of the technology selected
Recommendations
Teaching Dynamics Online - generalised question format, LTS, 2009.
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Summary report
Comments and recommendations
Teacher comments
How was the student experience?
What was achieved through the activity?
What would you do differently next time?
Would you be interested in creating an Interact Exemplar or Learning Design to
share with other academics at CSU?
Yes
O
No
O
Maybe later
O
Signature/s: _______________________________________
Teaching Dynamics Online - generalised question format, LTS, 2009.
Date: _________
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Based primarily on:
Agostinho, S, Oliver, R., Harper, B., Hedberg, H., & Wills, S. (2002). A tool to evaluate
the potential for an ICT-based learning design to foster "high-quality learning".
In A. Williamson, C. Gunn, A. Young., & T. Clear (Eds.), Winds of change in the
sea of learning. Proceedings of the 19th Annual Conference of the Australasian
Society for Computers in Learning in Tertiary Education. Auckland, New Zealand:
UNITEC Institute of Technology. pp. 29-38.
Herrington, T., Herrington, J., Oliver, R., Stoney, S. & Willis, J. (2001). An ECU
framework for assessing quality of on-line learning materials, Edith Cowan
University. Retrieved from
http://www.ecu.edu.au/CLT/docs/quality_online_wg.doc
Reeves. T. (Presenter). (2008). Eight Dimensions of Effective eLearning Environments
[Podcast lecture]. Wollongong University. Retrieved April 4, 2008, from
http://www.uow.edu.au
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