ADL WG Meeting, Brno, Czech Republic

1
DE and the problem of CD-ROMs and Web-based
Language Courses' evaluation

• G. Kedrova and M. Kisterjova
• Moscow State Lomonossov University, Russia
• kedr_at_philol.msu.ru

2
Distance learningradical change in the model of
educational process

• Model of educational process in
• traditional (conventional) learning
• Teacher ? Textbook ? Student

3
Distance learningradical change in the model of
educational process

• Model of new educational process(distance
  learning)
• Textbook/e-book/LE?Student?Teacher/Tutor

4
Distance learningradical change in the model of
educational process

• Model of new educational process(distance
  learning) for Net-community
• Student ? e-book/LE ? Teacher/Tutor/Examiner

5
DE as industrial production process (O.Peters,
1983)

• division of labour,
• mechanisation and automation
• consequences
• preparatory phase becomes increasingly important,
• systematic planning and organisation,
• work processes must be formalised and products
  standardised,
• production process is objectified,
• changes in the function of those involved in the
  production process,
• tendency towards concentration and centralisation
  becomes noticeable.

6
Main sources of experimental data
http//polyglot.lss.wisc.edu http//www.internetti
me.com http//www.tesol.edu http//www.academic.co
m http//www.blackboard.com
http//calico.org/index.html http//nflrc.hawaii.e
du http//dbs.tay.ac.uk http//www.skillsoft.com h
ttp//www.firstclass.com

• http//www.knowledgeability.biz
• http//home.att.net
• http//www.archimuse.com
• http//clear.msu.edu
• http//www.lmp.ucla.edu
• http//www.ed2go.com

• http//www.history-of-call.org
• http//iteslj.org/links/TESL
• http//www.lrc.salemstate.edu
• http//nflrc.hawaii.edu
• http//www.edhelper.com/
• http//info.coursecompass.com

7
Main problems of CD-ROMs and Web-based Language
Courses' evaluation

• There are no globally accepted standard methods
  for evaluating
• There is no adopted common terminology within the
  subject
• Adequate system of universal global educational
  facilities standards is under construction

8
Analysis and comparison ofvarious lists of
evaluation criteria
Purpose (I)

• Updated evaluation criteria list (thematic
  classification)

Imprint information Who is the audience Intended use Scope Targets Currency General content Coverage Sources of information Navigation Indexing Methodology Curriculum Assessment Learning Help Feedback User interface Level and type of interactivity Customization Multimedia characteristics Speech recognition

9
Functional
Functional
CRITERIA
10
Functional
Functional
CRITERIA
CRITERIA
11
Functional
Functional
CRITERIA
Thematic
Thematic
12
Functional
Functional
CRITERIA
CRITERIA
CRITERIA
CRITERIA
Thematic
Thematic
13
Functional
Functional
CRITERIA
CRITERIA
CRITERIA
CRITERIA
Thematic
Thematic
14
Reaggregationbasic structural and functional
clusters
Purpose (II)
Users profile Organisational model of learning process Interfacial properties interactivity adaptivity design optimisation and informativity Pedagogical models Custom values Specific parameters of content

15
SCORM/IMSLearning Resource Meta-Data Model, ver
1.2.
ltgeneralgt (10 elements) ltlifecyclegt (5 elements) ltmetametadatagt (8 elements) lttechnicalgt (10 elements) lteducationalgt (11 elements) ltrightsgt (3 elements) ltrelationgt (5 elements) ltannotationgt (3 elements) ltclassificationgt (6 elements) 9 general categories of meta-data

16
SCORM/IMSLearning Resource Meta-Data Model, ver
1.2.
ltgeneralgt (10 elements) ltlifecyclegt (5 elements) ltmetametadatagt (8 elements) lttechnicalgt (10 elements) lteducationalgt (11 elements) ltrightsgt (3 elements) ltrelationgt (5 elements) ltannotationgt (3 elements) ltclassificationgt (6 elements) ltevaluationgt (6 elements) 10 general categories of meta-data