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Evaluating Virtual Spanish Programs for Middle School Students: Challenges and Implications
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| Presenter(s):
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| Theresa Akey,
Rockman et al,
terri@rockman.com
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| Maura Pereira-Leon,
Rockman et al,
maura@rockman.com
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| Sloan Kay,
Rockman et al,
kay@rockman.com
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| Abstract:
The proposed paper provides an overview of the research conducted for the Educational Development for Planning and Conducting Evaluations (ED PACE) project, designed to explore the implementation and impact of a middle-school Virtual Spanish program that uses a blended model of instruction. This nationally recognized program helps rural middle schools meet a state mandate to offer foreign languages, and allows students to earn a year of high-school credit. The goals of the ED PACE research are 1) to provide empirical data on student achievement in the Virtual Spanish program using a quasi-experimental design and formative and summative measures, and 2) to develop a framework for scientifically-based research that builds state capacity to assess the impact of technology programs. The paper will focus on processes and challenges faced in evaluating a combination online/classroom-based model of instruction, findings from the study itself, and implications for building technology evaluation capacity in educational organizations.
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Aboard the Online Bullet Train: Evaluating an Ever-Changing Online Learning Environment
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| Presenter(s):
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| Vanessa Dennen,
Florida State University,
vdennen@fsu.edu
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| Curt Bonk,
Indiana University,
cjbonk@indiana.edu
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| Abstract:
This presentation shares the experiences and lessons learned when conducting a formative evaluation of a for-profit university’s online degree programs. The evaluation as contracted initially focused on technology issues and attrition rates, but rapidly shifted to a more systemic look at the participants, their beliefs and expectations, and their interactions. Issues and challenges such as dealing with the administration’s continuous monitoring of and quick reaction to internal data sources; elucidating the real problems from the symptoms and scapegoats; determining which problems are ongoing and which have been addressed but linger on in memory; and getting input from students who have dropped out will be discussed.
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The Potential and Problems of WebCam Data Collection in Evaluating WebConference Learning
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| Presenter(s):
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| Yiyan Wu,
Syracuse University,
ywu02@syr.edu
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| Chun-ping Wu,
Syracuse University,
cpwu@syr.edu
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| Abstract:
Web-conferencing delivers synchronous communication for foreign language training at distance, which makes geographically dispersed learners participate in class simultaneously. Meanwhile, its visual and audio capabilities are able to engage learners in class interactions. For instance, students could improve their pronunciation by following teacher’s demonstration. Current evaluation methods in distance education, such as log or script analysis, only capture verbal interactions and leave non-verbal interactions out. The web-camera, a visual communication tool in web-conferencing, allows evaluators to join the class without physical appearance, and conduct “on-site” and on-time observation regarding verbal and non-verbal in-class interactions. Nevertheless, the scope of web-cam confines observable information. Thus, procedures of assuring the quality of evaluation data will be suggested, after studying a real-world web-conference training program. In order to maximize effectiveness of web-cam data collection, this paper will identify influencing factors, and further address its limitations. The paper will conclude with suggestions on evaluation framework.
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The Role of the Evaluator as Change Agent in Instructional and Communication Technology (ICT) Integration
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| Presenter(s):
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| Stanley Varnhagen,
University of Alberta,
stanley.varnhagen@ualberta.ca
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| Megan Myers,
University of Alberta,
mbmyers@ualberta.ca
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| Derek Tannis,
University of Alberta,
derek.tannis@ualberta.ca
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| Abstract:
Advances in telecommunications have presented the University of Alberta’s Campus Saint-Jean (CSJ), the largest French language post-secondary institution outside of Quebec, with the possibility of serving increased numbers of students from across the Western Canadian region through videoconferencing and online course delivery. How is technology best integrated into teaching and learning? In order to design, develop and implement new courses and course innovations that integrate information and communications technologies (ICT), a supportive culture around ICT integration had to be built within the faculty. This called for an ongoing partnership with faculty members, instructional designers, technologists, and evaluation researchers. Evaluation researchers acted as agents of change within the partnership in order to build a culture of expertise and skills in ICT integration.
This presentation will explore some of the issues and consequences associated with both evaluation practices and the evaluator as change agents.
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