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On an Evaluation Strategy for Measurement of LearningDr. Venkat V S S Sastry
Centre for Simulation and Analytics,
Department of Informatics and Systems Engineering,
Cranfield University , Defence Academy of the United Kingdom,
Shrivenham, SN6 8LA, UK
Some background Learning is strongly influenced by motivational factors and context
Measurement of learning is hotly debated
the extent to which technology enhanced instruction facilitates learning adds to this debate
Evaluation Strategy an evaluation strategy must be cognizant of desired learning outcomes for
the intended learner, and should take into account the combination of instructional strategies that include delivery media
Learning Effectiveness learning effectiveness is a function of effective pedagogical practices
smartphone technologies facilitate constructive engagement with the learner that in turn influences the pedagogic practice
For learning to take place (Gagne, Wager, Golas, & Keller, 2004) The internal and cognitive information processing events include temporary
storage, encoding and retrieval.
The external instructional events include gaining attention, drill and practice, and feedback
Self-regulated Learners (Zimmerman, 2006, 2008)
Individuals who proactively approach their learning tasks Personal initiative, perseverance, adaptive skills
Self-regulated processes help learners acquire knowledge and skills more effectively
Self-regulation of learning has been suggested to refer to self-directed processes that help learners learn more effectively
Those who self-regulate well
Plan
Self-Monitor
Evaluate
Reflect
Measurement of learning EffectivenessItem Instrument; RemarksBackground knowledge, prior skills, abilities
Conduct a pre-test
Self-regulation in learning context(Toering, Elferink-Gemser, Jonker, Van Heuvelen, & Visscher, 2012)
Use of tools that support self-regulation; Collect Self-regulation of Learning and Self-Report Scale prior and post learning intervention. The online form is available at https://docs.google.com/spreadsheet/viewform?formkey=dHFwNnBiRjY1QWM0eE5ielA5X0pVdXc6MQ.
Learning content Analysis of learning content provided for the learner; Learning support tools Use of auxiliary support tools online, on the device; usage by the learner; measurement of
learner engagement; learner analyticsLearning transfer Conduct post-tests, apply knowledge to specific tasks that map to learning objectives;
these tests include, quizzes, case studies, written assignments and peer reviewLearner feedback Qualitative feedback and textual analysisLearning style/preferences Learning modality preference inventory and Kiersey Temperament Inventory. It is
anticipated that the learning style has second order effects on learning. (see also (Neuhauser, 2002)). Learning style may have stronger influence on learner engagement and attention span.
Time on task Record of tasks completed and the use of tools. This data may be collected on the device (aka MoLE).
Instructional method Types used and the nature of the tasksTeacher effects Controlled experiment
Virtual Manipulative
Analysis of Text
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