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Evaluation to support learning design: Lessons learned in a teacher training MOOC

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dc.contributor.author Garreta Domingo, Muriel
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Sloep, Peter B.
dc.date.accessioned 2021-06-10T07:16:35Z
dc.date.available 2021-06-10T07:16:35Z
dc.date.issued 2018
dc.identifier.citation Garreta-Domingo M, Hernández-Leo D, Sloep PB. Evaluation to support learning design: Lessons learned in a teacher training MOOC. AJET. 2018;34(2):56-77. DOI: 10.14742/ajet.3768
dc.identifier.issn 1449-3098
dc.identifier.uri http://hdl.handle.net/10230/47838
dc.description.abstract The design of learning opportunities is an integral part of the work of all educators. However, educators often lack the design skills and knowledge that professional designers have. One of these basic skills is related to the evaluation of produced artefacts, an essential step in all design frameworks. As a result, evaluation of learning activities falters due to this lack of knowledge and mindset. The present study analyses how in-service educators perceived and accomplished an evaluation activity aimed at promoting assessment prior to enactment. Heuristic evaluation is an inspection method considered to be one of the easiest to learn and yet is efficient, time and cost effective. These characteristics make it suitable for the design work of educators; which is, above all, practice-driven and practice-oriented. Results show that educators grasped the value of such an activity (solving possible second-order barriers) but struggled to understand how to do the specifics of the task (first-order barrier), which was to define their own set of educational heuristics. Based on the lessons learned, the paper finalises with a proposal for a design task to include evaluation to support learning design; empowering educators to assess both existing learning activities and ICT-tools as well as their own designs.
dc.description.sponsorship The first and third authors want to thank the HANDSON team for their productive collaboration. The HANDSON project (531086-LLP-1-2012-1-ES- KA3-KA3MP) has been funded with support from the Lifelong Learning Programme of the European Commission. The second author’s contribution has been supported by TIN2014-53199-C3-3-R, MDM-2015-0502, and RecerCaixa CoT projects.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
dc.relation.ispartof Australasian Journal of Educational Technology. 2018;34(2):56-77
dc.rights Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/. Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.title Evaluation to support learning design: Lessons learned in a teacher training MOOC
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.14742/ajet.3768
dc.subject.keyword Learning design
dc.subject.keyword Evaluation
dc.subject.keyword Heuristic evaluation
dc.subject.keyword MOOC
dc.subject.keyword Teacher training
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion

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