A tool to evaluate the potential for an ICT-based learning design to foster high-quality le
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个人swot分析英文作文A SWOT analysis is a useful tool for individuals to evaluate their strengths, weaknesses, opportunities, and threats. By conducting a personal SWOT analysis, individuals can gain a better understanding of themselves and their potential for success.Starting with strengths, it is important to identify one's unique skills, talents, and qualities. These can include things like good communication skills, creativity, or a strong work ethic. Recognizing and utilizing these strengths can lead to greater success in one's personal and professional life.Next, weaknesses should be identified. These can be areas where improvement is needed, such as time management or public speaking. By acknowledging weaknesses, individuals can work to overcome them and become more well-rounded.Opportunities are external factors that can be leveraged to achieve success. These can include things like networking events or job openings. By taking advantage of these opportunities, individuals can further their personal andprofessional growth.Finally, threats should be identified. These are external factors that can hinder success, such as competition or economic downturns. By recognizing potential threats, individuals can develop strategies to overcome them and stay on track towards their goals.In conclusion, a personal SWOT analysis is a valuable tool for self-reflection and growth. By identifying strengths, weaknesses, opportunities, and threats, individuals can gain a better understanding of themselves and their potential for success.。
评估用英语怎么说1. Evaluate:这是最直接的表达方式,适用于各种评估场合。
例如,"We need to evaluate the effectiveness of this strategy."2. Assess:与Evaluate相似,但通常用于更正式或专业的环境。
例如,"The team will assess the project's progress next week."3. Appraise:常用于对价值或质量的评估。
例如,"She appraised the antique vase for its market value."4. Review:通常指对已完成的工作或项目进行回顾性评估。
例如,"Let's review the results of our marketing campaign."5. Analyze:侧重于对数据、信息或问题进行深入分析。
例如,"We need to analyze the data before making a decision."6. Rate:常用于对事物进行等级评定。
例如,"Customers are invited to rate their experience at our restaurant."7. Judge:在某些情况下,也可以表示评估,但通常带有主观判断的意味。
例如,"It's not easy to judge a person's character based on a single interaction."当然,让我们进一步探讨英语中评估的表达方式,并提供一些实用的场景和例句,以便更好地理解这些词汇的运用。
深入理解评估的表达1. Inspection:当你需要对某物进行详细的检查以确定其状况或质量时,可以使用这个词。
swot分析案例范文SWOT Analysis Case Study。
Introduction。
SWOT analysis is a strategic planning tool used to evaluate the strengths, weaknesses, opportunities, and threats involved in a business venture or project. This analysis can be used to identify the internal and external factors that may affect the success of a business or project. In this case study, we will conduct a SWOT analysis of a fictional company, XYZ Corporation, to better understand its current position and potential for future growth.Company Background。
XYZ Corporation is a multinational technology company that specializes in the development and manufacturing of consumer electronics, software, and online services. Thecompany was founded in 2001 and has since grown to become one of the leading players in the technology industry. XYZ Corporation's products and services are known for their innovation, quality, and user-friendly design, and the company has a strong brand presence in both domestic and international markets.SWOT Analysis。
新能源汽车swot分析案例范文英文回答:SWOT analysis is a useful tool to evaluate the strengths, weaknesses, opportunities, and threats of a particular industry or company. In the case of the new energy vehicle industry, here is a SWOT analysis:Strengths:Government support: Many governments around the world are promoting the adoption of new energy vehicles through subsidies, tax incentives, and other policies. This support can help stimulate demand and create a favorable market environment.Environmental benefits: New energy vehicles, such as electric cars, produce zero emissions, which can help reduce air pollution and combat climate change. This environmental advantage is increasingly valued by consumersand governments alike.Technological advancements: The new energy vehicle industry is constantly evolving, with advancements in battery technology, charging infrastructure, and autonomous driving. These technological innovations can enhance the performance and convenience of new energy vehicles.Weaknesses:Limited driving range: Compared to traditionalgasoline-powered cars, new energy vehicles often have a limited driving range before needing to recharge. This can be a barrier for consumers who frequently travel long distances or do not have easy access to charging stations.High costs: New energy vehicles are often more expensive than conventional cars, primarily due to the high cost of batteries. This price premium can deter price-sensitive consumers from purchasing new energy vehicles.Lack of charging infrastructure: The availability ofcharging stations is still limited in many areas, which can be a concern for potential buyers who rely on public charging facilities.Opportunities:Growing market demand: As awareness of environmental issues increases, more consumers are becoming interested in new energy vehicles. This growing market demand presents opportunities for companies to expand their customer base and increase sales.Technological advancements: Continued advancements in battery technology and charging infrastructure can help address the limitations of new energy vehicles, such as longer driving ranges and faster charging times. These improvements can further enhance the appeal andpracticality of new energy vehicles.Collaboration and partnerships: Collaboration between automakers, technology companies, and energy providers can accelerate the development and adoption of new energyvehicles. By pooling resources and expertise, companies can overcome challenges and create innovative solutions.Threats:Competition from traditional automakers: Established automakers are also entering the new energy vehicle market, posing a threat to new and smaller players. These incumbents have the advantage of brand recognition, extensive distribution networks, and manufacturing capabilities.Policy changes: Government policies and regulations can significantly impact the new energy vehicle industry. Changes in subsidies, tax incentives, or emission standards can either support or hinder the growth of new energy vehicles.Infrastructure challenges: The development of charging infrastructure requires significant investments and coordination between various stakeholders. Delays or difficulties in building a robust charging network canimpede the widespread adoption of new energy vehicles.中文回答:SWOT分析是一种评估特定行业或公司的优势、劣势、机会和威胁的有用工具。
网络信息的英语作文The Impact of Internet Information。
With the rapid development of the internet, the way people access information has undergone a significant change. Nowadays, people can easily obtain information from various sources, such as news websites, social media, and online encyclopedias. This easy access to information has had a profound impact on our lives.First and foremost, the internet has greatlyfacilitated the dissemination of information. In the past, people had to rely on newspapers, television, or radio to stay informed about current events. However, with the internet, news is just a click away. People can access news from around the world in real-time, allowing them to stay updated on global events. This has not only broadened people's horizons, but also made the world a more interconnected place.In addition, the internet has revolutionized the way people conduct research. In the past, students and scholars had to spend hours in libraries searching for books and journals to gather information for their studies. Now, with the internet, they can easily access a wealth of information with just a few keystrokes. This has made the process of research much more efficient and has allowed for greater academic progress.Furthermore, the internet has also changed the way people communicate. With the rise of social media platforms and instant messaging apps, people can now connect with others from all over the world in an instant. This has led to the formation of global communities and has allowed for the exchange of ideas and cultures on an unprecedented scale.However, with the benefits of easy access to information also come some challenges. The internet is flooded with misinformation and fake news, which can be misleading and harmful. It is important for people to critically evaluate the information they come across and toverify its credibility before accepting it as truth.In conclusion, the impact of internet information on our lives has been profound. It has revolutionized the way we access information, conduct research, and communicate with others. However, it is important for us to be discerning consumers of information and to critically evaluate the content we encounter online. Only then can we fully harness the potential of the internet as a tool for knowledge and progress.。
Examinations are an integral part of the educational system,serving as a tool to evaluate students understanding and mastery of the subject matter.Here are some key points to consider when writing an English essay about exams:1.Purpose of Exams:Begin by discussing the primary reasons for conducting exams. They are designed to assess a students knowledge,critical thinking abilities,and problemsolving skills.2.Types of Exams:Mention the various types of exams such as multiplechoice, essaybased,oral exams,and practical tests.Each type has its own advantages and disadvantages in terms of assessing different competencies.3.Preparation for Exams:Discuss the importance of proper preparation.This includes studying the syllabus,understanding the exam format,practicing past papers,and developing effective revision techniques.4.Effects on Students:Exams can have a significant psychological impact on students. Some may experience stress,anxiety,and pressure to perform well,while others may thrive under the competitive environment.5.Fairness and Standardization:Exams are meant to provide a fair and standardized method of assessment.However,discuss potential issues such as bias in question setting and the limitations of exams in measuring creativity and practical skills.6.Alternative Assessment Methods:Present alternative methods of assessment that could complement or replace traditional exams,such as continuous assessment,project work, and peer evaluations.7.Technological Advancements:With the advent of technology,discuss how exams are evolving.Online testing platforms,adaptive testing,and computerbased assessments are becoming more prevalent.8.Cultural Perspectives:Exams hold different significance in various cultures.In some societies,they are seen as the ultimate determinant of success,while in others,they are just one aspect of a holistic educational experience.9.The Future of Exams:Contemplate on the future of examinations in light of educational reforms and the changing landscape of learning.Will exams continue to be a dominant form of assessment,or will they be replaced by more innovative methods?10.Conclusion:Summarize the main points discussed in the essay.Reiterate the importance of exams as a means of assessment but also acknowledge the need for a balanced approach that considers the wellbeing of students and the development of a diverse range of skills.Remember to structure your essay with a clear introduction,body paragraphs that explore each point in detail,and a conclusion that wraps up your e evidence and examples to support your arguments and maintain a formal and academic tone throughout your writing.。
关于用逻辑解决生活中的问题的英语作文全文共3篇示例,供读者参考篇1Title: Using Logic to Solve Problems in LifeIntroduction:In our daily lives, we come across various problems and challenges that require us to think critically and use logic to find solutions. Whether it’s a personal issue, a work-related problem, or a decision that needs to be made, applying logic can help us make sound decisions and overcome obstacles effectively.Body:1. Identifying the problem:The first step in solving any problem is to identify and understand it. By breaking down the issue into smaller components and analyzing the root cause, we can gain a clear understanding of what needs to be addressed.2. Gathering information:Once the problem is identified, it’s important to gather relevant information and data to make an informed decision.Researching the issue, seeking advice from experts, and analyzing past experiences can provide valuable insights that can guide us towards a solution.3. Evaluating options:After gathering information, it’s essential to evaluate the available options and consider the potential outcomes of each choice. Using logical reasoning, we can weigh the pros and cons of each option and determine which course of action is most likely to lead to a favorable outcome.4. Making a decision:Based on the evaluation of options, it’s time to mak e a decision. By using logic and reasoning to prioritize objectives and consider the long-term implications of our choices, we can make a well-informed decision that aligns with our goals and values.5. Implementing the solution:Once a decision is made, it’s important to take action and implement the solution. By carefully planning and executing the chosen course of action, we can address the problem effectively and move closer towards achieving our desired outcome.Conclusion:By utilizing logic and critical thinking in problem-solving, we can navigate life’s challenges with confidence and resilience. By identifying problems, gathering information, evaluating options, making decisions, and implementing solutions, we can overcome obstacles and achieve our goals. Embracing logic as a tool for problem-solving empowers us to make informed decisions and navigate life’s complexities with clarity and precision. So let’s embrace logic and reasoning as our allies in tackling the challenges that life presents us with.篇2Using Logic to Solve Problems in LifeIntroductionLogic is the science of reasoning and making connections between different ideas. In our daily lives, we encounter numerous problems that require solutions. By applying logical thinking, we can analyze these problems, break them down into smaller parts, and come up with effective solutions. In this essay, we will explore how logic can be used to solve various problems in life.Identifying the ProblemThe first step in solving any problem is to identify it clearly. Using logic, we can analyze the situation, determine the root cause of the problem, and understand its implications. For example, if we are facing financial difficulties, we can use logic to assess our income and expenses, identify areas where we can cut costs, and create a budget to manage our finances more effectively.Analyzing the SituationOnce the problem has been identified, the next step is to analyze the situation and gather relevant information. By using logic, we can break the problem down into smaller parts, examine each component, and identify potential solutions. For instance, if we are experiencing conflict in our relationships, we can use logic to understand the underlying issues, communicate effectively with the other party, and find a compromise that satisfies both sides.Generating SolutionsAfter analyzing the problem, we can use logical reasoning to generate possible solutions. By considering the pros and cons of each option, weighing the risks and benefits, and evaluating the feasibility of different approaches, we can identify the most effective solution. For instance, if we are struggling to meetdeadlines at work, we can use logic to prioritize tasks, set realistic goals, and allocate our time and resources efficiently.Implementing the SolutionOnce a solution has been selected, we can use logical thinking to implement it effectively. By creating a step-by-step plan, establishing clear goals and timelines, and monitoring our progress, we can ensure that the solution is executed successfully. For example, if we are trying to improve our health, we can use logic to set specific fitness and nutrition goals, track our progress, and make adjustments as needed to achieve our objectives.Evaluating the OutcomeAfter implementing the solution, it is important to evaluate the outcome and assess its effectiveness. By using logic to analyze the results, identify any shortcomings or areas for improvement, and make necessary adjustments, we can learn from our experiences and refine our problem-solving skills. For instance, if we are not seeing the desired results from our weight loss efforts, we can use logic to review our diet and exercise routine, consult with a healthcare professional, and make changes to achieve better outcomes.ConclusionIn conclusion, logic is a powerful tool that can be used to solve problems in various aspects of life. By applying logical thinking, we can identify problems, analyze the situation, generate solutions, implement them effectively, and evaluate the outcome. By using logic in our problem-solving process, we can make informed decisions, overcome challenges, and achieve our goals more efficiently.篇3Using Logic to Solve Problems in LifeIn our daily lives, we often encounter various problems and challenges that require us to think critically and find logical solutions. Whether it's making decisions, solving disagreements, or overcoming obstacles, having a logical approach can help us navigate through life's complexities.One of the key principles of using logic to solve problems is to identify the root cause of the issue. By understanding the underlying reasons behind a problem, we can develop a more effective and sustainable solution. For example, if we are constantly running late for work, instead of simply blamingtraffic or the weather, we can analyze our morning routine and identify where we are wasting time.Moreover, logic can help us weigh the pros and cons of different options and make informed decisions. By objectively evaluating the potential outcomes of our choices, we can make decisions that are based on rationality rather than emotions. This can prevent us from making impulsive decisions that we may later regret.In addition, logic can be used to analyze and resolve conflicts in relationships. By approaching disagreements with a rational mindset, we can better understand the perspectives of others and find common ground. This can lead to more constructive conversations and help us build stronger and more harmonious relationships.Furthermore, logic can help us overcome obstacles and challenges by breaking them down into smaller, manageable steps. By approaching daunting tasks systematically, we can chart a clear path towards our goals and make progress incrementally. This can prevent us from feeling overwhelmed and give us a sense of achievement as we make steady progress.In conclusion, using logic to solve problems in life is a valuable skill that can help us navigate through life's challengeswith clarity and precision. By identifying root causes, making informed decisions, resolving conflicts, and overcoming obstacles, we can lead more fulfilling and successful lives. So let us embrace logic as a tool to empower us in our journey towards personal growth and self-improvement.。
英语学业水平测试The English Proficiency Test is a crucial assessment tool that serves as a gateway to academic and professional opportunities for individuals seeking to demonstrate their command of the English language. This examination evaluates an individual's proficiency in various aspects of the language, including reading comprehension, writing, listening, and speaking. The significance of this test lies in its ability to provide a standardized measure of an individual's English language skills, which can be used by educational institutions, employers, and government agencies to make informed decisions regarding admissions, hiring, and immigration.One of the primary reasons for the importance of the English Proficiency Test is its role in higher education. Many universities and colleges, both domestic and international, require applicants to submit scores from this test as part of their admission requirements. This is particularly true for international students seeking to study in English-speaking countries, as the test serves as a reliable indicator of their ability to succeed in an academic environment where English is the primary language of instruction. By assessing an applicant'sEnglish language skills, admissions committees can better evaluate their potential for academic success and ensure that they have the necessary language proficiency to thrive in their chosen program.In addition to its significance in higher education, the English Proficiency Test also plays a crucial role in the job market. Employers, especially those operating in multinational or global environments, often require job applicants to demonstrate their English language proficiency as a prerequisite for employment. This is particularly true for positions that involve significant interaction with international clients, colleagues, or stakeholders. By assessing an individual's ability to communicate effectively in English, employers can ensure that their workforce has the necessary language skills to navigate the complexities of the global business landscape.Furthermore, the English Proficiency Test is also used by government agencies in the context of immigration and naturalization processes. Many countries, such as the United States, Canada, and Australia, require immigrants and visa applicants to provide evidence of their English language proficiency as part of their application process. This requirement is based on the recognition that a strong command of the English language is essential for successful integration and participation in the host country's society and economy.The format and structure of the English Proficiency Test can varydepending on the specific exam being administered, but generally, it consists of several sections that assess different aspects of language proficiency. The reading comprehension section typically involves understanding and analyzing written passages, while the writing section requires the test-taker to compose essays or short responses. The listening section assesses the ability to comprehend spoken English, and the speaking section evaluates the individual's ability to communicate effectively in the language.Preparing for the English Proficiency Test can be a challenging but rewarding process. Successful preparation often involves a combination of targeted language instruction, practice exercises, and exposure to authentic English language materials. Test-takers may choose to enroll in specialized language courses, work with tutors or language coaches, or utilize online resources and practice tests to improve their skills.One of the key strategies for success in the English Proficiency Test is to develop a well-rounded understanding of the language. This includes not only mastering the mechanics of grammar, vocabulary, and syntax but also developing a deeper appreciation for the nuances of language use, such as idioms, colloquialisms, and cultural references. By immersing themselves in authentic English language materials, such as books, movies, or news articles, test-takers can enhance their comprehension and communication skills, ultimatelyimproving their performance on the exam.Another important aspect of preparing for the English Proficiency Test is to familiarize oneself with the test format and the specific requirements of the exam. This may involve practicing with sample questions, understanding the scoring criteria, and becoming familiar with the test-taking strategies that can help maximize performance. By developing a thorough understanding of the test structure and format, test-takers can approach the exam with confidence and focus on demonstrating their true language abilities.In conclusion, the English Proficiency Test is a critical assessment tool that plays a significant role in academic, professional, and immigration contexts. By demonstrating a strong command of the English language, individuals can open doors to new opportunities, whether it's gaining admission to a prestigious university, securing a coveted job, or fulfilling the requirements for immigration. Successful preparation for this exam requires a comprehensive approach that combines language instruction, practice, and a deep understanding of the language and the test format. With dedication and hard work, test-takers can achieve their goals and showcase their English language proficiency to the world.。
考试利弊英语作文Examinations are a critical part of the educational process, serving as a tool to evaluate students' understanding and retention of the material taught. However, like any system, they have their advantages and disadvantages.Advantages of Examinations:1. Assessment of Knowledge: Exams provide a clear and objective measure of a student's knowledge and skills in a particular subject.2. Motivation for Study: The pressure of exams can motivate students to study harder and prepare more thoroughly for their tests.3. Benchmarking: Exams allow educators to compare the performance of students, which can be used to identify areas for improvement in teaching methods.4. Goal Setting: Exams can help students set and achieve academic goals, providing a clear target to work towards.5. Recognition of Achievement: High scores on exams can lead to recognition and rewards, which can boost a student's self-esteem and confidence.Disadvantages of Examinations:1. Stress and Anxiety: The pressure to perform well can lead to stress and anxiety, which can have negative effects on a student's mental health.2. Focus on Memorization: Exams often encourage rote memorization rather than critical thinking and problem-solving skills.3. One-Time Measurement: Exams are a snapshot of a student's knowledge at a specific time, which may not reflect their overall understanding or potential.4. Inequality: Not all students perform well under test conditions, which can disadvantage those who may have different learning styles or who struggle with test anxiety.5. Cheating: The high stakes associated with exams can lead to dishonest practices like cheating, which undermines the integrity of the educational system.In conclusion, while exams are a necessary part of education for assessing and motivating students, it is important to balance their use with other forms of assessment that encourage deeper learning and cater to diverse learning styles.。
(一)Essay 1:Self-Awareness and Personal GrowthSelf-awareness is a crucial component of personal growth. It involves the ability to objectively assess one's strengths, weaknesses, values, and emotions. By understanding ourselves better, we can identify areas for improvement and take steps towards personal development. Self-awareness allows us to recognize our patterns of behavior, attitudes, and beliefs, enabling us to make conscious choices aligned with our personal values and goals. Moreover, it fosters empathy and understanding towards others, as we become more attuned to our own emotions and the impact we have on those around us. By cultivating self-awareness, we can embark on a journey of continuous learning, self-improvement, and personal growth.(二)Essay 2:Embracing Feedback for Personal GrowthFeedback is a powerful tool for self-improvement and personal growth. It provides valuable insights into our behaviors, actions, and performance. When we receive feedback, whether from peers, mentors, or supervisors, it is important to approach it with an open mind and a willingness to learn. Embracing feedback requires setting aside ego, being receptive to constructive criticism, and viewing it as an opportunity for growth rather than a personal attack. By actively seeking feedback and using it to reflect on our actions and behaviors, we can identify areas for improvement and make the necessary adjustments. Feedback serves as a catalyst for self-awareness, helping us develop a deeper understanding of our strengths and weaknesses. By embracing feedback, we can continuously improve ourselves, reach our full potential, and achieve personal growth.(三)Essay 3:The Power of Reflection in Personal DevelopmentReflection is a critical practice for personal development and growth. It involves taking the time to pause, introspect, and evaluate our thoughts, actions, and experiences. Through reflection, we gain insights into our own motivations, values, and beliefs. It allows us to recognize patterns of behavior and thought that may be hindering our progress or limiting our potential. By reflecting on our successes and failures, we can identify valuable lessons and make informed decisions for the future. Reflection also enhances self-awareness and empathy, as we gain a deeper understanding of our own emotions and the experiences of others. By dedicating time to reflect regularly, we can become more intentional in our actions, make better choices, and continuously grow and develop as individuals. Reflection is a powerful tool that empowers us to shape our own personal journeys and maximize our potential for personal growth.。
NB: Paper reproduction - as submitted for publication in proceedings of ASCILITE 2002.A TOOL TO EVALUATE THE POTENTIAL FOR ANICT-BASED LEARNING DESIGN TO FOSTER“HIGH-QUALITY LEARNING”Shirley AgostinhoDigital Media CentreUniversity of Wollongong, AUSTRALIAshirley_agostinho@.auRon OliverSchool of Communications and MultimediaEdith Cowan University, AUSTRALIAr.oliver@.auBarry Harper, John Hedberg & Sandra Wills *Faculty of Education, *Centre for Educational Development & Interactive ResourcesUniversity of Wollongong, AUSTRALIAbarry_harper@.au, john_hedberg@.au, sandra_wills@.auAbstractWith the aim to facilitate sharing and uptake of high quality ICT-basedlearning designs amongst academics in higher education, the AustralianUniversities Teaching Committee funded project: Information andCommunication Technologies (ICTs) and Their Role in Flexible Learningexamined a number of existing high quality, ICT-based learningimplementations to determine if the learning designs employed can be re-disseminated in the form of reusable guidelines, templates, and/or softwaretools. An evaluation instrument was developed to analyse the degree to whichthe learning designs have potential to foster high quality learning. This paperfocuses on this instrument by describing how it was derived, how it wasapplied and the feedback received from evaluators about its usefulness. Thepaper concludes by providing implications for practice on how this toolcould itself be reused as both a formative and summative instrument to gaugethe potential for other ICT-based learning designs to foster high qualitylearning.KeywordsEvaluation, high quality learning, ICT-based learning, learning designIntroductionFunded by the Australian Universities Teaching Committee (AUTC), the project: Information and Communication Technologies and Their Role in Flexible Learning, aims to producegeneric/reusable learning design resources to assist academics to create high quality, flexible learning experiences for students. This is to be achieved by:•Identifying high quality learning designs used in higher education;•Selecting those that are suitable to be redeveloped in the form of reusable software, templates and/or generic guidelines; and•Developing these reusable resources and making them accessible from a central web site (hosted by the Commonwealth Department of Education, Science and Training).The term “learning design” refers to a variety of ways of designing student learning experiences,that is, the sequence of types of activities and interactions. The scope of a learning design may be at the level of a subject/unit or components within a subject. This project is focusing on learning designs implemented with the use of ICT and how flexible learning opportunities for students can be afforded through the use of such technologies. The composition of a learning design,particularly when ICT mediated, has been informed by the work of Oliver (1999) and Oliver and Herrington (2001). Thus, for the scope of this project, a learning design, comprises three key elements: the tasks or activities learners are required to perform, the content or resources learners interact with, and the support mechanisms provided to assist learners to engage with the tasks and resources (see Figure 1).Figure 1: The key elements of a learning designThe project’s significance is considerable benefit can be gained by sharing reusable learningdesign resources among institutions in the current higher education climate where there is pressure to operate at greater efficiency (Cunningham, 1998) yet there is an increased demand to offer flexible learning opportunities to students (Nicoll, 1998).The following themes, evident in the literature, reinforce the need for this project.• The study by Alexander and McKenzie (1998) found that a contributing factor to theachievement of successful learning outcomes for an ICT-based learning project was the learning design employed.• The uptake of the use of ICT in higher education whilst encouraged (Baldwin, 1991) has beenimpeded by several factors. These include: insufficient ICT-based learning examples for academics to model (Tsichritzis, 1999); change barriers such as lack of time, support and training to change current practice (Collis, 1998); and a lack of “sharing”, that is, low levels of dissemination of ICT-based learning projects beyond the originating institution (Alexander & McKenzie, 1998).• There is a lack of instructional design models to guide practitioners in the use of ICT inteaching (Dijkstra, Collis, & Eseryel, 1999). However, a reason why a robust set of generic design principles in the use of ICT for educators is not forthcoming from the literature is due to the many ways ICT can be used in a learning environment. For example, various design principles presented in Khan (1997) are dependent on how the designers wish to employ ICT and their theoretical views about “learning” (see Harasim, Calvert, & Groeneboer, 1997;Kirkley and Duffy, 1997; McLennan, 1997; and Ritchie and Hoffman, 1997).learning taskslearning resources learning supports tutorialsquizzessimulationsworksheetsmodelsdatabasesscaffolds heuristics strategies templatesschedules instructions procedures announcements assessments problemsinvestigationsprojectsrole playsbooks, papersarticles, notesdocumentsmanualsreferencesweb linkscase studieslectures teams collaboration tutorials conferences buddies mentors•Whilst much work is being conducted in the digital repository and “learning objects” arena (two examples include Merlot: / and Academic Advanced Distributed Learning Co-Lab: http://www.ariadne.unil.ch/), there is little research being conducted in comparison in devising “containing frameworks” to place such digital resources (Koper,2002).Development of an Instrument to gauge the potential for “high quality learning”Crucial to the project has been the development of an evaluation instrument, referred to as the Evaluation and Redevelopment Framework (ERF), to facilitate the following two objectives:•The identification of learning designs (implemented with ICT) that foster high quality learning experiences; and•To determine whether such learning designs have the potential for redevelopment in a generic/reusable form.The need to develop this instrument is highlighted by the paucity of research focused on evaluating ICT-based learning projects in terms of their influence on student learning (Bain, 1999; Owston, 1997; Reeves & Reeves, 1997). The study by Alexander and McKenzie (1998) revealed a lack of effective evaluation being performed and Alexander (1999) concluded that this is a major impediment for change in higher education:The current lack of effective evaluation may be one reason why few CIT innovations are used outside the institution where they are developed…Few academics are likely to accept an innovation at face value or on anecdotal claims. Without effective, scholarly evaluation, even well designed innovations are unlikely to achieve wider dissemination, and the potential benefits of CIT for learning in higher education are unlikely to be realised. (p. 182)Furthermore, there are few existing rubrics, frameworks, and instruments which can be somewhat easily applied to assist academics to conduct evaluations of ICT-based learning environment in terms of effectiveness on student learning (Oliver, McLoughlin, & Herrington, 2001).The two main project activities conducted to develop the evaluation instrument included characterising High Quality Learning and developing the ERF instrumentation.Characterising High Quality LearningThe project commissioned Professor David Boud and Associate Professor Michael Prosser for their expertise in learning in higher education to develop a discussion paper about what constitutes “high quality learning”. Their ideas in conjunction with feedback from the project team led to the development of a set of principles for high quality student learning in higher education (Boud & Prosser, 2001). The principles describe characteristics of a high quality learning design in higher education from a learning perspective.Boud and Prosser (2001) argue that a learning design needs to address the following four principles in order for the potential of high quality learning to be realised:•Engage learners: Considering learners’ prior knowledge and their desires and building on their expectations•Acknowledge the learning context: Considering how the implementation of the learning design (be it a one class session, over the period of a few weeks, or the entire subject) ispositioned within the broader program of study for the learner.•Challenge learners: Seeking the active participation of learners, encouraging learners to be self-critical and supporting learners’ ampliative skills.•Provide practice: Encouraging learners to articulate and demonstrate to themselves and their peers what they are learning.In different learning contexts some of these principles may be more prominent than others, however, all four principles are considered important in any higher education context. The principles are holistic in that they incorporate both learning outcomes and learning processes and are based on the premise that learning arises from what students experience from animplementation of a learning design. Designers/educators need to examine their learning designs from the perspective of their impact on learning, that is, placing themselves in the “students’shoes” and thus examining their learning designs from the student perspective.Developing the ERF instrumentationThe project team planned to generate an evaluation instrument that incorporated the four Boud and Prosser key principles via a series of questions. However, in order for the instrument to be applied successfully, the following issues needed consideration:•The potential for a learning design to foster high quality learning could only be assessed by applying the Boud and Prosser principles to an actual implementation of a learning design.Thus, a form/questionnaire that requested all necessary information about a learning design implementation needed to be designed.•There was need for a protocol to describe a learning design in a consistent and concise manner yet distill its essence.•The process could only hope to evaluate the potential for an ICT-based learning design to foster high quality learning.•There was a need to provide a mechanism to determine the suitability of a learning design for redevelopment in a generic/reusable form.Two workshops were conducted early in the project to address how to incorporate these issues into the ERF and to formatively evaluate the revised instrument (Harper, Oliver & Agostinho, 2001). The ERF subsequently underwent further refinement by the project team based on feedback obtained from expert reviews and a further two formative evaluation exercises were conducted. To date, the ERF has undergone eight revisions.The final ERF instrumentation comprised three main instruments: (accessible from the project web site: .au/Activities/evalinstrument.html)•Learning Design Submission Form: completed by the designer(s)•Learning Design Evaluation Worksheet: completed individually by two evaluators.•Learning Design Evaluation Form: A team of two evaluators reach consensus and submit one evaluation report.Information sought from the submission form included:• A description of the learning design in terms of the tasks, resources, support mechanisms implemented; duration of the learning design, discipline used for, number of students catered for, and positioning within the broader program of study for the learners•Planned learning outcomes•Learner profile•Assessment requirements•Information technology requirements•Delivery context•Research findings about the learning designIn additional, all resources utilised by the learners were requested for submission.The worksheet and evaluation form comprised eight questions. The worksheet explained how to complete the instrument and enabled the evaluators to make individual notes. The evaluation form (completed by both evaluators) served as the final evaluation report. A compressed version of the ERF: Learning Design Evaluation Form is provided as an appendix.Implementation of the Evaluation InstrumentThe project team identified over 50 potential ICT-based learning exemplars for examination and 28 ICT-based learning exemplars were selected for evaluation. Two evaluators were allocated to each learning design exemplar to conduct the evaluation. An international ERF team of over 60 experts comprising educational technology and/or pedagogy expertise was compiled.The ERF was implemented as follows:1. Designers of the learning design exemplars were contacted and invited to participate in theproject. Those willing to participate completed the ERF:Learning Design Submission Form.2. Completed ERF:Learning Design Submission Forms were checked for all requiredinformation and submission of resources.3. The learning design exemplar materials were distributed to a team of two evaluators based onthe following criteria:•Evaluation Team comprised content expertise relevant to learning design exemplar;•Evaluation Team and learning design exemplar represented different institutions;•Learning design exemplar resources provided online were allocated to evaluators overseas or teams that were geographically separated.Evaluators were notified via email of their colleague with whom they were to collaborate and the learning design exemplar they were to evaluate. They were requested to complete the evaluation within a two to three-week time frame and the completed evaluation was to be submitted electronically to the project manager.Each evaluation team was also requested to provide feedback about their experience in applying the ERF in terms of:•The amount of time required to complete the evaluation;•The collaborative process undertaken to reach consensus;•Perceptions of the usefulness and/or limitations of the instrument; and•Any difficulties experienced in applying the evaluation instrument.Feedback about the Learning Design Evaluation ProcessOf the 28 learning design exemplars that were evaluated, four were evaluated by project team members. Thus, 24 teams were requested to provide feedback and as a result, 22 teams provided feedback (via email).The evaluation exercise was somewhat of a time intensive task for each evaluator. The time taken to complete each evaluation varied. For example, the breakdown of average time taken for each evaluator was as follows: 13 teams took on average 3 to 5 hours to complete the evaluation, 5 teams reported taking approximately 5.5 to 8 hours to complete the evaluation, and 4 teams reported that they spent on average more than 8 hours to complete the evaluation.The majority of teams performed the evaluation by firstly working through the learning design exemplar materials and instrument independently, then discussing and negotiating their findings with their allocated colleague, and then compiling a combined typed report to submit to the project manager. The negotiation/discussion process occurred either face-to-face, via telephone and/or via email. A few teams chose to work through the materials and evaluation together face-to-face.The comments made about perceptions of usefulness, limitations, and difficulties were analysed by: i. collating these comments, ii. reviewing the data several times, iii. identifying the main issues that surfaced, and iv. determining the frequency of these issues. If three or more comments referred to an issue, the issue was classified as a theme.The themes that surfaced (in order of predominance) are as follows.Some questions overlapped, some were ambiguous, some didn’t seem to fit/match, and some issues could have been more explicitly catered for: Eleven teams made comments related to this theme. Some questions were considered ambiguous (particularly Questions 6 and 7 which referred to describing the learning design–the former in more detail than the later) and some questions were considered inappropriate or non-applicable to the exemplar being evaluated. A few teams commented that the instrument was repetitive as some questions overlapped, whilst, others highlighted issues that could have been given more emphasis in the instrument. These issues are outlined below as well as some suggestions on how the instrument could be improved:“The choice of sections (learner engagement, context etc) was interesting – a section on collaboration would have been helpful. The ‘challenge’ section seemed to overlap with the ‘engagement’ section as they deal with similar concepts. Also the subheadings under each section did not always fit well with our ideas of what should be in that section. Assessment could have been in a section on its own.Also comments on technical features did not seem to have a place, and these do affect the design.”“My research shows that the structure of the application itself can impact on learning (interfacedesign, navigation, communication design etc) - there wasn't an explicit section to address thisaspect.”The instrument was useful as a structured guide to evaluate the high quality learning potential of a learning design: Ten teams explicitly stated that they found the instrument useful, although it required a lot of work. Two representative comments include:“It seems an excellent and thorough process if one is looking for a formally documented QAprocedure but fairly hard work as a way of reaching working judgements. I think the main reasons for the time it takes is the effort of reading oneself into the volume of material and the cross referencing one then has to do to track down the answers to questions.”“The instrument facilitated the collaborative completion of the task…It really focussed our thinking and made it easier to organise and my thoughts. Others might say the task took too long, the sheetswere too long…I thought it was elegant, it maintained a student focus, and it helped us to analyse the complex material effectively.”Familiarity with the instrument is required in order to apply it well: Four teams experienced difficulty in applying the instrument based on their unfamiliarity with it. Illustrative comments include:“Difficulty related to me converting my understanding to the language used - not a big deal but subtle enough. It would be easier a second time.”“As with all criteria designed by someone else, they were difficult to apply. If we had moreownership of the criteria, we may have understood them better and found them easier to apply.”“Team of two reviewers is a good idea, but at least one needs more understanding/experience of the instrument and/or project purpose – which raises the question whether the instrument should beconsidered stand-alone or whether training in using it is needed.”It is difficult to make a judgement about the potential for high quality learning in a learning design when not all the data is available: Three teams commented that it was difficult to make a judgement when key information about the learning design exemplar was lacking. Two indicative responses are:“If we had been able to talk to the authors…we could have evaluated that properly…there wasinsufficient data and I think the opportunity to email or talk to the authors would have helped clarify issues.”“Weed out entries that don’t provide evaluation evidence and/or access to all the necessary data (eg., in this course we were not able to see any of the key materials about the process – conferences,reflective diaries, etc). There are very good reasons for this in terms of ethics/confidentiality – but it does mean that making a valid judgement about the quality of the learning experience is almostimpossible.”Implications for the reuse of the Evaluation InstrumentThe feedback indicated that overall, the instrument was useful in facilitating the evaluation of a learning design, yet the structure and format of some of the questions could be reviewed. The issue about having access to the appropriate data gives way to the idea that the instrument could serve well as an evaluation tool by which designers/educators might be able to judge and assess the quality of their own learning designs in both a formative and summative manner.To further examine the reliability of the ERF, two learning design exemplars were evaluated by separate teams to determine whether the evaluation produced similar results. The completed evaluations were compared and it was found that for both evaluations for each learning designexemplar, a similar ranking in terms of each of the four Boud and Prosser principles was produced. Interestingly, the qualitative descriptions of the same learning designs varied in terms of both quantity and content. This suggested that whilst this instrument can gauge the potential for high quality learning, there was an element of interpretation and judgement required in its use that depended in some ways on the background and experience of the user. It was apparent that as a tool for evaluating the potential effectiveness of a learning design, the instrument was relatively reliable among different users even when their perceptions of various elements of the design differed. Factors that might improve reliability of the instrument could include:•the provision of more detailed instructions in it use; and•increased user familiarity with the elements of the instrument through use and experience. Example of application as a formative evaluation toolAs a formative evaluation tool, designers/educators could apply this instrument before implementing a newly created learning design to gauge whether the learning design has the potential to facilitate high quality learning. In this application, the instrument could serve as a checklist to ensure the four Boud and Prosser (2001) principles are considered.The instrument could be applied in the following way:1. Complete the ERF: Learning Design Submission Form but disregard the request to submitevaluation findings.2. Apply Questions 1 to 7 of the ERF: Learning Design Evaluation Form (refer to the appendix)and make assumptions about the learners, that is, walk in the “students’ shoes”. (Questions 6 and 7 may be considered optional if the instrument is applied by the designer as they refer to describing the learning design. This, however, could provide a reflective opportunity for the designer/educator to consider the key aspects of their learning design.)Example of application as a summative evaluation toolAs a summative evaluation tool, designers/educators could apply this instrument after implementing their learning design to gauge whether it actually did facilitate high quality learning. Student feedback can be collected to serve as an input source. In fact, the advantage the designer has in applying this instrument over the evaluators in this project is that the designer/educator has direct access to student data. For example, the following comment, made by one evaluation team, reinforces this:“The range of areas covered was comprehensive, however it was a big ask for reviewers isolatedfrom the context to really evaluate contexts. In other words, we had to make assumptions, guessesand speculations about a number of contextual issues….The approach seems to evaluate the"opportunity"…afforded by the design but the context in which it is being provided is not really able to be determined by this type of review approach and thus the possible effectiveness or transferopportunity can't really be gauged in this way. If evaluation study data related to student use - from the learning design owners were provided that might help in the assessment of some dimensions of the ERF.”To serve the function of a summative evaluation tool, the instrument could be applied in the following way:1. Complete the ERF: Learning Design Submission Form. In terms of evaluative findings, someform of student feedback must be collected and analysed.2. Apply Questions 1 to 7 of the ERF: Learning Design Evaluation Form (refer to the appendix)and refer to the student feedback to answer the questions. (Questions 6 and 7 may beconsidered optional.)ConclusionAs academics in higher education face the ongoing push to implement ICT in their teaching, not only is there a need for professional development to assist them to design and implement effective ICT-based learning environments, but there is also a pressing need to provide them with tools to assist them to assess whether their learning designs can be, or are indeed, effective. The use of the evaluation instrument described in this paper can provide such assistance. The ERF has beendesigned to highlight the important elements in learning environments that contribute to high quality learning experiences. The ERF will continue to be an important element in our project and through its use and reuse, we expect to fine-tune its elements and application through our own formative evaluations. Teachers and researchers interested in applying the ERF in their own settings will find this tool to be a valuable resource. 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