Teaching Dynamics Online - boxed question format
Aspects to be explored in the Teaching Dynamics Critique
Design for learning, Alignment with learning objectives, Learner engagement,
Learning context, Learner extension, Practice for learners, Integration, and
Technology suitability
Teacher:
Subject Code & Session:
Overview of Learning Experience(s) being evaluated
A.
Preliminary questions
What would you like to gain from
this evaluation?
What is the student base? e.g.
internal, DE, worldwide?
How many students in the activity?
Which subject objective/s relate
to this activity?
What are the learning objectives
for this activity?
Where is this activity described,
and is it part of the assessment?
What resources do the students
require to complete the activity
and how do they access these
resources?
If group work was part of the
activity, how were the groups
formed?
What is the timeframe for the
activity and do students have to
be present at the same time?
Have you identified any limitations
with this teaching strategy?
Other background information?
Alignment and activity design
TD Online – boxed question format, LTS, 2009.
1
Item
Agree
Uncertain
Disagree
The task/s requirements are clearly expressed
The task/activity enables the achievement of
the specified learning objective/s
There are features to encourage student
participation or active learning
There are strategies are in place to ensure that
all students are participating
There are feedback mechanisms are in place to
support student learning
The activity is designed to facilitate interactivity
This activity and its resources align with
assessment tasks and objectives
Comments on the design of the activity and its alignment to the learning
objectives
Recommended enhancements to the design of the activity
TD Online – boxed question format, LTS, 2009.
2
Learner Engagement
Item
Agree
Uncertain
Disagree
N/A
The design of the activity provides
opportunities for learners to develop
connections and rapport with other
learners and with the lecturer
The design of the activity takes into
account the learners’ prior experiences
and understandings with regard to
content, language, terminology, type of
task, technology-used, etc
The design of the activity enables
students to experience the
concepts/ideas/issues of the subject in a
variety of different ways
The design of the activity allows for
range of opportunities peer interaction
and feedback
The activity supports and enables
learners to draw from and reflect upon
their experience
The design of the activity engages
students affectively i.e. with regard to
feelings and emotions
The activity gives learners a sense of
control over their engagement with the
activities
Comments on how learner engagement is supported by the design of the activity
Recommended enhancements to the design of the activity
TD Online – boxed question format, LTS, 2009.
3
Learning context
Item
Agree
Uncertain
Disagree
N/A
The activity is based on real life
problems or authentic tasks
This activity encourages students to
build connections between theory and
practice
The activity is appropriately embedded
within the subject design
Comments on the context and nature of the activity
Recommended enhancements to the design of the activity
Learner extension (Challenge)
Item
Agree
Uncertain
Disagree
N/A
The activity questions the student’s
knowledge base and highlights any gaps
The activity provides opportunities for
the student to extend and build their
knowledge as well as higher order
thinking skills
Comments on how the students learning is extended
Recommended enhancements to the design of the activity
TD Online – boxed question format, LTS, 2009.
4
Practice for learners
Agree
Item
Uncertain
Disagree
N/A
The activity encourages demonstration of
student skill/knowledge
Feedback (lecturer and/or peer) is
provided to the student progressively at
key points
The activity encourages learner practice
Comments on how the activity facilitates and/or demonstrates practice for
learners
Recommended enhancements to the design of the activity
Integration
Agree
Item
Uncertain
Disagree
N/A
The activity relates and/or links with other
activities and/or resources
The connection is made apparent
The activity relates to the assessment
Comments on aspects of the integration of the activity
Recommended enhancements to the design of the activity
TD Online – boxed question format, LTS, 2009.
5
Technology suitability
Agree
Item
Uncertain
Disagree
N/A
The tool or combination of tools facilitates
and supports the activity
The technology chosen requires special
skills
If so is student support provided?
The environment and its resources
download without lengthy delays (short
activity – 2 min max, major activity 5 min
max)
The environment, its resources and the
activity accessible and available to all
students enrolled in the subject
(bandwidth reqd, time zone, permissions,
time, access for impaired)
Comments on the suitability of the technology selected
Recommendations
TD Online – boxed question format, LTS, 2009.
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Summary report
Comments and recommendations
Teacher comments
How was the student experience?
What was achieved through the activity?
What would you do differently next time?
Would you be interested in creating an Interact Exemplar or Learning Design to
share with other academics at CSU?
Yes
O
No
O
Maybe later
O
Signature/s: _____________________________________ Date: ____________
TD Online – boxed question format, LTS, 2009.
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Evaluation instrument based primarily on:
Agostinho, S, Oliver, R., Harper, B., Hedberg, H., & Wills, S. (2002). A tool to evaluate
the potential for an ICT-based learning design to foster "high-quality learning".
In A. Williamson, C. Gunn, A. Young., & T. Clear (Eds.), Winds of change in the
sea of learning. Proceedings of the 19th Annual Conference of the Australasian
Society for Computers in Learning in Tertiary Education. Auckland, New Zealand:
UNITEC Institute of Technology. pp. 29-38.
Herrington, T., Herrington, J., Oliver, R., Stoney, S. & Willis, J. (2001). An ECU
framework for assessing quality of on-line learning materials, Edith Cowan
University. Retrieved from
http://www.ecu.edu.au/CLT/docs/quality_online_wg.doc
Reeves. T. (Presenter). (2008). Eight Dimensions of Effective eLearning Environments
[Podcast lecture]. Wollongong University. Retrieved April 4, 2008, from
http://www.uow.edu.au
TD Online – boxed question format, LTS, 2009.
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