Relevant bibliographies by topics / Educational innovations Victoria Evaluation

Academic literature on the topic 'Educational innovations Victoria Evaluation'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Educational innovations Victoria Evaluation"

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Burden, Bob. "Illuminative evaluation." Educational and Child Psychology 15, no. 3 (1998): 15–24. http://dx.doi.org/10.53841/bpsecp.1998.15.3.15.

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This paper traces the origins of the notion of illuminative evaluation as an alternative approach to examining the effectiveness of educational institutions and innovations in contrast to the positivist paradigm traditionally favoured by psychologists. The key elements of an illuminative approach are identified and incorporated into a recently constructed model which is illustrated by reference to an ongoing school-focused project. It is suggested that such an approach has a great deal to offer to systems-oriented educational psychologists and those involved in work of a consultancy nature.
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Andrushchak, G. "Student Evaluation of Faculty: Management Innovations at Russian Universities." Voprosy Ekonomiki, no. 6 (June 20, 2007): 106–15. http://dx.doi.org/10.32609/0042-8736-2007-6-106-115.

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The author describes basic functions of the student evaluation of faculty systems, discusses the main controversies and results of empirical research and considers the problem of possible biases in the quality evaluation in such systems. The article examines different institutional factors which limit the use of these systems. Special attention is paid to the Russian educational market.
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Titko, Jelena, and Jekaterina Bierne. "Competence Development of Young Entrepreneurs Through Educational Innovations." Marketing and Management of Innovations, no. 3 (2019): 255–64. http://dx.doi.org/10.21272/mmi.2019.3-19.

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The questions regarding interactive methods of teaching, self-studying, active learning, as well as an implementation of a competency-based approach into study process, have been actively discussed by educational experts, authorities, scholars and teaching practitioners during the last decade. Probably, the main issue is to encourage students to participate in classroom activities and to promote successful learner-tutor cooperation. The research was aimed to evaluate the progress in entrepreneurial competencies perceived by students, participating in a specific 2-days long entrepreneurship workshop. The workshop content and schedule was designed within the framework of the international project «Strategic Partnership for Innovation and Development of Entrepreneurship». The format of the organized workshops was created during the project by the partner organizations. It is a unique teaching instrument, encouraging entrepreneurial skills and innovative spirit among students. After the workshop, the participants (students and mentors) were surveyed, using the specially designed questionnaire. One of the question blocks involved the list of competencies, which were offered for evaluation according to the criterion «progress», using 5-point scale (1 – the level stayed the same; 5 – the level really increased). The results were processed, using the methods of frequency analysis and ranking. Thus, the main goal of the paper is to reflect the results of the conducted survey in order to test the quality and success of the specific teaching method. The results indicated the substantial perceived increase in such competences, as Collaborative working, Decision making & Problem-solving, Managing Performance, Commitment to Excellence, Speaking and Listening Skills, Presentation Skills, as well as Self-motivation. The obvious conclusion is that such kind of interactive teaching methods is the most valuable in management teaching. However, additional peer consulting and evaluation block could be useful at the stage of the initial presentation of the business idea. The results of the research (and the idea of such workshop) can be useful for any academic staff member engaged into the study process and working with students of programmes «Entrepreneurship», «Management», «Business economics» and related ones Keywords: innovations in education, competences, entrepreneurship workshop, Latvia, students, survey.
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IVANOVA, O. A. "EVALUATION OF THE CONTRADICTIONS OF TRADITIONS AND INNOVATIONS IN THE SYSTEM OF HIGHER EDUCATION MANAGEMENT: SOCIOLOGICAL RESEARCH." Historical and social-educational ideas 10, no. 3/2 (August 4, 2018): 95–103. http://dx.doi.org/10.17748/2075-9908-2018-10-3/2-95-103.

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The author in the article on the basis of the results of a specific sociological study shows the importance of traditions and innovations in the system of managing Russian higher education to ensure the educational security of the state in the conditions of the transition of the world economy to science-intensive technologies, the unification of legislation, and the integration of production. The technology of investigating the problem is presented on the basis of a complex of theoretical and empirical methods. The methodology of studying education as an open system in which traditions are subjected to destruction by the forces and means of a hybrid war is revealed. Possible threats, dangers, objectivity and subjectivity of the conflict of traditions and innovations in the management system of higher education are shown. The author substantiates the necessity to minimize the conflict by the organization of strategic management of the main institutions of the society. The shortcomings of our system of higher education management are revealed, which do not allow implementing the best practices of the Bologna process. The rationale for introducing innovations and preserving domestic traditions is presented. The ways of prevention of conflicts of traditions and innovations in the system of management of higher education in Russia are determined. The results of the study of the conflict of traditions and innovations in the system of management of Russian higher education showed that the introduction of Western educational innovations led to destructive conflicts. The main reasons for the contradictions between traditions and innovations are shown.
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Havrylenko, Tatiana. "THE ELEMENTARY SCHOOL EDUCATIONAL PROCESS INNOVATIONS IN UKRAINE (1991-2001)." Educational Discourse: collection of scientific papers, no. 9(11-12) (December 27, 2018): 42–57. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-4.

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It is argued that the educational process in elementary school in this period was innovative, namely: in the organization (transition to the semester education system, reducing the school year and increasing the length of the holidays; restructuring the school week, reducing the lesson’s duration to 40 minutes, the opportunity to receive primary education in the individual form of education); in teaching methods (improvement and adaptation of traditional methods to new goals and content of primary education, distribution of the game, testing the method of art projects); in the forms of educating organization (a variety of lessons on the content, structure and methods of activity, the distribution of non-standard lessons, as well as excursions and competitions, the introduction of integrated lessons; the elimination of homework in the 1st class); in monitoring and evaluation (introduction of tests; introduction of final certification at the end of the year and since 2000 - state final certification for pupils of 3 (4) classes; transition to verbal evaluation in 1st class; transfer of all students to the next class regardless of the grades, which made it possible to eliminate the phenomenon of “repetition”; since 2001 - the introduction of a 12-point assessment system; the conclusion of the assessment for the behavior of the category of "mandatory").
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Cheung, Derek. "Refining a Stage Model for Studying Teacher Concerns about Educational Innovations." Australian Journal of Education 46, no. 3 (November 2002): 305–22. http://dx.doi.org/10.1177/000494410204600305.

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This paper discusses the stages of concern that teachers pass through as they engage in the process of innovation adoption and implementation. A 24-item questionnaire was constructed to assess teachers' concerns on five sequential stages: (1) indifference, (2) informational-personal, (3) management, (4) consequence-collaboration, and (5) refocusing. Using the questionnaire, 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination system were surveyed. Results supported the 5-stage model of teacher concerns. However data collected from another sample of 53 teachers through an open-ended survey indicated that an additional stage of evaluation concerns should be inserted between the indifference and informational-personal stages. Teachers' evaluation concerns focused on the worth and necessity of school-based assessment, as well as support from the Hong Kong Examinations Authority. The revised 6-stage model can provide a more comprehensive framework for analysing teachers' concerns regarding innovations.
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Alric, Jolie M., Lea A. Theodore, and Melissa A. Bray. "Behavior psychology in the schools: Innovations in evaluation, support, and consultation." Psychology in the Schools 41, no. 3 (2004): 404–5. http://dx.doi.org/10.1002/pits.10170.

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Синельников, И., and I. Sinel'nikov. "How to Evaluate the Effect of School Educational Innovations in Russia in 2000-2010’s: Ways to Overcome Research Problems and Risks." Standards and Monitoring in Education 7, no. 5 (November 25, 2019): 46–53. http://dx.doi.org/10.12737/article_5dc539fab986e8.06950383.

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The article is devoted to the problem of scientifi c research and evaluation of innovative processes in Russian school education. The article indicates the one-sidedness of the existing approach to the analysis and evaluation of the eff ectiveness of educational innovations; reveals the main reasons for the prevailing in science and politics uncritical, “hassle-free” view of the eff ectiveness of introduced innovations; promising ways to overcome existing research problems and risks are proposed.
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Jucha, Peter, and Tatiana Corejova. "STUDENTS 'OPINION OF A SELECTED EDUCATIONAL INSTITUTION ON THE USE OF TECHNOLOGICAL INNOVATION IN ORDINARY LIFE." Proceedings of CBU in Natural Sciences and ICT 2 (October 24, 2021): 34–40. http://dx.doi.org/10.12955/pns.v2.150.

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Technological progress is becoming more significant every year, and people are witnessing a number of innovations that are becoming part of their daily lives. The development of technology is advancing at great speed because the needs and requirements of people are becoming more and more difficult to meet, and so innovations are being developed to help fulfill these needs. However, not all people accept technological progress and innovation positively. The aim of the paper is to evaluate the opinion of people, specifically students of the selected higher education institution, on new technologies and innovations. In particular we wish to evaluate their general attitude towards technological innovation, but also their views on the use of specific technologies such as robots, drones or autonomous vehicles. Students' responses as to whether they would like them and whether they would be satisfied with the aforementioned innovations being widely used in the future vary. Some would benefit from the use of such innovations, others would not. Some students don't like it because people could lose their jobs and others don't really believe in such innovations. The results of the paper provide an evaluation of all the answers given by the students.
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Reyad MUSTAFA, Eman, and Heba AbuZayyad- NUSEIBEH. "THE EXTENT OF EMPLOYING INSTRUCTIONAL TECHNOLOGY IN JERUSALEM'S GOVERNMENT SCHOOLS, AND WAYS TO ACTIVATE THEM FROM THE TEACHERS PERSPECTIVE." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (November 1, 2022): 64–87. http://dx.doi.org/10.47832/2717-8293.20.4.

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The purpose of the study is to determine the extent to which education technology innovations are employed in the government schools of the Jerusalem Directorate from the point of view of the teachers and the ways to activate them. The population of the study consisted of all teachers of government school in Jerusalem Directorate, in which a stratified random sample was chosen from the population. The researchers used the descriptive method, the study was applied using four domains: Classroom Area, Communication Skills, Distance Education, and Evaluation. The validity and reliability of the questionnaire were examined by appropriate statistical methods. The results of the study showed that the employment of educational technology innovators in education in the government schools in the Jerusalem Directorate from the point of view of teachers came to a degree "medium" in total grade, for each of the four domains, the absence of statistically significant differences between the estimates of the study sample members of the extent to which educational technology innovations are employed from the teachers’ point of view due to the variables of school stage, academic qualification, and years of experience, and statistically significant differences between the estimates of study sample members to recruit education technology innovations from the point of view of teachers attributable to gender variables in favor of females, the school gender variant for female schools. The study recommended the need to continue holding training workshops periodically for teachers on how to employ educational technology innovations in the educational process, and the need to provide all necessary equipment, devices and the Internet to help teachers employ educational technology innovations. Keywords: Technology İnnovations, İnstructional Technology İnnovations, Technology Activating Methods, Government School
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Dissertations / Theses on the topic "Educational innovations Victoria Evaluation"

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Feeney, David R. "Rates of adoption in a university course management system." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2252.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).
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Schuttloffel, Merylann "Mimi" Jacobson. "The technology integrated classroom the changing role of teacher and implications for teacher evaluation /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219063.

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Green, Susan Margaret, and res cand@acu edu au. "Research and Evaluation of Psycho-Educational Approaches to Prevention and Intervention for Marginalised Young People in the Barwon Region of Victoria." Australian Catholic University. School of Psychology, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp205.15072009.

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This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention. There were 158 students aged between 6 and 15 years enrolled in programs over a two year period. The results of the needs analysis found that programs were appropriately targeting a marginalised and disadvantaged group of students that typically came from a low socioeconomic background, were significantly behind in their academic achievement, had poor adaptive functioning skills, exhibited a low level of social-emotional development (social-emotional competencies and negative attitudes towards learning) and a high level of psychopathology (mental health symptoms). Using the Survey of Student Assets (Bernard, 2002), the impact evaluation found that programs were successful in increasing the students' social-emotional capabilities and positive attitudes towards learning but did not impact significantly on the students' presenting mental health symptoms and adaptive functioning as measured by the Teachers Report Form (Achenbach and Rescoria, 2001). However, these results are to be interpreted with caution given the small sample sizes used in the analysis. Across the six programs it was found that a total of 89 students (56.3%) experienced a positive outcome destination immediately post-program and these students were maintained in, or transitioned back to mainstream school (n=71) or entered vocational training, education or employment (n= 18). Negative outcome destinations were experienced by 35 students (22.1 %) either because they were excluded (n=3), not engaged (n= 15) or withdrew from program (n= 17). At the end of the study, the remaining 25 students (15.8%) were either referred internally onto another program (n=16) or remained in program (n=9). In predicting outcome destinations, students with positive outcomes, were those that presented with less serious mental health symptoms, in particular they had lower rule-breaking and externalising scores on the Teachers Report Form at referral and a higher level of adaptive functioning in the area of 'working hard'. Students experiencing positive outcome destinations were also those that attended program regularly and for a fewer number of months and were involved in fewer critical incidents whilst attending. The qualitative process evaluation found that the model delivered was grounded in the principles of exemplary practice found in the psycho-educational literature and focused on building positive relationships and a sense of belonging, the provision of hands-on learning activities and rewarding individual achievement. Parents and students generally provided positive feedback however the theme analysis of staff, student and parent interviews and the case study scenarios did identify a number of critical areas to be addressed. These included clarifying the target group and the length and intensity of intervention, improving assessment, planning and transition processes, better collaboration with other services and mainstream schools, the on-site delivery of auxiliary services to meet specific student needs, work to better support and involve parents and to develop a sense of community across the school. A strategic planning process involving key stakeholders to systematically address these areas was recommended.
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Green, Susan Margaret. "Research and evaluation of psycho-educational approaches to prevention and intervention for marginalised young people in the Barwon region of Victoria." Phd thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/f00f6ea238e99079aeaa358cb7db0488440c14c47c56716da29e6265b231a352/27241022/64890_downloaded_stream_115.pdf.

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This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention.
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Poole, Deborah M. "The effects of the Connecting Learning Assumes Successful Students project on elementary students' achievement in Indiana as measured by the Indiana Statewide Testing for Educational Progress (ISTEP)." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917822.

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The purpose of this study was to determine what relationship, if any, existed between student participation in the C.L.A.S.S. Project and student achievement as measured by the ISTEP testing program. This study was designed to provide statistical data for teachers, administrators, and other educators looking for instructional methods to provide students with increased learning opportunities to improve education.There were two groups of subjects in this study. The experimental group consisted of schools who had been participating in the C.L.A.S.S. Project for a minimum of two years. Thirty-seven Indiana schools made up this group. Thirty-seven schools were selected for a control group. They were randomly selected as not significantly different from schools in the experimental group by using performance based leagues determined by a statistical formula and provided by the Indiana Department of Education.Data collected regarding the schools in the study included rank and league placement as determined by the Indiana Department of Education and ISTEP scores provided by the Indiana Department of Education. ISTEP scores were used for grades two and three in the subject areas of Reading, Language Arts, Math, and Total Battery.The primary hypothesis of this study, stated in null form, is that the C.L.A.S.S. Project has no effect on student achievement as measured by the ISTEP testing program. Alternate null hypotheses were stated regarding the results of the individual subject areas: Reading, Language Arts, and Math.The results of this study failed to find significant differences between the schools using the C.L.A.S.S. Project and those in the control group. Analyses of variance were conducted on the experimental and control groups' data from test scores achieved on 1993 ISTEP test. Multivariate analysis (MANOVA) and univariate analyses (ANOVAs) were conducted to determine if the C.L.A.S.S. Project had any significant effect on isolated subject areas as tested on ISTEP and to see if the C.L.A.S.S. Project had any significant effect on anticipated achievement compared to actual achievement. The .05 alpha level was used to test the level of significance in this study.
Department of Educational Leadership
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Helsel, Sandra Kay. "A set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184372.

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It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.
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Young, John Richard. "A case study of the manageability and utility of assessment in three New Zealand primary schools 1993-2006 : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1142.

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Campbell, Bruce G. "Diffusion of Innovations of Videoconference Technology: An Instrumental Case Study Concerning Undergraduate Degree-Seeking Nontraditional Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/5.

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This applied dissertation is an instrumental case study based on diffusion of innovations theory designed to gather student opinions regarding videoconference (VC) technology use in facilitating courses to undergraduate degree-seeking nursing students. The author of diffusion of innovations theory, Rogers (2003), recommended that more qualitative studies be conducted in education. Rogers and Jain (1968) recommended these studies should be conducted from the aspect of “receivers of innovation diffusion” (p.1) to provide feedback instrumental to implementation of technological innovations in academe. Further, Rogers stated that multiple data points should be used during the process of trialing an innovation. Therefore, a current VC course was selected from the nursing curriculum of a public state college hosting one of the largest nursing programs in the southeastern United States in which to conduct the study. A total of 32 students participated divided equally between two sites: Main campus and Regional campus. Further divided, 22 personal interviews were conducted and two focus groups; one for each campus consisting 5 students each. Additionally, included in the data corpus were 40 hours of classroom observation plus, college provided end of course (EOC) summary statements. These data were triangulated to determine whether students would accept VC technology unchanged, accept with modifications, or reject VC technology based on first time exposure to the innovation during the 16-week semester. Student innovation decisions were: 6 students accepted unchanged, 14 students accepted with modifications, and 12 students rejected the innovation. Students who rejected the innovation were exclusively from the regional campus, which was the receiving site the majority of the semester. First and second-cycle analyses yielded 67 codes resulting in 5 categories, which further developed into 3 emerging themes: (a) Interaction with instructors, materials, and distant students are key elements affecting adoption decisions of students regarding VC technology; (b) Student adoption decisions are influenced by faculty members in their use of VC technology; and (c) Student opinions indicate that reinvention is necessary for VC technology to be fully adopted into the present nursing program. The five categories: Interaction, equipment, teaching methodology, instructor technology training, and student orientation provided ample detail from which to inform practice regarding recommendations for reinvention (modification) of VC technology during the implementation stage of Rogers’ five stages of the innovation-decision model. These modifications could assist the college in gaining parity between the two nursing sites, which reported an 18.53 percentage point difference in first time pass rates on the NCLEX-RN exam reported by the Florida Department of Health (Florida Health, 2015).
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Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.

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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.

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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Books on the topic "Educational innovations Victoria Evaluation"

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N, Casey Jennifer, and Upton Rachel E, eds. Educational curricula: Development and evaluation. New York: Nova Science Publishers, 2008.

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F, Conner Ross, and Hendricks Michael, eds. International innovations in evaluation methodology. San Francisco: Jossey-Bass, 1989.

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Abernot, Yvan. Les méthodes d'évaluation scolaire: Techniques actuelles et innovations. Paris: Bordas, 1988.

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Hendricks, Bruce. Improving evaluation in experiential education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Hendricks, Bruce. Improving evaluation in experiential education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Wiater, Werner. Werkstattunterricht: Theorie, Praxis, Evaluation. München: Ernst Vogel, 2002.

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Chin-hŭi, Kim. Han'guk ŭi kyoyuk kaebal hyŏmnyŏk saŏp sŏngkwa p'yŏngka mohyŏng kaebal yŏn'gu. Sŏul-si: Han'guk Kyoyuk Kaebarwŏn, 2013.

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Hord, Shirley M. Evaluating educational innovation. London: Croom Helm, 1987.

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Komissarov, Vadym. Sot︠s︡ialʹno-kulʹturnyĭ prostir eksperymentalʹnoï shkoly. Ternopilʹ: Ekonomichna dumka, 2002.

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Sensi, Dina. Evaluer des projets d'innovation en éducation. Bruxelles: Editions Labor, 1990.

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Book chapters on the topic "Educational innovations Victoria Evaluation"

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Ko, James. "Innovations in Teacher Effectiveness and Teacher Evaluation." In Encyclopedia of Educational Innovation, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_71-1.

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Delcker, Jan, and Dirk Ifenthaler. "Distance Learning and the Influence of Schools’ Organizational Characteristics on the Students Perceived Learning Success." In Global Perspectives on Educational Innovations for Emergency Situations, 241–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_24.

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AbstractThe project Check-up Distance Learning pursues the goal of developing a tool for school leaders to help them identify strengths and challenges of distance learning processes at their schools. The fast provision of an evaluation tool was imminent when school leaders were forced to make ad-hoc decisions during the COVID-19 pandemic. Additionally, the relationship between the organizational structure (flow and accessibility of information, rules for digital tools, regulations for assessment) and students’ learner success (perceived motivation, perceived ease of learning, task achievement) is analyzed based on data collected from N = 3872 stakeholders at German vocational schools. Hierarchical linear modelling shows small effects for eight items characterizing a school’s organizational structure, underlining the importance of school leaders’ managerial decisions during times of crisis.
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Boer, Perien Joniell, and Tutaleni I. Asino. "Exploring Namibia’s Educational Emergency Response Teaching: A Policy and Practice Perspective." In Global Perspectives on Educational Innovations for Emergency Situations, 15–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_2.

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AbstractThe COVID-19 pandemic challenged educators and education systems globally to rethink education. Using the Context, Input, Process, Product (CIPP) evaluation model we argue that the sudden shift to emergency remote teaching highlighted the importance of (1) understanding the goals and objectives for emergency remote teaching and how they were communicated to and internalized by stakeholders (context); (2) considering the existing internal resources necessary for supporting the transition to another form of learning delivery (input); (3) asking which aspects of the education system affected the feasibility and effectiveness of the transition (process), and (4) reflecting on the interactions and responses of stakeholders regarding their experiences with the sudden move to fully online learning (product). In this chapter, we use the CIPP to explore the educational response during emergency teaching in Namibia. We aim to unpack the decisions, and processes, employed during the COVID-19 lockdown in the country.
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Hill, LeRoy. "Translating Distance Education Theory into Practice: Developing an Emergency Teaching Framework for a Caribbean University." In Global Perspectives on Educational Innovations for Emergency Situations, 139–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_14.

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AbstractThe COVID-19 pandemic compelled universities worldwide to address the issue of continuity of teaching and learning. The request for teaching and learning continuity took many by surprise and as such, many universities were unprepared for the rapid shift. The transition from face to face to remote teaching therefore required a quick, but careful consideration to the planning, design, implementation and evaluation of remote teaching and learning. Notwithstanding this challenge, it becomes necessary to ground decisions within theoretical contexts that support and advance effective remote teaching and learning practice. Theory is well established as a tool to shape the effective teaching and learning within the higher-education setting and while there are frameworks that support traditional teaching and learning, not much attention is given to distance education frameworks. This chapter therefore intimates reflection on the utility of distance education theoretical frameworks to advance and sustain remote teaching practice at a Caribbean university.
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dela Peña Bandalaria, Melinda. "Program and Course Evaluation in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 1–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_42-1.

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AbstractOpen, Distance, and Digital Education (ODDE) has potential to help educational institutions address the various challenges which usually result in the disruptions of the learning process. This system of education is flexible, agile, and resilient enough to adjust to the different contexts and also enables the academic institution to respond to some expectations like making available lifelong learning opportunities to all types of learners. There is, however, a lingering perception that ODDE is of lower quality compared to the conventional mode of education despite results of research showing otherwise which can prevent the realization of the full potential of this system of instruction.Through an intensive review of literature, this chapter looked at how quality in ODDE was and is being articulated with respect to curricular programs and courses and how they are evaluated for quality with the goal of determining if there are gaps which need to be addressed to help dispel that perception of lower quality. Eleven Quality Assurance (QA) Frameworks developed by various organizations from different parts of the world during the last 20 years (2000–2019) were evaluated for a more focused review process. Results showed that there is a general agreement as to what constitutes quality in this system of education. For the methodologies for program and course evaluation, some improvements and innovations can be done as informed by the QA Frameworks and tapping on what information can the technology provide as in the case of learning analytics which served as basis for the recommendations made.
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dela Peña Bandalaria, Melinda. "Program and Course Evaluation in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 763–79. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_42.

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AbstractOpen, Distance, and Digital Education (ODDE) has potential to help educational institutions address the various challenges which usually result in the disruptions of the learning process. This system of education is flexible, agile, and resilient enough to adjust to the different contexts and also enables the academic institution to respond to some expectations like making available lifelong learning opportunities to all types of learners. There is, however, a lingering perception that ODDE is of lower quality compared to the conventional mode of education despite results of research showing otherwise which can prevent the realization of the full potential of this system of instruction.Through an intensive review of literature, this chapter looked at how quality in ODDE was and is being articulated with respect to curricular programs and courses and how they are evaluated for quality with the goal of determining if there are gaps which need to be addressed to help dispel that perception of lower quality. Eleven Quality Assurance (QA) Frameworks developed by various organizations from different parts of the world during the last 20 years (2000–2019) were evaluated for a more focused review process. Results showed that there is a general agreement as to what constitutes quality in this system of education. For the methodologies for program and course evaluation, some improvements and innovations can be done as informed by the QA Frameworks and tapping on what information can the technology provide as in the case of learning analytics which served as basis for the recommendations made.
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"Teacher Evaluation and Student Achievement." In Research on Educational Innovations, 159–62. Routledge, 2016. http://dx.doi.org/10.4324/9781315617145-20.

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Wang, Xin C., Borchuluun Yadamsuren, Anindita Paul, DeeAnna Adkins, George Laur, Andrew Tawfik, and Sanda Erdelez. "Iterative Usability Evaluation for an Online Educational Web Portal." In Methods and Innovations for Multimedia Database Content Management, 271–89. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1791-9.ch016.

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Online education is a popular paradigm for promoting continuing education for adult learners. However, only a handful of studies have addressed usability issues in the online education environment. Particularly, few studies have integrated the multifaceted usability evaluation into the lifecycle of developing such an environment. This paper will show the integration of usability evaluation into the development process of an online education center. Multifaceted usability evaluation methods were applied at four different stages of the MU Extension web portal’s development. These methods were heuristic evaluation, focus group interview and survey, think-aloud interviewing, and multiple-user simultaneous testing. The results of usability studies at each stage enhanced the development team’s understanding of users’ difficulties, needs, and wants, which served to guide web developers’ subsequent decisions.
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Gergen, Kenneth J., and Scherto R. Gill. "Relational Evaluation and Educational Transformation." In Beyond the Tyranny of Testing, 155–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.003.0008.

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Practices of dialogue, collaboration, and participatory action appear with increasing frequency across the landscape of contemporary education. Of particular significance is their presence in emerging practices of curriculum design and pedagogy. In this chapter the authors first explore the close relationship of these developments to relational evaluation. Uniting relationally sensitive practices across these three domains would pave the way to a major transformation in education. Objections to practices of relational evaluation are then addressed, including such issues as time constraints, rigor, standards, and the need for gateways to higher education. Finally we touch on two major movements in cultural life on which the possibilities of educational transformation will depend. Impeding educational change are the creeping forces of market driven visions of organizational functioning. In contrast are the consequences of major innovations in information and communication technology. Here we find the unleashing of enormous learning potential. Such developments invite the full flourishing of a relational orientation to education.
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Kurilovas, Eugenijus. "MCEQLS Approach in Multi-Criteria Evaluation of Quality of Learning Repositories." In Innovations in XML Applications and Metadata Management, 96–117. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2669-0.ch006.

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This chapter analyzes the quality of XML learning object repositories. Special attention is paid to the models and methods to evaluate the quality of learning repositories. Multiple criteria decision analysis and optimization methods are explored to be applied for evaluating the quality of learning repositories. This chapter also presents the results of several large-scale projects co-funded by EU research programs that have been implemented in the area of learning repositories. Learning repositories’ technological quality model (system of criteria) and novel comprehensive model for evaluating the quality of user interfaces of learning repositories are presented in more detail. The general MCEQLS (Multiple Criteria Evaluation of Learning Software) approach is presented in this chapter. It is shown that the MCEQLS approach is suitable for evaluating the quality of learning repositories. The author believes that research results presented in the chapter will be useful for all educational stakeholder groups interested in developing learning repositories.
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Conference papers on the topic "Educational innovations Victoria Evaluation"

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Solorzano Alcivar, Nayeth Idalid, Anthony Jair Pincay Lino, Gema Nicole Toapanta Cedeno, Elizabeth Stefania Elizalde Rios, and Diego Alejandro Carrera Gallego. "Educational Digital Games Evaluation as a Teaching Support Tool in Academic Virtuality." In ICIEI 2022: 2022 The 7th International Conference on Information and Education Innovations. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3535735.3535736.

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Lindeman, Elena, and Darya Moseeva. "Advanced professional education for library staff: Criteria for program selection and compromises." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-137-139.

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The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.
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Naseem, Azra, and Susan Crichton. "Inspiring Innovation through Design Thinking: Lessons from a Graduate-Level Course Offered during the Pandemic in Pakistan." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2770.

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There is a consensus that in a world impacted by COVID-19, the relationship between education and technology must be re-considered. Design Thinking has been an effective technique for fostering innovative thinking. Theis paper discusses the application of Design Thinking as a pedagogical innovation at the Aga Khan University Institute for Educational Development Pakistan in a graduate-level online course for teachers. Participants were invited to learn about the Design Thinking process and technology integration by engaging in a Design Thinking process to identify a problem and develop ideas needed in their professional teaching contexts. Data were analysed using an autoethnographic approach to determine the effectiveness of Design Thinking in inspiring innovations in education. Design Thinking was a novel approach for the participants, and many stated they will include it in their work in the future. The participants' design problems were related to evaluation, learner engagement, and online and technology-enhanced learning ethics. The empathy stage helped in a deeper understanding of taken-for-granted teaching issues. The process encouraged participation and voice, particularly among the female participants. Teacher education must adapt to encourage innovations in classrooms. Educators in similar contexts may find the lessons valuable.
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L. Ekiel-Jeżewska, Maria. "The System of Learning and Teaching Organized by the Polish Commission of the National Education (1773-94)." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100376.

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In a successfully developing system, goal, principles and processes are coupled with each other and with a continuous increase of knowledge. Analyzing these relations, Wilson, Barsky and Daviss (1996-2000) proposed universal criteria to assess progress of systemic changes. These criteria can be applied to develop\pment of a modern technology or science, as well as to education reforms. The goal of this work is to apply these criteria to analyze effectiveness of the system of learning and teaching created by the Polish Commission of the National Education (KEN). It has been shown (Ekiel-Jeżewska, 2012) how the overarching goal of education, economical and political development of Poland, was consistent with the KEN basic principles: common goals, freedom and autonomy, ownership of accumulated knowledge. We have demonstrated how KEN kept alive the six processes inherent to successful system reforms: knowledge accumulation, sustained professional development within a recognized hierarchy of practitioner's expertise and transmission of this expertise to others, design of complex entities, improvement of quality, diffusion of innovations, and redesign. In this way, we have provided an example how a similar assessment can be performed for modern educational initiatives, programs, systems and reforms, in contrast to common evaluation of individual teachers and students. Following the best Polish educational tradition, we have reminded that, nowadays, we need to rethink what does it mean to learn and teach productively, and what should be the overarching goal of education in the society of the XXI century.
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