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A Convergent Participation Model for Evaluation of Learning Objects
ARTICLE

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CJLT Volume 28, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

The properties that distinguish learning objects from other forms of educational software - global accessibility, metadata standards, finer granularity and reusability - have implications for evaluation. This article proposes a convergent participation model for learning object evaluation in which representatives from stakeholder groups (e.g., students, instructors, subject matter experts, instructional designers, and media developers) converge toward more similar descriptions and ratings through a two-stage process supported by online collaboration tools. The article reviews evaluation models that have been applied to educational software and media, considers models for gathering and meta-evaluating individual user reviews that have recently emerged on the Web, and describes the peer review model adopted for the MERLOT repository. The convergent participation model is assessed in relation to other models and with respect to its support for eight goals of learning object evaluation: (1) aid for searching and selecting, (2) guidance for use, (3) formative evaluation, (4) influence on design practices, (5) professional development and student learning, (6) community building, (7) social recognition, and (8) economic exchange.

Citation

Nesbit, J., Belfer, K., Vargo, J. & Vargo, J. (2002). A Convergent Participation Model for Evaluation of Learning Objects. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 28(3),. Canadian Network for Innovation in Education. Retrieved December 8, 2019 from .

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