Troman8 Banff

Development and Assesment of a Prototype Blended Course for

Undergraduates

Trinidad RománClaudia Méndez

Banff, 2008

Universidad Metropolitana de Ciencias de la Educación

UMCE

Universidad Metropolitana de Ciencias de la Educación. Chile 2

37% of young 18-24 years coursing Superior Education

Since 2000, the application form students can apply on-line

25 universities with state funds

6,8% PBI high education

CHILE

PILOT UNDERGRADUATE

PROGRAM FOR INITIAL TEACHER EDUCATION

UMCE

Background Information

• From 2004, Professors have been teaching courses using different platforms, such as Microcampus, Adecca, Teleduc,


Moodle Moodle was was incluideincluided in d in 20072007

Universidad Metropolitana de Ciencias de la Educación. Chile

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For this reason, it was necessary


HOW TO REACH THIS GOAL

THEN, THE PROBLEM WAS RESTRICTED

The development and assessment of the USABILITYThe development and assessment of the USABILITY of of a prototype of an undergraduate courses for a Teacher a prototype of an undergraduate courses for a Teacher Training degree in a blended environment in MoodleTraining degree in a blended environment in Moodle


Methods and Subjects of studyMethods and Subjects of study


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• 6060 4th-4th-semester semester studentstudents s of of the English the English Department ofDepartment of

UMCEUMCE

The Prototype was designed in three stages


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The prototype was structured considering


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How the process was monitored


Most relevant traits about the PrototypeMost relevant traits about the Prototype

(1)Weekly Course Format

(2)Collaborative work (wiki)

(3)Interactive activities

(4)Process evaluation,


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(1) Weekly Course Format


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(2) Collaborative work (wiki)


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(3)

Interactive activities using different resources such as forums, assignments,

paintings, videos and animated gifs.


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Process evaluation, quizzes,

self- assessments questionnaire, essay writing


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Assessment of Prototype


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(a)


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(a) Students had to answer 3 online diagnostic tests:

I.Diagnostic Evaluation

I.Diagnostic Evaluation

(b) The students’ interest in the contents and their knowledge and use of ICT were assessed


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II PROCESS EVALUATION

(a) Process evaluation was carried out through a logbook: activity reports for each student (last access, number of access times, etc)


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II. Process Evaluation

(b) A group of students was interviewed to assess their level of satisfaction and to know the comparative strengths and weaknesses of this type of course.


II. Process Evaluation

(c) Teachers’ and students’ perception and performance were registered in the logbook.


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III. ASSESSMENT OF RESULTS


(a) Degrees of platform satisfaction


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Results

Diagnostic Evaluation Results:


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(2) Memory Retention Category(1) Elaborative Processment Category

Diagnostic Evaluation Results:


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(3) Average score for Reflexive Thinking Category

High score in Critical Thinking Category

Process Evaluation Results:


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Results of Assessment:

Results of Assessment:


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UNIVERSIDAD METROPOLITANA DE CIENCIAS DE LA EDUCACIÓN


THE PAST TO DAY


THE PAST

TO DAY


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Travel

Troman8 Banff