evaluation occurs when the performance of one group (Group A) can only be determined by studying the performance of another group (Group B). In this type of evaluation, Group B’s performance must be evaluated to determine the quality of Group A’s performance. The decision-making process resulting from an indirect evaluation does not directly affect the performers. (From Marie Baehr’s FGB Overview of Evaluation)

alt definition: a measure which does not reveal any direct evidence of the learning outcome; these measurements are inferential rather than demonstrable

For example, a college or university’s performance, based on accreditation standards and criteria, is determined by the performance of the faculty, staff, and students. A visiting accreditation committee evaluates the performance of the key stakeholders within the academic setting. This evaluation of others is used to evaluate the overall performance of the institution, and conclusions are made regarding the quality of its educational offerings. 1.4.6  Overview of Evaluation

(Alternative expanded definition added by Denna: Examples of indirect measures are self-assessments, surveys, exit interviews, and focus groups which gather perceptions of learning, opinions about learning or reflections on learning rather than direct demonstrations of the results of learning (Palomba & Banta, 1999). http://www.engin.umich.edu/teaching/assess_and_improve/handbook/faq.html/#direct)

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The most basic level of Learning Skills in the Cognitive Domain. Information Processing includes the following skill clusters: Collecting, Generating, Organizing, and Retrieving Data and Validating Information.

2.3.4 Cognitive Domain

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the progress of an institution in its work to continuously improve to come ever closer to realizing its vision and mission All stakeholders play a role, including students, faculty, administrators, staff, and the larger community, so it is helpful when all players are aware of shared goals and actively work to achieve them.

Educators promote institutional development when they practice continuous quality improvement and strive to empower themselves and those they impact. The Faculty Guidebook is organized as a guide for faculty who want to make the best possible contributions to the value of their organizations. Chapter 1.1, Expectations and Change Movements, describes the changing and changed expectations that society, including educators, have regarding higher education. Chapter 1.2, Changing Missions and Roles, then examines how these new expectations necessarily translate into new roles for administrators, governing boards, faculty and learners. Chapter 1.3, Change Practices and Projects, moves from position to practice and provides concrete information on the specifics of practice, within changed missions and roles, in order to best meet the new expectations. Because the concepts of “change” and “quality” only have meaning when they can be measured and evaluated, Chapter 1.4, Measurement and Evaluation for Effectiveness, offers a variety of methods to keep change and quality meaningful through the specific application of rubrics, measurement, and evaluation. Chapter 1.5, Added Value through Program Assessment, shares the ‘hows’ and ‘whys’ of program assessment, which makes possible the continuous improvement of quality within the institution.

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The traditional view of higher education which views the teachers as experts in disciplinary content who dispense this information for students to absorb. The textbook-and-lecture format predominates, teachers teach the way they remember being taught, and they do not consider the deliberate development of teaching and learning processes or skills to be something worthy of much attention.

The term was coined by Robert B. Barr and John Tagg in their article entitled, “From Teaching to Learning: A New Paradigm for Undergraduate Education,” published in 1995 in Change magazine. It was used as a contrasting term to introduce the idea of the learning paradigm. The instruction paradigm emphasizes the quality of instruction, yet paradoxically, in institutions of higher learning this view assumes that anyone who is an expert in a subject area can teach it. Another common assumption is that learners will naturally become motivated to learn over time, by love of knowledge itself, without need for any special guidance in the process of learning itself.

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the determination and specification of the content, methodologies, activities, sequencing, evaluation, and assessment of the learning experience

Program Design: facilitating the fulfillment of program goals by laying out curricular and co-curricular learning experiences

Course Design: the planning of learning activities to meet course outcomes

Activity Design: the process by which learning experiences are planned to systematically take into account how learners make sense of new information, how they acquire new skills, or how they develop a new way of being, and design activities so that the learning leads to the achievement of the course and program outcomes. (FGB 2.4.13)

The process of instructional design follows an iterative cycle which analyzes what the learner is to learn, designs and develops learning events to activate learning, implements the design, and assesses the process that leads to constant improvement of the instructional design. The entire design process is driven by the goal of achieving set learning outcomes. These outcomes are derived from a set of desired long-term behaviors students should emulate. The results are assessed with measures that align with performance criteria. This structure operates at three hierarchical levels: programs, courses, and activities. In a coherent instructional design, learning activity objectives are derived from the course learning outcomes which support program objectives.  

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Do we even try to define this?  I’m thinking it’s best if Steve does this if we do anything at all.

(Do not define these in the glossary)  Need to replace any of this with the language that is consistent with the language of the template we use) Present the table of terms, then provide a link to an outside source that deals with this. (Also, this may not be an authoritative presentation.)

A thought from Denna:

We need to define it if we're going to keep ADDIE in the glossary (the terms in red below are ADDIE schema, if you look closely). ADDIE is one way to create an ISD. I offer up the following short definition: "the systematic compilation of content with media in order to maximize learning". Examples might include, web-based Learning Objects, video clips, textbooks, interactive software, etc.

Extended Definition  

            Needs Analysis

                        Goal Analysis

                        Instructional Analysis

                        Learner and Context

Analysis

            Design Specification

                        Performance

                                    Expectations

                        Performance Indicators

            Materials Development

            Course Implementation

                        Instructional Strategy

                        Media Selection

            Evaluation

                        Formative Evaluation

                        Evaluation Plan &

                                    Instrument

                        Summative Evaluation

                        Outcome Analysis

                        Management Analysis

                        Peer Review

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A specific tool used to obtain evidence for a measurement

Extended Definition  

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(is this a Cognitive Domain skill?)

Taking isolated bits of information and giving them meaning, making connections, placing the information in context, illuminating the data in a revealing way that is helpful to non-specialists

Extended Definition  

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the development of the learner’s capacity to learn and think and deal with information in increasingly complex and useful ways, from the construction of knowledge or understanding, to the skills of integrating, synthesizing, applying, testing, thinking critically about data, and, at its highest level, contributing to the intellectual development of the collective by conducting research.

Extended Definition  

(I am including Steve’s HE Compass description here to give us the option of using it. I don’t know whether it fits here as a kind of advertisement for other modules…?)

The role of Intellectual Development is that perhaps most traditionally identified with centers of learning. Empowerment (increased capability resulting from expanded ability, willingness, and support to act) is achieved by this role through the construction of knowledge. Chapter 2.1, Learning Theory, examines the definition of learning from neurological, theoretical, and psychological perspectives. Chapter 2.2, Thinking about Thinking provides the vocabulary and conceptual models needed to think and speak meaningfully about thinking. Chapter 2.3, Learning Processes, places knowledge and thinking within a human context. This chapter introduces Process Education and the role of methodologies in mastering procedural knowledge. Chapter 2.4, Instructional Design, weaves together the understanding of thinking, the meaning of knowledge within a field of study, and the profile of learners within an institutional context of the institution. Because learning and scholarly development occur at the course and program levels, such is the focus of the modules within this chapter. Chapter 2.5, Research and Scholarship, examines how the pursuit of knowledge is performed within the context of a field of learning or a body of knowledge—the very definition of “scholarship”—and simultaneously serves to increase that learning and knowledge.

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A technology-based environment/architecture for learning where learners can interact with other learners and/or the environment itself

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the internal influences or stimuli active at a point in time that result in an organism’s "movement" toward a goal. Students who are intrinsically motivated to learn find value in the learning itself, not just the grades or credits earned as a result of learning.

Individuals who are intrinsically motivated find joy in learning because of its connection with personal goals and aspirations. (3.1.7 Setting High Expectations: http://www.pcrest.com/efgb4/3/3_1_7.htm)

One of the primary goals of Process Education is to develop individuals who can grow independently. It is necessary to facilitate learning improvement so that learners who are initially motivated only externally, perhaps working for grades alone, will become intrinsically motivated and will develop to the point that they will take responsibility for their own learning and growth. Such people can embrace the complexity and pace of the modern world and deal proactively and thoughtfully with its challenges, and are motivated to have the self-discipline necessary for such growth.

2.2.8    Process Education as a Motivation and Self-Regulation System

1.1.5    Role of Process Education in Fulfilling the Changing Mission of Higher Education

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