Reflective Evaluation Driven Decision Model

As instructors, we are faced with decisions about the process of creating and implementing teaching for our classes.

That process can be thought of in these segments: (1) once we determine what we want students to learn and the outcomes that reflect learner success, we may develop (2) a strategy or general  plan, (3) the specific tactics we will use for implementation, (4) the activities for student learning and understanding of content (whether that be lecture or other forms), (5) the measures we will use for learning evaluation, (6) our decision criteria on whether to change or not, and finally, (7) implementation of our adoption decisions and integrating any adjustments we may make.

Technology in its rightful place can be used to help with any part of this process including the planning, implementation and evaluation of the learning.

It is important to separate the evaluation of learning outcomes from the evaluation of the learning environment as facilitated by teaching practices and technology. Different models for decision and technology adoption can be used to help identify various outcome measures, such as impact, effectiveness, efficiency, sustainability, cost, unique requirements and alternative methods, and the criteria used to determine exactly where the outcomes were successful or where the strategy, tactics and activities may need to be improved or changed.

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