Vladimir Goodkovsky (good@lnk.com)
Wed, 16 Jun 1999 15:04:31 -0400
From: "Vladimir Goodkovsky" <good@lnk.com> Subject: CRITERIA FOR ONLINE COURSES Date: Wed, 16 Jun 1999 15:04:31 -0400
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The following is for your consideration.
I hope this will make our discussion more focused.
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Vladimir Goodkovsky
CRITERIA FOR ONLINE COURSES:
Logical level. Pre-Authoring Criteria:
Orientation to audience Background, learning styles;
Orientation to audience Needs/Tasks;
Tasks Cognitive Analysis depth;
Logical level. Authoring Criteria:
Strategy definition criteria:
Tutoring objectives definition;
Prerequisite relations definition;
Starting line definition.
Pre-Test Design criteria:
Correspondence to starting line items;
Diversity of possible learner's performance;
Predefined number of learner's performances;
Sufficiency of tasks/questions in test;
Pre-Test Procedure Criteria:
(Flexibility.Adaptivity. Learner freedom. Automation degree.
Intelligence)
Learner's Self-Navigation:
Non-restricted;
Under system's control.
Predefined by author:
Linear sequencing;
Script sequencing.
Generated dynamically by the system:
Random sequencing;
Adaptive sequencing.Depends of learner performance.
Intelligent sequencing.Depends of learner cognitive model.
Learning Material design Criteria:
Availability for different learners categories;
Diversity of possible learning paths;
Predefined number of learner's paths;
Correspondence with objectives definition.
Task/Questions design Criteria:
Availability for different learners categories;
Diversity of possible learner's performance;
Predefined number of learner's performances;
Correspondence with objectives definition.
Tutoring Procedure Criteria:
(Flexibility.Adaptivity. Learner restriction. Automation degree.
Intelligence)
Predefined by author:
Linear sequencing. The same for everybody;
Script sequencing. Depends of pre-history.
Learner's Self-Navigation:
Non-restricted;
Under system's control.
Generated dynamically by system:
Adaptive sequencing. Depends of learner performance.
Intelligent sequencing. Depends of learner cognitive model.
Post-Test Design Criteria:
Correspondence of test tasks with real tasks;
Diversity of possible learner's performance;
Predefined number of learner's performances;
Correspondence with objectives definition;
Sufficiency of tasks/questions in test;
Procedure Design Criteria:
(Flexibility.Adaptivity. Learner restriction. Automation degree.
Intelligence)
Learner's Self-Navigation:
Non-restricted;
Under system's control.
Predefined by author:
Linear sequencing;
Script sequencing.
Generated dynamically by the system:
Random sequencing;
Adaptive sequencing.
Intelligent sequencing.
Media Content level. Real World Simulation Criteria:
Presentation Criteria: Adequacy to real world situations;
Interaction Criteria: Adequacy to real workspace controls.
Technical level. Delivery criteria:
Display quality;
Sound quality.
Waiting time of learner:
For learning materials down load;
For System's response.
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Vladimir Goodkovsky
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