David Little (dlittle@rmimedia.com)
Wed, 16 Jun 1999 18:08:08 -0500
Date: Wed, 16 Jun 1999 18:08:08 -0500 From: David Little <dlittle@rmimedia.com> Subject: Re: CRITERIA FOR ONLINE COURSES
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Vladimir: Is there a model (research or practical) upon which you base your
criteria for online courses?
If so, could you annotate it for us? Thanks
Dave Little, Moderator
Vladimir Goodkovsky wrote:
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>
> The following is for your consideration.
> I hope this will make our discussion more focused.
> -------------------------------------------------
> 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.
> --------------------------------------------------------
> Vladimir Goodkovsky
>
> ---------------------------------------------------------
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