El presente articulo de revision, resultado de investigacion (2007-2009), presenta algunos componentes sobre el estado del arte o situacion de estudios alrededor de la evaluacion de los aprendizajes en educacion superior en ambientes virtuales o e-learning. Los investigadores revisaron directamente 145 estudios y a traves de algunos de estos cerca de 500 documentos relacionados. Aplicaron en su examen el analisis de contenido y la discusion de grupo para identificar categorias recurrentes e interpretar sus significados. Al final del articulo se discuten siete de los hallazgos encontrados en el estudio. El apartado bibliografico de este texto tiene la siguiente estructura: en primer lugar se presentan las referencias propias del articulo de revision, que es una sintesis de la investigacion. En segundo lugar, se incluye la bibliografia completa del estudio, la cual aparece debidamente citada, analizada e incluida en el libro que la Catolica del Norte Fundacion Universitaria publico en agosto de 2009 como resultado del proceso de investigacion.

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La evaluación de aprendizajes en e-learning en la educación superior. A Propósito de un estudio sobre la cuestión

This study explores the factors that contribute towards the perception of an innovation as radical by its adopters. This paper addresses an important conceptual gap in the innovation literature by identifying the attributes which make an innovation radical. Prior conceptualizations of radicalness have been useful but incomplete and have often assumed that term “radicalness of an innovation” is clearly understood and means the same for all managers. This however may be far from truth. The same innovation may be characterized as radical by different managers for very different underlying reasons and it may even be characterized as incremental (very low on radicalness scale) by others. For the practitioner this lack of definitional clarity means not being able to understand the inherent attributes of radicalness and not being able to effectively develop or respond to radical innovations. More over from the theoretical and academic perspective, it becomes difficult to aggregate results from different studies which leads to ambiguity in understanding and explaining the effects of radicalness on adoption and implementation decisions and outcomes. We argue that technology radicalness is better understood and measured as a formative construct with four critical sub dimensions (Amount/extent of new knowledge, nature of concept change, nature of component change, nature of linkage change) each of which contribute to the degree of perceived radicalness of a technology.

What makes an Innovation Radical? Finding the "radicalness" in radical innovation adoption

Library instruction is not ontologically valued. With the increased pressure on institutions of higher education to prove their value through evidence-based practices, busy administrators are more likely to invest in a department with clear assessment sight-lines over another with muddied ones. Whether answering queries from helicopter parents, pragmatic adult students, or marketing representatives pulling data for National Library Week, library instruction data should be as well organized and as quick to access as your resource collections. Just like a library’s collection, instruction data is continually in flux, but at a bare minimum it should be accessible to a wide variety of stakeholders.

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Reducing Digestible Tidbits from Meaty Stock: Satisfying Varied Tastes with an Attractive Instructional Assessment Menu

Under pressure from accrediting institutions such as AACSB and ABET, universities are developing better understanding of, and implementing learning outcomes assessment process. However, many universities and their faculty members are often novices in the process and are seeking to facilitate the process. This paper provides some insight into using a software application specifically designed for assessment. The application assists with establishing rubrics and collecting the data, and provides reports on assessment activities and outcomes. Additionally, these supporting features are all stored for future use and comparisons. Assessment of learning is being addressed and required at the university level across all disciplines. Automating the process will make it less laborious. Haddad and Granger Automating the Assessment of Learning Outcomes Proceedings of the AIS SIG-ED IAIM Conference 2 Automating the Assessment of Learning Outcomes

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Automating the Assessment of Learning Outcomes

There has been widespread interest within institutions of higher education to measure learning outcomes. This has resulted in considerable debate on how to best define, measure, and achieve quality learning outcomes assessment. Yet, there has been no development of electronic processes and tools for continuous program assessment and feedback. This project addresses this challenge, with a $200K grant from the Davis Foundation, by using a commercial e-learning system, WebCT™, as a technology platform to support the articulation, implementation and reporting of common learning objectives defined across multiple academic disciplines. The project will develop a set of processes and a dashboard system to monitor and report on course and program level learning outcomes in accordance with the University’s learning objectives. The goal of this project is to develop an electronic outcomes assessment process to improve the learning environment for students, the sharing environment for faculty and the reporting environment for administrators.

Kathryn Carter

Papers

Outcome Assessment of Learning Objectives: A Case for using e-Learning Software