Guide Evaluation of the NJROTC Multimedia Instructional System

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Turn on more accessible mode. Turn off more accessible mode. Skip to main content. This page location is: Richard Woods , Georgia's School Superintendent.

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The meetings are intended to provide industry and community stakeholders a chance to participate in creation of best practices and strategic plans for CTAE curriculum in their local school systems. It takes many people working together with our educators to create a strong and sustained career pipeline for all Georgia employers. With CASE, open educational resources can be more easily tagged and discovered. Districts and individual educators can build crosswalks to their local learning targets, organize assessment results, and discover content through these crosswalks.

This resolves one of the biggest remaining barriers to blended learning. Gullatt Elementary School has a beautiful new media center that is innovative in its technology and its design.

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The tour highlighted some of the innovative features of the school library program, the physical space and components of an effective, instructional practices. This space incorporates flexible and mobile furnishings, collaborative group spaces, chairs and tables with integrated power for charging mobile devices, power dropping from the ceiling and a blending of electronic and print resources. It houses virtual collections featuring e-books and high-quality online databases, as well as curated multimedia and digital resources. Examples of software evaluation schema are illustrated.

In this chapter the lens is focused on the evaluation of a multimedia product. While the primary emphasis is on the summative evaluation of the end products of the instructional development process, it is important to consider formative evaluation too.

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  • Whether you are a teacher, student, administrator or parent, the aim is to equip you with the necessary information to enable you to evaluate multimedia. Evaluation involves judgement of the quality of an object against certain specified criteria.


    Whether evaluating fine wine, art, or an educational software program, the evaluator is making observations or collecting information, and comparing or interpreting that information in order to make a decision as to the value of that object. Formative evaluation is the process of evaluating the effectiveness and efficiency of multimedia during the development process. Summative evaluation, in contrast, is the evaluation of the completed product.

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    There are three major stages or steps that occur in the formative evaluation of multimedia hardware or software: A prototype can be a model, a mock-up or even a paper template representing a sample screen, lesson, or module of a software program. Prototypes can be conceptual, allowing for early feedback, or working, allowing for hands-on. Securing early agreement from stakeholders that the prototype meets the product specifications, means that delays, disappointments and costly mistakes can be minimized.

    Kearsley suggests that the definition of stakeholders should include anyone with a vested interest in the project, not just the instructional developers and designers.

    Evaluation of Multimedia Products

    Once agreement has been reached on the prototype stage, the next step is to pilot test the product. The pilot test is usually conducted on a one-to-one or small group basis. Ideally, the instructional developers would test the product with typical students.

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    • A variety of techniques can be used to gather the data, ranging from direct observations, interviews, questionnaires, surveys and focus groups. The primary aim of this stage is to identify if there are any major design deficiencies. The final stage of formative evaluation is to conduct the field trial. The conditions of the field trial should be as close as possible to the actual operational conditions.