Autonomy 11: Evaluation

Hi everyone. (click here for a pdf of this post)

We've spent a lot of time on autonomy in relation to using new technologies. Autonomy provides a framework which to 'view' applications of technology in an EAP context (it is not the only framework as we shall see later in the module). A key issue EAP tutors face concerns the selection and use of technology in the classroom (and beyond). If one of the aims is to promote student autonomy then the technologies have to support that aim. As we have seen, the research on technologies promoting autonomy is inconclusive. The rather banal conclusion appears to be that it is the way technology is employed by teachers and used by students that will determine how successful technology is in supporting autonomy. However, this rather banal conclusion hides a range of highly complex issues relating to control, affective attributes of students and teachers, socio-cultural contexts, willingness and disposition and so on.
As tutors, when looking at integrating technology in our teaching to enhance student autonomy, what sort of questions should we be asking when evaluating technology?

I have devised a series of questions that I use to assess websites. There are three sets of questions relating to; materials, student participation, and tutor participation. These questions are a guide only as to how various sites and VLEs (Virtual Learning Environments) might facilitate student autonomy. I am sure you can add, subtract, and improve this list. But it does provide a 'rule of thumb' to get things started. Have a look at the list and let me know what you think.

Learner Involvement

1. Can learners choose what to do, when and how?
2. Is the running of the site an individual or team effort (including learners)?
3. Are learners encouraged to produce web-based language learning materials?
4. Can learners suggest links to on-line language learning and authentic material?
5. Are learners encouraged to publish on-line?
6. Are learners encouraged to participate in/create environments for collaborative work?
7. Can learners provide feedback and input on all aspects of the site? How?
8. Are learners encouraged to join international discussion lists/groups/on-line communities?
9. Is there a discussion list for learners to share language learning insights/problems?
10. Do learners produce information/help/guidelines/exercises for other learners?
11. Are learners given the opportunity to evaluate the site?
12. Is peer collaboration in terms of teaching, editing and assessment encouraged?
13. Can learners set up their own email discussion groups?

Materials and Activities

1. Are a wide variety of language learning and authentic materials available?
2. Are all types of material and activities/exercises easily accessible?
3. How is on-line language learning material organised?
4. Are there indications of level of difficulty, pathways contents, and duration?
5. Does language learning material encourage experimentation and discovery?
6. What type of feedback is provided?
7. Does language learning material encourage collaborative learning or focus mainly on individualised learning?

Tutor Involvement

1. Are learners encouraged to contact tutors?
2. Are learners provided with guidelines on how to collaborate and find a learning partner (email or on-site tandem learning)?
3. Is any tutoring carried out? Is it on a one-to-one basis or in small groups? Is it carried out by email or are teachers available 'live' in Chat rooms or MOOs?
4. Are learning pathways suggested? (If so are learners encouraged to work together?)
5. Are there any available on-line resources to help tutors (links to on-line articles, teaching organisations, discussion lists, technical help)?
6. Do tutors provide tasks/activities and exercises or do they rely on links to outside projects?
7. Do tutors provide guidance for learners on
a. on-line search strategies?
b. how to find and use MOOs/synchronous communication tools?
c. Web publishing (copyright, web editing,...)?
d. Evaluating on-line resources?