Joy's eLearning Blog --Evaluation of eLearning for Best Practice

Feedback and summary from former students available

2009-08-13T16:56:00.000-07:00

Hi guys,

Here is the summary for former students' feedback. Click on the link below to read it
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xOHJtdmRoZDZo&hl=en

Feedback from former students is here:
http://spreadsheets.google.com/ccc?key=0AvSimV4OY9gYdEd3VzJzMHJTbWhwVXFLWmlBd0U0MVE&hl=en

Summary from facilitators' feedback

2009-08-12T20:46:00.000-07:00

Hi,
Summary from facilitators is available here:
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xN2hibWpja2Zy&hl=en

For your reference, here's the link contains facilitators' feedback:
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xNmc3MnZrc2Ry&hl=en

Any comments pls?

Summary of Current Student Feedback

2009-08-09T01:12:00.000-07:00

Hi guys,

Check the summary for the current students feedback here:
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xNTh0N3Jmbjg0&hl=en

The link below is the feedback from current students.
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xNGdoeHd2amNk&hl=en

Summary for former students feedback and facilitators are on the way right now:-)

2009-07-26T20:30:00.001-07:00

Data collected here, Click the link below to see the feedback from current students:

http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xNGdoeHd2amNk&hl=en

Feedback from former students is shared with you, pls click the link below:
http://spreadsheets.google.com/ccc?key=0AvSimV4OY9gYdDBUX2xsMGZWQmdPVGJVV0hfVEh5Smc&hl=en

Feedback from facilitators is here:
http://spreadsheets.google.com/ccc?key=0AvSimV4OY9gYdHp1YUZfLUJaY290Y1hTTm5JSDU1a0E&hl=en

Summary of the feedback is ongoing right now. Will keep updated once complete the summary :-)

Finalised Draft Plan and feedback

2009-07-21T16:34:00.001-07:00

Here's the link for my Draft plan and marked feedback from Bronwyn.
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl85ZjJyaDVkbTg&hl=en

Evaluation data collection

2009-07-21T15:59:00.000-07:00

Hi, I know I am far behind teh schedule. Trying to collect data for my evaluation now. Hard to get enough students in my classroom who is current doing the evaluated online course. I am opening my eyes widely now, staring every student steps into the classroom and trying to find more potencial participants for my plan... Have got 3 feedback from current students, 3 from former students and 4 from facilitators. Plan to get at least 5 for each group.. Fingers crossed...

Now I am filing the data and trying to get more feedback.. Hopefully it wont be too long...

Questionnaires for students and facilitators

2009-07-21T15:50:00.000-07:00

Hi everyone,

Here's the brief intro with my evaluation and questionnaire:

Questions

Regarding issues mentioned above, guidelines TD2 and ST4 are chosen to evaluate the effectiveness of current online course – Unit 2791: Integrating Data.

TD2 Do students get clearly defined learning objectives that assist them in focusing on their learning activities?

The sub-questions about guideline TD2 are:
1. What needs to be changed in the design of the learning material so students can assess whether they have achieved the learning outcomes for the course?
2. Does the learning material provide clear description of topics and sufficient explanation about concepts?
3. How have activities been designed to help students understand what they learned?

ST4 Does the course require students to engage in analysis, synthesis and evaluation as part of their course and program requirements?

Sub-questions about guideline ST4 are:
1. Is there a focus in the course material on students’ comprehension and application of skills rather than simply recall or memorisation of course content?
2. How are students encouraged to use analysis, synthesis and evaluation skills to successfully complete the unit standard?
3. What tasks are well designed to provide opportunities for students engaging in the use of analysis, synthesis and evaluation?

Sample

The sample participants involved in this evaluation are listed below:

Current student – Students who are working on unit 2791;
Former students – Students who have just finished Unit 2791;
Facilitators – facilitators from different classrooms;

Questionnaire for current students
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xMWhyN2c4d21m&hl=en

Interview questions for former students
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xMmZmNDM5M2Rm&hl=en

Questionnaire for facilitators:
http://docs.google.com/Doc?docid=0AfSimV4OY9gYZDNua2M1bl8xM2YyZjI0NGdo&hl=en

Final Draft Evaluation Plan

2009-07-16T20:12:00.000-07:00

Finally got the draft plan done. Pls click on the link below to read :-)
http://docs.google.com/View?id=d3nkc5n_9f2rh5dm8

Updated Evaluation Plan with Qestionnaires and Interview Question sheets

2009-06-03T20:47:00.000-07:00

My updated plan with questionnaires and interview sheets is here.
http://docs.google.com/View?id=d3nkc5n_6dkkg699f

You are really welcome to leave ur feedback here :-)

Wk10_Evaluation Draft Plan - V2.0

2009-05-21T21:12:00.000-07:00

Thank you everyone for your valuable feedback. I've read the feedback from Bronwyn and Simon, made some changes. My evaluation draft plan (2nd version) is published here
http://docs.google.com/View?id=d3nkc5n_4fj5zz8d7

Detailed evaluation questions will be added into the plan later. Any feedback pls?

Wk9_Feedback on my draft plan

2009-05-10T14:40:00.000-07:00

Hi everyone,

The following link will enable you to read the feedback from Bronwyn for my draft plan. I think it's really helpful :-)

http://docs.google.com/Doc?id=dgg6nrz2_157gcxvvbgc

I am still working on my draft plan trying to reflect with all the commments (thx sam) and feedback. Final draft plan will be published soon

Week7-8 Evaluation Draft Plan

2009-05-04T20:36:00.000-07:00

Evaluation Draft Plan

Introduction

This evaluation plan will evaluate how well students achieve their learning goals of a current online course: unit 2791 - Integrating data. The evaluation will be focused on effectiveness evaluation.

I am the person design and conduct this evaluation plan.

Background

MIT offers National Certificate in Computer (NCC) Lever 2 & Level 3 courses to adult students through several classrooms within different communities across Auckland. Any adult students can enrol into the course. They learn in their own paces and can get face to face help if they attend any classroom sessions.

The paper I am going to evaluate is Unit 2791 – Integrating Data. Generally before students start this unit standard, they should have finished their courses on Word, Excel and Access. So this unit is about integrating data from Excel and Access into Word document. Learning material of Unit 2791 is totally delivered online. Content of 2791 is divided into different topics. At the end of each topic exercises info is presented with detailed instruction on how to complete the exercises.

While students doing this paper, I found they can’t assess themselves due to missing of learning objectives. Many students can follow the instructions finishing exercises independently. But once they are required to do a task all by themselves without provided instructions, many of them are struggling with it. The following are two main issues I found with students doing unit 2791.

Issue 1: There are no clear learning objectives provided at the beginning of the course, therefore students lost the chance to assess themselves whether they achieved their learning goals. When students were doing their courses online I observed some of them were too focus on following instructions of practical activities. Most of them believe they achieved the learning outcomes just because they were able to complete the activities by successfully following the step by step instructions.

Issue 2: Students read the topic information first, and then they do their consolidation exercises of each topic. Most of the exercises are displayed as PDF file links. In the PDF files step by step instructions are given so students can follow them finish their exercises. But I found students are following the instructions without any understanding, further thinking or analysis on the topic, they just focus on what they are told to do step by step, but lost the whole picture, e.g. why they have to do so. Quite a lot of our students can complete the practical activities but fail to understand basic concepts. Once there’s no guidance from any given instructions, students really struggled finding their way to complete required tasks.

Purposes

The purpose of this evaluation is to evaluate the effectiveness of current online course. Try to find how well students get the required skills and seek the possibilities to improve the online course.

Objectives

To complete the evaluation properly, the following steps will be undertaken:

Create evaluation plan;
Determine proper paradigm, model and methods that will be applied;
Create appropriate sub-questions for each guideline applied;
Implement the evaluation by collecting data using different methods from focus group;
Collect information and analysis data;
Complete the evaluation report.

Outcomes

Proper data is collected by using different methods and the evaluation will suggest managers the effectiveness of the online material so that they can decide if it’s necessary to take further action on optimise the online course.

Audiences

The result of the evaluation will be reported to our area managers and program leaders. So they can decide whether to improve current online course based on the evaluation of collected data.
During the period of conducting the evaluation plan, current students will be involved to provide feedback of the course, and facilitators working at classrooms will be interviewed too to give their observation of students’ learning. Assessors maybe asked to provide information on students’ final assessments.

The person create the evaluation plan, conduct it, design data, collect information and analyse all information to give an evaluation on the effectiveness of 2791 online course material is me.

Decisions

The evaluation will give an analysis on the effectiveness of Unit 2791 online course material. By collecting feedback from students, facilitators and program leaders, the evaluation will give detailed and convincing information to help managers determine further action about any adjustment on the following aspects:

Clearly define learning objectives or learning outcome checklist for each module;
Review current learning material and try to give more explanation on relevant knowledge to help students understand basic concepts and facts;
Review detailed step by step instructions for exercises, try to encourage student analyse, synthesize and apply their knowledge into practical skills.

Questions

Regarding issues mentioned above, I choose guidelines TD2 and ST4 to evaluate the effectiveness of current online course – Unit 2791: Integrating Data.

TD2 Do students get clearly defined learning objectives that assist them in focusing on their learning activities?

Clear learning goals are very important in online learning. It gives students a guideline assess themselves with their learning. If there are no clear learning objectives students won’t be able to know whether they achieved the planned goals and be able to move further. I believe learning without clear goals will diminish the effectiveness of learning.

Learning objectives, concepts and ideas with clear documentation are mentioned in TD2 guideline. For this guideline, I would like to know what an important role that clear study objectives play in online learning, and how it affects students’ learning outcomes. Evaluate how helpful the designed learning activities helping students achieve learning outcomes.

The sub-questions about guideline TD2 are:

How do students know whether they achieved their learning outcomes?
Does the learning material provide enough and clear description of topics, concepts explanation?
What activities have been designed to help students understand what they have learned?

ST4 Does the course require students to engage in analysis, synthesis and evaluation as part of their course and program requirements?

I will use this guideline to check whether the course material is well organised for students to understand the whole idea of integrating data thoroughly. I am also interested to know how effective the existing course activities enable students analyse on what they have learned, and combine the knowledge they gained so they can apply their skills with fully comprehension.

Questions I will focus according to guideline ST4 are:

Does the course material focus on students’ comprehension and application of the skills rather than simply recall or just memorise course content?
Are students aware that they need to use analysis, synthesis and evaluation skills to successfully complete the unit standard?
What tasks have been well designed to provide opportunities for students engaging in the use of analysis, synthesis and evaluation?

Methods

Regarding experimental evaluation model and multiple methods evaluation model, as Bronwyn (2003) stated, experimental (quasi experimental) evaluation are generally carried out “quantitatively through the study of experimental and control group”. I believe multiple methods evaluation model is a proper tool to be used in my plan. To apply guidelines of TD2 (Do students get clearly defined learning objectives that assist them in focusing on their learning activities?) and ST4 (Does the course require students to engage in analysis, synthesis and evaluation as part of their course and program requirements?), it’s hard to use quantitative tests to explain them straight away; also we can’t quantify every single learning outcomes to evaluate guideline TD2 and ST4 in my planned evaluation solution . The issues need to be measured from different perspectives and information should be collected in different methods. That’s the reason why I think multiple methods is proper to be used here.

Reeves and Hedberg (2003) emphasis that we should not rely on only one or two measurements while evaluate effectiveness of current learning system. We need to triangulate effectiveness by measuring it with as wide a variety of approaches as our resources allow. Bracketing techniques will be employed while considering factors related to effectiveness of evaluated course. Therefore I will conduct a formative evaluation using multiple methods, e.g. questionnaire, interview and observation.

Details will be prepared after getting feedback.

Sample

The sample participant involved in this evaluation is listed below:

Past students – Students have finished Unit 2791;
Current student – Students are working on unit 2791;
Facilitators – facilitators from different classrooms;
Management – Area manager, program leader, student support advisor and course assessor.

Instrumentation

Current student will be interviewed and asked to answer questionnaire to reflect their comprehension of learning material and ability to complete practical tasks independently.

Former students will be asked to fill in a questionnaire / checklist to show their impression about the whole unit standard overall.

Facilitators and management staff will be interviewed and answer questionnaire to get their feedback on course material and students’ reactions towards the unit standard.

Observations will be applied on current students trying to get how they utilise the learning material.

Limitations

Students in our classroom are doing different papers and they can do their course inside and / or outside classroom. Especially for this unit stand that all course material is delivered online, so not sure if there will be enough students attend the classroom in the period of the evaluation process. This might affect the size of sample group.

For former students, same situation exists. The information collected from former students really depends on how long ago students finish the evaluated course. For example students just finish unit 2791, compared another student finished almost a year ago, will give more detailed and precise information due to their ‘fresh’ memory. So sample size and information collected is likely to be affected.

Students from class to class have different demography. For example, our classroom (Howick) has more Asian students than other classrooms while classrooms in south Manukau will have more Maori and Island students. Average age of students in classroom on MIT campus is lower than us. So due to the strain of working places, students from different background may not be picked up in a well balanced mixture.

Logistics

I am the only evaluator for this plan. I will create and describe the evaluation plan prior conduct it practically. After proper data has been collected, I will be the one analysis and complete the evaluation report.

Time line

The evaluation is planned to be finished by the end of June, 2009. The outline of activities is listed below.

Activities ...................................................................Completed Date
Draft evaluation plan..................................................... 03/05/09
Feedback and approval of draft evaluation plan.................10/05/09
Conduct evaluation....................................................... 24/05/09
Analysis data.............................................................. 07/06/09
Draft evaluation report...................................................13/06/09
Feedback and approval of draft report..............................20/06/09
Finalise evaluation report...............................................27/06/09

Budget

Estimated cost would be about $480. The details are listed below

Personnel Time $400
Document duplication: $40
Telephone calls $10
Travel to interviews $30

Reference

Reeves Thomas C., John G. Hedberg. (2003). Chapter 8 Effectiveness Evaluation. In J. G. Reeves Thomas C., Learning Systems Evaluation (p. 173). Englewood Cliffs: Educational Technology Publications.

eLearning guidelines for New Zealand. (2008). Retrieved March 21, 2009, from http://elg.massey.ac.nz/index.php?title=TD2

Week 5 / 6_Evaluation Methods

2009-04-25T21:21:00.000-07:00

Requirement for Week 5 & 6

Outline some information about the type of evaluation you believe will best suit your project with your reasoning.

Summarise the article(s) you have found (300 words) - full reference, evaluation design (paradigm, model, questions, methods), findings and how it aligns with the evaluation project you would like to conduct.
========================================

As mentioned in our reading material, to evaluate an e-Learning solution, the first important work to do is to create a practical evaluation plan. The key part of the planning is to decide using which methods of collecting data and evidence, and also to think about how to choose appropriate source of information, for example, collect the information from students, staff or documents.

As mentioned in my Week 4 post, I will evaluate how well students achieve their learning goals for a current online unit 2791-Intergrating data. The evaluation will be focused on effectiveness evaluation. Reeves and Hedberg ( 2003) states that the main focus of effectiveness evaluation is the difference between the KSAs (Knowledge, Skills and Attitudes) before and after the course.

The effectiveness evaluation in Six Facets of Instructional Product Evaluation listed several dimensions of effectiveness evaluation, which will help me in my plan greatly. I will stress on the following aspects of effectiveness evaluation: task-oriented, challenging, constructionist and formative in our learning environment.

Eclectic – Mixed Methods – Pragmatic Paradigm fits in my case. As stated in Project of Evaluation Toolkit :

It's best to use a number of data gathering techniques and/or sources of data to substantiate findings. This is known as a process of triangulation — the use of multiple investigative methods or information sources to home in on the question in focus.

Reeves and Hedberg (2003) emphasis that we should not rely on only one or two measurements while evaluate effectiveness of current learning system. We need to triangulate effectiveness by measuring it with as wide a variety of approaches as our resources allow. Therefore I will conduct a formative evaluation using multiple methods, e.g. questionnaire, interview, checklist, etc. And try to collect data from different groups such as students, facilitators and assessors.

Next challenge for me is implement the evaluation. Need to think about the advantages and disadvantages of different data collecting methods and carefully design the questions so appropriate data can be collected for further analysis. Acceptability, reliability and validity of measurement need to be considered thoroughly during the evaluation.

===========================================

Bibliography

Project of Evaluation Toolkit. (n.d.). Retrieved April 18, 2009, from University of Tasmania: http://www.utas.edu.au/pet/index.html

Reeves Thomas C., John G. Hedberg. (2003). Chapter 8 Effectiveness Evaluation. In J. G. Reeves Thomas C., Learning Systems Evaluation (p. 173). Englewood Cliffs: Educational Technology Publications.

Week 4 Evaluation Paradigms and Models

2009-04-01T03:11:00.001-07:00

When reading the four paradigms I was really confused by the terminologies – they are totally above my head :-(

In my planned evaluation schedule, two issues I raised in Week 3 post are finding out how clear objectives will help students achieve their learning goals, and how effective the online learning encourage students to not only remember the content, but explorer their learning further by analysis, synthesis and apply their learning skills into practical activities.

Regarding experimental evaluation model and multiple methods evaluation model. As Bronwyn (2003) stated, experimental (quasiexperimental) evaluation are generally carried out “quantitatively through the study of experimental and control group”. I believe multiple methods evaluation model is a proper tool to be used in my plan. To apply guidelines of TD2 (Do students get clearly defined learning objectives that assist them in focusing on their learning activities?) and ST4 (Does the course require students to engage in analysis, synthesis and evaluation as part of their course and program requirements?), I have to say it’s hard to use quantitive tests to explain them straight away; also we can’t quantify every single learning outcomes to evaluate guideline TD2 and ST4 in my planned evaluation solution . The issues need to be measured from different perspectives and information should be collected in different methods. That’s the reason why I think multiple methods is proper to be used here.

Bronwyn (2003) mentioned in multiple methods evaluation model, “ two main approaches are used, triangulation and bracketing”. To use a range of methods gathering data in several ways, I may use diverse methods (just a rough thought) and collect data from different groups. Maybe for TD2, I will ask students to fill in questionnaire and checklist, or interview students to find how important role learning objectives play during the study journey. For guideline ST4, I will probably try to collect all relevant information as much as I can from students, facilitators, program manager and assessors by using questionnaire, rate ranking forms, interviews, etc. So the factors can be fully triangulated and bracketed.

Week 3 Guidelines and Issues

2009-03-24T19:54:00.000-07:00

Post the two eLearning guidelines you have chosen (you may prefer to write your own) on your weblog with an explanation of your reasons for choosing them. Include a description of how the guidelines might address the issues you have identified.

Background

I am a facilitator at Howick classroom in Community Learning Department of MIT. My main job is helping students with their computing courses. There are no criteria for students enrolling into National Certificate in Computer (NCC) Lever 2 course. Students enrolled learn in their own paces. They can complete their course exercises either inside or outside the classroom. Facilitators are always available in the classroom for helping clarify any learning difficulties.

The paper I am going to evaluate is Unit 2791 – Integrating Data. Generally before students start this unit standard, they finished their courses on Word, Excel and Access. So this unit is about integrating data from Excel and Access into Word document. Learning material of Unit 2791 is totally delivered online.

Issues

Content of 2791 is divided into different topics and listed online. At the end of each topic exercises info is presented with detailed instruction on how to complete the exercises.

Issue 1: There are no clear learning objectives provided at the beginning of the course, therefore students lost the chance to assess themselves whether they achieved their learning goals. When students were doing their courses online I observed some of them were too focus on following instructions of practical activities. Most of them believe they achieved the learning outcomes just because they were able to complete the activities by successfully following the step by step instructions.

Issue 2: Students read the topic information first, and then they do their consolidation exercises of each topic. Most of the exercises are displayed as PDF file links. In the PDF files step by step instructions are given so students can follow them finish their exercises. But I found students are following the instructions without any understanding, further thinking or analysis on the topic, they just focus on what they are told to do step by step, but lost the whole picture, e.g. why they have to do so. Quite a lot of our students can complete the practical activities but fail to understand basic concepts. Once there’s no guidance from any given instructions, students really struggled finding their way to complete required tasks.

Guidelines

For above issues, I choose guidelines TD2 and ST4.

TD2 Do students get clearly defined learning objectives that assist them in focusing on their learning activities?

Clear learning goals are very important in online learning. It gives students a guideline assess themselves with their learning. If there are no clear learning objectives students won’t be able to know whether they achieved the planned goals and be able to move further. I believe learning without clear goals will diminish the effectiveness of learning.

Applying this guideline on issue 1, I would like to know what an important role that clear study objectives play in online learning, and how it affects students’ learning outcomes. Evaluate how helpful the designed learning activities helping students achieve learning outcomes.

ST4 Does the course require students to engage in analysis, synthesis and evaluation as part of their course and program requirements?

Regarding issue 2, I will use this guideline to check whether the course material is well organised for students to understand the whole idea of integrating data thoroughly. I am also interested to know how effective the existing course activities enable students analyse on what they have learned, and combine the knowledge they gained so they can apply their skills with fully comprehension.

Week2 Quality and Evaluation

2009-03-08T20:36:00.000-07:00

Post answers to the following questions to your blog and send a short email out to the class about your main points.

· Why is evaluation important to you and how do you define it?
· What sort of evaluations mentioned on the presentation are familiar to you already and why?
· Why is quality important in eLearning?

Evaluation is…

Definition of evaluation can be found in the webpage of (What is evaluation? 1999)

Evaluation is the analysis and comparison of actual progress vs. prior plans, oriented toward improving plans for future implementation.

Another definition from webpage (What is evaluation?) is listed below:

Evaluation is about using monitoring and other information you collect to make judgements about your project. It is also about using the information to make changes and improvements.

Widely speaking we evaluate all the time. For example, when having a class in a F2F environment we evaluate the situation and change teaching strategies according to students’ response. We might give more explanation and exercises when students are confused, we might go through the course quickly if students are all “switched on “.

I think generally, evaluation is based on asking questions, collecting data or information that answer the questions, through analysis then make the decision and take action to ensure the whole project / system fulfil planned outcome. It can be varied depends on what questions we are asking and what result we would like to get.

Why evaluation is so important to me:

I like the ADDIE model which shows how important the evaluation is. I personally believe evaluation from the beginning of a project is crucial to ensure the whole project is on the right track.

Evaluation can be applied to improve our service and help improving the quality of training / teaching. We can evaluate the effectiveness and quality of our training by asking questions e.g. How do we find if the course material we delivered can be easily accessed and understood by students? Do our students achieve their learning goals? Can they apply the skills they learned into their further study, etc.

What sorts of evaluations mentioned on the presentation are familiar to me already and why?

There are several methods I know or have the experience using it. For example, we do observations for our Level 2 / Level 3 students quite often as part of their assessments.
Personally as a student, I experienced quite a lot more on formative assessment (assuming part of our assignments for this course will be formative assessed?) and summative assessments. I had been asked to fill in questionnaire at the beginning of courses ( guess to provide more info of our learning background to tutors?). Filled in feedback at the end of a course is quite popular and we did it for each of Applied e-learning courses.

From my experience, checklists are more used when assessing if we have achieved the planned outcomes.

Why is quality important in eLearning?

E-learning is different from fact to face learning. Learning material is mainly be accessed digitally. Unlike f2f situation, e-learning tutors are not able to response to students’ questions immediately all the time, neither to get the feedback of teaching by observing students’ activities or talking to students.

So the quality of e-learning is extremely important in e-learning. Assuming following ADDIE model and each stage of the system development has been well evaluated, the e-learning system should be very well designed to meet students’ learning needs and adapt to diverse learning /teaching styles. A good system will help both students and tutors achieve their learning / teaching goals.

Reference
What is evaluation? (n.d.). Retrieved 03 05, 2009, from Charities Evaluation Services: http://www.ces-vol.org.uk/index.cfm?pg=167

What is evaluation? (1999). Retrieved 3 5, 2009, from SIL International: http://www.sil.org/lingualinks/literacy/referencematerials/GlossaryOfLiteracyTerms/WhatIsEvaluation.htm

Week 1 Introduction

2009-02-17T18:02:00.000-08:00

This week's task:
Post something about yourself on your blog
===============================================

Hello everyone,

I am Joy. I am living in Auckland now. My family immigrated to New Zealand 5 years ago. I am married and have a 14 year old daughter.

Now I am a facilitator in Manukau Institute of Technology helping students with National Certificate in Computing Level 2 and Level 3 courses. They are kind of blended courses using BB as a support tool at the moment.

This is my fifth paper of Applied e-Learning. I enjoyed the courses, thou some of them were very challenging to me :-)

I haven’t got any experience of teaching online or using any LMS. Hope this course will help quite a lot in analysing current solutions and be helpful in the future while I start the online teaching later.

Now I am ready to learn more with everyone of you ^_^