Evaluation

1
ABEL Model Phase Components and Participants
Research
Lead Ron Owston, York U
Lead Sue Spence York U
Lead Karen Andrews EPS
Learning
Technology

• Pedagogical/Educational Expertise
• Teacher Pd Programs
• ID and Program Expertise
• Teacher Participants
• York U
• U of Alberta
• York Region DSB
• Toronto DSB
• Galileo
• Edmonton PS
• Seneca College
• Tutorbuddy
• TVOntario
• Galileo

Research activities York U U of Alberta
Teacher participants and action research
Tech Infrastructure York Region DSB EPS York
U Toronto DSB Galileo Shaw Communications
Principal Com. TutorBuddy Rogers Com GT Group
Evaluation
Lead, Formative Eval Ron Owston
Lead, External Eval To Be Confirmed
2
ABEL Model Professional Development Participants
and Components
Learning and PD Activities
Core Programs
Collaborative Projects
Optional Programs
Research Projects
Accredited and Needs focused PD
Research focus
Instructional Focus
Teachers
Tech Focus
Teacher Candidates
Accredited and Needs focused PD
Instructional Focus
Research focus
Tech Focus
Needs focused (Tenure and Promotion Support)
Faculty
Instructional Focus
Research focus
Tech Focus

• Project or Modules Related to ABEL Evaluation
• Action Research Projects
• Collaborative or Individual

• Technology Skills
• ICT Classroom Management
• Elearning Environment and Learning Tools Mastery

• Accredited Program/unit
• Teacher Requested PD

• Instructional Modules
• Instructional Models
• Offered to Program for Use Within ABEL

Implementation of and Research on E-learning
Experience
3
Evaluation/Research on Success of Core Programs
Core Programs

• Assessment of user needs --Initial and ongoing
  (focus groups, interviews, surveys)
• Educational and training modules utilization
  assessment of utilization and value (quantitative
  measurement server usage file analysis and
  qualitative measurement interview, survey,
  questionnaire )
• Other technical issues internet traffic
  specific to type of educational sites, effects of
  various control mechanisms to maximize bandwidth
  and effective technology support in the broadband
  network of schools, colleges, and universities
• Case study of ABEL learning resources
  implementation in the K-12 classroom
• Case study of ABEL learning resources
  implementation in the university/college
  classroom
• Peer review and quality assessment of learning
  modules

Teachers
Tech Focus
Pre-service Teachers
Tech Focus
Faculty
Tech Focus

• Technology Skills
• ICT Classroom Management
• Elearning Environment and Learning Tools Mastery

4
Learning Modules Creation, Testing, and Research
and Development Cycle
Learning module creation Professional ID,
Faculty, Teacher Candidates, and Teachers
Continue refinement and RD cycle if necessary.
Refine learning module per feedback suggestions
and repeat RD cycle.

• Teacher Action Research Projects
• Survey data
• On-line data sources

Refinement of learning modules
Review of module and/or Implementation in K-12
classroom

• Teacher Action Research Projects
• Survey data
• On-line data sources

Refinement of learning modules
Review of module and/or Implementation in K-12
classroom
Teacher feedback and other data analysis to
developers
Teacher feedback and other data analysis to
developers
5
Teacher Action Research Cycle
Learning module creation Professional ID,
Faculty, Preservice Teachers, and Teachers

• Teacher Action Research Projects
• Survey
• On-line data sources

Implementation in K-12 classroom
Refinement of learning modules
Develop the research question regarding your
practice
Teacher feedback to developers
Teacher Action Research
Analyze your data and begin drafting your
completed findings to share with others.
Collect data and record your reflections on the
process occurring in your practice
Revise your question or practice as warranted.
Keep collecting data that reflects your changes.
6
Potential Teacher Action Research Questions
What questions do I have concerning the
professional development sharing and learning
within the ABEL system? (eg. How will
communicating through the ABEL system with
colleagues across Canada change the way I think
about my continuous professional development?
What experiences were most beneficial and in what
ways were they beneficial?)
What questions do I have concerning the impact of
the ABEL experience on my practice in the
classroom? (eg. In what ways will the use of
Tutor Buddy videos change the way I help students
learn new concepts? What impact do I think it
will have, and what will the actual results be?)