|
CSI Description l
Flashlight Online
Description l Flashlight Online
1.0 log-in
(get account from your institution)
These
materials are for use only by institutions that subscribe to
The TLT Group, to participants in TLT Group workshops that
feature this particular material, and
to invited guests. The TLT Group is a non-profit whose
existence is made possible by subscription and registration
fees. if you or your institution are not yet among
our subscribers,
we invite you to
join us, use these materials, help us
continue to improve them, and, through your subscription,
help us develop new materials! If you have questions
about your rights to use, adapt or share these materials,
please ask us (info @ tltgroup.org).
The
Flashlight Current Student Inventory includes almost 500 survey items and interview
questions, organized and indexed by technology and by educational issues, from which local
evaluators can choose in creating their own studies. Most of these items have been
subjected to a systematic test and review at our five partner institutions. Of course you
can also add to or modify these items; the Current Student Inventory simply provides a
starting point. Here's the outline of the CSI. If your institution is
currently an active TLT Group subscriber and you want to use
the items outside Flashlight Online (e.g., in another survey
engine), the items are linked to this page as .rtf files:
1. Educational
Strategies
1.1
Teaching and Learning -
click here for an .rtf file of the items
TLT Group
username/password required
1.1.1
Teaching and Learning Practices
Questions about
the prevalence of, and student reaction to, various teaching and learning practices,
whether or not technology is used [58 items]
1.1.2
Teaching Learning and Technology
click here for an .rtf file of the items
TLT Group
username/password required
How are various
teaching and learning practices helped or hindered by the use of each of the following
technologies (local evaluator chooses those that are relevant, and those practices of
greatest local importance) [256 items, each of which covers a specific educational concern
associated with the use of that technology. For example, the CSI lets you ask both about
the use of e-mail for collaborating on homework and about the worry that e-mail may
distort or hinder human-to-human communication among some students. Most such wishes and
worries are covered by several items that frame the issue in different ways.]
-
Audioconferencing
- use of multi-party live audio, usually by telephone lines but also through the Internet
-
Commercial
software, from spreadsheets to research computer applications (other than word
processors). Students learn to think and act with these tools as part of their education
for thinking and acting with them later on.
-
Courseware
(e.g., computer-aided instruction, computer tutorials)
-
Electronic
communication (e.g., e-mail, newsgroups, listservs, "chat rooms," real-time
writing, etc.). If a researcher wants to study several such electronic communications
media separately, these items can be reworded appropriately.
-
Graphing and
scientific calculators
-
Internet:
Creation of Web pages and other Web materials by students
-
Internet: Using
the Internet and World Wide Web for a combination of purposes in support of an entire
course, for distance, distributed or campus-based learning.
-
Internet: Using
the Internet and World Wide Web for research (compared with traditional library)
-
Multimedia:
Creation of multimedia materials by students
-
Multimedia: Use
of multimedia texts or course modules by students
-
Multimedia: Use
of multimedia presentations and lecture support by faculty
-
Televised (live)
lectures
-
Videotaped
lectures or video course materials
-
Voice mail
-
Word processing
1.2 Student
Satisfaction
click here for an .rtf file of the items
TLT Group
username/password required
Course
Satisfaction [19 questions]
Training Satisfaction [10 questions]
1.3
Self-Reported Learning Outcomes
click here for an .rtf file of the items
TLT Group
username/password required
This section
provides templates to help faculty frame questions about whether technology helped
students learn specific content or skills. Students can relatively accurately self-assess
their own learning if the questions are sufficiently concrete and if no rewards or
penalties depend on their answers. These questions can complement other procedures for
assessing student learning of content or content-specific skills, values and insights. [4
templates]
1.4
Open-ended Questions -
click here for an .rtf file of the items
TLT Group
username/password required
These more
open-ended questions can be used in a survey or interview to identify unanticipated issues
and more divergent outcomes (e.g., unique uses), and aid in the interpretation of
responses to forced-choice questions. [4 items]
2. Experiences
with Technology -
click here for an .rtf file of the items
TLT Group
username/password required
2.1
Technology Use
These items ask
the student to estimate how much time he or she spent using various technologies for
various purposes in a typical week, for academic purposes, as part of his or her
employment, and for personal reasons. This section is especially useful in helping you
understand whether the use of a technology is specific to a single course or whether the
student is also getting experience from other sources.
The academic
items can be tailored either to refer to use of technology in a single selected course or
to uses of technology in all the student's coursework. [44 items]
2.2
Technological Sophistication
Self-rating of
skill in using a variety of specific technologies. [12 items]
Questions about technology availability for the student. [8 items]
3. Student
Academic and Demographic Information -
click here for an .rtf file of the items
TLT Group
username/password required
This is
background information about the students that can be used to help analyze and interpret
information gained in the preceding sections. Some or all of these items are unnecessary
if the institution collects these data in other ways and that institutional data can be
linked to respondents in your study. [51 items]
-
Academic goals
-
Retention
-
Optional
academic information
-
Optional
demographic information
-
Additional items
specific to distance learning programs
4. Interview/Focus Group Protocol -
click here for an .rtf file of the items
TLT Group
username/password required
These questions are
designed specifically for interviews and focus groups.
Indexing the
Questions: Educational Issues Subscales
What
educational issues are measured by each question? We have identified 14
subscales.
Almost every item in the "Educational Strategies" section of the CSI is coded
using one or more of these issues to help you create sub-scales.
A =
Active Learning
C = Collaborative Learning (and other forms of student-student interaction)
D = Using time productively
E = High expectations for all students regardless of learning style
F = Rich and Rapid Feedback
G= Engagement in Learning
I = Faculty-student interaction
N= Cognitive and Creative outcomes (including encouraging creativity)
O= Accessibility
P= Positive Addiction to Technology
S = Prerequisites for using technology (technical skill deficiencies)
T = Time on Task
U = Respect for diversity
X = Application to "real world" problems/preparation for work
|
