Evaluating the Effectiveness of Teaching Experimental Design in Universities in the Context of Information Technology

Abstract

Experimental instructional design is an important pedagogical component of university teaching and learning, an important means of cultivating students’ innovative spirit and practical skills, and has an important status and role that cannot be replaced by any other means of teaching and learning. Assessment for learning as learning, assessment for learning, and assessment as learning are three paradigms of educational assessment that complement each other in achieving curricular and pedagogical goals and together form learning-based assessment. As an important component of national science and technology development, measuring the effectiveness of laboratory instructional design in universities and research institutions is of special significance. This paper presents the authors’ research on the background, evaluation characteristics, evaluation content, and methods of experimental teaching evaluation in the information technology environment, with examples of their application.

A New Resource Recommendation Method for Experiential Leaching Based on the Completion Degree of Online Learning Tasks

“…The authors tested the model on two sets of experimental data, one dataset was a college student's learning results of recommended courses, another dataset was the learning resource data of five users; at last, the authors gave a few useful suggestions for the learners. In terms of ExL, Zhang and Guan [25] researched the assessment background, characteristics, contents, and methods of ExL and gave a few application examples. Cardona Zapata and López Ríos [26] introduced the potential of a heuristic V diagram designed as a theoretical-methodological tool that can increase the potential of data acquisition system in ExL, aiming to solve the shortage in teaching resources for experimental scenarios.…”