Software evaluation: a situated approach

Abstract

It is suggested that the use of educational software can only be evaluated by considering the use of a package in particular learning situations. This requirement poses an inherent problem for predictive evaluation where, by definition, the evaluation is conducted out of context. Current predictive evaluation tools, checklists and frameworks, fail to address this problem. A novel evaluation paradigm is pmposed which does provide a situated approach to predictive evaluation. This paradigm generates context specific evaluation issues by considering the interactions between the three principal actors associated with the development and use of educational softwarethe teacher, the designer and the studentb). The use of the paradigm is illustrated by the predictive evaluation of a recent CD-ROM package. In conclusion, the paradigm may offer an improved approach to interpretative evaluation, leading to the notion of its use as a comprehensive evaluation tool.

Developing successful pedagogy with information and communications technology: how are science teachers meeting the challenge?

“…The evaluation of software for learning cannot be satisfactorily approached without reference to 'situational' factors which are directly influenced by decisions of teachers as they define lesson objectives and interact with students. Squires & McDougall (1996) argue that the success of software also depends upon the match between the software author's implicit pedagogy and that of the teacher. Evaluation is made further complicated by the fact that often ICT confers advantages which change learning parameters and render tasks with ICT which cannot be directly compared with conventional practice (Hammond, 1994).…”

Integrated Learning Systems - an 'open' approach

“…So there are three actors contributing to the situation of a package in an educational setting; two live actors (teacher and student) and one passive actor (designer). An approach to software evaluation which embraces this view is the Perspectives Interactions Paradigm proposed by Squires and McDougall (1996). This consider the interactions between the perspectives of the three actors and provides the main framework for discussing observations in this study.…”

“…The essence of a situated approach to evaluation is the view that all the components of a learning environment, both people and artefacts, interact and contribute to the learning process (Squires and McDougall 1996). This approach seeks to consider the distribution of intelligence during the classroom use of a piece of software, i.e.…”

Selecting software tools for IS/IT curricula

“…Most of these approaches claim to be comprehensive in scope, taking into account not only appearance and functionality, but also features for managing instruction and assessing learners (Ahmed 2003;Bednarik et al 2004;Gerdt et al 2002;Hosie et al 2005;Lê and Lê 2007;Plaza et al 2009;Squires and McDougall 1994;Squires and McDougall 1996;Squires and Preece 1996;Squires and Preece 1999;Tergan 1998;Voogt 1990). …”