{"id":112,"date":"2023-08-17T17:04:02","date_gmt":"2023-08-17T21:04:02","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/?post_type=chapter&p=112"},"modified":"2023-08-17T17:39:53","modified_gmt":"2023-08-17T21:39:53","slug":"tips-for-evaluating-educational-technologies","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/chapter\/tips-for-evaluating-educational-technologies\/","title":{"raw":"Tips for Evaluating Educational Technologies","rendered":"Tips for Evaluating Educational Technologies"},"content":{"raw":"When preparing to teach online or blended, you must consider what kinds of educational technologies will best support your students in achieving the learning outcomes for your course.\u00a0 In some cases, the choice will be simple:\u00a0 start with tools your institution supports.\u00a0 Here at Camosun, faculty and students have access to supported tools like D2L\/Brightspace (yes, it\u2019s the same as UVic!), Kaltura (called \u201cMy Media\u201d in D2L), the synchronous tools Collaborate (supported by eLearning) and Zoom (which is supported by ITS but not eLearning), Office 365, and obliquely (meaning an eLearning instructional designer can help you set them up, but they are not supported b\r\n\r\nOf course, there are literally hundreds of educational technologies (including textbook resources) out there that are not directly supported by the college, so what should you look out for when choosing a tool?\u00a0 Here are just a few things to think about.\r\n

Is it the best tool for the task\/learning outcome?<\/h2>\r\nIf none of the tools supported by the college supports students to meet a learning outcome, then it\u2019s time to search outside. Try not to choose a tool because it is bright and shiny and new, or because a vendor comes to you and gives you a hard sell.\u00a0 If the tool provides the best way for students to meet a learning outcome, then it\u2019s time to dig a little deeper.\u00a0 If you aren\u2019t sure, talk to an instructional designer in eLearning and review our Key Considerations for Adopting Educational Technologies<\/a> document.\r\n

Does it need to be integrated with a Camosun system?<\/h2>\r\nIf the tool needs to be downloaded onto a student device or integrated into D2L, for example, you will need to approach eLearning as we do not typically integrate any new tools with our existing systems unless there is a case for wide use across the institution brought to us.\u00a0 Vendors will often tell you that their tool is \u201ceasily integrated\u201d into D2L, but there is usually a cost in time, money, and extended support for any new tool added to our system which we cannot often accommodate.\r\n

Does it need to be downloaded to a device or integrated with a Camosun system?<\/h2>\r\nIf the tool needs to be downloaded onto student devices in order to be used, you will need to find out what devices are compatible and if your students have good access to them.\r\n

What is the cost for students (or you) to use?<\/h2>\r\nIf there is a cost for students to download or use the tool, you should probably be discussing this tool use with your Chair or Dean, unless the tool is optional.\r\n

Where does student information reside, and how is ownership of materials created on (and potentially hosted by) this technology defined?<\/h2>\r\nPrivacy of information is an important consideration for using educational technologies.\u00a0 Some students will not want their personal information shared to foreign services, and the Freedom of Information and Protection of Privacy Act in BC may have implications for specific tools.\u00a0 In addition, make sure to review the Camosun guidelines around privacy and ???\r\n\r\nSome tools have statements about who owns material created using their software, especially if hosted on their systems. Make sure to review these policies for yourself, and go over them with students so they also understand how their material may be used outside of their control.\r\n

Is the tool accessible?<\/h2>\r\nThis can mean many things, but typically we are defining accessibility as: cost (covered earlier), ease of use (covered next), available to students who are visually or hearing impaired, or who required accessibility tools to access technology, requiring proprietary equipment (or even \u201ceasily available\u201d equipment to use, accessible on multiple devices (laptop, tablet, phone), or accessible offline.\r\n\r\nBear in mind that not all students have access to technologies some of us think of as ubiquitous.\u00a0 Some students still need access to library computers to complete course work, work on WORD documents, etc. and library computers will not allow students to download other technologies or talk into a microphone to record something.\r\n

Is the tool easy to use?<\/h2>\r\nDon\u2019t assume your students will pick up a new technology just because they use their phone all day long.\u00a0 Before adopting a tool, ask some of your colleagues or students to try it out and see what they say about how easy it is to use.\u00a0 The simpler the tool is to navigate and understand, the better, but also consider things like: does the tool need to be updated regularly, is it accessible (see above), does it do what students expect it to do? If you do adopt a new tool, we recommend spending time in class going through the tool with students, showing them how it works, and answering any questions they have.\r\n

Does the technology provide support and if so, what does it look like?<\/h2>\r\nIf you are adopting a tool outside of Camosun, you will be unable to ask Camosun ITS or eLearning for support.\u00a0 Make sure to explore what options the tool\u2019s developers or vendor offers for support.\u00a0 Is there easily accessible and clear documentation (and if there are video support resources, are they closed captioned?) Is support 24\/7 and how quickly do they reply to support requests?\u00a0 Does it cost money?\r\n

Has this technology been around for awhile, and how long do you think it will be around?<\/h2>\r\nWe usually advise not picking tools that are just on the market especially if they are cloud-based.\u00a0 Tools come and go with alarming regularity, and often a start-up tool, while amazing on the surface, is suddenly bought up by a larger company which changes its purpose, and often its cost.\u00a0 Trust me - this has happened to us!\r\n

Ethical considerations<\/h2>\r\nFinally, but not least importantly, consider the ethics associated with the tools you choose.\r\n

Resources<\/h2>\r\neLearning Key Considerations for edtech adoption document: https:\/\/docs.google.com\/document\/d\/13VYFNv7pEpfNVzU_iHBCxFeIpGHCuV5cbSHaPpQh6Ak\/edit#heading=h.9elkb81kx4p3<\/a>\r\n\r\nEducause Rubric: https:\/\/er.educause.edu\/articles\/2018\/9\/a-rubric-for-evaluating-e-learning-tools-in-higher-education<\/a>\r\n\r\nModels for Evaluating Educational Technology: https:\/\/edtechfactotum.com\/models-for-evaluating-education-technology\/<\/a>\r\n\r\nALT\u2019s Framework for Ethical EdTech: https:\/\/www.alt.ac.uk\/about-alt\/what-we-do\/alts-ethical-framework-learning-technology<\/a>\r\n\r\nEducause Vendor Assessment Toolkit: https:\/\/library.educause.edu\/resources\/2020\/4\/higher-education-community-vendor-assessment-toolkit<\/a>\r\n\r\n ","rendered":"

When preparing to teach online or blended, you must consider what kinds of educational technologies will best support your students in achieving the learning outcomes for your course.\u00a0 In some cases, the choice will be simple:\u00a0 start with tools your institution supports.\u00a0 Here at Camosun, faculty and students have access to supported tools like D2L\/Brightspace (yes, it\u2019s the same as UVic!), Kaltura (called \u201cMy Media\u201d in D2L), the synchronous tools Collaborate (supported by eLearning) and Zoom (which is supported by ITS but not eLearning), Office 365, and obliquely (meaning an eLearning instructional designer can help you set them up, but they are not supported b<\/p>\n

Of course, there are literally hundreds of educational technologies (including textbook resources) out there that are not directly supported by the college, so what should you look out for when choosing a tool?\u00a0 Here are just a few things to think about.<\/p>\n

Is it the best tool for the task\/learning outcome?<\/h2>\n

If none of the tools supported by the college supports students to meet a learning outcome, then it\u2019s time to search outside. Try not to choose a tool because it is bright and shiny and new, or because a vendor comes to you and gives you a hard sell.\u00a0 If the tool provides the best way for students to meet a learning outcome, then it\u2019s time to dig a little deeper.\u00a0 If you aren\u2019t sure, talk to an instructional designer in eLearning and review our Key Considerations for Adopting Educational Technologies<\/a> document.<\/p>\n

Does it need to be integrated with a Camosun system?<\/h2>\n

If the tool needs to be downloaded onto a student device or integrated into D2L, for example, you will need to approach eLearning as we do not typically integrate any new tools with our existing systems unless there is a case for wide use across the institution brought to us.\u00a0 Vendors will often tell you that their tool is \u201ceasily integrated\u201d into D2L, but there is usually a cost in time, money, and extended support for any new tool added to our system which we cannot often accommodate.<\/p>\n

Does it need to be downloaded to a device or integrated with a Camosun system?<\/h2>\n

If the tool needs to be downloaded onto student devices in order to be used, you will need to find out what devices are compatible and if your students have good access to them.<\/p>\n

What is the cost for students (or you) to use?<\/h2>\n

If there is a cost for students to download or use the tool, you should probably be discussing this tool use with your Chair or Dean, unless the tool is optional.<\/p>\n

Where does student information reside, and how is ownership of materials created on (and potentially hosted by) this technology defined?<\/h2>\n

Privacy of information is an important consideration for using educational technologies.\u00a0 Some students will not want their personal information shared to foreign services, and the Freedom of Information and Protection of Privacy Act in BC may have implications for specific tools.\u00a0 In addition, make sure to review the Camosun guidelines around privacy and ???<\/p>\n

Some tools have statements about who owns material created using their software, especially if hosted on their systems. Make sure to review these policies for yourself, and go over them with students so they also understand how their material may be used outside of their control.<\/p>\n

Is the tool accessible?<\/h2>\n

This can mean many things, but typically we are defining accessibility as: cost (covered earlier), ease of use (covered next), available to students who are visually or hearing impaired, or who required accessibility tools to access technology, requiring proprietary equipment (or even \u201ceasily available\u201d equipment to use, accessible on multiple devices (laptop, tablet, phone), or accessible offline.<\/p>\n

Bear in mind that not all students have access to technologies some of us think of as ubiquitous.\u00a0 Some students still need access to library computers to complete course work, work on WORD documents, etc. and library computers will not allow students to download other technologies or talk into a microphone to record something.<\/p>\n

Is the tool easy to use?<\/h2>\n

Don\u2019t assume your students will pick up a new technology just because they use their phone all day long.\u00a0 Before adopting a tool, ask some of your colleagues or students to try it out and see what they say about how easy it is to use.\u00a0 The simpler the tool is to navigate and understand, the better, but also consider things like: does the tool need to be updated regularly, is it accessible (see above), does it do what students expect it to do? If you do adopt a new tool, we recommend spending time in class going through the tool with students, showing them how it works, and answering any questions they have.<\/p>\n

Does the technology provide support and if so, what does it look like?<\/h2>\n

If you are adopting a tool outside of Camosun, you will be unable to ask Camosun ITS or eLearning for support.\u00a0 Make sure to explore what options the tool\u2019s developers or vendor offers for support.\u00a0 Is there easily accessible and clear documentation (and if there are video support resources, are they closed captioned?) Is support 24\/7 and how quickly do they reply to support requests?\u00a0 Does it cost money?<\/p>\n

Has this technology been around for awhile, and how long do you think it will be around?<\/h2>\n

We usually advise not picking tools that are just on the market especially if they are cloud-based.\u00a0 Tools come and go with alarming regularity, and often a start-up tool, while amazing on the surface, is suddenly bought up by a larger company which changes its purpose, and often its cost.\u00a0 Trust me – this has happened to us!<\/p>\n

Ethical considerations<\/h2>\n

Finally, but not least importantly, consider the ethics associated with the tools you choose.<\/p>\n

Resources<\/h2>\n

eLearning Key Considerations for edtech adoption document: https:\/\/docs.google.com\/document\/d\/13VYFNv7pEpfNVzU_iHBCxFeIpGHCuV5cbSHaPpQh6Ak\/edit#heading=h.9elkb81kx4p3<\/a><\/p>\n

Educause Rubric: https:\/\/er.educause.edu\/articles\/2018\/9\/a-rubric-for-evaluating-e-learning-tools-in-higher-education<\/a><\/p>\n

Models for Evaluating Educational Technology: https:\/\/edtechfactotum.com\/models-for-evaluating-education-technology\/<\/a><\/p>\n

ALT\u2019s Framework for Ethical EdTech: https:\/\/www.alt.ac.uk\/about-alt\/what-we-do\/alts-ethical-framework-learning-technology<\/a><\/p>\n

Educause Vendor Assessment Toolkit: https:\/\/library.educause.edu\/resources\/2020\/4\/higher-education-community-vendor-assessment-toolkit<\/a><\/p>\n

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