{"id":1991,"date":"2021-09-10T09:08:15","date_gmt":"2021-09-10T09:08:15","guid":{"rendered":"https:\/\/blog.ucem.ac.uk\/onlineeducation\/?p=1991"},"modified":"2021-09-10T09:24:46","modified_gmt":"2021-09-10T09:24:46","slug":"formalising%e2%80%afthe-evaluation-of-learning-technologies","status":"publish","type":"post","link":"https:\/\/blog.ucem.ac.uk\/onlineeducation\/posts\/1991","title":{"rendered":"Formalising\u202fthe evaluation of learning technologies"},"content":{"rendered":"\n

Yesterday we (Marieke Guy and Tharindu Liyangunawardena) facilitated a session at the ALT annual conference<\/a> on \u2018Making your mind up: Formalising\u202fthe evaluation of learning technologies\u2019.  <\/p>\n\n\n\n

ALT session <\/h2>\n\n\n\n

The session began by taking a look at the impact on institutions of the mass pivot from face-to-face teaching to online due to covid. Institutions have seen an increased need for greater investment in the digital campus (as noted by the OFS Gravity Assist report)<\/a> which has resulted in a significant amount of technology procurement decision. However anyone who works in the learning technology area knows that technology purchase decisions aren\u2019t straightforward. They are often impacted by pressure from above (e.g. senior leadership, budget, culture etc.), pressure from below (e.g. resource, time, users etc. ) and pressure from the side (e.g. security implications, the wider world, accessibility regulations, government regulations, Office For Students expectations etc.).<\/p>\n\n\n\n

\"Making<\/figure><\/div>\n\n\n\n

During the session we looked at how in order to support decision making it may prove useful to refer to existing frameworks including the following: <\/p>\n\n\n\n