Skip to main content
Article thumbnail
Location of Repository

Evaluation in a project life‐cycle: The hypermedia CAMILLE project

By Thierry Chanter

Abstract

In the CAL literature, the issue of integrating evaluation into the life‐cycle of a project has often been recommended but less frequently reported, at least for large‐scale hypermedia environments. Indeed, CAL developers face a difficult problem because effective evaluation needs to satisfy the potentially conflicting demands of a variety of audiences (teachers, administrators, the research community, sponsors, etc.). This paper first examines some of the various forms of evaluation adopted by different kinds of audiences. It then reports on evaluations, formative as well as summative, set up by the European CAMILLE project teams in four countries during a large‐scale courseware development project. It stresses the advantages, despite drawbacks and pitfalls, for CAL developers to systematically undertake evaluation. Lastly, it points out some general outcomes concerning learning issues of interest to teachers, trainers and educational advisers. These include topics such as the impact of multimedia, of learner variability and learner autonomy on the effectiveness of learning with respect to language skills

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Universit of Wales Press
Year: 1996
DOI identifier: 10.1080/0968776960040307
OAI identifier: oai:generic.eprints.org:222/core5

Suggested articles

Citations

  1. (1995). (in press), 'Creating interactive multimedia CALLware: the CAMILLE experience',
  2. (1995). (in press), 'Integrating CALL in the negotiated learner-centred curriculum: a case study',
  3. (1990). Adult language-learning styles and strategies in an intensive training setting', doi
  4. (1991). An approach to the evaluation of hypermedia', doi
  5. (1991). Autonomie et apprentissage auto-dirigé: quelques sujets de reflexion',
  6. (1994). CAMILLE: a European project to develop language training for different purposes, in various languages on a common hypermedia framework', doi
  7. (1992). De l'EAO aux NTF: utiliser l'ordinateur pour la formation,
  8. (1984). Définir les objectifs de l'éducation,
  9. (1993). Evaluation methodologies for intelligent tutoring systems',
  10. (1991). Fundamentals of Non-verbal Behaviour, Cambridge and Paris:
  11. (1996). Learning a second language for specific purposes within a hypermedia framework', doi
  12. (1990). Learning Strategies in Second Language Acquisition, doi
  13. (1994). The Study of Second Language Acquisition, doi
  14. (1992). Valuer les apprentisages dans une approche communicative,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.