Education Technology Evaluation Models

I enjoyed reading about the different models of evaluation. Each of the models seems to have their own advantages.  Kirkpatrick’s theory of evaluation extends goal-based evaluation models and "translates into four levels of evaluation...known as reaction, learning, behavior, and results" (Eseryel, 2002, p. 2). Kirkpatrick's goal-based, four-level model of evaluation of training has become outdated, but the 4 basic principles still apply.

Each of these models can be used effectively to create different teaching methods and design. I think it's clear that Kirkpatrick's model is better utilized after a project is complete. I think it should be used as a reflection for how to better prepare and create future models. The advantage of using Kirkpatrick’s model after the data is collected would be to create a better environment based on the models information the next time this model is updated. Since I read several articles, in one I found that Kirkpatrick’s model has now added a 5^th level, The ROI or return on investment level to help determine if the product accomplished the goals it was chosen to accomplish.  The disadvantage of Kirkpatrick’s model is that it doesn't allow for adjustments. This is where the ACTIONS model is more effective, especially in the process and product phases. From my own experience using tech in the classroom can be effective but, sometimes not enough training has been done for students to use certain technologies. It is just assumed they will know what to do. These models help to determine where more teaching might be needed. Both of the following articles have good comparison information on various models

https://deekayen.net/comparison-alternative-instructional-design-models

Evaluation of models lecture

The Bates model is summarized using the acronym ACTIONS. Below is an overview of the main components of ACTIONS: Access: how accessible is a particular technology for learners? How flexible is it for a particular target group?
Costs: what is the cost structure of each technology? What is the unit cost per student?
Teaching and learning: what kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting this teaching and learning?
Interactivity and user-friendliness: what kind of interaction does this technology enable? How easy is it to use?
Organizational issues: what are the organizational requirements, and the barriers to be removed, before this technology can be used successfully? What changes in organization need to be made?
Novelty: how new is this technology?
Speed: how quickly can courses be mounted with this technology? How quickly can materials be changed?

The following diagram outlines the four main focus areas of the Bates model. The left hand column under each header outlines the types of roles that are involved in each phase, while the right hand side outlines the actions that should be addressed in each phase.

Course Outline Developed		Selection of Media
Project Manager Subject Matter Expert Instructional Designers	Target Group Identified Place in curriculum identified Content Agreed Teaching Approach Agreed	Project Manager Subject Matter Expert Instructional Designers Media Specialist	Access Costs Teaching Functions Interactions Organizational Issues Novelty Speed

Development/Production of Materials		Course Delivery
Project Manager Subject Matter Expert Instructional Designers Media Specialist Senior Tutor Operations Manager	Copyright Clearence Printing A/V Production Computer Based Materials Tutorial Arrangements	Project Manager Subject Matter Expert Instructional Designers Tutors Operations Manager Exams Officer	Packaging Mailing Tutoring Library Services Student Assessment Course Evaluation

Source: Bates Model: Technology, Open Learning and Distance Education by A. Bates, 1995