| TAM Checklist: | |||||||||||||
| Tick the TAM principles as you have discussed them in relation to your website that apply. | |||||||||||||
| Not all virtual learners/researchers are at a state of readiness for fully self-directed knowledge acquisition. Students may be too inexperienced or too conditioned by traditional rote teaching methods to benefit from a (virtual) autonomous learning setting (Potts D. 1988). The principles of the TAM aim to support the staggered development of online autonomy: | |||||||||||||
| 1. A student/ group profile is established. Web-based learning environment (WLE) students enter a virtual learning system with individual learning needs, prior knowledge of VLE systems and experience of on-line support tools. A student/ group profile is established | |||||||||||||
| 2. Stakeholder (learner, academic, admin., etc) perspectives are made explicit through a needs analysis | |||||||||||||
| (ie - Global Rich Picture: GRIP Toolkit) | |||||||||||||
| 3. For each stage of the TAM initial orientation/induction should be offered to the WLE student to support strategies in content presentation and use of on-line communication tools. | |||||||||||||
| 4. Applied formative evaluation (appropriate feedback opportunities) should be present in all stages of the TAM learning system. | |||||||||||||
| 5. Content presentation ranges from a static delivery to a flexible/interactive content mode. | |||||||||||||
| 6. Communication tools support basic email to a/synchronous collaboration and argumentation. | |||||||||||||
| 7. Presentation opportunities need to be supported for collaboration. Students and researchers need online tools to present arguments. | |||||||||||||
| 8. The VLE management system provides appropriate tools to help students/researchers organise their VLE resources and tools. | |||||||||||||
| 9. Academic/Admin./Technical Help Desk Support (FAQ - Virtual Assistant) - click the comment link for more detail[1] | |||||||||||||
| 10. The TAM is facilitated in a WLE by offering a spiral curriculum (Basiel 1999) as illustrated by these elements; teaching, learning methods, student / teacher role, learning environment (Basiel 2000). | |||||||||||||
| 3 | TOTAL / 10 ( total the number or ticks) | ||||||||||||
| < Return to summary totals | |||||||||||||
| Summary notes: | |||||||||||||
| 7. Because content is personal - peer review is not 'safely' working. | |||||||||||||
| 8. Yes - but from WebCT | |||||||||||||
| 9 . No simple path to help - no sustainable resolution | |||||||||||||
| 10 - no relationship between the advancement of the module and the VLE design or support tools | |||||||||||||