| TAM Checklist: | <Back | [Home] | Next tab > | |||||||||
| Place a number '1' in each of the TAM principles that applies to your profile. | ||||||||||||
| 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: Click the red triangle 'comment' link in the top right of each description for more detail. | ||||||||||||
| 1. Acknowledge the learner’s profile coming into the online learning event -[1] | ||||||||||||
| 2. Provide an appropriate induction to the system -[2] | ||||||||||||
| 3. Establish a strategy for the aims, objectives and goals of the online learning event rooted in an explicit VLE epistemology or ‘telepistemology’ –[3] | ||||||||||||
| 4. Define the transitional content and activity strategy – [4] | ||||||||||||
| 5. Define the transitional communication strategy – [5] | ||||||||||||
| 6. Define the transitional management logistics strategy – [6] | ||||||||||||
| 7. Define the transitional learner support strategy – [7] | ||||||||||||
| 8. Define the transitional assessment strategy – [8] | ||||||||||||
| 9. Define the formative evaluation strategy – [9] | ||||||||||||
| 10. Link the VLE design to an eLearning model(s) – [10] | ||||||||||||
| 0 | % of TAM Principles applied to the VLED Profile | |||||||||||
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