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Family name: NEYESTANI Given name:MOHAMMAD REZA
Date of Birth:1971 Martial Status: Married Sex:male
37,Grade rus de Vaise ,Lyon,69009, Franch , Telephone number, mobile:0033623202682 Mr_ Neyestani@yahoo .com BSc:Educational Management & Planning MSc: Educational Planning
PHD Student in the Lyon university Educational Technology, Educatoinal planning,Political Educatoin and Civic Educatoin
1- Elementary Education
Elementary: Salman Farsy
Location:
Bojnord city From: 1978 To : 1984
Name:
Ferdosy
Location:
2- Secondary Education: Hemmat
Location: Bojnord city To :1994
3- Higher Education
3-1-Birjand University,
Location:
Birjand city , From : 1994 To :1997
3-2Teheran University,
Location:
Teheran city , From : 1997 To :1999
4-Awards:
1-The First Degree of Birjand University
2-The First degree of Iran graduate Concur(Exam)
3-The first degree of graduate course
4-The first Degree of Iran P.H.D Concur(Exam)
1-Models of educational planning in Higher education(With Approach Educational Planning in University Level) Book
2002 Publishing Address:Tehran
2-performance Evaluation in Centers of Technical and Vocational Higher Education
Ministry of Jehad-Agriculture
3-Role of Radio Plans in Civil Education 2002 Name: Research & Development center of Radio
4-Survey and Optimization Accreditation Model for Educational Courses Evaluation of Animal Science in Higher Education centers Dependency Institute of Jehad -E-Agriculture Higher Education
Institute of Technical and vocational / dependency ministry of GehadAgriculture
5-Quality Evaluation in Distance Education University and Development Indicators for it . 2001
Distance Education (Paiamnor) /supervision and Evaluation
6-Internal Evaluation in Higher Education Center of Tehran Zamanpor Paper 2001
Higher Education center of Tehran University
7-Internal Evaluation in Higher Education center of Mashad Hashemynejad
Higher Education center of Mashad Hashmynejad
8-Internal Evaluation in Higher Education Centers
(With Approach Technical and Vocational Education) Papper
2000 Higher Education Institute of Jehad-E-Agriculture 9-Survey Structures of Educational Planning in Tehran Universities and Present Appropriate Model for Them Thesi
2000 Tehran Psychology and Education College
10-Survey Educational Needs of saff and Development planning for them Paper2000
1- Resesrch and Evaluation in Higher Education Institute of Technical and Vocational (Dependency Jehad-Agriculture Ministry)
Address: Tehran ,Azady Street ,Dr. Building From:1999 To: 2002
2- Faculty & Evaluator in Iran Distance Education(Pyamenor University)
Design of higher education evaluation course through
WebCT
1- State of problem
As we enter the 21st century and embark further into the information age, many institutions and schools are turning to technology to enhance their programs and to expand their horizons. Geography is no longer a barrier for preventing people from accessing information and education (Dixon, 1996). Rapid developments in telecommunication technologies, tightening budgets, and changes in student demographics have stimulated an increasing interest in distance education in all educational settings (Honeyman & Miller, 1993).
Distance education requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements.Also Distance Education is a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning.Then Distance Education is instructional delivery that relies heavily on technologies of delivery. Through the use of Print materials, broadcast radio, broadcast television, computer conferencing, e-mail, interactive video, satellite tele-communications, and multimedia computer technology , universities and other organizations are able todeliver courses and educational programs to increase efficiency and affectivity yours employee activities and performance .One of the most important universities needs is education quality improvement that carried out through ecational evaluation models.Nowdays in world universities there was an increase in the numbers ofstudents attending higher education and a government committed toimproving the performance, management and quality of the public sector.Institutions were to achieve greater efficiencies but also a greaterresponsiveness to customers and taxpayers. These demands for increasedaccountability and better performance have put issues of quality high ongovernment's policy Universities .
The term quality is notoriously difficult to define. Green (1994:15) defines quality as fitness for purpose by which she means that quality is judged in terms of the extent to which a product or service meets its stated purpose. There are particular problems associated with this definition especially in understanding what purpose means and who should define it - government, consumers, academics or employers? Nevertheless when Green defines quality is this way she is deliberately pragmatic recognizing that universities having multiple services, products and priorities. She argues that the best universities can do when defining quality is to identify as clearly as possible the best standards and criteria used by various stakeholders when judging quality. Another view of quality and one, which fits easily under the fitness for purpose approach, is that of defining quality according to conformance to particular standards. Standards can be determined by the inputs to the service, the process by which the product or service is made and the outcomes achieved. The evaluation of quality is determined by the extent to which the product or service reaches the desired standards.
There are many models for education quality evaluation in universities.Main evaluation models that are applied in higher education are:
- Internal evaluation- External evaluation- Accriditation- CIPP evaluation model- Evaluation model through TQM
Nowdays for quality improvement in universities we should pay
attention to following aspects:
- increase in students,society and parents satisfied with
the quality of universities education .
- increase in the percentage of universities that apply evaluation
models for improving quality
- increase in the percentage of programs that are plannrd by
evaluation results
- importantly, increase in the percentage of higher education
employee and faculty that have evaluation models knowledge and
skills
In order to ,Design of educational programs for universities employee
training is the first moving.
2- Research goals
- Determining goals, students, resources and support of higher education evaluation course through WebCT
-Development content of higher education evaluation course through
WebCT
- Design learning methods of higher education evaluation course through WebCT
- Determining assessment strategies of higher education evaluation course through WebCT
- Determining learning environment of higher education evaluation course through WebCT
-Selection media of higher education evaluation course through
WebCT.
3- Research Questions
1- What are goals, students, resources and support of higher education evaluation course through WebCT?
2- What is content of higher education evaluation course through
WebCT?
3- What are learning methods of higher education evaluation course
through WebCT?
4- What is learning environment of higher education evaluation
course through WebCT?
5- What is suitable media of higher education evaluation course through
WebCT?
6- What are assessment strategies of higher education evaluation
course through WebCT ?
4 - Stages of course design of higher education evaluation through WebCT
Educational Systems Development has understandably evolved and borrowed from the traditional information Systems Development Life Cycle and has in place the phases of Analysis, Design, Production, Delivery and Evaluation.
Step (1) Analysis of course :
The aim of this stage is to determine training needs and produce a needs assessment document. The first phase includes the analysis of a number of areas:
(i) goals of higher education evaluation course
(ii) learners of higher education evaluation course
(111) resources and constraints of higher education evaluation course
Stating the goals is an important part of planning. These goals identified should be related to what the target students should learn. Specific learning objectives and the design of the project should be developed according to these goals.
Step(2) Development of course
Activities of the second phase comprise:
(a) Construction of higher education evaluation course content
(B)Design of learning methods for higher education evaluation course: a statement of educational strategies which outlines how the aims and learning outcomes will be achieved using online / web based technology.
(iii) Decisions on assessment strategies in course of higher education evaluation
(d) Creation of the learning environment
(E) Selection of media. These activities are based on the result of the analysis phase. Finding the best combination of media to carry out the training as determined in the other components; there is no fixed sequence of conducting these activities
Step (3) Production:
The following are some of the major areas of production:
-idea creation and overall design
-production of video segments (scripting, storyboarding, preparation of props and artist, location shooting, studio recording, post-production)
-production of audio segments (scripting, recording & editin)
-preparation of computer graphics and animation
-design of courseware and interface
-authoring and programming
-encoding and recording
-designing and writing of guidelines
Technical testing and evaluation should be conducted throughout this stage to ensure quality production.
Step(4) Evaluation of course
Both formative and summative assessment procedures are important to evaluate the products produced. Criteria for evaluation involved are identified as follows (also see Nicholson & Ngai, 1996):
- structural evaluation (assessment of structure and appearance of the courseware);
- functional evaluation (assessment of learning effectiveness);
- opinions of users (students, teachers and other users' feedback, etc.)
- cost effectiveness (products against investment).
The main purposes of these evaluations are for higher education evaluation courseware improvement and for subsequent development of guidelines/instructions for users. In order to evaluate the effectiveness of these materials, pre-test and post-test can be conducted.
Survey Structures of Educational Planning in Tehran Universities and Present Appropriate Model for Them
I studied about educational planning in higher education. Major goal of research was survey structures of educational planning in Tehran universities and present suitable model for them. I had six questions in this search:
1- How is structure of educational planning in Tehran
Universities?
2- What s suitable model of educational planning in Tehran universities?
3-In suitable model, what are goals of educational planning in Tehran universities?
4- In suitable model, what are strategies of educational planning in Tehran universities?
5- In suitable model, what are executive plans in Tehran universities?
6-In suitable model, how can evaluate executive plans?
Search results showed that there is not any structure in educational planning of Tehran universities. Then I the first study models of educational planning in planning lecture. Models planning in higher education is :
1) Manpower planning models
2) Social demand planning models
3) Cost-Benefit planning models and
4) Planning in Institute level
I have specially investigated on educational planning in Institute level. Planning in Institute level is parallel with planning in university level . Although, during recent years considerable advances have occurred in educational planning, studies About
planning in university level are less comprehension and total.
When a study in this subject is completed that include all Factories of University system. I developed a planning model in Universities that is total and have following major three steps:
1-Activities before educational planning: This step realizes Through Installation of educational planning system in university Level
2-Activities of educational planning: This step was done through
1-2-Determination of plane aims
2-2-Determination of plane strategies
3-2-Determination of politics
4-2-Collection of necessary data about university /college /educational group (collection data about students ,faculty , staff library and so on (.
5-2-Develop operational plan
6-2-Primary evaluation of plan
3-Activities after educational planning: this step has major tow parts:
3-1-internal evaluation: internal evaluation is parallel self Evaluation,because members of educational groups,Colleges and universities carry out evaluation process. In
the other Word, internal staff of university made internal evaluation
Following factories were evaluated in internal evaluation: students teachers/faculty, management ,curriculum , and graduates.Major steps are:
A) Installation of internal evaluation committee.
B) Determination of evaluation factories
C) Recognizing of elements every factory
D) Development of evaluation indicators
E) Comparetion of quality of educational groups/colleges with evaluation Indicators
F) Evaluation of education quality
G) Development final report
3-2- Accreditation /External evaluation: In spite of internal Evaluation, external evaluation were carried out by external persons Of university. For carrying out accreditation, we should make Committee. Role of committee in external evaluation is development Of evaluation standards .In external evaluation, standards were developed in national or international level . For example, if we want to evaluate education quality in engineering colleges, we should be made a committee by engineering professors. Task of engineering professors in committee is development of Evaluation standards for engineering colleges. When evaluation Standards were developed; we can compare engineering colleges with standards and accredit colleges. Then major goal of external evaluation is accreditation educational groups /colleges /universities in National or international level.
For evaluating Model, I have carried out following many researches about it in the Iran:
-Educational Planning in Higher Education
-Educational Planning in University Level
-Planning of Staff Education
-Evaluation in Distance Education
-Evaluation in Higher Education
-Evaluation in Technical & Vocational Education
-Internal Evaluation in Higher Education Centers
-Accreditation (An Evaluation Model) in Higher Education
-Accreditation in Distance Education
-Universities Evaluation through CIPP (Context, Input, Process and Output)
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