Level 0 - Preliminary evaluation of Need

Holistic evaluation begins with level 0, the preliminary evaluation of needs. This level involves conducting a needs analysis to determine whether a TEL resource is necessary and appropriate to either resolve a curriculum challenge or as an alternative approach to achieve a course’s learning objectives (Clunie et al., 2018). This stage aims to establish a rationale for the introduction of a TEL resource and to provide a case as to whether a particular TEL resource is appropriate given the needs of the learner (Pickering, Lazarus & Hallam, 2019). 

The information attributing to the needs analysis is established from a number of sources including, but not limited to, a curriculum review, module evaluations, assessment grades, student feedback, engagement statistics, and staff-identified needs (Pickering, Lazarus & Hallam, 2019; Pickering & Joynes, 2016). If technology is viewed as necessary to the solution, consultation with relevant stakeholders is required to determine if the development and implementation of a TEL resource is ascertainable. Considerations include staff time, technology associated with the resource infrastructure costs (Pickering, Lazarus & Hallam, 2019). Consulting local networks can also establish if there is already a TEL resource serving the same purpose that staff were unaware existed (Pickering & Joynes, 2016). 

The overall goal of level 0 is to ensure that the TEL resource being introduced to the curriculum has a pedagogical purpose, rather than not being useful to the learner (Pickering, Lazarus & Hallam, 2019). If the necessity of the TEL resource has been established, a development phase follows.

Development Phase

Although considered key to the creation of TEL resources, the development phase is not considered to be essential for the holistic evaluation model. This stage focuses on collaboration of all relevant stakeholders including students, teaching staff and learning technologists to build a user-friendly resource (Pickering, Lazarus & Hallam, 2019). The development phase focuses on the types of device/s that students will access the resource. Additionally, consideration is made as to whether it is best to develop the TEL resource internally or seek externally an provided resource (Pickering, Lazarus & Hallam, 2019). The development phase may be revisited based on feedback from the processes involved in level 1 (learner satisfaction and learning gain) to further develop the resource (Pickering & Joynes, 2016).