Faculty Professional Learning: An Examination of Online Development and Assessment Environments - Teaching through Multi-User Virtual Environments - page 82

activities developed in competence 3: how is the
continuous improvement planned? We proposed
five activities and a strategy (plan of action de-
signed to achieve a particular goal) with respect
to competence 3:

evaluation . Specific tasks: first, select the
study by Millar, Simeone & Carnevale
(2001, p. 76). Second, write down what
matters (factors, activities, plans for im-
provement, and gaps) of a logical model
as shown in a selected proposal of an im-
provement program (see references in the
Resource Directory of the above course).

• Activity 1. Hierarchy of results of an im-
provement program for a formative pro-
gram . Specific tasks: first, read the hier-
archy of results of Owen (1998, p. 319),
which is quoted below:
5. Enhancement of career.
4. Self-confidence in terms of profes-
sional work.
3. Empowerment to undertake profes-
sional work tasks.
2. Acquisition of techniques and skills.
1. Increases in knowledge of facts and
concepts.
Second, indicate the number of times each of
the above results is cited in a selected proposal
of an improvement program (see references in
the Resource Directory of this FPL course about
formative program evaluation).

• Activity 3. Design a teaching guide .

Specific tasks: first, select an improvement
program evidencing an action research
project in a subject matter of a formative
program evaluation (see references in the
Resource Directory of the above course).
Second, show its characteristics. Third,
complete the evaluation of the similarities
and differences between the selected pro-
gram improvement and the projects report-
ed by Koch et al. (2002, p. 86).

• Activity 4. Model of continuous improve-

ment process . Specific tasks: first, select
an improvement program (see references
in the Resource Directory of the above
course). Second, review the steps of
Macy, Neal and Waner's (1998, pp. 31-2)
Continuous Process Improvement (CPI)
model: step 1: outcomes & criteria; step 2:

• Activity 2. Logical model of an improve-

ment program for a formative program

Figure 3. Criteria to evaluate a formative program