TY - JOUR
AU - Jackson, Gregory A.
AB - :J-E Gregory A. Jackson Methods, Strategies, and Examples in Higher Education To carry the art . . . to its highest pitch, it is neces­ sary that the reasoner should be able to utilize all the facts which have come to his knowledge; and this itself implies, as you will readily see, a possession of all knowledge. . . . It is not so impossible, however, that a man should possess all knowledge which is likely to be useful to him in his work. and this I have endeavoured in my case to do. Sherlock Holmes, in The Five Orange Pips Early efforts to improve higher education using learning technologies are beginning to overtax their original hardware, and support services. Advocates software, curricular applications, under such circumstances commonly request additional resources to replace or expand overtaxed ones. As such requests mount up, they prompt management to ask whether earlier investments were worth­ while. Questions about worth prompt evaluation. In the following pages I pursue two ends: to describe, evaluate, and compare various methodologies and strategies available for evaluating learning tech­ nologies, and to illustrate several key strategies in practice. My approach to evaluation reflects three arguments. First, evalua- The 
TI - Evaluating Learning Technology
JF - The Journal of Higher Education
DO - 10.1080/00221546.1990.11780712
DA - 1990-05-01
UR - https://www.deepdyve.com/lp/taylor-francis/evaluating-learning-technology-0T5tI9FtwO
SP - 294
EP - 311
VL - 61
IS - 3
DP - DeepDyve
ER -