It begins with explaining why some of the most commonly asked evaluative questions are impossible to answer and then proceeds to discuss some more useful questions. Some of the key assumptions of the Flashlight Program are developed here. It s not possible to study everything about everything simultaneously. Even a little information, if gathered about a crucial question, can help improve education and also reduce some of the anxiety around investments in technology. Activities that occur frequently are usually more important to study and improve than activities that occur only rarely.
Some folks assume that the time to study a new initiative is after it has stabilized.
Ironically at that point many people wish that they had begun their studies years earlier. When describing a possible study target, it's useful to state its goal, the activity that's meant to promote that goal, and the role of technology in supporting that activity. We also need to understand whether such collaboration, if it's happening, is helping them feel more a part of the institution. Our college is putting more emphasis on developing Web-based materials for online courses, especially courses that can be taught at a distance. Our institution has a program for providing presentation hardware and software in classrooms.