Tool for Selecting E-Technology

1. “ACTIONS” Model:
Tool for Selecting E-Technology
Presented by: Wendy Johnson
Email: wendyj@g.clemson.edu
880: Research Concepts
Dr. Steven Bronack
Clemson University, MHRD
4/16/09

2. Consider the Selection
I chose to research the ACTIONS model
because, the more I read the more it seemed
that there were few guidelines available that
one could follow when considering the
selection of e-technology.
Selection models do exist, but not every
program is suitable for e-technology.
How do you know? And, what is available?

3. E-Technology Selection Models
The use of A.W. (Tony) Bates, ACTIONS
model for selecting e-technology is the focus of
my research, and this presentation.
Note: In my research paper I do compare and
contrast two other models to the ACTIONS model:
Huddlestone & Pike’s (2008) 7 Key decision Factors for
Selecting E-Learning
Lambert & William’s (1999) 3 Steps for choosing
educational technologies

4. ACTIONS Model, A.W. Bates
Tony Bates, is the Director of Distance Education and
Technology and Continuing Studies at the University
of British Columbia.
He is the author of five books, including 'Technology,
Open Learning and Distance Education', published by
Routledge in June, 1995, which won a NUCEA award
for the best book on distance education in 1995.
The ACTIONS Model is based on Bates (1995)
methodology for assessing learning technologies.

5. ACTIONS Model
The ACTIONS Model provides a
framework for selecting e-technology.
7 considerations that experts, educators
and designers should use in choosing the
proper technology for delivering distance
education courses.

6. ACTIONS Model
ACCESS:
How accessible is a particular technology
for learners?
How flexible is it for a particular target
group?

7. ACTIONS Model
COSTS:
What is the cost structure of each
technology?
What is the unit cost per student?
What are the opportunity costs vs. other
technology choices?

8. ACTIONS Model
TEACHING & LEARNING:
What kinds of learning are needed?
What instructional approaches will best
meet these needs?
What are the best technologies for
supporting teaching and learning in this
environment?
Can the content be adapted to the
technology?
What skills does the technology develop?

9. ACTIONS Model
INTERACTIVITY & USER-
FRIENDLINESS:
What kind of interaction does this
technology enable? (synchronous or
asynchronous)
How easy is it to use and learn?

10. ACTIONS Model
ORGANIZATIONAL ISSUES:
What are the organizational and
institutional requirements to provide
stability and support?
What are the barriers to using this
technology successfully within the
institution?
What changes need to be made within
the organization to incorporate the
technology?

11. ACTIONS Model
NOVELTY:
How new is the technology?
What are its technical capabilities?

12. ACTIONS Model
SPEED:
How quickly can courses be created and
distributed with this technology?
How quickly can materials be changed?

13. In Closing….
Institutions and organizations need a guideline
for selecting e-technology. Simply purchasing
the cheapest item off the rack, or doing what’s
fast is not going to help them sustain, or
progress into a successful future.
Using a model like ACTIONS can offer
businesses direction and history when figuring
out where they have been and where they
need to go for the future.

14. References
Bates, A.W., (1995). Technology, open learning and
distance education. London: Routledge.
Huddlestone, J., & Pike, J. (2008). Seven key
decision factors for selecting e-learning. Cognition,
Technology & Work, 10(3), 237-247.
doi:10.1007/s10111-007-0102-z
Lambert, S. & Williams, R., (1999). A model for
selecting educational technologies to improve
student learning. HERDSA Annual International
Conference, Melbourne, 12-15, July 1999.