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A Multi-Component Model for Assessing Learning Objects:
The Learning Object Evaluation Metric (LOEM) |
Appendix B - Learning Object Evaluation Metric
A. Interactivity
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1. Meaningful Interactions |
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2 |
1 |
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q Interactions with the learning object are meaningful and permit the user to have a much greater understanding of the concept/topic than he/she would have if she used a text based medium |
q Interactions with the learning object are somewhat meaningful and provide something more than a text based medium |
q Interactions with the learning object are not very meaningful/gratuitous/minimal and are not significantly better than a text-based medium |
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2. Overall Control |
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The user has: q Ability to move through instructional elements at own speed q Ability to redo or relearn component before moving on q Ability to make choice about the paths to take so that one can progress at own learning level |
Score 3 if all 3 items are checked 2 if 2 items are checked 1 if 0-1 items are checked
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3. Multimedia adds learning value |
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3 |
2 |
1 |
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q The multimedia content (e.g., graphics, animations, video, audio) of the learning object adds something to the learning process |
q The multimedia content (e.g., graphics, animations, video, audio) of the learning object adds little to the learning process |
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B. Design
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1. Consistency (Pages have consistent look and feel) |
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2 |
1 |
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q All/most pages have a consistent look and feel to it. |
q Some pages have a consistent look and feel to it. |
q Few/no pages have a consistent look and feel to it. |
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q Text and visual components are in a consistent location always. |
q Text and visual components are in a consistent location sometimes. |
q Text and visual components are in a consistent location rarely/never. |
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2. Layout (Clear and well organized) |
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2 |
1 |
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q The organization of most/all pages is clear |
q The organization of some pages is clear |
q The organization of few/no pages is clear |
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q The pages are not at all cluttered. |
q The pages are somewhat cluttered |
q The pages are very cluttered |
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q All page components are well placed and easy to see |
q Some page components are well placed and easy to see |
q Few/No page components are well placed and easy to see |
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3.
Labeling |
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3 |
2 |
1 |
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q Navigation labels are very clear |
q Navigation labels are somewhat clear |
q Navigation labels are confusing |
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q All/Most navigation labels are easily understood by the user |
q Some navigation labels are easily understood by the user |
q Few/No labels are easily understood by the user
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4. Readability (Look of text) |
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The text has: q Text is easy to read (e.g., good font size and type, clear, not fuzzy) q Contrast between text and background is easy to read q Text is presented in short, concise segments q White space is used effectively
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Score 3 if 4 items are checked 2 if 2-3 items are checked 1 if 0-1 items are checked
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C. Engagement
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1.
Quality of Feedback
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The feedback is: q an appropriate amount for the user (not too much or too little) q well written with appropriate language for user q appears when necessary and gives user adequate direction and information for progressing
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Score 3 if all 3 items are checked 2 if 2 items are checked 1 if 0-1 items are checked
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2. Attractive (Has modern, appealing look) |
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The learning object has: q Attractive select of colours q No long scrolling pages q Easy to read text q Attractive graphics q Modern interface q Looks like it was professional done |
Score 3 if 5- 6 items are checked 2 if 3-4 items are checked 1 if 0-2 items are checked |
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3. Graphics (Not Video) |
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3 |
2 |
1 |
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q Graphics images are high quality with respect to resolution, size, and accuracy |
q Graphics images are moderate quality with respect to resolution, size, and accuracy |
q Graphics images are low quality with respect to resolution, size, and accuracy |
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4. Learning Mode |
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The learning object includes: q videos q animations q audio q written text, hands q static graphical representations
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Score 3 if all 4-5 items are checked 2 if 3 items are checked 1 if 0-2 items are checked
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5. Motivation |
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3 |
2 |
1 |
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q Learning object interactions/theme/goals/tasks would be very motivating/engaging for designated grade level |
q Learning object interactions/theme/goals/tasks would be somewhat motivating/engaging for the designated grade level |
q Learning object interactions/theme/goals/tasks would not be motivating/engaging for the designated grade level |
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D. Usability
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1. Natural to Use (intuitiveness of the interface, easy of use) |
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3 |
2 |
1 |
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q The tools for the user to control the interactive components are natural, make sense, are easy to find on the screen and natural to use |
q The tools for the user to control the interactive components are somewhat natural, make some sense, are somewhat easy to find on the screen and are sometimes natural to use |
q The tools for the user to control the interactive components are not natural, do not make much sense, are not easy to find on the screen and rarely/not natural to use |
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2. Orientation (Does the user know where he/she is at all times?) |
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3 |
2 |
1 |
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q The user knows where they are at all times |
q The user knows where they are at some of the time |
q The user rarely/never knows where they are. |
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q Sufficient orienting features like breadcrumb navigation, menu highlighting, appropriate page titles, home, exit, previous, next buttons are present |
q Some orienting features like breadcrumb navigation, menu highlighting, appropriate page titles, home, exit, previous, next buttons are present, but not enough |
q Few/no orienting features like breadcrumb navigation, menu highlighting, appropriate page titles, home, exit, previous, next buttons are present |
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q Orienting features are in the same spot always |
q Orienting features are in the same spot sometimes |
q Orienting features are not in a consistent location |
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3. Navigation Cues (breadcrumb paths, page numbering, coloured buttons to indicate change of state, pop-up boxes or mouseovers) |
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3 |
2 |
1 |
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q A sufficient number of navigation cues are present |
q Some navigational cues are present but more are needed |
q Few/No navigational cues are present |
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4. Instructions |
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3 (Must have both for a 3) |
2 |
1 (if confusing then give a 1) |
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q
The instructions are
very clear ( well written, concise and easily understood) q There are no instructions, but it is obvious what needs to be done |
q The instructions are somewhat clear (fairly well written, a bit long and fairly easy to understand but some confusion in spots) OR q Some instructions are present, but more need to be added |
q
The instructions are
confusing q The instructions are absent, but need to be added |
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q Text and visual components are in a consistent location always. |
q Text and visual components are in a consistent location sometimes. |
q Text and visual components are in a consistent location rarely/never. |
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5. Appropriate Language Level (appropriate for the user) |
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3 |
2 |
1 |
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q The language (words used, vocabulary, sentence structure) is appropriate for the age , reading level and interests of the expected users all/most of the time |
q The language (words used, vocabulary, sentence structure) is appropriate for the age , reading level and interests of the expected users some of the time |
q The language (words used, vocabulary, sentence structure) is appropriate for the age , reading level and interests of the expected users rarely/ none of the time |