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EVALUATION OF LEARNING OBJECTS

EVALUATION OF LEARNING OBJECTS. K esarkar M adhura , P h.D. Head, Department of Education, SNDTWU, Mumbai . Previous approches to evalaution of learning objects.

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EVALUATION OF LEARNING OBJECTS

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  1. EVALUATION OF LEARNING OBJECTS KesarkarMadhura, Ph.D. Head, Department of Education, SNDTWU, Mumbai

  2. Previous approches to evalaution of learning objects • Nesbit, Belfer, Vargo(2002):aid for searching and selecting, guidance for use, formative evaluation, influence on design practices, professional development and student learning, community building, social recognition, and economic exchange. • Vargas, Ortega (2006): positive quality, negative quality, delivery, and formative quality.

  3. Previous approches to evalaution of learning objects • Leacock, T. L., & Nesbit, J. C. (2007): content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, and standards compliance. • Kay and Knack (2008): interactivity, design, engagement, and usability

  4. Evaluation rubric • It is a scoring tool; a set of criteria and standards linked to learning objectives; used to assess a student’s performance on papers, projects, essays, and other assignments. • Use specific criteria as a basis for evaluating or assessing student performances as indicated in narrative descriptions that are separated into levels of possible performance related to a given task.

  5. Features of learning objects • Learning objectives • Content Quality • Language • Design • Graphics • Interactivity • Navigation • Question • Feedback • Animation • Sound • Overall effect

  6. Sample Descriptors for question

  7. Sample of Study • 8 LOs available online were selected by using purposive sampling. • These learning objects were from different subjects. Those were Mathematics, science, English and Geography.

  8. Presence of elements in selected Learning objects • Only one, learning object have learning objectives. • In all learning objects content presented is error free, logically sequenced and in small chunks. • The language used in all almost all the learning objects is simple and appropriate for the target group and free from grammatical error. • Except one, in all the learning objects background color and text Color are complementary.

  9. Presence of elements in selected Learning objects • In 50% learning objects all the graphics used are relevant to the content and explain the difficult concepts with clarity. • All the learning objects show high level of interactivity. In all the learning objects all buttons and links are activated and navigation is easy. • Except one all the learning objects have provision for immediate and appropriate feedback.

  10. Presence of elements in selected Learning objects • Except one in all the learning objects the questions asked are relevant, clear and appropriate for target group. • Only 2 learning objects have sound which is appropriate and can be controlled by the learner.

  11. Quality wise distribution of Learning objects

  12. Conclusion Selected open educational resources in the form of learning object available on World Wide Web are of good quality. Teachers can use developed evaluation rubric to judge the quality of learning objects for selection.

  13. Thank you

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