Evaluating and Creating Digital Objects
Artifact 2: Web-based Learning Tool
Course: EDUC 5104G Learning Tools
Description: A Web-Based Learning Tool (WBLT) storyboard was created using Microsoft PowerPoint presentation in order to learn the learning theories that underlie WBLT and examine the instructional principles that are used to create WBLT. The WBLT can be described as interactive tool that supports learning of specific concepts by amplifying, and/or guiding the cognitive process of learners. (Kay & Knaack, 2008a) A Likert Scale or WBLT evaluation metric was also created to evaluate the essential features of a WBLT. A justification template was completed to explain the rationale behind the statements that are found in the Likert Scale. The construction of the WBLT evaluation metric allowed me to learn about the criteria that should be considered while selecting learning objects that can be incorporated for effective learning of mathematics. While designing the ``Trigonometry WBLT`` the social development (guided feedback), social learning (graphic/video demonstrations), experiential (tool manipulation), and situated learning (real world tasks) theories were considered. The designing of this WBLT storyboard allowed me learn about the principal features that should be present in a pedagogically sound WBLT.
The electronic version of the WBLT evaluation survey can be found in the following link: http://www.surveymonkey.com/s/LXSSRYF
The video description of the Trigonometry WBLT storyboard can be found in the following links:
Part 1 - http://screencast.com/t/4pooKQBzpERC
Part 2 - http://screencast.com/t/Qp9bljro
Reflection: Today, in the student-centered classrooms the technology is observed to facilitate collaboration, critical thinking, and the process of knowledge construction. (Herzig-Muir, 2004) The use of technology is observed to have positive influence on student learning process and outcomes. The Web-Based Learning Tools (WBLTs) or learning objects are interactive, online learning tools that support learning of specific concepts by enhancing, amplifying and/or guiding the cognitive process of learners. In classroom learning, the use of WBLT allows students to explore, manipulate variables, apply concepts, or answer questions on formally presented topics that are based on a relatively narrow concept. (Kay & Knaack, 2008a)
The WBLT Evaluation Scale offers suggestion to the teachers on the key components to focus on when choosing a WBLT and helps them to be selective in finding WBLT that would allow higher level learning (application and analysis of concepts). By using the criteria for evaluating learning objects (Kay & Knaack, 2008) I have created “Asha’s Web-based Learning Tool Evaluation Survey” where I focused on five main themes such as design, interactivity, engagement, usability and learning for evaluating WBLTs. While creating the WBLT evaluation scale I learned about the evaluation criteria that I should keep in mind when selecting a WBLT for my classes. As a teacher I learned that features such as interactivity, clear feedback, graphics or animations are important features of WBLT that support the learning process. It was interesting to learn that the design qualities of a WBLT such as effective help, clear instruction, navigation, organization and ease of use are also important criteria for selecting appropriate WBLT.
In creating the “Trigonometry WBLT” I was able to apply my learning about the important design features of a WBLT such as layout of the WBLT, quality of graphics, visual appeal and the emphasis on the key concepts. For designing a pedagogically-focused WBLT the principles of instructional design and learning theories were considered. (Baruque & Melo, 2004) For creating my WBLT, the instructional design principles (Mayer & Clark, 2007) that were considered are Multimedia Principle ( Use of Text and graphics), Modality Principle (Use audio to describe information), Segmenting Principle (WBLT divided into manageable segments), Coherence Principle (No extraneous material) and Contiguity Principle (Words near corresponding graphics). The learning theory that was mainly considered while creating this WBLT is Experiential learning theory (Deaudelin et al., 2003) which focuses on providing opportunity to the students for involvement in learner-centered hands on learning activity. The Social learning theory (Brown & Voltz, 2005) was also considered which allows students to learn through observation, imitation, and modelling. The use of animation, mini-clips and hands-on tools in this WBLT allowed students to learn about trigonometry through observation and modelling.
Course: EDUC 5104G Learning Tools
Description: A Web-Based Learning Tool (WBLT) storyboard was created using Microsoft PowerPoint presentation in order to learn the learning theories that underlie WBLT and examine the instructional principles that are used to create WBLT. The WBLT can be described as interactive tool that supports learning of specific concepts by amplifying, and/or guiding the cognitive process of learners. (Kay & Knaack, 2008a) A Likert Scale or WBLT evaluation metric was also created to evaluate the essential features of a WBLT. A justification template was completed to explain the rationale behind the statements that are found in the Likert Scale. The construction of the WBLT evaluation metric allowed me to learn about the criteria that should be considered while selecting learning objects that can be incorporated for effective learning of mathematics. While designing the ``Trigonometry WBLT`` the social development (guided feedback), social learning (graphic/video demonstrations), experiential (tool manipulation), and situated learning (real world tasks) theories were considered. The designing of this WBLT storyboard allowed me learn about the principal features that should be present in a pedagogically sound WBLT.
The electronic version of the WBLT evaluation survey can be found in the following link: http://www.surveymonkey.com/s/LXSSRYF
The video description of the Trigonometry WBLT storyboard can be found in the following links:
Part 1 - http://screencast.com/t/4pooKQBzpERC
Part 2 - http://screencast.com/t/Qp9bljro
Reflection: Today, in the student-centered classrooms the technology is observed to facilitate collaboration, critical thinking, and the process of knowledge construction. (Herzig-Muir, 2004) The use of technology is observed to have positive influence on student learning process and outcomes. The Web-Based Learning Tools (WBLTs) or learning objects are interactive, online learning tools that support learning of specific concepts by enhancing, amplifying and/or guiding the cognitive process of learners. In classroom learning, the use of WBLT allows students to explore, manipulate variables, apply concepts, or answer questions on formally presented topics that are based on a relatively narrow concept. (Kay & Knaack, 2008a)
The WBLT Evaluation Scale offers suggestion to the teachers on the key components to focus on when choosing a WBLT and helps them to be selective in finding WBLT that would allow higher level learning (application and analysis of concepts). By using the criteria for evaluating learning objects (Kay & Knaack, 2008) I have created “Asha’s Web-based Learning Tool Evaluation Survey” where I focused on five main themes such as design, interactivity, engagement, usability and learning for evaluating WBLTs. While creating the WBLT evaluation scale I learned about the evaluation criteria that I should keep in mind when selecting a WBLT for my classes. As a teacher I learned that features such as interactivity, clear feedback, graphics or animations are important features of WBLT that support the learning process. It was interesting to learn that the design qualities of a WBLT such as effective help, clear instruction, navigation, organization and ease of use are also important criteria for selecting appropriate WBLT.
In creating the “Trigonometry WBLT” I was able to apply my learning about the important design features of a WBLT such as layout of the WBLT, quality of graphics, visual appeal and the emphasis on the key concepts. For designing a pedagogically-focused WBLT the principles of instructional design and learning theories were considered. (Baruque & Melo, 2004) For creating my WBLT, the instructional design principles (Mayer & Clark, 2007) that were considered are Multimedia Principle ( Use of Text and graphics), Modality Principle (Use audio to describe information), Segmenting Principle (WBLT divided into manageable segments), Coherence Principle (No extraneous material) and Contiguity Principle (Words near corresponding graphics). The learning theory that was mainly considered while creating this WBLT is Experiential learning theory (Deaudelin et al., 2003) which focuses on providing opportunity to the students for involvement in learner-centered hands on learning activity. The Social learning theory (Brown & Voltz, 2005) was also considered which allows students to learn through observation, imitation, and modelling. The use of animation, mini-clips and hands-on tools in this WBLT allowed students to learn about trigonometry through observation and modelling.
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