Guidelines for Evaluationg Web Enhanced Lessons Evaluation Guidelines Activities Welcome

Guidelines for
Evaluating Web Enhanced Lessons

These Guidelines have been broken into three main categories; pedagogy, content, and delivery systems. The section on Pedagogy cover aspects of learning theory and instructional design which underpin a lesson. Content guidelines pertain to the availability, quality, and presentation of the lesson content and resources. And finally Delivery Methods apply to the technology, tools and techniques used to deliver the lesson and support the learning process.

For quick reference, the Guidelines are broken into topical areas. Next to each Guideline are elements of "what to look for" when applying that guideline to an educational module. Finally, we have provided some resources if you wish to explore aspects of that guideline further.

As you review the Guidelines for Evaluating Web Enhanced Lessons, we hope you will find that although they are comprehensive, they are not overwhelming or unwieldy to use in the evaluation of online modules or in the development of your own educational site.

 


Pedagogy: The learning theory and instructional design
which underpin the lesson

Area: Introduction
Guideline
What to Look For
The web site prepares visitors for interaction in a compelling manner.

  1. Clearly states purpose including target audience, content offered, and learning outcomes.

  2. Website is inviting and aesthetically pleasing.
Resources for Introduction
Area: Content Standards
Guideline
What to Look For

Content standards are clearly stated and appropriate for the target audience and the lesson.

  1. Clearly states state content standards.

  2. Content standards are appropriate for the educational level of the target audience.

  3. Content and activities match content standards.
Resources for Content Standards
Area: Goals and Objectives
Guideline
What to Look For

Goals and objectives for learners are clear and appropriate for the target audience.

  1. Clearly states performance based objectives in terms of what the learner will know or be able to do.

  2. Goals and objectives are appropriate for the grade level of the target audience.
Resources for Goals and Objectives
Area: Learning Activities
Guideline
What to Look For
Learning activities are clearly described, are pedagogically sound, and lead to the achievement of the stated goals and objectives.

  1. Activities are clearly described and are logistically executable by others.

  2. Activities are supported with necessary documentation, content and learning materials.

  3. Activities lead to learner accomplishment of goals and objectives.

  4. Activities are motivating, engaging, challenging, and rewarding.

  5. As appropriate, the lesson encourages communication and dialog with the instructor and/or with fellow learners.

  6. Pacing of activities and deliverables is appropriate to the target audience.

  7. Activities are learner centered and integrate pedagogically sound strategies. May incorporate various learning strategies.

Resources for Learning Activities
Area: Diverse Learning Environment
Guideline
What to Look For
Approaches to learning are inclusive, addressing multiple learning styles and needs of diverse learners.

  1. Learning strategies reflect a diversity of perspectives, approaches, and cultures.

  2. Activities vary in approach and format to support multiple learning styles.
Resources for Diverse Learning Environment
Area: Assessment
Guideline
What to Look For
Assessment is tied to progressive achievement of goals and objectives, and takes into consideration personal learning goals of the students.

  1. Assessment occurs along the way and measures learner achievement of stated goals and objectives.

  2. Assessment incorporates learner’s personal learning goals into successful outcomes.

  3. Assessment tools incorporate a variety of formats and strategies for measuring learner success.

  4. If appropriate, opportunities are provided to develop meaningful, polished products.
Resources for Assessment
Area: Feedback
Guideline
What to Look For
Means for formative and summative feedback is provided for both learner and instructor in a safe, constructive environment.

  1. Students are invited to contribute ideas and suggestions about the learning process, materials, and activities and provided the opportunity to offer suggestions and feedback to instructor without concern for retribution.

  2. Regular and ongoing feedback to learners is built in to the learning process.

  3. Assessment and grading of student performance is readily available for review by instructor or student.
Resources for Feedback

 


Content: The availability, quality, and presentation of content and resources

Area: Organization and Accuracy
Guideline
What to Look For
Content is well organized, easily accessed, and accurate.

  1. Content supports activities and assignments.

  2. Content is organized clearly.

  3. Content is readily available when needed during the learning process.

  4. Content is accurate and comes mainly from recognized sources.

  5. Content adheres to spelling and language rules.
Resources for Organization and Accuracy
Area: Diversity of Materials
Guideline
What to Look For
Content is presented using a variety of media and formats.

  1. Similar content is presented in multiple formats and/or media to support multiple learning styles.

  2. Content offers a rich and diverse array of material to support personal construction of knowledge and meaning.
Resources for Diversity of Materials
Area: Supporting Resources
Guideline
What to Look For
Resources support the content and provide opportunities for learners to easily explore areas of interest in more detail.

  1. Resources can be quickly identified and accessed at any time.

  2. Resources provide additional depth and breadth to the content.
Resources for Supporting Resources

 


Delivery Methods: The technology, tools and techniques used to deliver the lesson and support the learning process

Area: Site Design
Guideline
What to Look For
The site design is engaging, intuitive and functional.

  1. The site is aesthetically pleasing and compelling.

  2. The site is organized and labeled clearly so that navigation and orientation is intuitive.

  3. Buttons, tools, graphics, and other elements are provided parsimoniously with functionality in mind.

  4. Tools, buttons, content, and functional elements are intuitive and easy to use.
Resources for Site Design
Area: Appropriate Use of Technology and Media
Guideline
What to Look For
The selection of the media, tools and technologies are chosen according to strengths and properties best suited to support the learning process.

  1. Media and technology support the learning experience rather than existing simply for the sake of technology.

  2. Media, tools and technologies are provided to support instructional activities and learner deliverables.
Resources for Appropriate Use of Technology and Media

Examples of Online Tools

Area: Accessibility of the Technology
Guideline
What to Look For
Materials and activities are accessible to all learners, including those with disabilities or those who are geographically remote.

  1. Learners can easily access content and use online tools remotely.

  2. The website is accessible to students with disabilities including learners with motion impairments, hearing impairments, or learners who use screen readers.
Resources for Accessibility of the Technology
Area: Reliability and Dependability
Guideline
What to Look For
Site access, content, and online tools are dependable, reliable, and readily available.

  1. Web links are active.

  2. Information is current.

  3. Website is available 24 hrs/day.

  4. Website is accessible by standard hardware and software platforms (Macintosh, PC, Internet Explorer, AOL browser, Mozilla, etc.).

  5. Tools and technologies are easy to use, yet accomplish the task reliably and dependably.

Resources for Reliability and Dependability

 

Developed by Michelle Warn. Contributors: Carol Kerney and Theresa Lally, the BorderLink Project Team at San Diego County Office of Education and the Imperial County Office of Education.

(June, 2003)

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