Introduction
to the
Guidelines for Web Enhanced Lessons
Background
While there are several resources on the web that address how to critically
evaluate online information resources, less plentiful are guidelines
addressing the evaluation of web enhanced lessons and educational
modules. At the same time, due to the ease with which material can
be published online, there is a plethora of educational sites and
materials. These sites represent the gamut in terms of quality and
content and often do not take into account good learning theory and
technology standards.
These Guidelines for Web Enhanced Lessons were designed
to assist educators in evaluating existing web enhanced lessons
and to provide guidance in the development of their own online educational
materials. They incorporate the efforts of many individuals and
teams who have conducted research on what elements contribute to
quality online materials, lessons and programs. The Guidelines combine
aspects of learning theory with principles of technology and interface
design to address lessons intended for complete or partial delivery
using the World Wide Web.
There is a saying, "That which gets measured,
gets accomplished." These guidelines were written in hopes
that online educational materials developed with these guidelines
in mind will incorporate sound pedagogy and high quality content
while adhering to best practices in interface design and application
of technology.
What
is a Web Enhanced Lesson?
For the purpose of this tutorial, you will see the
terms "web enhanced lessons" and "online educational
modules" used interchangeably. Web enhanced lessons or online
educational modules indicate an entire lesson, unit or course that
is published on the web. Although the entire module doesn't need
to be completed by a learner online, there should be some web components
and activities integrated into it.
The guidelines are written to address a complete learning
experience which would include the following components:
- an introduction or background indicating the goals and objectives
for learners,
- activities that enable learners to synthesize and apply that
which is taught,
- the presentation of high quality content and information, and
- a means for assessing learner achievement.
When evaluating a smaller educational module or online
learning component, these guidelines may be helpful, but should
be applied more as areas for consideration rather than as rules
that should be strictly adhered to.
The Guidelines Themselves
In researching what makes good web enhanced lessons,
elements of a good lesson seemed to naturally fall into three distinct
categories: pedagogy, content, and delivery systems. First, pedagogical
issues concern learning theory and the instructional design which
underpins a lesson. Next, availability, quality and presentation
of content, and resources were grouped into a second set of guidelines.
Third, the section on delivery methods pertains to the technology,
tools, and techniques used to deliver the lesson and support the
learning process.
In developing these guidelines, it was determined
that first and foremost, good pedagogy should be the basis or underpinning
of a quality lesson. The pedagogical guidelines developed here can,
of course, be used in traditional as well as electronic formats.
In addition, these guidelines may be of assistance for those looking
to improve traditional class lessons.
With good instructional strategies in place, the next area of concern,
again in an online as well as traditional classroom, is the quality
of the content and information resources. Content is WHAT we teach
as opposed to Pedagogy, which is HOW we teach. Online materials
should take full advantage of the power and diversity of the web
in providing information in a variety of formats and perspectives.
The final challenge faced by educators in an online environment
is how to actually deliver the lesson or module. Although delivery
typically implies a one way transfer of information or materials,
a quality online educational module will incorporate systems for
exchange of information freely among all participants - instructor
to learner, learner to instructor, and learner to learner. Delivery
systems include not only means for acquiring and manipulating information,
but also communication and feedback tools, presentation tools, multimedia
capabilities, and tools for thinking and working. These tools help
to convert weaknesses and constraints of the web into strengths
and opportunities.
In addition to tools and technologies used in the delivery of an
online module or lesson, one should consider the interface "look
and feel," accessibility of the website tools, activities and
content, appropriate use of technology, etc.
References
Resources used in the development of these guidelines have been
included below:
Active Learning Practices for Schools. Harvard Learning Project
http://learnweb.harvard.edu/alps/
An Evaluation Model for Web-Based Instruction. Jun, W. & Gruenwald,
L. (1999)
http://www.cs.ou.edu/~database/documents/jg01.pdf
ADEC Guiding Principles for Distance Teaching and Learning
http://www.adec.edu/admin/papers/distance-teaching_principles.html
Ed's Oasis: Evaluation Center
http://www.classroom.com/edsoasis/guide2.html
Evaluating Online Materials for Use in Instruction. Branch, M.,
Kim, D. & Koenecke, L. (1999)
http://www.ericfacility.net/databases/ERIC_Digests/ed430564.html
Quality Guidelines for Online Courses: The Development of an
Instrument to Audit Online Units " Herrington, A., Herrington,
J., Oliver, R., Stoney, S. & Willis, J. (2001). Proceedings
of the Annual Conference of the Australasian Society for Computer
in Learning in Tertiary Education.
WWW CyberGuide Ratings for Content Evaluation:
http://www.cyberbee.com/content.pdf
WWW CyberGuide Ratings for Web Site Evaluation:
http://www.cyberbee.com/design.pdf
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