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Peer Review Tutorial

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Welcome

Welcome to the MERLOT Peer Review Tutorial. In this tutorial, you will learn how to write a Peer Review Report.

For each field in the Peer Review Report, the tutorial will:

- outline guidelines for describing and evaluating learning material,

- provide examples,

- and allow you to practice writing your own Peer Review Report.

Peer Review Reports from at least two reviewers are combined and the composite peer review is posted on the MERLOT website.

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Navigating the Tutorial

To navigate through the tutorial, use the Next button in the lower right corner.

Occasionally, you will find links to websites outside of this tutorial. To get back to the tutorial, simply close the browser window that opens. The tutorial should be visible again once the browser is closed.

Navigating the Tutorial

Use the Next button to navigate sequentially through the tutorial.

Use the Previous button to go back one page.

Use the Menu button to go to a list of sections in the tutorial. From the Menu, you may link to any section of the tutorial.

Use the Quit button to Exit the tutorial. Save your work before exiting PowerPoint.

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Welcome >

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Saving Your Work

Throughout this tutorial, you will be asked to write your own peer review, one field at a time. You will type each field in a text box. Your text can then be saved and emailed to your Editor.

In order to save your work, follow the instructions provided in the box to the right.

If you want to take a break and return to the tutorial at another time, remember to save before you exit.

Saving Your Work

1. Use the Quit button to exit the tutorial. Click “Yes” when asked if you are sure you want to quit.

2. Save the PowerPoint with your responses using a new file name (include your name in the file name; e.g., “jsmithtutorial.ppt”).3. Exit the PowerPoint. To restart the tutorial where you left off, open the new file, and use the menu to find where you left off.

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Menu of the Peer Review Tutorial

Welcome

Navigating this tutorial

Saving your work

What is a Peer Review report?

First section of the Peer Review: Description

1. Overview : an abstract of the learning material

2. Learning Goal(s) : what the learner will accomplish

3. Target Student Population : who learns from learning material

4. Prerequisite Knowledge : knowledge or skill a learner needs to use the learning material

5. Type of Material : one of nine categories of MERLOT learning materials

6. Recommended Use(s) : a purpose the learning material may be used

7. Technical Requirements : the technical specifications for using the learning material

Second section of the Peer Review: Evaluations and Observations

1. Quality of Content : validity and significance of the learning material

2. Potential Effectiveness as a Teaching/Learning Tool : likelihood of enhancing teaching/ learning

3. Ease of Use : ease in which students interact with the learning material

To start the tutorial, click Next.

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What is a Peer Review Report?

What is a Peer Review Report?

Peer Reviews posted on the MERLOT website are composed from reports by at least two Peer Reviewers. The Peer Review Report is made up of thirteen individual fields organized into two sections. You will learn about each field in detail in this tutorial.

The Description section provides the pedagogical context for the learning material, such as the learning goals, target student population, and prerequisite knowledge.

The Evaluation and Observations section provides the review of the teaching-learning material, based on MERLOT’s evaluation standards.

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First Section of the Peer Review: Description

Welcome to the Description section of this tutorial.

The Description section is made up of the following seven fields to describe the teaching-learning material:

1. Overview : an abstract of the learning material

2. Learning Goal(s) : what the learner will accomplish

3. Target Student Population : who learns from learning material

4. Prerequisite Knowledge : knowledge or skill a learner needs to use the learning material

5. Type of Material : one of nine categories of MERLOT learning materials

6. Recommended Use(s) : purpose(s) for which the learning material may be used

7. Technical Requirements : the technical specifications for using the learning material

Click Next to begin learning about each section of the Description.

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1. The Overview

The Overview:

The first field in a Peer Review Report is a brief, descriptive abstract of the teaching-learning material.

A good Overview will help the user to decide if the material is worth further exploration or selection.

Let’s take a closer look at how an Overview is written…

Description > Field 1 of 7 of the Description Section

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• Learning goals• Target Student Population

• Features

• Subject matter

1. The Overview

The Overview contains at least the following five parts:

• Type of material

The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

Click here to see an animation of each part highlighted in the example below. After watching the animation, you will have a chance to rollover each part to see the example highlighted again.

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• Learning goals

• Target Student Population

• Features

• Subject matter

1. The Overview





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• Learning goals


• Features


• Subject matter

1. The Overview




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• Learning goals


• Subject matter


1. The Overview


• Features



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• Learning goals

• Features

• Subject matter


1. The Overview





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• Features

• Subject matter


1. The Overview


• Learning goals



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• Learning goals


• Features

• Subject matter


• Subject matter

1. The Overview




• Features


• Learning goals

Rollover each part to see the example highlighted again.


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Practice Writing the Overview

Now it’s your turn! Write a Overview for Gas Law Program:

Click here to view Gas Law Program at http://intro.chem.okstate.edu/1314F00/Laboratory/GLP.htm.

Spend just 10 minutes reviewing the site and drafting an overview to familiarize yourself with the process. Later, we will provide more details and another chance to practice.

Type your Overview here:

After you have written your Overview, click here to compare yours to the

expert’s.

Expert’s Overview:

If you wish to edit your Overview, do so now, before continuing.

The “Gas Law Program” is a simulation that demonstrates gas laws. It allows students to vary conditions, such as pressure, volume, molecules of gas, and temperature and observe the effects on a gas sample. It provides a plot of velocity distributions and plots relationships between variables. A document is included that provides guided activities. High School or University students of Chemistry or Physics can appreciate and understand the relationships between gas pressure, volume, and temperature


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Writing the Overview

Did you notice that the overview does not include evaluative statements? The Overview merely describes the material.

Three parts of the Overview, the Type of Material, Target Student Population, and Learning Goals, are also found in other fields of the Description. You will learn more about writing these other fields in future sections of this tutorial.


Two parts of the overview can not be found in other fields of the peer review report -- the subject matter and the features.

Subject matter refers to the key terms or topic areas reflecting the content of the material. You can often find this information from the home page of the learning material.

The next page provides details about features.

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While reviewing the leaning material, take note of all the important learning components and features.

Features might include:

Images/graphics

Video

Audio

Quizzes (with immediate feedback)

Other Interactivity

Learning assignments

Teacher’s guide

Links to related material

Glossary of terms


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You might also want to include other descriptions of the material in the Overview, such as:

• Reference or credit to the author, host, or sponsor of the material.

• A statement describing the material as part of a series of sites or learning modules. List the sites that follow and/or precede the material you are reviewing.

• Information about potential costs involved in using the module.

• Additional websites by the author that might be used with the module.

e.g., “The UC Berkeley Digital Library, sponsored by the National Science Foundation, is a large project containing…”

e.g., “This is the first section of a three-section tutorial.”

e.g., “This is a commercial site that requires a license fee.”

e.g., “This site may be used in conjunction with Molecular Genetics at www.example.exp.”


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Practice Writing the Overview

Now it’s your turn! Write a Overview for DNA from the Beginning:

Click here to view DNA from the Beginning at http://www.dnaftb.org/dnaftb/.

Type your Overview here:

After you have written your Overview, click here to compare yours to the

expert’s.

Expert’s Overview:

If you wish to edit your Overview, do so now, before continuing.

"DNA From the Beginning" is a series of tutorials covering the major areas of genetics and heredity, DNA structure and function, and genome organization and expression. Each animated tutorial includes an in-depth examination of basic experimental design(s)., multiple choice questions requiring interpretation of the experimental results, historical photographs of researchers, lab, and laboratory equipment used in the experiments, audio interviews with researchers who discuss the concept in more detail; biographies about key scientists, as well as links to additional relevant sites.


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2. Learning Goal(s)

Learning Goal(s):

The second field in the Peer Review Report describes what the learner will accomplish by using the learning material.

- What knowledge or skills will the learner gain by using the material?

- What will the learner be able to achieve after using the material?

Let’s take a closer look at how Learning Goals are written…


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2. Learning Goal(s)

Learning Goals are written from the perspective of the student or learner.

For example…

•“The student will be able to demonstrate [skill or

skills].”

• “The student will be able to express a deeper

understanding of [theory, theories, or concepts].”

• “The student will be able to apply the [concepts]

to [real life scenarios].”

• “The student will be able to exhibit an

appreciation for [theory, art, literature, idea,

phenomena].”


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Writing the Learning Goal(s)

Let’s take the example of the Cameron Virtual Balloon Factory.

This site is an extensive business case study of the Cameron Balloons Factory. To portray the company, the site includes interactive photographic virtual tours of the factory, a glossary of balloon jargon, detailed explanations and examples of business issues and staff in the areas of production, design, accounts, and marketing. It also offers explanations of theories, worksheets, questions, and a teacher’s guide.

An example of a Learning Goal for the Cameron Virtual Balloon Factory:

Students will be more aware of how real businesses function, and be able to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.


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Practice Writing the Learning Goal(s)

Students will be able to correctly describe mapping strategies in molecular genetics.

This provides material about molecular genetics.

Beginning business students will have access to glossaries and reference material about molecular genetic

Explains and demonstrates mapping strategies in molecular genetics.

Test your understanding of Learning Goals. Click on the correct response:

Which of these statements represents a Learning Goal?

The site will provide students with a better understanding of molecular genetics.


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This statement describes what students will learn, but does not take the students perspective. Learning goals are written from the perspective of the student. Try Again.






To click next, you must first choose the correct answer.




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This statement describes the site, not a learning goal. Try again.










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That is correct! This statement represents a learning goal.






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This statement describes the site, not a learning goal. Try again.










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Now it’s your turn! Write a Learning Goal for DNA from the Beginning:


After you have written your Learning Goal, click here to compare yours to

the expert’s.

Type your Learning Goal here: Expert’s Learning Goal:

If you wish to edit your Learning Goal, do so now, before continuing.

Students will appreciate and understand the key concepts and experiments used to derive those concepts for classical genetics, molecular genetics and gene organization and control.

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3. Target Student Population

Target Student Population:

The third field of the Peer Review Report describes the student population(s) for which this material is best suited.

Let’s take a closer look at how Target Student Populations are written…


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Target Student Population

The description of the Target Student Population includes two parts:

- a discipline area (academic major, minor, program area).

- an educational level (freshman, lower division, upper division, etc).

Additional groups of people (e.g., faculty, special interest groups) could also be included here.

For example…

•“Beginning French Language Students”

• “Intermediate to Advanced Business Students”

• “Introductory Operations Management Student ”

• “Introductory through Advanced Business

Studies; Economics and Business courses ”


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Writing the Target Student Population

Let’s use the example of the Cameron Virtual Balloon Factory.

As a reminder of what this site is about:

This site is an extensive business case study of the Cameron Balloons Factory. To portray the company, the site includes interactive photographic virtual tours of the factory, a glossary of balloon jargon, detailed explanations and examples of business issues and staff in the areas of production, design, accounts, and marketing. It also offers explanations of theories, worksheets, questions, and a teacher’s guide.

Introductory through Advanced Business and Economics students.

An example of a Target Student Population for the Cameron Virtual Balloon Factory:


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Practice Writing the Target Student Population

Now it’s your turn! Write a Target Student Population for DNA from the Beginning:


After you have written your Target Student Population, click here to compare yours to the expert’s.

Type your Target Student Population here: Expert’s Target Student Population:

If you wish to edit your Target Student Population, do so now, before continuing.

Undergraduate students of genetics.


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4. Prerequisite Knowledge

Prerequisite Knowledge:

The fourth field describes the knowledge or skills a learner needs prior to using the learning object.

Let’s take a closer look at how Prerequisite Knowledge is written…


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4. Prerequisite Knowledge

Describe the prerequisite academic concepts and skills, being as general or specific as necessary (e.g., a specific skill versus a broad understanding of a subject).

For example…

•“One semester of Introductory Physics”

• “Background knowledge of the history of Japan”

• “Must be able to solve quadratic equation by

factoring.”


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Practice Writing the Prerequisite Knowledge

Now it’s your turn! Write a Prerequisite Knowledge for DNA from the Beginning:


After you have written your Prerequisite Knowledge, click here to

compare yours to the expert’s.

Type your Prerequisite Knowledge here: Expert’s Prerequisite Knowledge:

If you wish to edit your Prerequisite Knowledge, do so now, before continuing.

None.


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5. Type of Material

Type of Material:

The fifth field gives the type of material using nine standard MERLOT categories.

Let’s take a look at each of the nine categories that can be selected to describe the learning material…


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5. Type of Material

The nine categories used in MERLOT to describe learning material are:

1. Simulation

2. Animation

3. Tutorial

4. Drill and Practice

5. Quiz/Test

6. Lecture/Presentation

7. Case Study

8. Collection

9. Reference Material


The following pages will describe and provide examples of each of the nine types of material.

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Simulation

What is a Simulation?

A simulation involves an engine that drives the dynamics of the learning module in accordance with specific rules and that simulates real phenomena. Users participate in an approximation of a real or imaginary experience where their actions affect the outcome of the activity. Users must determine and input, on their own, the initial conditions of some dynamic scenario or set of circumstances that generate an output that is different from, and changed by, the initial conditions.

Gas Law Program http://intro.chem.okstate.edu/1314F00/

Laboratory/GLP.htm

Click on a picture to explore the example.

The Ohm Zonehttp://www.article19.com/shockwave/oz.htm

Description > Type of Material Field 5 of 7 of the Description Section

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Animation

What is an Animation?

The dynamic and visual representation of concepts, models, processes, and/or phenomena that allows users to view, on their own, such processes in space or time. Users can control the pace of the visual presentation and can step backwards and forwards through the processes being viewed, but cannot determine and/or influence either initial conditions or outcomes/results of the visual presentation.


Well-Tempered Clavier Johann Sebastian Bach

http://jan.ucc.nau.edu/~tas3/wtc.html


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Tutorial

What is a Tutorial?

Sequentially organized information and activities with specific instructional objectives structured to integrate conceptual presentation, demonstration, practice, and testing to teach specific concepts or skills. Users navigate through electronic workbooks to study, practice, and be tested on information designed to meet stated learning objectives.


DNA from the Beginninghttp://www.dnaftb.org/dnaftb/

Ojala que llueva cafe http://www.colby.edu/~bknelson/exercises/

ojala/index.html


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Drill and Practice

What is a Drill and Practice?

Activities that require users to respond repeatedly to questions or stimuli presented in a variety of sequences. These exercises allow users to practice on their own and at their own pace and to develop the ability to reliably perform and demonstrate knowledge and skills.


ESL Labhttp://www.esl-lab.com/


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Quiz/Test

What is a Quiz/Test?

This can be any assessment device intended to measure learning.


Functions and Graphshttp://www.math.sjsu.edu/~valdes/

calc_place/functions/functions_quiz.html

Netiquettehttp://www.albion.com/netiquette/netiquiz.html


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Lecture/Presentation

What is a Lecture/Presentation?

This category includes lecture and presentation support materials such as presentation graphics (e.g. PowerPoint slide shows), lecture notes, or audio-visual materials that are integral to the presentation – they are not stand alone or tutorial materials.


CDC Growth Chartshttp://www.cdc.gov/nccdphp/dnpa/

growthcharts/training/powerpoint/slides/001.htm

Biochemistry of Metabolism http://www.rpi.edu/dept/bcbp/molbiochem/

MBWeb/mb1/MB1index.html


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Case Study

What is a Case Study?

Illustrates a concept or problem by using a real-life example that can be explored in depth.


The Cameron Balloons Virtual Factory http://www.bized.ac.uk/virtual/cb/


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Collection

What is a Collection?

A collection of subject-specific materials; for example, a collection of web sites, images, or applets.


Physlets http://webphysics.davidson.edu/Applets/

Applets.html


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Reference Material

What is a Reference Material?

Material similar to that found in the reference area of a library. This can include subject specific directories to other sites, texts, or general information. The material here has no specific instructional objectives or learning goals.


The WebQuest Page http://webquest.sdsu.edu/

Who Killed William Robinson? http://web.uvic.ca/history-robinson/


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6. Recommended Use(s)

Recommended Use(s):

The sixth field describes how to use the site, or for what purpose the site can be used.

Let’s take a closer look at how Recommended Uses are written…


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6. Recommended Use(s)

Describe how you would (or how you already do) use the material in your course.

• Is it useful for

– In-class presentations?

– At-home or group assignments?

– Reference material or study-aid?

• Should the learning material be used in conjunction with a course, lesson, textbook, reference material, or other supplemental material?

• Do you have a specific assignment you would like to recommend?

For example…

• “This site is useful as a reference material for

students.”

• “Great for independent study.”

• “It is recommended to provide students with close

instruction, due to the simulation being easily

misunderstood.”

• “Have students take the self-assessment and

describe their own learning style, sharing with a

group.”


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Practice Writing the Recommended Use(s)

Now it’s your turn! Write a Recommended Use for DNA from the Beginning:


After you have written your Recommended Use, click here to

compare yours to the expert’s.

Type your Recommended Use here: Expert’s Recommended Use:

If you wish to edit your Recommended Use, do so now, before continuing.

This site is great for independent study or to be used as a resource for papers or groups projects.


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7. Technical Requirements

Technical Requirements:

The seventh field describes the technical specifications (hardware, software, network) necessary to use the learning material.

Let’s take a closer look at how Technical Requirements are written…


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7. Technical Requirements

Technical Requirements include:

• Specific browser (e.g., “Best if viewed using Explorer”)

• Specific browser versions (e.g., “Must use Explorer 5.0 or greater, or Netscape 4.70 or greater.”)

• Specific operating system (e.g., “Windows XP/2000/98,” or “Not available for the Mac”)

• Specific display or other settings (e.g., “Display should be set at 800 x 600”)

• Specific plug-ins or other software requirements (e.g., “Must have Shockwave. Download Available at site” Or

“Need Adobe Acrobat Reader to view”)

• Hardware requirements (e.g., “Need sound card and speakers to hear audio.” Or “Need a printer to use assignments.”)

• Specific network or Internet access speed (e.g., “Must connect with a 56K Modem or better.”)

• Java and Java-Script (e.g., “Java and Java-Script must be enabled on browser.”)


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Writing the Technical Requirements

Notice that Technical Requirements does not include:

- Technical skills of the user.

- Technical glitches or bugs.

- Technical usability issues, such as slow response time.


Technical Requirements include:

• Specific browser

• Specific browser versions

• Specific operating system

• Specific display or other settings

• Specific plug-ins or other software requirements

• Hardware requirements

• Specific network or Internet access speed

• Java and Java-Script

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Writing the Technical Requirements

Sometimes technical requirements are listed on the site. If so, simply repeat those listed in this field.

If specifics are not listed on site, use the questions and guidelines in the box to the right to help you write the requirements…

Questions to ask yourself when listing Technical Requirements:

• Is sound required? – Specify “Audio Capability required”

• Is it a Java Applet? –Specify “Java enabled browser”

• Requires disc space (to download features of the site)? –Specify how much space is required.

• Requires plug-in or software? –Be as specific as you can. (popular ones include: Shockwave, Windows Media Player, Real Player, Quicktime, Flash, Adobe Acrobat Reader)


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Practice Writing the Technical Requirements

Now it’s your turn! Write a Technical Requirements for DNA from the Beginning:


After you have written your Technical Requirements, click here to compare

yours to the expert’s.

Type your Recommended Use here: Expert’s Recommended Use:

If you wish to edit your Technical Requirements, do so now, before continuing.

Flash Player from Macromedia and Real Player, and Java-script must be enabled.


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You have Completed the Description section.

Congratulations. You have completed the Description section of this tutorial.

You have one more section to go.

This may be a good time to take a break. Remember to save your work before exiting PowerPoint.

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Second Section of the Peer Review: The Evaluations and Observations

Welcome to the Evaluations and Observations section of this tutorial.

The Evaluations and Observations section provides an evaluation of the strengths and concerns of the teaching-learning material using 3 evaluation standards:

1. Quality of Content : validity and significance of the learning material

2. Potential Effectiveness as a Teaching/Learning Tool : likelihood of enhancing teaching/ learning

3. Ease of Use : ease in which students interact with the learning material

Click Next to begin learning about each section of the Evaluations and Observations.

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1. Quality of Content

Quality of Content:

The first evaluation standard describes two general elements about the content of the material:

a. validity: Is the content valid, accurate, and reliable?

b. significance: Does the content teach important, valuable, or

educationally significant concepts, models, or skills in the discipline?

Let’s take a closer look at how Quality of Content is written…

Evaluations and Observations > Standard 1 of 3

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a. Validity may be reflected in several ways…

i. Does it accurately depict reality?

ii. Is it valid compared to convention or other resources?

iii. Is the content complete in scopewithout missing important and relevant information?

iv. Is the content current and up-to-date?

v. Is the accuracy consistentthroughout the material?

vi. If the site contains links to other resources, are these resources valid?

For example…

The Cameron Virtual Balloon Factory provides details of business concepts that are:

• Consistently accurate,

• Consistent with today’s textbooks and theories, and uses a case study typical of business policy cases,

• Complete in scope, covering many theories for each aspect of the business,

• and up-to-date with current business practices.


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b. Significance may be reflected in several ways…

i. Does the content cover core curriculum within the discipline?

ii. Is the content a pre-requisite for understanding more advanced material in the discipline?

iii. Does the content cover material that is difficult to teach/learn?

iv. Is the significance consistentthroughout the material?

v. If the site contains links to other resources, are these resources appropriate?

For example…

The Cameron Virtual Balloon Factory…:

• is a comprehensive resource integrating a great variety of business functions, raising both general and specific issues,

• covers significant theories that are well integrated, and covered with enough depth to be useful for either introductory or advanced students,

• provides a close, in-depth look, difficult to find elsewhere, at an actual business case, complete with interactive virtual tours of the location and examples of real issues and real people.


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Writing the Quality of Content

Strengths and Concerns

There are two different sections of the Quality of Content - providing the Strengths and providing the Concerns.

Use “bullets” to list out for each of strengths and concerns.

If there are no concerns for this standard, write “none” in the field.

You MUST have something in the Concerns area unless you award a rating of 5 stars.

For example…

Quality of Content

Strengths: This learning material provides details of business concepts that are:

• Consistently accurate,• Consistent with today’s textbooks

and theories, and uses a case study typical of business policy cases,

• Complete in scope, covering many theories for each aspect of the business, …

Concerns: • This site does not cover a complete

range of business functions.


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Practice Writing the Quality of Content

Now it’s your turn! Write Strengths and Concerns for the Quality of Content for DNA from the Beginning:


After you have written your Quality of Content Strengths and Concerns, click here to compare yours to the expert’s.

Type your Quality of Content here: Expert’s Quality of Content:

If you wish to edit your Quality of Content, do so now, before continuing.

Strengths: DNA from the Beginning provides information about genetics, heredity, and DNA structure that is:

• Consistently accurate with appropriate vocabulary,• Consistent with today’s textbooks and theories, • An impressive depth of coverage, covering many

concepts, scientists, labs, and links to relevant sites,• Significant and follows a logical progression of ideas.

Concerns: Some units, particularly in Classical Genetics, have only one or no video interviews.

Strengths:

Concerns:


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2. Potential Effectiveness

Potential Effectiveness as a Teaching/Learning Tool:

The second evaluation standard describes the materials likely ability to improve teaching and learning given the ways faculty and students could use the material.

Let’s take a closer look at how Potential Effectiveness is written…


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Potential Effectiveness may be reflected in several ways…

i. Does the material facilitate learning? Will learners be able to effectively achieve the learning goals?

ii. Are concepts, models, or skills presented with clarity, focus, and organization?

iii. Compared to other methods of teaching the same concept,

models, or skills, is this learning material just as effective or better? Is it an innovative, new, original

presentation of the concept?

continued…

For example…


• is effective at teaching business students how real businesses function, how to make decisions about various fields in an organization, and apply business theory,

• covers a lot of ground, while keeping it’s focus and staying well organized,

• presents a typical business case in creative, innovative fashion,


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iv. Does it appeal to multiple learning styles? Multiple learning

processes?

v. Does it engage the learner, create intrigue, or otherwise motivate the learner to achieve?

vi. Does it engage multiple senses through audio, video, images, and text?

vii. If it is interactive, does it do so effectively?

viii. If it is interactive, does it provide immediate feedback regarding the learner’s response accuracy?

continued…

For example…


• appeals to many learning styles, with options to jump right into descriptions of the business, explanations of theory, or spend time in virtual tours or reading about the staff,

• engages students with interactive pictures, activities, and interesting stories,


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ix. Does it provide examples, when appropriate, that help illustrate concepts?

x. Does it demonstrate relationships between concepts?

xi. Does it provide effective introductions, overviews and summaries when applicable?

xii. Does it have flexibility or versatility of use?

For example…


• is very flexible, so learning assignments may be as narrow focused or as extensive as required. It can easily be adapted to a specific course by focusing on a specific section.


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Writing the Potential Effectiveness


There are two different sections of the Potential Effectiveness - providing the Strengths and providing the Concerns.




For example…

Potential Effectiveness

Strengths: This learning material:

• is effective at teaching business students how real businesses function,

• covers a lot of ground, while keeping it’s focus and staying well organized,

• presents a typical business case in creative, innovative fashion, …

Concerns: • This site is not very flexible to a

variety of learning styles or assignments.


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Practice Writing the Potential Effectiveness

Now it’s your turn! Write Strengths and Concerns for the Potential Effectiveness for DNA from the Beginning:


After you have written your Potential Effectiveness Strengths and Concerns,

click here to compare yours to the expert’s.

Type your Potential Effectiveness here: Expert’s Potential Effectiveness :

If you wish to edit your Potential Effectiveness, do so now, before continuing.

Strengths: DNA from the Beginning: • Is effective at promoting understanding of the basic concepts of

genetics, heredity and DNA structure. It presents a clear and focused thread of logic showing how scientists realized that DNA is the genetic material.

• Is well organized, and follows a logical progression, conceptually and chronologically

• Engages students with videos of famous scientists, animations, and questions, such as “Where do we go from here?”

• Provides more than one approach to understanding the concepts using animations, interactive quizzes, text, and videos, allowing flexibility of use.

• Includes interactive quizzes that provide immediate feedback for correct and incorrect answers.

Concerns: None.

Strengths:

Concerns:


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3. Ease of Use

Ease of Use:

The third evaluation standard describes how easy it is for students and faculty to interact with the learning material.

Let’s take a closer look at how Ease of Use is written…


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3. Ease of Use

Ease of Use may be reflected in several ways…

i. Is information presented in ways that are familiar to students?

ii. Is the site easy to navigate?

iii. If it is interactive, does it provide feedback for user actions? Will

the user always know if they are waiting for a response from the system, or if the system is waiting

a response from the user?

iv. Is it self-contained, or are instructions necessary? Are instructions easily available?

continued…

For example…


• presents a case study in an innovative display that is organized by business functions similar to business textbooks.

• is easy to use and easy to navigate. Users can jump from section to section easily without getting lost. Even though it has a lot of material, the way it is organized makes it always easy to find what you are looking for.


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3. Ease of Use

v. If there are instructions or “help”, are they clear, relevant, and complete? Are they available

when needed?

vi. If applicable, does it clearly tell users when an error is made, and how the user should continue?

vii. Is the presentation clearly designed with no distracting design elements (e.g., color, sound, animation, too much on a page)?

viii. Are the terms and any new jargon, defined?

continued…

For example…


• Has virtual tours that are easy to use, without the little bit of instruction there is on the site.

• is designed well, with well-formatted text, and just enough images to keep it interesting.

• clearly defines all balloon jargon.


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3. Ease of Use

ix. Are related parts of the site clearly related, while parts that offer different content areas, or audiences are clearly separated?

x. When the site requires plug-ins, does it provide links to easily access

the plug-in for downloading?

xi. Are there any major bugs (e.g., links that do not work)?

For example…

• The Cameron Virtual Balloon Factory is organized clearly.

• All of the links are are functioning properly.


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Writing the Ease of Use


There are two different sections of the Ease of Use - providing the Strengths and providing the Concerns.




For example…

Ease of Use

Strengths: This learning material:

• presents a case study in an innovative display that is organized by business functions similar to business textbooks,

• is designed well, with well-formatted text, and just enough images to keep it interestin,

• is organized clearly, …

Concerns: • Some of the links are not

functioning properly.


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Practice Writing the Ease of Use

Now it’s your turn! Write Strengths and Concerns for the Ease of Use for DNA from the Beginning:


After you have written your Ease of Use Strengths and Concerns, click here

to compare yours to the expert’s.

Type your Ease of Use here: Expert’s Ease of Use:

If you wish to edit your Ease of Use, do so now, before continuing.

Strengths: • Information is presented logically in a simple design.• Navigation is consistent throughout each unit of the tutorial.• Terms are defined within the text.Concerns:• The scope of the site and how to best navigate through each

unit is not immediately clear. It takes some exploring before understanding how to best move from one unit, or section of the unit, to the next. It is not immediately clear what type of learning material is contained within each of the sections (e.g., “Concept” provides a brief description, while “Animation” provides a more in-depth tutorial).

• There is no index or site map listed by topic, making it difficult to move directly to a topic of choice. The titles of each unit do not always provide enough information to know what topics are covered within the unit.

Strengths:

Concerns:


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You have Completed the Tutorial.

Congratulations. You have completed the Tutorial.

Now that you have completed the tutorial, click Quit, save your work, and email your PowerPoint file to your Editor.

Click here to see email addresses of all Editors.

Remember to save your work before exiting PowerPoint.

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BiologyJeff Bell

[email protected]

Scott Cooper

[email protected]

BusinessCathy Owens Swift

[email protected]

ChemistryNancy Konigsberg Kerner

[email protected]

Neil Kestner

[email protected]

EngineeringJoseph Tront

[email protected]

Ed Perry

[email protected]

Health SciencePamela Scheibel

[email protected]

Email Addresses of the Editors

HistoryWilliam Paquette

[email protected]

Tracy Penny Light

[email protected]

Information TechnologyTerry Ortiz

[email protected]

Siva Balasubramanian

[email protected]

MathematicsJim Rutledge

[email protected]

Kurt Cogswell

[email protected]

MusicDavid Megill

[email protected]

Michael Rothkopf

[email protected]

Return to the Tutorial

PhysicsBruce Mason

[email protected]

PsychologyMichelle Pilati

[email protected]

Teacher EducationDarrell Pearson

[email protected]

Barbara Levin

[email protected]

Teaching and TechnologyRay C. Purdom

[email protected]

Colleen Carmean

[email protected]

World LanguagesLaura Franklin

[email protected]

Carla Meskill

[email protected]

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