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Evaluation and Criteria of Multimedia Applications

Group Members:

Stephanie Martin

Laura Medeiros

Michelle Marie Meeker

Dianne Milner

Sheryl Nathan

Chimone Walker Parris

Jessica Banks Poawui


PEDAGOGICAL CRITERIA
Weight of Rating of
Criteria Statements (Operationalization of items) criterion item
Content organization
Learning tasks are sequenced so that all
components of a given task can be mastered
independently before proceeding to the next
Sequencing task. # +
Concept schema/ The network of concepts and topics is compatible
knowledge space and closely linked. Bottom of Form # +
Epistemological The content reflects the complete spectrum of
views of a given domain, ranging from the
traditional academic perspectives to the views of
the most radical “fringe.” * *
The subject material is sufficiently covered as
Depth/Coverage noted by learning objectives. E *
Cognitive Capabilities
Top of Form
The content of the program meets the pre-
Relevance defined learning objectives. Bottom of Form E *
The learning approach is problem based and
Problem based investigative. + 0
The software encourages learners to apply
knowledge to authentic contexts. The learning
environment offers the opportunity to use work
practices, methods, cognitive processes and
authentic sources and materials in real-life
Context Relevance situations. * *
Objectives/Goals The instructional strategies and material are
reconstructed of concepts, schema, mental
models, and other cognitive structures. E *
Multimedia The product utilizes an innovative combination of
alternative tools that support each other. + 0
Motivation Intrinsic motivation encouraged through music,
voice, still pictures, text, animation, motion video
and a user-friendly interface. # +
Interactivity
Cooperativeness Learning is based on co-operative and
collaborative principles and supports group work. + 0
Activeness/Interactivity The learning environment is based on the
learner’s active role and commitment. Tools are
based on interactive technologies (interactive
video, interactive www-pages, learning *
programs). *
Communicativeness Software tools provide for multiple
communication types (peer-to-peer, instructor- *
learner). +
Interactivity Software is interactive and encourages active
learning. * *
Motivation The software allows for maintained learner
motivation and interest. # +
Accommodation for The software supports adjustments for learner
individual differences differences with scaffolding, cognitive
bootstrapping, and other metacognitive supports *
to promote learning. *
Reactivity Learning strategies include memorization, direct
instruction, deduction, drill and practice, and *
induction. *
Constructiveness Teaching and learning are clearly based on the
/Instructional learners’ active construction process and on the
Usability Criteria
Weight of Rating of
Criteria Standards (Operationalization of items) criterion item
Navigation (Ease of use) • Information is easy to locate and
Includes ability to access by the student(s).
go: forward, back, • Students move purposely between
exit, to main the related information.
menu, to • The student’s current position * *
homepage, to within the course is evident.
help, to glossary, • Previously accessed areas are
mapping detectable.
Interactivity (between • The learning module(s) contain E *
learner and learning built-in quick checks / assessment
objects) points.
• Learners are required to
demonstrate a specific skill or
concept previously taught.
• The arrangement of engaging
activities delay teaching without
learner participation and
interaction.
• Interactive elements provide
remediation for learners who have
not mastered the skills or concepts
presented thus far.
Sequencing (order and • The content is cohesive and well E *
interrelation between structured.
learning objects) • The correlation between learning
objects is apparent to the learner.
• The learning objectives are clear as
the user moves through the course
content
Interface design • Graphics and color usage do not * *
(aesthetics, colors, distract or overwhelm the user
frames, text, media (thus does not impede the learning
integration) process).
• The design utilizes the proper
amount and combination of text,
sound, graphics and video.
• The design compliments the
learning objectives and content
message.
• The design is appropriate for the
audience and industry.
• The design of the training
module(s) minimizes cognitive load.
Legibility (intelligibility) • The design of the training module # +
presents the content in a clear and
comprehensible manner.
• Section 508 accessibility is
included in the design.
• The design aesthetics complement
the theme(s) of the content.
Overall Functionality • The design structure is flexible. + 0
(flexibility, effectiveness) • The design achieves its intended
use.
Security • The audit and assessment will E *
have precise representation for
our security risks.
• The solution design’s protection
will be right for our designing
needs.
• Learners will be able to
understand the system in order
to maximize effectiveness
through services and training.
• IT will monitor our security
standards by measuring and
tracking new security gaps.

KEY

Weights assigned to each criterion based on the QWS key (cf. Baumgartner & Payr, 1997):
E = essential
*= very important (very valuable)
# = important, relevant (valuable)
+ = additional, less important (marginally valuable)
0 = zero

Definition of Rating:
* = meets standards
# = partially meets standards
+ marginally meets standards
0 = does not meet standards
Note that a criterion cannot be scored higher that its given weight.