Exploring E-Learning for Literacy, Numeracy and ESOL Teachers Module 8

1. Exploring E-Learning for Literacy, Numeracy and ESOL Teachers Module 8 Assessing E-Learning Resources Module 8 - Assessing Learning Resources

2. Module learning outcomes At the end of this 10-hour module you will be able to: • understand what is meant by e-learning resources • know where to find e-learning resources • know how to assess the appropriateness of e-learning resources for the Skills for Life target audience • share examples of good practice with colleagues • apply what you have learned to your teaching. Module 8 - Assessing Learning Resources

3. Module content 1.5 hour’s face-to-face teaching: Finding out about e-learning resources and the criteria used to assess them. 4.5 hours of self-study: Assessing e-learning resources. 3 hours of action learning: Trying out some e-learning resources with learners. 1 hour of reflection and feedback Module 8 - Assessing Learning Resources

4. E-learning resources ‘Ready made’ resources such as: • CD-ROMs: Interactive learning packages, eg Cash Crescent from learndirect • websites: Sites on the internet with information that the learner can access to inform their work, eg the NHS Direct site covers healthy living and there are audio files in English, Bengali, Punjabi, Gujarati and Urdu www.nhsdirect.nhs.uk • web-based materials: BBC Skillswise has an extensive range of Skills for Life worksheets linked to the curricula www.bbc.co.uk/skillswise • software, eg Word or PowerPoint Equipment which allows teachers to create their own resources such as: • a digital camera • an interactive whiteboard. Module 8 - Assessing Learning Resources

5. What the range of e-learning resources might include • Handouts on topics such as spelling and addition • Complete learning packages • Initial assessment packages • Diagnostic packages Module 8 - Assessing Learning Resources

6. What the range of e-learning resources might include • Games • Puzzles • Information for topic-based work • Contextualised packages for the workplace, hobbies, citizenship etc • Assignments Module 8 - Assessing Learning Resources

7. Criteria for evaluating e-learning resources can be divided into the following headings: Content: the subject matter and the nature of the materials Learning: the outcomes and aims of the pedagogical approach Style: the look and feel of the design Navigation: how the learner moves through the resource Accessibility: the usability of the resource by all learners Technical: the hardware or software requirements or restrictions Module 8 - Assessing Learning Resources

8. Content The subject matter and the nature of the materials should be suitable for the target audience. The resources should: • enable learners from a variety of backgrounds to relate to the content by ensuring that portrayal of society in digital materials (graphics, video etc) reflects its diversity • include interactive activities which offer opportunities to apply newly acquired knowledge and skills in real or simulated settings (see also learning) • use language appropriate to the target audience, in terms of level and context • provide appropriate help facilities • use a variety of media such as animation, text, sound and video. Module 8 - Assessing Learning Resources

9. Learning In terms of learning the resources should: • include clearly stated learning objectives • be mapped to the literacy, numeracy and ESOL curricula • be based on an established and respected learning model such as Kolb, Gardner or Honey and Mumford • be designed to engage learners in interactive and participative learning • allow self-assessment and regular feedback • encourage collaborative interaction and dialogue with others, eg prompts to e-mail your trainer mentor, join a discussion in a chat room or post a message to a message board. Module 8 - Assessing Learning Resources

10. Style In terms of the look and feel of the resource, it should: • have a clear and engaging design • use no more than five colours • avoid colour-dependent navigation, eg click on the green button • where possible use strong shapes to help learners discriminate between objects or images • use uncluttered screens. Module 8 - Assessing Learning Resources

11. Navigation How the learner is supposed to move through the resource should be as intuitive and as consistent as possible. Therefore the resources should: • have a consistent approach to layout and navigation, eg navigation buttons appear in the same location on all pages • use commonly understood buttons and icons • offer learners the possibility of following alternative routes through the materials suitable to their needs Module 8 - Assessing Learning Resources

12. Navigation Continued... • have labelled pages so that learners are aware of their location at all times, and include progress markers • provide a map of the resource pages, including those completed • use clear ways to exit the material, with a bookmarking facility • feature play, pause, rewind and stop controls for sound, video and animation. Module 8 - Assessing Learning Resources

13. Accessibility When looking at other resources, or designing your own, they should be designed with accessibility and special needs in mind. They should: • be navigable through the keyboard • have audio support for text on screen (when the text is not on screen a transcript must be provided) • use clearly laid out text, presented in chunks, with anchors between to aid dyslexic learners • use a pulse movement to show selected icons, not a flash Module 8 - Assessing Learning Resources

14. Accessibility Continued...  • avoid using images to display text • have alternative text descriptions for all graphics or have a text-only alternative (for use by text to voice) • have printable alternatives for each page • use as high a level of contrast between the text and the background as possible. Module 8 - Assessing Learning Resources

15. Technical Technical means making sure that the equipment being used is suitable. So you should check that e-learning resources: • avoid the use of uncommon plug-ins • avoid very large file sizes or indicate when a file is very large before giving an option to download • avoid very large screen sizes • deal with video in a way that is suitable for the bandwidth available. Module 8 - Assessing Learning Resources

16. Technical You should also: • test the resources on the versions of the browsers that will be used • consider specific hardware requirements, such as sound cards or hand-held computers. Module 8 - Assessing Learning Resources

17. Accessibility • The Disability Discrimination Act 1995 has placed a duty on suppliers to make reasonable adjustments when developing learning materials. • It is also important to note that often these measures add to materials in terms of usability by all learners. Module 8 - Assessing Learning Resources

18. Accessibility The following websites will help you to judge the accessibility of resources and also offer guidelines about usability. • http://www.cast.org/bobby/index.html • http://www.w3.org/TR/WAI-WEBCONTENT/full-checklist.html Module 8 - Assessing Learning Resources

19. Where to find e-learning resources • Learndirect: www.learndirect.co.uk • West Nottinghamshire College: www.westnotts.ac.uk • BECTA/FERL: http://ferl.becta.org.uk • Readwriteplus: www.dfes.gov.uk/readwriteplus • BBC: www.bbc.co.uk/skillswise • Curriculum Online: www.curriculumonline.gov.uk • CTAD: www.ctad.co.uk • Learning Technologies: www.learningtechnologies.ac.uk/ask Module 8 - Assessing Learning Resources