Overview
This lecture introduces a comprehensive rubric for evaluating e-learning tools in higher education, detailing its categories, criteria, and practical applications for instructors and educational developers.
Purpose and Background
- The rubric helps educators assess the suitability of e-learning tools for their courses and student needs.
- Instructors often struggle with tool selection due to a lack of evaluation criteria and an overwhelming variety of options.
- The framework is designed for non-technical users and enables multidimensional evaluation of tools.
Foundations of the Rubric
- Previous models like the technology acceptance model and SECTIONS informed the rubric but lacked an instructor-specific evaluative focus.
- The rubric uses categories, criteria, standards ("works well," "minor concerns," "serious concerns"), and descriptors.
Rubric Categories and Key Criteria
Functionality
- Tool should serve its intended classroom purpose and support different class sizes and group work (scale).
- Ease of use ensures intuitive navigation and user guidance.
- Timely and localized tech support is essential.
- Hypermediality enables flexible, multi-media, and non-linear lesson engagement.
Accessibility
- Tools must meet legal accessibility standards (e.g., W3C) and support Universal Design for Learning (UDL).
- User-focused participation addresses diverse learner needs.
- Fewer equipment or connectivity requirements increase accessibility.
- Costs should be minimized, ideally with institutional support.
Technical
- Tools should integrate or embed smoothly within institutional Learning Management Systems (LMS).
- Broad compatibility with desktop/laptop operating systems and browsers is needed.
- Minimal reliance on additional downloads or plugins is preferred.
Mobile Design
- Tools should be accessible on various mobile devices and operating systems.
- Mobile and desktop versions should offer similar functionality or use responsive design.
- Offline access increases tool flexibility for users with limited connectivity.
Privacy, Data Protection, and Rights
- Tools should minimize required personal data collection and protect student privacy.
- Users must retain control and ownership of their intellectual property.
- Tools should allow for easy export, save, and backup of data.
Social Presence
- Tools should facilitate collaboration, support user accountability, and foster a sense of community.
- Familiarity and diffusion of the tool encourage usage and acceptance.
Teaching Presence
- Tools must support facilitation, customization for alignment with learning outcomes, and provide meaningful feedback.
- Learning analytics should allow instructors to monitor and improve student learning.
Cognitive Presence
- Tools should enhance or transform cognitive tasks, not merely replicate traditional activities.
- Support for higher-order thinking and metacognitive engagement is important.
Key Terms & Definitions
- E-learning tool — a digital technology supporting student learning via internet-connected devices.
- Rubric — a guide listing evaluation criteria, standards, and descriptors for assessment.
- Functionality — the tool’s ability to serve its intended educational purpose.
- Hypermediality — support for multiple forms of media and non-linear lesson paths.
- Learning Management System (LMS) — a platform for organizing and delivering course content online.
- Social presence — the sense of real and trusting community among online learners.
- Teaching presence — the instructor’s visible role in structuring and facilitating learning.
- Cognitive presence — the degree of learner engagement in meaningful knowledge construction.
Action Items / Next Steps