How To Choose and Assess a Learning Tool
Selecting and evaluating a learning tool requires careful consideration. It involves various steps, such as choosing instructional tools that align with your goals for student learning. However, the process doesn’t end there. It’s also essential to assess how well the chosen tool fits your educational objectives and desired learning outcomes. This article aims to provide guidance and resources for selecting and assessing DELTA’s instructional tools, enabling you to integrate them into your courses effectively to enhance student outcomes.
Getting Started
Understanding Learning Objectives and Identifying Need
When integrating instructional technology, it’s crucial to prioritize the instructional aspect of this practice during the planning process. How do you anticipate this tool enhancing, providing, or supporting instruction? While the array of available tools may be enticing, it’s essential to consider specific criteria before incorporating an instructional technology tool into your courses.
Identifying Need
Depending on where you are in the process of creating course content—whether you’re building a course from scratch or refreshing existing content—it’s important to have a grasp of the content already delivered and the current needs. Identifying gaps within your instruction can be challenging if you haven’t taught the material previously (Hibbitts & Travin, 2015). Instructors updating outdated content or refreshing courses likely already have insights into existing gaps and potential learning objectives to address in innovative ways. If you’re unsure about existing gaps, conducting a gap analysis or needs assessment can pinpoint areas for improvement.
Generating Solutions
Once you’ve identified the gaps in your instruction, it’s time to brainstorm potential solutions to meet those learning objectives. This could involve a formal analysis or a simple brainstorming session. For example, you might incorporate research on recent best practices being implemented in other courses. At this stage, the focus isn’t yet on selecting a specific learning tool. Rather, it’s about determining the desired outcomes related to your instruction. Later, you’ll identify which tools can best meet those needs.
One common mistake is seen when instructors choose a tool they like and then attempt to make it connect to their existing learning outcomes. It’s best to start with your learning objectives, instructional gaps, and student analysis, and then select a tool that aligns best with that criteria.
Identifying Instructional Gaps
Here are four questions to guide your thinking about learning objectives and instructional gaps. These questions ensure that your goals remain student-centered while aligning with course instructional outcomes. Integrating instructional technology into your course should primarily benefit your specific students and secondarily meet your learning objectives.
Reflection Questions:
- Who are the learners?
- What are the desired learning outcomes?
- What instructional strategies will be employed to facilitate learning outcomes?
- What instructional gaps can be addressed by instructional tools?
Choosing An Instructional Tool
Deciding On An Instructional Tool
Much like reflecting on learning gaps and instructional needs, there also needs to be time taken to reflect on the tool you wish to incorporate into instruction. Asking yourself these three questions will ensure you are making a good choice keeping your students and objectives in mind:
- What are the unique educational characteristics of each tech tool?
- How well do the tool’s educational characteristics match the learning and teaching objectives?
- What resources are available?
Reflection and Planning Guide
This guide is designed to help you reflect on and plan for instructional improvements in your course. Use the questions as inspiration to guide your thinking and decision-making process. You don’t need to answer every question; instead, choose the ones that resonate most with your current needs and goals. This flexible approach allows you to focus on the areas most relevant to your instructional context.
Instructional Tools at NC State
Here at NC State, we offer a wide range of instructional technology that can reach, engage, and support all learners. While offerings are vast and have all the bells and whistles, we want to ensure you choose the tool best suited to your instructional needs. Below are just a few examples of learning tools supported by DELTA. Learn about benefits and uses of these tools and more on the Instructional Tools page.
Yellowdig
Yellowdig is an online discussion platform designed to build community by inviting students to initiate discussion threads.
Great For:
- Engagement
- Collaboration
- Knowledge sharing
PlayPosit
PlayPosit is a multimedia platform that allows instructors to help students focus on content through interactive videos that can contain embedded engagement activities.
Great For:
- Interactive Learning
- Active Engagement
- Formative Assessment
Gradescope
Gradescope is an external tool that can be connected to Moodle to increase efficiency and consistency in grading and can be especially useful in larger classes.
Great For:
- Efficient Grading
- Feedback Quality
- Consistency in Assessment
Perusall
Perusall is a social/collaborative annotation and discussion tool which includes threaded discussions, asking and answering questions, and more.
Great For:
- Collaborative Reading
- Active Participation
- Critical Thinking
Top Hat
Instructors may leverage the use of mobile devices through Top Hat. Instructors may use Top Hat to pose questions, give quizzes, take attendance and much more.
Great For:
- Interactive Lectures
- Real-time Feedback
- Student Engagement
VoiceThread
VoiceThread is a unique interactive tool that transforms traditional media into collaborative spaces with video, voice and text commenting.
Great For:
- Multimedia Interaction
- Collaborative Discussions
- Visual and Auditory Learning
DELTA Tool Integration Support
DELTA’s faculty support team can come into play in the integration part of this process. Not only do we provide helpful resources to assist you in learning more about our tools, but we also offer in-time assistance with troubleshooting, brainstorming, and strategizing about how to incorporate a new tool into your course. Be sure to check out all of the resources we provide, our helpful resource folder can be an easy way to learn about the various types of support we offer.
Integrating A New Tool
Why Integrate?
Integrating tools into your instruction can be very rewarding, and by now in the process it can be overwhelming. However, now you have identified gaps within your teaching, found a tool that meets that need, and are ready to implement it into your course. The outcome of that work means authentic and successful learning experiences, so don’t give up now!
Integration Strategies
Integrating instructional technology into your course requires a systematic approach to ensure effectiveness (Anstey & Watson, 2018). Begin by strategically introducing the tool to students through demonstrations or hands-on workshops to familiarize them with its features and functionalities. Encourage active participation and provide opportunities for students to explore and experiment with the tool themselves. This will foster a sense of ownership and engagement with the tool. Gradually integrate the tool into lessons, starting with simple tasks and progressively incorporating more complex activities. This phased approach allows both you and your students to adapt gradually to using the tool while minimizing potential challenges or disruptions.
Throughout the implementation phase, gather feedback from students to identify usability issues or areas for improvement. Consider using surveys or discussion sessions to collect input and insights. This feedback will be invaluable in refining your use of the tool and maximizing its effectiveness in enhancing the teaching and learning experience. Additionally, stay aware of current research and best practices in instructional technology integration to inform your approach. By carefully planning and executing the introduction of the instructional technology tool, educators can ensure a smooth transition and successful integration into their courses, ultimately enhancing student engagement and learning outcomes.
Post-Implementation Evaluation
Why Evaluate?
Evaluation after implementing an instructional technology tool is vital for ensuring its effectiveness in achieving intended learning objectives and enhancing the overall teaching and learning experience. By systematically assessing the tool, you can determine its alignment with instructional goals, its ability to engage students, and its effectiveness in facilitating learning outcomes. Gathering feedback from both instructors and students allows for the identification of challenges and areas for improvement. Additionally, evaluation provides valuable insights into the tool’s impact on student learning and enables educators to measure its effectiveness in achieving desired outcomes. Regular assessment ensures that the tool remains relevant and responsive to the evolving needs of both instructors and students, ultimately contributing to continuous improvement in the teaching and learning process.
Steps For Evaluating Instructional Tools
Before delving into the evaluation process, it’s important to think about how to approach it systematically to ensure a comprehensive assessment. Use these key considerations to guide your evaluation of your chosen tool based on the Rubric for eLearning Tool Evaluation by Lauren M. Anstey & Gavan P.L. Watson:
- Alignment with Learning Objectives: Assess whether the tool supports the intended learning objectives of the course.
- Usability and Accessibility: Evaluate the tool’s ease of use and accessibility features for all learners, including those with diverse needs.
- Engagement and Interaction: Consider the tool’s ability to engage students and facilitate interactive learning experiences.
- Effectiveness in Achieving Learning Outcomes: Determine whether the tool effectively contributes to the achievement of desired learning outcomes.
- Feedback and Assessment: Evaluate the tool’s capability to provide feedback to students and support assessment activities.
- Technical Support and Resources: Assess the availability of technical support and resources for both instructors and students.
- Integration with Instructional Strategies: Consider how well the tool integrates with existing instructional strategies and teaching methods.
- Continuous Improvement: Plan for ongoing evaluation and improvement of the tool based on feedback and assessment data.
Throughout the evaluation process, it’s crucial to maintain focus on your initially identified instructional gaps and needs. By identifying these gaps at the start, you establish a foundation for evaluating the effectiveness of the instructional tool. Once you’ve completed the evaluation and addressed the key points outlined above, it’s essential to revisit your initial objectives. Reflect on whether the integration of the instructional tool successfully filled those identified gaps. Returning to the original purpose of introducing the tool allows for a comprehensive assessment of its impact and effectiveness. This reflective analysis ensures that your evaluation remains focused on the intended goals and objectives, providing valuable insights into the overall success of the instructional tool integration process.
Examples of Learning Tools
Moodle Checklist
Early on, this professor identified gaps in the organization and tracking of course content, activities, and assessments within their horticulture course on Moodle. Many students struggled to navigate through the course materials and keep track of their progress, leading to inefficiencies in learning and potential gaps in understanding. To address these challenges, the adoption of the Moodle checklist tool was initiated.
Moodle Checklist allows the professor to create a representation of the course layout, including learning objectives, module resources, activities, and assessments in the form of a list. The checklist provides interactive checkboxes that check off as students complete associated activities, giving them visual cues of their progress and reminding them of upcoming deadlines.
For horticulture students, who often have busy schedules and diverse learning needs, the Moodle Checklist has proven invaluable. It not only addresses the identified gaps in organization and tracking but also empowers students to take ownership of their academic journey. With a clear checklist of the course content and activities, students can better manage their time, prioritize tasks, and ensure they are meeting course requirements effectively. For this course, the Moodle Checklist has significantly enhanced the learning experience.
H5P Flash Cards
After a year of teaching their horticulture course, the professor observed a need for engaging and interactive assessment tools. Traditional assessment methods often lacked interactivity and failed to provide immediate feedback, hindering students’ learning progress. To address this gap, the professor turned to H5P, a versatile content creation tool offering a wide range of interactive features tailored to collegiate-level teaching.
Recognizing the potential of H5P to enhance the learning experience, the professor integrated its flashcards feature into the course curriculum. Utilizing this feature. Each flashcard presented a question or term, allowing students to input their answers before receiving immediate feedback.
In addition to flashcards, the professor explored other interactive options provided by H5P. Features such as interactive videos, presentations, and quizzes were seamlessly incorporated into the course curriculum, offering diverse learning opportunities and catering to various learning styles. These interactive elements fostered student engagement, critical thinking, and retention of course material, effectively addressing the identified gaps in assessment and enhancing overall learning outcomes.
Continuing to explore the capabilities of H5P, the professor remains committed to incorporating more interactive elements into their teaching practice.
Resources
DELTA (2016). Instructional tools. Learning Technology. Retrieved from https://delta.ncsu.edu/learning-technology/instructional-tools/
Justice, L. (2003). Learner/Context Analysis. Retrieved from http://www.personal.kent.edu/~lkjusti1/objectivelyspeaking/learner_context_analysis.htm
Morrison, D. (2012). How to choose the best Ed-Tech tools for online instruction. Online Learning Insights. Retrieved from https://onlinelearninginsights.wordpress.com/2012/07/20/how-to-choose-the-best-ed-tech-tools-for-online-instruction/
Storey, M., Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of Web-based learning tools. Educational Technology & Society 5 (3), 1-10.