EDUC 5104: LEARNING TOOL METRIC DEVELOPMENT & IMPLEMENTATION

Scale Justification
Student Name: Sharnjit Moondi & Dan Labecki Title of Scale: EVALUATING THE ATTITUDES OF ADULT LEARNERS ON THEIR USE OF WEB-BASED LEARNING TOOLS Number of Themes: 0 Number of Items: 15 Learning Theory
(if applicable) (cite theory)

SCALE ITEM

Instructional Design
(if applicable) (cite principle)

(If applicable) (cite specific reference)

Research-Based

1. The web-based learning tools objective was clear.

Pre-Training Principle The user knows what they are to achieve before they set out to complete the objective. That gives them the opportunity to always keep it in their mind as they go through the learning tool.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

D. Petrarca, UOIT, EDUC 5104G, Winter 2012

2. The web-based learning tools objective was achieved.

ARCS Model of Motivational Design Learning tools can often represent novel ways to grasp users attention and can enhance learning through presentation of relevant content. With the objective present and achieved, it establishes relevance, confidence and satisfaction for users especially with a positive outcome and feedback.
- Index of Learning Theories and Models, (2012)

3. The text and graphics coordinate with each other throughout the learning tool.

The Contiguity Principle Having text and graphics not coordinating creates split attention, which forces the learner to use limited working memory capacity to coordinate the multiple sources of information.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

4. The tool included audio narration along with the graphics.

The Redundancy Principle When graphics are explained with narration, they are processed through different channels, verbal channel and visual channel. Each channel is limited in the amount of information it can process at
D. Petrarca, UOIT, EDUC 5104G, Winter 2012

one time. Too much information could cause cognitive overload.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

The Modality Principle Instead of using on-screen text, present words as narration, so that there is no cognitive overload. Information is processed through the two different channels.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

The Contiguity Principle Matching graphics and text is an extraneous process, which causes the learner to use more cognitive processing.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

5. The tool included audio narration along with the text.

The Redundancy Principle Having audio narration along with the text on the screen, presents two different methods of communicating information to users. It involves different channels through which it is processed, verbal channel and visual channel. Each channel is limited in the amount of information it can process at
D. Petrarca, UOIT, EDUC 5104G, Winter 2012

one time. Too much information could cause cognitive overload.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

6. The content presented was applicable to my educational needs.

Coherence Principle The content did not add any material that was not in support of the instructional goal.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

7. Interaction with the learning tools multimedia content (ie. graphics, animations, audio or video) aided my understanding of the objective.

Experiential Theory Learning is a process that you can gain knowledge through experience. Interacting with the tool gives a more hand-on ability.
- Index of Learning Theories and Models, (2012)

Multimedia Principle Students learn best when actively engaged in their learning. It helps to make a connection between verbal and mental construction of pictorial representations of material. Using multimodal literacies caters to a wide range of learning styles.

Interaction is an integral component of any WBLT. - Kay & Knaack, (2008)

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

Redundancy Principle By interacting with content in multiple streams, it helps solidify the learning.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

Coherence Principle Tool decreased cognitive load

D. Petrarca, UOIT, EDUC 5104G, Winter 2012

by avoiding extraneous audio, video and print based content.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

8. Interacting with the learning tool, rather then a text based medium, helped me understand the objective.

Experiential Theory Learning is a process that you can gain knowledge through experience. Interacting with the tool gives a more hand-on ability.
- Index of Learning Theories and Models, (2012)

Multimedia Principle Students learn best when actively engaged in their learning. It helps to make a connection between verbal and mental construction of pictorial representations of material. Using multimodal literacies caters to a wide range of learning styles.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

9. The learning tool allowed for collaboration with others online.

Social Development Theory Giving users the ability to collaborate online is great from many different learning styles because if they are individuals that like to work through problems with others to gain more knowledge and if they are individuals that do not need it, they do not have to utilize that function of it. Seeking information from peers to deepen their understanding is a way of learning used by many and is part of this theory.
- Index of Learning Theories and Models,

D. Petrarca, UOIT, EDUC 5104G, Winter 2012

(2012)

10. The instructions were understood.

Behaviourism It is very structured and must be followed to complete the task to successfully fulfill the requirements of the learning tool. They must read and listen, if there is audio, to the information they have to follow.
- Index of Learning Theories and Models, (2012)

Coherence Principle It is concise and to the point. It is not elaborated up to the point that the information is not understandable. As this principle simply points out, stick to the basics and stay concise.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

11. The layout is consistent on every page of the learning tool.

Coherence Principle Avoided use of extraneous content in order to keep it from being cluttered and off point. Avoid overloading the cognitive processing.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

12. The tool was easy to navigate.

Coherence Principle Avoiding significant change so that cognitive processing is not overloaded. Keeping to the basics of achieving the objective is the goal.
- Clark, Ruth Colvin & Mayer, Richard E. (2011).

D. Petrarca, UOIT, EDUC 5104G, Winter 2012

13. I controlled my pace throughout the learning tool.

ARCS Model of Motivational Design It being designed in a selfguided manner provides support to different learning styles, which motivates learners to continue. Ability to control pace online can also be novel to many learners and help build confidence and satisfaction.
- Index of Learning Theories and Models, (2012)

Segmenting Principle The learner has a chance to cognitively digest (understand and mentally organize) the information or perhaps take notes.

- Clark, Ruth Colvin & Mayer, Richard E. (2011).

14. Additional assistance was available in the learning tool when I needed it.

Social Development Theory The help function of the learning tool is helps the user use the WBLT, by giving more elaborated instructions, elaborating on concepts by providing a glossary, or even some helpful hints for parts where the user may be stuck.
- Index of Learning Theories and Models, (2012)

Experiential Theory It accommodates various styles by giving them the opportunity to get additional assistance.
- Index of Learning Theories and Models, (2012)

D. Petrarca, UOIT, EDUC 5104G, Winter 2012

15. There was feedback provided by the learning tool for everything that required a response from the user.

Social Development Theory Providing users with feedback guides and motivates learners in a way that helps them expand on their knowledge. Helpful feedback gives learners the confidence to continue using the WBLT to strive for better.
- Index of Learning Theories and Models, (2012)

ARCS Model of Motivational Design Feedback throughout the process is a support system for the learner and the end result (if applicable) presented with some feedback delivers the satisfaction of achieving what the objective was said to be.
- Index of Learning Theories and Models, (2012)

Reference:
Clark, Ruth Colvin & Mayer, Richard E. (2011). e-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, third edition. [Books24x7 version] Retrieved February 15, 2012 from http://common.books24x7.com.uproxy.library.dcuoit.ca/toc.aspx?bookid=44340 Index of Learning Theories and Models. (2012, March). Retrieved March 6, 2012 from Learning-Theories.com: Knowledge Base and Webliography: http://www.learning-theories.com/ Kay, R. H. & Knaack. L. (2008b). Appendix B: Learning object evaluation metric. [viewed 19 Oct 2008] http://faculty.uoit.ca/kay/papers/AppendixB.html Kay, R., Knaack, L., & Petrarca, D. (2009). Exploring Teachers Perceptions of Web-Based Learning Tools. (A. Koohang, Ed.) Interdisciplinary Journal of E-Learning and Learning Objects . Retrieved March 12, 2012 from http://www.ijello.org/Volume5/IJELLOv5p027-050Kay649.pdf
D. Petrarca, UOIT, EDUC 5104G, Winter 2012

D. Petrarca, UOIT, EDUC 5104G, Winter 2012