Академический Документы
Профессиональный Документы
Культура Документы
By
Dominica Anderson
Of the Requirements of
Email: dominica.anderson@my.open.uwi.edu
Instructional designers spend a great deal of time and money developing learning solutions but of
equal importance is determining its effectiveness. Evaluating the learning solution allows the
effectiveness of the deliverable to be assessed and creates the opportunity to improve it in order to
better offer the learner a potent and memorable experience. Assessing the quality, effectiveness,
what works or doesn’t work in the learning solution allows the instructional designer to keep,
change or discard what is needed to achieve the goals and meet the learning objectives (Pappas,
2015).
In order to assess our learning solution, two peers were invited to experience and provide feedback
on our multimedia course on “Pythagoras Theorem”. The responses were guided with the use of
an evaluation rubric and they assessed the relevance, appropriateness, sufficiency, instructional
events, and functionality of the program. The evaluators also provide general feedback about their
experience.
Overall, the evaluators found the experience of using the multimedia program to be very pleasant,
easy to follow, understand and navigate. They, however, did experience a few flaws which
negatively impacted their experience. Additionally, the evaluators had several suggestions for
Relevance
The evaluators agreed that the content of the multimedia learning module was relevant, organized
and well-aligned to the goals and objectives of the course. It was expressed that the transition
from basic principles to more complex principles was seamless and easy to follow. The multimedia
inputs were relevant to the presenting the content and aligned with the objectives for each unit.
Appropriateness
Feedback from the evaluators on the appropriateness of the instructional content indicated that
they felt it was suitable for the age group being targeted. Evaluators conveyed that the instructional
events were appropriate for engaging learners with varying abilities. Additionally, the varying
media and assessment methodologies used were suitable for engaging the audience. The
technology implemented was also found to be appropriate for the target audience.
Sufficiency
The average rating for the sufficiency of the program among the evaluators was 3.5 of 5. This
allows for the inference that the multimedia techniques implemented supported the instruction,
however, there is room for improvement. The evaluators felt that the small flaws in the system
negatively impacted the rendering of the instructional content. For example, the submit button did
not work when participant completed the quiz. On the other hand, the feedback included the
sentiment that the graphical design was attractive with excellent mechanics and that the lengths of
the clips and narration were ideal and maintained the interest of the user.
Instructional Events
The evaluators collectively expressed that Gagne’s instructional events were well implemented.
One evaluator noted that all the elements were present, well organized and complemented the flow
of the presentation.
Functionality
The navigation functionality was good throughout the program however a few buttons did not
work as they were intended. Fortunately, the navigation menu on the left offered an alternative in
these cases. Overall, the evaluators found the site easy to navigate and the buttons clearly identified
the action. The use of navigation enhancements for the most part did exactly as intended.
The evaluators felt the design theme was consistent and the text was readable. Additionally, the
speech on each slide offered audio versions and captioning could be turned on/off. All the
multimedia aspects functioned well including links, audio, video, animations, and graphics. These
added to enhancing the learning content and made the program more appealing.
General Comments
Evaluators noted that a negative aspect of the learning solution was the use of a mechanized voice.
They suggested that real voices be used to maintain the human touch. Additionally,
acknowledgements, references and permission for using copyrighted material was missing.
Developing thus multimedia project was both challenging and labor intensive, however, we
believe we have met the objectives well given the constraints. With that in mind, the feedback
provided from the evaluations are instrumental in highlighting areas in the project that can be
During the planning stage of the project, it was intended that more original multimedia inputs be
designed an incorporated, however due to time, more external resources were used. This has
area can be improved. The setbacks were largely due to time constraints and the need for more
testing.
In relation to the evaluator’s comments on using a mechanized voice, speech to text was used due
to some constraints, including time. This allowed for the program to have captioning without
manually creating caption for a voiceover. This alternative was considered by the group and
In closing, the greatest challenge was time. Better project management skills would have allowed
Proposed Revisions
1. Use Voiceovers for speech, rather than speech to text. Audio will be recorded and edited
5. Review the project and test that all buttons and links are functional
Reference
Pappas, C. (2015). eLearning Course Evaluation: The Ultimate Guide For eLearning Professionals.
the-ultimate-guide-for-elearning-professionals