The framework our team used was a blend of both the LORI Model (Leacock & Nesbit, 2007) and the conceptual framework outlined by Hadjerrouit (2010). Both of these models offered great elements to pull from that we felt relevant to evaluating digital learning resources.
When considering aspects of learning theories, the presentation design and interactivity criteria seemed to encapsulate the most important aspects of effective digital learning resources in my opinion.
From what we know about the implications for online learning outlined by Ally (2008), most of the key aspects can be evaluated through the presentation design and the interactivity criteria. Some examples include:
Behaviourist:
- Sequencing should begin a simple moving to complex (Design)
- Learners should be able to receive feedback from the resource (Interactivity)
Cognitivism:
- Proper location of information on the screen and minimal overload of sensations (Design)
- Critical information should be highlighted for focused attention (Design)
- Learners should have the opportunity to complete assignments and use in real life contexts (Interactivity)
Constructivism:
- Learners interpret and process information through senses to create knowledge (Design)
- Learners should have control of the learning process and navigate the resource accordingly (Interactivity)
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (pp.15-44). Edmonton, AB: AU Press.
Hadjerrouit, S. (2010). A conceptual framework for using and evaluating web-based learning resources in school education. Journal of Information Technology Education, 9, 53-79.
Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology & Society, 10(2) 44-59.