Evaluating your e-Learning Design

Evaluation

After I finish developing an eLearning module I am always wondering if the final product represents a good design. So far project stakeholders are really happy with what I have created but I wanted to measure with a checklist or some sort of evaluation tool if the design was good, and I found what I consider a “wonderful tool” (like everything Cathy Moore creates 🙂 ) called “Checklist for a strong learning design” (Moore, 2015).

I took her tool and I wrote it in excel and I added a point system in the spectrum section to get at the end a score, where the maximum possible score is 70.

Checklist for strong learning design
Module:
No. Action-oriented materials Spectrum Information dump
5 4 3 2 1
1 The goal of the project is to change performance in a visible, measurable way. The goal of the project is to transfer information into people’s brains.
2 Objectives used to design the materials describe visible, on-the-job behaviours that are necessary to reach the project goal (“sell”, “lead”, “encrypt”, “schedule”, “design”). Objectives describe knowledge (“understand”). If behaviours are described, they are behaviours that happen during a test (“identify”, “explain”, “define”).
3 The format of the materials (webinar, PDF, etc.) is determined by the type of activities and users’ needs. The format of the materials is determined by tradition, the LMS, or what’s most convenient for the client.
4 The materials feel like one immersive, challenging activity or a series of activities with little interruption. The materials feel like a presentation that’s occasionally interrupted by a quiz.
5 The authors appear to respect the learners’ intelligence and previous experience. The authors appear to doubt the learners’ ability to draw conclusions and assume they have no experience.
6 Activities make people practice making decisions like the ones they make on the job. Activities are quizzes, trivia games, or other knowledge checks that don’t happen on the job.
7 Activity feedback shows people what happens as a result of their choice; they draw conclusions from the result. Activity feedback explicitly tells people “correct” or “incorrect”; they aren’t allowed to draw conclusions.
8 People can prove that they already know material and skip it. Everyone is required to view every bit of information regardless of their existing knowledge or performance on activities.
9 Reference information is supplied outside the activity in job aids; people practice using the job aids in activities. Reference information is delivered through the course or training; people are expected to memorize it or come back to the course for review.
10 Characters are believable; they face complex, realistic challenges with emotionally compelling consequences. Characters seem fake (e.g.’ preachy or clueless); their challenges are minor and are presented as intellectual exercises.
11 Visuals are used to convey meaning. Visuals are used as “spice”.
12 Photos of people show humans with realistic expressions. Illustrations appear intended for grownups. Visuals of people are stock photo models who are over-acting or childish cartoons.
13 In eLearning, audio narration is used only for:
> Dramatic realism (e.g. characters’ voices in a scenario).
> Explanations of complex or rapidly-changing graphics.
> Motivational messages and explanations from people who really exist (e.g. CEO, subject matter expert).
Audio narration is used to:
> Deliver information while displaying simple, static screens.
> Redundantly read text on the screen.
> Lecture people about what they should or shouldn’t do.
14 The writing is concise, uses contractions, and sounds like a magazine (Flesch Reading Ease score of 50 or higher in Word). The writing is wordy and stiff; it sounds like a textbook or insurance policy (Flesch Reading Ease score of 49 or lower in Word).
SCORE 0 0 0 0 0
TOTAL (Out of 70) 0

With this checklist I can go through different aspects of the course design, give a score and then determine if the design is more an information dump or an action-oriented course. The idea is to build better eLearning products that are more in the spectrum of action-oriented courses. Of course, I am still learning and I think my first products unfortunately are in the “information dump” side but one of the last project I created got a score of 54 out 70 which is not too bad.

This evaluating exercise made me think on new design strategies I should consider in my next projects and how I can build better and stronger courses to achieve the maximum of 70 points.

Thanks Cathy Moore for all the work you do and for making the work of instructional designers a lot easier 😀

Reference: Moore, C. (2011). Checklist for strong learning design. Retrieved from http://blog.cathy-moore.com/2011/07/checklist-for-strong-elearning/

My excel version of the checklist here