Project Links
Educational Technology Review
Module: Drag Forces
Version: 0.6
Reviewers: J. Richardson, E. Christopher
Two reviewers from the Evaluation Consortium at the University at Albany reviewed the Drag Forces module on April 29, 1999 at Rensselaer Polytechnic Institute. This summary includes comments and questions where consensus and/or convergence was noted. Since Project Links modules have many common elements (e.g. navigation, formatting, etc.) this report not only provides formative feedback concerning the instructional technology aspects of "Drag Forces," but also provides formative feedback for all Project Links modules, regardless of stag of development. Please note that following the title of each section of evaluation criteria is the rating the module received concerning that area.
The scores range from 1 to 7, with 1 being the lowest and 7 being the highest possible score.
Summary
Category Score Explicit Linking of Concepts 5 Support for Studio Learning 5 Flexibility 5 Support for Collaborative Learning 6 Discovery Orientation 6 Multi-modality 6 Consistency 6 Screen Design 6 Usability 4 Average 5.4 ![]()
Explicit Linking of Concepts, Score = 5
In keeping with the standard format for all Project Links modules, this module had two ways of navigating through the module content, either using the "prior" and "next" buttons, or by clicking directly on the topics displayed on the left side of the web page. Depending on the content area, highlighted activity links were also on the top of the page.
The fundamental mathematical ideas are linked within the module but there are few inter-module links between mathematical, engineering and science courses. Links are displayed consistently and are reversible. There were no WWW sites found within the module. The module did not include instructor materials or suggestions for utilizing inter- or intra module links.
Support for Studio-Type Teaching and Learning, Score = 5
The module provided multiple ways for students to interact with the concepts demonstrated within the module. Users have the opportunity to integrate direct instruction with the module activities. The lessons are broken up between the various kinds of learning activities (lecture material and activities) as well as by content area. The module also provides several opportunities for students to interact with each other or the instructor. The module does not provide non-developer instructor materials with suggestions for using the lessons in a studio setting.
Flexibility, Score = 5
The flexibility of the module is considerable. This allows the module to be used beyond studio settings for demonstrations/ lecture, laboratory projects, and study outside of the classroom. Students are able to take different paths within the module which allows them to explore some concepts more than others.
Support for Collaborative Learning, Score = 6
The flexibility of the is considerable and there are many opportunities for collaborative work. The software provides discovery-oriented activities result in collaborative decision making and allows students to contribute to each other’s learning. The work can be graded collaboratively and is able to be assessed by both the instructors and the group members. The module also provides an opportunity for students to assess their own strengths and weaknesses. It also provides students with instructions to support collaborative use.
Discovery Orientation, Score = 6
The software involves the students in a number of thought provoking exercises, ranging from various questions and answers to allowing students to manipulate objects on the screen. The software engages the students in open-ended, complex problem solving. The lesson encourages students to explore and experiment by making predictions and forming hypotheses. Student activities reflect the problem solving process as well as solutions to problems. The software is playful and encourages students to take responsibility for their own learning. They are also able to determine their own learning needs by determining their areas of strength and limitations, which can be demonstrated by comparing activity responses to correct responses. In addition, the module not only addresses the concepts but also provides real world applications. However, it does not to provide links to WWW sites that explore the same ideas and concepts but it does include a list of possible offline references for students to review.
Multi-Modality, Score = 6
Multi-media is incorporated into the module, and with good use, including animation, video, and manipulatives. There are also offline materials associated with the lessons in this module which are referenced in the software. The included activities require students to articulate the ideas through a variety of media. Instructor materials are not included in the module.
Consistency, Score = 6
The screens followed the same format used in other Project Links modules. The navigation tools were also consistent with other Project Links software as were the the help pages. However, the module does not provide representation to how it fits into the overall scope of Project Links and how it links to other modules.
Screen Design, Score = 6
The screens were simple, balanced and easy to use. The text was visible, legible, and formatted for meaning while the fonts and type sizes were appropriate to the material. Functional and content areas were kept separate, with the functional areas being accessed through a variety of options. The differing kinds of content and activities were distinguished from each other in a consistent fashion.
Usability, Score = 4
The software appeared free from blatant spelling and grammar errors. The navigation is sensible and consistent and the user can easily tell where he/she is in the module in relation to the table of contents. It appears that the program can not be exited and work saved. Instructor materials and student materials to provide help using the module were not provided.
Synopsis, Average Score = 5.4
The addition of an instructor manual or guidelines regarding how to incorporate this module most effectively in the classroom setting would be beneficial. Moreover, the addition of hyperlinks to online references or further information that promote the concept being taught would also be beneficial.