25 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 • the tool is accessible, based on students’ individual needs (e.g., the graphics/links/reading format) • the tool is personalised (e.g., adapts to students’ learning needs such as the speed, the acquired skills, the user can stop and continue whenever s/he wants, the user is directed to further reading/practice based on his/her abilities) • the multimedia is of high quality • the design and structure are user-friendly easy-to- navigate • the instructor can access students’ responses/interaction and provide feedback • the software is effective in teaching and/or assessing the desired content (depending on which of the two purposes we use it for) While we are preparing the content to be developed, we have to ensure that: • it is organised and presented in topic-based modules that are interrelated and logically organised (e.g., from a general introduction to more specific topics) • information is presented in short chunks, in subtopics, to sustain comprehension • there is a clear timeline for the gradual succession of modules (e.g., weekly presentation of topic-based content) • the structure and presentation of content are shaped by consistency (e.g., introduction/outline/instructions, learning activities/additional resources, assessment) • all content is in line with the objectives • there is a visual calendar with all the dates/deadlines of important events (e.g., synchronous sessions, etc.) B. Create a sample of the instruction, a prototype, based on what has been described during the design phase. We can gather feedback by colleagues or external evaluators to proceed to modifications, as indicated. Reflect on whether the CoI framework, presented before, is followed. C. Conduct a run-through, a “rehearsal” of the instruction, experimenting with participants (e.g., other students, teachers, parents) who can provide feedback
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