Guide to digital resource development
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The documents described in this section relate to the development phase of online curriculum content production.
During the development phase, the 'Learning object design specification', which was completed during the design phase, is taken forward and a 'Learning object functional specification' is developed from it. At the same time, iterative evaluation feeds information back to the educational design team and multimedia developers to guide their work.
Learning object development process
The learning object development process is iterative. Initially, prototypes are developed for learning design and usability reviews to be undertaken in schools by students and teachers. At the same time education and subject matter experts review the content against the educational soundness indicators. The feedback obtained from these tests and reviews at subsequent developmental stages assists design improvement and further development.
The various quality assurance reviews provide the mechanism for determining the value or merit of the product, how good the content and structures of the product are, and how well designed and appropriate the tools are for achieving the learning objectives. The evaluation criteria focus on the multimedia within the context of use: how the innovative educational and technical tools are used to support learning.
The information collected throughout the quality assurance process helps to guide the design and development of the product and future projects. This approach of continuous improvement results in high-quality design, development and delivery.
Quality assurance reviews
Partially developed learning objects are evaluated and tested to ensure educational soundness, usability and content integrity. The content supplier uploads content into the Exchange for technical, accessibility, editorial conformance and functional testing.
Learning object functional specification template
Published: July 2007
Audience: project managers, multimedia developers, instructional designers, editors, writers, subject matter experts and functional testers.
This template is the core document from which learning objects are developed. It follows on from, and builds on, 'Learning object design specification'. Throughout the development process, team members collaborate to create, refine and complete the template.
In-school evaluations
Digital content in development is tested in a process known as 'in-school evaluation'. The process is based on user-centred design principles, and it ensures that each learning object provides the educational outcomes specified in the project scoping briefs. In addition, the in-school evaluation process enables evaluation of instructional design and usability.
User focus groups
In-school evaluations are undertaken by user focus groups consisting of teachers and students in Australian and New Zealand schools. The teacher works with the whole class to evaluate the learning object, which is integrated into a normal lesson. Parent permission for this type of evaluation is not required.
The groups provide in-school feedback about educational soundness, functionality and instructional design, and the information is then used by developers to improve the learning objects.
If you are a teacher, you are invited to express interest, on behalf of your school, by registering to participate as a user focus group member. Please note that when you register, we will email your school principal to authorise the request.
In recognition of the time involved in the evaluation process, The Le@rning Federation funds casual teacher relief to schools that participate in in-school evaluations.
The in-school evaluation process
When a learning object prototype is ready for in-school evaluation, TLF's focus group coordinator invites registered schools who fit the required profile to participate. User focus groups are advised of the evaluation format, the evaluation period, details of the prototype and the relevant year levels.
Participating schools are provided with all evaluation material, including the learning object prototypes, access to the required software and, if necessary, parent permission forms. TLF also provides technical support as and when required.
Below are sample documents, including instructions to students and questions for teachers to ask students during and following the interaction with the content. Also provided are examples of pre- and post-evaluation instruments for students and a troubleshooting section.
In-school evaluations: Processes
Published: June 2007
Audience: members of in-school evaluation teams.
This document is a comprehensive guide for those conducting in-school evaluations of digital content. It outlines the purpose and parameters of in-school evaluation, and it details, step-by-step, the roles and required input of various people at each stage of the process.
Learning and assessment objects information table
Audience: developers.
Developers complete this table before the content to be evaluated is placed in the Exchange.
Acceptance testing
Acceptance testing is undertaken by an independent testing agency. The agency is engaged to perform functional, compatibility and performance testing on each learning object.
Each learning object, as well as its related items and resources, undergoes acceptance testing against the relevant specifications. The testing ensures that the functional specification has been implemented correctly. It includes exploratory testing in the target browser and operating system environments.
Test scripts
To ensure that learning objects meet technical and functional requirements, the external agency works with test scripts and provides test reports. The learning object is published on completion of these checks.