Software

Selection
for Instruction
Considerations for Designing
Computer-Based Activities
Software
Evaluation
Module Overview
Considerations for Designing Computer-
Based Activities
Environmental Considerations
Audience Considerations
Heuristics or Rules of Thumb
Software Selection & Evaluation

Software
Evaluation
Environmental
Considerations
When designing computer-based
activities, it is necessary to consider the
classroom or laboratory where students
will work on these activities.
Are appropriate and accessible tools and
resources available for every student?
Will students have an opportunity to
complete the activities in a reasonable time-
frame?

Software
Evaluation
Environmental
Considerations
When designing computer-based activities,
it is necessary to consider the classroom
or laboratory where students will work on
these activities.
Are activities a way to focus on learning
objectives?
Do the activities permit students to develop
their own knowledge and practice in an
interactive fashion?
Software
Evaluation
Environmental
Considerations
Computer-based activities should have:
Visual appeal.
Rich and applicable content.
Locus-of-control for user interaction.
Color and graphics appropriately applied.

Review this Software Evaluation Matrix that includes
visual impact. Others can be found in Resources.
Software
Evaluation
Environmental
Considerations
Computer-based activities should have:
Good feedback.
Open-ended formats.
Interactive designs.
Meaningful and interesting content.
Strong connections to the curriculum.

Software
Evaluation
Audience Considerations
Computer-based activities should:
Be appropriate for the learner.
Match the learners reading and
comprehension level.
Match the learners level of dexterity, and
general skill using the input medium.
Be based on sound pedagogy and learning
theory.

Read about Selecting Developmentally Appropriate Software.
Software
Evaluation
Audience Considerations
Computer-based activities should:
Use computerized tools and resources
effectively.
Maximize learner involvement.
Be clearly organized with well-defined objectives,
outcomes and expectations.

Learn more about
Choosing Appropriate Classroom Computer Software.
Software
Evaluation
Audience Considerations
Computer-based activities should:
Use metaphors when possible.
Help the learner establish mental models of the
main concepts.
Be well-organized with thoughtful content.

Software
Evaluation
Heuristics for Buying
Software
Hints
Ask around.
Try a demonstration copy.
Investigate the return policy.
Know the hardware requirements.
Get more information.
More hints are in the article Choosing School Software
and other links in Resources.
Software
Evaluation
Heuristics for Installing
Software
Hints
Read the Read Me First file.
Read Manuals.
Use Installation Disks.
Start the Installation Program.
(CD-ROM sometimes automatically)
Follow the On-screen Prompts.
Select Options.
WAIT - Copying.
Get more help from Tips for Installing Software.
Software
Evaluation
Reasons for Obtaining
Updated Versions of
Software
Updates correct mistakes.
Updates provide new features.
Updates should be purchased when
software modifications are essential.
Software
Evaluation
Do you need to update?
Will you use the new features?
Will you have difficulty exchanging
documents between other versions?
Is your software compatible with other
software in your classroom or school?

Questions to Consider
Software
Evaluation
Heuristics for Learning
New Software
Make sure you have time to devote to
learning the package.

Software
Evaluation
Heuristics for Learning
New Software
Make sure you have time to devote to
learning the package.
Look for tutorials or self-guided
instructional material to assist you in
learning the package.

Software
Evaluation
Heuristics for Learning
New Software
Make sure you have time to devote to
learning the package.
Look for tutorials or self-guided
instructional material to assist you in
learning the package.
Play with the software. Use those basic
commands!

Software
Evaluation
Heuristics for Learning
New Software
Make sure you have time to devote to
learning the package.
Look for tutorials or self-guided
instructional material to assist you in
learning the package.
Play with the software. Use those basic
commands!
Take organized classes, either credit or
non-credit.

Software
Evaluation
Heuristics for Learning
New Software
Review the manual.
Get some reference material for
additional information.
Try different features and record your
results.
Take the time.
Read hints for using the menu bar in Learning New Software.
Software
Evaluation
Computer-Based Activities
and Evaluation
1. Confirmation of Decisions
2. Lesson Improvement



[Evaluation is basically] an ongoing process
used to determine whether lesson objectives
have been met, identify reasons for the
observed performance, and identify areas of
modification.
The Design, Development, and Evaluation of
Instructional Software, Hanafin & Peck, p.
299
See the flowchart regarding the Software Evaluation Process.
Software
Evaluation
Levels of Evaluation
Formative

Summative

Formal

Informal
Read about sources for Evaluating Instructional Software.
Software
Evaluation
Evaluation Techniques
Formal
Planned evaluation models
Formal analysis
Attitudinal questionnaires
Data collection and collation
Formal tabulation
Empirical evidence
Software
Evaluation
Evaluation Techniques
Informal
Advice from experts
Ideas from users
Observations
Interviews
Simplistic
Anecdotal data
Software
Evaluation
Levels of Evaluation
Formative evaluation
Identification of lesson features
that need modification
Ongoing process
Lesson improvement is the goal

Software
Evaluation
Levels of Evaluation
Summative evaluation
Signature authority
Not used for modification
Used for purchase or adoption
decisions
Software
Evaluation
1. One-to-One:
Initial lesson design and development.
Informal procedures.
Identify potential problems.
Assets of One-to-One Evaluations:
Insight gained before coding or
implementation.
Identification of problems.
Expansion of lesson features or
redirection.

Types of
Formative Evaluation
Software
Evaluation
Types of
Formative Evaluation
2. Small-Group Evaluation:
Conducted at the lessons completion.
Determines effectiveness.
Collection and interpretation of student
performance data.
Assets of Small-Group Evaluations:
Use informal techniques & data.
Identify areas of improvement.
Generalized results from small-group
interaction.

Software
Evaluation
Types of
Formative Evaluation
3. Field Testing:
Conducted in actual settings.
Occurs when lessons are final quality.
Conducted to confirm lesson effectiveness.
Assets of Field Testing:
Real Life simulations of lesson use.
Relies heavily on both formal and informal
techniques.
Minimal changes can be made.
Software
Evaluation
Evaluating Software Used in
Computer-Based Activities
Instructional Adequacy
Cosmetic Appeal
Program Adequacy
Curriculum Adequacy
"The Design, Development, and Evaluation of Instructional
Software" by Hannafin and Peck, McMillan Publishing, 1988.
Software
Evaluation
Instructional Adequacy
Directions
Content
Navigation
Text Presentation
Logical Organization

Software
Evaluation
Does the lesson:
Have good procedures and activities?
Amplify important terms and concepts?
Emphasize important sections and content?
Promote meaningful user interaction?
Match the learner with the appropriate learning
task?
Instructional Adequacy
Software
Evaluation
Does the lesson:
Have intuitive navigation?
Have consistent navigation throughout the
program?
Appear to be naturally organized?
Have multiple learning
levels?
Instructional Adequacy
Software
Evaluation
Does the lesson:
Stress retention and transfer?
Base the pace on the learners
characteristics?
Motivate the learner?
Correctly track and record learner
performance?
Provide learner control?
Instructional Adequacy
Software
Evaluation
Is the lesson:
Appealing in a visual sense?
Using technology effectively?
Presenting a consistent and cohesive
picture?
Supporting learning via special effects?
Cosmetic Adequacy
Software
Evaluation
Is the lesson:
Free from grammatical and mechanical errors?
Effectively communicating objectives,
outcomes, and procedural information?
Objectives:
Help evaluate student performance.
Communicate expectations.

Cosmetic Adequacy
Software
Evaluation
Is the lesson:
Well structured?
Presenting a psychologically safe learning
environment?
Supporting the students learning?
Cosmetic Adequacy
Software
Evaluation
Is the lesson:
Free from conceptual loops?
Free from technical notes or
problems?
Performing as intended?
Processing efficiently?
Appropriate for the learner?


Program Adequacy
Software
Evaluation
Does the lesson:
Protect user information? Does the
student only have access to their own
records?
Work without technical messages which
may be difficult for the students to
understand?
Program Adequacy
Software
Evaluation
Does the lesson:
Relate to other lessons and activities?
Use consistent procedures?
Incorporate teacher & learner preferences?
Facilitate the development of other lessons?

Become obsolete quickly?
Curriculum Adequacy
Software
Evaluation
Does the lesson:
Match user expectations?
Augment or supplement the curriculum?
Permit completion within the allotted time?
Require special hardware or additional
software?
Provide flexibility?
Curriculum Adequacy
Software
Evaluation
Complete Evaluations
Courseware Evaluation Form:
Background of the user.
Lesson description.
Hardware requirements.
Evaluators name & date.
Criteria for above-mentioned items.
Summary recommendation.
See Resources for a list of evaluation forms.
Software
Evaluation
Summary
Software selection and evaluation is a
necessary part of teaching and learning. The
selection of content-rich educational software
should be based on a variety of criteria
including: students age, language ability,
reading and comprehension skills, manual
dexterity, visual and spatial ability, resources
(hardware & environment), the appropriateness
of the software, and its ability to actively
engage and sustain the learner in meaningful,
interesting,
relevant, and productive exchanges.