write an evaluation report based on the theories and principles introduced in the course.

The big idea behind this assignment is to review a free online course (e.g., a MOOC or a course from https://www.openlearning.com and write an evaluation report based on the theories and principles introduced in the course. You will identify points for improvement and make targeted suggestions based on e-learning theories and principles. All suggestions must be supported with evidence from course readings and materials.

Assignment Expectations and Grading Criteria
You will complete an evaluation report based on the following criteria (a detailed rubric is located in the Assignments folder):

Functionality: functionality considers a tool’s operations or affordances
Scale: scale focuses on the tool’s affordances to accommodate the size and nature of the classroom environment.
Ease of Use: focuses on design characteristics that contribute to user-friendliness and intuitive use
Tech Support / Help Availability
Hypermediality: assessing how a tool’s functions support and encourage instructors and students to engage with and communicate through different forms of media in a flexible, nonlinear fashion
Accessibility: flexible, adaptable curriculum design to support multiple learning approaches and engagement for all students
Accessibility Standards: an e-learning tool should adhere to mandated requirements for accessibility
User-Focused Participation: the user-focused participation criterion rewards e-learning tools that address the needs of diverse users and include broader understandings of literacies and student capabilities
Required Equipment: Generally, the less equipment required, the more accessible the tool will be to a broad group of users, regardless of socioeconomic, geographic, or other environmental considerations.
Cost of Use: The burden increases if students are required to buy e-learning tools.
Technical: This category thus considers the basic technologies needed to make a tool work
Integration/Embedding within a Learning Management System (LMS): Any e-learning tool adopted for teaching should be able to “play well” with an institution’s LMS.
Desktop/Laptop Operating Systems and Browser: Can learners effectively use the e-learning tool on a desktop or laptop computer if they have a standard, up-to-date operating system (OS) and/or browser?
Additional Downloads: if an e-learning tool relies on another piece of software in order to work, it risks being rendered obsolete due to factors beyond the tool developers’ control.
Mobile Design:
Access: For e-learning tools accessed using a mobile device, the best ones will be OS- and device-agnostic.
Functionality: Ideally, the mobile version will have few to no differences from the desktop version.
Offline Access: should offer an offline mode
Privacy, Data Protection, and Rights: The primary concerns relate to personal information and intellectual property (IP).
Sign Up / Sign In: When students are asked to create an account with a third-party e-learning tool, the tool often requires them to disclose the same personal information that higher education institutions are responsible to protect.
Data Privacy and Ownership: Ultimately, users should maintain their IP rights and be able to exercise full control over how their content is made public.
Archiving, Saving, and Exporting Data: Instructors should thus analyze e-learning tools to determine how data or content can be migrated back and forth between the service and its user.
Social Presence: This category focuses on establishing a safe, trusting environment that fosters collaboration, teamwork, and an overall sense of community.
Collaboration: instructors are encouraged to design learning activities and environments that provide students with frequent and varied opportunities to interact with their peers and collaborate on activities to build a sense of community.
User Accountability. If students are to engage willingly, a safe and trusted environment is essential.
Diffusion: students who feel familiar with a tool are more likely to feel comfortable with and positive about using it,
Teaching Presence: related to tool elements that enable instructors to establish and maintain their teaching presence through facilitation, customization, and feedback.
Facilitation: Effective teaching presence requires a facilitative approach, characterized as: providing timely input, information, and feedback; questioning or challenging students’ thinking; modeling inquiry; and demonstrating cognitive engagement.
Customization: advocating for technologies and tools that complement learning outcomes.
Learning Analytics: Reviewers of an e-learning tool should assess the availability, quality, and user-friendliness of the analytics offered to ensure the tool supports the desired data required for tracking performance, providing feedback on learning, and informing course design.
Cognitive Presence: A tool’s ability to support students’ cognitive engagement in learning tasks.
Enhancement of Cognitive Task(s): elect technologies th

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