Stòr Cùram Quality Selection Criteria

Version 1.0 - 2004-05

Evaluating Learning Resources for Stòr Cùram

Stòr Cùram will provide its users with an environment in which to search for and find high-quality reusable learning resources for social work education. Selecting appropriate content is a process that inevitably involves making value judgements about the learning resources and selecting only those that satisfy certain quality criteria. If a resource falls within the scope of the Stòr Cùram collection it should then be evaluated against four quality selection criteria. The four selection criteria below ask the evaluator to consider content; potential effectiveness; ease of use; and reusability. These criteria are not as easy to apply as the scope criteria, especially potential effectiveness since so much will depend on embedding and the context of use. An evaluator will need to weigh up the strengths and weaknesses of a resource and form an overall judgement.

The points listed below are indicative of the kinds of factors that should be considered, but an overall judgement about whether or not the four criteria are met is more important.

1. Does the learning resource include educationally significant content?

- is the learning it supports a key topic (i.e. learning required by everyone);

- is it a new topic (emphasised in SiSWE or recent policy);

- is it difficult to teach or learn (as indicated by problems with students’ assessed work);

- is it a pre-requisite for more advanced learning (i.e. later learning will be made difficult if the topic or concept isn’t properly understood).

2. Is the learning resource potentially effective as a teaching and learning tool?

- does it have a clearly specified educational goal?

- does it meet the stated goal?

- is the content accurate, comprehensive and up to date?

- does it add value to the educational process in some way (e.g. through the use of media or interactivity)?

- does it support active student learning?

- does it enable the provision of formative feedback to students?

- does it foster collaborative learning?

- does it support the application of understanding to authentic practice situations?

- does it support evidence-based practice?

- does it support reflective practice?

- has it been evaluated positively in use with live students?

3. Ease of use

- is it easy to use by others as a standalone resource?

- is it supported with tutor notes, help or guidance?

- is it well structured and designed?

- is it easy to navigate?

- is it aesthetically appealing?

- is it accessible?

4. Reusability

- can it be integrated into the curriculum in a variety of ways?

- can it be used across a range of disciplines/subject areas?

- can it be used at a number of different educational levels?

- can it be easily combined with other materials, digital and non-digital?

- is it capable of being used in a range of different contexts: e.g. online or face to face; with a large group or with a small group etc?