The rapid spread of hypermedia has led to a proliferation of didactic software available on the market, but it is getting more and more diffi cult to choose the right product. To meet the teacher’s need to acquire methodologies and tools supporting her/his new function of critical evaluator of didactic SW, we have created HyperValu@tor, a tool for the multidisciplinary assessment of didactic hypermedia. HyperValu@tor takes into account the main quality indicators guaranteeing overall teaching effi cacy (content, multimediality, interactivity, navigability, style). Using the questionnaire supplied, the teacher/evaluator assigns a score (from 0 to 2) to a series of questions probing these quality indicators. All the indicators need to be considered in order to achieve an overall assessment, but if only some aspects of a hypermedia need to be judged, the single indicators can be assessed separately with HyperValu@tor. This dynamic navigation, offering the possibility to choose which indicators to evaluate, is one of the strong points of HyperValu@tor. But its most salient feature is that it allows teachers/evaluators to set up collaborative activities through the Web. Unlike other tools in the fi eld, with HyperValu@tor it is possible to make a public evaluation, whereby several users can collaborate to achieve an assessment of the same product.
HyperValu@tor a tool for the multidisciplinary assessment of didactic hypermedia
PLANTAMURA, PAOLA;ROSELLI, Teresa;ROSSANO, VERONICA
2006-01-01
Abstract
The rapid spread of hypermedia has led to a proliferation of didactic software available on the market, but it is getting more and more diffi cult to choose the right product. To meet the teacher’s need to acquire methodologies and tools supporting her/his new function of critical evaluator of didactic SW, we have created HyperValu@tor, a tool for the multidisciplinary assessment of didactic hypermedia. HyperValu@tor takes into account the main quality indicators guaranteeing overall teaching effi cacy (content, multimediality, interactivity, navigability, style). Using the questionnaire supplied, the teacher/evaluator assigns a score (from 0 to 2) to a series of questions probing these quality indicators. All the indicators need to be considered in order to achieve an overall assessment, but if only some aspects of a hypermedia need to be judged, the single indicators can be assessed separately with HyperValu@tor. This dynamic navigation, offering the possibility to choose which indicators to evaluate, is one of the strong points of HyperValu@tor. But its most salient feature is that it allows teachers/evaluators to set up collaborative activities through the Web. Unlike other tools in the fi eld, with HyperValu@tor it is possible to make a public evaluation, whereby several users can collaborate to achieve an assessment of the same product.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
