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Appendix A Table 1: Detailed Evaluation Rubric for the Selection of a Learning Management System* *(adapted from ETEC 565A group assignment by Alison Baillie, Diana Bang, Leslie Dawes, Kirklan Lum, Deborah Schell) Name of LMS Evaluated: Moodle Date: June 7, 2011 Criteria based on SECTIONS framework by Bates and Poole (2003) Does Not Meet Expectations (1) Meets Expectations (2) Exceeds Expectations (3) Score (1-3) or N/A Additional Comments (S) Students Students are unable to access the site 24/7 due limited connectivity. Students have access most of the time and elements account for some differences in student demographics and language. Students have access 24/7, can work completely independently, all elements account for differences in student demographics. 3 Students can access the course site 24/7 via the Internet. Moodle is designed with constructivist principles in mind to meet students’ diverse needs. (E) Ease of Use and Reliability Restrictions on access to information, e.g. frequent crashes, LMS rarely available. Upgrades are frequently required for both administrators and users. Time investments in technology are needed to understand the affordances. Upgrades are occasionally required for both administrators and users. Students have unlimited access to all information without restrictions. Upgrades are rarely required for both administrators and users. 2 Interface is easy-to-use as it showed the instructor what the student would see in addition to a common set of editing tools Moodle works without modification on any system that supports PHP including most web host providers. (C) Costs Cost per student is too high. Usage costs are reasonable and per student ratio is manageable. Is cost effective. 3 No cost for use, licensing fees, training, and support.
Criteria based on SECTIONS framework by Bates and Poole (2003) Does Not Meet Expectations (1) Meets Expectations (2) Exceeds Expectations (3) Score (1-3) or N/A Additional Comments (T) Teaching and Learning One-shot instructional sessions cannot be used as an assessment tool. Assessment methods could permit use of one-shot instructional sessions. Assessment methods would permit use of one-shot instructional sessions. 3 One-shot instructional sessions or full-length courses can be created and information can be organized to include links to catalogues, search strategies, tutorials, etc. (I) Interaction and Interactivity Materials are completely static, e.g. students are only able to download and read. Dynamic materials, such as videos and audio, but few opportunities to interact with other students. Offers tools such as automated feedback, discussion boards, and software to simulate manipulation of problems. 3 Calendar, quizzes, announcements, chat widgets, RSS feeds, and discussion forums can be used. Customized content is available as assignments can be uploaded, and linked to instructional videos. (O) Organizational Issues Technical assistance to support users is not available when needed. Technical assistance to support users is partially available when needed. Technical assistance to support users is readily available when needed. 3 Moodle’s online community provides support and technical assistance can be sought from the IT department. (N) Novelty Program does not appeal to learners and is out dated. Program is new and has not been tested. The program appeals to learners. The program is fairly current. Program is appealing, engages and motivates students. The program is current and in demand. 3 It is the leading open source LMS used by North American and European universities (with more planning to convert from proprietary LMSs). (S) Speed Technology makes it difficult to update course materials for changes. Technology is somewhat flexible when updating course materials for changes. Technology allows the flexibility to update course materials easily to incorporate changes. 3 Developers can fix issues and build new components without waiting for a full release of changes. Total Score = 23 Moodle is a viable solution.