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The resource
is authorised and has credibility. A credible resource will
have a credible organisation or educational institution behind
its content. This will often appear in the form of a link to
that organisation or a biographical page.
-
Citing
of information. Where statistics are quoted all information
is cited with reference to the original location of the information
and how to find it.
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Interactivity.
If electronic the resource allows for a response either via
forms or via E mail. The resource responds to requests and acknowledges
your sending of information.
-
The resource
has an emphasis on information not on flashy applets that have
no use or obvious application.
-
If the
resource is electronic that it is updated regularly. Check the
resource for the last update date.
-
There are
references/links to additional information. One resource rarely
ever can do justice to a particular topic. Good resources always
refer their user to additional resources that can provide specific
information.
-
The resource
can be navigated easily. It should be obvious what to pages
to go to or button to click on, and how to return to where you
started. Indexes at the back of the resource or if a web site,
on the left hand side of the page are a good tool.
-
The resource
is searchable if it is large and there is an index to the content
of the resource. Searches of web directories needs to be theme
based and not Boolean based, as you would usually use for a
search engine.
-
The objective
of the resource is obvious and stated in the introduction to
the resource. This should then be revealed via the content that
is presented. Often the objective is not realised via the content.
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There is
a correlation with curriculum/study topic. The material should
be related to curriculum objectives and relate to your countries
educational objectives.
-
There is
no racial/religious/gender imbalance or offensive language contained
within the resource. Before recommending a resource you must
take into account the ethics and morals that you wish to establish
within your educational community.
-
The level
of language within the resource is appropriate and the font
size suits the needs of the intended readers. This also applies
to the interplay between text and graphical/video/audio files.
-
Simplicity
in layout is one of the best guides for quality of content.
-
The tasks
set allow for the various learning styles of individuals. Each
resource will have its focus but a balance of styles is the
overall aim.
-
There is
a variety in the types of activities that are suggested or provided
including independent, teachers/peer dependent and co-operative/team
dependent activities, as well as a variety of kinaesthetic approaches.
-
Resources
encourage students to be creative, use their imagination and
make use of problem solving strategies to develop an understanding
of the material being provided.
-
Project
based resources provide a project management process for both
teachers and students to follow including developmental objectives,
time lines/frames and development strategies.
-
There is
backup information where ethical and moral statements are made
and there is opportunity for students to investigate alternative
points of view via referenced web links or additional resources.
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The questioning
strategy includes higher order thinking skills including synthesis
and evaluation of information, application and analysis of data.
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The opportunity
should exist to share what the student has learned with their
peers via oral reporting, e-mail, electronic lists or news groups.
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The resource
provides a process such that the information can be processed
into knowledge. This may be done through sound questioning techniques,
use of visual and audio support and investigative inquiries.
-
The resource
clearly states what level of ability the resource is aimed at
and what areas will be covered.
-
If a web
site requires a "plug in application", a link is provided
to obtain it.
