Collaborative Argumentation in Learning Resource Evaluation

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Author(s): John C. Nesbit (Simon Fraser University, Canada)and Tracey L. Leacock (Simon Fraser University, Canada)
Copyright: 2009
Pages: 15
Source title: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
Source Author(s)/Editor(s): Lori Lockyer (University of Wollongong, Australia), Sue Bennett (University of Wollongong, Australia), Shirley Agostinho (University of Wollongong, Australia)and Barry Harper (University of Wollongong, Australia)
DOI: 10.4018/978-1-59904-861-1.ch028

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

The Learning Object Review Instrument (LORI) is an evaluation framework designed to support collaborative critique of multimedia learning resources. In this chapter, the interactions among reviewers using LORI are framed as a form of collaborative argumentation. Research on collaborative evaluation of learning resources has found that reviewers’ quality ratings tend to converge as a result of their interactions. Also, novice instructional designers have reported that collaborative evaluation is valuable preparation for undertaking resource design projects. The authors reason that collaborative evaluation is effective as a professional development method to the degree that it sustains argumentation about the application of evidence-based design principles.

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Collaborative Argumentation in Learning Resource Evaluation

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