Aristotle University of Thessaloniki (GREECE)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 8594-8600
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0872
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
Due to the rapid development of electronic learning applications over the last year, many universities and research centers, as well as many public or private training institutions have produced digital learning materials either as a result of their own decision or out of necessity. The multitude of such materials, whose creation has been supported by means of special projects conducted by large European institutions and organisations, interested in how they could be applied in education, has raised the question of assessment. As a result, many researchers have been trying to find digital learning material assessment models that, along with their assessment criteria, have already been discussed in the relevant bibliography. The main trend is the development of assessment models consisting of a digital learning objects repository, the objects’ generation and assessment tools and – sometimes – internet communities. However, as those models occur through the use of particular criteria, they often turn out to be incomplete or non-applicable to new projects.

It is apparent that is very difficult to develop assessment and quality control models and criteria without any problems and researchers are aware of this. That is the reason why many of them propose their models while suggesting their combined use with other models.

Among the many models for the assessment of digital learning materials, the QuADEM method and model (Quality Assessment of Digital Educational Material) is interesting, as it proposes many parametres; its methodology is sufficiently clear and it offers a wide range of criteria.

This article deals with an application of the QuADEM method to the assessing digitised school books used in Greek primary and secondary education for the teachning of Ancient and Modern Greek language and literature (a total of 58 digital books, enriched electronic versions of the original hardcopy versions). The assessment did not concern the corresponding digital learning resources repository (Photodendro), although there has been reference to its functionality, but dealt with the series of digital tools specifically developed for language and literature teaching and learning (Psifides-Chippings). QuADEM proved to be very useful in generating a questionnaire, which was used in a primary and secondary school teachers study/survey conducted throughout the country. This article highlights the criteria that led to the adoption of the QuADEM methodology, as well as the units used in the assessment of the pivotal parametres of the digital learning materials, and the findings concerning its effectiveness.
Digital learning material, digital learning material assessment and assessment models, digital educational material, QuADEM.