Users complete a self-inventory to determine if their approach to assessment is teacher-centered or learner-centered.

In a drag-and-drop exercise, the learner considers various food items and determines if they improve brain functioning. This learning object is designed for instructional assistants.

Users examine ways for students to give feedback to their instructor about what they have learned and what part of the lesson is not clear.

In this interactive object, instructors use an extensive inventory to assess their beliefs and uses of assessment. The inventory is based on the work of educators supported by the American Association of Higher Education Assessment Forum in 1996.

The learner reads about the kinds of questions that are most effective to use on student questionnaires evaluating instruction. Generic evaluations are less helpful than evaluations focused on the specific types of instruction and learning expected in a content area. Sample questions are provided.

This learning activity describes the definition, the uses, and the terms associated with a blog.

This lesson focuses on the affective domain, which refers to attitudes of awareness, interest, attention, concern and responsibility. Users quiz themselves on their basic understanding of the content.

Explore how the coherence principle uses concise narration and graphics to illustrate good eLearning.

Explore how aligning on-screen text and narration with graphics can help improve knowledge retention and learner engagement.

Multimedia Principles - Signaling. Explore how using voice and visual cues can help your learners focus, organize, and process your content.

Instead of trying to memorize content, the SQ5R technique focuses on understanding concepts and new ideas.

Learners distinguish between competencies that are effective and robust, and those that are ineffective and weak. The learning object is designed for faculty who are writing or revising courses. It contains audio.

Learners mentally manipulate two-dimensional diagrams to visualize the objects in their three-dimensional forms.

In this interactive object, learners solve a school mystery by identifying the "suspects" in the hierarchy of questioning: knowledge, comprehension, application, analysis, synthesis, and evaluation. This activity was designed for teachers and instructional assistants.

The users of this learning object read a brief introduction to the six levels of Bloom's Cognitive Taxonomy and quiz themselves on a basic understanding of the levels.

Learners read a passage and answer two questions based on the information found it that passage. Immediate feedback is provided.

Learners read about the strengths and weaknesses of this Web communication tool.

Learners solve two sample problems for a mechanical reasoning assessment.

Instructors who will be teaching in an Interactive Television classroom can use this activity to familiarize themselves with the various equipment options available in these rooms. A matching activity is used as a self-assessment.

Users read about how course competencies relate to program outcomes. They listen to the testimonies of three students who describe learning activities that prepared them for the world of work. In a matching exercise, learners distinguish between course competencies and program outcomes.

Explore the history behind today's eLearning best practices in this introduction to our design principles series.

Explore how using words and pictures in eLearning produces better results than just using words alone.

Learners solve two sample problems for a numerical reasoning assessment.

Learners examine the benefits of using blogs in a school setting and then test their knowledge in two exercises.

This learning object gives instructors an opportunity to review the definitions of formative and summative assessment and list examples of the evaluations they use. In a drag and drop exercise, they classify a variety of assessment tools as either formative or summative.