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.

Users of this learning object evaluate the early online experiences of four hypothetical students and record the lessons that can be learned about what to do and what not to do to create effective online learning environments.

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 student sees a list of 30 of the most often misspelled words used in business. In one exercise, the student listens to each word and then keys in the spelling of that word. In the next exercise, the student matches synonyms.

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.

The student reads definitions of four basic assimilation patterns in American society and creates a model for each by clicking and dragging building blocks. The student also writes a brief explanation of each new model.

Students read about the importance of the Apgar score in assessing the newborn after delivery. Each sign of the Apgar score is identified with illustrations to help the student recognize the proper rating.

The target audience of this learning object is trigonometry students who have already learned what a radian is and have already derived the key values of the coordinates associated with common radian units, but now need to practice finding those values on the unit circle. The student does not need to know the definition of the six trig functions to do this activity.

Students read an explanation of plagiarism. They then read examples of student papers and decide if an original work was plagiarized.

The student will read MIC susceptibility results from a microtiter panel for various common pathogens. Results can then be interpreted as susceptible, moderately susceptible, or resistant by referring to interpretation chart.

The student reviews the roles and responsibilities of the President and takes a quiz.

This content gives the student a text and photo overview of feed rate calculations.

Learners examine the phases and characteristics of the reality shock experienced by nurses. They also identify strategies to deal with reality shock and with the transition from student nurse to registered nurse.

Students view photos of an electric pencil sharpener as it is disassembled. The learning object is intended to prepare students to be able to identify the components and create an assembly process in a future activity.

The student reviews definitions of it's/its and completes a practice exercise.

The student views step-by-step instructions for programming a "job" with the PCII on the Marvel vertical band saw.

The student reviews definitions of lose/loose/loss and completes a practice exercise.

The student reviews definitions of past/passed and completes a practice exercise.

In this screencast, the student will learn that regardless of the surface onto which a blood droplet is falling, the angle or velocity at which it does so, or the volume of the droplet, there are four distinct phases involved in the reaction of a moving droplet with impact against a surface.

By playing a game of tic-tac-toe, a student can review what happens to currents and voltages throughout a parallel LC circuit when the applied frequency increases from 0 Hz toward resonance.