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.

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 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.

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.

This learning object teaches the student German vocabulary for common items found in a virtual classroom.

This primer introduces the student to the correct method of using the internal memory of a TI-86 calculator.

The student identifies micrometer parts.

The student reviews definitions of coarse/course and completes a practice exercise.

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.

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

The student reads about the parts of a pipe/tubing bender and later identifies them in an interactive review.

Learners examine the do's and don'ts of blogging in a school setting. They compare the features of a student blog with those of a classroom community blog. This learning object is particularly designed for instructors.

Students view information taken from various sources and decide if the material is acceptable for a technical research report. After choosing whether or not the source material is acceptable, the students read an explanation from the instructor.

This primer introduces the student to the correct method of using the arctangent function on a TI-86 calculator.

This primer introduces the student to the half-wave rectifier. Both the 1st and 2nd approximations are examined.