WBLT+Features


 * Monitor **: Naseem

= Features of a GOOD WBLT =

Explanation given by different characters, with great visuals (**Author**: Audrey)
 * - Great visual explanations** ([|Blood buddies])

**- Interesting Theme** ([|Blood buddies])
It attracts learners to explore the topic Graphics is combined with audio: lets learner pay more attention and focus on the information not on the graphics only (**Author**: Naseem)

Opportunity to hear different people talk about their personal experiences, therefore authentic (**Author**: Audrey)
 * - Personalization** ([|Blood buddies])

Builds confidence of learner (different levels of difficulty) and keeps track of progress (**Author**: Audrey)
 * - Variety of Difficulty Levels** ([|Fractions])

**- Providing Quiz** ([|Multiplying Decimals])
Testing learner’s knowledge and give him more confidence on what he has learned  (**Author**: Naseem)

**- Key Concepts**: ([|Blood buddies]+[| Food percent])
It helps understanding difficult terms (**Author**: Naseem)

Ideally it will have both audio and visual (+ [|Food percent]) (**Author:** Mike)

**- Good Graphics** ([|Natural Selection] + [|Blood buddies]) The design is visually appealing and detailed. Animation helps to engage the learner. (**Author:** Mike)

The learner sets his/her own pace and is able to experiment by changing the parameters. (**Author:** Mike)
 * - Interactivity** ([|Natural Selection] + [|Blood buddies])

The objective is outlined and the goals are clearly stated. (**Author:** Mike)
 * - Objective** ([|Multiplying Decimals])

The instructions on how to use the tool are easily understood. (**Author:** Mike)
 * - Clarity of Instructions** ([|Multiplying Decimals])

Correct responses are acknowledged. Explanations are given with incorrect responses instead of some negative feedback. The learner cannot proceed until the correct response is given. (**Author:** Mike)
 * - Feedback** ([|Food percent])

=** Features of a BAD WBLT **=

There is too much text for students to read - In general, people don't like to read a lot of text, particularly younger students. My thinking is, if it is a well designed WBLT, it should be obvious how to use it (**Author:** Robin Kay)
 * Too much text** (Multiplying Decimals WBLT - Getting Started Page )

Learning happens in isolation and is passive, no social interaction with peers and merely listening (**Author**: Audrey)
 * - Isolated Learning** ([|Blood buddies])

=
**- Limited resources and no support materials** :  ([|Natural Selection]) ===== Le arner has to find out by himself how this WBLT works (**Author**: Naseem) ** - Small Font : **  ([|Multiplying Decimals]). The numbers in the quiz section are written in small size and the decimal point is hard to see (**Author**: Naseem )

Some of the instructions are either missing, vague or too complicated. (**Author:** Mike)
 * - Poor Instructions** ([|Multiplying Decimals])

=
How the tool is to be used must be carefully considered. What are the learning objectives? Do the students have the necessary background information? (**Author:** Mike)
 * - Prerequisite Knowledge** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt; font-weight: normal;">([|Natural Selection]) =====

=

 * - Integrity** ([|Food pe​rcent] + Classifying Triangles) =====

=
The information is presented in a poorly scaffolded format in the first tool. In the second tool the measuring device is difficult to use; are 2 decimals of accuracy even necessary for the intended level of the learner?; is this the best way to learn these terms? **(Author**: Mike)=====