Image retrieved from Modern Campus, licensed under CC
Educational Multimedia, Active Learning, and Accessibility Rubric
| 1 | 2 | 3 | 4 | |
| Theories of Multimedia Learning | The resource shows minimal or no application of multimedia learning theories or cognitive load principles. Active processing is not supported, and multimedia elements do not effectively use dual coding. Design creates high extraneous load, does not manage intrinsic load, and learners are likely overwhelmed or confused. Germane load is not supported, with few opportunities to build meaning or integrate ideas. Design choices hinder learning efficiency and understanding. | The resource shows inconsistent or surface-level application of multimedia learning theories. Some elements support active processing or dual coding, but others compete for attention. Extraneous load is sometimes reduced, supports for intrinsic load are limited, and opportunities for meaning-making and integration (germane load) are present but not strongly supported. Design choices sometimes help learning but also create unnecessary cognitive strain. | The resource appropriately applies multimedia learning theories and cognitive load principles in most areas. It supports active processing and uses dual coding in generally effective ways. Design usually reduces extraneous load and intrinsic load is mostly supported. Germane load is encouraged through opportunities for understanding and connection. Design choices support learning, with minor issues that do not significantly interfere with comprehension. | The resource intentionally and consistently applies multimedia learning theories and cognitive load principles. It supports active processing and uses dual coding effectively. Design minimizes extraneous load, manages intrinsic load, and promotes germane load. Design choices clearly enhance learning efficiency and understanding. |
| Models of Active Learning | The resource demonstrates no use of active learning models or principles. Students are positioned primarily as passive recipients of information, with few or no opportunities to construct knowledge. Learning activities show no meaningful alignment with Merrillās Principles of Instruction, and engagement does not reach ICAPās active, constructive, or interactive levels. Multimedia, if present, is used only for decoration and is not connected to learning goals or learner participation. Scaffolding, if present, is ineffective and students never advance to active learning. Design choices do not support critical or creative thinking, problem solving, persistence, or enthusiasm. | The resource shows limited use of active learning models and principles. Students participate in some activities, but engagement is often passive, rather than constructing knowledge. Learning activities show minimal alignment with Merrillās Principles of Instruction and engagement rarely reaches the ICAPās Framework top three levels (active, constructive, and interactive). Multimedia may support content delivery but is not clearly connected to learning goals. Scaffolding and active learning are not balanced and/or one is present without the other. Design choices rarely support either critical and creative thinking, problem solving, persistence, or enthusiasm, or all of the above. | The resource incorporates active learning models and principles, with students engaged as participants in the learning process. Learning activities align with some of Merrillās Principles of Instruction and include elements of active or constructive engagement from the ICAP Framework. Multimedia supports either learning tasks and objectives or active learning but could be improved to support both simultaneously. Scaffolding and active learning is present but could be balanced better. Design choices support either critical and creative thinking, problem solving, persistence, or enthusiasm, but could be improved to support all of them simultaneously. | The resource intentionally and thoroughly integrates active learning models and principles, positioning students as producers of knowledge at the centre of the learning process. Learning activities clearly align with Merrillās Principles of Instruction and incorporate the ICAP Frameworkās higher levels of engagement. Active learning is meaningfully supported through multimedia that serve learning objectives. Appropriate scaffolding balances active and passive learning, and design choices encourage critical and creative thinking, problem solving skills, persistence, and enthusiasm. |
| Accessibility and Universal Design for Learning | The resource demonstrates minimal or no application of accessibility, inclusive design, or UDL principles. Barriers are not anticipated, and diverse learner needs are largely unaddressed. Learning experiences rely on single modes of engagement, representation, and expression. Content and media do not align with the Web Content Accessibility Guidelines, and key supports are absent. The design creates an inflexible environment that exclude or disadvantage some learners. | The resource shows limited or inconsistent application of accessibility, inclusive design, or UDL principles. Some design choices support learner variability, but others overlook potential barriers. Representation, engagement, or expression options are limited. Content and media align with almost none of the Web Content Accessibility Guidelines. The learning environment is somewhat accessible but may create challenges for some learners. | The resource applies some accessibility, inclusive design, and UDL principles. Design choices reflect that some barriers were proactively anticipated. Diverse learners are considered through more than one means of engagement, representation, and/or action/expression. Content and media align with some of the Web Content Accessibility Guidelines. Design choices create a learning environment that is flexible for most learners. | The resource intentionally and consistently applies accessibility, inclusive design, and UDL principles. Design choices reflect that barriers were proactively anticipated. Diverse learners are clearly considered through multiple means of engagement, representation, and action/expression. Content and media align with the Web Content Accessibility Guidelines. Design choices create an equitable, flexible environment that benefits all learners. |
Evaluation of Educational Resources
I would like to preface this by saying that I do not typically like to judge other educators, as I know we have a challenging job that requires a lot of our cognitive load and personal time. However, I am also someone who appreciates feedback and is eager to find ways to improve, especially if it makes mine and my students lives easier. Below are three online educational resources that I have provided feedback for:
Emerging/Developing
| Score | Justification | |
| Theories of Multimedia Learning | 1 | This resources shows little understanding of Mayer’s Cognitive Theory of Multimedia, as cognitive load is not considered and dual coding is not take advantage of, meaning active processing may be strained. Extraneous load is high, as information is redundant (text heavy despite being narrated, use of graphics, narration and text), does not use signaling in text, is slightly incoherent (includes irrelevant information, such as labelling of other planets; performance tasks unrelated to the topic of the video). However, it does have contiguity. Intrinsic load is slightly managed, as there is some segmenting (different reasons why Earth is in the Goldilocks Zone; check-for-understanding questions in the middle; learners can rewind the video), some pretraining (Goldilocks story), no modality (no diagrams or pictures to explain; all text with decorative images), some social cues (a mix of formal and conversational language; speaks in his own voice; has his face in the video which may add to cognitive load). Although there is opportunities to make connections and answer questions throughout this video, learners will likely feel cognitively overloaded and may not have any room for germane cognitive load. |
| Models of Active Learning | 2.5 | This resource shows some use of active learning models and principles. Active and passive learning are not balanced (mainly passive), but there are opportunities for active learning (questions posed at the beginning, in the middle, and at the end; Goldilocks Story in the middle). Students can move through the stages of the ICAP framework (listening to the video; pausing to understand the video; comparing Earth to other planets and what learners know already; and a very structured Q&A session) but constructive and interactive components may produce surface level understanding. There is adequate scaffolding and alignment with Merrill’s Principles of Instruction (students are learning about the planet they live on and are asked to reflect on what they know about Earth so far, then new knowledge is introduced, then students reflect on/answer questions based on the new knowledge; students are tasked with solving a real-world problem (listing 10 ways they can save Earth), however, this isn’t related to the learning goals for the lesson; students participate in a post-assessment to summarize and integrate what they have learned). Other than the Goldilocks Story, multimedia use is mainly decorative and doesn’t aid in understanding. |
| Accessibility and Universal Design for Learning | 1 | The resource demonstrates minimal or no application of accessibility, inclusive design, or UDL principles. It has moderate means of engagement (relevant as we live on Earth; explains learning goals; promotes reflection and challenges through structured Q&A sessions; includes an animated story to clarify meaning), few means of representation (includes one other way to receive information (animated story); sometimes clarifies vocabulary; connects to prior knowledge of Earth; highlights big ideas by doing structured Q&A sessions throughout; tries to provide transfer by having learning tasks at the end (however, they are unrelated to the learning goals)), and very few means of action/expression (sets goals (tasks at the end to complete); students can monitor progress and organize information through structured Q&A session). Based on its minimal use of Web Content Accessibility Guidelines, it does not seem that barriers were proactively anticipated (ex. no closed captioning/audio description/language control; infrequent descriptions of visual elements; no sign language; no transcript, consistent background noise, etc.). |
Developing/Proficient
| Score | Justification | |
| Theories of Multimedia Learning | 3 | This resources shows a good understanding of Mayer’s Cognitive Theory of Multimedia, as cognitive load is considered and dual coding is taken advantage of, making active processing easier. Extraneous load is reduced, as the resource is not redundant (mostly graphics and narration, little text use), includes some signaling (although I personally think it could benefit with a bit more text), has good contiguity (but again, I think it could benefit from a few more visuals with key words), and is coherent. Intrinsic load is managed, as there is some segmenting (video seeking tool is broken up into sections, learners can rewind), some pretraining (describes most terms but the assumption is that learners know a lot of terms already), good modality (text is only used for labels when necessary to aid in understanding, diagrams are explained verbally), good social cues (conversational language in a human voice and when a diagram is shown, his face is not in the frame). Because extraneous load is minimized and intrinsic load is managed, when the video is recapped at the end, learners have more space for germane cognitive load and encoding. |
| Models of Active Learning | 1.5 | This resource shows little use of active learning models and principles. Learning is heavily passive (some animated diagrams/demonstrations to explain processes) with very little scaffolding. The resource could cover the first three levels of the ICAP Framework (listening to the video; pausing/rewinding to understand the video; and he adds a summary at the end), but students do not summarize themselves, discuss, or ask questions. Multimedia use is mainly decorative with a few informative diagrams/demonstrations, however, I think it could benefit from more multimedia related to the learning goals, aiding in understanding and increasing engagement. The resource does not align with Merrill’s Principles (although Earth is the planet we live on, learners are not solving real-world problems and activation of prior knowledge and integration of new knowledge is entirely up to the student; new knowledge is demonstrated but not applied). |
| Accessibility and Universal Design for Learning | 2.5 | The resource consistently applies accessibility and inclusive design, but does not align with most UDL principles. There are very few means of engagement (relevant as we live on Earth; includes some humour; fosters belonging by creating an accessible learning environment for many), moderate-good means of representation (supports opportunities to customize the display of information; includes images, text, animated diagrams, and video; clarifies some vocabulary; provides closed captioning in some other languages; highlights big ideas by summarizing at the end), and very few means action/expression (optimizes the methods for navigation and accessible/assistive tools; organizes information by providing a summary at the end; uses different tools for communication of knowledge; however, despite him teaching these skills, there is no means for students to express or practice their learning other than through the comment section). Based on its use of many of the Web Content Accessibility Guidelines, and some of the UDL Guidelines, it seems most barriers were proactively anticipated (ex. includes closed captioning with many different controls (language, font colour and size, opacity, etc); has a transcript; uses simple fonts; adds descriptions of visual elements; includes chapters and playback control, etc.). |
Proficient/Extending
| Score | Justification | |
| Theories of Multimedia Learning | 4 | This resources shows a great understanding of Mayer’s Cognitive Theory of Multimedia, as cognitive load is considered and dual coding is taken advantage of, making active processing easier. Extraneous load is reduced, as the tutorial videos are not redundant (graphics and narration are paired without unnecessary text), are coherent and stay on topic, and use signaling (guides learners eyes with the mouse; organizes tools into headings). Intrinsic load is managed, as there is segmenting (instructional videos are followed by student application before another instructional video starts; students can rewind and access videos at any time), the use of pretraining (tutorial videos teach students new skills and concepts before independent practice), good modality (using narration and diagrams without unnecessary text), good social cues (a mix of formal and conversational language in a human voice; no talking head that may add to cognitive load). Because extraneous load is minimized and intrinsic load is managed, learners have more space for germane cognitive load. |
| Models of Active Learning | 4 | This resource shows great use of active learning models and principles. Active and passive learning are balanced with appropriate scaffolding (students watch a short tutorial video followed by independent practice before they move onto the next tutorial). Students move through the levels of the ICAP Framework (listening to the videos; pausing/rewinding when needed; constructing knowledge through interactive independent practice; the debugging/getting unstuck button; and interacting with other users). Multimedia use supports learning objectives without being used as decoration. The resource shows some alignment with Merrill’s Principles (learners are learning how to code, which may be considered a real-world problem; existing knowledge is not activated but introduction sets the hook; new knowledge is demonstrated and applied by the learner; tutorials lead you through the process of making your own story, game, or animation, which could be integrated into the real-world). |
| Accessibility and Universal Design for Learning | 4 | The resource intentionally and consistently applies accessibility, inclusive design, and UDL principles. There are multiple means of engagement (optimizes choice and autonomy in what and when learners create; may optimize value if learners enjoy stories, games or animations; nurtures joy and play; fosters a space to learn and take risks; fosters collaboration and belonging through an online community designed for sharing and asking questions; encourages goal setting by linking skills back to intention and success in coding), multiple means of representation (learners can customize the display of most information including language, colours, size of video player and side panels, closed captioning, American Sign Language, etc.; learners can receive information via text, image, video, simulations, or activities; encourages learning from other perspectives in online community; clarifies symbols and vocabulary; teaches and highlights critical features), and multiple means of action/expression (encourages exploring the platform and different features/tools based on learners personal goals and skills; provides access to diverse accessible/assistive tools; display of learning will be different based on personal goals and interests; provides exceptional scaffolding through simple tutorials followed by independent practice; tools and resources are organized for easy access and memory retention; encourages goal setting and progress monitoring through scaffolding). Based on its intentional use of the Web Content Accessibility and UDL Guidelines, it seems barriers were proactively anticipated (ex. simple font and language; proper grammar and headings; language and colour control; closed captioning with language and font and background size, colour and opacity controls; describes some visual elements; playback control; videos in American Sign Language, etc.) |
References
CAST. (2024). The UDL Guidelines.Ā https://udlguidelines.cast.org/
Cox, S. (2025). [Image of birds-eye view of someone on their computer with a notepad and pen beside them]. Modern Campus. https://moderncampus.com/blog/unpacking-student-engagement-in-higher-education.html
Crash Course. (2015, April 2). The Earth: Crash Course Astronomy #11 [Video]. YouTube. https://www.youtube.com/watch?v=w-9gDALvMF4
Granchelli, A. (2025, November 2). Accessible Multimedia. University of Victoria: Educational Technology. https://edtechuvic.ca/edci337/2025/11/02/accessible-multimedia/
Granchelli, A. (2025, October 19). Models of Active Learning. University of Victoria: Educational Technology. https://edtechuvic.ca/edci337/2025/10/19/models-of-active-learning/
Granchelli, A. (2025, September 5). Theories of Multimedia Learning. University of Victoria: Educational Technology. https://edtechuvic.ca/edci337/2025/09/05/theories-of-multimedia-learning/
MIT Media Lab (n.d.). Scratch. https://scratch.mit.edu/projects/editor/?tutorial=getStarted
Sir Ken SPC. (2022, September 3). Earth and Life Science – Module 1 Origin and Structure of the Earth (Planet Earth) – 1st Quarter [Video]. YouTube. https://www.youtube.com/watch?v=krOAPsLZ_9I
Web Accessibility Initiative. (2025, September 22). How to MeetĀ WCAGĀ (Quick Reference). https://www.w3.org/WAI/WCAG22/quickref
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