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1. Questions helping you to evaluate an educational digital source

The learning object provides teachers with questions to ask when evaluating an educational digital source. There are several criteria to consider when evaluating an educational digital source: the source identification, academic, pedagogical and technical qualities. For each criterion, there are several questions to be asked. The more questions you can answer "yes", the more likely the source is one of quality.

• Does the source offer clear benefits over non-ICT sources?
• Does the source stimulate students’ motivation?
• Is the source relevant to the subject being taught (&the current curriculum)?
• Is the resource intended for the age or target group?
• Does the source offer tasks that challenge students?
• Does the source enable collaborative work, where needed?
• Does the learning source have a universal design (including various media forms such as text, images, video, animation, simulations, etc.) to engage students with the educational purposes?
• Can students customize the source to their needs?
  Does the source provide record-keeping facilities for students, where appropriate?
  Does the source facilitate sound human–computer interaction (clear and consistently used icons; consistent and appropriate navigation; appropriate visual and auditory cues and feedback; aesthetics that supports the educational objectives)?
• Do all students benefit from the source? Is the source accessible?
• Is the source easy to navigate and use and as self-explanatory as possible?
• Is the digital learning source adaptable? Can it be adapted to different contexts?
• Does the digital learning source enable an evaluation?
  Does the digital learning resource facilitate use in a variety of learning contexts (individual work, teacher-led activity, group work, etc.)?

Link to the source:
https://www.udir.no/globalassets/filer/tall-og-forskning/rapporter/2012/quality_criteria_dlr-eng.pdf

2. A checklist to identify a reliable source with reliable information

The learning object provides teachers with questions to ask when evaluating the reliability of the digital content. When assessing the reliability of the information the following six factors should be used: authority, accuracy, objectivity, currency, coverage and appearance. There are various questions that should be asked for each criterion. Here is a chart listing key questions for each of the six criteria. The more "yes" responses you can give, the more probable it is that the website is one of quality.

Authority

• Who is the responsible author of the content? Can I find information about him/her on the internet? What are his/her qualifications for writing on a particular topic?
• Can I verify the legitimacy of the organization, group, company or individual? 

Accuracy

• Are there any grammatical, spelling, and other typographical errors?
• Can I verify the source? Are the sources for the factual information presented clearly listed?

Objectivity

• Is there any indication that the information is biased?
• Is there a link to a website outlining the objectives or motives of the sponsoring business or organization?
• Is the advertising on the page distinct from the informational material, if there is any?

Currency

• Are there dates on the page indicating when it was written, when it was published for the first time online, or when it was last revised?

Appearance

• Is the website clearly organized?
• Do the links work?
• Does the site seem to be well maintained?

Link to source:
https://lib.nmu.edu/help/resource-guides/subject-guide/evaluating-internet-sources

3. Tips for Inclusive Digital Learning

The learning object provides teachers with useful tips to create an inclusive digital learning environment in their school:

• Make use of free sources to promote literacy (including resources for students with hearing or visual impairment).
• Promote the use of free online lessons either as a supplement to the core curriculum or to replace it if necessary.
• Make use of free sources to print out for home based learning (as part of an education pack to send to families).
• Use digital sources for fun inside and outside play, cultural activities and socio-emotional development activities for to promote holistic learning.
• Make use of free sources for learning foreign languages.
• Encourage the use of websites and platforms where the content works offline.
• Make use of sources that facilitate the creation of picture symbols to support the communication and learning of students with cognitive difficulties or communication impairments.
• Promote free audio sources for students with visual impairments.
• Try to promote multi-group learning, in addition to individual learning through apps, printed resources, digital books and self-directed content.
• Develop blended learning approaches.
• Foster intersectional partnerships (tech companies, NGOs, philanthropist educational publishers and other schools) or join such networks to help you with digital teaching/learning; communicate and collaborate with them.
• Raise awareness of the potential of digital sources for inclusion.
• Use digital sources that support student choice in how they are carried out tasks and demonstrate their knowledge and skills, such as written assignments, oral presentations, and group projects.
• Use different media based sources to communicate ideas (images, audio, video, text, live speech, data formats, etc.).
• Encourage the use of sources where the content works offline.
• Establish a supportive school climate and encourage positive attitude towards the role of digital technologies within teaching and learning.
• Provide multiple formats of content, such as text, audio, video, and images.
• Use clear and concise language that is easy to understand.
• Ensure that all course materials are compatible with assistive technologies, such as screen readers and magnifiers, for students with disabilities.

Link to the source:
https://d3n8a8pro7vhmx.cloudfront.net/handicapinternational/pages/5521/attachments/original/1587659357/Inclusive_Digital_Learning_Guidance_Note_%E2%80%93%C2%A0April_2020_%E2%80%93_web.pdf?1587659357

4. Instructions on How to Create an Inclusive Digital Lesson Plan

The learning object provides teachers with useful Instructions on how to create an inclusive digital lesson plan.

One of the most crucial things you can do as a teacher is to make your class inclusive. However, it can also be one of the most difficult tasks.Every student's requirements and talents must be considered, which a difficult task is.These are the best recommendations for writing an inclusive digital lesson plan:

• Think about the topic you are planning to teach and elicit what students know about it and start from there.
• Think about students’ needs and use differentiated sources to cater to all needs and abilities. This will help all the students in your class to complete the task. 
• Share the aims and stages of the lessons at the beginning of the class. Thus, students understand the big picture and develop their ability to plan; it will also reduce their anxiety and help them understand where the lesson is going (helping them to plan, organise, sustain attention, prioritise, etc.).
• Stick to a routine and prepare students for new situations by teaching them about what to expect.
• Break down complex tasks into simpler ones.
• Include a variety of activities in your inclusive lesson plan so that all the students in your class can learn in a way that suits them. Include hands-on and sensory activities.
• Facilitate discussions; listen to students; ask them for their opinions.
• Go over the site first with the class and invite them to look at the pictures and information on different pages. Model your activities.
• Let the students research by looking at online sources. Talk with students about their online discoveries.
• Invite students to demonstrate their learning in different ways. Give them a choice on how to present evidence of their learning (writing an essay, preparing a presentation, submitting a video, composing a song, etc). 
• Facilitate group work. Help students organise it by suggesting different roles that will allow them to participate in a way they feel comfortable with. Provide models on the type of interaction that is expected.

Link to the source:
https://www.twinkl.ro/blog/how-to-create-an-inclusive-lesson-plan

5. Tips to help students maintain motivation during distance learning

Attention:

• Use elements of surprise or uncertainty to capture interest.
• Incorporate storytelling, humor, and active learning experiences.
• Try unconventional approaches like entering text upside down or in code.
• Use resources like the New York Times Learning Network or National Geographic Photo of the Day to spark interest.

Relevance:

• Connect what students are learning to real-world applications.
• Relate learning to students' goals and help them make connections.
• Invite professionals or showcase how the content is relevant in the real world.
• Align learning methods with students' interests.

Confidence:

• Provide clear directions and useful guidance.
• Offer consistent formative feedback.
• Build a positive expectation for success.
• Enable students to take ownership of their progress.
• Create opportunities for success through varied and challenging experiences.
• Empower students with personal control and choices.

Satisfaction:

• Provide opportunities for applying learning in meaningful ways.
• Foster personal recognition and a sense of accomplishment.
• Use portfolios to showcase student work and reflection.
• Offer rewards and recognition for efforts and achievements.
• Encourage feedback from peers, teachers, and the community.
• Ensure fairness in objectives, activities, and grading.

Link to the source:
https://www.edutopia.org/article/powerful-strategy-fostering-student-motivation

6. DO’s and DON’Ts list on technological characteristics and requirements of digital teaching sources

DO's:

1. Consider student needs when defining the technological characteristics of digital teaching sources.
2. Ensure that teaching sources are accessible across multiple operating systems, web browsers, and devices.
3. Adhere to modern user interface and responsive design guidelines for the websites providing the content.
4. Adapt teaching sources to students' internet connection speed to ensure proper functionality.
5. Build teaching sources on robust and reliable infrastructure to minimize downtime and ensure uninterrupted access.
6. Support multiple media types and provide mechanisms for easy integration and playback.
7. Comply with accessibility standards to make digital sources accessible to students with special needs or diverse learning styles.
8. Incorporate interactive elements such as multimedia content, simulations, quizzes, and gamification to engage students and promote active learning.
9. Offer adaptive learning features to personalize the educational experience based on individual student needs.
10. Provide tools for collaboration and communication between learners and educators, such as discussion boards, chat functionality, and virtual classrooms.
11. Prioritize security and privacy by employing robust encryption techniques, secure data storage practices, and complying with privacy regulations.
12. Collect and analyze data to gain insights into learner performance, engagement, and progress.
13. Regularly update and maintain the digital teaching sources to fix bugs, address security vulnerabilities, and introduce new features.

DON'Ts:

1. Don't overlook the importance of considering student needs when selecting or creating educational resources.
2. Don't limit the accessibility of teaching sources to specific operating systems, web browsers, or devices.
3. Don't neglect modern user interface and responsive design guidelines for the websites providing the content.
4. Don't ignore the need to adapt teaching sources to students' internet connection speed.
5. Don't compromise on the robustness and reliability of the infrastructure supporting the teaching sources.
6. Don't overlook the importance of supporting multiple media types and providing easy integration and playback mechanisms.
7. Don't disregard accessibility standards, making digital sources inaccessible to students with special needs or diverse learning styles.
8. Don't neglect incorporating interactive elements to engage students and promote active learning.
9. Don't overlook the importance of personalization in the educational experience provided by digital teaching sources.
10. Don't overlook the need for tools that facilitate collaboration and communication between learners and educators.
11. Don't neglect security and privacy measures, risking the exposure of students' information.
12. Don't ignore the value of data collection and analysis for assessing teaching effectiveness and making informed decisions.
13. Don't neglect regular updates and maintenance, compromising the stability, reliability, and improvement of the platform.