Rationale: The tool is designed to observe the applications of Learner-Centered Principles within courses delivered through course management systems. It is critical that users review these principles and intend to operate from the assumptions from which the principles operate. Acceptance of the principles as values is necessary for this tool to be used effectively.

This tool is designed to be used with an existing course, not the CMS shell nor a course that is inactive. Without being able to observe learner actions and interactions we cannot truly identify learning principles at work. A list of observable descriptors (e.g. syllabi, discussion content, menu items, management functions like grade book, etc.) can be used in conjunction with the instrument.

This tool is designed to illustrate what exists within a course rather than to assess if the principles are being applied. This tool is not designed as an evaluation instrument but rather a device that allows instructional designer and faculty members to reflect upon instructional design and practices. In this way it is not a diagnostic tool but rather an instrument for reflection.

Tool Orientation: The rubric below provides a continuum for describing a learning environment from learner-centered to other-centered. Identify a course and then observe the course holistically considering two perspectives: learning design and technology function. Your analysis should attend to learning principles regarding course design (application of learning principles) and technology functions (interface, tools, tracking, etc.).

Start with the vertical Y- axis as you observe the instructional design of the course. Once you have identified a point on the rubric then consider how the technology does or does not support the instructional design. Items plotted in the upper right corner would mean that the system is strongly learner-centered, while items plotted in the lower left-hand corner indicates that the course is centered on the instructor, technology, or system.