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The academically peer refereed Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) - formerly Interdisciplinary Journal of Knowledge and Learning Objects - endeavors to provide readers around the world with the widest possible coverage of developments in E-Learning and Learning Objects, as shown in our mission statement. . IJELLO is an interdisciplinary forum that publishes high quality articles on theory, practice, innovation, and research that cover all aspects of E-Learning and Learning Objects.

"Rubrics for Evaluating Open Education Resource (OER) Objects The following rubrics represent an evaluation system for objects found within Open Education Resource s . An object could include images , applets , lessons , units , assessments and more. For the pu rpose of this evaluation, any component that can exist as a stand - alone qualifies as an object. T he rubrics in this packet can be applied across content areas and object types . In general, the rubrics should be applied to the smallest meaningful unit."

"1. Understand the Goal of the Course This the main reason why you are creating the course - it's the primary objective. Make sure everyone is on the same page as to the purpose of the elearning. 2. Collect Content Assess what content currently exists and map that against what needs to be created. The gaps you discover are what need to be covered in the course content. 3. Define the Learning Objectives Each course should have objectives, and those objectives should relate back to the overall goal of the elearning program as defined in #1. 4. Create Assessment Criteria What good is elearning without measuring its effectiveness? Before creating courses, you should define what you will measure, and how this data will be collected. 5. Use Templates Where Possible For your storyboard, and courses, you should use elearning templates to help speed-up content development. Templates also let you focus on the content instead of the design - perfect for tight timelines. 6. Choose a Design Model Certainly optional, but it is helpful to understand the lifecycle of your course development, and models like ADDIE or SAM can ensure everyone is on the same page as to development and delivery expectations. 7. Select Design Elements Are you going to rely on simulations, videos, graphics, and text? If so, define each of the elements in accordance to the material you are going to deliver. For example, software training via elearning often benefits from simulations. 8. Choose an Authoring Tool There are many out there (Articulate, Captivate, iSpring, etc.), so you'll want to do your research on which tool is ideal for your situation - including type of content, timeline, and budget."

"EQuIP (Educators Evaluating the Quality of Instructional Products)is an initiative of the American Diploma Project (ADP) Network designed to identify high-quality materials aligned to the Common Core State Standards (CCSS). The objectives are two-fold: Increase the supply of high quality lessons and units aligned to the CCSS that are available to elementary, middle, and high school teachers as soon as possible; and Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools. EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated. The outcome of that effort was the development of the "Tri-State Rubrics" and a quality review process designed to determine the quality and alignment of instructional lessons and units to the CCSS."