1. GeoGebra Quality Criteria for Dynamic Worksheets
Markus & Judith Hohenwarter

2. Design Principles for Multimedia by Richard Mayer (2001)
Multimedia Principle use words and graphics rather than words alone
Contiguity Principle place corresponding words & graphics near each other
Coherence Principle adding ‘interesting’ material can hurt learning
Personalization Principle use conversational style and virtual coaches
Learner Control Principle use learner control for learners with high prior knowledge or high metacognitive skills
Clark, R.; Mayer, R.E.: e-Learning and the Science of Instruction. San Francisco: Pfeiffer, 2002.

3. Multimedia Principle – use words and graphics rather than words alone
Several empirical studies showed that the usage of text in combination with graphics can lead to better learning success than text alone
Example
A parallelogram is a four-sided plane figure that has two sets of opposite parallel sides.

4. Contiguity Principle – place corresponding words and graphics near each other
Examples
Mouse over / roll over – pop-up texts appears when moving the mouse over a graphic
Integration of text into a graphic
Place text next to the corresponding graphic – provide descriptive texts as clearly arranged lists

5. Coherence Principle – adding interesting material can hurt learning
When things have to be made interesting, it is because interest itself is wanting. Moreover, the phrase is a misnomer. The thing, the object, is no more interesting than it was before.
Dewey, J.: Interest and effort in education. Cambridge, MA : Houghton Mifflin, 1913.

6. Coherence Principle – adding interesting material can hurt learning
Entertaining stories (without connection to the content)
Decorative graphics
Background music and graphics
Sound effects
Note: Use these things very carefully!

7. Personalization Principle – use conversational style …
Use conversational rather than formal style
Address the students directly
Use “you” in your descriptions and assignments
Why?
Text is easier to understand
Students will work harder at the assignments when they feel like being a dialog partner
Students will have more learning success

8. Learner Control Principle – use learner control for learners…
Allow your students to choose (if possible)
Order of problems
Setting the pace
Additional support (exercises, definitions,…)
Learner control is adequate …
… if learners have high prior knowledge
… for contents at the end of a course
… if learners have high metacognitive skills
… if the content is easy to understand

9. Examples for Dynamic Worksheets
What is wrong with these dynamic worksheets?
Example 1
Example 2
Example 3
Example 4
Static construction
Tasks are not clear, questions too general
No explanation of the construction
Avoid static text in construction
Text not fixed
Tasks not connected to the dynamic construction

10. Examples for Dynamic Worksheets
What is wrong with these dynamic worksheets?
Example 5
Example 6
Example 7
Too much text
Worksheet too long for one screen
Too many questions on one worksheet
Applet cluttered with objects
Text / sliders not fixed
Applet too big

11. Design Guidelines Dynamic construction
Allow as much dynamic variation as possible!
The size of the applet matters! It should be…
… big enough to allow discoveries
… small enough to fit on screen
… small enough to leave space for explanations and tasks
Example: Rotated Point Practice (by Guy Barmoha)

12. Design Guidelines Text
Use as little text as possible - every word counts!
Convention
On top of the construction
Short explanation of what this page is about
Short description of the dynamic construction
Below the construction
Tasks and assignments
Instructions like "move point A" are part of the tasks
Example: Adding Integers on the Real Number Line (by Megan Yanes)

13. Design Guidelines Tasks and assignments
Limited number of questions on one worksheet
About 1 to 3 questions per worksheet
More questions should be broken up into several worksheets
Solutions or information for other teachers
Should not be part of the worksheet
Add a .pdf document that describes your ideas
Explain new terms (e.g. "congruent") by giving examples related to the construction

14. Design Guidelines
If a worksheet is just for presentation by a teacher…
It might be better to have no tasks or questions on it
If you have texts there they have to be clear for students.
General layout
All contents (text & construction) should fit on one screen
Students should not have to scroll between the task explanations and the construction
Take 1024x768 pixel or 1280x1024 pixel as the usual screen size Tip: use tables in NVU to achieve this
Example: Area of a Rhombus (by Barbara Perez)

15. Design Guidelines Tasks / assignments Constructions
Make clear what the students should do
Avoid questions like "What is always true?"
Should the answer to a question be written down on paper? If yes, say so on the worksheet or at least in accompanying material (e.g. lesson plan).
Constructions
Fix texts and slider positions
When a worksheet is opened you should be able to read all labels (i.e. a point label should not be intersected by a line)

16. Providing Dynamic Worksheets
Provide all files of your dynamic worksheet
.html, .ggb, .jar files
Internet, CD, USB drive,...
Student opens html file with a web browser
Requirements on student‘s computer:
Web browser (e.g. Internet Explorer, Firefox, Safari)
Java or later (free download from
Note: Your students do NOT need GeoGebra to use dynamic worksheets