Learning must be found easily at any time, and all learners and teachers have equitable access, regardless of culture, language, ability etc. 
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Rating: Works well

• Accessibility standards:
  • The tool meets common and legal accessibility guidelines. 
  • Features are designed to make use of the tool more equitable. 
    
    
• Cost of use for USask students:
  • All aspects of the tool can be used free of charge by students (subscription fee for instructor or department – free for up to 10 students and free trial for all plans).
  • Requires typical equipment that students and instructors are likely to have.
    
    
• Platform/device:
  • Users can effectively utilize the tool with any standard, up-to-date device and/or browser. 
    
    
• Offline Access:
  • The mobile platform cannot be used offline. 

Learning is a process of meaning-making, constructed through learning with others, and as a part of an intentional, deliberate system within a course and across experiences.
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Rating: Moderate concerns

• Collaboration:
  • The tool has the capacity to support a community of learning through asynchronous or synchronous opportunities for interactivity and transfer of meaning between users. 
  • Communication, interactivity, and transfer of meaning between users is not supported or significantly limited.
    
    
• Sharing:
  • The tool is designed to allow users to choose multiple options for sharing learning, including public, to limited viewers, and private.

Learning is refined and extended through prompted and supported opportunities to focus on understanding and next steps.
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Rating: Moderate Concerns

• Reflection and revision:
  • The tool has the capacity for versioning or changes over time, but it is cumbersome or limited in some areas (changes can be made, but not tracked).

Learning is most effective when systems are designed to help learners find, create, and/or repurpose significant content for the value of themselves and others.
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Rating: Moderate concerns

• Creating:
  • The tool is designed for easy generation of content that can be manipulated and reused.
    
    
• File format:
  • The tool does not allow for exports, making it difficult to share and impossible to remix. Kahoots created can be shared via links.

Learners create and control spaces for learning, understanding and retaining ownership, and purposefully choosing how and when they share.
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Rating: Moderate concerns

• Archiving, saving, and exporting data:
  • There are limitations to archiving, saving, or importing/exporting content or activity data. 
    
    
• Data privacy and ownership:
  • Users maintain ownership and copyright of their intellectual property/data. The user can keep data private and decide if / how data is to be shared. 
    
    
• Sign Up/Sign In:
  • Either instructors are the only users required to provide personal information to set up an account; or the tool has been vetted through appropriate channels to ensure adherence to policies, standards and legal requirements for protecting the collection and use of data. 
    
    
• Customization:
  • The tool is mostly the same regardless of context and offers few options. 

Learners need to work in a system that is fluid and requires a minimum number of steps in systems that are intuitive and integrated.
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Rating: Works well

• Interface:
  • The tool has a user friendly interface, and it is easy for instructors and students to become skillful and personalize the tool. 
    
    
• Additional Downloads:
  • Users do not need to download additional software or browser extensions. Apps are available, but not required. 
    
    
• Functionality:
  • The tool is designed to offer all the key functions associated with its purpose effectively. There is little to no functional difference between the mobile and the desktop version, regardless of the device used to access it.

Learners exist in accessible networks, and connect to the experiences, concepts, people, and ideas that they need.
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Rating: Works well

• Scale:
  • The tool can be scaled to accommodate any size class but lacks flexibility to create smaller sub-groups or communities of practice. 
    
    
• Engagement:
  • Instructors who want to provide active learning opportunities, multiple methods of feedback, and responses to student learning behaviors get good information and easy channels to interact.

Learning and feedback are iterative, and assessment comes from multiple sources, including self, peers, teachers, and outside experts.
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Rating:

• Feedback:
  • Feedback is possible but very limited to general locations or overall comments. Only some users can provide feedback. 
    
    
• Engagement:
  • Instructors who want to provide active learning opportunities and responses to student learning behaviors get good information and easy channels to interact.