MELT, carried out an evaluation to assess the effectiveness of MELT in terms of previously defined success indicators. We also examined the availability and the quality of content in MELT and its cross-linguistic and cross-border use.
There were some very positive findings and a number of useful suggestions for how the publicly available Learning Resource Exchange for schools can be further improved.
- An anaylsis of 146,084 metadata records created by experienced indexers found that the quality of these records was very good to excellent.
- Teachers found the functioning of the final version of the portal to be very good, particularly its simple structure and navigation.
- Interviews with teachers pointed to a high satisfaction with the amount and quality of MELT/LRE content and this was also confirmed by log data from a usage questionnaire.
- Coverage of curriculum topics varied. Resources for English language teaching and natural sciences and IT-related topics appear to be covered very well. In contrast, teachers of other languages, or specific subjects such as “handicrafts” or “robotics”, did not find sufficient content yet in the LRE, or no content at all.
- All interviewed teachers reported that they had found useful teaching resources. Moreover, nearly all noted that they either would not have located the content without using the MELT portal, or that they would have spent a lot more time on the search (e.g. via Google or other portals).
- 80% of teachers who completed the MELT usage questionnaire rated the pedagogical benefits of the learning materials they had used as high or very high. All interviewed teachers also indicated that deployed content was pedagogically beneficial for their teaching. Teachers indicated that; the content facilitated and promoted students’ creativity; made teaching more interesting; encouraged self-reflection; and encouraged the students’ initiative.
- The evaluation also found that use of MELT content promoted interdisciplinary learning activities, promoted cultural exchanges, and provided the teachers with fresh and new ideas for their classroom activities. In addition, teachers saw the potential of enhancing students’ comprehension of difficult or invisible processes, such as molecular biology.