Media Design - 101

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Media Design 101 details how to make courses interesting, engaging and interactive through information presentation, usability, graphics, storyboarding, interaction and flow.

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  • Media Design - 101

    1. 1. Media Design101
    2. 2. Instructional design is important to the design of courseware
    3. 3. Instructional design is important to the design of courseware TRUE
    4. 4. It is important the courseware be interesting, engaging & interactive
    5. 5. It is important the courseware be interesting, engaging & interactive TRUER
    6. 6. MEDIA DESIGNIN LEARNING
    7. 7. 1 234567THREE REASONS WHY ELEARNINGSHOULD FOCUS MORE ON THEMEDIA DESIGN
    8. 8. Media is Experience It‟s the experience that matters andmedia is what you‟re using to build it
    9. 9. Media is MalleableMedia is capable of all sorts of contortions and acreator/developer can shape it exactly as they like
    10. 10. Media is Digital Digital media is relatively new.Unlike the traditional media forms, it supports interaction Read More
    11. 11. 1 234567DELIVERING A BETTER LEARNING EXPERIENCETHROUGH EFFECTIVEPRESENTATION OF INFORMATION
    12. 12. Organize the information clearly and in a logical flowThe purpose of instructional design is not to just present information, but to assist the learner in understanding the information presented
    13. 13. Place adequate amount of informationon the screenAn “adequate” amount of information could beone piece of content of a particular type, andassociated pieces
    14. 14. Use shorter lines of textBreak text segments into smaller parts. A „chunked‟ layout delays fatigue and increases comprehension
    15. 15. Place important information at the topFollow the journalism model of the “invertedpyramid”, by placing important information atthe top of the page
    16. 16. Appropriately use white spaceto increase the page’s visual appeal Use white space to divide the „chunked‟ portions of the screen. This increases readability Read More
    17. 17. 1234567SPENDING A LITTLE MORE TIMETHINKING ABOUTBASIC USABILITY
    18. 18. Tell learners where they areYou can use multiple techniques (like visualmap, progress/status bar, etc.) to highlight thelearner‟s location in the course
    19. 19. Clearly tell users how tomove forward and backward Use text to tell learners where they are and how to move back and forward
    20. 20. Tell users how to ‘get there’ from ‘here’Use visible links (at the top, bottom,or side of the page) showing thelearner where to go
    21. 21. Clearly set the signpostLet the learner know a bit more about the outcome of the common elements of navigation (“back”, “next,” “forward”) Read More
    22. 22. 1234567MAKING VISUAL ASSOCIATIONSTHROUGHIMAGES AND GRAPHICS
    23. 23. Don’t DistractGraphics should provide a clear representation of the content to be remembered; without extraneous information
    24. 24. Proximity How close together or far apart elementsare placed suggests a relationship (or lack of) between otherwise distinct parts
    25. 25. Alignment Alignment of text and graphics can make your layout easier or more difficult to read,foster familiarity, or provide an element of excitement
    26. 26. ConsistencyRepeating design elements and consistentuse of type and graphics styles within acourse shows a learner where to go andhelps them navigate the course Read More
    27. 27. 1234567CREATING DESIGN WITH INTENTTHROUGHSTORYBOARDING
    28. 28. Find the important elements in a storyboard 1 Highlight the important elements.Ask if the storyboard will communicate the idea to the media developers.
    29. 29. Work on a paper pencil visualizationTry to represent the elements in formof rough sketches
    30. 30. Create a structure based on the design 1 Understand the intent of design andstructure content and media accordingly
    31. 31. Add graphics / interactions Graphics and interactions transforman ordinary course into an experiential and satisfying learning experience
    32. 32. Review for language guidelinesand overall1 storyboardRead through the design document to checkif it makes sense; examine the structure ofthe content; check for inconsistent details Read More
    33. 33. 1234567UNDERSTANDINGINTERACTION AND ENGAGEMENT
    34. 34. Storytelling Good storytelling grips you.Ensure that your course narrates a story
    35. 35. VisualsGood quality visuals that are appropriate andrelevant to the context, enhance the story
    36. 36. Exploration The ability to explore theenvironment, the variables in it, the relationships that govern them and the effect of your actions on these variables and their relationships, adds a crucial element of surprise
    37. 37. CuesAudio and visual - Their placement and type,both are important
    38. 38. Challenge It‟s the key engagement factor;the difficulty levels is what holds us
    39. 39. Feedback andaudio instructions 1 It should be integrated into the environment, and present at critical moments
    40. 40. Transitions The transitions should be very subtle.They should not disrupt the familiarity with the environment in any way Read More
    41. 41. 1234567DESIGNING LEARNING EXPERIENCES FORFLOW
    42. 42. Have a clear goal in sightIt‟s important for learners to know where they are headed, and why. Tell them the overall goal and purpose, and how they can go about achieving it
    43. 43. Know where you stand at all timesLearners should know how they‟re faring, how farthey‟ve come, how much distance remains to becovered – all on a continual basis
    44. 44. Achieve a balance between ability and challenge A program shouldn‟t be too easy,or learners will get bored. Nor should it be so difficult that learners get discouraged
    45. 45. Have a sense of controlLearners like to make choices, decide what to seeand when to see it, explore, and discover Read More
    46. 46. Upside Learning Solutions Pvt. Ltd www.upsidelearning.com Email : info@upsidelearning.com Images courtesy of www.sxc.hu

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