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Design
 

Design

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(c) Alastair Horne

(c) Alastair Horne

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    Design Design Presentation Transcript

    • Online course design Image and presentation structure by Sarah Turnbull.
    • Clarity
      • Don't be too flashy !
      Visual
      • Just because you can do more visually in an online course than you can in print, it doesn't mean you have to.
      • Make sure that your visual effects add value, and don't distract the learner's attention.
      • Too much variation may be counter- productive .
    • Clarity
      • However...
      • Don't forget that a little complexity in your visuals can add to the learning.
      • “ cognitive friction” can make learning more memorable
      Visual http://www.theatlantic.com/technology/archive/2012/02/the-value-of-making-reading-hard/252743/
    • Clarity
      • Both students and teachers need to be clear about the learning objectives throughout.
      • Teachers creating the course need to be clear as to what the objectives are while designing the course.
      • They must make sure that each activity clearly serves the objectives.
      • If students are clear as to what the learning objectives are, and how activities relate to them, the activities will seem more relevant.
      Objectives “ we are telling the students exactly how they will demonstrate that learning has taken place on an assessment” http://academics.georgiasouthern.edu/col/id/bloom.php
    • Clarity
      • Assessment should be critical part of the design of course from the very start ; not an add-on .
      • If students are clear from the start as to how they'll be assessed, they'll focus more on how they're going to use what they learn - especially if the assessment is closely linked to real-life activities!
      Assessment criteria “ Design that assessment first. Then design the instruction that leads to that goal.” http://www.learningsolutionsmag.com/articles/739/nuts-and-bolts-the-10-minute-instructional-design-degree “ [authentic assessment] tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
    • Clarity
      • Without the non-verbal clues found in face-to-face communication, guidelines for online courses need clarity more than ever.
      • Don't overwhelm students by giving them all the guidelines at once; give them the guidelines they need, when they need them.
      Guidelines
      • Even apparently simple instructions can be misunderstood !
      • Using a self-test to check understanding of the instructions can build student confidence and highlight misunderstandings early, when they can still easily be rectified .
      Simplicity Instructions “ If instructions are clear and guidelines are specific to the learning task, students are more likely to prepare.” http://academics.georgiasouthern.edu/col/id/guiding_learning.php
      • Allow students different learning paths ...
      • … but always make sure that the route – and the final destination – are clear.
      • (You can't ensure that the course will always be used in the way and the order that you intended.)
      Simplicity Navigation
    • Simplicity
      • http://www.youtube.com/watch?v=UOT7orpb6lk
      You don't need to build the Taj Mahal!