Design

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Design

  1. 1. Online course design Image and presentation structure by Sarah Turnbull.
  2. 2. Clarity <ul><li>Don't be too flashy ! </li></ul>Visual <ul><li>Just because you can do more visually in an online course than you can in print, it doesn't mean you have to. </li></ul><ul><li>Make sure that your visual effects add value, and don't distract the learner's attention. </li></ul><ul><li>Too much variation may be counter- productive . </li></ul>
  3. 3. Clarity <ul><li>However... </li></ul><ul><li>Don't forget that a little complexity in your visuals can add to the learning. </li></ul><ul><li>“ cognitive friction” can make learning more memorable </li></ul>Visual http://www.theatlantic.com/technology/archive/2012/02/the-value-of-making-reading-hard/252743/
  4. 4. Clarity <ul><li>Both students and teachers need to be clear about the learning objectives throughout. </li></ul><ul><li>Teachers creating the course need to be clear as to what the objectives are while designing the course. </li></ul><ul><li>They must make sure that each activity clearly serves the objectives. </li></ul><ul><li>If students are clear as to what the learning objectives are, and how activities relate to them, the activities will seem more relevant. </li></ul>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
  5. 5. Clarity <ul><li>Assessment should be critical part of the design of course from the very start ; not an add-on . </li></ul><ul><li>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! </li></ul>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.&quot; http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
  6. 6. Clarity <ul><li>Without the non-verbal clues found in face-to-face communication, guidelines for online courses need clarity more than ever. </li></ul><ul><li>Don't overwhelm students by giving them all the guidelines at once; give them the guidelines they need, when they need them. </li></ul>Guidelines
  7. 7. <ul><li>Even apparently simple instructions can be misunderstood ! </li></ul><ul><li>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 . </li></ul>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
  8. 8. <ul><li>Allow students different learning paths ... </li></ul><ul><li>… but always make sure that the route – and the final destination – are clear. </li></ul><ul><li>(You can't ensure that the course will always be used in the way and the order that you intended.) </li></ul>Simplicity Navigation
  9. 9. Simplicity <ul><li>http://www.youtube.com/watch?v=UOT7orpb6lk </li></ul>You don't need to build the Taj Mahal!

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