The
Perfect Module
Introduction
Jim Marteney
Introduction
Jim Marteney
Professor Emeritus
Communication Studies
Distance Learning Trainer
If you start with content, you end with content
If you start with performance, you end with performance

http://info.allen...
Module Questions
Module Questions
• How would you describe a

module to a new Etudes user?

• What is the difference between
a module and t...
Module Structure
“I just throw ideas at the wall and
see if anything sticks.”

No
A quality module needs structure
Module Structure
Beginning Tell them what you are going to tell them.
Middle

Tell them.

End

Tell them what you told the...
Beginning
Begins to
get you
interested
Previews what
you are going
to be talking
about.
Beginning
Section duplicates
course map, but
sells it
You can add a video
Beginning
Section on why
topic is important
Really
Grabs you
Sells your
module
Previews key
concepts
Beginning
And again, you can
use videos
Beginning
Always think, W. I. I. F. M

“What’s in it for me?”
Beginning
We have
course objectives

Or should we say
Student Learning Outcomes?

Should we add our
module objectives?
Do ...
Beginning
Standard 2
The module/unit learning objectives
describe outcomes that are measurable and
consistent with the cou...
Middle
Planning
Breaking down lectures
into small units, etc.
Remember
Students would rather
click than scroll
Middle
Using Your
Organizational Skills
Middle
Make sections
“pretty”
Use Tables
Middle
Instead of This
Middle
Instead of This
Middle
This
Middle

Creating a Table
Middle

Creating a Table
Middle

Creating a Table
Middle

Use Images
Middle
Use
Dynamic & Interesting
Graphics
Middle

Insert Videos Into Sections
Middle

Insert Videos Into Sections
Middle

Insert Videos Into Sections
Middle

Insert Videos Into Sections

Insert Videos Into Sections
Middle

Insert Videos Into Sections
Middle

Tools
Middle

Tools
Middle
Firefox new security “challenge”
Embed Workarounds
Add an “s” to http
Use picture of video as
hyperlink
Middle
Middle
A variety of video resources
Middle
A Powerpoint resource

Adding an “s” to http works here.
End
What did you learn?
Summary of the module
Where students can go for
more information links for
personal exploration
End
Designing the Module
What is the overall purpose?
What are the module goals or objectives?
Did the module fulfill the obje...
Designing the Module
I had to look at mine and ask a
key questions on each section
Is a section effectively instructional?...
Even Fonts Count
Fonts have humanlike personalities
Clean clear and
simple fonts,
project certain
emotions
Even Fonts Count
Serif fonts like Times New Roman feel more
traditional
Sans serif typefaces like Helvetica Neue, the one
...
Even Fonts Count
Size Matters
According to a “new study”
People have more of an emotional
brain response to words in

larg...
Even Fonts Count
Size Matters

I use 16 font Arial for easy reading
Even Fonts Count
Even Fonts Count
The appearance of the font gives off a certain mood
which can impact the effectiveness of your content.

...
Getting Students to Read
Re-read your sections as a
student would
Did they excite you?
Did you doze off?
Did they make you...
Getting Students to Read
How do you get a student to
read your modules?
Test Content?
Plant a test code?
Make them interes...
Getting Students to Read
Don’t be too sad if your students do
not read all of your great sections.
Getting Students to Read
There are many distractions to
the online learner, do your
sections keep their attention?
One key...
and chose your words
You are not writing a grant.
Welcome your learners
Encourage your learners
Friendly tone
Find Emotion...
and chose your words
Tell a story
Engages students more
than straight exposition
Your Suggestions
The Perfect Distance Learning Module
The Perfect Distance Learning Module
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The Perfect Distance Learning Module

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Creating a Module for Distance Learning

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The Perfect Distance Learning Module

  1. 1. The Perfect Module
  2. 2. Introduction Jim Marteney
  3. 3. Introduction Jim Marteney Professor Emeritus Communication Studies Distance Learning Trainer
  4. 4. If you start with content, you end with content If you start with performance, you end with performance http://info.alleninteractions.com/
  5. 5. Module Questions
  6. 6. Module Questions • How would you describe a module to a new Etudes user? • What is the difference between a module and the textbook? • Why do we even need modules in the first place, what do you want to accomplish with a module?
  7. 7. Module Structure “I just throw ideas at the wall and see if anything sticks.” No A quality module needs structure
  8. 8. Module Structure Beginning Tell them what you are going to tell them. Middle Tell them. End Tell them what you told them.
  9. 9. Beginning Begins to get you interested Previews what you are going to be talking about.
  10. 10. Beginning Section duplicates course map, but sells it You can add a video
  11. 11. Beginning Section on why topic is important Really Grabs you Sells your module Previews key concepts
  12. 12. Beginning And again, you can use videos
  13. 13. Beginning Always think, W. I. I. F. M “What’s in it for me?”
  14. 14. Beginning We have course objectives Or should we say Student Learning Outcomes? Should we add our module objectives? Do we even have module objectives?
  15. 15. Beginning Standard 2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives All learning objectives are stated clearly and written from the student’s perspective Instructions to students on how to meet the learning objectives are adequate and stated clearly.
  16. 16. Middle Planning Breaking down lectures into small units, etc. Remember Students would rather click than scroll
  17. 17. Middle Using Your Organizational Skills
  18. 18. Middle Make sections “pretty” Use Tables
  19. 19. Middle Instead of This
  20. 20. Middle Instead of This
  21. 21. Middle This
  22. 22. Middle Creating a Table
  23. 23. Middle Creating a Table
  24. 24. Middle Creating a Table
  25. 25. Middle Use Images
  26. 26. Middle Use Dynamic & Interesting Graphics
  27. 27. Middle Insert Videos Into Sections
  28. 28. Middle Insert Videos Into Sections
  29. 29. Middle Insert Videos Into Sections
  30. 30. Middle Insert Videos Into Sections Insert Videos Into Sections
  31. 31. Middle Insert Videos Into Sections
  32. 32. Middle Tools
  33. 33. Middle Tools
  34. 34. Middle Firefox new security “challenge” Embed Workarounds Add an “s” to http Use picture of video as hyperlink
  35. 35. Middle
  36. 36. Middle A variety of video resources
  37. 37. Middle A Powerpoint resource Adding an “s” to http works here.
  38. 38. End What did you learn? Summary of the module Where students can go for more information links for personal exploration
  39. 39. End
  40. 40. Designing the Module What is the overall purpose? What are the module goals or objectives? Did the module fulfill the objectives? Why should student care about the goals? How readable are the modules, language choice, colors etc? Were the pages attractive? Any unneeded sections?
  41. 41. Designing the Module I had to look at mine and ask a key questions on each section Is a section effectively instructional? Is a section just taking up space with some sort of content? Is a section there for merely entertainment? Is that bad?
  42. 42. Even Fonts Count Fonts have humanlike personalities Clean clear and simple fonts, project certain emotions
  43. 43. Even Fonts Count Serif fonts like Times New Roman feel more traditional Sans serif typefaces like Helvetica Neue, the one Apple uses for iOS 7, feel more modern Comic book fonts create an aura of fun Not sure how important all this is, just food for thought.
  44. 44. Even Fonts Count Size Matters According to a “new study” People have more of an emotional brain response to words in larger fonts than in smaller ones
  45. 45. Even Fonts Count Size Matters I use 16 font Arial for easy reading
  46. 46. Even Fonts Count
  47. 47. Even Fonts Count The appearance of the font gives off a certain mood which can impact the effectiveness of your content. Elegance
  48. 48. Getting Students to Read Re-read your sections as a student would Did they excite you? Did you doze off? Did they make you want to read more?
  49. 49. Getting Students to Read How do you get a student to read your modules? Test Content? Plant a test code? Make them interesting? Plead or beg to have them read?
  50. 50. Getting Students to Read Don’t be too sad if your students do not read all of your great sections.
  51. 51. Getting Students to Read There are many distractions to the online learner, do your sections keep their attention? One key is variety in your sections.
  52. 52. and chose your words You are not writing a grant. Welcome your learners Encourage your learners Friendly tone Find Emotionally Charges Words
  53. 53. and chose your words Tell a story Engages students more than straight exposition
  54. 54. Your Suggestions
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