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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.

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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