2. About learning
Learning involves active engagement
You canāt ādeliver learningā over the
Internet
Donāt prioritise what you want to
āconveyā - think what people will do
with your digital learning resources
3. Elements of online learning resources*
Image(s) + caption(s)
Key question(s) / short activities
Background notes, activity sheets
Short videos
Zoomable images
Interactive
More complex functionality
IncreasingcostandcomplexityIncreasingcostandcomplexity
MostusefulforMostusefulfor
These are the first
things to provide, and
do not require high
levels of IT expertise or
investment
* mainly for schools and other formal learning situations
4. Developing learning resources: iterative review
Your content ļ§ ļØ Curriculum
(find a match)
Check
Does it look right for your audienceās specific needs?
If so TEST - and then amend
Learning activities ļ§ ļØ Learning outcomes
(find a match)
5. Website evaluation and testing
Need to think ahead a bit:
ā what are you trying to find out?
ā how do you intend to test it?
ā why? what will do you do as a result?
The Why?Why? should drive this process
6. Evaluation is an iterative process
Testing /evaluation isnāt something you do
once
Make somethingMake something
=> test it=> test it
=> refine it=> refine it
=> test it again=> test it again ā¦
7. User test early
Testing with one user early on in
the projectā¦
ā¦is better than testing with 50
near the end
8. Two usability testing techniques
āGet itā testing
- do they understand what it is offering, how
it works, etc?
Key task testing
- ask the user to do something, watch how
well they do
Ideally, do a bit of each, in that order.
Donāt tell them about the website before you
ask for their feedback.
9. What do teachers want?
https://vimeo.com/18888798
key ideas not lesson plans
https://vimeo.com/18867252
Oli Knight timesaver
10. Creating digital learning
resourcesā¦
ā¦ is not rocket science
But you do need to
think a while, thenā¦
ask people, thenā¦
think a bit more , thenā¦
make something, thenā¦
test/ask people, thenā¦.
REPEAT
There are some
straightforward things
you can do to help get
it right for your
audience.
12. W6 framework
Who, What, How, When, Where, Why
Useful for
ā¢planning learning resources
ā¢planning and implementing user testing
and evaluation
ā which are essential tasks when
developing learning resources
13. W6 framework
ā¢ Who is the resource for?
ā¢ What will it offer them?
ā¢ How will they use it?
ā¢ When, where and why are they
likely to use it?
14. Who is it for?
If for āSchoolsā, is it for
(a)teachers/educators/mediators
(b)learners?
For example:
ā¢KS3 History pupils, or
ā¢Teachers of KS3 History?
Perhaps some parts will be used
by Ts, other parts by pupils.
Be very clear, first to yourself and
then to your audience, which bits
are for whom ā this will really help.
15. What will it offer them?
ā¢ starter activity: teacher set the
scene
ā¢ background info
ā¢ images/videos to choose from
ā¢ game/immersive experience to
engage pupils/students; etc
ā¢ Also: what are the intended
learning outcomes?
16. How will they use it?
ā¢ in groups or individually?
ā¢ with or without teacher support?
ā¢ any equipment or materials
needed?
ā¢ what will they actually do, while
using each section?
Relate this to whether it is teacher-
led or student-led.
17. When will they use it?
ā¢ during lessons
ā¢ for homework
ā¢ in short bursts, or is longer-term
concentration required?
18. Why will they use it?
ā¢ what will attract them to use it?
ā¢ A common reason is ābecause I
have toā.
ā¢ Does the resource have anything
likely to motivate them?
ā¢ Answer to the above question may
be... they wonāt use it.
There are plenty of other
resources out there.