This document discusses methodology for developing effective e-content. It begins by discussing cognitive theory and how multimedia can enhance learning when used mindfully. It then discusses the differences between content creation and curation. Guidelines are provided for developing different types of e-content such as text, videos, images, audio, and learning experiences. The document stresses developing content in small, engaging chunks and providing interactivity. It also emphasizes designing content based on learning outcomes and learner needs.

1. Methodology for e-content
development
Presented by –
Dr. Mahesh H. Koltame
Assistant professor, P.V.D.T. College of Education for women,
SNDT Women’s University, Mumbai
Email- mahesh.koltame@pvdt.sndt.ac.in

2. Warm-Up activity
1. In the last 20 years, what does
the main change happened that
is leading to a re-examination of
teaching and learning?
2. Write any there forms/type of e-
content
Let’s go to
www.menti.co
m and use the
code 524448
2

3. Digital nature of 21st-century knowledge society

4. Cognitive Theory of Learning
• Multimedia represents a powerful learning technology
that have the ability to enhance human learning.
• Two main types of multimedia applications could be used;
- applications that present information to the learners, and
- applications that provide feedback on the correctness of
learner answers on some problems [34].
• Multimedia learning environments provide amazing
possibilities for supporting a wide variety of learners.
• Mindful use of multimedia-based e-content will increase
students learning.

5. E- Content (Creation vs Curation)
Creation
Content creation is the process
of researching and creating your
own content from scratch, based
on your chosen topic, and
presenting this to your learner
as a unified, contained course.
Curation
Content curation is the
process of gathering existing
information like blogs, social
media posts, videos and
eBooks relevant to your
chosen topic, filtering
through to find the most
accurate bits and sharing
them with your learners.

6. E-content
Learning
resources
Text/hand books (PDF, Interactive e-book, flip book etc.)
Video tutorials (Documentary, Presentation, Animation, Drama, demonstrations etc.)
Audio recordings (Simple audio recording, podcast recording)
Pictures and graphics (Image, different type of graphic)
Concept maps, Mind maps
Templates and worksheets
Learning
Activates
Sharing activates (Discussion forums, chat rooms)
Reflective spot (Question, directive statement)
Project (Individual and collaborative)
Experiments (Virtual experiments in v-lab)
Design creation (Assignments)
Puzzles, Quizzes and gams

7. Let’s Think
As per the cognitive theories of
multimedia what will be the most
impactful e-content?
Go to
www.menti.co
m and use the
code 2995 3629
7

8. e-Content Development Process
•Integrating the
interrelated media
elements
•Educational,
•Scientific, and
•User-friendly
•Define How to
Present Content
•Map Educational
Scenarios
•Define Learning
outcomes
•Define Learner Need
•Define the
Specifications
Analysis Design
Implementation
Evaluation

9. Text content development
• Verhoeven and Perfetti [37] suggested that mixing up some
components of multimedia could facilitate teaching of such text
as denoted in Mayer’s cognitive theory.
• They tried to find a way in order to present multimedia text to
improve learners’ reading experience. They added that all the
fundamental models that where generated for teaching text,
have shown that understanding couldn’t be achieved only by
written on-screen text.
• In addition, adding other components to the written on-screen
text allow the learners make connections about what is in the
text based on their previous knowledge.
• Fletcher and Tobias [20] stated that the use of pictures with
words is more effective than using words alone.
• In addition, Mayer and Moreno [21] stated that students could
achieve better results when they watch and listen than when
they just watch.
• In short the presentation of text content should be specific,
engaging and interactive.

10. Guidelines for Text contents
• Split text in small meaningful reading
chunks
• Engaging
- Use short stories, Scenarios, and case
studies Use appropriate pictures,
cartoons, and graphics Use think on it or
reflect on it
- Use simple language and dialogue in text.
- The necessary and related matter can be
highlighted using headings, bold,
underline, capital letters, large fonts,
colours, and arrows.

11. Guidelines for designing text contents
• Interactive
- Add micro learning activities and
provide worksheets for them.
- Add additional resource like a
hyperlink, Video, Infographics,
Concept maps, Mind maps along
with the text.
- For focused reading include
practice quizzes in between the
text.

12. Video tutorials development
• Videos and animation is one of the exciting
pictorial forms of presentation. It has a great
power to improve human learning when the
goal is to support deep understanding.
• Bouki [40] stated that learning through videos
lead to a more efficient learning. However, not
all “instructional videos” have a “teaching”
potential.
• Videos that are designed without focusing on
learning purposes and the principles of
cognitive theory, could easily fail.
This Photo by Unknown Author is licensed under CC BY-NC

13. Guidelines for designing animation or video contents
• Use videos in presenting an interpretive function
and revealing relationships that cannot be brought
out to the learners in where they exist.
• Use animation in presenting functions that reveal
relationships that are not visible.
• Use animation to provide understanding of cause
effect relation-ships.
• Give the learner control over the pace of the
animation or video.
• Alter the brightness of an object inside an
animation to direct learners’ attention to a specific
point.
This Photo by Unknown Author is licensed under CC BY-SA

14. Guidelines for designing animation or video contents
• Keep the length short
• Make the video interactive
• Avoid messing around in the video
• Present the exact concept/idea effectively
• There should be a proper fusion of audio,
video, graphics and text.
• Avoid any additional extraneous visuals that
are not useful for understanding the
material.
• Use engaging short stories and examples in
narration.
This Photo by Unknown Author is licensed under CC BY

15. Guidelines for designing Images or Illustrations and infographics
• Not all images or illustrations give a good
result in learning; they can enhance learning
only if they are presented in a task-
appropriate way that may help in solving
future tasks.
• As a conclusion to what have been studied by
researchers on the principles of multimedia
learning, the presentation of images or
illustrations should be :
✓ Present images or illustrations that have the ability to cover all
the needed material with a spoken text rather than a written on-
screen text.
✓ Reduce the size of the image if it is too large.
✓ Avoid unnecessary images or illustrations that do not add
knowledge.
This Photo by Unknown Author is licensed under CC BY-NC

16. Guidelines for designing audio
• Audio is one of the most powerful tools in multimedia learning it is a
solution for presenting text in a way that distributes load, which occurs
on the visual channel of working memory.
• Below are some guidelines for presenting audio in a content
environment.
✓ Audio must be presented in sync with the presented image, animation, or video.
✓ Provide narrated form of on-screen text when there is no other kind of visuals on the
screen.
✓ The audio format must be recorded with the same language as learners.
✓ It is better to present audio using conversational style rather than formal style.
✓ Use human-voice rather than machine-voice.
✓ Omit any background music or sound that is not related to the course content.
✓ If an audio text is very difficult to understand, and it was presented with a picture or a
visual, it is more effective to present written text rather than audio in unlimited time
constraints.
This Photo by Unknown Author is licensed under CC BY-
SA-NC

17. Let’s share
Write one thing which your students are not
comfortable with e-content.
Use chat box
17

18. Approaches
To design e-content
1.Multimedia approach
2.Individual or self learning
approach
3.Social or community learning
approach
4.Interactive approach
18

19. Pedagogical Model
learn
Practice
Reflect
Create/
solve
1
2
3
4

20. Let’s share
What problem do you face in e-content
development?.
Use chat box
20

21. “The most important principle for designing lively
eLearning is to see eLearning design not as
information design but as designing an
experience.” - Cathy Moore

22. Learning
Cognitive
Affective
Psychomotor
Social psychomotor learning activates
• Group project
• Group learning exercises like puzzle
• Collaborative problem solving activates
• Brainstorming
Individual psychomotor learning
activates
• Assignment
• Individual projects
• Puzzles, games
• Skills practice activates
Social affective learning activates
• Sharing stores in the group
• Case or scenario-based group
discussion
• field visits
Individual affective learning
activates
• Watching media, documentary
• Puzzle games
• Small quizzes
Individual Cognitive learning
activates
• Reading course material
• Watching e-tutorial
• Solving problems
• Making notes
• Interactive reflective spots
Social cognitive learning
activates
• Reflective group discussion
with focus questions
• Case-based inquiry in group
• Interviews
Design interactive learning experiences or activates

23. Development of learning experiences
• Split your content into small pieces
• Find the place to add a learning experience which will elevate the learning
• Decide nature of learning experience
Micro learning experiences
This type of learning experience is useful to
increase the learning engagement of learners. It is
a small scale non-graded activity that helps
learners to retrieve their learning.
• Focus reflection spot in interactive video/text
• Small quizzes
• Case or scenario-based group discussion
• Practice template
• Puzzle /Games
• Make notes
Macro learning experiences
This type of learning experience is useful to
contextualize and apply their learning. It can be a
large s scale graded or non-graded activity that
helps learners to apply their knowledge in their
won context.
• Reflective group discussion with focus questions
• Assignments
• Graded quiz
• Projects
• Collaborative activates
• Brainstorming
23

24. THANK YOU!
Mob. 9923917066
Email: Mahesh.koltame@pvdt.sndt.ac.in
linkden: https://www.linkedin.com/in/dr-mahesh-koltame-aa30681a2