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This Wikiversity storyboard is part of one of the requirements and learning outcomes of the MSc. in Applied eLearning, in the Dublin Institute of Technology. In the Instructional Design and eAuthoring module, students are required to work as a group to design and develop an activity/elearning object that can be used as a tool for learning.

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  • The layout of the Home page is clear and uncluttered and designed to avoid overcrowding. Graphics used such as the one placed on TOC, is universally recognized as an information symbol. Additionally it incorporates the colour combination used throughout the resource.
  • Horton stresses the importance of ‘ arranging the content predictably within the display window…to ensure that even learners without perfect eyesight can read the text we display (Horton, 2006, p.515).  This is echoed by Smith who talks about the importance of consistency where he says that ‘ Creating consistency is one of the most powerful things you can do to improve the usability of your learning objects ’  (Smith, 2004, p.12). Thus it is essential that a level of predictability and consistency is achieved in the wiki, and this is dependent on an appropriate use of the following elements: Page Layout. Consistency in the use of font, font size, font colour, etc., helps to ensure overall consistency and predictability in page layout. This predictable architecture will facilitates ease of use by students. Legibility and Use of Colour. High tonal contrast, left-aligned ragged right, upper and lower case, not ALL CAPS. Consistency in colour: various shades of blue combined with orange will be used throughout to enhance visual impact.  Graphics. Graphics will be added where appropriate for greater visual effect. Audio and Video. Audio and Video will be used as a means of adding variety along with accommodating the use of different senses by learners (audio and visual), thus heightening motivation. Accessibility. Issues pertaining to page layout apply equally to accessibility since both are defined by ease of use and consistency in architecture. (Reference: William Horton. E-Learning by Design (P.515 and 520) (Smith, 2004, p.12)
  • Storyboard

    1. 1. Storyboard for Wiki Resource
    3. 3. <ul><li>The aim of our project is to create a resource that will provide an analysis of eLearning Tools for current and future students in the DIT (Dublin Institute of Technology) MSc in Applied eLearning, and for eLearning students’ everywhere, so the resource will grow and improve with other students’ contributions. Thus we will use a Wiki as the platform. </li></ul>eLearning Resource
    4. 4. <ul><li>The objective of this Wiki (supported by Wikiversity) is to explore, evaluate and record knowledge about diverse resources which apply to eLearning and to provide a readily updateable resource for present and future students of the MSc in Applied eLearning at DIT or students with an interest in this field. </li></ul>Resource Aims and Objectives
    5. 5. Aims And Objectives Continuation <ul><li>T he students on the MSc in Applied eLearning are taught predominantly by constructivist and social constructivist principles. The aim of this resource is to help to act as a guide for students through the zone of proximal development: there is a bewildering choice of software that may be used and we would like to guide the user through types of software and offer a comparison of a range of the programs available. </li></ul>
    6. 6. Why this approach? <ul><li> We have chosen a wiki for this purpose to facilitate collaborative learning and resource development. While general principles of learning and of instructional design are robust and unlikely to change dramatically over the next few years the same cannot be said of software programs which are constantly under development, which tend to be rapidly superseded by both other programs in the same area and by leaps in technology and vision and which tend consequently to have a relatively short half-life: HyperCard was very good but made obsolescent almost overnight by the introduction of the World Wide Web. We therefore need to provide a resource that can be constantly updated by the users themselves </li></ul><ul><li>If current and future students are to develop the wiki we need a Help guide to editing the wiki. </li></ul>
    7. 7. Wiki Resource Home Page Layout <ul><li>List of Contents with hotlinks to individual pages </li></ul><ul><li>Introduction to resource </li></ul><ul><ul><li>Learning Objectives </li></ul></ul><ul><li>MSc Modules </li></ul><ul><ul><li>Learning Theory </li></ul></ul><ul><ul><li>Instructional Design </li></ul></ul><ul><ul><li>ePortfolio </li></ul></ul><ul><li>Resource Analysis </li></ul><ul><ul><li>Communication tools </li></ul></ul><ul><ul><li>Tools for Reflection </li></ul></ul><ul><ul><li>Authoring Tools/Resources </li></ul></ul><ul><li>About this resource </li></ul><ul><ul><li>Learners & Needs Analysis </li></ul></ul><ul><ul><li>Pedagogy </li></ul></ul><ul><ul><li>Wiki </li></ul></ul><ul><ul><li>The Addie Model </li></ul></ul><ul><ul><li>Design Considerations </li></ul></ul><ul><ul><li>Accessibility </li></ul></ul><ul><ul><li>   </li></ul></ul>
    8. 8. Home Page Continuation <ul><li>Description of Instructional Design & eAuthoring module with hotlink to page </li></ul><ul><li>Description of Wiki Analysis with link to page </li></ul><ul><li>Description of Learning theories module with hotlink to page </li></ul>
    9. 9. Learner Characteristics and Learning Theories <ul><li>Learner Characteristics </li></ul><ul><ul><ul><li>Adults </li></ul></ul></ul><ul><ul><ul><li>Self-directed </li></ul></ul></ul><ul><ul><ul><li>Motivated </li></ul></ul></ul><ul><li>Learning Theories </li></ul><ul><ul><ul><li>Behaviourism </li></ul></ul></ul><ul><ul><ul><li>Cognitivism </li></ul></ul></ul><ul><ul><ul><li>Constructivism </li></ul></ul></ul><ul><ul><ul><li>Social Constructivism </li></ul></ul></ul>
    10. 10. About development of the Resource Structure of Home Page ID and eAuthoring Learning Theories Storyboard Wiki analysis ePortfolio Resource Analysis Communication Tools Accessibility Table of Contents Glossary of Terms
    11. 11. Design Considerations <ul><li>Page Layout </li></ul><ul><li>Legibility </li></ul><ul><li>Use of Colour </li></ul><ul><li>Graphics </li></ul><ul><li>Audio </li></ul><ul><li>Video </li></ul><ul><li>Accessibility </li></ul>
    12. 12. Navigation <ul><li>Navigation is critical for the user to move quickly and easily to the page of interest. A navigation bar is therefore visible in all pages visited. </li></ul><ul><li>To further assist navigation the Home page features an easily recognizably symbol supported by the text ‘Click here…to go to’ directing the user to the required page </li></ul>
    13. 13. Accessibility <ul><li>The page will be made accessible using Web Content Accessibility Guidelines 2.0 to make the resource Perceivable, Operable, Understandable & Robust. </li></ul><ul><li>Provide text alternatives for non-text content – alt tags will be used. </li></ul><ul><li>Use sufficient contrast to make things easy to see and hear. All pages will display black on white. </li></ul><ul><li>We will use a consistent style throughout to make content appear and operate in predictable ways </li></ul><ul><li>We will provide navigation bars and icons to help users navigate and find content . </li></ul><ul><li>All pages will be checked with </li></ul><ul><ul><li>HTML Validator for Firefox and Mozilla </li></ul></ul><ul><ul><li>A-Prompt </li></ul></ul><ul><ul><li>Readability index calculator </li></ul></ul><ul><li>NaturalReader 9.0 will be used as a final test for accessibility. </li></ul>
    14. 14. <ul><li>In a diagnostic evaluation of a learning object (L.O.), the analysis should determine what features are present and what features are missing from the design. </li></ul><ul><li>One means of conducting a diagnostic evaluation is to use the TACCT tool which looks at the following areas of design: </li></ul><ul><ul><li>Technical </li></ul></ul><ul><ul><li>Aesthetic </li></ul></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Culture-based </li></ul></ul><ul><ul><li>Target audience </li></ul></ul><ul><li>TACCT is not an in-depth evaluation tool, but is a quick way of assessing an L.O.. It is meant to provide some preliminary data to improve the design of the ICT and determine the best direction to proceed. </li></ul>Evaluation
    15. 15. Evaluation questions (to learners) <ul><li>Did you have difficulties accessing learning objects (L.O.) or participating in any essential activities related to this L.O.? </li></ul><ul><li>Does the L.O. offer enough choices in how it is presented so that you could, to a certain extent, approach learning in a way that suited your needs and abilities? </li></ul><ul><li>Are there major areas of confusion or inconsistency among learning objectives, your expectations, and/or how the L.O. is presented? </li></ul><ul><li>Are there any remaining barriers to your receiving or understanding the information and resources needed in this L.O.? </li></ul><ul><li>While you participated in this L.O., were there physical challenges or obstacles that could be avoided? </li></ul><ul><li>Has anything prevented you from accessing the learning spaces required for this course? Did the learning spaces support your learning? </li></ul>