Title of Slideshow

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Designing Learning for the Web

• Mrs Julie Connell
• Distributed Learning Coordinator
• Bendigo Senior Secondary College
• 2004

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• Hardware without software is junk.
• Software without teaching is noise
• Tweed Ross, Professor of Education at Kansas
  State University

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5 step design process

• 1.Analysis 2.Design 3.Development
• 4.Evaluation 5.Implementation

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1. Analysis

• Setting boundaries the wider your boundaries,
  the less detail is included very narrow
  boundaries, the depth of the materials developed
  will increase
• Immersion

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• The first common mistake we see is building a
  site based on how the curriculum or the structure
  of the subject is presented,
• versus building a site based on how the student
  needs to have access to that information.
• Jared Spool.(Founder of User Interface
  Engineering)

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1. Analysis cont.

• Web usabilitythink about
• Is it possible to design materials in a way that
  attract and enhance student interest as the first
  priority?
• Then curriculum threads are drawn together.
• Is your website a cathedral or
  a fork?
• Will the student accomplish their goal by the
  time they leave the computer?

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1. Analysis cont.

• Before you begin, observe students and their
  interactions with web materials.
• Watch students working with the materials and ask
  them to comment on likes and dislikes.
• As teachers we are adept at reading students body
  language and other classroom face to face clues
  to establish how well a lesson is progressing.
• How do we do that online?

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1. Analysis cont.

• Student outcomes.
• The Design down principle applies whereby, you
  need consider the end point.
• What do you want your students to achieve? If you
  can imagine the end of the process and what the
  learner will have gained from being online, then
  these become your objectives.
• Objectives will be fundamental to your design,
• give them fair consideration!

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1. Analysis cont.

• Clear objectives
• Learning objectives
• are short,
• measurable goals.
• They must be clearly defined.
• Write your objectives down in concrete language.
  If you can't get them down on paper, they are
  probably too abstract.

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Before you start designing. Activity.

• Situate the learner. Where and how a student is
  expected to learn will effect the design of your
  online material.
• Learning Objectives. What will students achieve?
• Playtime ?

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Playtime ?
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2. Design

• Dick and Carey design model.
• This is a model for novice designers.
• Gain attention
• Describe the goal
• Stimulate recall of prior knowledge
• Present new knowledge
• Elicit performance through practice
• Provide informative feedback
• Assess performance
• Review design

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2. Design cont.

• Needs to be free standing
• Print VS Web conventions

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Scaffolding

• Scaffolds are external aids that provide
  cognitive and social support for people new to a
  tack or knowledge domain,
• much as scaffolds on a construction site
  support workers and materials while a building is
  being erected.

(Learning with technology. 1998. Dede, Chris ed.)
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2. Design cont.

• Site structure.
• make a list
• sticky notes
• Playtime ?

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2. Design cont.

• MAPPING
• Predictability.
• Consistency.
• Logical.
• Mental map.

The best design is the one the learner does not
notice they are working with.
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2. Design cont.

• Chunking text.
• Short term memory can hold about
• 5-9 chunks
• Small units of information are not only easier to
  read, they are easier to use non-sequentially,
  easier to hyperlink.
• Rule of thumb 100 200 words per screen linked
  over several screens can cover a concept.

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2. Design cont.

• Timing - Pace
• How long can a student work infront of a screen
  at one time?
• Concentration spans for different age groups.
• Can the user control this to their advantage?

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2. Design cont.

• Edible bits of information.
• Each bit or screen should have a beginning and
  an ending.
• To get overall picture, key concepts and ideas
  must be repeated.
• Headings, colours and icons all stimulate recall
  by providing visual clues.

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2. Design cont.

• Elicit prior knowledge.
• Stimulate recall and mental linkages to previous
  class activities, notes, and ideas.

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2. Design cont.

• Graphical User Interface - GUI
• The interface refers to how the pages look

• Golden rules
• 3 click rule
• Home button
• Scrolling

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2. Design cont.

• Navigation
• Good navigation Good organisation,
• not graphics.
• The basic elements are
• Buttons Bars Tools Frames Menus
• Should be kept together in one spot
• Repetition.
• No dead end pages

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2. Design cont.

• Blend mixing instruction with practice
• Feedback?
• Get sensual! Try to stimulate as many senses as
  possible
• Take awaycan the user come away with notes etc?
• Audio video

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Mapping variations
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LINEAR
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HIERARCHICAL
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WEB MODE
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Mapping keep in mind

• A storyboard can easily develop into a sitemap
• Think of this as your visual course index
• Do you need a communication strategy? What
  happens when the user needs assistance?
• Tracking?

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3. Development

• Develop your design brief
• Checklist
• Do you need expert help?
• Have you considered colours?
• Have you included graphic samples?
• Have you scripted / storyboarded everything?
• Have you discussed a time frame for delivery?
• Are you willing to take advice?

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4. Evaluation

• Why? A dissatisfying experience for your
  customers can have a significant impact on
  overall goals or success of your site Hiser
  Group 2000.
• What?
• Usability what they like / didnt like?
• What to remove / alter for next time, perhaps
  never do again?
• Where is more needed?
• What to restructure to ensure all students were
  successful?
• How?
• Online form
• Class discussion
• Individual conference
• Checklist in class

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5. Implementation

• Review evaluations
• Alter online instruction and classroom practice
  accordingly
• Implement online learning package

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• - change in materials
• - change in methodology
• - change in thinking
• Innovations that dont involve changes in all
  three areas is not change at all.

Fullan, 1991.
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?-time ?
http//www.bssc.edu.au/ connell.julie_at_bssc.edu.au