Creating Tutorials for the Web: A Designer’s Challenge Module 3: Design for Learning.
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Creating Tutorials for the Web: A Designer’s Challenge Module 3: Design for Learning
Instructional Design This is the process of taking an idea from the concept stage to final production and includes the following elements: Analysis Design Development - implementation Evaluation - revision
Instructional Design - Analysis Who is the audience? - educational attainment level - access to resources (computers, Web etc) - ability/skill level with resources - size of user group (important if feedback is required from an instructor/librarian) How much money and support do you have? What are the goals and objectives? - link activities to objectives - direction of objectives should incorporate: -- knowledge -- understanding -- skills
Instructional Design - Design Create learning activities that promote desired outcomes - teaching strategies - related learning outcomes Design assessment to reflect both outcomes and strategies - types of assessment - formative/summative (more about this later) - is the process of completing the tutorial the purpose of the tutorial?
Instructional Design - Development Considerations for creating the tutorial - how much time do you have to create this? - create a timeline starting from the end - a Gantt chart is useful for development timelines - list resources you will need - is a project team required? (librarians, media specialists, Webmaster etc.)
Instructional Design - Evaluation Evaluate your teaching design Do the instructional methods accomplish the goals?
Instructional Design - Evaluation Formative evaluation - provides feedback to instructors and students over the course of the instruction which is then adapted to meet student needs Summative evaluation - usually done at the end of a lesson or unit to evaluate overall student progress or the effectiveness of the tutorial
Instructional Design - Evaluation Quantitative evaluation -Involves asking questions which can be tabulated and analyzed, often using a scale, check list, or yes/no responses - requires a large student sample for analysis - student responses limited to the survey questions/categories Examples - surveys - questionnaires
Instructional Design - Evaluation Qualitative evaluation - typically more subjective - allows for a variety of responses - doesn’t always fit in neat categories and can be difficult to tabulate - less affected by sample size Examples - open ended questions - observation - interviews
Web Authoring Resources – Some Examples Macromedia Dreamweaver Macromedia Contribute MS Frontpage HotDog
Web Graphics and Animation Software – Some Examples Adobe LiveMotion Adobe Photoshop with ImageReady Macromedia Fireworks Macromedia Flash
Web Design Considerations Adapted from Writing for the Web: A Primer for Librarians, Eric H, Schnell Use a consistent writing style with language that is familiar to users (avoid library jargon) Try not to put all of the content on the top level page. Give links to other pages to avoid cluttering the space Each Web page should be able to stand alone and contain one theme or concept – it is a good idea to annotate links to other resources
Web Design Considerations Graphics and animation are good if they have a purpose and add value beyond looking “cool” When using large images provide thumbnail images with which to access them Fonts and graphics can display differently in different browsers and machines Keep font attributes (bold, italics etc) to a minimum – aim for a consistent look It’s a good idea to develop templates for additional pages which give a uniform look to the Web site
Provide contact details for the user as well as the URL Make the site as easy to navigate as possible with links to the top level/home page Offer links to software or plugins the user may need to fully use the site (Adobe Acrobat Reader etc.) Web Design Considerations