Designing Learning Objects Designing Learning Objects Designing Learning Objects 1

Designing Learning Objects 1. Analysis — create outcomes  describe goals and skills  describe learner profile 1. Analysis — create outcomes  describe goals and skills  describe learner profile 2

Designing Learning Objects 1. Analysis — create outcomes 2. Design — identify scope and sequence  determine sub-objectives  sequence tasks  identify prior knowledge required 1. Analysis — create outcomes 2. Design — identify scope and sequence  determine sub-objectives  sequence tasks  identify prior knowledge required 3

Designing Learning Objects 1. Analysis — create outcomes 2. Design — identify scope and sequence 3. Development — implement design  define assessment strategy  design presentation strategy  establish design category  create examples and practices  create the meta-design  build materials 1. Analysis — create outcomes 2. Design — identify scope and sequence 3. Development — implement design  define assessment strategy  design presentation strategy  establish design category  create examples and practices  create the meta-design  build materials 4

Designing Learning Objects 1. Analysis — create outcomes 2. Design — identify scope and sequence 3. Development — implement design 4. Implementation — make content available  upload learning object  generate metadata 1. Analysis — create outcomes 2. Design — identify scope and sequence 3. Development — implement design 4. Implementation — make content available  upload learning object  generate metadata 5

Designing Learning Objects 1. Plan  conduct goal analysis  define learning objectives and outcomes  inventory assets 1. Plan  conduct goal analysis  define learning objectives and outcomes  inventory assets 6

Designing Learning Objects 1. Plan 2. Build  assemble materials  create content  add metadata  sequence the content 1. Plan 2. Build  assemble materials  create content  add metadata  sequence the content 7

Designing Learning Objects 1. Planning stage  subject matter experts (SMEs)  instructional designers 1. Planning stage  subject matter experts (SMEs)  instructional designers 8

Designing Learning Objects 2. Building stage  instructional developers  graphic artists and multimedia developers  Flash and JavaScript programmers  digital librarians 2. Building stage  instructional developers  graphic artists and multimedia developers  Flash and JavaScript programmers  digital librarians 9

Designing Learning Objects Editorial staff  page design  editing experience  familiarity with instructional design  knowledge of copyright issues Editorial staff  page design  editing experience  familiarity with instructional design  knowledge of copyright issues 10

Designing Learning Objects A. Designing for screen use  minimize scrolling  position most important information first A. Designing for screen use  minimize scrolling  position most important information first 11

Designing Learning Objects B. Writing for screen use  s t a n d a r d i ze fonts  follow Web conventions  use quality graphics to highlight  use short sentences and unordered lists to make points concisely B. Writing for screen use  s t a n d a r d i ze fonts  follow Web conventions  use quality graphics to highlight  use short sentences and unordered lists to make points concisely 12

Designing Learning Objects C. Guidelines for screen use  assist users ▪ include page numbers ▪ offer navigation tips  don't lose users ▪ external links and non-HTML files ▪ make internal links only one level deep C. Guidelines for screen use  assist users ▪ include page numbers ▪ offer navigation tips  don't lose users ▪ external links and non-HTML files ▪ make internal links only one level deep 13

Designing Learning Objects Technical staff  coding and troubleshooting basic HTML  creation of graphic files  creation of multimedia  experience with file manipulation  exposure to multiple platforms Technical staff  coding and troubleshooting basic HTML  creation of graphic files  creation of multimedia  experience with file manipulation  exposure to multiple platforms 14

Designing Learning Objects Evaluating learning objects  content and presentation implications ▪ content quality ▪ learning goal alignment ▪ feedback ▪ motivation ▪ presentation design Evaluating learning objects  content and presentation implications ▪ content quality ▪ learning goal alignment ▪ feedback ▪ motivation ▪ presentation design 15

Designing Learning Objects Evaluating learning objects  policy implications ▪ interface usability ▪ accessibility ▪ reusability ▪ standards compliance (technical) ▪ intellectual property and copyright Evaluating learning objects  policy implications ▪ interface usability ▪ accessibility ▪ reusability ▪ standards compliance (technical) ▪ intellectual property and copyright 16

Designing Learning Objects Key design tenets  identify targeted learners  state different levels of learning outcomes  consider the context of the activity  meet accessibility requirements  offer multilingual support  use widely adopted technologies  use audio and video Key design tenets  identify targeted learners  state different levels of learning outcomes  consider the context of the activity  meet accessibility requirements  offer multilingual support  use widely adopted technologies  use audio and video 17

Designing Learning Objects Accessibility: W3C Priority I (  provide equivalent alternatives  do not rely on color alone  avoid tables except for tabular data  ensure pages transform (non-CSS)  ensure user control  ensure direct accessibility  design device independence (tab)  provide context ( ) Accessibility: W3C Priority I (  provide equivalent alternatives  do not rely on color alone  avoid tables except for tabular data  ensure pages transform (non-CSS)  ensure user control  ensure direct accessibility  design device independence (tab)  provide context ( ) 18

Designing Learning Objects Accessibility: W3C Priority II  use markup and style sheets  provide clear navigation mechanisms Accessibility: W3C Priority II  use markup and style sheets  provide clear navigation mechanisms 19

Designing Learning Objects Faculty  start where instructors are  focus on developing activities  make it easy to upload learning objects  plan for online and classroom use  require and assess learning objects  accept non-learning objects, but keep separate  seek participation, not perfection Faculty  start where instructors are  focus on developing activities  make it easy to upload learning objects  plan for online and classroom use  require and assess learning objects  accept non-learning objects, but keep separate  seek participation, not perfection 20

Designing Learning Objects Exercise: Evaluating a learning object Exercise: Evaluating a learning object 21

22 This presentation was developed by Liz Glowa and Michael Anderson and was edited by William Hawk, June Weis, and Lisa Johnson. Development of this resource was funded by the members of the SREB Sharable Content Object Repositories for Education (SCORE) initiative.