ID template 5.0 for creating learning objects Created by OSCAR team October 2011 INSTRUCTIONS SLIDE: DO NO EDIT

Welcome This is a document to explain the chosen concept to the animator. Since the animator may not be aware of the subject matter, write elaborately and provide images wherever possible This document has sections which will provide the necessary details to the animator before starting the animation. The slides with yellow background (like this one) are the 'Instruction slides'. Read these slides to understand the section. The slides having Blue background (like the one shown) are the 'Guidelines slides' These slides would be helpful in writing the sections. INSTRUCTIONS SLIDE: DO NO EDIT

Information section Next few slides are about the necessary information regarding the concept. Write the information by clicking on the headings provided in the slides. You can add more slides, incase the information is not fitting in the given slide. Avoid changing fonts, colours and font sizes, unless it is really critical (ex: make text bold if you want the readers to pay attention to that word) INSTRUCTIONS SLIDE: DO NO EDIT

Title of the animation Brief description of the animation (1 or 2 sentences) ‏ Related LOs: – Prior Viewing: – Future Viewing: Course Name:Level(UG/PG): Author(s) : Mentor(s): *The contents in this file are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 India license

Learning objectives After interacting with this Learning Object, the learner will be able to: – (objective 1) – (objective 2)

Assembly Diagram providing visual information It is important for the animator to get a visual idea about the components in the LO. Therefore, provide visuals of ALL the components in the concept. This section has two important aspects: – information about visuals in the LO – placement information of those visuals  Create visuals in the slides titled 'Diagrams' wherein show a detailed images of the components (See example slide). Number the diagrams  Use BOLD lines in the diagram (minimum 2pts.). In the images, identify and label different parts of the components.  Illustrate the basic flow of action using arrows.  In the slide after that, provide the definitions of ALL the labels used in the diagram. (See the example)  You may have multiple diagrams. In this case, number them as Assembly Diagram 1, 2, 3… ‏ Create multiple slides for these INSTRUCTIONS SLIDE: DO NO EDIT

Creating a diagram Create a schematic diagram of the assembly used in the experiment Initially, use shapes to denote the components incase you don't have the actual images. Instruct the animator to recreate the images, if you haven't provided, or if the ones you have used are copyrighted. Provide suggestive links/hand drawn sketches of the images Show the flow of action using bold and coloured arrows. Make new diagram, every time the components change Add unique labels to each component, and place the label near it. Use an arrow to show the association between the component and the label Be consistent in the labels used. Do not change the label names for the same component in various diagrams Provide definitions for ALL the labels used in the diagram in the slide after the diagram GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH Guidelines slide

GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH Example of Diagram slide Assembly Diagram 1: Single transformation Graph 2 Waveform Graphs will have a grey coloured grid and the axes would be shown in black Number the units as shown Use red coloured bold line to show the waveform Graph 1 Slide bars Area for displaying the instructions to the users Check boxes Play button Reset button y(+)=2.0x(+)

GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH Example of Definitions of the labels Diagram 1: Graph Definitions of the labels used in Diagram 1: Graph: Graph is a diagram showing the relation between the two quantities, typically of two variables, each measured along one of a pari of axes at right angles Waveform: It is a curve showing the shape of a wave at a given time Check boxes: Slide bars: Play button: Reset button: Area for textual display:

Diagram 1

Definitions of the labels in Diagram … Add more slides if required

Diagram 2 Add more diagrams if required

Definitions of the labels in Diagram … Add more slides if required

Add more slides to create diagrams if required

Animation design Use the template given (next slide)to show the placement of the elements. This is a sample template, and you are free to change as per your design requirements. Try and add / rename / move the tabs / buttons / sections / subsections as required. Use ‘callouts’ as shown above to explain the source of content. Ex: If the call out is placed at the Tab 01, and you want the content to be taken from slide 3 of this presentation, then place this callout on the Tab 01, and write ‘Slide 3’ inside the callout. Slide 3 INSTRUCTIONS SLIDE: DO NO EDIT

Animation area Instructions/ Working area Credits Name of the section/stage Interactivity area Tab 02Tab 03Tab 04Tab 05Tab 06Tab 07 Button 01 Button 02 Button 03 Introduction Slide 3

Stepwise description of process The goal of the document is to provide instructions to an animator (who is not an expert). You have to describe what steps the animator should take to make your concept come alive as a (moving) visualization. Refer to the pedagogy and interaction design guidelines (next two slides after this) before creating the LO, these will give an idea of various options to be used for creating LOs. Use one slide per step. This will ensure clarity of the explanation. Add a image of the step in the box, and the details in the table below the box. You can use any images for reference, but mention about it's copyright status. If required, the animator will have to re-draw/re-create the drawings Add more slides as per the requirement of the animation INSTRUCTIONS SLIDE: DO NO EDIT

General pedagogy guidelines Invite access to content via multiple modalities of learning (visual, auditory, kinesthetic). Provide opportunities for learners to make choices, make decisions, or manipulate elements. When learners are able to make choices, ensure that the choices are meaningful. Give learners a chance to interact with the content. Use interactive tools where users can manipulate abstract concepts, test their own assumptions about them and see the consequences of their own actions. Provide feedback for every action done by the user GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH Guidelines: Refer before creating sections

Guidelines on adding interactivity Some of the ways in which Interactivity can be added are:  Simple navigation: back and next, or play and pause buttons  Allowing selection to the user: radio buttons, check boxes  Providing options for specific inputs: text/numeric boxes  Providing regulatory controls: slider bars, regulators  Providing active participation: drag and drop, move / rearrange Use interactivity to decide the flow of communication in the LO. INSTRUCTIONS SLIDE: DO NO EDIT

Step 1: Audio Narration (if any) ‏ Text to be displayed (if any) ‏ (DT) Description of the action/ interactivity T1: Title of the step, to appear as heading of the screen (if any) ‏ Image/graphic for the step

Instructions for the animator Instruction to the learner Results and Output Boundary limits Interactivity type Interactivity option 1: Step No: 1 Image/graphic for explaining the interactivity options

Self- Assessment Questionnaire for Learners Please provide a set of questions that a user can answer based on the LO. They can be of the following types: – These questions should be 5 in number and can be of objective type (like MCQ, Match the columns, Yes or No, Sequencing, Odd One Out). – The questions can also be open-ended. The user would be asked to think about the question. The author is requested to provide hints if possible, but a full answer is not necessary. – One can include questions, for which the user will need to interact with the LO (with certain parameters) in order to answer it. – It is better to avoid questions based purely on recall. INSTRUCTIONS SLIDE: DO NO EDIT

Questionnaire: Add more slides if required Use appropriate formatting for the questions

Links for further reading In the next slide, provide some reference reading material for the users. It could be books, reference publications, or website URLs. INSTRUCTIONS SLIDE: DO NO EDIT

Links for further reading Reference websites: Books: Research papers:

Summary Please provide points to remember to understand the concept/ key terms of the animation, in the next slide. The summary will help the user in the quick review of the concept. INSTRUCTIONS SLIDE: DO NO EDIT

Summary