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Slide Notes

Presentation created by Kate Jurd @katejurd, Learning Technologist, Toowoomba Hospital, Australia

Over the past decade there has been a huge uptake with online education and blended learning solutions.

Higher education programs are now filled with recorded lectures, voice over PowerPoints and heavy text based online content. There appears to be an assumption that by adding ‘audio’ and including the ‘next button’ content will then be interactive and engaging.

The delivery of content in this format evokes a passive consumption of information, that allows little interaction and can hinder learning.

We need to move away from information dump and create learning experiences that engage our students in higher order thinking.

This presentation covers the principles of good eLearning design plus practical tips to develop, create and produce engaging online learning experiences.

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Design for Online

Published on Nov 19, 2015

Creating active online learning experiences using the principles of visual and learning design.

PRESENTATION OUTLINE

Online learning design

Creating engaging online learning resources
Presentation created by Kate Jurd @katejurd, Learning Technologist, Toowoomba Hospital, Australia

Over the past decade there has been a huge uptake with online education and blended learning solutions.

Higher education programs are now filled with recorded lectures, voice over PowerPoints and heavy text based online content. There appears to be an assumption that by adding ‘audio’ and including the ‘next button’ content will then be interactive and engaging.

The delivery of content in this format evokes a passive consumption of information, that allows little interaction and can hinder learning.

We need to move away from information dump and create learning experiences that engage our students in higher order thinking.

This presentation covers the principles of good eLearning design plus practical tips to develop, create and produce engaging online learning experiences.

Photo by Helloquence

PLAN

The planning phase

Focuses on what students need to learn. What knowledge, skills and behavior needs to be developed, and what instructional, learning design and delivery strategies can be used to achieve this.

Needs analysis
Performance outcomes
Story-boarding
Deployment
Assessment

Other questions to consider in the planning phase:

1. Is this a self directed learning module
2. Is the course part of a blended learning program or pre-learning activity for a face to face workshop (flipped classroom)
3. Does it include assessment that will be recorded against the student's grade
4. Is it a pre-requisite course for another training activity?
5. How will the course be delivered to the student i.e. via LMS, mobile, youtube, wordpress etc.

Who is your audience?

Needs analysis - Know your learners

What's in it for Me (WIIFM)

The Learner's Perspective - Relevance, learning needs

Hook - buy in
Motivation - provide real world context

Put the learner into a real world situation. e.g, for a medical student, use real patient scenarios where they are required to examine, assess, diagnose and manage.

Photo by courosa

Performance outcomes

Think of performance outcomes rather than content..consider action based and goal oriented outcomes...what is the learner going to do with the content?

Concentrate on interactions, ie how the learner is thinking and actively engaged in the content.

Look at learner motivation, what is compelling to the learner, what will provide meaning and relevance. Make it relevant to real world situations.

Note: Don't bore the learner with a list of 27 learning objectives at the beginning of the course.
Photo by Bob Jouy

Born digital content

Create content from scratch.

Don't reproduce the powerpoint slides (with the lists of dot points) and upload this as a new online course.

Your lists of facts aren't engaging, your students can read facts in a text book.

Transform facts into a sequence of active learning events/tasks.

So move from information dump to interactive learning design.

Apply the principles of presentation design:

Hook to capture attention: relevance to motivate the learner.

Use real world scenarios - stories that have meaning and context.

Use appropriate media and visuals to support the story (scenario activities).


image: lucasarchives.com

Storyboard

Storyboard the activities and elements to be included in the resource.

Storyboard - use a template
Aim
Theme/story - hook
Media (video audio)
Visual design (images, txt, colour)
Learning activities
Questioning
Feedback
Assessment
Reflection

Brainstorm using a whiteboard, sheet of paper or post it notes.

Using a storyboard template - add your sequence of events, activities, visuals, media, feedback and navigation. - per page/slide

DESIGN

Design:
Visual Design
Learning Design

Intentional design

Be intentional about the instructional and visual design
CONSIDER

What is the purpose of the learning activity/course?
What content is NEEDED?
What will the online material LOOK like?
What media will you use?
What will the learner DO with the content?


Short learning chunks, concise, coherent and co-ordinated

The less text the better.

Interface design

Visual
Placement of elements on the screen defines the hierarchy and relationships.

Use white space between the elements to make the groupings obvious.

Positioning can improve flow and assist in processing the information on the screen and supports learning.

The correct placement of visual elements and the reduction of unnecessary items will help reduce cognitive load.




Cognitive load

Learning is an active process of filtering, selecting, organising and integrating information based on prior knowledge. (Mayer R)

When using media in eLearning it is important to use simple less gimmicky applications to enhance the learning experience. Distracting graphics, animations and audio with text have the potential to degrade learning.

Auditory and visual

There are two separate channels for processing information (auditory and visual).

Each channel has a limited capacity to absorb or process the information.

This has implications when creating online content in terms of design and placement of elements on the screen.
Mayer and Clark (2013) design rules for eLearning:

Text and simple relevant graphics can improve learning. As they use separate cognitive channels.

Also useful text labeling within a graphic to explain a process.

Animation should use audio narration rather than accompanying text

Text and audio together can reduce learning
Photo by Michel Filion

visual design

Zen philosophy of design
Visual voice:
1. Simple and consistent
- colour
- fonts
- images
- graphs

Media and imagery to represent:
- the hook (motivational)
- the topic
- the learning activities

Simple design techniques to eliminate unnecessary clutter on the screen.
See Zen philosophy of design Garr Reynolds:
http://www.garrreynolds.com/

Look and feel

Fonts and colour
The overall look and feel should be consistent.

Fonts - 2-3 per course/presentation

Colour can be used to classify and structure your content.

Images

Use images to reinforce your topic, learning activities and scenarios.

Use photos of real people, avoid stock images of perfect people.


It is safer to create your own images.

Use photos from a 'real workplace' relevant to topic. Put thought into the selection of images. Don't feel obliged to add an image to every section of text.

It is tedious for the learner if the sequence of content looks something like this:
text, image, next button; text, image, next button; text, image, next button.....

Avoid cartoons

Be aware of the implications of copyright.

copyright

If you are using images from the web you need to ensure the images are reusable and you need permission to use them.

See Doctor as digital teacher_copyright tutorial
https://digitalteacherssc.wordpress.com/2016/05/09/copyright-tutorial/
Authors: Iona Campbell; Natalie Lafferty; Annalisa Manca

Best practice in attribution
https://wiki.creativecommons.org/wiki/Best_practices_for_attribution

Photo by liako

Creative commons

Creative commons - free license - allows individuals to share their work eg images, music, animation, video for reuse.
See:
Link to Video: https://youtu.be/8YkbeycRa2A

Unsplash has free beautiful images

eLearning examples

The following examples illustrate how content can be re-created from scratch using hooks, stories and relevant context to gain attention and motivate the learner to engage with the content.

Opioid related harm

Using imagery to evoke emotions and implications of this medical condition.

Untitled Slide

Using imagery to evoke emotions and implications of this medical condition.

Untitled Slide

Using imagery to evoke emotions and implications of this medical condition.

Learning design

Participative and interactive
Active learning design
1. What is the learner going to do with the content – what activities can be included to move the learner from a static/passive observer and consumer of information to active involvement and engagement.
2. Structure and sequencing of activities – the ‘flow’
3. The story – relevant to the learner, authentic conversational.

Learning theories

Consider the learning theories that underpin the design of eLearning:
Constructivism
Cognitivism
Cognitive load theory
Experiential and social learning

For further information on learning theories: see:
Donald Clark Plan B blog on learning theories: In particular:
Mayer & Clark
Reeves & Nass
Bandura
Dewey
Vygotsky
Socrates

https://donaldclarkplanb.blogspot.com.au/2012/03/blog-marathon-50-blogs-on-...

Cognitive load theory - 4C/ID model van Merienboer & Kirschner

The 4C/ID model is a CLT approach particularly relevant to medical education and includes
- authentic learning tasks
- supportive information
- feedback
- opportunities for part-task practice
Photo by HowardLake

Worked examples

To create effective eLearning you need to design activities that allow the learner to think and act in the way they are expected to perform in reality.

This can be illustrated through 'worked examples' where you take the student through a patient case and illustrate the clinical reasoning behind the diagnosis and management of the patient. Every step is fully explained and clearly shown.

Research has shown that students who are given lots of worked examples learn new content more effectively.


Photo by spacepleb

branched scenarios

Challenge the learner.

- Relevant, real world, achievable

Activity
- Focus on real situation
- Build scenario with choices...decision making

Feedback
- content rich, informative, relevant
- avoid: incorrect, try again...not helpful

Branched scenarios and different learning pathways



Promote high level thinking skills

Case based scenarios are an effective way to create learning vignettes that allow the student to process the information through examination and observations.

The clinical reasoning required to explain symptoms and signs, order and interpret investigations and start management is demonstrated as the case develops.

Effective questioning and appropriate constructive feedback enhances the learning activity.

Photo by Tachina Lee

Untitled Slide

Build in scenarios that provoke decision making, analysis and reasoning.

Provide choices - student then determine whether their choice is unlikely, possibly or definitely - with an explanation of why they think so.

Provide feedback for all choices, why it was correct and why it was incorrect.

CREATE

You have now planned and designed your learning experience

Now let's look at the software, tools and equipment that you can use to 'create' your online course.

Software/tools

As educators we tend to become too obsessed with the tools, i.e. the software or the technology, believing it will make the difference. Even then if you use the most sophisticated tool, but don’t have the knowledge or skills on how to use it, and don’t apply the basic principles in eLearning design your course will fail..

The course ends up focusing on what the software can do and not on the message and its design.

This applies to the selection of authoring tools to create online content. Creators get caught up with animations and movement that create a distraction from the learning activity.

The message, the story, the appropriate selection of visuals/media, the design of the activities and how they presented is what makes an awesome online module.

If you move past the bullet point, rapid authoring software can be an effective tool to create online content. You need to explore the true capabilities of the product. You will discover that you can create effective and engaging content.

The articulate RISE software is an effective tool in creating interactive content and has an expansive library of free images to illustrate concepts and ideas for the learning resource.

It works particularly well for branched scenarios and the inclusion of feedback loops to support the learner.
Photo by p_a_h

Equipment

To take your own images and create your videos you need a good camera and microphone. The microphone is very important to capture clear audio. There is nothing worse then audio that sounds if it has been recorded in a tin shed.

Plus
Video editing software
Audio editing software

For more authentic learning activities take images from the context that you are teaching about.

e.g. Images of students/doctors working in your local hospital.

Create the scenario using characters from your work setting.

Ensure media consent.
Photo by Stephen Burch

Ward skills learning module

Example images
Take images from your local work context to use in the online content. Creates authenticity and personalises the learning.

Images: "Ward Call skills" - Staff Toowoomba Hospital

Patient scenario

Example, virtual ward round scenario


Consultant ward round



eLearning courses

Consideration of student access to the learning resources.

Via the web, LMS or Mobile device.

Content created through the Articulate Storyline software can be published to your learning management system or can be accessed via tablet using the articulate mobile player app.

The advantage of tablet access, students can download and access offline. (keeping a library of resources for easy reference)


Students as co-creators

Engage students in the learning design process

To encourage participation in the development of eLearning content.

To provide opportunities for students to gain experiences using the tools to create eLearning content.

Students showcase their use of digital technology in learning.

Students create eLearning resources
- to teach their peers
- reproduce assessment piece as online content
- activity for doctor as digital teacher elective

Acknowledgement

Dr Sheila Cook | Donald Clark | Garr Reynolds | R Mayer & R Clark |Articulate|Doctor as digital teacher
Acknowledgement

Dr Sheila Cook, Deputy Clinical Director UQ Rural Clinical School, Toowoomba (Content expert for clinical case based scenarios)

Donald Clark Plan B - Learning theories
https://donaldclarkplanb.blogspot.com.au/2012/03/blog-marathon-50-blogs-on-...

Richard Mayer and Ruth Clark - eLearning and the Science of Instruction

Garr Reynolds - Zen Philosophy of design:
http://www.presentationzen.com/

Doctor as Digital Teacher
https://digitalteacherssc.wordpress.com/2016/05/16/presentation-and-learnin...
Authors: Iona Campbell; Natalie Lafferty; Annalisa Manca

Articulate storyline: community forum
https://community.articulate.com/discuss
Rapid eLearning Blog

Resource example images: Staff at Toowoomba Hospital

Presentation created by Kate Jurd @katejurd
Learning Technologist/eLearning Specialist, Rural Clinical School, University of Queensland, Australia
Principal Medical Education Officer, Toowoomba Hospital
Australia
Photo by gothick_matt