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Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

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Page 1: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Creating online learning resources

Martin Bazley

Arts University College, Bournemouth

21 Jan 2011

Page 2: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin BazleyPreviously• Teaching (7 yrs)• Science Museum, London,

Internet Projects (7yrs)• E-Learning Officer, MLA South East

(3yrs)Currently• Vice Chair, DLNet (was E-Learning Group

for Museums, Lib, Archives)• Consultancy, websites, training, user

testing, evaluation …Martin Bazley & Associateswww.martinbazley.com

•Slides and notes available online

Page 4: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

www.martinbazley.com

Page 5: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

For most people the web is a

predominantly visual

medium

Page 6: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

We are all different and some people like to read

all the text on a web page before deciding

what to do next, even though a lot of it might

be pretty redundant but most people – or at least most regular users

of the web – rather than reading through them

in detail just scan the web pages they are using, or at least the

ones where they are still trying to work out

where to go next

Page 7: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011
Page 8: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

• Users won't read your text thoroughly word-by-word.

Exhaustive reading is rare, especially when browsing. Yes, some people will read more, but most won't.

Page 9: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

• The first two paragraphs must state the most important information. There's some hope that users will actually read this material – though they'll probably read more of the first paragraph than the second.

Page 10: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

• Start subheadings, paragraphs, and bullet points with information-carrying words that users will notice when scanning down the left side of your content in the final stem of their F-behaviour.

They'll read the third word on a line much less often than the first two words.

Page 11: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

If they have to work at it for example if they

cannot see what they are looking for, or if it doesn’t make sense to

them at first glance then most people – or at least many

people who do a lot of searching or browsing on the web just

decide that this particular site is not for them, and anyway they

have a long list of other search results or ideas to try and so they go elsewhere

Page 12: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

About website structure, About website structure, ways people use the web and ways people use the web and implications for writing for the implications for writing for the

webweb

Page 13: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Certain types of websites impose linear user journeys:

TheTrainline.comCinema ticket bookings

Self assessment tax return online

Page 14: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011
Page 15: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

In most websites, although there are some linear elements …

Page 17: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

… people like to have other pathways available to them…

Page 18: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

… and most journeys are very non-linear

Page 19: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Also, most people reach your website via Google

Only 20% arrive at your website on the home page

Page 20: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Most may not have had your site in mind when searching

Page 21: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

30% of them go to home page to ‘try and work out what this site is about’

Page 22: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

So each page on the site must quickly: (a)engage users and (b)give sense of what site is about –

otherwise most will leave

Page 23: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

‘Writing for the web’ is not just about text…

Page 24: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

… but also choosing the right images… layouts

… graphical look and feel…website structure

etc etc

Page 25: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Key point of paragraph/

section

Image clearly related to text

Broken into short paras

Page 27: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Home page: key functions

• Offer overview: – Show user what the site can do for them– Show user what is in the site:

• The structure at a glance• Content highlights or samples

• Engagement:– make user want to continue browsing

– www.manchestergalleries.org/

Page 28: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Article page: key functions

• Engage the user – make them want to consume the article

• Signposting: – Show user what else is nearby in the site

• The structure at a glance

– Show user what else the site offers them

– www.mylearning.org/overview.asp?journeyid=73

– www.manchestergalleries.org/

Page 29: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Short writing exercisesShort writing exercises

Page 30: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Short writing exercisesShort writing exercises

Page 31: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Home page: key functions

• Offer overview: – Show user what the site can do for them– Show user what is in the site:

• The structure at a glance• Content highlights or samples

• Engagement:– make user want to continue browsing

Page 32: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Article page: key functions

• Engage the user – make them want to consume the article

• Signposting: – Show user what else is nearby in the site

• The structure at a glance

– Show user what else the site offers them

– www.mylearning.org/overview.asp?journeyid=73

– www.manchestergalleries.org/

Page 33: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Task: create some Task: create some online contentonline content

Page 34: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Decide where in the site this will be

Add a title Short, clear summary Write a few

sentences. Add subheading

Few more sentences

Banner

This is an ARTICLE page

Page 35: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

TitleAdd a summary?

Each ‘promo’ needs Title Image?One-line descn

Links to related points elsewhere in this site

Where in the site is this?

This is a SECTION page - one of these links goes to the article page

Page 36: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Interactive Interactive whiteboardswhiteboards

Page 37: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Using whiteboards

• http://www.teachers.tv/ict/whiteboardtips

• http://smarttech.com/trainingcenter/tutorials.asp#

• http://www.prometheanplanet.com

Page 38: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Roles of IWB

… at different points in the lesson / learning cycle

– Starter

– Main

– Plenary

Page 39: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Interactive” means

• “lots of things moving on screen, clickable, automatic response, quizzes etc

• interaction between students, teacher and screen – activities, conversation, cognitive engagement, etc

first meaning used mainly by companies trying to market whiteboards, software etcas ‘interactive’

second used mainly by educators

Page 40: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Resources – examples HE /other

• www.exploringsurreyspast.org.uk/ • http://jameelcentre.ashmolean.org/ • www.nationalarchives.gov.uk/cabinetpapers• www.manchestergalleries.org/ford-madox-br

own/

• www.seayourhistory.org.uk/content/view/20/35/

• www.nationalarchives.gov.uk/latinpalaeography/

• www.preraphaelites.org/

Page 42: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Resources for use on whiteboards - examples

• Wartime in Bedford • http://www.movinghere.org.uk/school

s/default.htm

• www.mylearning.org/overview.asp?journeyid=409 (Passion for Fashion)

• http://www.mylearning.org/overview.asp?journeyid=318 (Ruskin)

• Ford Madox Brown MAG

Page 44: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Task: create some Task: create some online content online content

-review-review

Page 45: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Home page: key functions

• Offer overview: – Show user what the site can do for them– Show user what is in the site:

• The structure at a glance• Content highlights or samples

• Engagement:– make user want to continue browsing

Page 46: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Article page: key functions

• Engage the user – make them want to consume the article

• Signposting: – Show user what else is nearby in the site

• The structure at a glance

– Show user what else the site offers them

– www.mylearning.org/overview.asp?journeyid=73

– www.manchestergalleries.org/

Page 47: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

More information:Well presented advice on usability

including writing for the web, with a useful little self test option

• http://usability.coi.gov.uk/ •  A one page structured set of advice:

http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/

Page 48: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

More information (2)• Simple to follow good practice list:http://www.jisc.ac.uk/aboutus/whoweare/brand/webwriting.aspx• Articles to read and help you develop

skillshttp://www.writingfortheweb.co.uk/artwrite.html

•  Classic advice from usability guru Jakob

Nielsenhttp://www.useit.com/papers/webwriting/

Page 49: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Website usersWebsite users

Page 50: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

How do you get it right for everyone?

• Answer:• You can’t get it right for everyone.

• You have to make choices, and stick to them:

• Who is it for? • What..• How…

Page 51: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Who for…?Who for…?What for?What for?

How will they use it?How will they use it?

Page 52: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Learning resource: iterative planning

content curriculum (find a match)

Learning activities Learning

outcomes (find a match)

Filtered by your specific audience needs

Page 53: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Who for…?Who for…?What for?What for?

How will they use it?How will they use it?

Page 54: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Who for what for ...• Who for? (audience)

Need to be clear from start• mum + 2 children looking for something to do

this weekend• teachers of yr5/6 in local area with whiteboards• men interested in gadgets

Page 55: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Who for what for ...• What ‘real-world’ outcomes?

What will they do as a result of using the site?

• make a donation• plan a visit to a museum• buy a train ticket• think differently about learning disability

Page 56: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Who for what for ...• How will they use it? (user experience)

What do they actually do on the site? • browse and read articles

• working alone or in pairs? (learning resources)• lean forward or sit back?• Browsing, following, searching…

• Also Where, When and Why?

Page 57: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Who for what for ...• Website appraisal

– For each example note first impressions

•Who is it for?•What does it offer them?•How will they use it?

Page 58: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Evaluation and testing Evaluation and testing - inc. market research- inc. market research

Page 59: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Website evaluation and testing

Need to think ahead a bit:– what are you trying to find out?

– how do you intend to test it?

– why? what will do you do as a result?

The Why?Why? should drive this process

Page 60: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Test early

Testing one user early on in the project…

…is better than testing 50 near the end

Page 61: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

When to evaluate or test and why

• Before funding approval – project planning

• Post-funding - project development

• Post-project – summative evaluation

Page 62: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Testing is an iterative process

Testing isn’t something you do once

Make somethingMake something=> test it => test it

=> refine it=> refine it=> test it again=> test it again

Page 63: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Before funding – project planning

• *Evaluation of other websites– Who for? What for? How use it? etc– awareness raising: issues, opportunities– contributes to market research– possible elements, graphic feel etc

• *Concept testing – check idea makes sense with audience– reshape project based on user feedback

Focus group

Research

Page 64: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 65: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Post-funding - project development

• *Concept testing– refine project outcomes based on

feedback from intended users

• Refine website structure– does it work for users?

• *Evaluate initial look and feel – graphics,navigation etc

Focus group

Focus group

One-to-one tasks

Page 66: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 67: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 68: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 69: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 70: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Post-funding - project development 2

• *Full evaluation of a draft working version – usability AND content: do activities

work, how engaging is it, what else could be offered, etc

Observation of actual use of website

by intended users,

using it for intended purpose,

in intended context – classroom, workplace, library, home, etc

Page 71: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 72: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 73: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 74: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 75: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 76: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Page 77: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Post-funding - project development 3

• Acceptance testing of ‘finished’ website– last minute check, minor corrections only– often offered by web developers

• Summative evaluation– report for funders, etc– learn lessons at project level for next time

Page 78: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

Two usability testing techniques

“Get it” testing- do they understand the purpose, how

it works, etc

Key task testing- ask the user to do something, watch

how well they do

Ideally, do a bit of each, in that order

Page 79: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Martin Bazley

www.ICT4Learning.com

User testing – who should do it?

• The worst person to conduct (or interpret) user testing of your own site is…– you!you!

• Beware of hearing what you want to hear…

• Useful to have an external viewpoint• First 5mins in a genuine setting tells

you 80% of what’s wrong with the site• etc

Page 80: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Focus on learning: Focus on learning: how will learners use how will learners use

it? What will they ‘do’?it? What will they ‘do’?

Page 81: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

How do learners use online learning resources?

- Read - Read and take notes...- Look at the pictures...

Learning is usually enhanced by a clear task or some other specific motivation.

(a) Task set by teacher(b) Activity within learning resource – the

more specific the better – but then less flexible

Page 82: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Resources – examples HE /other

• www.exploringsurreyspast.org.uk/ • http://jameelcentre.ashmolean.org/ • www.nationalarchives.gov.uk/cabinetpapers• www.manchestergalleries.org/ford-madox-br

own/

• www.seayourhistory.org.uk/content/view/20/35/

• www.nationalarchives.gov.uk/latinpalaeography/

• www.preraphaelites.org/

Page 84: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Resources for use on whiteboards - examples

• Wartime in Bedford • http://www.movinghere.org.uk/

schools/default.htm • www.mylearning.org/overview.asp?

journeyid=409 (Passion for Fashion)• http://www.mylearning.org/

overview.asp?journeyid=318 (Ruskin)• Ford Madox Brown MAG

Page 85: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Some examples

– http://www.nhm.ac.uk/nature-online/british-natural-history/index.html

– http://www.manchestergalleries.org/the-collections/highlights-of-the-collection/narrativeobject.php?irn=876

– www.seayourhistory.org.uk/content/view/39/77/

– http://www.portsmouth.gov.uk/business/2781.html

Page 86: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Crit roomCrit room

Page 87: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Crit room

Simulated user testing- Learn how user testing works- Get feedback on specifics of websites

Remember this is just a simulation of real user testing!

Page 88: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Crit room sites

Victoria and Albert

Page 89: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Agree activity Agree activity following following

today’s sessiontoday’s session

Page 90: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Sustaining learning – continue practising!

Now:

- decide on an achievable task for the next two weeks

In two weeks: - Email your work (however unfinished) to

Martin [if progress is slow, ask for help]

Then:

- Martin will offer feedback and suggestions

Page 91: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

My task

Write down what you plan to achieve within two weeks

Page 92: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Websites for different Websites for different audiencesaudiences

Page 93: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Websites for different audiencesThe following tips are based on

• numerous evaluation sessions

• numerous user testing sessions

• talking to other people who use websites

• talking to other people who make websites

Page 94: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

‘General users’There is no such thing as a general user

Are you a general user?

Page 95: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Adults/families with general interest

• What does the site tell me at a glance?

• genuine enthusiasts will stay interested whatever the website looks like, and will spend some time looking around it or phone up for more information if required.

Page 96: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Adults/families with general interest

• But most will not bother unless something engages them within a few seconds

• The questions people might like answered within a few seconds of arriving on a museum site probably include:

Page 97: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Adults/families with general interest

• Where is it? a schematic map on every page, or at least on the home page and visit info, would really help in attracting visitors who don’t know the area

Page 98: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Adults/families with general interest

• What’s the rough cost and roughly how long might I/we want to spend there?This would give me an idea of whether to view it as a place to pop into on the way somewhere or combine it with another attraction; or whether it requires more serious investment of time or money

Page 99: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Adults/families with general interest

• What kind of experience will I get?I know there will be ‘displays’ – it is a museum!

• but will there be people around to help bring the place alive for me, my spouse, my children or friends?

• – or are there events, or things to do like dressing up in a pilot’s uniform, or games to play, etc?

Page 100: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Websites for schools‘Serve the National Curriculum’ or ‘extend or

enhance’?‘enhance’ sounds good but most teachers want:

1. curriculum specific – by all means cross-curricular but with one scheme of work or topic as ‘headline’ (think ‘product byline’)

2. ready-to-use – teachers may want to adapt to their own situation (esp second time round), but most will not have time – offer at least one ready to use version

3. minimal preparation and with time commitment (preparation time and class time) clearly specified

4. flexible/adaptable/extensible where possible

Page 101: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Foundation and KS1 (3-7yrs)

Production of materials for this age range is particularly tricky:

• aim at teachers not children, so…• good bank of images, videos or other mainly

visual assets • think of interactive whiteboards

Page 102: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Key Stage 2 (7 to 11 years old)

• keep no of words on each page to a minimum, say 50 in total

• illustrate key ideas visually as well as verbally and use audio if possible

• do not assume that the teacher can be over their shoulder at all points – so keep the instructions and processes simple

• try to use language, images, ideas, and settings that will appeal to the target audience

Page 103: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Key Stage 3 (11 to 14 years old)

• For KS2 a cross-curricular approach is OK (for example they may use the same site for Geography and Science) but:

• At KS3 cater for a single subject (and scheme of work)

• (Can offer suggestions for cross-curricular working, but remember generally each teacher teachers only one subject each.)

Page 104: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

‘Lifelong learners’

• for (non-specialist) interest level think of 12 yr olds

• Identify a particular audience with specific interests/motivations for using your site

• then focus on constraints to allow successful design to proceed. (In a formal learning setting constraints often implicit in the course, physical set up etc.)

Page 105: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

HE (undergraduates)• Identify a particular course or selection of

courses with specific interests/motivations for using your site

• Talk to course lecturers and if possible students about their needs.

• Show them inital designs at paer

Page 106: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

Specialists and researchers

• Fact-oriented, less graphics and design, more text and specifically relevant images, with good search facility

• Examples of specialist researchers: – HE doctoral students and staff– experts or enthusiasts in this subject area

Page 107: Creating online learning resources Martin Bazley Arts University College, Bournemouth 21 Jan 2011

More information / advice / ideas

Martin Bazley0780 3580 737

www.martinbazley.com