ACE: Educational Computing

Designing your Website

Learning outcomes Provide a definition for the process of Instructional Design Describe and explain the ‘Analysis’ phase of the

instructional design process Describe and explain the ‘Design’ phase of the

instructional design process Describe and explain the ‘Development’ phase of the

instructional design process Describe and explain the ‘Implementation and

Evaluation’ phases of the instructional design process Describe what an interactive multimedia lesson should

look like Identify some key design principles for the design of

interactive multimedia Design an interactive multimedia lesson within South

African context

What is an Instructional Design? “A systematic process for designing, developing,

implementing and developing, evaluating instruction”

“An organised procedure for developing instructional materials or programs which include the steps of: Analysis (defining what to be learned), Design (specifying how the learning should occur),

Developing (authoring or producing material), Implementing (using the materials for strategies in

context), and Evaluating (determining the adequacy of instruction)”

ADDIE-model

The Addie-modelAnalysis

Design

Development

Implement

Evaluate

Revise

ADDIE-model of instructional design

The Analysis phase Learning about learners:

What can they do? And what do they know already? known and unknown – competencies? language skills? typing skills and mouse skills? what technology can they use? motivation? learning styles?

Learning about the curriculum and content requirements: critical and learning area outcomes are met content is presented in a certain way types of learning activities

The Design phase (1 of 4) Analysing the outcomes:

skills knowledge attitudes and beliefs outcomes (learning goals) must be –

meaningful measurable and observable objective

Objectives must be clearly stated

Developing initial content ideas: Brainstorming – ideas for content and approach Elimination of some initial ideas

learners’ pre-knowledge, computer skills, attitudes, age (learners’ demographics)

amount of subject matter, capability of computer system, ability of the developer

The Design phase (2 of 4) Preliminary programme description:

Instructional analysis – Identifying types of learning – indented outcomes Choosing a methodology – learning experiences

tutorials, drill and practice, simulations, problem-solving

Design principles

The Design phase (3 of 4) Preliminary programme description

Factor decisions – methodology chosen: Feedback – when, how much, way of feedback Question types – multiple choice, true or false, one-word Learner control Motivation Judging – learners’ answers

Sequence description - order by which information will be presented:

Opening screen Directions interaction Method of item selection closing

The Design phase (4 of 4) Storyboard – visual way of presenting the

design that has been decided Ongoing evaluation:

Formative Summative

The Development phase (1 of 2)

Development – the entire process of producing refining and validating the programme: Programming software – Macromedia

Authorware, Macromedia Director or Asymetric Toolbook

Web authoring software - Macromedia Dreamweaver Microsoft FrontPage, Coldfusion

Image-editing software – CorelDraw, Adode Photoshop or Microsoft PhotoDraw

Software sound, graphics or animations

The Development phase (2 of 2)

Steps to be considered or followed: The development of a project management plan – time

and money Preparing of the text components – Microsoft Word Authoring of the separate pages or screen – every single

screen is developed (text, graphics, video, animations, hyperlinks, navigation buttons)

Creation of graphics, sound and video – professional help

Assembling the pieces in the sequence that was decided on during the design phase

Preparation of support material – guide, help pages, additional content, exercises and contact details for the developers

Design principles

Implementation and Evaluation phases Phases are related inter-dependent Evaluate the effectiveness of the piece Alpha testing

Done by design + development team Use evaluation forms and style manual

Beta testing Select learners, explain procedure Determine prior knowledge Observation, interviewing, assess

Revision

Principles for effective design (1 of 3)

The importance of motivation – intrinsic and extrinsic: Clearly stating the benefits of learning Invoking curiosity Start with a pre-test that leaves learners wanting to

learn why their answers were right or wrong Challenge learners Increase the difficulty gradually

Keep the differences in the learners in mind: Learning style preferences Intelligences, pace, control Simplify learning activities

Principles for effective design (2 of 3)

Emphasise important content: Focus attention Avoid distractions Consistency – colour, text

Include opportunities for practice: Repeated practice improve recall

Stimulate thinking, not mere clicking: learners must think about the material –

compare, contrast and integrate separate ideas

Principles for effective design (3 of 3)

Help learners to see association: encourage learners to explore and idea from different

perspectives Consider the limitations of human perception

and memory: Working memory is short-term memory

keep content simple, short and to the point organise information into a small number of “chunks” after presenting a concept, immediately let the learners

practice applying the concept – verify understanding eliminate the unnecessary materials

Secrets of user-interface design

Keep context clear Title pages Introduce the subject “where-am-I?” cues :overview>Getting started>Step 1

consistent and logical design information guide and feedback

Keep interaction simple What is a user interface? User frustrations

Consistency in design banner, secondary content, colour background navigation buttons – exit, help, menu, back, next

A multimedia lesson Introduction

A title page The outcomes The direction for use should be stated It may also be important to do learner identification

Presenting the content: method (tutorials, or simulations)

Aspects to consider- learner control provide help assessment – true or false, multiple-choice, matching

items, text-input/fill-in-the-blanks, click-in + feedback Ending a programme: temporarily or permanently

A multimedia lesson