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SELEAC 2003-4715 /001-001 EDU-ELEARN



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1 SELEAC 2003-4715 /001-001 ED

U-ELEARN1

SELEAC project International Seminar and Workshopon Creating and Sharing E-learning Content

Information design - methods for structuring and designing learner motivating e-learning content



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2 SELEAC 2003-4715/001-001 EDU-ELEARN 2

Structure of the Workshop

• Didactical aspects (context for creating and using content)

• Information Mapping (design of content)

• Exercise as an example for structuring a learning object

• Summary



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Didactics

Didactics deals with the question „who is to learn what when with whom where how and why“? (Hilbert Meyer, Didaktische Modelle 1994).

Didactics is a sub-discipline of pedagogics and is considered by some to be at its core. It is concerned with the design of learning offers, techniques of learning and its transfer, independent of specific learning content. (Wikipedia).

Interaction of learner, teacher, content and context

human being <-> technology <–> human beeing

interactionwith a system

interaction based on a system



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Short Reflection

Remember your own experiences with e-learning:Where did you see or use a learner motivating e-learning content?

What did it make exceptional or motivating to use?



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Interaction of didactical aspects

Learning content (1)

Learner (4)Teacher (3)

Learning context (2)

- selection of content and tasks- design of interaction- offer of support- way of feedback

- bias for certain style of learning- standard of knowledge- interest in the field- feeling of success, motivation

- quality (up to date, professionally correctness, information design...)- access (aivailability of metadata, ..)

- individual or in groups- embedded in vocational training- availability of technologies- standard of knowledge within a group



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Interaction of didactical aspects

Learning content (1)

Learner (4)Teacher (3)


- selection of content and tasks- design of interaction- support and feedback

- individuals or groups- embedded in vocational training- availability of technologies

Examples for support creating and using e-learning content in Seleac

chief evaluators, validators, metadata

support transferring SCOs in different LMS

metadata, guidelines,models for aggregations

- quality (up to date, professionally correctness, information design...)- access (aivailability of metadata, ..)

- bias for certain style of learning- level of knowledge and interest in the field- motivation and success

integration of students



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Learning content (1)Didactical Metadata: gift-wrapping of content to enhance accessibility

How can didactical metadata support teachers1) to focus on methodological aspects of teaching as in traditional classroom settings,2) to build more coherent aggregations for SCOs.

Metadata within the Seleac system:media type, educational material type, educational activity type, interactivity level,.... -> Metadata are data about content to make it easy to find the suitable content for the right situation

Further information in the learning units: Learning goal at the beginning and a conclusion at the end of an SCO.



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The context is important for succesfull learning. One aspect of context concerns how e-learning is implemented into teaching scenarios. For an optimal blended-learning scenario there should be a good balance between different parts, e.g.:

1. Expository phase of web-based learning Infomrmation is offered to acquire knowledge -> content-oriented or

teacher-oriented learning2. Team-based learning with tasks

Learners can construct their knowledge, check it in comparison with peers and correct it if necessary3. Discussion-oriented learning

Discusssion in a larger group or in a web-based environment4. Individual exercise-oriented learning Entry-level tests (close to real life tasks) and self-assessment



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Teachers (3) and Learners (4)

New requirements for teachers and learners:research techniques, media literacy competencies, methodological and social competencies

Instruction methods

Teacher role Learner role

directed learning

active leader (authority)

-> gives instructions

rather passive consumer / listener

self-directed learning

facilitator / coach-> observation and helpopen minded concerning different ways to achieve learning goals

active recipient

collaborative learning

moderator

-> guidance for cooperation

agent, committed to active acquisition of knowledge

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Experiences in universitiesWhy does content often remain unused?Main results of the evaulations of new media projects in universities*

Less than 10% of the teachers at universities use e-learning for teaching.

Major shortcomings:

- support by tutors- discussion with others- learn and study groups, social communities (team spirit)

Motivating e-learning content does not exist as such – motivation is a result of the combination of the factors e-learning content, leaning context, teacher concept and learner personality.

*Arnold, R. et al., E-Learning, 2004



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11 SELEAC 2003-4715 /001-001 ED

U-ELEARN11

Information Mapping®



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Originator of Information Mapping Method

• The Information Mapping® Method was developed by Prof. Robert E. Horn (Harvard University, Boston) in order to facilitate the process of writing documents and support the increase of information perception.

• For 30 years this method has been used by many enterprises all over the world and has been further developed and optimised. Knowledge about the Information Mapping® Method is offered in worldwide seminars.



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Basics of Information Mapping (IMAP)

• Basis of IMAP is scientific research as well as the function of human brain.

• Information Mapping is based on generally valid results from cognitive psychology. These results refer to how information has to be structured, written, and designed for best perception by, and use for the reader.



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Common Situation

• Everybody is faced with numerous texts such as emails, reports, minutes, documentations, user manuals, etc. on a daily basis.

• Unfortunately these texts are often:

hard to understand hard to read

too long purpose is unclear

not structured not easy to

survey



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Requirements for documents

Which requirements have to be met by documents in order to make information rapidly available?

• Purpose of document has to be clear.• Relevant information has to be found quickly.• Document has to be distinct.

Structured documents:→ Can be reused.→ Can be retrieved.→ Can be managed efficiently.



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Objectives of IMAP

Objectives of this method are:

For readers:Information of any kind has to be structured, so that created documents are accessible and the contained information is easy to understand for the reader.For authors:This method leads every author to a kind of writing in which the reader and his requirements are important. Therefore this method is particularly appropriate for technical documentation, since the reader has to be able to learn and understand quickly, and needs to be able to translate information into action.In the case of multiple authorship of document, the organisation of the document and the presentation of information should be standardised.



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Components of IMAP

1. Analysis

2. Organisation

3. Presentation



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Analysis

1. Determine purpose of document.

2. Determine audience’s needs.

3. Determine thematic content and learning objectives



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Top-down Analysis



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Bottom-up Analysis



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Organisation of Information

… according to 4 principles:

1. Chunking: Information has to be structured in simple/logical and easy to handle units.

2. Relevance: Information units always contain parts which belong to one specific topic only. Regarding readers’ purpose the unit contains only important information.

3. Labelling: Every information unit has a title which clearly defines purpose, function, or content.

4. Consistency: Similar information and structures will be treated similarly. The principles of organisation and labelling will be systematically used on very document layer.



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Grouping of Information Units



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Grouping of Information Units

• A block consists of one or more paragraphs, tables, diagrams, or illustrations. It always refers to one limited topic and has a title. Regarding the topic, the block always shows information from the readers point of view. Therefore a block reflects a fundamental idea.

• A map consists of several coherent blocks reflecting on a common topic. A map also has a title which describes shared content and purpose of the complete map.



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Example Map

Relevance

ConsistencyChunking

Labelling



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Presentation of Information Categories

In Information Mapping 7 information categories are used. Just ONE information category is used in every block.

These categories are:

• Procedure• Process• Structure• Concept/term• Principle• Fact• Classification.



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Information Categories and Definitions

Category Definition Example

procedure A procedure indicates a set of action steps, which the reader must implement.

Information on how one does something. Decisions and actions resulting thereof.

process A process describes a sequence of events, which occur within a certain period of time and have an identifiable result.

Description of how something takes place or what happens.Descriptions of conditions and results occurring thereof.

structure A structure describes a physical object or something which can be divided into individual parts.

Description of things.Something that can be depicted figuratively.

Concepts/term A concept communicates ideas, abstractions or connections.

Explanations of new terms.Definitions.

principle A principle illustrates to the reader what he principally is to do or should take into consideration.

References.Warnings.

fact A fact depicts something which in principle is true.

Specifications.Data, statistics.Research results.

classification A classification is a structured composition of facts.

Aspects of ...Types of …Attributes of …



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Information Category Procedure

Definition:

A procedure indicates a set of action steps which the reader must implement.

Presentation as:

► Simple procedure table.► Enhanced procedure table.



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Presentation of Category procedure

► Example simple procedure table

Step Action

1 Lift the printer cover and open the cabinet door.

2 Press the ON/OFF line button to take the printer offline.

3 Press the TOP OF FORM button to advance the paper to the top of a clean sheet.

4 Tear off any used sheets.

5 Push the hammerlock back to release the paper.

In the following table you will find instructions on how to remove a paper jamin a printer.

Instructions in case of paper jam.



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Choose Acrobat Distiller from the printer menu

Presentation of Category procedure

► Example enhanced procedure table

...........3

Specify options2

1

ActionStep

Instruction:How to create a PDF.

In the following table you will find instructions on how to create a PDF.



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Information Category Structure

Definition:

A structure describes a physical object or something which can be divided into individual parts.

Presentation as:

► Graphic representation.► Graphic representation including parts table.



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Presentation of Category Structure

► Example graphic representation

The following illustration shows the anatomy of the human ear.

Anatomy of the human ear.



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Presentation of Category Structure

► Example graphic representation incl. parts table

Item Name

1 Impression cylinder

2 Two imaging heads

3 Blanket cylinders

4 Plate cylinders

5 Patented, keyless GravuflowTM inking unit

Construction of a printing machine shown in diagram and parts table belonging to it.

Construction of a digital printing machine.



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Information Category Principle

Definition:

A principle illustrates to the reader what he principally is to do or should take into consideration.Presentation is distinguished according to the following list:

► Rule / Standard / Law

► Principle / Recommendation

► Warning

► Precaution

► Requirements

► Generalisation

► Thesis

What should/should not be done.

Generalisations/statements whichare considered to be true.



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Presentation of Category Principles

► Example Caution:

Caution!

Never use hydrochloric acid together with other toilet detergents or disinfectants! Highly toxic gases may emerge!

Caution Hydrochloric Acid



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Information Category Classification

Definition:

A classification is a structured composition of facts.

Presentation as:

► Classification list► Classification table



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Presentation of Category Classification

► Example classification list

Fruit Ice cream:

• Strawberry

• Lemon

• Raspberry

• ...

List of fruit ice creams offered.



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Presentation of Category Classification

Format File extension Meaning

HTML *.html Hyper Text Markup Language

PDF *.pdf Printable Document Format

PPT *.ppt PowerPoint Document

RTF *.rtf Rich Text Format

► Example classification table

Various data formats: In the table you will find the requested data formats.



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Exercise as an example for structuring a learning object

Imagine you find the following instruction:

- What would you do to make the text easier to read and understand?- Which suggestions from the presentation would you take up?- What can you change?

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