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FATMA ISMED. CALL 12232/09 K1/09. Electronic material. Electronic material s are informational resources, exercise, and activities that you create yourself which your students use on your computer as web page or CD ROOM content even in a printed form. Why?.
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FATMA ISMED CALL 12232/09 K1/09
Electronic material Electronic materials are informational resources, exercise, and activities that you create yourself which your students use on your computer as web page or CD ROOM content even in a printed form
Why? • extra practice for weaker learners • consolidation and review exercises for groups • building up a bank of materials to be used in class and for self-study in the future • motivation for learners
Option • Working with external web pages • Using web page design skill • Using small program installed on your computer • More complex CD-ROM production software
Pedagogy First and Technology Second When creating and developing CALL programs, it is important to remember that the element that is in control at all times should be the pedagogy, rather than technology. Pedagogy, in turn, is driven by learners' needs and learning objectives.
Technical considerations are also important, but without good-quality content and good pedagogical support, the use of advanced technology does not guarantee the success of computer-assisted learning materials.
To create a multimedia CALL program it is essential to consider: -the target audience/learners (age, cognitive ability level, learning styles, motivation of learning, familiarity with technology, etc.) - the language level of the learners -the purpose (learning objectives) of the program - the pedagogical approach - the appropriate use of technology - the learning context
Computer Interactivity • Computers may seem powerful in many aspects, but in essence all they can do is to present materials and provide pre-determined feedback. • The true creativeness of a learning program must come from the pedagogical side. The instructional design must come before the interactive design.
Computer interactivity refers to the functionality designed for human-to-machineinteraction via computers. Such computer interactive activities include multiple choice quizzes, gap-filling/cloze, matching, drag-and-drop exercises, re-ordering and sentence reconstruction, crosswords, clickable text and other media, mouse-over annotations, simulation games, interactive animation, automatic speech recognition (ASR), and so on.
Pedagogical Interactivity • Pedagogical interactivity means that the nature and function of interactivity is determined bya learning theory or a pedagogical approach. Pedagogical interactivity is situated in the belief that knowledge is constructed through multiple types of interaction (Hillman, Willis, & Gunawardena, 1994; Moore, 1989; also see Sutton's review on Interaction): - Learner-content: interaction between content and the learner's belief and knowledge - Learner-instructor: interaction Involving feedback and guidance to the learner provided by the instructor - Learner-learner: interaction between learners that result in clarifications and knowledge construction -Learner-interface: a function of the technology system through which learner may interact with content, instructor, or other learner
Content Design a. Brevity: Remember that "reading from computer screens is about 25% slower than reading from paper... people don't want to read a lot of text from computer screens: you should write 50% less text and not just 25% less since it's not only a matter of reading speed but also a matter of feeling good." (ICT4LT Module 3.2) As a general rule it is advisable to use: - short paragraphs - bullets and tables to make reading easier - lots of white space - more than on the printed page - multimedia to convey meaning - one screen to present all related information
b. Comprehensibility: The program needs to provide comprehensible input to learners. That is, the difficulty level of learning materials should be appropriate to learners' language level and the informationneedstobe organized systematically and presented clearly. c. Accuracy: Make sure the content to be presented is accurate, valid, and unbiased. Double check all the information presented in the program and avoid making typos and grammatical errors.
d. Interestingness: • The content of the CALL program needs to be of great interest to learners in order to motivate them to learn with the program. e. Organization: • The organization of the content, such as a hierarchical way with topics and sub-topics and an associative way with word/icon links, needs to be well-structured.
Visual Design Consistency: • The placement of elements on the screen needs to be consistent from screen to screen, including the use of color, layout, capitalization, typefaces and fonts. Also, theterminology used in prompts, menus, and help screens needs to be consistent too. Good Use of Space: • Each section of content should fit onto one screen. Different parts of the information should be distinguished from one another spatially rather than through variations in color, style, or other visual treatments. Too many other treatments can clutter the screen with visual noise, which distracts from the content being presented
Legibility: • The text on the screen must be legible and readable. For legibility, avoid using elaborate typefaces on screen, and text in paragraphs should not be smaller than 12 points. For readability, lines of text should be aligned on the left (i.e. left justified), not on the right, and individual lines of text should be at least several pixels apart. Careful Use of Color: • Color needs to be used with caution. Overuse of color makes information more difficult to read because the user slows down to think about what the color means. It is important to ensure good contrast between text and background. Dark text on light background is more preferable. Avoid the use of combinations of complementary colors (e.g. red and green, blue and orange, yellow and violet).
Contrast, Repetition, Alignment, Proximity: • Effective screen design exhibits good use of contrast, repetition, alignment, and proximity, which are four basic principles of visual design. Different elements should contrast clearly with each other, whereas common elements, like logos and navigation buttons, should be repeated. Each element on the screen should be aligned either horizontally or vertically. Related items should be placed close to each other, and unrelated items placed farther apart, because users assume that items in close proximity are related.
Navigation design Navigation is a key component of a website, relating directly to its success. Also known as a button bar, website navigation is the gateway into the different sections of content, and there are some general rules to follow to design it effectively.
Ease of Navigation and Recovery: • Good design prevents users as much as possible from making serious errors with the interface of the software or the website. A good program should provide easy and clear navigation and instruction for recovery if users get into trouble. Make sure navigation bar appears at the same place on every screen or every webpage.
THE 10 PRINCIPLES OF NAVIGATION DESIGN 1. Design for the reader • The fundamental principle of navigation design is that you should design for the reader - the person who uses the website. Avoid designing navigation simply for it to look good. Also, avoid designing navigation from the point of view of the organization, like using internal, obscure classification names that aren't commonly understood. .
2.Provide a variety of navigation options • to accommodate a variety of readers and their navigation requirements, a range of navigation options should be offered.
3. Let readers know where they are • Navigation should give readers a clear and unambiguous indication of what page of the website they are on. 4. Let readers know where they've been A fundamental principle of web navigation design is to let readers know where they've been on the site. This is a key reason to have as much of the navigation as possible in hypertext, rather than graphical form. With hypertext, when a link is clicked its color changes. The standard colors for hypertext are blue for unclicked links, and purple for those that have been clicked.
5. Let readers know where they are going • Navigation should let readers know where they are going. The way to achieve this is to create classifications that are as self-explanatory as possible. 6. Provide context • A primary function of a homepage is to provide context for the reader. Home page navigation is not simply about functional navigation such as hypertext and search. It also takes content highlights from the content archive, presenting them as summaries and or features.
6. Provide context • A primary function of a homepage is to provide context for the reader. Home page navigation is not simply about functional navigation such as hypertext and search. It also takes content highlights from the content archive, presenting them as summaries and or features.
7. Be Consistent Readers turn to navigation when they're confused or lost. Don't confuse them further by displaying inconsistent or unfamiliar navigation design. Consistency for classification is critical for successful navigation. • Navigation design requires: • consistent classification; • consistent graphical navigation design; • consistent hypertext colors.
8. Follow Web Convention Over time, a number of navigation conventions have emerged on the Web. The designer who deliberately avoids these conventions, just to be different, achieves nothing except to confuse the reader. 9. Don't surprise or mislead the reader • To avoid surprises for your readers: • don't lead them down false navigation paths; • clearly inform them of exceptions. • don't ask them to do things they can't do.
10. Provide the reader with support and feedback • On any website, the reader should be only a click away from being able to contact the organization. Contact facilities may involve email, telephone, call-back, or customer chat support. A "Help" link is particularly necessary if the reader is faced with a complex task.
Multimedia design Multimedia Design is the art of integrating multiple forms of media. It is used in video games, information kiosks, websites and many other interactive applications.
1. High-Quality Playback Audio and video playback must be of sufficiently high technical quality. The synchronization of video with audio is more important than the quality of the video display. The quality of audio needs to be taken into account, particularly because language learners may use some listening materials as a model for their learning of speaking skills.
2. Media File Size The size of sound files and video files can be very large, which may result in very long download time and cause inconvenience for learners to use web-based activities using multimedia. It is better to use some sound editing software to compress large files before upload them on the web.
Free Download: http://hotpot.uvic.ca/ Tutorial examples: Hot Potatoes website http://hotpot.uvic.ca/tutorials6.htm http://www.dy-tech.info/hotpot/quiz_page.html
Hot Potatoes is comprised of six different programs, or modules. Each module can be used to create a different type of interactive, Web-based exercise. The six different modules are referred to as "potatoes," and consist of : JQuiz JMix JCross JCloze JMatch The Masher
Four types of questions: Multiple-choice Short-answer Hybrid (a short-answer question that turns into a multiple-choice question after several attempts) Multi-select (in which the student has to choose several options)
The Masher is a tool for automatically compiling batches of Hot Potatoes exercises into units.
WebRhubarb and WebSequitor create text reconstruction exercises which can be used to introduce new texts or to review texts already studied. http://www.cict.co.uk/software/
WebSequitor – a text reconstruction, where learners reconstruct written texts from smaller chunks.
WebRhubarb – a cloze program, where the student is presented with a text in which all the words have been replaced by stars.
This is a subscription-based service allowing for the creation of various types of activities. The site offers a variety of ready-made templates for materials creation and the ability to set up study space for your learners. It also offers access to over two million activities already in the library. http://www.quia.com/subscription/
http://webstyleguide.com/wsg3/7-page-design/3-visual-design.htmlhttp://webstyleguide.com/wsg3/7-page-design/3-visual-design.html • http://degreedirectory.org/articles/What_is_Multimedia_Design.html
