Media Design - 101

1. Media Design 101

2. Instructional design is important to the design of courseware

3. Instructional design is important to the design of courseware TRUE

4. It is important the courseware be interesting, engaging & interactive

5. It is important the courseware be interesting, engaging & interactive TRUER

6. MEDIA DESIGN IN LEARNING

7. 12 3 4 5 6 7 THREE REASONS WHY ELEARNING SHOULD FOCUS MORE ON THE MEDIA DESIGN

8. Media is Experience It’s the experience that matters and media is what you’re using to build it

9. Media is Malleable Media is capable of all sorts of contortions and a creator/developer can shape it exactly as they like

10. Media is Digital Digital media is relatively new. Unlike the traditional media forms, it supports interaction Read More

11. 123 4 5 6 7 DELIVERING A BETTER LEARNING EXPERIENCE THROUGH EFFECTIVE PRESENTATION OF INFORMATION

12. Organize the information clearly and in a logical flow The purpose of instructional design is not to just present information, but to assist the learner in understanding the information presented

13. Place adequate amount of information on the screen An “adequate” amount of information could be one piece of content of a particular type, and associated pieces

14. Use shorter lines of text Break text segments into smaller parts. A ‘chunked’ layout delays fatigue and increases comprehension

15. Place important information at the top Follow the journalism model of the “inverted pyramid”, by placing important information at the top of the page

16. Appropriately use white space to increase the page’s visual appeal Use white space to divide the ‘chunked’ portions of the screen. This increases readability Read More

17. 1 234 5 6 7 SPENDING A LITTLE MORE TIME THINKING ABOUT BASIC USABILITY

18. Tell learners where they are You can use multiple techniques (like visual map, progress/status bar, etc.) to highlight the learner’s location in the course

19. Clearly tell users how to move forward and backward Use text to tell learners where they are and how to move back and forward

20. Tell users how to ‘get there’ from ‘here’ Use visible links (at the top, bottom, or side of the page) showing the learner where to go

21. Clearly set the signpost Let the learner know a bit more about the outcome of the common elements of navigation (“back”, “next,” “forward”) Read More

22. 1 234 5 6 7 MAKING VISUAL ASSOCIATIONS THROUGH IMAGES AND GRAPHICS

23. Don’t Distract Graphics should provide a clear representation of the content to be remembered; without extraneous information

24. Proximity How close together or far apart elements are placed suggests a relationship (or lack of) between otherwise distinct parts

25. Alignment Alignment of text and graphics can make your layout easier or more difficult to read, foster familiarity, or provide an element of excitement

26. Consistency Repeating design elements and consistent use of type and graphics styles within a course shows a learner where to go and helps them navigate the course Read More

27. 1 2 3 4 56 7 CREATING DESIGN WITH INTENT THROUGH STORYBOARDING

28. Find the important elements in a storyboard 1 Highlight the important elements. Ask if the storyboard will communicate the idea to the media developers.

29. Work on a paper pencil visualization Try to represent the elements in form of rough sketches

30. Create a structure based on the design 1 Understand the intent of design and structure content and media accordingly

31. Add graphics / interactions Graphics and interactions transform an ordinary course into an experiential and satisfying learning experience

32. Review for language guidelines and overall storyboard 1 Read through the design document to check if it makes sense; examine the structure of the content; check for inconsistent details Read More

33. 1 2 3 4 5 67 UNDERSTANDING INTERACTION AND ENGAGEMENT

34. Storytelling Good storytelling grips you. Ensure that your course narrates a story

35. Visuals Good quality visuals that are appropriate and relevant to the context, enhance the story

36. Exploration The ability to explore the environment, the variables in it, the relationships that govern them and the effect of your actions on these variables and their relationships, adds a crucial element of surprise

37. Cues Audio and visual - Their placement and type, both are important

38. Challenge It’s the key engagement factor; the difficulty levels is what holds us

39. Feedback and 1 audio instructions It should be integrated into the environment, and present at critical moments

40. Transitions The transitions should be very subtle. They should not disrupt the familiarity with the environment in any way Read More

41. 1 2 3 4 5 6 7 DESIGNING LEARNING EXPERIENCES FOR FLOW

42. Have a clear goal in sight It’s important for learners to know where they are headed, and why. Tell them the overall goal and purpose, and how they can go about achieving it

43. Know where you stand at all times Learners should know how they’re faring, how far they’ve come, how much distance remains to be covered – all on a continual basis

44. Achieve a balance between ability and challenge A program shouldn’t be too easy, or learners will get bored. Nor should it be so difficult that learners get discouraged

45. Have a sense of control Learners like to make choices, decide what to see and when to see it, explore, and discover Read More

46. Upside Learning Solutions Pvt. Ltd www.upsidelearning.com Email : info@upsidelearning.com Images courtesy of www.sxc.hu