Before any discussion of how to construct a instructional web page, electronic multimedia presentation, or hard copy hand outs to enhance learning, let's agree up front that it doesn't matter in the least how a web page, PowerPoint or HyperStudio slide, or paper hand out looks if the content is conceptually weak or the audience (learner) cannot decipher the information. Make sure the content is in order before constructing any interpretive format. That means skillful instructional design supported by perceptive research and assimilation.
Any media used to deliver instructional content becomes a tool to enhance and facilitate learning. An instructional tool can be synchronous in a traditional classroom setting or asynchronous as in many online learning situations. However, when an instructor presents a web page, PowerPoint, HyperStudio stack, or a hard copy hand out to accompany a learning process, one thing is a given - once the learner leaves with the information and no matter how logical the directions were sequenced, s/he is no longer receiving visual or auditory clues accompanying the information. In effect, the learner is in an asynchronous learning situation. So, the instructor must compensate by authoring concise well-plotted information that does not overwhelm and is key to the learner's educational experience both in and out of the classroom.
The building block exercise serves as a metaphor for things to consider
when designing the next electronic or traditionally formatted instructional
tool. Your voice is the text (content). Inflection is the design. A poorly
designed (content and graphics) tool confuses the learner and consumes
a valuable resource - time.
| X
Is content more important than design? Content is the substance and design is the form and design is the messenger. That is why I selected the title of this presentation: Move that a Little to the Left, Dear! Or, what do you do after a situation analysis; a determination of outcomes to be achieved; a choice of the learning approach; general learning strategies are described, objective evaluation showing what learners know is chosen; objectives are sequenced, modules are developed and described, content is selected; the storyboard is written, the design evaluated, and implementation evaluation is planned. |
Let's face it; it is difficult to get people to stay to look at something if it is not visually appealing. Lines of endless text are off-putting. And even though your PowerPoint is a museum quality rendering of beauty with the ability to make grown men weep, if does not adequately inform the learner, chances are s/he will get bored, frustrated, and, even worse, disengaged. This information presents a simple approach to electronic media presentation design delivery that works on a visual and communication level.
|
|
|
|
|