Visual and pedagogical design of eLearning content (original) (raw)
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PRINCIPLES OF DESIGN OF ELECTRONIC EDUCATIONAL RESOURCES
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The application of visual aesthetic and instructional design strategy is one of the key factors in creating instructional contents. Aesthetics is seen as a significant feature on student feelings, and attitudes contributing importantly to learning. In online learning, the classroom is the website or Learning Management System (LMS) that delivers the teaching. Research has shown that learners seem more passionate about courses that have paid attention to aesthetic design in their contents delivery. The objective of this study has been to research and create aesthetic visual environments in e-learning through the application of expert standards and to explore the effects of those environments on student satisfaction and motivation. Qualitative research method was used to apply aesthetic criteria within the instructional design model process of Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The study drew upon principles in the fields of usability, graphic design, information architecture, and cognitive psychology to examine learner outcomes and learner experience in order to surface principles for aesthetic considerations that can be incorporated into the instructional design process. The focus of this research was not upon the technical tools used (e.g., the online delivery mode) but on the discovery of principles that apply to the online learning environment (such as interface, navigation, usability). Practical guidelines are provided through this study that higher education and instructional designers can adopt when designing and developing an online learning environment. With the enormous advancement in technology with the introduction of touch screens, virtual reality and mobile devices, instructional designers have the chance to explore the topic of aesthetics in online education.
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New communication technologies diversifies the teaching materials which are used in the education process. The development of different tools in the process of achieving learning skills is a result of technological progress which is developing rapidly. Using the new media and multimedia applications in the education process forms the starting point of this paper. The purpose of this study covers the examination of the multimedia applications during e-learning process in the context of design principles and evaluation of them in term of visual design. It is a fact that educational materials which are designed visually saturated and qualified affect perception and comprehension skills of the students. Samples of educational children's books in multimedia applications based on multimedia design principles which are developed in this respect are evaluated and features of qualified materials are mentioned. Face to face communication system which is required by the traditional education system is turning new communication system into supported materials, thus intelligence, skills, learning abilities of the students are changing multidimensional. So much so that, learning materials in question is capable of addressing more than one senses of a person. In the scope of this study, in terms of providing a person with an effective learning process, the designs of the teaching materials used by the technology are considered visually, both illustrations and design elements and features are examined in terms of graphic design and the research is completed through the necessity of designing a qualified teaching material.
11.Developing Teaching Material for E-learning Environment
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This paper introduces an evaluation tool prepared to examine the quality of visuals in course-books. The tool is based on Mayer's Cognitive Theory of Multimedia Learning (i.e. Generative Theory) and its principles regarding the correct use of illustrations within text. The reason to generate the tool, the development process along with the theoretical procedures followed, reliability studies and users' manual of the instrument are provided within the study.
One of the most important factors in eLearning material development is the alignment of material according to the curriculum on which the learner will be assessed for the certification. The visual appearance and the interactivity have to be designed in a way which supports the smooth propagation in the syllabus. In a practical environment, the syllabus is usually prepared by one party or one person known as the subject matter expert (SME) and the development of learning content is managed by the Instructional Designer (ID). Theoretically, ID is not necessary to be a subject matter expert and he/she is supposed to develop a learner-centric material based on the syllabus and the subject content provided by the SME. Without thorough knowledge of the subject matter, it is very hard to develop material, which satisfies the SME. This knowledge gap slows down the development progress of ID and further SME expects ID to learn or find out detail subject content rather than directly specifying them. This shows that it is hard to build the coownership and collaboration between these two parties if ID doesn't have an acceptable level of knowledge in the subject.
Images and visuality in ICT educational design
The concept of educational design emphasises the educational dimension in the development of ICT-based learning tools and environments, and in the form of models for the use of existing applications in learning cultures. The intrinsic breadth of various types of images creates new possibilities and challenges for the educational designer of learning processes. Digital media have moved the boundaries between images and other kinds of modalities (e.g. writing, speech and sound) and have augmented the possibilities for integrating images and visuality in new forms of knowledge-building and in new learning cultures. The paper presents a technological and domain-oriented approach to understanding the learning potential and functions of images and visuality. The paper argues that the potential of the domain of images – both in terms of design and knowledge – is only made into an active part of educational design if the producer is skilled and knowledgeable about this.
E-learning next step — Learning materials for students
2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 2014
E-learning materials were first introduced at the university level education in last years of previous century in Slovenia. From the initial steps and pilot projects we learned the trade and participate in many e-learning material developments for primary and secondary schools. But in the recent years we regretful discovered that the university's e-learning materials are not in the same league as lower level education e-learning materials. It is true that students' population is different from kids but "digi-kids" have grown up and become students and they are familiar with the e-learning materials. It is the fundamental difference between lower level education and university level education. Lower levels education e-learning materials were funded by the government but university does not have funds for e-learning materials production. Up until now lecturers used LCMS for communication and documents sharing. But it is become evident that this is not enough and upgrade of e-learning material is required. It is evident that this process will take time and should be efficient from all perspective (didactically suitable, cheap, and fast). In the last year e-learning materials was prepared for students to test what suits them most. A lecture for a whole course was prepared with the different composition of text, sound and video. In forthcoming semester we are going to test our elearning materials and receive feedback from the students. Article presents the learning materials specification, expected didactical results, aesthetical considerations, individual preferences (visual, audio, kinaesthetic), and client's browser's limitations. It is still not clear if university level students require more elaborate learning materials than PDF which was their favourite type up to now.
Educational Studies (Institute for Educational Research and Service, International Christian University), 2015
An increasing number of graphics used in instructional materials makes it important to explore the effects of visuals on learning (Anglin, Vaez & Cunningham, 2003). In this context, this paper reviews the concepts relevant to visual design studies for researchers who are interested in conducting studies in the area of visual design of instructional materials. The review identifies the relevant literature on the taxonomy of visuals, and principles and elements of visual design. In particular, the taxonomy of visuals reveals two primary kinds: taxonomy based on surface feature and that based on functions. Scholars suggest that it is important to select visuals based on the function of visuals. The principles of visual design include balance, unity, proximity, contrast, emphasis, and alignment. The elements of visual design include line, shape, form, value, color, space, texture, and typeface. However, the literature also suggests that design takes place not only based on principles but also on designers’ judgment, formed by multiple factors such as the purpose of design. Analyzing the actual visual design process could bring new knowledge to the field and would help designers to make optimal design judgments; this is together with existing studies and principles of visual design. It is hoped that this literature review will help researchers describe as well as analyze the visual design process in order to advance the knowledge of the field of instructional design.