Creating Engaging Online Materials - PowerPoint PPT Presentation

Slide1 l.jpg
Download
1 / 45

Creating Engaging Online Materials / http://www.extension.washington.edu/ol/ Workshop Goals This workshop offers guidelines and tips for repurposing your content for effective electronic presentation, including enlivening your online writing as you convert lectures to online material;

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

Creating Engaging Online Materials

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Slide1 l.jpg

Creating Engaging

Online

Materials

/

http://www.extension.washington.edu/ol/


Workshop goals l.jpg

Workshop Goals

This workshop offers guidelines and tips for repurposing your content for effective electronic presentation, including

  • enlivening your online writing as you convert lectures to online material;

  • converting text to graphics that convey clear, useful information; and

  • creating an interactive learning environment where you and your students can engage in discussions and share documents.


Workshop objectives l.jpg

Workshop Objectives

When you complete this workshop, you will be able to

  • convert printed material and narratives into attractive and effective online text consistent with Web conventions;

  • judge when it is appropriate to convert textual facts to graphics;

  • create graphics that convey useful information accessible to a wide range of abilities; and

  • create, facilitate, and monitor online discussions to help foster a sense of community among learners.


Formatting text why l.jpg

Formatting Text: Why?

  • “Writing for the Web is very different from writing for print:

    • 79% of users scan the page instead of reading word-for-word

    • Reading from computer screens is 25% slower than from paper

    • Web content should have 50% of the word count of its paper equivalent”Jakob Nielsen, “Writing for the Web”


Formatting text l.jpg

Formatting Text

Journalistic Style

  • rewrite in “top-down” form

  • use active voice

  • address learners as “you”

  • edit for shorter sentences and paragraphs

  • limit scrolling


Formatting text6 l.jpg

Formatting Text

Chunking

  • divide material into pieces by subject

  • split up long paragraphs and sections

  • add heads and subheads

  • think about printing

  • avoid fragmentation and redundancy


Your turn l.jpg

Your Turn

Take five minutes to organize the material in the unedited text document into topical chunks.


Formatting text8 l.jpg

Formatting Text

Visual Style

  • consistent representation of key textual elements as visual cues to meaning

  • establish a “style sheet”

  • choose type style and size for body copy, heads, and special terms

  • select layout color or pattern: keep it simple

  • add icons and graphics as needed


Formatting text9 l.jpg

Formatting Text

Focus and Review

  • add a summary after significant chunks

  • highlight key terms

  • craft study or review questions

  • devise activities to apply knowledge


Formatting text10 l.jpg

Formatting Text

Linking

  • supplement information in the narrative

  • expand access to material resources and people

  • add learner activity, interaction, and sharing

  • focus on credible, established institutions that are major resources

  • avoid overuse


Using graphics objectives l.jpg

Using Graphics: Objectives

By the end of this unit, you will be able to

  • decide when graphics are appropriate in your online materials, and justify your choices;

  • distinguish between "information" and "noise" in a graphic;

  • describe some ways to make graphics accessible to persons with visual disabilities;

  • explain why "alt tags" are necessary, and write useful ones; and

  • find existing graphics and use them ethically.


What can graphics do l.jpg

What Can Graphics Do?

Graphics can

  • illustrate the flow of a process or cause-and-effect;

  • display or compare statistics, trends, or other related facts;

  • reveal information not readily obvious or evident;

  • illustrate a concept or convey an emotion; and

  • provide an alternative way to convey information for more visually-oriented learners.


Illustrate the flow of a process or cause and effect l.jpg

Illustrate the flow of a process, or cause and effect


Display or compare statistics trends or other related facts l.jpg

Display or Compare Statistics, Trends, or Other Related Facts


Reveal information not readily obvious or evident l.jpg

Reveal Information not Readily Obvious or Evident


Illustrate a concept or convey an emotion l.jpg

Illustrate a Concept or Convey an Emotion


Your turn17 l.jpg

Your Turn

Discussion Question:

What are some other uses for graphics?


Noise versus information and accessibility l.jpg

Noise versus Information, and Accessibility


Your turn19 l.jpg

Your Turn

Discussion Questions:

Is this graphic easy to read? Is it attractive? Does every element in it provide useful information? What information does it provide?


One solution a variety of dotted lines l.jpg

One Solution: A Variety of Dotted Lines


Another solution lines of different weight l.jpg

Another Solution: Lines of Different Weight


What s the missing graphic l.jpg

What’s the Missing Graphic?


Alt tags describe what we should be seeing l.jpg

Alt Tags Describe What We Should Be Seeing


Alt tags are useful for all viewers l.jpg

Alt Tags Are Useful for All Viewers


Finding ready made graphics online l.jpg

Finding Ready-made Graphics Online


Clip art l.jpg

Clip Art


Clip art30 l.jpg

Clip Art


Google images l.jpg

Google Images


Google images results l.jpg

Google Images Results


Closeup of results l.jpg

Closeup of Results


Facilitating discussion objectives l.jpg

Facilitating Discussion: Objectives

By the end of this unit, you will be able to

  • choose an appropriate discussion tool for your learners and purposes;

  • craft meaningful discussion assignments;

  • set standards for performance and participation; and

  • facilitate and monitor online discussions to help foster a sense of community among learners.


Facilitating discussion l.jpg

Facilitating Discussion

Discussion Tools

  • e-mail: Pine, WebPine, UMail

  • forums or discussion boards: GoPost

  • blogs: WordPress

  • chat or instant messaging: Windows

  • audioconferencing: C & C Teleconferencing

  • collaboration: Peer Review, Portfolio, Share Space,GoPost attachments


Facilitating discussion36 l.jpg

Facilitating Discussion

Discussion FAQs

  • What makes a compelling forum question?

  • How do I encourage interaction and response?

  • What is my role in an online discussion?

  • Should I require participation?

  • How do I evaluate participation?


Facilitating discussion37 l.jpg

Facilitating Discussion

Meaningful Assignments

  • connect the assignment clearly to the material and your educational purpose

  • relate to learners’ experiences

  • focus on application and reflection rather than declarative knowledge

  • ask questions or pose problems that have multiple answers, strategies, or approaches


A bad example l.jpg

A Bad Example

Don’t try this at home…“Some critics feel the United States is less prepared against a terrorist attack than we were in 2000. Discuss.”

What’s wrong with this prompt?

Your Turn


Your turn39 l.jpg

Your Turn

Using the guidelines for meaningful assignments, take five minutes to draft a discussion prompt related to the material in the Influenza lesson.


Facilitating discussion40 l.jpg

Facilitating Discussion

Standards

  • cover both rules for learner interaction and expectations for deliverables

  • write clear, succinct, and complete descriptions and instructions

  • include models and examples

  • create and provide evaluation rubrics


Creating an assessment rubric l.jpg

Creating an Assessment Rubric


Facilitating discussion42 l.jpg

Facilitating Discussion

Facilitation Guidelines

  • decide your role and communicate it-set learner expectations early

  • respond promptly

  • facilitation vs. moderation

  • vary your response: none, individual, or group

  • consider peer facilitation, small groups

  • respond to problems privately


Catalyst user experience project l.jpg

Catalyst User Experience Project

Help us design for your needs

Initial and quarterly surveys

Invitations to focus groups & interviews

2-3 hours/year

Hear from us

Semi-annual newsletter

1-3 quarterly emails


Evaluation l.jpg

Evaluation

http://catalyst.washington.edu/workshops/

engage.html


Contact information l.jpg

Contact Information

  • Joe Dial jdial@extn.washington.edu206-685-6511

  • Jan Kinney jkinney@extn.washington.edu206-685-6379


  • Login