SELEAC project International Seminar and Workshop on Creating and Sharing E-learning Content Information design - methods for structuring and designing.

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1 SELEAC project International Seminar and Workshop on Creating and Sharing E-learning Content
Information design - methods for structuring and designing learner motivating e-learning content SELEAC / EDU-ELEARN

2 Structure of the Workshop
Didactical aspects (context for creating and using content) Information Mapping (design of content) Exercise as an example for structuring a learning object Summary SELEAC / EDU-ELEARN

3 Didactics Didactics is a sub-discipline of pedagogics and is considered by some to be at its core. It is concerned with the design of learning offers, techniques of learning and its transfer, independent of specific learning content. (Wikipedia). Didactics deals with the question „who is to learn what when with whom where how and why“? (Hilbert Meyer, Didaktische Modelle 1994). interaction based on a system interaction with a system human being <-> technology <–> human beeing Interaction of learner, teacher, content and context SELEAC / EDU-ELEARN

4 Short Reflection Remember your own experiences with e-learning:
Where did you see or use a learner motivating e-learning content? What did it make exceptional or motivating to use? SELEAC / EDU-ELEARN

5 Interaction of didactical aspects
quality (up to date, professionally correctness, information design...) access (aivailability of metadata, ..) individual or in groups embedded in vocational training availability of technologies - standard of knowledge within a group Learning content (1) Learning context (2) Teacher (3) Learner (4) selection of content and tasks design of interaction offer of support way of feedback bias for certain style of learning standard of knowledge interest in the field feeling of success, motivation SELEAC / EDU-ELEARN

6 Interaction of didactical aspects
Examples for support creating and using e-learning content in Seleac quality (up to date, professionally correctness, information design...) access (aivailability of metadata, ..) individuals or groups embedded in vocational training availability of technologies chief evaluators, validators, metadata support transferring SCOs in different LMS Learning content (1) Learning context (2) Teacher (3) Learner (4) metadata, guidelines, models for aggregations integration of students bias for certain style of learning level of knowledge and interest in the field motivation and success selection of content and tasks design of interaction support and feedback SELEAC / EDU-ELEARN

7 Learning content (1) Didactical Metadata: gift-wrapping of content to enhance accessibility How can didactical metadata support teachers to focus on methodological aspects of teaching as in traditional classroom settings, 2) to build more coherent aggregations for SCOs. Metadata within the Seleac system: media type, educational material type, educational activity type, interactivity level,... . -> Metadata are data about content to make it easy to find the suitable content for the right situation Further information in the learning units: Learning goal at the beginning and a conclusion at the end of an SCO. SELEAC / EDU-ELEARN

8 Learning context (2) The context is important for succesfull learning. One aspect of context concerns how e-learning is implemented into teaching scenarios. For an optimal blended-learning scenario there should be a good balance between different parts, e.g.: 1. Expository phase of web-based learning Infomrmation is offered to acquire knowledge -> content-oriented or teacher-oriented learning Team-based learning with tasks Learners can construct their knowledge, check it in comparison with peers and correct it if necessary Discussion-oriented learning Discusssion in a larger group or in a web-based environment Individual exercise-oriented learning Entry-level tests (close to real life tasks) and self-assessment SELEAC / EDU-ELEARN

9 Teachers (3) and Learners (4)
Instruction methods Teacher role Learner role directed learning active leader (authority) -> gives instructions rather passive consumer / listener self-directed learning facilitator / coach -> observation and help open minded concerning different ways to achieve learning goals active recipient collaborative learning moderator -> guidance for cooperation agent, committed to active acquisition of knowledge Necessary motivation growing importance New requirements for teachers and learners: research techniques, media literacy competencies, methodological and social competencies SELEAC / EDU-ELEARN

10 Experiences in universities
Why does content often remain unused? Main results of the evaulations of new media projects in universities* Less than 10% of the teachers at universities use e-learning for teaching. Major shortcomings: support by tutors discussion with others learn and study groups, social communities (team spirit) Motivating e-learning content does not exist as such – motivation is a result of the combination of the factors e-learning content, leaning context, teacher concept and learner personality. *Arnold, R. et al., E-Learning, 2004 SELEAC / EDU-ELEARN

11 Information Mapping® SELEAC / EDU-ELEARN

12 Originator of Information Mapping Method
The Information Mapping® Method was developed by Prof. Robert E. Horn (Harvard University, Boston) in order to facilitate the process of writing documents and support the increase of information perception. For 30 years this method has been used by many enterprises all over the world and has been further developed and optimised. Knowledge about the Information Mapping® Method is offered in worldwide seminars. Brain Child IMAP method Prof. Robert E. Horn (Harvard University, Boston) developed the Information Mapping® Method in order to facilitate the process of writing documents and support increase of information uptake. For 30 years this method is used by many enterprises all over the world and has been further developed and optimised. Knowledge about the Information Mapping® Mapping Method is offered in worldwide seminars. SELEAC / EDU-ELEARN

13 Basics of Information Mapping (IMAP)
Basis of IMAP is scientific research as well as the function of human brain. Information Mapping is based on generally valid results from cognitive psychology. These results refer to how information has to be structured, written, and designed for best perception by, and use for the reader. Basics IMAP Basis of Information are scientific findings as well as the function of human brain. IMAP Method is based on general valid results of researches undertaken in cognitive psychology. These results are refering on how information has to be structured, written and designed for best perception and use of readers. SELEAC / EDU-ELEARN

14 Common Situation Everybody is faced with numerous texts such as s, reports, minutes, documentations, user manuals, etc. on a daily basis. Unfortunately these texts are often: hard to understand hard to read too long purpose is unclear not structured not easy to survey Common situation Everybody is facing numerous texts such as s, reports, minutes, documentations, user manuals etc. on a daily basis. Unfortunately these texts are often: Hard to understand, hard to read, too long, purpose is unclear, not structured, not easy to survey. SELEAC / EDU-ELEARN

15 Requirements for documents
Which requirements have to be met by documents in order to make information rapidly available? Purpose of document has to be clear. Relevant information has to be found quickly. Document has to be distinct. Structured documents: Can be reused. Can be retrieved. Can be managed efficiently. Requirements of documents What are requirements to be met by documents in order to make information rapidly available? Purpose of the document has to be clear. Relevant information has to be found quickly. Document has to be sensible. Structured documents: Can be reused Can be recovered Can be administered efficiently. SELEAC / EDU-ELEARN

16 Objectives of IMAP Objectives of this method are: For readers:
Information of any kind has to be structured, so that created documents are accessible and the contained information is easy to understand for the reader. For authors: This method leads every author to a kind of writing in which the reader and his requirements are important. Therefore this method is particularly appropriate for technical documentation, since the reader has to be able to learn and understand quickly, and needs to be able to translate information into action. In the case of multiple authorship of document, the organisation of the document and the presentation of information should be standardised. Objectives of IMAP Objective of this method is: For the reader Information of any kind has to structured, so that created docements are accessible and containing information is easy to understand for the reader. For authors This method is leading every author to a kind of writing in which the reader and his requirements are important. Therefore this method is particularly appropriate for technical documentation, since the reader has to be capable in learning and understanding quickly, and acting according to what he understood. In case various authors are creating a document, the structure of the document and the layout of information should be standardised. SELEAC / EDU-ELEARN

17 Components of IMAP 1. Analysis 2. Organisation 3. Presentation
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18 Analysis Determine purpose of document. Determine audience’s needs.
Determine thematic content and learning objectives SELEAC / EDU-ELEARN

19 Top-down Analysis SELEAC / EDU-ELEARN

20 Bottom-up Analysis SELEAC / EDU-ELEARN

21 Organisation of Information
… according to 4 principles: Chunking: Information has to be structured in simple/logical and easy to handle units. Relevance: Information units always contain parts which belong to one specific topic only. Regarding readers’ purpose the unit contains only important information. Labelling: Every information unit has a title which clearly defines purpose, function, or content. Consistency: Similar information and structures will be treated similarly. The principles of organisation and labelling will be systematically used on very document layer. SELEAC / EDU-ELEARN

22 Grouping of Information Units
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23 Grouping of Information Units
A block consists of one or more paragraphs, tables, diagrams, or illustrations. It always refers to one limited topic and has a title. Regarding the topic, the block always shows information from the readers point of view. Therefore a block reflects a fundamental idea. A map consists of several coherent blocks reflecting on a common topic. A map also has a title which describes shared content and purpose of the complete map. SELEAC / EDU-ELEARN

24 Example Map Labelling Relevance Consistency Chunking
Consistency: PHASES of the process  What happens in each PHASE (not using e.g. step) SELEAC / EDU-ELEARN

25 Presentation of Information Categories
In Information Mapping 7 information categories are used. Just ONE information category is used in every block. These categories are: Procedure Process Structure Concept/term Principle Fact Classification. SELEAC / EDU-ELEARN

26 Information Categories and Definitions
Category Definition Example procedure A procedure indicates a set of action steps, which the reader must implement. Information on how one does something. Decisions and actions resulting thereof. process A process describes a sequence of events, which occur within a certain period of time and have an identifiable result. Description of how something takes place or what happens. Descriptions of conditions and results occurring thereof. structure A structure describes a physical object or something which can be divided into individual parts. Description of things. Something that can be depicted figuratively. Concepts/term A concept communicates ideas, abstractions or connections. Explanations of new terms. Definitions. principle A principle illustrates to the reader what he principally is to do or should take into consideration. References. Warnings. fact A fact depicts something which in principle is true. Specifications. Data, statistics. Research results. classification A classification is a structured composition of facts. Aspects of ... Types of … Attributes of … SELEAC / EDU-ELEARN

27 Information Category Procedure
Definition: A procedure indicates a set of action steps which the reader must implement. Presentation as: ► Simple procedure table. ► Enhanced procedure table. SELEAC / EDU-ELEARN

28 Presentation of Category procedure
► Example simple procedure table Instructions in case of paper jam. In the following table you will find instructions on how to remove a paper jam in a printer. Step Action 1 Lift the printer cover and open the cabinet door. 2 Press the ON/OFF line button to take the printer offline. 3 Press the TOP OF FORM button to advance the paper to the top of a clean sheet. 4 Tear off any used sheets. 5 Push the hammerlock back to release the paper. SELEAC / EDU-ELEARN

29 Presentation of Category procedure
► Example enhanced procedure table Instruction: How to create a PDF. In the following table you will find instructions on how to create a PDF. Step Action 1 Choose Acrobat Distiller from the printer menu 2 Specify options 3 SELEAC / EDU-ELEARN

30 Information Category Structure
Definition: A structure describes a physical object or something which can be divided into individual parts. Presentation as: ► Graphic representation. ► Graphic representation including parts table. SELEAC / EDU-ELEARN

31 Presentation of Category Structure
► Example graphic representation Anatomy of the human ear. The following illustration shows the anatomy of the human ear. SELEAC / EDU-ELEARN

32 Presentation of Category Structure
► Example graphic representation incl. parts table Construction of a printing machine shown in diagram and parts table belonging to it. Construction of a digital printing machine. Item Name 1 Impression cylinder 2 Two imaging heads 3 Blanket cylinders 4 Plate cylinders 5 Patented, keyless GravuflowTM inking unit SELEAC / EDU-ELEARN

33 Information Category Principle
Definition: A principle illustrates to the reader what he principally is to do or should take into consideration. Presentation is distinguished according to the following list: ► Rule / Standard / Law ► Principle / Recommendation ► Warning ► Precaution ► Requirements ► Generalisation ► Thesis What should/should not be done. Generalisations/statements which are considered to be true. SELEAC / EDU-ELEARN

34 Presentation of Category Principles
► Example Caution: Caution! Never use hydrochloric acid together with other toilet detergents or disinfectants! Highly toxic gases may emerge! Caution Hydrochloric Acid SELEAC / EDU-ELEARN

35 Information Category Classification
Definition: A classification is a structured composition of facts. Presentation as: ► Classification list ► Classification table SELEAC / EDU-ELEARN

36 Presentation of Category Classification
► Example classification list List of fruit ice creams offered. Fruit Ice cream: Strawberry Lemon Raspberry ... SELEAC / EDU-ELEARN

37 Presentation of Category Classification
► Example classification table Various data formats: In the table you will find the requested data formats. Format File extension Meaning HTML *.html Hyper Text Markup Language PDF *.pdf Printable Document Format PPT *.ppt PowerPoint Document RTF *.rtf Rich Text Format SELEAC / EDU-ELEARN

38 Exercise as an example for structuring a learning object
Imagine you find the following instruction: What would you do to make the text easier to read and understand? Which suggestions from the presentation would you take up? What can you change? SELEAC / EDU-ELEARN