Digital Learning Design Principles PDF

eBook Digital Learning Design Principles Copyright ©2020 – 2023 Digital Learning Institute. All rights reserved. This work is subject to copyright. No portion of this book may be reproduced in any form without written permission from the copyright owner. All rights are solely and exclusively li...

eBook Digital Learning Design Principles Copyright ©2020 – 2023 Digital Learning Institute. All rights reserved. This work is subject to copyright. No portion of this book may be reproduced in any form without written permission from the copyright owner. All rights are solely and exclusively licensed by the Digital Learning Institute, whether the whole or part of the material is concerned. The use of general descriptive names, registered names, trademarks, service marks, etc., in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and, therefore, free for general use. The Digital Learning Institute assumes that the advice and information in this book are believed to be true and accurate at the date of publication. The Digital Learning Institute does not provide a warranty, expressed or implied, with regard to the material contained herein or for any errors or omissions that may have been made. Page 1 By the end of the module, you will be able to: Analyse how different theories impact the design of digital learning. Write SMART learning outcomes. Understand how Bloom's taxonomy works and how to apply it to digital learning. Examine visual design and how it relates to successful digital learning experiences. Successfully implement. U.D.L. in digital learning design. This module will help you explore some of the fundamental questions like: What pedagogical principles should I apply in designing digital learning? What are the most important learning theories behind digital learning? How to apply learning theories to real-life practice? How to use Universal Design Principles as a tool to help in designing inclusive learning experiences? How to avoid cognitive overload and use visual design to enhance learning processes? Page 2 There are five core lessons in this module There are five core lessons in this module. In lesson 1, we will look at Learning Theories. In this lesson, we will help you choose the correct learning theory and apply it to your design of digital learning choosing from Behaviourism, Cognitivism, and Constructivism. In lesson 2, we will examine Learning Outcomes and Bloom's Taxonomy. In this lesson, we will learn about what makes good learning outcomes, how to write SMART learning outcomes, how to use Bloom's taxonomy, and how outcomes help map to digital learning tools. In lesson 3, we will look at DesignPrinciples for Multimedia Instruction. In this lesson, we are going to help you learn about the Experiential Learning Cycle and its application to simulations and skill-based learning, Nine Events of Instruction by Gagne and Digital Learning Institutes design principles based on this, and 4mat and Merrill's FirstPrinciples that can be optional for your micro design. In lesson 4, we will look at Universal Design Principles for learning. In this lesson, we will learn how what we teach should be made accessible to learners, assessment and feedback and how to make it accessible, what engagement techniques to use and when to facilitate all. In lesson 5, we will look at Visual Design for Digital Learning. In this lesson, we are going to learn about basic principles that govern graphic design, what C.R.A.P. stands for and how it can be applied to digital learning, elements such as white space, fonts, photos, icons, colours, and cognitive overload and how to avoid it by using visual principles. Page 3 Lesson 1 Learning Theories We all want to provide our learners with the best learning experience that would be learner-centred, don't we? But how to do it? What principles do you have in mind when designing? In the last century, psychologists in education have been researching how we learn, process information and recall it when needed, and develop skills and competencies. They laid the foundation stones for so-called learning theories. Let's dive deeper, starting with these. Welcome to lesson 1, Learning Theories. In this lesson, we will help you choose the correct learning theory and apply it to your digital design choosing from Behaviourism, Cognitivism & Constructivism. This lesson is divided into three sections. Each of them will give you an introduction to the theory and its initial rationale, an overview, and a possible application to digital learning. We will wrap this lesson up with a focus on emerging learning theories as food for thought for you. Page 4 Behaviourism Behaviourism emerged in the 1900s from a combination of philosophy, methodology and theory. Two big names which are associated with psychological theory are: Pavlov and B.F Skinner contributed to how learning was perceived and influenced the training process. In the 1960s, Skinner was experimenting with machine learning and discussed: Learning Pathways and Branching: You can view the video of Skinner describing his machine learning with the programmed instruction educational model deployed on the screen now. While considering, note how many concepts from the last century are present today. Key concepts in the behaviourist approach Instructor-centred Learners are seen as passive and dependent on the trainer. Learning is linear Learning is achieved through repetition(drilling exercises). Low levels of engagement due to a passive learning experience. It can take the form of clicking through information with a test at the end. Examples Higher Education: You may have attended lectures with 200-300 other students and passively listened to the information provided by the lecturer. Your motivation may have been to pass your exam at the end of the year and ultimately achieve your degree. Corporate: In the workplace, you will often see the behaviourist approach in courses mainly focused on compliance or procedure training. In these courses, there is a requirement to give the learners crucial regulatory information. Application Don't only use behaviourism and create click-through experiences. Some elements of behaviourism can be beneficial when designing digital learning. Learning outcomes: Learning Outcomes are generally linked to a specific level of learning. The linear nature of objectives allows learning professionals to identify the learning gap. Repetition: Repetition might be helpful in your design in the following ways: Screen repetitions, e.g. using an intro screen in all series of your materials. Graphic and visual repetition brings consistency to the user experience— repetition of content to strengthen its meaning. Testing and Quizzes: Well-designed feedback can provide positive or negative reinforcement, strengthening learning experiences. Gamification: All forms of gamification, such as badges, leaderboards, and scores, are also a form of behaviourism in digital learning as they positively motivate the learners. Page 5 Cognitivism Cognitivism comes from psychology and focuses on cognitive development. There are two big names associated with it: Jean Piaget: Jean Piaget was a psychologist who suggested the theory of cognitive development. Piaget studied children and noticed they could learn new things by experiencing them. Benjamin Bloom: Learning experience and cognitivism are linked to Benjamin Bloom and his suggested classification of cognitive functioning, i.e. Taxonomy of Educational Objectives. Key Concepts Learner-centred. Learners' strengthening or skills that they reached. Learners' minds are treated like "processors" that receive, organise, store, and. retrieve information. Pre-defined Learning Outcomes can drive instructional design. Application Feedback provided on digital learning interactivities. Meaningful feedback can help learners to progress with their learning. Breaking down learning into manageable chunks that form a unified learning experience. Personalising the learning content through pre-testing and adaptive learning. Encouraging learners to curate and manage their learning. Support the creation of ePortfolios that capture artefacts and reflections from the learning process. Page 6 Constructivism Constructivism and Social Constructivism are two learning theories branching from Constructive Theory. They both focus on the following: Learning is an active process, with knowledge being "constructed". Knowledge construction is based on individual experiences and backgrounds. Research Lev Vygotsky: Researched how children develop, learn and thrive socially. He emphasised language and culture and how they impact knowledge and the Zone of Proximal Development (Z.P.D.). Jerome Bruner focused on how we retain knowledge and learn from discoveries. Albert Bandura: Bandura found out (in the 1960s) that exchanging information and experiences adds to learning. Key Concepts Learner-centre. Scaffolded approach to learning. It involves providing heavy support and guidance at the early stages of a learning process and withdrawing the scaffold as the learner engages in more profound levels of learning. Learners make their own decisions and learn from experimental and problem- based learning. Learners become more independent. In social constructivism, we discuss social and cultural interactions. These interactions, whether they are face-to-face or online, are crucial in the development of skills and knowledge. Application Constructivism and social constructivism are often crucial to designing digital learning. Some examples of these are reflected in digital learning. ClearGoals: Providing learners with clear goals and navigation, explaining the whole learning experience to your learners. Assessment and Feedback: Assessment and feedback loops are clearly explained, with exemplars provided to the learners. Peer Assessment: Peer assessment and feedback to be used in digital learning experiences. SocialFormats: Using multiple social learning formats such as discussion forums, blogs, wikis, chats, video notes etc. ImmersiveLearning: Immersing learners into online scenarios where they must make decisions and choices. Page 7 Additional Resources Social Learning Theory & Human Resources. Constructivist Theories of Learning and Online CourseDesign. More on Behaviourist Approach. Social learning: What it is and how to apply it in the workplace. Why Learning Neuroscience Matters. Is Connectivism the Pedagogy of the Future? Bringing the Neuroscience of Learning to OnlineTeaching: An Educator's Handbook. Theories and Frameworks for Online Education: Seeking an Integrated Model. Three Main Learning Theories. Notes Base your instructional design on learning theories as they do work. Remember that behaviourism is more instructor-centred, and learners participate more passively. It can be applied to digital learning in terms of any drilling, repetitive activities, some instructional videos and combined with other approachesBehaviourism will work well. Cognitivism is much more learner-centred as it allows learners to learn from feedback and actively participate in learning. Constructivism adds to the learning process as the scaffolding and social aspects allow for interactions and planned progression in the learning paths. You can mix and match the approaches to your design once you keep in mind your instructional goals. Do not use a specific approach just for the sake of using it. Keep an eye on what researchers are doing and look closely at how social learning and neuroscience of learning develop. Page 8 Lesson 2 Learning Outcomes Our learners and instructors always need a goal in their learning, a direction for where they're going and what can be achieved. It allows them to manage their expectations and structure their learning paths. This is where learning outcomes and some theory behind them come in handy. Welcome to lesson 2, Learning Outcomes and loose taxonomy. In this lesson, we will explore what makes good learning outcomes, how to write SMART outcomes, the notion of Bloom's taxonomy as a tool helping in the design phase and how outcomes help map to digital learning tools. Section 1 will examine the definition of learning outcomes and how they differ from course goals and objectives—helping you write efficient and good outcomes for your courses, modules or programs. In section 2, we will analyse some theories proposed by Benjamin Bloom and explore his taxonomy. And in section 3, we will apply Bloom's taxonomy to the digital learning scenarios and help you choose the correct format for your digital learning experiences. Page 9 Learning Outcomes Designing engaging and effective digital courses, modules, or programmes involves planning or, in other words, creating goals, outcomes and objectives. Learning goals focus on a programme's proposed outcomes or Learning benefits. They tend to focus more on business results or the Goals actual impact of the learning on Key Performance Indicators (KPIs). Learner-centred. Written to help learners connect with a Learning course's benefits and manage expectations. Outcomes are Outcomes perceived as knowledge, skills, attitudes, or values. Instructor-centred. Activities or steps to take by an instructor Learning when training. These are used to support the design of content Objectives and the assessment process. They are not shared with learners and are pretty detailed. Page 10 Getting Started When writing Learning Outcomes (L.O.S.), you should ask yourself the following questions: How will the outcome be assessed and measured? Will the L.O.s focus on learners? Are they easy to understand? Are they specific enough to be measurable? Have the action verbs (which describe what the learners are expected to do) been used? Have you avoided vague action verbs such as appreciate, become aware of, become familiar with, know, learn, and understand? Page 11 Effective Outcomes Here you will find two ways of ensuring that your outcomes are well-structured and well-written. The A.B.C.D. rule will guide you through the structure of your outcomes. SMART will show you a benchmarking structure for your outcomes. Actor: The 'who' element of the training, e.g. this might be a student or a specific professional. Behaviour: What we want the actor to do to achieve a skill/knowledge etc. (the action verb). Conditions: How do we want this action to be done? Degree: To what extent and how well the action should be done? Specific: Use clear and direct language to tell the learners exactly what they should learn and be able to do following the training. Don't be vague, unclear, or misleading. Measurable: The point of setting a learning objective is determining if the learner can meet, perform and satisfy it. You can only do this if the objective is measurable. That means it must be an action that you can observe. This is where the common mistake of using confusing words such as "know" or "understand" can occur. Achievable: Your learning objective must be something your learners have a chance of completing/satisfying. Relevant: The objective should be something the learner sees the value in learning. Only teach material that's important and will be used. Timely: Make sure your learning objective is something your learners will have to use in a timely, e.g. tomorrow or next week instead of next year. Page 12 Bloom's Taxonomy Bloom's taxonomy, adapted more recently by Anderson et al.(2001), is a hierarchical model educators and instructional designers use to write Learning Outcomes. Bloom's taxonomy focuses on three domains: Affective, Psychomotor and Cognitive. The final one, Cognitive, receives the most attention with a hierarchical division into six levels. It is a great help in bringing consistency to the design process and drafting measurable learning outcomes. Memorise a poem, the capitals of countries in the world, and list Remember famous people from a specific country. Understand Summarise a story, and organise a timeline. Apply Use a formula to solve a problem. Analyse Identify why something doesn't work. Illustrate the relative value of technological innovation in a Evaluate specific setting. Create Design a poster about a country. Page 13 Bloom's Taxonomy - Application Behind each level of Bloom's cognitive domain are action verbs that help draft Learning Outcomes. Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, Remember present, quote, recall, recognise, recollect, record, recount, relate, repeat, reproduce, show, state, tabulate and tell. Associate, change, clarify, classify, construct, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalise, Understand identify, illustrate, indicate, infer, interpret, locate, paraphrase, predict, recognise, report, restate, rewrite, review, select, solve and translate. Apply, assess, calculate, change, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, examine, Apply experiment, find, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer and use. Analyse, appraise, arrange, breakdown, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deuce, determine, differentiate, discriminate, distinguish, divide, Analyse examine, experiment, identify, illustrate, infer, inspect, investigate, order, online, point out, question, relate, separate, sub-divide and test. Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, Evaluate manage, modify, organise, originate, plan, prepare, propose, rearrange, reconstruct, relate, reorganise, revise, set-up and summarise. Appraise, ascertain, argue, assess, attach, choose, compare, conclude, contrast, convince, criticise, decide, defend, Create discriminate, explain, evaluate, grade, interpret, judge, justify, measure, predict, rate, recommend, relate, resolve, revise, score, summarise, support, validate and value. Page 14 Digital Taxonomy Digital Taxonomy is a modern take on the traditional six levels, ranging from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). In this taxonomy, the action verbs are adjusted from modern educational technologies. To ensure the learning experience is motivating and effective, you can start mapping your Learning Outcomes to activities and formats. To recall facts, basic concepts, or retrieval of material. Activities: Remember Bookmarking, copying, googling, bullet-pointing, highlighting, group networking, searching. Formats: Infographics, Learning Aids. To explain ideas and concepts or construct meaning from written material or graphics. Activities: Advanced searching, annotating, blog Understand journaling, tweeting, tagging, commenting, and subscribing. Formats: eLearningMultimedia Resources, Interactive Resources, Videos. To use information in new situations, such as models, diagrams, or presentations. Activities: Calculating, charting, editing, hacking, Apply presenting, uploading, operating, and sharing with a group. Formats: Videos. To draw connections among ideas and concepts or determine how each part interrelates to an overall structure or purpose. Activities: Analyse Mashing, mind-mapping, surveying, linking, validating. Formats: Social Learning with assessment and e-tivities. To justify a position or decision, to make judgements based on criteria and standards through checking and critiquing. Activities: Grading, Evaluate networking, rating, testing, reflecting, reviewing, blog commenting, posting, moderating. Formats: Social Learning, assessment and e- tivities. To produce new or original work. Activities: Animating, blogging, filming, podcasting, publishing, simulating, wiki-building, video Create blogging, programming, and directing. Formats: ePortfolio, Blogs and Wikis. Page 15 Additional Resources Online Outcomes Generator. Levels of learning. Bloom's Taxonomy: Structuring The Learning Journey. PROGRAMME MAPPING AND ALIGNMENT. A Teacher's Guide To SOLO Taxonomy. Integrating Technology with Bloom's Taxonomy. Bloom's Taxonomy: Structuring The Learning Journey. Levels of learning. All about Learning Outcomes from U.C.D. Teaching and Learning. How-to Guide on SMART Goals. A Teacher's Guide to SOLO Taxonomy. A nice infographic on digital Bloom's taxonomy with some nice active verbs- well recommended for writing Learning Outcome. Integrating Technology with Bloom's Taxonomy - another brilliant visual. linking Bloom's taxonomy to tools. Learning Objectives mapping template. Programme Mapping and Alignment. Learning Outcomes Generator. Notes Learning outcomes are a great way to ensure your design is learner-centred. They allow you to measure performance and manage learner expectations. They are a descriptive way to showcase what will happen in digital learning. Use Bloom's Taxonomy to help you write your learning outcomes; they contain active verbs (measurable and easy to understand). Use digital taxonomy to select action verbs used in digital learning. Page 16 Lesson 3 Design Principles Many of you would be designing more extensive programs, what we call on a macro design level, as well as smaller courses, modules, or learning materials on a micro level. Learning theories would be applicable holistically to the macro level that drips down to the micro levels. This micro- level might mean using some more principles to structure them. What are the theories and what to use to make content structuring easier? Welcome to lesson 3, Design Principles for Multimedia Instruction. In this lesson, we are going to help you learn about the following: Experimental Learning Cycle and its application to simulations and skill-based learning Nine Events of Instruction by Gagne and Digital Learning Institutes design principles based on this 4Mat and Merrill's First Principles that can be optional for your micro design In section 1, we will show you the principles behind the experiential Learning Cycle and how it can be used for digital learning design, especially with a focus on simulations, scenario-based learning materials, or virtual labs. In section 2, we will review what Gagne has suggested as a practical instructional design approach and show you our in-house approach that you can apply to your designs. Section 3 expands on other principles to design your digital learning experiences. Page 17 Experiential Learning Cycle David Kolb, an American researcher in the field of educational theory, introduced the Experiential Learning Cycle. The experiential learning Cycle is an approach to learning divided into a cycle of four steps: Reflect, Think, Act and experience. Watch this video to learn more about the steps in the cycle. He suggests that designing any learning activity with four distinct parts will cover the different learning preferences and the questions they might ask: Implement, Do, Reflect, Interpret. Application: Experiential learning is all about immersing the learner in experiences. It can be applied to: Virtual and Augmented Reality Interactive Videos Scenario Based Learning How this model can be applied to your micro-resources, courses and modules: Doing/having an experience can be achieved by using some scenario-based activities, allowing learners first to experience something. You need to set the whole scenario here and particularly think of: Experience Who are the main characters, e.g. a manager and staff? Where could it be set, e.g. at work, university, etc.? What could the experience be that they have to live through? Here is an example of an interactive video using a scenario-based design. Reflecting means taking a step back and looking at the experience. Individuals or peers can do this, and it could be an activity in which Reflect learners are required to write down what happened in the scenario and then describe what can be learned from it. Acting means putting the new knowledge into practice, i.e., asking Act learners to perform an action with the knowledge or skill they have just acquired. Thinking makes these connections between the experience and Think possible learning. This is also when learners explore some content and make the connection. Page 18 Nine Events Of Learning Gagne's nine events of instruction are a valuable set of principles to follow for both face-to-face and digital learning design. Gaining This is a way to get the learners interested. Face to face can be Attention thought-provoking, like brainstorming, watching a video, etc. You should inform your students of the outcomes of the course/module or learning material. It would manage expectations Stating and help learners plan their studies. It is advised to state the Outcomes outcomes at the beginning of the resource, but it can sometimes be appropriate to include them right after the introduction. Recalling Prior This will help learners refer back and recollect any knowledge they Learning need for the current learning. Presenting Presenting stimulus means showing text, images (or both) or Stimulus or multimedia that carry meaning and can be called "the content". The the Content content should be chunked and provided in multiple formats here. Providing Provide sufficient information, guidance and instructions to support Learning the learners through the experience. Have hints and clues to help Guidance them progress in their learning. Eliciting Let the students showcase their skills/knowledge so that they can Performance activate what they have learned. Providing Provide learners constructive feedback at various points in the Feedback learning experience to scaffold their learning. Assessing Assess how well they showcased their new skill or knowledge. Performance Enhancing Enable learners to work off what they have learned, giving them self- Retention and study material. Transfer Page 19 Nine Events Of Learning - Application Gaining It can be an activity, video or a short input question. Attention Stating These can come in a checkbox or a screen focusing on outcomes. Outcomes This can take the form of a short quiz focusing on what was done in Recalling Prior previous resources, modules or courses. It can also be collaborative, Learning e.g. a forum with multimedia inputs. Presenting This is the most substantial element of a resource/course that might Stimulus or be called "content". Remember to chunk the content as much as the Content possible and always search for alternative ways to present it. Providing Handhold the learners all the way and give them small tips on how to Learning learn. You can include navigation screens and ensure that whatever Guidance you design is navigable and easy to move around. Allow students to practice in a non-assessed environment. Let your Eliciting students answer a few questions about the content, match some Performance sentences, or try a "hotspot activity" to test their skills. Give feedback that would be meaningful to learners, and avoid the Providing default: "Try again" as the only feedback. Providing answers such as Feedback these lead to learners losing interest. Assess students' performance, grade it and show them how well they performed. You can use some auto-graded quizzes to do this or ask Assessing your learners to input more information via a form or essay. If Performance assessing, consider assessment rubrics and provide these to students ahead of the assessment. Enhancing Create a space for your learners to practice more of the skills learned Retention and and let them do something in small groups or pairs (e.g. a mini Transfer project work). Page 20 4MAT Cycle 4Mat Cycle is based on Kolb's experiential learning based on the four main areas of learning: It is all about experiences, getting learners to show their Why? Connect experiences and put them in the same frame of thinking - in and Attend: digital learning, this can be done through collaborative activities or quizzes. What? Image This is where experiences can be mapped to the delivered and Inform content. The design impacts practical elements here, and learners can How? Practice practice what they have learned. They can also extend their and Extend knowledge and work with their peers, develop a project or do something collaboratively. Reflection can be used as a reflective diary or an ePortfolio in If? Refineand which learners can reflect on what they have Perform learned(knowledge and skills). Page 21 Merrill's First Principles The principles of instruction came from the analysis of other instructional approaches and focused on learners who learn best when encountering real-life tasks. Four main principles introduced by Merrill can achieve this: When activated, learners learn more. So, the activation might Activation mean asking them to recall prior knowledge and directing them on how to build on it to learn something new. Learners learn better when there is a demonstration of real-life tasks. All simulations, showcases, and case studies can only add Demonstration to the learning experience, so the design should include these too. Once learners face real-life tasks, they can comprehend and Application learn better. Feedback provides them with more guidance and learning as they progress. When learners face the need to apply the knowledge to their Integration lives, it becomes more meaningful. That can be done by self- evaluation, reflection, peer interactions, etc. Page 22 Additional Resources Learner Preferences. The 3-minute Kolb. Incorporating the Experiential Learning Cycle into Online Classes. Experiential Learning Online: A 'How-To' Handbook. Design Principles. Rise template (for Gagne's Nine Events of Instructions). Merrill on Instructional Design. This is Experiential Learning. Incorporating the 4MAT Model in Distance InstructionalMaterial. Interactive Video with 3Cs approach adjusted for this module. A showcase of a simulation. Geology toolkit that showcases experimental learning. Notes A multimedia design might mean designing short courses or modules or simply some learning materials on a so-called microscale. Remember to choose the best approach and develop your template if needed. All principles are not set in stone, and you can adjust them. For example, if using Gagne, do not worry that you have to always follow the nine events of instruction in a very linear manner. You can use it as a checklist for your practice. When designing scenario-based learning, you can apply the 3Cs principle and challenge learners. Provide them with a choice and a consequence of this resulting in learning a skill or competence. Page 23 Lesson 4 Universal Design Principles for Learning When we think about pure accessibility, we think about learners with disabilities and ensuring they can access digital learning. However, accessibility is not about disabilities. It is about learners with different abilities. Education goes beyond accessibility. It goes a step further with equality and equity in mind. Equity and equality are both critical in everyday life as well as in learning. Equality is about making learning equal for all learners, with equal access and opportunities. Equity sees everyone having different experiences and different needs. We can start thinking about these when deploying Universal Design Principles for Learning as a starting point, and this is what we will be learning in this lesson. Welcome to lesson 4: Universal Design Principles for Learning or U.D.L. In this module, we are going to learn about: How what we teach should be made accessible to learners Assessment and feedback and how to make it accessible What engagement techniques to use and when to facilitate them Section 1 is called the "What of Learning" and ensures students can access content in their preferred formats. Section 2 is the "How of Learning", focusing on assessment to cater to all. Section 3 involves engagement and how learners should have equal possibilities in social interactions. Page 24 Representation (Learning Formats) There are three guidelines for representation: Perception Ensure learners can customise the LMS/VLE or your learning Customisable resources per their needs (font size, colour etc.). Use formats User that allow the use of assistive technology. When sharing Interface slides/presentations, share them in an editable format so learners can process and adjust them. Always provide descriptions of imagery that carry meaning. Imagery e.g., timelines, processes, and graphs. Audio-Visuals Ensure that captions are available for your videos (optionally and Captions transcripts). Language & Symbols Use simple language structures. Avoid jargon and colloquial language. If you design for multinationals, use specialised Language localisation companies to localise (not only translate) your courses. Consider including a glossary of terms. Not only for non- Glossary natives - it can help pre-teach some vocabulary. Provide supporting decoding text to help learners understand Math formulas and diagrams. Showcase the key concepts in Formulas multiple ways. Page 25 Comprehension Related Prior Use some previously known images. Use F.A.Q.s discussion Learning forums. EmphasisImp ortance Of Use accessible colour schemes to emphasise text. Text Provide Add descriptive instructions to online activities—chunk Guidance for longer texts into digestible sections allowing learners to Digital process them bit by bit. Learning Page 26 Action & Expression Physical Action To ensure that all learners can access materials, it's important to offer alternative ways of learning. Consider using accessibility tools like BlackboardAlly to allow learners to choose their preferred format. Mix up the formats of learning materials when possible and vary the types of questions on quizzes, while also ensuring that they are accessible. By doing so, you can create a more inclusive learning environment that caters to different learning styles and paces. Page 27 Expression and Communication When designing your assessment and feedback strategies, think of more than one way that students can express themselves and the knowledge they have gained. Ask your learners to submit their assignments in the formats suitable for them, e.g. a written essay, video, podcast, poster and cartoon. Never prescribe a tool to be Submission used for submissions. Let your learners use the tools they Options feel comfortable with, e.g. do not say in your assessment briefs, "Use Canva", but change it to: "Use an online presentation tool such as Canva, Prezi etc." Vary the forms of communication with your learners. Try Methods of video notes such as Loom or Flipgrid, which enable you Communication and your learners to record a screen, video or audio for communication. Try social media channels such as Slack. Learners should develop a variety of fluencies, e.g., visual, audio, mathematical, reading, etc. When you design a Variety of course about a particular topic, try to incorporate other Fluencies knowledge areas, e.g., mixing report writing skills with management skills. Executive Functions Executive functions of our brain are the self-regulating abilities of our brain to set goals and plan/complete tasks. When looking at learning, these are important. Use checklists for chunks of learning. This will help learners set short-term goals as well as scaffold their Goal Setting learning. Give as much guidance as possible on how to learn. Allow your learners to build their ePortfolios. ePortfolios can be built within your learning platforms or a stand-alone Development collection of artefacts from learning. You can create an ePortfolio into your assessment strategy and encourage peer assessment and feedback. Page 28 Engagement Recruiting Interest Since we all are different, we must consider other ways your learners can reach their learning objectives. Vary your assessment options and assess in multiple ways VaryFormats (not only quizzes). Provide multiple formats for delivering and Assessment your courses/programs, e.g. do not design your digital learning just on Virtual Classrooms. Your learners might come from different backgrounds, Optimise cultures, ethnicity, etc. Try adding value and authenticity Relevance to your design with hooks that generate interest and trigger imagination. Sustaining Effort and Persistence Learning Make sure that your outcomes are student-facing and Outcomes easy to reflect upon. Try to create an online learning network that can support Social Learning your learners. Feedback is essential to interest and progression. Inform your learners of the types of feedback you intend to deploy. Peer feedback is a powerful tool. Consider building Feedback it into your courses and programmes. Use the tools at your disposal to facilitate peer feedback. PeerScholar is one tool that can support peer interactions. Page 29 Self-Regulation Enable learners to access mentoring or coaching facilities that can help them progress with their learning and set their own goals. Support the development of self-regulation: Consider designing and developing scenarios that help your learners when learning. Try to build self-reflection or assessment into your courses/programmes. You can attach a rubric and checklist to your self-assessment. Try out the online checklist creatorcheckli.com. Page 30 Additional Resources Captions, Transcripts, and Audio Descriptions. An Introduction to eLearning Localisation. The Universal Design for Learning Guidelines. ePortfolios Explained: Theory and Practice. Blackboard Ally. PeerScholar for peerreview. Checkli.com is a checklist maker that can help you make checklists for digital learning. Get your U.D.L. Score. What is Universal Design for Learning (U.D.L.)? Introduction to U.D.L. Eva Kilar-Magdziarz - Three reasons why accessibility is important. Notes You should be aware of how you structure L.M.S. or the V.L.E. and how we design our courses, modules, or programmes on a macro and micro level. U.D.L. could be used as a checklist tool for the development and implementation of digital learning as well as a design guide for instructional designers U.D.L. is not essential only for people with disabilities. It is about learners with multiple abilities and backgrounds. Let's remember about the design and make it more inclusive. Page 31 Lesson 5 Visual Design We are more tempted to buy something that looks good and has specific aesthetics, aren’t we? This visual appeal relates not only to everyday objects but also to learning. You do not have to be a graphic designer to know the basics of it and how you can apply it. This lesson is about how to design with some visual principles in mind. Welcome to lesson 5, Visual Design for Digital Learning. In this lesson, we are going to learn about: Basic principles that govern the graphic design What C.R.A.P. stands for, and see how it can be applied to digital learning Elements such as white spaces, fonts, photos, icons, colours Cognitive load and how to avoid it by using visual principles Section 1 will look at C.R.A.P. and demystify what is behind this mysterious acronym. We will also see how this basic graphic design model can be applied to digital learning. Section 2 focuses on smaller elements such as fonts, colour, background, photos, and icons. Section 3 will focus on some theories about cognitive overload and how it can impact digital learning design. Page 32 C.R.A.P Contrast Contrast is when two or more screen elements are in opposition. Contrast can reduce cognitive overload and increase accessibility. There are two main font categories: Serif, a type with fonts with ornamental strokes at the end of letters. Sans serif: characters without these additional ornaments. You can use both of these in contrast, e.g. one for headings and the other for the main body of the text. You can Fonts also create impactful screens: Use different fonts for different parts of your design, e.g., bold fonts, to highlight the importance of content on-screen. Use different colours of fonts to make something stand out —mix categories of fonts to create contrast. Colour contrast can create a visual hierarchy and make something stand out, organise information, or draw learners' attention. Colour Colours contrast is needed for full accessibility. The fundamental difference is dark vs. light colours, such as black and white. Lines can also be used for cutting off things and underlying content to Lines and highlight their importance—use of contrasting shapes: e.g., squares Shapes for text boxes and ovals shapes for decorative purposes only. Page 33 Repetition 1 Layout: Have a specific layout repeated for particular screens. Navigation: Use the same button design for navigation and terminology. 2 Colours and shapes: Use the same colours and shapes. Brand Guidelines and Templates: Follow the brand guidelines for brand identity. Use templates for your design and customise them if needed. In the additional resources, you can look at three examples of brand 3 guidelines and see what they have in common. Fonts: Ensure there is consistency with the fonts used. 4 1 4 2 3 Page 34 Alignment Alignment is the arrangement of the visual elements on-screen in the correct relative positions. Keep the elements on-screen aligned. The most common alignment would be to the left or centre of the screen. Find a Arrangement strong line and align objects for more than one element on- screen. Watch out for spaces between elements, as these should align. Alignment Tools When using icons, images and text, ensure the distance between all elements is even. Use alignment tools such as grids and rulers. Proximity Proximity is grouping the on-screen elements to create unified and meaningful units—group elements by themes, colours and shapes. Grouping can add consistency to your design too. Page 35 Elements Background, White Space and Fonts Background can carry implicit meaning and can host a single colour, a single colour, images, videos, etc. White background Simple backgrounds might be more impactful. A white background will always be fully accessible, enabling you to deploy multiple other elements on- screen. Background Avoid busy backgrounds and if you use animations in the background, use an overlay as a ribbon for on-screen text. Fonts There are many fonts available for our use. The two primary font typefaces are serif and sans serif. Choose fonts based on their accessibility. Page 36 Photos and Icons Never skew your imagery or icons (resize without ruining the Skewing ratios). Icons are a great alternative to imagery as they carry meaning. You can use free icons available online or get your icons from Icons reliable sources (check the license of the icons and share permissions before using). If needed, try to centralise the images and crop the irrelevant Centralise bits. Invest time and money in sourcing high-quality images. Pixabay High-Quality is an excellent example of a free stock imagery database that Imagery you can use to download images. Enlarging Do not enlarge graphics, and ensure the pixels aren't visible. images Updated Photos Always use photos that are updated. Page 37 Colours Tips for Choosing Colors with Brand Guidelines in Mind When selecting colours, it's best to refer to your brand guidelines for guidance. Additionally, take into account the cultural and symbolic connotations of each colour. For instance, purple is associated with royalty in Western cultures, while it represents sorrow in Indian and Latin American cultures. Page 38 Cognitive Overload Remember that most adults can hold 7, +/-2, pieces of information in their short-term memory. This is because there are some limits on our brain's processing capacity. Consider LongTexts & chunking longer sections of text into more digestible chunks. Chunking Use visual hierarchy for texts, decide on a heading, subheading and main text, what should be in bold and include an order to add some signalling to your courses/materials. As Richard E. Mayer suggests, we learn better from graphics and narration than from graphics, narration and on-screen text Bullet Points (Mayer, 2021). Limit bullet points on-screen. Avoid having more than seven bullet points on-screen (7×7 Rule). Substitute text with graphics. Use visuals instead of just text when dealing with definitions, Descriptions and explanations and processes. We learn better when Definitions corresponding words and pictures are presented simultaneously rather than successively. Consistency is all about coherency, which can be applied holistically to your designs. Repetition and consistency reduce mental strain and extraneous effort for learners. Use simple and Consistency consistent language. Maintain a consistent look and feel regarding graphics, imagery, brand representation and navigation. Stick with one grammar and spelling style: British English (BrE) or American English (AME). Page 39 Additional Resources 10 Best Screen Readers for Blind People. Choosing an Accessible Font. Pixabay - IMAGES. Colour in Branding: What Does it All Actually Mean? AccessibilityStandards Overview. John Sweller Charge cognitive inutile. Mayer's Principles of Multimedia Learning. Principles of Multimedia Learning. The Evolution To Learning Experience Design. 3 Things to Know When Getting Started with E-Learning. Notes Apply C.R.A.P. to your practice; you may develop a checklist for it and use it with other stakeholders in the design process Remember the basics of elements such as fonts, colour, and background. Always try to have some colour contrast and use fonts that are easy to read. Never skew images, and use good quality images that can be accessed for free online. Whenever possible, limit on-screen text and use some visuals to reduce cognitive overload. Page 40 Thank you