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Digital learning resources
The document outlines effective strategies for developing digital learning resources, emphasizing active engagement over passive content delivery. Key elements include iterative evaluation, user testing, and understanding the specific needs of the target audience, particularly within educational settings. It highlights the importance of clarity regarding the audience, intended outcomes, and usability to maximize resource effectiveness.
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Digital learning resources
- 1. Digital Learning Resources ALEStraining day 10 July 2019 Martin Bazley Digital Heritage Consultant
- 2. About learning Learning involvesactive engagement You can’t ‘deliver learning’ over the Internet Don’t prioritise what you want to ‘convey’ - think what people will do with your digital learning resources
- 3. Elements of onlinelearning resources* Image(s) + caption(s) Key question(s) / short activities Background notes, activity sheets Short videos Zoomable images Interactive More complex functionality IncreasingcostandcomplexityIncreasingcostandcomplexity MostusefulforMostusefulfor These are the first things to provide, and do not require high levels of IT expertise or investment * mainly for schools and other formal learning situations
- 4. Developing learning resources:iterative review Your content Curriculum (find a match) Check Does it look right for your audience’s specific needs? If so TEST - and then amend Learning activities Learning outcomes (find a match)
- 5. Website evaluation andtesting Need to think ahead a bit: – what are you trying to find out? – how do you intend to test it? – why? what will do you do as a result? The Why?Why? should drive this process
- 6. Evaluation is aniterative process Testing /evaluation isn’t something you do once Make somethingMake something => test it=> test it => refine it=> refine it => test it again=> test it again …
- 7. User test early Testingwith one user early on in the project… …is better than testing with 50 near the end
- 8. Two usability testingtechniques “Get it” testing - do they understand what it is offering, how it works, etc? Key task testing - ask the user to do something, watch how well they do Ideally, do a bit of each, in that order. Don’t tell them about the website before you ask for their feedback.
- 9. What do teacherswant? https://vimeo.com/18888798 key ideas not lesson plans https://vimeo.com/18867252 Oli Knight timesaver
- 10. Creating digital learning resources… …is not rocket science But you do need to think a while, then… ask people, then… think a bit more , then… make something, then… test/ask people, then…. REPEAT There are some straightforward things you can do to help get it right for your audience.
- 11. For example… … whois your audience? Who are you developing it for?
- 12. W6 framework Who, What,How, When, Where, Why Useful for •planning learning resources •planning and implementing user testing and evaluation – which are essential tasks when developing learning resources
- 13. W6 framework • Whois the resource for? • What will it offer them? • How will they use it? • When, where and why are they likely to use it?
- 14. Who is itfor? If for ‘Schools’, is it for (a)teachers/educators/mediators (b)learners? For example: •KS3 History pupils, or •Teachers of KS3 History? Perhaps some parts will be used by Ts, other parts by pupils. Be very clear, first to yourself and then to your audience, which bits are for whom – this will really help.
- 15. What will itoffer them? • starter activity: teacher set the scene • background info • images/videos to choose from • game/immersive experience to engage pupils/students; etc • Also: what are the intended learning outcomes?
- 16. How will theyuse it? • in groups or individually? • with or without teacher support? • any equipment or materials needed? • what will they actually do, while using each section? Relate this to whether it is teacher- led or student-led.
- 17. When will theyuse it? • during lessons • for homework • in short bursts, or is longer-term concentration required?
- 18. Why will theyuse it? • what will attract them to use it? • A common reason is ‘because I have to’. • Does the resource have anything likely to motivate them? • Answer to the above question may be... they won’t use it. There are plenty of other resources out there.
- 19. Upcoming activity Work inpairs Review website Discuss in plenary Q&A
- 20. Martin Bazley Feel freeto phone or email for help 0780 3580 727 [email protected]