Creating online learning resources for schools for uploading
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Slides used during the workshop Creating Online Learning Resources for Schools at Ulster Museum on 28 Sept 2011 Martin Bazley
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Creating online learning resources for schools for uploading
- 5. Martin Bazley & Associates BBC / Public Catalogue Foundation Your Paintings project Consulting on user interface Consulting on online survey User testing
- 6. Martin Bazley & Associates Ford Madox Brown Work schools interactive with embedded video Consulting on content and user interface User testing (classroom-based) (Also worked on redevelopment of main website)
- 7. Martin Bazley & Associates John Ruskin Elements of Drawing website Consulting on content and user interface User testing – HE and Ruskin specialists (Also development of schools resource)
- 8. Martin Bazley & Associates The National Archives Cabinet Papers project Consulting on content and user interface for schools User testing (classroom-based)
- 9. Martin Bazley & Associates Development of small to medium sized museum websites Using WordPress or working with web developer associate User testing etc included
- 10. Martin Bazley & Associates Training Writing for the web Developing online resources Planning online audience research and impact assessment Video for the web Podcasting – planning, production, promotion Social media And more – anything digital
- 11. Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes / pupil activity sheets Zoomable images Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers This is good news. Maybe there is no need to learn how to create online learning resources after all? These are the first things to provide, and do not require high levels of IT expertise or investment Video can be done quite easily The others will mean investment of money and /or expert time
- 14. Even a slight difference in viewpoints… … can cause real problems for users
- 21. In a conflict between visual affordance … … and written instructions visual affordance almost always wins
- 23. Hmm… the button is really small… And it’s not green… You can’t push it in… Just push the big green button by the gate
- 55. Key point of paragraph/ section Image clearly related to text Broken into short paras
- 64. Task: create some online content
- 65. Decide where in the site this will be Add a title Short, clear summary Write a few sentences. Add subheading Few more sentences Banner This is an ARTICLE page
- 66. Title Add a summary? Each ‘promo’ needs Title Image? One-line descn Links to related points elsewhere in this site Where in the site is this? This is a SECTION page - one of these links goes to the article page
- 73. Task: create some online content -review
- 74. Decide where in the site this will be Add a title Short, clear summary Write a few sentences. Add subheading Few more sentences Banner This is an ARTICLE page
- 75. Title Add a summary? Each ‘promo’ needs Title Image? One-line descn Links to related points elsewhere in this site Where in the site is this? This is a SECTION page - one of these links goes to the article page
- 80. Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes / pupil activity sheets Zoomable images Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers These are the first things to provide, and do not require high levels of IT expertise or investment Video can be done quite easily The others will mean investment of money and /or expert time
- 98. ‘ What have museums ever done for us?’ The main value added for teachers working online is selection of suitable material with learning activities and outcomes in mind Focus resources on editorial, evaluation and testing rather than technical functionality
- 99. Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes / pupil activity sheets Zoomable images Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers
- 101. Website users
- 112. Who for…? What for? How will they use it?
- 114. Who for…? What for? How will they use it?
- 120. Agree activity following today’s session
- 123. Crit room
- 125. Crit room sites
- 126. Websites for different audiences
Notas do Editor
- Resources – what can you do what are the quick wins for teachers, in online provision? How do you build a case for spending time on online? Feedback from Ts to demo demand; evaluate resources produced to demo being used and inform future development, etc Make it part of someone’s job description rather than add on – build up gradually, convince colleagues Selection of images is key
- Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition
- Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition
- Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition
- Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition