Making Drawing in Online Materials.


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Making Drawing in Online Materials/http://www.extension.washington.edu/ol/Workshop Objectives This workshop offers rules and tips for repurposing your substance for powerful electronic presentation, including breathing life into your internet composing as you change over addresses to online material;
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Making Engaging Online Materials/http://www.extension.washington.edu/ol/

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Workshop Goals This workshop offers rules and tips for repurposing your substance for compelling electronic presentation, including breathing life into your internet composing as you change over addresses to online material; changing over content to illustrations that pass on clear, helpful data; and making an intuitive learning environment where you and your understudies can participate in talks and offer records.

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Workshop Objectives When you finish this workshop, you will have the capacity to change over printed material and accounts into appealing and successful online content predictable with Web traditions; judge when it is suitable to change over literary realities to illustrations; make representation that pass on valuable data available to an extensive variety of capacities; and make, encourage, and screen online discourses to help cultivate a feeling of group among learners.

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Formatting Text: Why? “Writing for the Web is altogether different from composing for print: 79% of clients sweep the page as opposed to perusing word-for-word Reading from PC screens is 25% slower than from paper Web substance ought to have half of the word number of its paper equivalent” Jakob Nielsen, “Writing for the Web”

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Formatting Text Journalistic Style revamp in “top-down” structure use dynamic voice address learners as “you” alter for shorter sentences and passages utmost looking over

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Formatting Text Chunking separation material into pieces by subject split up long passages and segments include heads and subheads consider printing maintain a strategic distance from discontinuity and repetition

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Your Turn Take five minutes to sort out the material in the unedited content record into topical lumps.

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Formatting Text Visual Style predictable representation of key literary components as visual signals to importance build up a “style sheet” pick sort style and size for body duplicate, heads, and extraordinary terms select design shading or example: keep it straightforward include symbols and illustrations as required

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Formatting Text Focus and Review include a synopsis after huge lumps highlight key terms art study or survey inquiries devise exercises to apply information

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Formatting Text Linking supplement data in the account grow access to material assets and individuals include learner movement, communication, and sharing spotlight on valid, set up establishments that are significant assets maintain a strategic distance from abuse

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Using Graphics: Objectives By the end of this unit, you will have the capacity to choose when design are proper in your online materials, and legitimize your decisions; recognize "information" and "noise" in a realistic; depict a few approaches to make design available to persons with visual incapacities; clarify why "alt tags" are vital, and compose valuable ones; and discover existing illustrations and utilization them morally.

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What Can Graphics Do? Design can outline the stream of a procedure or circumstances and end results; show or look at insights, patterns, or other related realities; uncover data not promptly clear or apparent; represent an idea or pass on a feeling; and give an option approach to pass on data for all the more outwardly situated learners.

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Illustrate the stream of a procedure, or circumstances and end results

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Display or Compare Statistics, Trends, or Other Related Facts

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Reveal Information not Readily Obvious or Evident

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Illustrate a Concept or Convey an Emotion

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Your Turn Discussion Question: What are some different uses for representation?

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Noise versus Information, and Accessibility

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Your Turn Discussion Questions: Is this realistic simple to peruse? Is it alluring? Does each component in it give valuable data? What data does it give?

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One Solution: A Variety of Dotted Lines

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Another Solution: Lines of Different Weight

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What’s the Missing Graphic?

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Alt Tags Describe What We Should Be Seeing

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Alt Tags Are Useful for All Viewers

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Finding Ready-made Graphics Online

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Clip Art

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Clip Art

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Google Images

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Google Images Results

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Closeup of Results

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Facilitating Discussion: Objectives By the end of this unit, you will have the capacity to pick a suitable examination device for your learners and purposes; make important talk assignments; set principles for execution and investment; and encourage and screen online discourses to help cultivate a feeling of group among learners.

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Facilitating Discussion Tools email: Pine, WebPine, UMail gatherings or examination sheets: GoPost websites: WordPress visit or texting: Windows audioconferencing: C & C Teleconferencing joint effort: Peer Review, Portfolio , Share Space, GoPost connections

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Facilitating Discussion FAQs What makes a convincing gathering inquiry? How would I energize cooperation and reaction? What is my part in an online discourse? Should I oblige support? How would I assess cooperation?

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Facilitating Discussion Meaningful Assignments join the task plainly to the material and your instructive reason identify with learners’ encounters concentrate on application and reflection as opposed to definitive information make inquiries or posture issues that have various replies, methodologies, or methodologies

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A Bad Example Don’t attempt this at home… “Some commentators feel the United States is less arranged against a terrorist assault than we were in 2000. Discuss.” What’s amiss with this brief? Your Turn

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Your Turn Using the rules for significant assignments, take five minutes to draft a discourse brief identified with the material in the Influenza lesson.

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Facilitating Discussion Standards spread both principles for learner connection and desires for deliverables compose clear, compact, and complete portrayals and directions incorporate models and cases make and give assessment rubrics

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Creating an Assessment Rubric

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Facilitating Discussion Facilitation Guidelines choose your part and convey it-set learner desires early react immediately help versus control differ your reaction: none, individual, or gathering consider associate assistance, little gatherings react to issues secretly

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Catalyst User Experience Project Help us outline for you\'re requirements Initial and quarterly studies Invitations to center gatherings & interviews 2-3 hours/year Hear from us Semi-yearly bulletin 1-3 quarterly messages

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Evaluation http://catalyst.washington.edu/workshops/engage.html

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Contact Information Joe Dial jdial@extn.washington.edu 206-685-6511 Jan Kinney jkinney@extn.wash

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