Making Engaging Online Materials/http://www.extension.washington.edu/ol/Slide 2
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.Slide 3
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.Slide 4
Formatting Text: Why? âWriting 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 equivalentâ Jakob Nielsen, âWriting for the WebâSlide 5
Formatting Text Journalistic Style revamp in âtop-downâ structure use dynamic voice address learners as âyouâ alter for shorter sentences and passages utmost looking overSlide 6
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 repetitionSlide 7
Your Turn Take five minutes to sort out the material in the unedited content record into topical lumps.Slide 8
Formatting Text Visual Style predictable representation of key literary components as visual signals to importance build up a âstyle sheetâ 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 requiredSlide 9
Formatting Text Focus and Review include a synopsis after huge lumps highlight key terms art study or survey inquiries devise exercises to apply informationSlide 10
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 abuseSlide 11
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.Slide 12
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.Slide 13
Illustrate the stream of a procedure, or circumstances and end resultsSlide 14
Display or Compare Statistics, Trends, or Other Related FactsSlide 15
Reveal Information not Readily Obvious or EvidentSlide 16
Illustrate a Concept or Convey an EmotionSlide 17
Your Turn Discussion Question: What are some different uses for representation?Slide 18
Noise versus Information, and AccessibilitySlide 19
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?Slide 20
One Solution: A Variety of Dotted LinesSlide 21
Another Solution: Lines of Different WeightSlide 22
Whatâs the Missing Graphic?Slide 23
Alt Tags Describe What We Should Be SeeingSlide 24
Alt Tags Are Useful for All ViewersSlide 25
Finding Ready-made Graphics OnlineSlide 29
Clip ArtSlide 30
Clip ArtSlide 31
Google ImagesSlide 32
Google Images ResultsSlide 33
Closeup of ResultsSlide 34
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.Slide 35
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 connectionsSlide 36
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?Slide 37
Facilitating Discussion Meaningful Assignments join the task plainly to the material and your instructive reason identify with learnersâ encounters concentrate on application and reflection as opposed to definitive information make inquiries or posture issues that have various replies, methodologies, or methodologiesSlide 38
A Bad Example Donât attempt this at homeâ¦ âSome commentators feel the United States is less arranged against a terrorist assault than we were in 2000. Discuss.â Whatâs amiss with this brief? Your TurnSlide 39
Your Turn Using the rules for significant assignments, take five minutes to draft a discourse brief identified with the material in the Influenza lesson.Slide 40
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 rubricsSlide 41
Creating an Assessment RubricSlide 42
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 secretlySlide 43
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 messagesSlide 44
Evaluation http://catalyst.washington.edu/workshops/engage.htmlSlide 45
Contact Information Joe Dial firstname.lastname@example.org 206-685-6511 Jan Kinney email@example.com
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