Methodology for e- content development.pdf
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This document discusses methodology for developing effective e-content. It begins by discussing cognitive theory and how multimedia can enhance learning when used mindfully. It then discusses the differences between content creation and curation. Guidelines are provided for developing different types of e-content such as text, videos, images, audio, and learning experiences. The document stresses developing content in small, engaging chunks and providing interactivity. It also emphasizes designing content based on learning outcomes and learner needs.
![Cognitive Theory of Learning
• Multimedia represents a powerful learning technology
that have the ability to enhance human learning.
• Two main types of multimedia applications could be used;
- applications that present information to the learners, and
- applications that provide feedback on the correctness of
learner answers on some problems [34].
• Multimedia learning environments provide amazing
possibilities for supporting a wide variety of learners.
• Mindful use of multimedia-based e-content will increase
students learning.](https://image.slidesharecdn.com/methodologyfore-contentdevelopment-220801231956-6aac11eb/85/Methodology-for-e-content-development-pdf-4-320.jpg)
![Text content development
• Verhoeven and Perfetti [37] suggested that mixing up some
components of multimedia could facilitate teaching of such text
as denoted in Mayer’s cognitive theory.
• They tried to find a way in order to present multimedia text to
improve learners’ reading experience. They added that all the
fundamental models that where generated for teaching text,
have shown that understanding couldn’t be achieved only by
written on-screen text.
• In addition, adding other components to the written on-screen
text allow the learners make connections about what is in the
text based on their previous knowledge.
• Fletcher and Tobias [20] stated that the use of pictures with
words is more effective than using words alone.
• In addition, Mayer and Moreno [21] stated that students could
achieve better results when they watch and listen than when
they just watch.
• In short the presentation of text content should be specific,
engaging and interactive.](https://image.slidesharecdn.com/methodologyfore-contentdevelopment-220801231956-6aac11eb/85/Methodology-for-e-content-development-pdf-9-320.jpg)
![Video tutorials development
• Videos and animation is one of the exciting
pictorial forms of presentation. It has a great
power to improve human learning when the
goal is to support deep understanding.
• Bouki [40] stated that learning through videos
lead to a more efficient learning. However, not
all “instructional videos” have a “teaching”
potential.
• Videos that are designed without focusing on
learning purposes and the principles of
cognitive theory, could easily fail.
This Photo by Unknown Author is licensed under CC BY-NC](https://image.slidesharecdn.com/methodologyfore-contentdevelopment-220801231956-6aac11eb/85/Methodology-for-e-content-development-pdf-12-320.jpg)
Methodology for e- content development.pdf
- 1. Methodology for e-content development Presented by – Dr. Mahesh H. Koltame Assistant professor, P.V.D.T. College of Education for women, SNDT Women’s University, Mumbai Email- mahesh.koltame@pvdt.sndt.ac.in
- 2. Warm-Up activity 1. In the last 20 years, what does the main change happened that is leading to a re-examination of teaching and learning? 2. Write any there forms/type of e- content Let’s go to www.menti.co m and use the code 524448 2
- 3. Digital nature of 21st-century knowledge society
- 4. Cognitive Theory of Learning • Multimedia represents a powerful learning technology that have the ability to enhance human learning. • Two main types of multimedia applications could be used; - applications that present information to the learners, and - applications that provide feedback on the correctness of learner answers on some problems [34]. • Multimedia learning environments provide amazing possibilities for supporting a wide variety of learners. • Mindful use of multimedia-based e-content will increase students learning.
- 5. E- Content (Creation vs Curation) Creation Content creation is the process of researching and creating your own content from scratch, based on your chosen topic, and presenting this to your learner as a unified, contained course. Curation Content curation is the process of gathering existing information like blogs, social media posts, videos and eBooks relevant to your chosen topic, filtering through to find the most accurate bits and sharing them with your learners.
- 6. E-content Learning resources Text/hand books (PDF, Interactive e-book, flip book etc.) Video tutorials (Documentary, Presentation, Animation, Drama, demonstrations etc.) Audio recordings (Simple audio recording, podcast recording) Pictures and graphics (Image, different type of graphic) Concept maps, Mind maps Templates and worksheets Learning Activates Sharing activates (Discussion forums, chat rooms) Reflective spot (Question, directive statement) Project (Individual and collaborative) Experiments (Virtual experiments in v-lab) Design creation (Assignments) Puzzles, Quizzes and gams
- 7. Let’s Think As per the cognitive theories of multimedia what will be the most impactful e-content? Go to www.menti.co m and use the code 2995 3629 7
- 8. e-Content Development Process •Integrating the interrelated media elements •Educational, •Scientific, and •User-friendly •Define How to Present Content •Map Educational Scenarios •Define Learning outcomes •Define Learner Need •Define the Specifications Analysis Design Implementation Evaluation
- 9. Text content development • Verhoeven and Perfetti [37] suggested that mixing up some components of multimedia could facilitate teaching of such text as denoted in Mayer’s cognitive theory. • They tried to find a way in order to present multimedia text to improve learners’ reading experience. They added that all the fundamental models that where generated for teaching text, have shown that understanding couldn’t be achieved only by written on-screen text. • In addition, adding other components to the written on-screen text allow the learners make connections about what is in the text based on their previous knowledge. • Fletcher and Tobias [20] stated that the use of pictures with words is more effective than using words alone. • In addition, Mayer and Moreno [21] stated that students could achieve better results when they watch and listen than when they just watch. • In short the presentation of text content should be specific, engaging and interactive.
- 10. Guidelines for Text contents • Split text in small meaningful reading chunks • Engaging - Use short stories, Scenarios, and case studies Use appropriate pictures, cartoons, and graphics Use think on it or reflect on it - Use simple language and dialogue in text. - The necessary and related matter can be highlighted using headings, bold, underline, capital letters, large fonts, colours, and arrows.
- 11. Guidelines for designing text contents • Interactive - Add micro learning activities and provide worksheets for them. - Add additional resource like a hyperlink, Video, Infographics, Concept maps, Mind maps along with the text. - For focused reading include practice quizzes in between the text.
- 12. Video tutorials development • Videos and animation is one of the exciting pictorial forms of presentation. It has a great power to improve human learning when the goal is to support deep understanding. • Bouki [40] stated that learning through videos lead to a more efficient learning. However, not all “instructional videos” have a “teaching” potential. • Videos that are designed without focusing on learning purposes and the principles of cognitive theory, could easily fail. This Photo by Unknown Author is licensed under CC BY-NC
- 13. Guidelines for designing animation or video contents • Use videos in presenting an interpretive function and revealing relationships that cannot be brought out to the learners in where they exist. • Use animation in presenting functions that reveal relationships that are not visible. • Use animation to provide understanding of cause effect relation-ships. • Give the learner control over the pace of the animation or video. • Alter the brightness of an object inside an animation to direct learners’ attention to a specific point. This Photo by Unknown Author is licensed under CC BY-SA
- 14. Guidelines for designing animation or video contents • Keep the length short • Make the video interactive • Avoid messing around in the video • Present the exact concept/idea effectively • There should be a proper fusion of audio, video, graphics and text. • Avoid any additional extraneous visuals that are not useful for understanding the material. • Use engaging short stories and examples in narration. This Photo by Unknown Author is licensed under CC BY
- 15. Guidelines for designing Images or Illustrations and infographics • Not all images or illustrations give a good result in learning; they can enhance learning only if they are presented in a task- appropriate way that may help in solving future tasks. • As a conclusion to what have been studied by researchers on the principles of multimedia learning, the presentation of images or illustrations should be : ✓ Present images or illustrations that have the ability to cover all the needed material with a spoken text rather than a written on- screen text. ✓ Reduce the size of the image if it is too large. ✓ Avoid unnecessary images or illustrations that do not add knowledge. This Photo by Unknown Author is licensed under CC BY-NC
- 16. Guidelines for designing audio • Audio is one of the most powerful tools in multimedia learning it is a solution for presenting text in a way that distributes load, which occurs on the visual channel of working memory. • Below are some guidelines for presenting audio in a content environment. ✓ Audio must be presented in sync with the presented image, animation, or video. ✓ Provide narrated form of on-screen text when there is no other kind of visuals on the screen. ✓ The audio format must be recorded with the same language as learners. ✓ It is better to present audio using conversational style rather than formal style. ✓ Use human-voice rather than machine-voice. ✓ Omit any background music or sound that is not related to the course content. ✓ If an audio text is very difficult to understand, and it was presented with a picture or a visual, it is more effective to present written text rather than audio in unlimited time constraints. This Photo by Unknown Author is licensed under CC BY- SA-NC
- 17. Let’s share Write one thing which your students are not comfortable with e-content. Use chat box 17
- 18. Approaches To design e-content 1.Multimedia approach 2.Individual or self learning approach 3.Social or community learning approach 4.Interactive approach 18
- 20. Let’s share What problem do you face in e-content development?. Use chat box 20
- 21. “The most important principle for designing lively eLearning is to see eLearning design not as information design but as designing an experience.” - Cathy Moore
- 22. Learning Cognitive Affective Psychomotor Social psychomotor learning activates • Group project • Group learning exercises like puzzle • Collaborative problem solving activates • Brainstorming Individual psychomotor learning activates • Assignment • Individual projects • Puzzles, games • Skills practice activates Social affective learning activates • Sharing stores in the group • Case or scenario-based group discussion • field visits Individual affective learning activates • Watching media, documentary • Puzzle games • Small quizzes Individual Cognitive learning activates • Reading course material • Watching e-tutorial • Solving problems • Making notes • Interactive reflective spots Social cognitive learning activates • Reflective group discussion with focus questions • Case-based inquiry in group • Interviews Design interactive learning experiences or activates
- 23. Development of learning experiences • Split your content into small pieces • Find the place to add a learning experience which will elevate the learning • Decide nature of learning experience Micro learning experiences This type of learning experience is useful to increase the learning engagement of learners. It is a small scale non-graded activity that helps learners to retrieve their learning. • Focus reflection spot in interactive video/text • Small quizzes • Case or scenario-based group discussion • Practice template • Puzzle /Games • Make notes Macro learning experiences This type of learning experience is useful to contextualize and apply their learning. It can be a large s scale graded or non-graded activity that helps learners to apply their knowledge in their won context. • Reflective group discussion with focus questions • Assignments • Graded quiz • Projects • Collaborative activates • Brainstorming 23
- 24. THANK YOU! Mob. 9923917066 Email: Mahesh.koltame@pvdt.sndt.ac.in linkden: https://www.linkedin.com/in/dr-mahesh-koltame-aa30681a2