Thursday, April 27, 2006
Design principles for audio-visual products
Today I went to an interesting presentation by Dr April Weiss of RMIT University. April completed a PhD by project in 2005 titled The iTour Project: A Study of the Design and Testing of Effective Online Animation Tours as a Form of Interactive Online Documentation. Quite a title ...
Here is my condensed summary of what I found important.
What is an iTour?
Essentially an audio-visual object that uses animation to assist in learning how to operate software products. It seems to me that the iTour is a subcategory of the broader group of audio-visual objects that include digital story telling.
Software and Product Quality
April started her Masters in 1997 and converted to a doctorate in 2001, some light years ago in terms of software available for iTour products. Her group used Macromedia Director, Flash and supporting softwares. The products were centrally produced by a production team. Therefore the product is of a technical quality that one would expect of organisation development.
Today there are simple and readily availble software that allow teachers to develop practitioner based audio-visual objects. These include Microsoft PhotoStory, Windows Movie Maker. To capture screen animation one can use the freely available Camstudio or purchase products such as Captivate or Camtasia.
11 Main iTour Design Principles
1. Aim for clarity, conciseness and minimalistic approach - keep the iTour short and focused on the task.
2. Ensure the iTour is understandable, helpful and approachable.
3. Provide sufficient navigational control and orientation information so the user knows where they are, where they can go, and how to get there; plus when the iTour has started and finished.
4. The iTour should be chunked, well organised and consistent.
5. Visual interface should be easy to see, run at an appropriate speed and move smoothly.
6. Aural interface should be easy to listen to, using a voice to which the user can relate.
7. Consider accessibility first, not last, such as building redundancy into iTour.
8. The demonstration should show the user around the software, or how to use the software, and so should match the software being demonstrated
9. The components should be well integrated; one step of the instruction should be seen in a text box and heard if there is a voice-over; then it is followed by the demonstration, in which the cursor or highlighting is used to show areas of interest.
10 The result should be searchable. At least give the user control so they can move around the iTour.
11. Ensure that the iTour is error free and not frustrating. In short test, test, test - test the functionality, test the usability, test the accessibility, test on the environment where the iTour will run.
Here is my condensed summary of what I found important.
What is an iTour?
Essentially an audio-visual object that uses animation to assist in learning how to operate software products. It seems to me that the iTour is a subcategory of the broader group of audio-visual objects that include digital story telling.
Software and Product Quality
April started her Masters in 1997 and converted to a doctorate in 2001, some light years ago in terms of software available for iTour products. Her group used Macromedia Director, Flash and supporting softwares. The products were centrally produced by a production team. Therefore the product is of a technical quality that one would expect of organisation development.
Today there are simple and readily availble software that allow teachers to develop practitioner based audio-visual objects. These include Microsoft PhotoStory, Windows Movie Maker. To capture screen animation one can use the freely available Camstudio or purchase products such as Captivate or Camtasia.
11 Main iTour Design Principles
1. Aim for clarity, conciseness and minimalistic approach - keep the iTour short and focused on the task.
2. Ensure the iTour is understandable, helpful and approachable.
3. Provide sufficient navigational control and orientation information so the user knows where they are, where they can go, and how to get there; plus when the iTour has started and finished.
4. The iTour should be chunked, well organised and consistent.
5. Visual interface should be easy to see, run at an appropriate speed and move smoothly.
6. Aural interface should be easy to listen to, using a voice to which the user can relate.
7. Consider accessibility first, not last, such as building redundancy into iTour.
8. The demonstration should show the user around the software, or how to use the software, and so should match the software being demonstrated
9. The components should be well integrated; one step of the instruction should be seen in a text box and heard if there is a voice-over; then it is followed by the demonstration, in which the cursor or highlighting is used to show areas of interest.
10 The result should be searchable. At least give the user control so they can move around the iTour.
11. Ensure that the iTour is error free and not frustrating. In short test, test, test - test the functionality, test the usability, test the accessibility, test on the environment where the iTour will run.
Wednesday, April 26, 2006
Games Based Learning
The 2006 Australian Flexible Learning Framework Community Network is focussing on the topic of Game Based Learning for April
Using E-learning games experts Kevin Corti, Helen Routledge and Sivasailam Thiagarajan (Thiagi) it is possible to will 'play' innovative E-learning games.
Kevin has set up access to one of his company's recent games for two months for this group. The game is entitled 'The Business' and was designed to help teachers in the UK to deliver enterprise education to, in the main, 14 to 16 year olds.
Thiagi explains the 4D approach for the GBeL (Games Based eLearning) is (including a Torture Chamber!!) Thiagi explains this here. To take a free online course on the 4D approach setup by Thiagi visit www.thiagi.com
Using E-learning games experts Kevin Corti, Helen Routledge and Sivasailam Thiagarajan (Thiagi) it is possible to will 'play' innovative E-learning games.
Kevin has set up access to one of his company's recent games for two months for this group. The game is entitled 'The Business' and was designed to help teachers in the UK to deliver enterprise education to, in the main, 14 to 16 year olds.
Thiagi explains the 4D approach for the GBeL (Games Based eLearning) is (including a Torture Chamber!!) Thiagi explains this here. To take a free online course on the 4D approach setup by Thiagi visit www.thiagi.com
Sunday, April 16, 2006
Virtual Classroom Software
Virtual or live classroom software has come a long way in the last few years. If you would like to have a look at demonstrations then try
Elluminate
Horizon Wimba
Webex
All of these software allow real-time commmunication between an instructor and participants using two-way audio, text, whiteboard functions, they also allow you to upload powerpoint presentations. Of the three listed here only Webex allows the use of video, this is one-way, instructor to participants.
By definition, these are technically complex software, whilst the demos will run smoothly this is not always the case in a real session. There are lots of variables including
1. Organisational firewalls
2. Baseline computer set ups
3. Networking speeds.
As some-one I know once said:
... It's amazing that they work at all.
My experience with Horizon and Elliminate have been pretty good. When they work they are terrific. When they don't work they can be a pain in the A... Generally tere are less problems when people access from home rather than work ... firewalls and organisational configurations can be a real issue when tring to negotiate access with IT departments.
Elluminate
Horizon Wimba
Webex
All of these software allow real-time commmunication between an instructor and participants using two-way audio, text, whiteboard functions, they also allow you to upload powerpoint presentations. Of the three listed here only Webex allows the use of video, this is one-way, instructor to participants.
By definition, these are technically complex software, whilst the demos will run smoothly this is not always the case in a real session. There are lots of variables including
1. Organisational firewalls
2. Baseline computer set ups
3. Networking speeds.
As some-one I know once said:
... It's amazing that they work at all.
My experience with Horizon and Elliminate have been pretty good. When they work they are terrific. When they don't work they can be a pain in the A... Generally tere are less problems when people access from home rather than work ... firewalls and organisational configurations can be a real issue when tring to negotiate access with IT departments.
Sunday, April 09, 2006
Geocaching for education?
What is geocaching?
Geocaching is a form of 'treasure hunt' that uses global positioning system (GPS) devices. The organiser of the hunt places one or more caches in locations and then shares the location co-ordinates of each cache on the internet. The location co-ordinates are often accompanied with some directions, clues or messages that require an encryption key to decode the message. Caches are typically in small, watertight containers about the size of a small lunchbox and hidden from sight.
GPS users can then use the location coordinates and clues to find the caches. Depending on the degign of the gerocache activity the cache may contain a clue to the next set of co-ordinates, a message or some small reward such as a sweet or plastic figurine. There is often a log book enclosed. The hunter records who they are, when they found the cache and may leave a message for others.
Given that GPS devices are now available below $100 I wonder whether geocaching has potential in formal education. Here are some ideas. Use geocaching to
1. develop relationships, promote engagement
2. develop generic and employability skills such as teamwork, map reading, problem solving.
3. find 'treasures' of information or questions that students then answer before they can get the clue to the next cache.
4. get students to develop geocaches for other students
Think about combining geochaching with sms, digital storytelling, moblogging.
Seems to have potential to me.
Looking for more infomration go to
Geocaching
Geocaching Australia
Geocaching is a form of 'treasure hunt' that uses global positioning system (GPS) devices. The organiser of the hunt places one or more caches in locations and then shares the location co-ordinates of each cache on the internet. The location co-ordinates are often accompanied with some directions, clues or messages that require an encryption key to decode the message. Caches are typically in small, watertight containers about the size of a small lunchbox and hidden from sight.
GPS users can then use the location coordinates and clues to find the caches. Depending on the degign of the gerocache activity the cache may contain a clue to the next set of co-ordinates, a message or some small reward such as a sweet or plastic figurine. There is often a log book enclosed. The hunter records who they are, when they found the cache and may leave a message for others.
Given that GPS devices are now available below $100 I wonder whether geocaching has potential in formal education. Here are some ideas. Use geocaching to
1. develop relationships, promote engagement
2. develop generic and employability skills such as teamwork, map reading, problem solving.
3. find 'treasures' of information or questions that students then answer before they can get the clue to the next cache.
4. get students to develop geocaches for other students
Think about combining geochaching with sms, digital storytelling, moblogging.
Seems to have potential to me.
Looking for more infomration go to
Geocaching
Geocaching Australia
Friday, April 07, 2006
Engagement is more important than content!?
Michael Coghlan presents an 8 minute podcast to summarise his reflections on attendance at a seminar with Mark Prensky.
One focus of his conversation is the statement 'engagement is more important than content'.
Go the the podcast link and click on download
http://michaelc.podomatic.com/entry/2006-03-05T06_14_42-08_00
(to listen to the podcast please click on the 'download' link)
One focus of his conversation is the statement 'engagement is more important than content'.
Go the the podcast link and click on download
http://michaelc.podomatic.com/entry/2006-03-05T06_14_42-08_00
(to listen to the podcast please click on the 'download' link)
Tuesday, April 04, 2006
Stefan Wridgeway talks podcasts
To have a listen to Stefan Wridgeway talk about podcasts go to a conversation on podcasting.
Monday, April 03, 2006
Podcast on social learning software
Michael Coglan presents a terrific podcast that
... provides commentary on opinion on social software innovations in organisational change and e-learning as expressed by George Siemens, Nigel Paine, Anne Bartlett Bragg, Stephen Downes, Leigh Blackall and Sean Fitzgerald among others, in 2005 Australian Flexible Learning Framework live events. Michael considers how e-business can reconceptualise learning culture and leverage this innovation into new work practices
Go to Social Software: The Relevance for e-business
... provides commentary on opinion on social software innovations in organisational change and e-learning as expressed by George Siemens, Nigel Paine, Anne Bartlett Bragg, Stephen Downes, Leigh Blackall and Sean Fitzgerald among others, in 2005 Australian Flexible Learning Framework live events. Michael considers how e-business can reconceptualise learning culture and leverage this innovation into new work practices
Go to Social Software: The Relevance for e-business
