Designing a single channel technology: Introduction to Coursebuilder handout

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Posy Butler
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1 Jennifer Handley Instructional Message Design Spring 2003 Designing a single channel technology: Introduction to Coursebuilder handout Introduction: I designed this handout to give to other graduate students after I gave a brief technology presentation that included examples of Coursebuilder in action and a quick how-to of using the free extension by Dreamweaver. The handout provides information on the basics related to Coursebuilder, including what it is, how it could be used, why use it, how to install it, and Coursebuilder basics. It also uses screen shots to visually show learners graphics that relate to the content. I created it towards the end of this semester (spring 2003), so I was consciously designed it with instructional message design principles in mind. Message Design Principles satisfied throughout the entire worksheet: Give print courseware a comfortable image (KISS = keep it simple, silly!) Use an easy-to-difficult sequence of content Short text segment convey a less formidable image Use appropriate color, graphics, and high quality type setting Use familiar typeface and size (Times or Arial) Use readable writing style (font, style, size) Use readable language (simple, direct, and easy-to-understand) Use action verbs that are familiar, concrete, and avoid jargon. Use natural words Make initial perception of print courseware seem easy Well organized and explicit text Use white space, headings, typography, and page layouts effectively. Pictures should relate directly to content Colored pictures tend to be more interesting and realistic Configure parts in meaningful units Attention is drawn to words that stand in contrast to the rest of the text Lower case text is easier to read than all upper case text Black type on a white background is optimal Include graphics that make courseware easier to interpret and use Make layout of print courseware easy to perceive Sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.) Information is processed in chunks, organized hierarchically Interpretive pictures should be simplified and labeled. Design the challenge level to produce an appropriate expectancy level for success.

2 Page 1 of Coursebuilder Handout: At the top of the handout, An Introduction to Coursebuilder is in bold to draw attention to the title. Using Dreamweaver to Create E-learning is in italics and is smaller than the title to give an idea of what Coursebuilder is just by a glance. To separate this introductory information from the rest of the handout, I put it in between two bold lines. These satisfied the IMD principles of attention is drawn to words that stand in contrast to the rest of the text, and sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.). I really made a point to chunk/separate the information on this first page into broad categories (what is it, how could you use it, etc.) I italicized the headings for each category to draw attention to them and also used bullets and short text segments within each category. These satisfy numerous IMD principles, such as configure parts in meaningful units, attention is drawn to words that stand in contrast to the rest of the text, the sequence of how information is presented influences the attention to the parts of a message, sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.), well organized and explicit text, and short text segment convey a less formidable image. I use this first page to really engage the learner as to what Coursebuilder can do for them. Since many of the learners were involved in higher education, I tried to design this in a way that immediately grabbed their attention as to how this could be useful to them and what it could do. This satisfies the IMD principles of build relationships between content, objectives, and learner needs, relate items to existing knowledge and skills, Create interest as early as possible to gain learner attention, and motivation is greater when a clear relationship between objectives and learner s goals exist.

Page 2 of Coursebuilder Handout This page starts by giving specific instructions for how to download the free Coursebuilder extension from the Dreamweaver web site.

3 Page 2 of Coursebuilder Handout This page starts by giving specific instructions for how to download the free Coursebuilder extension from the Dreamweaver web site. The students in this class, Educational Technology and Teaching, are all familiar with various forms of technology, including the use of Dreamweaver, especially since there were 4 technology presentations on different aspects of Dreamweaver at some point in the semester before my own (on making menus, using Cascading Style sheets, etc.) But, I didn t know how many of them had been to the Dreamweaver web site or had downloaded extensions before, so I gave them step-by-step directions with text on installation. This satisfies the IMD principles of well organized and explicit text, build relationships between content, objectives, and learner needs, relate items to existing knowledge and skills, motivation is greater when a clear relationship between objectives and learner s goals exist, and design the challenge level to produce an appropriate expectancy level for success. After giving explicit instructions on how to install Coursebuilder, I begin instruction on Coursebuilder basics. I started by showing learners how to insert a Coursebuilder interaction. There are two ways to do it by clicking on the Learning tab in the objects menu or inserting Coursebuilder interaction from the Insert Menu. Notice that I include screen shots of the program to give learners visual instruction on what to do. These instructions satisfy numerous IMD principles, such as make initial perception of print courseware seem easy, graphics should relate directly to content, and include graphics that make courseware easier to interpret and use.

Page 3 of Coursebuilder Handout After giving explicit instructions on how to insert a Coursebuilder interaction, I discuss exactly what happens when a Coursebuilder interaction is inserted (it opens

4 Page 3 of Coursebuilder Handout After giving explicit instructions on how to insert a Coursebuilder interaction, I discuss exactly what happens when a Coursebuilder interaction is inserted (it opens the Gallery tab, where a person can choose what type of interaction he or she wants, such as multiple choice, drag and drop, etc.). I also use a screen shot to show them what they will see on the screen when they choose to insert a Coursebuilder interaction. This satisfies several IMD principles, such as intent of the picture s function is important, give print courseware a comfortable, well organized and explicit text, pictures should relate directly to content, and include graphics that make courseware easier to interpret and use. Additionally, I used a text box on the left of the screen shot with an arrow pointing to the category box, to draw the learners attention to the variety of options one has in choosing a category. This satisfies the IMD principles of sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.) and attention is drawn to words that stand in contrast to the rest of the text.

5 Page 4 of Coursebuilder Handout The previous page showed learners what happens when they choose to insert a Coursebuilder Interaction. This page shows learners how to choose the type of interaction they want (by clicking on the category they want, such as Multiple Choice or Drag and Drop, and then choosing a particular item from the options given in the middle that are shown by icons) so that they can customize the interactions depending on their needs. I keep the directions simple and use the screen shot graphic to further illustrate my points. This satisfies the IMD principles of intent of the picture s function is important, build relationships between content, objectives, and learner needs, pictures should relate directly to content, and include graphics that make courseware easier to interpret and use. After giving instruction on choosing the type of Coursebuilder interaction the learner wants to insert, I begin to discuss the tabs on the bottom of the dialogue box that will show up after a category and then a type of interaction in that category are chosen. I tell them to click on the General tab. The next page covers instruction on the general tab. Notice that I also circled the General tab on this page to let the learner know exactly where it would be found. These satisfy the IMD principles of Use readable language (simple, direct, and easy-to-understand), Well organized and explicit text, Sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.), Design the challenge level to produce an appropriate expectancy level for success.

6 Page 5 of Coursebuilder Handout This page of the handout gives instruction on various options within the General tab. When the General tab first pops up (after it is clicked on), it could be a little overwhelming to a first-time user because he or she will probably not know what the different types of options do. So, I tried to simplify the General tab by taking a screen shot of it and labeling it with numbers that point to each option. The numbers correspond to the table below the General tab, which goes into detail about what each option does. This provides for a reference while the learners are making an interaction, so that they can easily look at the table to customize their interaction the way that they want to. This satisfies numerous IMD principles, including give print courseware a comfortable image, use readable language (simple, direct, and easyto-understand), well organized and explicit text, pictures should relate directly to content, configure parts in meaningful units, include graphics that make courseware easier to interpret and use, sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.), and build relationships between content, objectives, and learner needs.

Page 6 of Coursebuilder Handout The beginning of this page continues with the table that corresponds directly to the labeled General tab. See previous page IMD principles satisfied for this table.

7 Page 6 of Coursebuilder Handout The beginning of this page continues with the table that corresponds directly to the labeled General tab. See previous page IMD principles satisfied for this table. The next item that is covered in this handout is the Choices tab, which is used in Coursebuilder to establish settings for multiple choice questions. It also is labeled by numbers pointing to the different options that corresponds to a table. This satisfies the IMD principles of pictures should relate directly to content, give print courseware a comfortable image, use readable language (simple, direct, and easyto-understand), well organized and explicit text, configure parts in meaningful units, sequence can be influenced by attention drawing devices (arrow, bullet, frame, etc.), and build relationships between content, objectives, and learner needs.

8 Page 7 of Coursebuilder Handout The beginning of this page is a continuation of the table that relates to the labeled Choices tab. Next, I discuss the various other tabs that the learner may see depending on what type of Coursebuilder interaction they decide to insert. The table tells the user the different tabs that Coursebuilder displays (which are in bold) and when, based on the interaction type. This satisfies several IMD principles, including give print courseware a comfortable image, short text segment convey a less formidable image, use readable language (simple, direct, and easy-to-understand), well organized and explicit text, attention is drawn to words that stand in contrast to the rest of the text, configure parts in meaningful units, make layout of print courseware easy to perceive, and motivation is greater when a clear relationship between objectives and learner s goals exist.

Page 8 of Coursebuilder Handout This page focuses on the Action Manager tab, which every Coursebuilder interaction has, and which basically contains all the instructions for what that interaction is

9 Page 8 of Coursebuilder Handout This page focuses on the Action Manager tab, which every Coursebuilder interaction has, and which basically contains all the instructions for what that interaction is supposed to do (customize feedback, open a URL, control Shockwave or Flash, track student data, etc.). Some of these options have somewhat of a learning curve, so I show the students on this page through textual and visual instruction only how to customize feedback for a Coursebuilder Interaction, This allows the learner to be successful, because it is an easy feature to use. (For more advanced learners, they can explore the other options within the action Manager). This satisfies various IMD principles, such as applying newly acquired skills in a meaningful way contributes to intrinsic satisfaction, design the challenge level to produce an appropriate expectancy level for success, include graphics that make courseware easier to interpret and use, and build relationships between content, objectives, and learner needs.

10 Page 9 of Coursebuilder Handout This is the last page of the handout and lists the book resource that I used to help develop this presentation. This will allow those who are really interested in Coursebuilder to learn more about this free extension. This satisfies the IMD principles of well organized and explicit text, attention is drawn to words that stand in contrast to the rest of the text, and build relationships between content, objectives, and learner needs.

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