ID template 5.0 for creating learning objects Created by OSCAR team October 2011 INSTRUCTIONS SLIDE: DO NO EDIT
ID template 5.0 for creating learning objects
Created by OSCAR team
October 2011
INSTRUCTIONS SLIDE: DO NO EDIT
WelcomeThis is a document to explain the chosen concept to the
animator.
Since the animator may not be aware of the subject matter, write elaborately and provide images wherever possible
This document has sections which will provide the necessary details to the animator before starting the animation.
The slides with yellow background (like this one) are the 'Instruction slides'. Read these slides to understand the section.
The slides having Blue background (like the one shown)
are the 'Guidelines slides' These slides would be helpful in writing the sections.
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Information section
Next few slides are about the necessary information regarding the concept.
Write the information by clicking on the headings provided in the slides.
You can add more slides, incase the information is not fitting in the given slide.
Avoid changing fonts, colours and font sizes, unless it is really critical (ex: make text bold if you want the readers to pay attention to that word)
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Title of the animation
Brief description of the animation (1 or 2 sentences)
Related LOs:– Prior Viewing:
– Future Viewing:
Course Name: Level(UG/PG):Author(s) :Mentor(s):
*The contents in this file are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 India license
Learning objectives
After interacting with this Learning Object, the learner will be able to:
– (objective 1)– (objective 2)
Assembly Diagram providing visual information
It is important for the animator to get a visual idea about the components in the LO. Therefore, provide visuals of ALL the components in the concept.
This section has two important aspects: – information about visuals in the LO– placement information of those visuals
Create visuals in the slides titled 'Diagrams' wherein show a detailed images of the components (See example slide). Number the diagrams
Use BOLD lines in the diagram (minimum 2pts.). In the images, identify and label different parts of the components.
Illustrate the basic flow of action using arrows.
In the slide after that, provide the definitions of ALL the labels used in the diagram. (See the example)
You may have multiple diagrams. In this case, number them as Assembly Diagram 1, 2, 3…Create multiple slides for these
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Creating a diagram• Create a schematic diagram of the assembly used in the experiment
• Initially, use shapes to denote the components incase you don't have the actual images.
• Instruct the animator to recreate the images, if you haven't provided, or if the ones you have used are copyrighted. Provide suggestive links/hand drawn sketches of the images
• Show the flow of action using bold and coloured arrows.
• Make new diagram, every time the components change
• Add unique labels to each component, and place the label near it. Use an arrow to show the association between the component and the label
• Be consistent in the labels used. Do not change the label names for the same component in various diagrams
• Provide definitions for ALL the labels used in the diagram in the slide after the diagram
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH
Guidelines slide
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH
Example of Diagram slide
Assembly Diagram 1: Single transformation
Graph 2
Waveform
Graphs will have a grey coloured grid and the axes would be shown in black
Number the units as shown
Use red coloured bold lineto show the waveform
Graph 1 Slide
bars
Area for displayingthe instructions
to the users
Check boxes
Play button
Reset button
y(+)=2.0x(+)
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH
Example of Definitions of the labels
Diagram 1: Graph
Definitions of the labels used in Diagram 1:Graph: Graph is a diagram showing the relation between the two quantities, typically of two variables, each measured along one of a pari of axes at right angles
Waveform: It is a curve showing the shape of a wave at a given time
Check boxes:
Slide bars:
Play button:
Reset button:
Area for textual display:
Diagram 1
Definitions of the labels in Diagram 1
1
2
3
4…
Add more slides if required
Diagram 2 Add more diagrams if required
Definitions of the labels in Diagram 2
1
2
3
4…
Add more slides if required
Add more slides to create diagrams if required
Animation design • Use the template given (next slide)to show the
placement of the elements.• This is a sample template, and you are free to
change as per your design requirements.• Try and add / rename / move the tabs / buttons /
sections / subsections as required.
• Use ‘callouts’ as shown above to explain the source of content. Ex: If the call out is placed at the Tab 01, and you want the content to be taken from slide 3 of this presentation, then place this callout on the Tab 01, and write ‘Slide 3’ inside the callout.
Slide 3
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Animation area
Instructions/ Working area
Credits
Name of the section/stage
Interactivityarea
Tab 02 Tab 03 Tab 04 Tab 05 Tab 06 Tab 07
Button 01
Button 02
Button 03
Introduction
Slide 3
Row 1 Row 2 Row 3 Row 40
2
4
6
8
10
12
Column 1
Column 2
Column 3
Stepwise description of process
The goal of the document is to provide instructions to an animator (who is not an expert).
You have to describe what steps the animator should take to make your concept come alive as a (moving) visualization.
Refer to the pedagogy and interaction design guidelines (next two slides after this) before creating the LO, these will give an idea of various options to be used for creating LOs.
Use one slide per step. This will ensure clarity of the explanation.
Add a image of the step in the box, and the details in the table below the box.
You can use any images for reference, but mention about it's copyright status. If required, the animator will have to re-draw/re-create the drawings
Add more slides as per the requirement of the animation
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General pedagogy guidelines
• Invite access to content via multiple modalities of learning (visual, auditory, kinesthetic).
• Provide opportunities for learners to make choices, make decisions, or manipulate elements.
• When learners are able to make choices, ensure that the choices are meaningful.
• Give learners a chance to interact with the content. Use interactive tools where users can manipulate abstract concepts, test their own assumptions about them and see the consequences of their own actions.
• Provide feedback for every action done by the user
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS RACHEL S. SMITH
Guidelines: Refer before creating sections
Guidelines on adding interactivity
•Some of the ways in which Interactivity can be added are: Simple navigation: back and next, or play and pause
buttons Allowing selection to the user: radio buttons, check
boxes Providing options for specific inputs: text/numeric boxes Providing regulatory controls: slider bars, regulators Providing active participation: drag and drop, move /
rearrange
Use interactivity to decide the flow of communication in the LO.
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Step 1:
Audio Narration (if any)
Text to be displayed (if any)(DT)
Description of the action/
interactivity
T1: Title of the step, to appear as heading of the screen (if any)
Image/graphic for the step
Instructions for the animatorInstruction
to the learner
Results and OutputBoundary
limitsInteractivity
type
Interactivity option 1: Step No: 1
Image/graphic for explaining the interactivity options
Self- Assessment Questionnaire for Learners
• Please provide a set of questions that a user can answer
based on the LO. They can be of the following types:
– These questions should be 5 in number and can be of
objective type (like MCQ, Match the columns, Yes or
No, Sequencing, Odd One Out).
– The questions can also be open-ended. The user would
be asked to think about the question. The author is
requested to provide hints if possible, but a full answer
is not necessary.
– One can include questions, for which the user will need
to interact with the LO (with certain parameters) in
order to answer it.
– It is better to avoid questions based purely on recall.
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Questionnaire: Add more slides if required
Use appropriate formatting for the questions
Links for further reading
In the next slide, provide some reference reading material for the users.
It could be books, reference publications, or website URLs.
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Links for further reading
Reference websites:
Books:
Research papers:
Summary
• Please provide points to remember to
understand the concept/ key terms of the
animation, in the next slide.
• The summary will help the user in the quick
review of the concept.
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Summary