Media Design 101 details how to make courses interesting, engaging and interactive through information presentation, usability, graphics, storyboarding, interaction and flow.

1. Media Design
101

2. Instructional design is important
to the design of courseware

3. Instructional design is important
to the design of courseware
TRUE

4. It is important the courseware be
interesting, engaging & interactive

5. It is important the courseware be
interesting, engaging & interactive
TRUER

6. MEDIA DESIGN
IN LEARNING

7. 1 234567
THREE REASONS WHY ELEARNING
SHOULD FOCUS MORE ON THE
MEDIA DESIGN

8. Media is Experience
It‟s the experience that matters and
media is what you‟re using to build it

9. Media is Malleable
Media is capable of all sorts of contortions and a
creator/developer can shape it exactly as they like

10. Media is Digital
Digital media is relatively new.
Unlike the traditional media forms,
it supports interaction
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11. 1 234567
DELIVERING A BETTER LEARNING EXPERIENCE
THROUGH EFFECTIVE
PRESENTATION OF INFORMATION

12. Organize the information
clearly and in a logical flow
The purpose of instructional design is not to just
present information, but to assist the learner in
understanding the information presented

13. Place adequate amount of information
on the screen
An “adequate” amount of information could be
one piece of content of a particular type, and
associated pieces

14. Use shorter lines of text
Break text segments into smaller parts.
A „chunked‟ layout delays fatigue and
increases comprehension

15. Place important information at the top
Follow the journalism model of the “inverted
pyramid”, by placing important information at
the top of the page

16. Appropriately use white space
to increase the page’s visual appeal
Use white space to divide the
„chunked‟ portions of the screen.
This increases readability
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17. 1234567
SPENDING A LITTLE MORE TIME
THINKING ABOUT
BASIC USABILITY

18. Tell learners where they are
You can use multiple techniques (like visual
map, progress/status bar, etc.) to highlight the
learner‟s location in the course

19. Clearly tell users how to
move forward and backward
Use text to tell learners where they are
and how to move back and forward

20. Tell users how to ‘get there’ from ‘here’
Use visible links (at the top, bottom,
or side of the page) showing the
learner where to go

21. Clearly set the signpost
Let the learner know a bit more about the
outcome of the common elements of
navigation (“back”, “next,” “forward”)
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22. 1234567
MAKING VISUAL ASSOCIATIONS
THROUGH
IMAGES AND GRAPHICS

23. Don’t Distract
Graphics should provide a clear representation
of the content to be remembered;
without extraneous information

24. Proximity
How close together or far apart elements
are placed suggests a relationship (or lack
of) between otherwise distinct parts

25. Alignment
Alignment of text and graphics can make
your layout easier or more difficult to read,
foster familiarity, or provide an element of excitement

26. Consistency
Repeating design elements and consistent
use of type and graphics styles within a
course shows a learner where to go and
helps them navigate the course
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27. 1234567
CREATING DESIGN WITH INTENT
THROUGH
STORYBOARDING

28. Find the important elements
in a storyboard
1
Highlight the important elements.
Ask if the storyboard will communicate the
idea to the media developers.

29. Work on a paper pencil visualization
Try to represent the elements in form
of rough sketches

30. Create a structure
based on the design
1
Understand the intent of design and
structure content and media accordingly

31. Add graphics / interactions
Graphics and interactions transform
an ordinary course into an experiential
and satisfying learning experience

32. Review for language guidelines
and overall1 storyboard
Read through the design document to check
if it makes sense; examine the structure of
the content; check for inconsistent details
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33. 1234567
UNDERSTANDING
INTERACTION AND ENGAGEMENT

34. Storytelling
Good storytelling grips you.
Ensure that your course narrates a story

35. Visuals
Good quality visuals that are appropriate and
relevant to the context, enhance the story

36. Exploration
The ability to explore the
environment, the variables in it,
the relationships that govern
them and the effect of your
actions on these variables and
their relationships, adds a
crucial element of surprise

37. Cues
Audio and visual - Their placement and type,
both are important

38. Challenge
It‟s the key engagement factor;
the difficulty levels is what holds us

39. Feedback and
audio instructions
1
It should be integrated into the environment,
and present at critical moments

40. Transitions
The transitions should be very subtle.
They should not disrupt the familiarity with the
environment in any way
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41. 1234567
DESIGNING LEARNING EXPERIENCES FOR
FLOW

42. Have a clear goal in sight
It‟s important for learners to know where they are
headed, and why. Tell them the overall goal and
purpose, and how they can go about achieving it

43. Know where you stand at all times
Learners should know how they‟re faring, how far
they‟ve come, how much distance remains to be
covered – all on a continual basis

44. Achieve a balance between
ability and challenge
A program shouldn‟t be too easy,
or learners will get bored. Nor should it be
so difficult that learners get discouraged

45. Have a sense of control
Learners like to make choices, decide what to see
and when to see it, explore, and discover
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