A successful visual design does not take away from the content on the page or function
Contents contributed and discussions participated by Denise Krefting
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Lesson: Articles on Visual Design - 2 views
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No matter what is done, the message still needs be visible. Enhancement helps to engage viewers.
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Texture refers to how a surface feels or is perceived to feel.
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This is something that I have never considered. Surface feel is an interesting concept.
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the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
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The designer is in control of what the viewer sees. This reminds me that I need to look at my work from the eyes of those viewing content and what the take aways should be.
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Most users search for something interesting (or useful) and clickable; as soon as some promising candidates are found, users click. If the new page doesn’t meet users’ expectations, the Back button is clicked and the search process is continued.
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I have found this to be true for all viewers. It used to be just kids but now adults as well. Once additional component to remember is the load speed. Resize your images before they are uploaded.
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web-page should be obvious and self-explanatory.
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I would also suggest consistency so they don't need to relearn the site with each page.
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dol1: Lesson Planning: The Missing Link in e-Learning Course Design - 7 views
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instructional designers start the storyboarding process. Designers
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I have tried for what feels like forever to have students storyboard their work. They do not like it and some have even done the work then created the storyboard for grade. When I talk about storyboarding or graphically organizing work for adults they often don't want to spend the time doing it. I would be interested how others are getting students and adults to storyboard.
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You might even address compliance with Section 508 of The Americans with Disabilities Act in the lesson plan template
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Great idea! This is very helpful online and something we forget about but fairly easy to do.
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Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective
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ollie1sweetman: Iowa Online Teaching Standards - 0 views
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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This is something that we do not model enough with our adult learners and students
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Understands and uses data from assessments to guide instruction
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It is important that we use data to make decisions, but because of time, I find that we do not do this as much as we should. How can we make this easier?
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ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views
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process used by teachers and students
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I like that students are a part of this process! We need to remember to have them assess themselves and each other as well.
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partners
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Working as partners allows us to model better for our students and they to model for each other.
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sense of trust between and among students
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This will take time for students to trust each other. What scaffolding steps should teacher take before collaboration can be effective?
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Building A Better Mousetrap: The Rubric Debate - 7 views
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establish “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program
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Rubrics I have used and built contain both performance and behavorial components.
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well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
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Rubrics are useful for all curriculums and as a support for projects. The connection to the Iowa Core is evident.
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self-assessment;
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struggle blindly,
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In looking backwards I feel my students were looking at instruction blindly. Rubrics take care of this!
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Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing
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Skills for creating better rubrics are necessary. Where will teachers get these?
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signify critical thinking
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Adapt
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Also see the INTEL assessment tools at http://www97.intel.com/pk/AssessingProjects
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The Quest for Quality - Educational Leadership - 11 views
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In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
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I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
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The assessor must begin with a clear picture of why he or she is conducting the assessment.
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Using this with the concept of backward design shows us how many options all fit together.
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four categories of learning targets are
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Do the results provide clear direction for what to do next?
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I have found it useful for another person to look at the assessment. Especially someone in a different curriculum area.
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After defining inference as "a conclusion drawn from the information available,"
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So.. if my rubric says " requires deep thought" and I define or give examples of deep thought would that be better. I am struggling with the use of those words in my rubric- my participants have had not difficulty with the words, I just feel it isn't as specific as maybe I should make it....
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Denise Krefting
Educational Technologist, wife, mother