Sloan C Presentation

Sloan C ALN Conference | 29 Oct 2009

Revisiting the Quality and Variety of Graphic
Design in Online Education

This presentation explores emerging graphic design teaching/learning methods
for ALN through projects created by millennial students that include either multi-
sensory attributes and/or interactive narrative structures. By revisiting the
graphic design quality, the multi-sensory variety and narrative structure of
teaching/learning delivery methods in online education, faculty can increase
student engagement and retention.

Professor Peter Beaugard
Revisiting the Quality and Variety
1 /34 of Graphic Design in Online Education


Why is there a need to reevaluate graphic
design in ALN?



A Brief Overview of Graphic Design



MYSPACE PAGE
by Timothy Beaugard



AMBIGUITY in DESIGN


Shift in Graphic Design



USER TO PARTICIPANT/COCREATER


Product Semantics



Principles for Effective ALN Design



PRINCIPLES OF MULTIMEDIA DESIGN FOR LEARNING
Multimedia. Words plus pictures
Spatial Contiguity. Near words and pictures
Temporal Contiguity. Simultaneous words and pictures
Coherence. Exclusion of extraneous words and pictures
Modality. Animation and narration better than animation and written text
Redundancy. Just animation and narration
(not animation, narration and on screen text)
Individual Differences. Low knowledge learners vs high knowledge learners and
high spatial learners vs low spatial learners



PRINCIPLES OF GRAPHIC DESIGN FOR INTERACTION
Navigability. Where the user is in the system
Consistency. Commands perform the same across the system
Use of Affordances. Align users’ conceptual model with interface
Presence. The interface’s place relative to other artifacts
Directionality. A sense of purpose - why one ﬁnds oneself in the presence of the
interface, how much on has accomplished
Sense of Resources. Understand the resources available in interface
Anticipation. What will happen consequent to each available acction
Reassuring Feedback. How interactions respond to users’ commands
Motivations. Why the user should interact with the system



Six Studies in Designing for ALN



WHO ARE MILLENNIAL LEARNERS?
➡Increasingly visual, kinesthetic, auditory
➡Active and participatory, yet independent
➡Advanced in Google searching; yet not necessarily prepared for today’s online
teaching standards or rigorous academic research
➡Attention: either ‘in the state of ﬂow’ or short attention spans
➡Online networked/socialized yet impersonal/isolated
➡Lack of professional boundaries
➡Need to have immediate feedback
➡Sense of entitlement, lack of critical thinking skills
➡Unrealistic expectations
➡High level of parental involvement
➡Expect “how to” guide to succeed in and out of the classroom



How does academia differ from professional
practice?



Professional Workﬂow



Academic Workﬂow



Scope of Projects



INTERACTIVE BRAIN
by Jason Yu



WHAT CAN WE LEARN FROM THE INTERACTIVE
BRAIN?
➡3-‐D
model
visualization
which
exceeds
that
of
Blackboard
or
book
2-‐D
surfaces

➡3-‐D
interactive
design
which
highlights
subordinate
components
or
parts
of
a
whole

3-‐D
graphic
organizer
➡Could
function
as
part
of
a
module
or
be
expanded
further
as
a
learning
object
or
be

embedded
within
a
3-‐D
environment
such
as
Second
Life
➡Instructors
could
collaborate
with
Design
students
to
design
speciﬁcally
for
their

needs



NAPOLEAN ESPIONAGE
by Noelle Tatro, Phil Rinke, & Rob Ortopan



NAPOLEAN ESPIONAGE



WHAT CAN WE LEARN FROM NAPOLEAN
ESPIONAGE?

➡Interactive and immersive as a game such as StarWars
-e.g. Students in the role of their character solve a problem or a puzzle while
learning
➡Visual literacy of the times included
-Textual content embedded within the look and feel of the times
-e.g. What was communication like? Paper and seals? How was the
environment represented? Map drawings? Importance and speed of
correspondence?
➡Could be made scalable
-e.g. Upload time-period-skin and icons, followed by corresponding modules
➡Use of variety of design deliverables - print, web



CURRENT EVENTS
by Dean Stevens



WHAT CAN WE LEARN FROM CURRENT EVENTS?
➡Compact: integrated user account, content, strategy (debate), assignment, and
grading
➡Possible interoperability with existing learning management systems
➡Addition of RSS feeds to be tested
➡Flag acts as graphic organizer for debate

CURRENT EVENTS
by Dean Stevens



CAMP DETROIT
by Brittany Rogoza & Heather Haislet



WHAT CAN WE LEARN FROM CAMP DETROIT?

➡Blending the boundaries between real and virtual worlds
➡Exploratory/Inquiry learning in nature coupled with systematic learning online
➡Intrinsic motivation
-Badge reward system
-Social camping trip at the end of the year

CAMP DETROIT
by Brittany Rogoza & Heather Haislet



THE BUDDY PROJECT
by Michael Haley



WHAT CAN WE LEARN FROM THE BUDDY PROJECT?

➡Non-‐linear
network
structure
similar
to
today’s
students’

environments
➡Practice
with
expert
feedback

➡Built-‐in
peer-‐to-‐peer
learning
and
social
networking
-‐Peer-‐to-‐Peer
Teaching
-‐Game-‐like
competition
➡Plans
for:

-‐Artiﬁcial
intelligence
incremental
mastery
levels
-‐Scalability
THE BUDDY PROJECT
by Michael Haley



CHALKBOARD
by Tim Kloote



WHAT CAN WE LEARN FROM CHALKBOARD?

➡Tailored interactivity to appeal to today’s audiences
➡Tools for customization of interfact
➡Supports social networking
➡Navigation; main portal ease of use coupled with range of options
➡Use of metaphors
-Icons for navigation
-Virtual applications function physical counterparts (page-turn)

CHALKBOARD
by Tim Kloote



Questions?
pbeaugard@ltu.edu


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