Introduction
Many organizations are now trying to achieve some important goals for e-learning. The number one goal of e-learning (also known as Distributed Learning) is the management of knowledge, where both explicit and implicit forms of knowledge can be archived and used for the organization. For most organizations, educational interactive media (IMI) to develop and refers to this overall objective, the creation of educational materials or training that will be used, to perform better employee at work. The organization of education (ISD) theory of best practices with regard to the development and implementation of e-learning initiatives. In a very real sense, the ISD process provides a roadmap for product training, helping designers of educational software for their product knowledge and training to adapt to the learner.
One of the main criticisms of the IMI is a charge that most of the tutorials have been built for asynchronous learning platforms and social stimulation and emotional booty a little feature pure form (Hines and Pearl, 2004). Another criticism of the practice of instructional design in e-learning communities is that these courses are taught to give information in the form of leaves. This feeling is often summarized with the phrase “Information is not instruction” to wait for the dangers of knowledge only from the danger zone to get information to warn.
A major challenge for designers of teaching is to inspire interactive learning activities with the platforms and learning objects, critical thinking, application of concepts, and to create a synthesis of ideas. For example, the use of pairs / skills in the design of course materials designed for that purpose. According to this paradigm, the Instructional Designer and identifies a concept or principle (knowledge), which is increased by providing the learners with opportunities to apply that concept or a piece of knowledge to solve problems.
The Course Design Process
The criterion-referenced instruction (CRI) develops the framework of Robert Mager is a comprehensive set of methods for the design and implementation of training programs. ICC following key aspects: (1) Destination task analysis / – to figure out what needs to be learned, at (2) performance objectives – exact specification of the results will be achieved and how they are evaluated (the criteria), (3) Benchmark Test – Evaluation of learning in terms of knowledge / skills specified in the objectives, (4) development of learning modules related to specific objectives (Kearsley, 2006).
Applying the principles of IRC:
1st The educational objectives are derived from job performance and reflect the competencies (knowledge and skills) that are learned.
2nd Students learn and practice these skills yet the level of the objectives necessary controls.
3rd Students have the option of each destination and provide feedback on the quality of their performance practice.
4th Students should be repeated practice of skills that are used frequently or are difficult to learn to receive.
5th Students are free to impose their own teaching, within the sequence of conditions and the progress is monitored by their own competence (mastery goals).
By Addie process
The process Addie other heuristic method can be very advantageously used in the planning of events to build content for a course of IMI associated.
Starting with the analysis phase, a comprehensive design plan for education should include answers to the following questions.
1st What is the problem of general and specific goals are for the curriculum itself?
2nd What are the characteristics of the learner and how this affects teaching on your decisions?
3rd Do you have determined both the technical contents and components of work, the educational goals and objectives relate?
During the design phase, it follows that the next logical step to address issues relating to the composition of the content of teaching, the main objectives of education include address. More specifically, once the objectives have been defined, it is time to develop the right order for the statement. The following questions can be addressed.
1st As the content will be sequenced in each unit of instruction?
2nd What teaching strategies are used, so that learners master the objectives?
3rd What resources will be made available to the students?
4th How to assess learning?
IMI Courseware Design
The current design of interactive tutorials need a little understanding of art and education. There are some basic design principles of interface design that more bits of wisdom and aesthetic judgments about what is aesthetically as rules or guidelines. To create a quality educational experience for the learner, the role of the interface designer is to create easy navigation through the effective use of Windows, funds, icons and control panels (Vaughn 2004).
With regard to best practices on the use of multimedia technology and education, are signs that e-learning from the best well-designed courses on various types of learning materials can be facilitated with different characteristics (eg, synchronous or asynchronous, high-bandwidth on a limited bandwidth and contextualized vs. decontextualized). The interface design must be coherent and to lead the learner and aesthetic to get their attention.
The use of storyboards as a planning tool enables design teams to describe this project in detail, with drawings and words to screen images, audio, define navigation, choices, colors, fonts and content of the text (Vaughn, 2004). The advantage of the storyboards, more or less detailed, they can see you, what design elements are needed before work begins. For example, on the design of storyboards, a design team can work on different phases of the implementation of the project specialists (such as graphics or multimedia specialists), lend their talents, experts based capacity and management plan for the entire project. A simple way to start with storyboards is to use a PowerPoint program to capture the key concepts for a presentation or teaching.
Layout
Creating a basic layout should be planned as follows. First, organize information on the web page clearly and in a logical order. Place sufficient amount of information on a screen. Use shorter lines of text when the site is to be read on the screen. Place important information at the top of the site. Proper use of white space to improve the visual attractiveness of the site. Finally, select the size of the screen right to the websites of the course design.
The navigation buttons are common elements of navigation (”back”, “Next”, “before”), so that learners move through the material. Navigation arrows or buttons to be placed on the edge of the screen. The main reason is ergonomic: it is easier on the mouse pointer over an object to the edge of the screen, somewhere in the middle. At the edge of the screen has the edge of the screen as a visual or real bumpers for fast movements.
In addition, the most important information should be independent from the ergonomics in the vicinity of the optical center, follow with further information on the margins: The eyes of the players more of a way from the center out. Finally, the continuity of psychological orientation information at the top or bottom of the screen should be placed, as it relates to the previous or next screen, select.
With color
Colour standards are essential to maintain consistency in a website. For overlays, a neutral color such as white should be used because it provides the greatest contrast with most colors, which helps the readability of the property supports a variety of color text and icons, and bears a greater similarity of pages of traditional printing that form the basis for the design and most of the conventions of communication. It is important to note that some pastel colors and color combinations that are not readable on the suffering of blindness and other vision problems. Alternatives acceptable to a neutral background are the official colors of the university.
Using Graphics
It is a qualitative difference between the information processing in the left brain (which is generally considered the text) and the right brain (which is generally regarded as the pictures). The new material is understood and treated is most effective when it is given a number of different representations. Most authoring software allowing the user to multimedia objects such as text, buttons, vector-drawn objects and to create bitmaps. Graphics can be used to add new dimensions of psychological:
O Overview real world or imaginary parameters.
O overview of the complex.
o The digital data.
Applications for the interaction output.
The use of sound recordings and videos
Suffice it to say that we live in a digital world, suggests that students become more skilled consumers of digital media, their expectations in the classroom engaging digital media as a form of educational delivery. Resolution Audio (eight, 16 or 32 bit), to determine the accuracy with which a sound can be digitized. However, it is good to point out that although the streaming technologies offer much promise for the delivery of video and audio over the Internet, audio and video should be applied sparingly in training, Web-based, because of the problems with the bandwidth and the user can access. An important side note is that if the video is an essential part of an interactive design, a high level of detail is necessary in the storyboard, make sure to obtain the video producers with sufficient information, A has precisely filming video. However, if you take the streaming technology, users can download and install plug-ins. Because of the disappointment that the plug-ins can, it is important to consider all alternatives before using them. Not only are there many versions of of plug-ins, but they are constantly updated and can be difficult to install and it is therefore advisable to elements of the media use when they are essential to education (Baron, 1998).
Using links
Where hyperlinks are used, they should serve as a means for learners to access course material through the additional content. Some other examples of reasons for the creation of a connection as follows:
o additional information and examples, so that students explore the topic in greater depth
No cross reference items
o ask participants to do a task (for example, a form of aid)
o A support system
o provide a glossary
o provide notes
o provide listings content
o provide illustrations, text support
o support a text for an illustration
o Connect the various aspects of a topic (similar to an index).
Develop education
To avoid excessive cognitive load, the training should progress from simple to complex, so that the learners at the start of work on tasks that relatively simple versions of the task together. Learning tasks that are poorly trained, or that include the complex integration of several Ideas, skills and attributes, the results of cognitive load and reduced learning (Mishra, 2004). Another consideration in the development of educational IMI regarding the use of so-called authentic tasks. The learning activities should involve the learners in authentic tasks, students on the culture of the campus, a little like an apprentice (Mishra, 2004) to provide experience.
Options for assessing course materials
Instructional designers have several models to choose from, if you look at how the overall effectiveness of a newly developed product to choose judge training. At this point I will quote two of these models, they are four levels of evaluation Kilpatrick and Dick and Carey model. The Dick and Carey model is the evaluation of three methods of formative evaluation: based, 1-1, in small groups, and field evaluation. Kirkpatrick evaluation model with four storeys, designed in 1976, is another model of instructional designers in the field of analysis used. The four levels of evaluation are as follows: reaction, learning, transfer and results. The Level 1 Evaluation – Reactions how the participants react to measures to further education. It attempts to answer questions about the perceptions of the participants. Do they? Was the material relevant? comprehensive evaluation attempts to assess the satisfaction of the learners. In Stage 2 assessment – learning, assessment evaluates the amount of learning that took in a training program. Testing and pre-tests are used at this level in the assessment. Level three votes – the transfer, the transfer of measures in behavior that have taken place because of the apprenticeship. On the question of a designer might ask at this level is as follows: the newly acquired skills, knowledge or attitude in the daily lives of learners used? If so, the transfer will take place. Rating Level 4 – results, measures for the success of establishing a management level in terms of increased production, improved quality, lower costs and return on investment (Lipka, nd)
The evaluation process for the teaching design is to examine the overall quality of the product and its ability to satisfy customer needs. In view of this phase of the process of the evaluation phase, Addie is motivated by the search for answers to the question: Have we solved the problem? In this context, the Instructional Designer to surveys of people who have completed training, can develop to be completed. In addition, ethnographic interviews, especially the research can be conducted with students to determine the levels of user satisfaction and overall effectiveness of teaching. What are the implications? What needs to change? Finally a piece of educational software could be useful tested and evaluated by direct comparison of their performance against the rational of some alternative as the product compared to traditional teaching or training to replace.
Summary
Preparation for the design and development of interactive media is not nearly as easily as in this short document describes. Instead, the design of interactive media and other tutorials online learning is a gradual process that usually a team effort, when properly made. A variety of skills and experience, should be imported into the rule in the process to ensure that IMI is a product meeting its goals of education or training. Design, development, layout and test tutorials require foresight, creativity and a clear set of objectives. If done correctly, but the end result is a training tool that designed for its target audience and improve individual performance and group work. Create reusable learning products and the implementation of knowledge management strategies, which is the work of intelligent design and quality of the courseware development, and implementation in organizations learn.
