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Presentation design for “conceptual model” learning objects
Author(s) -
Churchill Daniel
Publication year - 2014
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12005
Subject(s) - presentation (obstetrics) , computer science , conceptual model , moderation , conceptual design , multimedia , instructional design , set (abstract data type) , human–computer interaction , object (grammar) , conceptual framework , artificial intelligence , programming language , medicine , philosophy , epistemology , database , machine learning , radiology
This paper discusses a set of recommendations for the presentation design of “conceptual model” learning objects. A conceptual model is a learning object designed to support conceptual learning. Often, it is interactive and multimodal and allows a learner to examine and interrogate displayed content. Presentation design is concerned primarily with the arrangement of content and screen design features that are optimized for educational purpose. The paper presents the following set of recommendations for presentation design: present information visually, design for interaction, design a holistic scenario, design for a single screen, design for small space, use audio and video only if they are the only option, use color in moderation, avoid unnecessary decorative elements, design with a single font, and use frames to logically divide the screen area. The recommendations were explicated from a study that involved a review of a collection of conceptual models by a team of five independent reviewers. These recommendations should prove useful to designers of educational multimedia resources.