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Metro in new design!
A ‘red thread’ of consistency in structure should run through the course, the lecture, and each slide.
A ‘red thread’ of consistency in structure should run through the course, the lecture, and each slide.
There is so much text...but take a look below to find some examples to help you.
Structure on the course level
Structure on the course level
Notice! The producer is responsible.
Consider the previous knowledge: The content is selected according to the level of knowledge of the target group. The structure not only reflects the content but also indicates the level of knowledge required (e.g., basic or advanced).
Think about learning goals: For examination knowledge, the learning objectives are first defined and then the content is developed based on them. (Bloom's taxonomy is helpful in formulating learning objectives.)
Ask yourself about the ‘red thread’ in the course: Topics are built on each other. Cross-references can be used to refresh knowledge.
Know your target group: The course needs to fit the target group (e.g., if you start with a topic, you may need to add one more example). However, someone who is about to take the exam doesn't want to watch a 40-hour course. Brief summaries are enough for them. This means that the needs of the target group should be examined before the structure and topics are established.
Ask what content could be sorted out: Because lecturers have so much knowledge, it is especially important to ask oneself what is really essential for the learner. The goal should be for learners to focus on the most important things and not be overloaded with information that is nice to know.
Ask whether the topics of the course make the content clear: The titles should be unique. Are the titles suitable if someone wanted to look something up quickly?
Do:
Introduction to Physics, Exercise: Pricing
Don't:
Introduction,
Exercise
Find labels and categories that give the learner an orientation in the course. (Please find some examples below.)
Lecture level
Lecture level
Notice! The producer and the content editor are responsible.
After a coherent course structure has been developed, it is a matter of specifying a meaningful composition of the individual lectures.
Every lecture...
...starts with an overview and is followed by the theoretical basics.
...contains a simpler exercise that is explained and a more difficult exercise.
...contains a summary at the end.
Mind the gap!
Mind the gap!
Lectures should be limited to 5–8 minutes. Lectures that last even longer should be divided into two lectures.
Slide level
Slide level
Notice! The content editor is responsible.
The slide design gives the viewer a good orientation within the lecture.
A good visual guidance on each foil avoids a digression.
Examples
Examples
Did you wonder exactly what the categories mean?
On the right, you see a few examples. Similar categories are used in textbooks. But why are they used? They not only help to find what you are looking for but also let you see at a glance what kind of content it is. Definitions, for example, should be memorized, whereas examples help learners to understand. By paying attention to such categories, you will know how to work with the content and how to classify it in your mind.
Such categories include:
Definitions
Laws
Quotes
Basics
Cross-references
Recommendations
Exam information
Exceptions
Mind the gap!
Mind the gap!
Whether or not labels are used in a course depends on the concept. For example, no labels are used for all nursing topics.
Let's look at some more examples. When you review the examples, think of what to look for when using such categories. Below you will find the "golden rules" for slides.
Do:
The background and heading show at a glance that you should know this concept by heart! A consistent design doesn't just help when you're watching the video. If there's a clear visual concept, even if you repeat the material and flip through it quickly, you know what to focus on.
Mind the gap!
Mind the gap!
If participants should recalculate an example, it would be better to label it as an "Exercise" instead of an "Example."
Mind the gap!
Mind the gap!
Be careful when using symbols. If categories have been defined and are represented by a symbol (such as the eye or the handshake), then this symbol must not be used in another context at the same time. Therefore, the visual language must be very consistent.
Golden rules for labels, markings, and standard slides
Golden rules for labels, markings, and standard slides
Know that "less is more": Too many markings can quickly lead to confusion and pose difficulty in using them consistently.
Involve the lecturer: Markings should be agreed on with the lecturer at the beginning and should be used from the very beginning.
Check selectivity: What seems to make sense in the first, second, or third lecture may be inappropriate later. It is worthwhile to gather different opinions here. You should introduce the markings at the beginning and actively critically question them later.
Check for completeness: Categories not only help the participant but are also very useful to check whether the presentation is complete. You can simply question the lecturer again about such things as, "Should there be an example?" or "Do we need a definition of this term?"
Do you need some more inspiration?
Look at these examples for labels, markings, and standard slides:
Do you need some more inspiration?
Look at these examples for labels, markings, and standard slides:
Do:
The design of this standard slide shows at a glance that the text is a definition. It is important to use standard slides consistently.
Do:
By using standard slides like this one, you will easily see if something is missing in your lecture (such as the summary).
Do:
Markings: The brain icon was established in this course to show participants the difficulty level at a glance. Such markings must be well introduced and used very consistently. It is also important not to use too many of these markings.
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