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Designing and writing our elearning tutorials
Designing and writing our elearning tutorials
Another of my specialist roles within the Library is the creation and publishing of elearning tutorials to our VLE (a variant of Moodle) - the specialism lies in the overlapping of two sets of specific tools and software:
An elearning authoring tool (currently Thirst.io, but soon to be the King's Online Design System).
Moodle - a complex VLE designed to host learning tutorials, as well as containing a great deal of other functions designed to support learning like activity reporting, quizzes, access restrictions, and so on.
Working and defining roles with colleagues as SMEs
Working and defining roles with colleagues as SMEs
To do this I work with colleagues who are often Subject Matter Experts in their areas.
(CP4) At a project's beginning I will spend time defining the roles that we play during a project, broadly broken into WHAT, and HOW.
The WHAT:
This the role of the SME, or Subject Matter Expert. I ask them 'What is it you want to say, or teach, or communicate?', and I encourage them not to think too much about how it will be communicated - this is down to my expertise in using the authoring tool.
The HOW:
(CP1) This is my area of expertise. I explain this to colleagues as the 'translation' of their draft material into the authoring tool, using its various features to present the material in as engaging and pedagogically sound way as possible. This could be things like:
expandable info sections.
reworking the draft into smaller sections.
designing and embedding video or audio content where it's available.
designing quizzes.
accompanying workbooks.
Working with team members to design a new module on Fake News
Working with team members to design a new module on Fake News
In the summer of 2021 my team resolved to resume developing a project paused since late 2019: to develop our information literacy teaching to include a module on Fake News.
(CP3) Two colleagues, Jonathan and Nick, were to act as the SMEs and I was the learning developer.
We met in the initial stages of the project to discuss roles, and I set out the expectations based on the model above, using examples where this had worked well, e.g. when developing the Using the Archives KLaSS module with the Archives team.
Being able to define my specialism so clearly, I could let my colleagues focus on collating ideas in MS Word, an easily accessible tool, as quickly as possible.
Screenshot of a short email exchange between myself and my colleagues, illustrating the roles different parts of the same team are taking in the development of the Fake News module in KLaSS.
Translating draft material into an elearning tutorial
Translating draft material into an elearning tutorial
I think this is the crux of my specialist skillset, and where I am distinct from colleagues who design other kinds of learning material such as presentations meant for synchronous teaching. Given the different mode of teaching and learning (synchronous v asynchronous) you can't just copy and paste a PowerPoint file into Moodle and call it a day, the material needs to be reconstructed, ideally in a purpose-built authoring tool.
When designing learning materials there are many design principles and skills to balance, e.g.:
The overall structure
The overall structure
How would the draft most effectively be broken down into tutorials, and then screens within the tutorial?
Does navigation need to be linear?
How can the content be paced most appropriately, while retaining the useful context?
How can different sections, screens, and tutorials be linked together to create a coherent whole?
How can objects like workbooks and quizzes fit into this structure to help consolidate, reinforce, and demonstrate learning?
Consistency of design
Consistency of design
How and where can images add value?
Can we find images with matching proportions, to enable them to be used consistently?
How can different parts of the draft be displayed with interaction i.e. expandable info boxes, and can these be used consistently through the material?
If not, does this matter?
Language
Language
Finding the right 'tone' to use is important, and can be difficult to judge initially.
The Library as a whole takes quite an informal, or conversational, tone with teaching in general, which I tend to follow (and prefer, to be honest) when designing online material.
This is in contrast to platforms like Library Guides, designed to be concise rather than explanatory.
Accessibility
Accessibility
Do we need to use images to convey info?
If so, making sure to add effective alt text or captions.
Where images are tied to interactivity, creating accessible workarounds in case (as in the case of Thirst.io) the authoring tool prevents a screen reader from 'seeing' an image.
Ensuring the design themes created for each tutorial properly contrast, use a useful font type and size.
Screenshot of the draft material put together for my colleagues for the new (at the time) KLaSS module on Fake News. You can see their formatting ideas and suggestions presentation in the text.
Screenshot of the Fake News module 1 draft in Thirst.io's editing mode. You can see the image of the bus from my colleagues' draft material, but now using Thirst's expanding info boxes functions, and pages separated by navigation buttons.
Finishing and hosting the elearning tutorials in Moodle
Finishing and hosting the elearning tutorials in Moodle
The finished Evaluating and Appraising Your Sources KLaSS Module. You can see the finished Unit 1 tutorial, along with further tutorials, quizzes, and the completion tracking options made visible to enable learners track their progress through the material.
(CP1) The final part of my specialist role is to build the course's 'shell' in Moodle, aligning it with the styles, formats, and best practices already in use, populating the course with the published SCORM tutorials, and integrating the new module using the meta-enrolment system used with the rest of KLaSS.
Designing a module on a VLE is very similar to designing a tutorial, although in a slightly broader context, and with a wider array of tools like quizzes, or assignments.
This part of the role requires more specialised technical knowledge of Moodle, especially when using features like completion tracking, or creating groups of student profiles to enable better reporting to academic colleagues.
Reflection
Reflection
This was one of the first times I felt the division of roles outlined above (and how I articulated them) really 'clicked'. My past experience as a teacher in this team has meant I have sometimes taken on more of the role of SME (as well as learning designer) in previous projects than I probably should have, and I've noticed that my previous experience is becoming less and less current. I think this change will prove to be very positive, help to more clearly define the roles in projects like this, and hopefully mean more efficient projects overall.
I'm looking forward to having a new member of team join soon. I suppose one of the 'dangers' of being a lone specialist in a position like mine is that the tutorials I design might end up looking the same! It will be good to have a new set of perspectives and ideas to work with, to explore how we can use authoring tools in interesting and creative ways.
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