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Feedback?

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(McTighe & Wiggins)

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Universal Design for Learning Concept Map (UBC)

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Universal Design for Learning Concept Map (UBC)

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PLAN: Supervisors/coaches assess student planning and submit assessment checklists with their observations and feedback

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This page links to samples of interactive graphics, simulations, and other materials from many different sources. These are not examples of my work, and inclusion on this page doesn't mean I endorse them. Maybe they'll give you ideas for your own projects.

More examples: See the elearning examples category on this site.

These don't need lots of Flash wizadry. Most use photos and some illustrations. Many of these demonstrate how good visual design can make a simple animation more effective.

Learn to kern. A learn-by-doing interaction to help web developers improve the display of text.

The Scale of the Universe. Zoom in and out to see the relative sizes of things in our world.

Diary of a Food Tracker. Simple interactive chart showing one man's weight loss.

A Workout at Work. Simple animations demonstrate workouts you can do at your desk, with ratings by viewers.

Kowloon Walled City. Explore the former walled city through video, text, and clickable images. (On a Mac? Use Safari.)

The Wealthiest Americans Ever. Excellent graphic design makes a simple rollover impressive.

The Serve: Creating Racket Speed. Illustrations and narration show tennis players' body movements combine to create a high-speed serve.

AIDS at 25. Simple graphs and photos tell a compelling story.

Turning a Corner?. Clear explanations make this animated graph about economic cycles easy to understand.

Amazing Girls. Photos with audio interviews of high-achieving high school students. A similar format could be used to introduce a company's culture to new employees.

RSS in Plain English. Not interactive, but a clever and low-budget approach to a video demonstration that uses pieces of paper. They describe their equipment briefly here.

Six Famous Thought Experiments. Also not interactive, but shows how animation and humor can be used to explain abstract concepts.

Birth of a Tornado. Explanation is provided by text that's placed near the graphic-the efficient and cost-effective alternative to audio.

Laptop ports. Review the ports, then click on the port you would use for each task. Lets you explore the laptop and skip what you already know.

Crimescene game. Simple branching scenario in which you interview a teller after a bank robbery. The page includes several versions of the game with different production levels.

More advanced interactions

The samples below include more complex navigation or sophisticated animation.

Blood typing game. Figure out each patient's blood type and give them the right transfusion before it's too late. Simple graphics but compelling situation.

First aid. A man has been hit by a car. Do you know what to do? Done in a noir detective style by Third Term Learning.

What Is a Print?. Make four types of prints in this fun interactive from the Museum of Modern Art.

The Elegant Universe. A PBS site on string theory. Try "Multidimensional Math."

The Making of a Brick. Shows how Legos are made. The text is hard to read, but the cartoon incorporates video in an interesting way.

Is It Better to Buy or Rent? Interactive graphic that lets you input data to see when it's better to buy a home. Much more efficient than pages of text-only explanation.

The flow towards Europe. Combines an interactive map and timeline to let you explore the flow of migrants into Europe.

Skeleton game. Drag the bone to the right area of the body. Explore the site to try many other games.

Simulations and branching scenarios
For scenario design tips and more examples, see the scenarios category of this site.

Connect with Haji Kamal. Can you help a young lieutenant make a good impression on a tribal leader in Afghanistan?

Choose a Different Ending. Video that uses YouTube's linking annotation feature to create a compelling first-person story (warning: uses some violent content to deliver an anti-violence message).

Spent. You've lost your job and are running out of money. Can you get a new job and stay afloat?

Inner Vision. Keep fictional characters from killing themselves. Basic images but intelligent script; some language not safe for work. This was done in Flash but could easily have been produced in a more basic tool like Twine.

CameraSim. Change the aperture and other settings and see how that affects your photo.

Mi Vida Loca. Learn basic Spanish vocabulary in realistic settings while a mystery unfolds.

Design a Cell Phone. Use market research to design a popular phone that will fit a certain budget.

Leadership and Team Simulation: Everest. Make decisions as you lead a team climbing Mt. Everest.

The Great Flu. Choose a flu and try to prevent it from becoming a global pandemic.

Industry Player. Two business simulations: download (Windows) and browser-based.

The POD Game. Dispense drugs and medical advice to people during an emergency.

Trade Ruler Game. Simulates international trade. Simple graphics but complex topic.

Aftermarket profit potential. Read a paper about the aftermarket profit potential for products and services, then experiment with several types of offerings.

Nursing simulation. You're a nurse and need to make decisions about two patients.

Manage the budget of France. French-language simulation that requires you to balance the country's budget and win parliamentary approval.

Vendor demonstrations
Artistic and political

Bear 71. Follow a GPS-collared bear as she tells how her life is affected by humans.

Folksongs for the Five Points. Drag five points around the streets of New York's Lower East Side and hear sounds from all points simultaneously. Use the mixer at the bottom of the screen to change the mix or stop individual sounds.

Dangers of Fracking. Unique approach to scrolling reveals details about how hydraulic fracking works.

Turning a Page, the Joseph Herscher Way. Labelled photo explains a complicated chain of reactions used to turn a page of a newspaper.

Suspended Life. Essentially a PowerPoint-like presentation based on a comic. Notice how much use the artist gets out of a small collection of images.

Billy Collins Action Poetry. Animations interpret the poetry of former US poet laureate Billy Collins. Shows very evocative ways to visualize text.

Their Circular Life. Drag a pointer around a circle to advance through photos and audio of an everyday scene in Italy.

More collections

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Elearning examples -- infographics, simulations, and online courses

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This page links to samples of interactive graphics, simulations, and other materials from many different sources. These are not examples of my work, and inclusion on this page doesn't mean I endorse them. Maybe they'll give you ideas for your own projects. More examples: See the elearning examples category on this site.

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Cathy Moore: Checklist for strong learning design

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Cathy Moore: Checklist for strong learning design

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Universal Design – Best Practices for Online Learning

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Universal Design – Best Practices for Online Learning

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The materials on this site have been created to help course developers and course design teams apply Universal Design principles in the Design, Development, Delivery and Evaluation of online courses. This self-directed learning resource presents a curated list of best practices distilled from research into the various educational models of Universal Design applied in the teaching and learning environment.

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University of Guelph OpenEd Best Practices

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University of Guelph OpenEd Best Practices

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Six key factors that should be kept in mind during course design

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Six key factors that should be kept in mind during course design

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 Delivery and access
 Control
 Interaction
 Symbolic (or audiovisual) characteristics of the medium
 Social presence created by the medium
 Human-machine interface

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Avoid long blocks of italic, underlined, or capitalized text. These can be difficult to read. Avoid posting more than 10 links on a page. Since screen readers read links linearly, it can be tedious and time-consuming to navigate them. Students may also have trouble navigating to the link that they need when presented with numerous links. If an assessment has a time limit, post an alternate assessment that is untimed or extended (time and a half and twice as long are standard accommodations). Name the tests generically (Test A and Test B, for instance) to avoid stigmatizing accommodated students. For assistance in creating captions, transcripts, and audio descriptions, contact Disability Services for Students (DSS). Please allow adequate lead time! Avoid the use of real-time (synchronous) discussion for your class, especially if you have a student with a print disability. Screenreading software cannot read live chat, so some students would not have access to that learning activity. Validation of your pages will help ensure accessibility. An easy validation tool is Cynthia Says at http://www.cynthiasays.com. More tools, resources and information can be found at the Disability Services Assistive Technology site: http://www.sou.edu/access/dss/facstaffresources.shtml

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PDF Check to make sure there is real text in your document by selecting text with the cursor tool – if you can select text, it will be accessible. Use the Accessibility Checker in Adobe Acrobat Professional.

Multimedia Ensure that controls can be accessed with the keyboard as well as the mouse.  Provide captions for video. Provide transcripts for audio.

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Working with File Types
PowerPoint Describe graphics in the Notes pane and with alternative text (in Image Properties) Many PowerPoint presentations are not accessible and may mean long download times for some users. Offer an html or PDF version in addition to the PowerPoint version.

Word Use Styles to format text (especially headings), not just bold, italics, and font size Describe graphics using alternative text (in Image Properties) Create links that are descriptive of where they lead.

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Common Obstacles and Solutions to Electronic Accessibility

Obstacle: No description (alt-text) provided for embedded image
Solution: Include a description for every informative image. Decorative images should have an empty string (― ‖). This applies to images in [LMS] as well as those within Word, PDF, and PowerPoint documents.

Obstacle: Missing or poorly used headings
Solution: In Word documents and pdf files, use heading style labels to indicate font size, such as Heading 1 for a page title, Heading 2 for a section heading, and Heading 3 for subsection headings. These are both beneficial to you as the document creator and for people who use screenreaders.

Obstacle: Scanned documents incompatible with assistive technologies
Solution: Convert PDFs directly from Word documents and/or provide different formats for the same document to make documents readable by screenreaders and other assistive technology.
Obstacle: Poorly labeled links
Solution: Label hyperlinks to describe where the link leads (e.g., DSS Homepage instead of ―Click here to go to the DSS Homepage, or worse, just click here.)

Obstacle: Color used to convey information
Solution: Use symbols or explanatory text (with or without color) to convey information

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Multiple choice tests Research papers
Short-answer tests
Blogging
Case study discussion/writing Collaborative writing projects
Electronic portfolios
Reflective journalling Student-created podcasts or other multimedia Student-led discussions

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Consider the use of ongoing, non-graded, and self-paced assessments to help students assess their own progress. Assessment should not be an afterthought. Rather, course materials and assessments should be developed to match course objectives. Develop assessments that not only measure a student’s progress and understanding, but also the ability to transfer skills and knowledge beyond the learning environment.

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Provide options for peer review and feedback. Consider grouping students into dyads or triads to exchange papers/assignments with their group members.

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Create Assignment links so that students can confirm successful submission of their assignments and easily receive files and comments from the instructor.

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Provide clear feedback to each student periodically using email or in comments attached to digital assignments links. Inform students of the method(s) to be used for providing individualized feedback and state how often they can expect to hear from the instructor.

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Create a Help or Assistance forum on the discussion board and encourage students to post questions or problems for their classmates to answer. Let students help one another. Create a social space on the discussion forum for students to use for discussions not directly related to the assigned course discussion.

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Offer a variety of communication options for students: email, discussion board, chat, web-conferencing, and telephone

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Online Instructional Method and Tools Matrix

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Online Instructional Method and Tools Matrix

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See table on page 5