3 · Development

While on paper, an image is often illustrating the text but, on screen, it is usually the other way round. The rule of thumb is: use images, tables or graphs as often as possible. Text is explanatory (and therefore less in size) than the image.

• Maximum 15 lines per screen, up to 40 characters wide
• Leave plenty of white space
• Limit the use of different fonts, colors, bold and italicized text
• Do not use underlining because it is seen as a link
• Long text is best split up into paragraphs
• Build a structure with a maximum of three levels
• Note copyrights: name the source and ask for permission when using an existing text
  

Tools : Fotor, Pixlr, Photoshop Express Editor, Picasa

• In general: pay attention to the size (number of kilobytes) and quality (resolution). You can display one image at a lower resolution and therefore a smaller size. Pay attention to  copyrights: indicate the source and ask for permission to other people’s images. Or use Creative Common websites (see below).
  

Tools : Music Shake, Tune around, Audiotool, Audacity, Twistedwave, Oceanaudio

• Take care of your language!
• Audio quality is important (INTELLIGIBLE, free of BACKGROUND noise).
• Use a headset with microphone for recording (preferably with USB connection).
  Tips:
• Write a script in advance so you know what you’re going to tell
• Invest in a high-quality microphone
• Beware of turning pages; this is also recorded.
• Avoid background noise as much as possible.
• Inform your colleagues that you are recording.

Tools : Windows Movie Maker, Avidemux, Lightworks

• Pay attention to the size (number of kilobytes) and quality (resolution). You can upload a video with lower resolution and thus with a smaller size.
  If you want to create a video yourself, you do need some expertise. However, you can find many good videos online. You invest quite some time searchingYouTube, Teacher Tube, etc … to find the right video. Pay attention to copyrights: name the source and ask for permission when using other people’s video.
  Tips:
  • Write a script in advance in order to avoid forgetting the essentials.
  • Work with a clear structure in your video (Introduction, middle, end).
  • In the introduction, mention the subject and what you would like to be addressed.
  • In the middle part, you go more in depth on the subject.
  • In the final part, you repeat the core of your video. A moment of reflection, as it were.
  • Watch your lighting, acoustics and background noise.
  • Make a video to your own ability and structure it didactically.
  

Weblecture tools: Present.me, Knovio

Podcast tools: Blubrry, Podomatic

Preparation
 • Start simple and don’t be too ambitious. Before you invest in a professional approach, it is important to show what the added value of web lectures is.
• Watch other weblectures so you can quickly see how it should (not) be done.
• Make your presentation visually appealing.
• Use a clear structure.
• Ensure that each slide in your presentation has a clear head title.
• Use short words or titles.
• Use a clear font.
• Use simple graphs.
• Use a neutral background.
• Keep recycling in mind.
Technical
• Before you begin, it is important to explore all the opportunities within your organization and to remedy any shortcomings.
• The sound is the highest priority. With a poor audio, your students will drop out. You should not delay the purchase of good (tie-pin) microphones.
• Try the first recording without an audience and possibly only produce audio in combination with a presentation.
• Do not use complex transitions as this will cause technical problems.
Didactic
• From the start, define your target audience and goals.
• Ensure that your students stay motivated until the end by increasing the use triggers.
• Use lots of examples of your own.
• Vary.
• Provide a fun interaction.
• Treat the camera as one of your students.
• Ensure a clear start.
• Mention what will be discussed in each part and give a summary at the end.
• Be explicit: explain clearly what is important and why.
• Do not speak too fast and articulate well.
• Formulate things clearly, use short sentences.
• Take a breath before you start with the next sheet, which ensures a pause.
More tips can be found in the ‘learn more’ section among the tools for each type of learning object.

Tools: Powtoon, EWC Presenter, Make web video, Vcasmo, Moovly, Wideo

Tips for creating an animation.
• Provide explain in or next to the image.
• Provide verbal explanation of the animation and the animation simutaneously (+ option to turn it off).
• An animation with voice works better than with text only (Mayer).
• A voice-only animation works better than one with text and speech (Mayer).
• Avoid disturbing words, images and (background) noise.
• Provide the ability to pause your animation so your student can view eg the animation in detail or consult certain terminology for further clarification.
• Provide a summary at the end of your animation.
• Use a conversational style to record your animation.
The use of words and pictures work better than words only.

Tools : Screencast-o-matic, screenr, Jing, Handy Snap, Screencastle

Tips to make a screencast.
• Provide good preconditions for example

o use a good headset,
o to minimize background noise,
o turn off interfering equipment such as air conditioning, mail, phones,
o set up your webcam,
o provide adapted lighting,
o position yourself comfortably with respect to your screen and your script (Please note that the sound of turning pages will also be recorded),
o discard your computer of visual noise, i.e. remove unused icons, close unnecessary windows, turn off updates and eg. also remove your personal background page or other information that may be sensitive,
o create a new user account on your computer that meets all the previous requirements.
• Be well prepared by using a script when you want to say something. You need not write this in detail, but it should give you a structure.
• Make your screencast brief and to-the-point. Ideally, your screenshot should not be longer than 5 minutes.
• If you need more time, split up your screencast in shorter pieces
• At the beginning, say what your screencast is about and finish with a summary.
• Before you start the actual recording, practice your screen cast.
• Check if your screen resolution is not too high and adjust it id necessary, otherwise your file will be too large.
• Use your mouse to highlight the important parts.
• Move your mouse only to perform an action, if not will lead your student away from the essence.
• Cut out irrelevant sections (eg the slow opening of a software program).
• Make sure your font size is large enough.

Tools:Mindmeister, Bubble.us, Mindjet, Xmind, Coggle, Gliffy, Freemind

Tips :

•Start with a white sheet in landscape format.
• Use different colors.
• Put the main idea central on the page.
• Start by giving each of the main lines a separate branch.
• Then fill in the outline with sub-lines.
• Explain the links between different ideas if there are any. This results in a good overview of the content and its structure.
• Always use key words, never use full sentences.
• Put ideas that primarily don’t belong to any of the central ideas, in a separate branch. Later on, you can still move them to a different branch. A list of mindmap tools can be found in the ‘learn more’ section.

Tools: Blogger, wordpress

Do’s en Don’ts for writing a blog:

• Do’s: choose a topic, write about personal experiences, make referrences, respond to visitors’ posts, promote your blog everywhere and write, even though you do not have anything to write about.
• Dont’s: being overambitious, keeping a tirade, write about everything, write long paragraphs, and listen to your critics
• More tips can be found in the ‘learn more’ section.

Tools: Wikispaces, PBWiki, Wikis in education

Tips
• Before you start to use a wiki, decide what you are going to use it for.
• Make clear to all your students how, for what eeason and why you use a wiki.
• Show your students how they canuse it, possibly through a screen cast or video.
• Agree on a clear netiquette before you start.
• Make sure you are closely involved in the beginning and take some distance, once the ball starts rolling. This gives learners the signal that the wiki is used effectively.
• If you work with several pages, make sure you give it a specific designation.
• If you want to use your wiki for several years in a row, it may be useful to add a year to the page name.
• Before you start, make clear agreements about behavior, language, respect for others’ input, … with your students, and even refer to possible consequences if these are not respected.

Tools: Adobe Captivate, Camtasia, Snagit

Which roles should your team cover in order to be able to create a simulation?
• Project manager who surveys and counsels the whole process.
• Instructional designer
• Programmer or someone who can work with an authoring tool for simulations.
• Graphic designer
• Content Expert
• Webmaster to post and keep everything online.
Several of these functions can be performed by one and the same person. This depends on the availability in your own  organization.

Tips:
• Only use simulations when necessary and if it clearly adds value to the learning process.
• Do not use this for text, images and references.
• Ensure that the interactions are not miniscule actions, by which it might seem that your student is somewhat interacting. Thus, adding an ‘OK- button’ which your student must click to continue, is no interactivity. If you keep this in mind, you can prevent wasting valuable development time and money. All sorts of examples and tools can be found in the ‘learn more’ section.

Tools:Educaplay, Quizlet, Plickers

Creating a good test with extensive and useful feedback for your students, requires a great effort and is time consuming. It’s best to work with a plan to avoid making all kinds of adjustments afterwards. First, you must make clear to yourself what the purpose of the test is. Then, you can select the question form, formulate the appropriate questions, and feedback according to the response and you can determine the composition of the test. Then you can enter the questions and tests in a convenient and logical way.

– You can ask both closed and open questions.
– Formulating good questions is not easy.

Preconditions:

o Does the chosen software fit in the evaluation method?
o Does the provided inquiry form match what is being tested?
o In what manner is quoted?
o Can the results of a test be analyzed?
o Is there a possibility for self-assessment?
o Can the teacher provide feedback?
• Is the infrastructure adapted?
o Is there a sufficiently powerful network available?
o Is the network sufficiently protected?
o Are there enough computers available?
o If the computer room regularly available?
o Is it possible to have a budget?
o Will there be supervisors?
o Are supervisors trained for administrating digital tests?
• Are both teachers and learners sufficiently informed?
o Is the teacher capable of using all functionalities of the program?
o Is the program user friendly?
o Can the student work effectively with the program?
• Give your student clear information about the possibilities and limitations of the test:
o How many times can the test be taken?
o Is there a time limit?
o Can your student pause during the test?
o How can your student navigate through the questions?
• Make sure the screen has adequate information for your student about the progress:
o Number of the question
o Remaining number of questions
o Remaining time (if applicable)
• The introduction of digital tests is a process that involves the attention and effort of all parties. It is certainly not a process that should be initiated by an individual teacher. Digital testing is ‘teamwork’.