Design for Online Engagement

SEO, Content and Design Optimization for Editors and Designers


Author: David Holston

Publisher: Simon and Schuster

ISBN: 144033448X

Category: Design

Page: 100

View: 7640

The world changes on a daily basis. People's needs change, political, technical and social thinking changes, and your site will need to change to reflect the world around it. On a daily basis you need to be aware of any number of elements including strategy, brand, search, content, design, code, and measurement. And you need to be constantly checking to make sure you’re on course. The Web never sleeps, and neither should your site.

Visual Design for Online Learning


Author: Torria Davis

Publisher: John Wiley & Sons

ISBN: 1118922441

Category: Education

Page: 208

View: 1381

Update the visual design of your course in pedagogically sound ways Visual Design for Online Learning spotlights the role that visual elements play in the online learning environment. Written for both new and experienced instructors, the book guides you in adding pedagogically relevant visual design elements that contribute to effective learning practices. The text builds upon three conceptual frameworks: active learning, multiple intelligences, and universal design for learning. This resource explores critical issues such as copyright, technology tools, and accessibility and includes examples from top Blackboard practitioners which are applicable to any LMS. Ultimately, the author guides you in developing effective visual elements that will support your teaching goals while reinforcing the learning materials you share with your students. There has been a steady increase of over 10% in online enrollment for higher education institutions since 2002, yet the visual look of online courses has not changed significantly in the last ten years. Adapting to the needs of students within online classes is critical to guiding your students toward success—and the right visual elements can play an integral role in your students' ability to learn and retain the information they need to thrive in their chosen programs. In fact, visual elements have been shown to increase student participation, engagement, and success in an online course. Leverage the best practices employed by exemplary Blackboard practitioners Explore three foundational conceptual frameworks: active learning, multiple intelligences, and universal design for learning Increase student retention and success Visual Design for Online Learning is an essential reference for all online educators—both new and experienced.

Designing for Optimal Peer Engagement in Online Learning

How to Design Online Courses to Meet Online Students' Diverse Peer Interaction Preferences


Author: Silke Rehman

Publisher: N.A

ISBN: 9781073023509


Page: 126

View: 4143

Designing for maximum online engagement? What if you found that your engagement strategy actually alienated a large group of online students? This book benefits those tasked with effective online educational strategy and instructional designers alike. It summarises dissertation research (MSc Digital Education at the University of Edinburgh) motivated by a desire to better understand solitary learners' resistance to the dominant social constructivist paradigm's call for more peer interaction during online learning. Challenging the classification of non-interactors as problem cases in a one-size-fits-all learning design, this phenomenological research generated deep understanding of what students perceive as their optimal peer interaction for learning, specifically in relation to their needs of autonomy, competence and relatedness as proposed by self-determination theory to drive motivation and satisfaction. Research was conducted in a Master level online learning environment specifically designed for high social engagement, explicitly demanding frequent student interactions. Results demonstrate a striking diversity of meanings, preferences and roles of peer interaction perceived by the students interviewed that defies the simplistic notion of peer interaction as an always desirable and 'unproblematic good'. 3 groups, solitary learners, cognitive interaction seekers and emotional interaction seekers, with different optimal peer interaction preferences could be identified and their need satisfaction assessed using self-determination theory as a critical lens. Reported optimal peer interaction coincided with the peer interaction quantity and quality that best satisfied needs according to self-determination theory. Strikingly, the exact same online learning design context satisfied universal needs differently, suggesting that mediating variables like beliefs, attitudes and personality seem to drive differing optimal levels. Apart from emotional interaction seekers who felt disempowered to reach their optimum peer interaction levels, participants proved highly resourceful at generating clever coping strategies to create their optimum peer interaction level within the online environment encountered. Against expectations, not those resisting peer interaction but only those seeking it fit the problem case classification and require better design to achieve satisfactory learning environments. Rather than a one-size-fits-all design that forces all students to interact more against their preferences thus causing stress, flexible designs are recommended that allow students with different peer interaction preferences to co-exist and feel empowered to create their subjective personal optimum in mutual understanding of differences. Issues associated with the prevailing deficit model are discussed with a particular focus on the less prominent voice of the solitary learner. Recognising limitations, recommendations for practice are made and areas for further research are identified.A note on methodology: Combining a hermeneutic phenomenological approach with template analysis within an interpretive paradigm facilitated a rich and nuanced qualitative understanding of different optimal peer interaction preferences and motivations while studying online. Data was collected through asynchronously written reflective answers followed by online synchronous interviews among a purposive sample of mature online postgraduate part-time students who had successfully graduated and indicated either high or low importance of peer interaction for their learning.

Student Engagement Online: What Works and Why

ASHE Higher Education Report, Volume 40, Number 6


Author: Katrina A. Meyer

Publisher: John Wiley & Sons

ISBN: 1119000769

Category: Education

Page: 144

View: 5389

What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

User-Centered Design of Online Learning Communities


Author: Lambropoulos, Niki

Publisher: IGI Global

ISBN: 1599043602

Category: Education

Page: 403

View: 955

"This book is anchored in the concept that information technology empowers and enhances learners' capabilities adopting a learning summit on using the machine for the augmentation of human intellect for productivity, improvement, and innovation at individual, organizational, societal, national, and global levels"--Provided by publisher.

Reading Graphic Design in Cultural Context


Author: Grace Lees-Maffei,Nicolas P. Maffei

Publisher: Bloomsbury Publishing

ISBN: 0857858025

Category: Design

Page: 248

View: 3974

Reading Graphic Design in Cultural Context explains key ways of understanding and interpreting the graphic designs we see all around us, in advertising, branding, packaging and fashion. It situates these designs in their cultural and social contexts. Drawing examples from a range of design genres, leading design historians Grace Lees-Maffei and Nicolas P. Maffei explain theories of semiotics, postmodernism and globalisation, and consider issues and debates within visual communication theory such as legibility, the relationship of word and image, gender and identity, and the impact of digital forms on design. Their discussion takes in well-known brands like Alessi, Nike, Unilever and Tate, and everyday designed things including slogan t-shirts, car advertising, ebooks, corporate logos, posters and music packaging.

Promise and Problems of E-Democracy Challenges of Online Citizen Engagement

Challenges of Online Citizen Engagement


Author: OECD

Publisher: OECD Publishing

ISBN: 9264019499


Page: 164

View: 3025

This book highlights policy lessons in using ICTs to provide information, opportunities for consultation and public participation in policy-making. It includes numerous examples of current practice from 12 OECD member countries (Australia, Canada ...


Public Online Engagement by the European Commission


Author: Matthias Ulrich


ISBN: 3832486070

Category: Business & Economics

Page: 113

View: 7972

Inhaltsangabe:Abstract: Research on electronic democracy is still limited to a number of institutions, researchers and academics. Nevertheless, interest in the topic grows and new trends and best practices arise. The aim of this thesis was to elaborate on the founding principles of eDemocracy, to build a model for designing eDemocracy initiatives and to examine the current status quo of eDemocracy projects within the European Commission. This thesis is divided into two parts: a theoretical part and an empirical part. In order to build a solid foundation of the core principles of eDemocracy the thesis links reform mechanisms, which were developed under the New Public Management efforts, to economical and institutional theories that scientifically support the necessity for new ways of governance. It becomes clear that the evolution of eDemocracy is an outcome of diverse political and economical influences and that eDemocracy can substantiate efforts to re-invent governmental work processes. The first part of this thesis is based on an extensive literature research from various academic disciplines, including Economics, Institutional Theory, Information Technology and Political Studies. Sources for the theoretical part come from academic literature, academic journals and documents retrieved from the World Wide Web. The theories examined and the conclusions drawn upon these theories serve the purpose to gain a deeper understanding for the need to reform the public sector and to improve its outcomes. Further, those findings allow us to incorporate eDemocracy into the eGovernment and eGovernance efforts, which are aimed to digitize governmental work processes. The model developed in part one acts as a benchmark for the examination of current public online engagement efforts on a European-wide level. The European Commission s web site,, is scrutinized, in order to examine the current level of design and operability of the Commission s efforts in engaging the public in decision- and policy-making. For the evaluation of the success of these efforts, insights gathered from a personal interview with officials from the Interactive Policy Making team of the European Commission are incorporated. Additionally, online documents on the European Commission s official web site are examined that substantiate the Commission s intent to promote eDemocracy efforts and to make online engagement tools more accessible and more effective in the [...]

Continuing to Engage the Online Learner

More Activities and Resources for Creative Instruction


Author: Rita-Marie Conrad,J. Ana Donaldson

Publisher: John Wiley & Sons

ISBN: 1118235444

Category: Education

Page: 176

View: 9524

Continuing to Engage the Online Learner Contributing to both the theoretical and practical literature,Continuing to Engage the Online Learner expands on the workof Conrad and Donaldson's bestselling Engaging the OnlineLearner. This next-step resource introduces a new phase totheir proven model, the Phases of Engagement, and addresses a widerange of online and hybrid learning environments, technology tools,and communication styles. Comprehensive in scope, the book provides an introduction to thetheory of engaged learning and its design, assessment, andmanagement in online and blended learning environments anddescribes the types of activities that motivate the online learnerin each phase of engagement. This down-to-earth resource alsoincludes 50 new and illustrative activities paired with each phaseof engagement. In Continuing to Engage the Online LearnerRita-Marie Conrad and J. Ana Donaldson provide relevant andtheoretically-sound information to enhance teaching and engagelearners, offering a practical handbook for instructors. "Conrad and Donaldson have done it again! Not only have theypresented a solid and useful discussion of the phases ofengagement, they have brought the theory alive through thepresentation of practical activities that would work well in anyonline or hybrid course." —Rena Palloff, faculty, FieldingGraduate University and author, The Excellent OnlineInstructor

Increasing Student Engagement and Retention in E-learning Environments

Web 2.0 and Blended Learning Technologies


Author: Jurate Stanaityte,Neil Washington

Publisher: Emerald Group Publishing

ISBN: 1781905150

Category: Education

Page: 423

View: 9928

Web 2.0 and blended learning technologies are reshaping and reframing the practice of teaching and learning in higher education. This volume critically examines new research on how e-learning technologies are being used in higher education to increase learner engagement and retention.