Instructions for Use: Images and Navigation
Interacting with the Images in this Module:
This feature is the first to be described as understanding it will be important in order to successfully navigate the remainder of these instructions. All of the images in this module have intentionally been labelled using "hot spots", which require the user to interact with the image to reveal the appropriate information. Labels will be made available simply by hovering the cursor over the flashing "I" on each image. An example (Fig. i) is shown below, try to reveal the hidden information by interacting with the "hot spot".
Figure i: How to interact with "hot spots"
Navigating the Home Page:
By now you will have already navigated the home page. The main features of the home page are demonstrated below (Fig. ii).
Figure ii: How to navigate the home page.
Each section contains a number of pages. Instructions on how to navigate through sections, such as this one, are demonstrated below (Fig. iii).
Figure iii: How to navigate each section
Instructions for Use: Questions
There are a large number of questions, of many different varieties contained within this learning tool. There are some questions after the introduction of a new topic within each section. Many of these questions are single answer, and simply require the user to click the appropriate box and then submit their answer. When the question requires a different approach, instructions will be detailed in the relevant place. Navigation of the question pages (Fig. iv) is very similar to navigation of the content pages.
Figure iv: Navigation of question pages
Instructions for Use: Sections
The module has been divided into three sections to adequately address the remit. These sections are external ear, middle ear and internal ear and the structures considered within each section are shown below (Fig. v).
Figure v: Brief description of how the information has been subdived within this module
Justification of Approach
* This section has been included as a note to the marker regarding the creation of the tool and is not relevant for the learner *
This tool is aimed at third year university students enrolled in a degree involving teaching of anatomical sciences. The typical student in this demographic will have grown up around technology for their entire life, and will likely be well versed in using it. As demonstrated over the previous pages, this tool is easy to navigate and should pose no problem for the target audience, especially when supplemented with the instructions. However, the intended demographic also have a number of other traits which should be addressed in order to deliver effective learning. The main points are described below, along with a description of how these factors have been addressed.
The typical attention span of the intended demographic is short, and as such interaction is key to maintain engagement. The strategies to address this are that after a new point is introduced there will be one or two questions within the section to engage the learner, whilst also ensuring adequate recall of the information. At the end of the module there are interactive questions about the entire module to engage, assess and reinforce the teaching delivered.
The target audience thrive in image rich environments and are severely deterred by large blocks of text. To address this, separate ideas are on individual pages with text blocks kept as concise as possible. Furthermore, wherever possible, the text is supported with a diagram or media source.
Structure and Immediacy:
There is a strong desire to be told what is required of the participant before embarking on a task. Similarly, whilst completing of a task this demographic thrive on immediate gratification. These two traits have been addressed in tandem, with the introduction of the progress bar. In the "instructions for use section" the learner is told that their progress advances whilst moving through the content of the module and answering the interactive questions. As they work through the module they can visually see their progress advancing. This grants the user the structured approach they desire, and gives them a small reward as they work towards their goal. The structured approach is augmented by an "aims" page at the start of each section.
Inductive Discovery and Experiential:
These two related ideas state that this particular generation learn better by discovering the information for themselves, and by learning this material through experiencing it. This idea is harder to address within the confines of this learning tool. However, instead of putting in labelled diagrams, "hot-spots" have been incorporated into the image. These require the user to interact with each image to reveal the information. This allows the student to discover the information for themselves, whilst also increasing engagement.
Educational Literature Cited:
Brown, J.S. (2000) Growing up digital, Change , 32, 10– 11
Oblinger, D.G., Oblinger, J.L. (2005) Is it age or IT: first steps towards understanding the net generation. In: Oblinger, D.G., Oblinger, J.L. (eds), Educating the Net Generation, 1st ed, Educase
Prensky, M. (2001) Digital natives, digital immigrants, part II: do they really think differently?, On the Horizon, 9, 15–24
Thanks to all those who gave their time and allowed their photographic images to be included within this module.
All digital images are original content and have been edited using Adobe Photoshop CS6 software, .psd files are available upon request. The original sketches have been maintained and are also available upon request as either hard copies or .jpeg files.
Two videos have been included within this module. Both videos are original content and have been used with the permission of the subject. However, without paying a subscription fee these videos cannot be uploaded to the easygenerator module. Instead these videos have been hosted on "Dropbox" and "YouTube" to ensure compatibility. Hyperlinks are included in the relevant places, and both links will lead the user to the same video. These videos are only available via these hyperlinks, and have not been published to the public domain.