Concept for an interactive device that demonstrates how slope of the land under classified vegetation determines the severity of a bushfire. The learner can increase or decrease the angle of the upslope and downslope. As a result the severity of the approaching bushfire will change. The bushfire’s severity is based on a premise of the …
A diagram that describes the workflow of an activity. The activity requires the learner to identify and evaluate an organisation’s workplace procedures.
Scrawlin’ out the structure and sequence of an learning object is one of my favourite parts of the planning process.
Interactions based on the ‘compliant completion of documentation’ are a resource development staple. They always present an interesting challenge. Representing a ‘real life’ element (paperwork, document, forms, pro-forma) on screen in a meaningful way. This drawing describes how a interaction that requires the learner to complete an ‘OHS action plan’ could be represented on screen.
I use drawings to complement my learning resource scripts. I try to give as much information as possible to the development team. Sometimes it helps.
There always needs to be something to drive the learner through a learning resource. A thematically relevant scenario or problem that ‘wraps’ the content and assessment is a good way to engage the learner cohort. This method is not without it’s own problems. Not every learner wants a narrative embedded in their learning. Some learners …
Puttin’ a concept down on paper is one of the first things I do when I start to plan the design of an interaction. A simple pen drawing is immediate and it allows colleagues to see the flow of the interaction ‘that’s inside my head’. The drawing can be then used as the basis for …
