INSTRUCTIONS SLIDE: DO NO EDIT
ID template 5.0
for creating learning objects
Created by OSCAR team
October 2011
INSTRUCTIONS SLIDE: DO NO EDIT
Welcome
This is a document to explain the chosen concept to the animator.
Since the animator may not be aware of the subject matter, write
elaborately and provide images wherever possible
This document has sections which will provide the necessary details to
the animator before starting the animation.
The slides with yellow background (like this one) are the 'Instruction
slides'. Read these slides to understand the section.
The slides having Blue background
(like the one shown) are the
'Guidelines slides' These slides would be helpful in writing the
sections.
INSTRUCTIONS SLIDE: DO NO EDIT
Information section
Next few slides are about the necessary information regarding the
concept.
Write the information by clicking on the headings provided in the slides.
You can add more slides, incase the information is not fitting in the
given slide.
Avoid changing fonts, colours and font sizes, unless it is really critical
(ex: make text bold if you want the readers to pay attention to that
word)
Title of the animation
Brief description of the animation (1 or 2 sentences)
Related LOs:
– Prior Viewing:
– Future Viewing:
Course Name:
Author(s) :
Mentor(s):
Level(UG/PG):
*The contents in this file are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 India license
Learning objectives

After interacting with this Learning Object, the learner will
be able to:
–
–
(objective 1)
(objective 2)
INSTRUCTIONS SLIDE: DO NO EDIT
Assembly Diagram providing visual information
It is important for the animator to get a visual idea about the components in the
LO. Therefore, provide visuals of ALL the components in the concept.
This section has two important aspects:
– information about visuals in the LO
– placement information of those visuals





Create visuals in the slides titled 'Diagrams' wherein show a detailed images of
the components (See example slide). Number the diagrams
Use BOLD lines in the diagram (minimum 2pts.). In the images, identify and label
different parts of the components.
Illustrate the basic flow of action using arrows.
In the slide after that, provide the definitions of ALL the labels used in the
diagram. (See the example)
You may have multiple diagrams. In this case, number them as Assembly Diagram
1, 2, 3…Create multiple slides for these
Guidelines slide
Creating a diagram
•
Create a schematic diagram of the assembly used in the experiment
•
Initially, use shapes to denote the components incase you don't have the actual images.
•
Instruct the animator to recreate the images, if you haven't provided, or if the ones you
have used are copyrighted. Provide suggestive links/hand drawn sketches of the images
•
Show the flow of action using bold and coloured arrows.
•
Make new diagram, every time the components change
•
Add unique labels to each component, and place the label near it. Use an arrow to show
the association between the component and the label
•
Be consistent in the labels used. Do not change the label names for the same component
in various diagrams
•
Provide definitions for ALL the labels used in the diagram in the slide after the diagram
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS
RACHEL S. SMITH
Example of Diagram slide
Assembly Diagram 1: Single transformation
Graphs will have a grey coloured grid
and the axes would be shown in black
Number the units as shown
Graph 1
Graph 2
Check boxes
Slide bars
Area for displaying
the instructions
to the users
y(+)=2.0x(+)
Use red coloured bold line
to show the waveform
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS
RACHEL S. SMITH
Waveform
Play
button
Reset
button
Example of Definitions of the labels
Diagram 1: Graph
Definitions of the labels used in Diagram 1:
Graph: Graph is a diagram showing the relation between the two quantities, typically of
two variables, each measured along one of a pari of axes at right angles
Waveform: It is a curve showing the shape of a wave at a given time
Check boxes:
Slide bars:
Play button:
Reset button:
Area for textual display:
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS
RACHEL S. SMITH
Diagram 1
Definitions of the labels in Diagram 1
1
2
3
4…

Add more slides if required
Diagram 2
Add more diagrams if required
Definitions of the labels in Diagram 2
1
2
3
4…

Add more slides if required
Add more slides to create diagrams if required
INSTRUCTIONS SLIDE: DO NO EDIT
Animation design
•
•
•
Use the template given (next slide)to show the
placement of the elements.
This is a sample template, and you are free to change
as per your design requirements.
Try and add / rename / move the tabs / buttons /
sections / subsections as required.
Slide 3
•
Use ‘callouts’ as shown above to explain the source of
content. Ex: If the call out is placed at the Tab 01,
and you want the content to be taken from slide 3 of
this presentation, then place this callout on the Tab
01, and write ‘Slide 3’ inside the callout.
Slide 3
Introduction
Tab 02
Tab 03
Tab 04
Tab 05
Tab 06
Tab 07
Name of the section/stage
Interactivity
area
Animation area
Button 01
Button 02
Button 03
Instructions/ Working area
Credits
INSTRUCTIONS SLIDE: DO NO EDIT
Stepwise description of process


The goal of the document is to provide instructions to an animator
(who
is not an expert).
12
You have to describe what steps the animator should take to make
your concept come alive as a (moving) visualization.
10


Refer to the pedagogy and interaction design guidelines (next two
slides after this) before creating the LO, these will give an idea of
8
various
options to be used for creating LOs.
Column 1
Use one slide per step. This will ensure clarity of the explanation.
Column 2
Column 3
6

Add a image of the step in the box, and the details in the table
below the box.
4

You
can use any images for reference, but mention about it's
2
copyright status. If required, the animator will have to
re-draw/re-create the drawings
0
Row 1
Row 2
Row 3
Row 4
Add more slides as per the requirement of the animation
Guidelines: Refer before creating sections
General pedagogy guidelines
• Invite access to content via multiple modalities of learning (visual,
auditory, kinesthetic).
• Provide opportunities for learners to make choices, make
decisions, or manipulate elements.
• When learners are able to make choices, ensure that the choices
are meaningful.
• Give learners a chance to interact with the content. Use
interactive tools where users can manipulate abstract concepts,
test their own assumptions about them and see the consequences
of their own actions.
• Provide feedback for every action done by the user
GUIDELINES FOR AUTHORS OF LEARNING OBJECTS
RACHEL S. SMITH
INSTRUCTIONS SLIDE: DO NO EDIT
Guidelines on adding interactivity
•Some of the ways in which Interactivity can be added are:

Simple navigation: back and next, or play and pause buttons

Allowing selection to the user: radio buttons, check boxes

Providing options for specific inputs: text/numeric boxes

Providing regulatory controls: slider bars, regulators

Providing active participation: drag and drop, move / rearrange
Use interactivity to decide the flow of communication in the LO.
Step 1:
T1: Title of the step, to appear as heading of the screen
(if any)
Image/graphic for the step
Description of the
action/
interactivity
Audio Narration
(if any)
Text to be displayed (if any)
(DT)
Interactivity option 1: Step No: 1
Image/graphic for explaining the interactivity options
Interactivity
type
Instruction to
the learner
Boundary
limits
Instructions for the animator
Results and Output
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Self- Assessment Questionnaire for Learners
•
Please provide a set of questions that a user can answer based
on the LO. They can be of the following types:
–
These questions should be 5 in number and can be of
objective type (like MCQ, Match the columns, Yes or No,
Sequencing, Odd One Out).
–
The questions can also be open-ended. The user would be
asked to think about the question. The author is requested to
provide hints if possible, but a full answer is not necessary.
–
One can include questions, for which the user will need to
interact with the LO (with certain parameters) in order to
answer it.
–
It is better to avoid questions based purely on recall.
Questionnaire:
Add more slides if required
Use appropriate formatting for the questions
INSTRUCTIONS SLIDE: DO NO EDIT
Links for further reading


In the next slide, provide some reference
reading material for the users.
It could be books, reference publications, or
website URLs.
Links for further reading

Reference websites:

Books:

Research papers:
INSTRUCTIONS SLIDE: DO NO EDIT
Summary
•
•
Please provide points to remember to understand the
concept/ key terms of the animation, in the next
slide.
The summary will help the user in the quick review of
the concept.
Summary