What I learned from three modules in Rise
Introduction
Effective online learning, the ability for online learners to meet training objectives, relies on designing with visuals promoting relevant engagement. By using Robin Williams’s C.R.A.P principles for identifying good design and Ruth Clark and Richard E. Mayer’s E-Learning and the Science of Instruction, I review three learning modules created with Rise with the hope of using some of their element for my own modules. C.R.A.P. stands for contrast, repetition, alignment, and proximity. This means that I will record if the three learning modules has the four elements. I will also determine how each Rise module engaged learners. Although Rise modules share a common layout, each of the options managed to do something different
Animal Guessing Game
Allison LaMotte sequences the content stating the purpose of the module, providing a way for parents to engage and teach their kids about farm animals. what to expect. LaMotte paces her learners with negative space. She posted the greeting, the objective, and the instructions against large gaps of white. This includes the button, “Start Course,” and the recognition game.
The assessment itself is also simple and spare:
- Play the sound.
- Click “Think You Know.”
- Look at the picture of the animal.
- Click Next.
LaMotte really understood her audience as the children do not need to demonstrate their comprehension online. Parents would check their comprehension offline, or children would share their knowledge.
Contrast – the images and the buttons nicely contrast against the white background and each other.
Repetition – the images are the same size, the layout for the game remains the same for each question.
Alignment – the images, audio command, and the buttons appear centered.
Proximity – each audio clip, button, and answer image appear each other.
LaMotte chooses images that are appealing pictorial summaries, that appeal and engage children to learn about farm animals. She uses an assessment that keeps a young child mentally active with behaviorally activity.
Since I struggle with assembling relevant, but also appealing graphics, I did not consider the value of sound. I hope that I can create a learning experience that use more forms of multimedia without overwhelming learners.
Designing Learning Objectives
Because Jaime Billingham has more content and a formal tone, he divides his module into thirteen sections to pace his learners. He also uses different images to punctuate the information and assessments.
Billingham also uses multiple choice to help learners assess what they read and poses questions about learning objectives so learners can pause and try to recall what they read, and reflect after reading. Learners can also keep track of their progress with a progress bar.
Contrast – Quotes most often appear in white text against a dark background. Purple buttons and text are set against white backgrounds. The yellow for Billingham’s abbreviation contrasts to the purple line for each header.
Repetition – Each section has a title, and each subsection has a sub header title. Al buttons are purple, important terms appear in bold.
Alignment – the images usually appear to the left or right of an explanation.
Proximity – image, explanation, and question or assessment are grouped by topic.
Since I assist with assembling online courses, the topic already interests me. However, I now see that it possible to have more content that is not just text. It is also possible to balance content heavy subjects with images and assessments. The key is making sure each element is relevant without overwhelming the learner. Billingham manages to encourage reading for meaning and achieve the learning objectives such that learners are behaviorally and mentally active.
The Growing Power of Social Media
Taylor Tomanio grouped her content by introduction and a section for each social media company. Except for the introduction, she clearly defines each section with a title set in an appealing image that suggest each topic. Mountains, for the incredible number of Facebook users. Instagram has an appealing picture of a young woman, and Twitter has an image of soaring birds.
Tomanio uses large images and icons to draw learners’ attention to read the accompanying text. She also requires learners to complete the flip card activity before they can advance to the next page.
Contrast – Blue and orange, colors that naturally contrast each other, appear in Facebook and Instagram.
Repetition – Different shades of blue appear throughout the module. Orange and green appear in Instagram.
Alignment – Instagram images appear as equally spaced squares , audio command, and the buttons appear centered.
Proximity – each icon appears to the left of relevant text.
Although Tomanio’s module is appealing is also requires an additional level of engagement. Although each section provides information about a company, the questions require learners to recall or guess an interesting fact to demonstrate how connects learners are to social media. I hope that that I can create a learning experience that allows participants to not only think about what they are learning, but also draw from their own personal experience.
Conclusion
Because the Rise layout is so distinct, I realize that I have taken online training created with Rise. However, these show me that it is possible to organize information and assessments that are appealing and easier to absorb with a combination of relevant images and assessments
June Haldeman 
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