Dear all
(This is a thinly disguised ploy to encourage some debate by going back to basics...)
Does anyone else find that helping an 8 yr old with their history homework can be more interesting than reading a history text written for an adult audience - or is it just me?
Would you agree that one of the most common errors people make when producing elearning resources is to assume that they know the type of person who will be interested in using them, and how they are likely to use them. The unconscious reasoning goes something like: "I know I would want a resource like this, so let's put it on the web for others to use too."
The elearning resources I tend to enjoy most are those (successfully) designed for use by young children. For example, the excellent Romans in Sussex site ( http://www.romansinsussex.co.uk/ ) can be approached on 3 levels. I found that starting with level 1 led me on naturally to level 2 and, if I had the time, I would doubtless soon be browsing happily through level 3, Adult/Higher Education. As an adult (who has already spent more time in Higher Education than is good for me) should I have gone straight to that section?
I tend to find browsing through material at a level I already 'know' quite reassuring: it puts me at my ease, and makes we want to find out more.
Is it reasonable to suggest that, where there is only enough money/time to produce one version of a learning resource, the audience to write for is "interested, articulate 8 yr olds"?
Obvious exceptions would be resources designed for specific courses or for well defined specialist audiences such as researchers. Are there any other reasons for breaking this rule?
Martin Bazley
elearning group Chair
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Martin Bazley
Internet Projects Manager
Learning Unit
Science Museum
Exhibition Road
London SW7 2DD
Tel +44 20 7942 4766
Fax +44 20 7942 4712
Web www.sciencemuseum.org.uk
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