What does the acronym c.r.a.p. stand for
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Last week we began looking at some web design practices we could and should be borrowing from web design to help create exceptional elearning. P principles from visual design, in other words, C. P web design stannd elearning. Rapid elearning tools have made it increasingly easy to design and build good elearning without having to what does the acronym c.r.a.p.
stand for how to code. Tools like Elucidat have unleashed the creativity of instructional designers, allowing us to build stunning elearning rapidy. In unskilled hands, the tools available to us can very quickly produce messy, over-designed elearning that is far from perfect. Applying a few basic design skills can help avoid those mistakes. P stands for contrast, repetition, alignment and proximity and these are the four principles of design that graphic and visual designers use all the time for websites.
Contrast is often the most что safest towns near nashville tn Вами visual technique affecting what stanr on screen. By applying a little contrast in the right places you can avoid elements on the page that are merely similar:. Titles, body text, bold text and underlining help to organise information, make it meaningful and memorable and provide direction or instruction for your learners.
The use of bold or italic text is one common form of contrast — the difference in shape makes the bolded or italicized text stand out from the surrounding text. This is a great example from What does the acronym c.r.a.p.
stand for Warehouse of strong visual design with bold contemporary contrasting colours. Web designers repeat visual elements of their design throughout the stanv. Elements such as colour, shape, texture, spatial relationships, line thicknesses, sizes, can all be repeated to help develop a sense of organisation, unity and consistency.
Some elearning authoring tool allow you to build templates that you can reuse for various page types, making it quicker and easier to what does the acronym c.r.a.p.
stand for up these designs once and then use them consistently over and over. Nothing should be placed on screen in an arbitrary way. Every element should have some visual connection with another element. This creates a clean, clear and sophisticated took and feel. Aligning your screen elements creates a visual flow and visually connects узнать больше screen. This example from Make Источник статьи Design of a one-page design demonstrates the principle of alignment well.
You should be asking yourself constantly: Does everything line up or have you got things centred, left aligned or out of place? Proximity on fpr screen provides a critical cue about whether items are or are not related. Elements that are related need to be grouped close together. When several elements are in close proximity to each other, they become one visual unit rather than several separate units.
You should be asking yourself constantly: Can you find everything you need on your page easily? What is it that your learners will take note of?
You may already unconsciously use these principles in your work, but knowing the principles and recognising their use will help you make better, more conscious decisions in des future.
Better still, let tools such as Elucidat help. Ready-made themes that you can choose and apply quickly to any elearning project are all built увидеть больше sound web design principles underpinning their design. For some inspiration, try looking at Abduzeedo for websites and Elearning Superstars for elearning.
We use tsand in order to personalize your experience, display relevant advertising, offer social media sharing capabilities and analyze our website’s performance. Cookie Preferences. How can we help you? Something Has Gone Terribly Wrong. Please Try Later. Using C. P Web Design For eLearning. Summary: This week what does the acronym c.r.a.p. stand for are looking взято отсюда some C. P elearning.
Yes, you read right. P before, it zcronym a set of principles used in visual web design. P design, this article is for you. P Web Design For eLearning Last week we began looking at some web design practices we could and should be borrowing from web design to help create exceptional elearning.
What does C. P mean? Write or read Comments.
What does the acronym c.r.a.p. stand for –
Rather, they should turn to the power of the web to determine its trustworthiness. While convenient, the CRAAP questions imply that high-quality sources are recognizable because they are constructed according to a rigid set of guidelines.
Redefining sources as social acts: genre theory in information literacy instruction. Some elearning authoring tool allow you to build templates that you can reuse for various page types, making it quicker and easier to set up these designs once and then use them consistently over and over. Nothing should be placed on screen in an arbitrary way.
Every element should have some visual connection with another element. This creates a clean, clear and sophisticated took and feel. Aligning your screen elements creates a visual flow and visually connects the screen. This example from Make Sense Design of a one-page design demonstrates the principle of alignment well. You should be asking yourself constantly: Does everything line up or have you got things centred, left aligned or out of place?
Proximity on the screen provides a critical cue about whether items are or are not related. Elements that are related need to be grouped close together.
When several elements are in close proximity to each other, they become one visual unit rather than several separate units. You should be asking yourself constantly: Can you find everything you need on your page easily? After much thought, she came up with the acronym.
She wanted to give students an easier way to determine what sources are credible. The SAILS test focuses more on the scores as a quantitative measure of how well students look up their sources. One university has started using the CRAAP test to help teach students about online content evaluation. In a article, Cara Berg, a reference librarian and co-coordinator of user education at William Paterson University emphasizes website evaluation as a tool for active research.
Website evaluation using the CRAAP test was incorporated as part of the first year seminar for students at this university, to help them hone their research skills. The workshop for website evaluation felt rushed and in most cases, librarians could not cover all the angles in one class session.
As well, as a consequence of rushing the website evaluation portion for reasons of time, student performance on an assessment focused on website evaluation was poor. To address these problems, they developed a “flipped” method in which students watched a video that covered two of three workshop sections on their own time, with in-class instruction limited to website evaluation yet occupying all of a class period.
Student performance on assessments of their knowledge of CRAAP for website evaluation improved after the change to instruction. The CRAAP test is generally used in library instruction as part of a first-year seminar for students. Students were required to participate in this class as a part of the graduation requirement at William Paterson University.
The test is applied the same way as the website evaluation and is used universally in all courses. There are other schools that use the test as a way for students to do well on their assignments in subjects that require research papers.
In , Marc Meola’s paper “Chucking the Checklist” critiqued the checklist approach to evaluating information,  and librarians and educators have explored alternative approaches. Mike Caulfield, who has criticized some uses of the CRAAP test in information literacy ,  has emphasized an alternative approach using step-by-step heuristics that can be summarized by the acronym SIFT: “Stop; Investigate the source; Find better coverage; Trace claims, quotes, and media to the original context”.
In a December article, Jennifer A. Fielding raised the issue that the CRAAP method’s focus is on a “deep-dive” into the website being evaluated, but noted that “in recent years the dissemination of mis- and disinformation online has become increasingly sophisticated and prolific, so restricting analysis to a single website’s content without understanding how the site relates to a wider scope now has the potential to facilitate the acceptance of misinformation as fact.
According to these authors the method needs thorough adaptation in order to help students detect fake news and biased or satirical sources in the digital age.
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