E-Learning Resource: Hindi for Kids
A digital resource that allows English-speaking primary school pupils (ages 9-12) to learn the 13 vowels of the Hindi alphabet in an engaging and enjoyable learning environment. Children immediately immerse themselves in the learning process and are encouraged to listen to, pronounce, and write the Hindi letters. Using all the senses, the tools and game activities captivate children’s attention with colourful photos of Indian culture, music, and cartoon images of animals native to India. Hindi for Kids incorporates all four language skills (listening, speaking, reading, and writing) and fosters intercultural knowledge and understanding.
The course is user-friendly, inclusive, and suitable for both the classroom and the home environment. Following a student-driven, task- and discovery-based approach, the design interface lets young learners easily access and navigate the web resource. Teachers and parents or guardians form the secondary audience.
(Completed April 2020)
Task
The task was to design, develop, and produce a digital learning resource using a software tool of our choice. The learners (the end-users) needed to be able to interact with the resource using a mouse device. It was important to consider the theories and practices of Technical Communication, Information Design, and Interactive Media Design. We had the option to work with a partner, so I teamed up with a classmate.
View the course
You can view and try out the entire course by clicking on the image. Hindi for Kids will open in your browser in a new tab.
Screenshot of Hindi for Kids home screen
Why I chose this project
I included this project, as it showcases my skills developing an effective e-learning solution for a specific audience from beginning to end. It was an invaluable experience that allowed me to understand every aspect of the process. Moreover, it highlights my ability to learn new software and work in a team with a project partner.
Skills demonstrated (tasks that I worked on)
Content writing and information design
Articulate Storyline
Proposal writing
Storyboarding
Creativity
Content writing
Interface design (outline text, colour, layout, and graphics specifications)
Interactive features (propose navigation systems and integrate Web 2.0 technologies)
Considering accessibility and usability
Writing learning objectives
Voice-over
Collaboration
What I learned
More than with any other project, I learned to keep the stakeholders in mind at all stages. We carefully created a resource that children can use independently or in a blended manner with an adult. I learned how to design a digital experience that is accessible and engaging for the target audiences. In addition, I realized that applying a consistent style throughout is key. I also gained proficiency in using a software development tool. Above all, it was a great opportunity to put the theoretical concepts on design principles, writing style, and accessibility we had learned in the MA programme into practice. Markel and Selber (2018), Dick et al. (2015), and Lannon and Gurak (2011) were our basis for designing the course.
Finally, the assignment was an invaluable experience working with a project partner. We learned how to divide up tasks, manage our time, and use our different strength and skillsets to our advantage. Overall, the collaboration was very fruitful and contributed to the success of the finished product.
Read the blog
Read my blog post on Storyboarding to learn more about the development process and collaboration.
Related resources
Please note: I have my project partner’s permission to disclose her name.
References
Dick, W., Carey, L., and Carey, J.O. (2015) The systematic design of instruction, 8th ed., Boston: Pearson.
Lannon, J.M. and Gurak, L. (2011) Technical communication, 12th ed., Boston; London: Pearson.
Markel, M. and Selber, S.A. (2018) Technical communication, 12th ed., Boston: Bedford/St. Martins.
Photo by Black Jack on Shutterstock.