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Canva, a more than popular tool most recently used on mobile devices as means of creating stimulating visual marketing and social media related images. However, do you know enough about Canva to become an effective Canva user? I hope you are able to leave this crash course well informed about the many uses of Canva!
There are hundred’s of pre-made templates that you can download and use to DIY your blog’s design. If you are struggling with web design, did you know you can use Canva to design certain elements of your site? Read more about this and other topics below centering around Canva!
10 Types of Visual Designs You Can Create With Canva
- Blog Post Image Template
- Sidebar Graphics
- Blog Email Newsletter Header
- Lead Magnet
- Content Upgrades
- Email Opt-In Mockups
- Blog Post Graphics
- Blog Post Infographics
- Blog Media Kit
Many users still don’t know the powerful features of Canva. With Canva, you can create the following:
- Design product labels
- Create workbooks / Planners / Ebooks
- Invitation cards
- Photo collages
- Mobile videos
- Desktop wallpaper
3 Ways To Enhance Your Blog Posts with Canva
1. Blog Title Image
Canva’s Blog Title design template is best for Twitter, Facebook, and LinkedIn shares. If you’re looking for a portrait or vertical blog title image for Pinterest and Google+ shares you can use Canva’s Blog Graphic template. It works great!
The best thing is Canva created an infographic template, which is SO helpful. You can use any of the ready to use template designs and switch out the font, colors, and design elements. Have an outline ready for your infographic, which will make it easier to get done.
3. Photo Collages
Photo collages are a great visual piece with a variety of images in one. You can use the ready-to-use Photo Collage template in Canva to show steps of a recipe or instructions. The Canva photo collage template is square shaped however you can create a photo collage with many of their photo grids.
You can use collages for designs and to display your portfolio. Use the Pinterest template in Canva and the multiple image photo grids as shown below.
Tip: Find the right photo with Canva’s built in photo library
To start, type a keyword or two into the search bar, and choose from any of the photos or illustrations — that means no more Google image searches. The extensive photo library hosts a wide variety of subjects and themes, like abstract images, textures, landscapes, people, and animals. Once you’ve found the perfect image, just drag it over to your design, and drop it where it needs to go.
Canva also allows you to upload your own images and use them on your design, which is perfect for adding your logo and other branded visuals to content.
Tip: Resize your whole design to fit various platforms.
The Magic Resize tool is available for Canva for Work users — a paid plan starting at $12.95 per month. Users of Canva’s free tools can still resize their designs by creating a copy of the original visual. Click “File,” “Change Dimensions,” and select the format to which you’d like to resize the design. That said, Magic Resize is quite a time-saving feature that lets you copy and resize one design into formats for various channels. Just click on “File,” navigate to “Magic Resize,” then choose the different formats you want to use to adapt your visual. Then, click the “resize” button, and you’re done.
Visual content is #Winning!
Social media users are much more likely to engage with posts that have “visuals” tied to them.
At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).
Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.
- Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009).
- Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009).
- Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology (Koehler & Mishra, 2009).
- Pedagogical Content Knowledge (PCK) – “Consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009).
- Technological Content Knowledge (TCK) – “An understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa” (Koehler & Mishra, 2009).
- Technological Pedagogical Knowledge (TPK) – “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009).
- Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009).
Gamification is a technique used in e-learning to enhance user participation. Gamification techniques are intended to leverage people’s natural desires for socializing, learning, mastery, competition, achievement, status, self-expression, altruism or closure. Gamification strategies use rewards for players who accomplish desired tasks or competition to engage players. Types of rewards include points, achievement badges or levels, the filling of a progress bar or providing the user with virtual currency. Making the rewards for accomplishing tasks visible to other players or providing leaderboards are ways of encouraging players to compete.
Retention also improved when gamification was used in the workplace. In the future, virtual reality (VR) and augmented reality (AR) may also become a regular part of gamification in business. These two types of gamification put the user in an entirely different place (VR) or augment their surroundings (AR) to offer just-in-time training simulations and problem-solving situations. Read about ways to include gamification into e-learning programs.
Create a compelling storyline to captivate your users and take them on a journey. Create a story that embeds users in the plot as they tackle each section of the content. This is a great way to create immersive content and keep learners engaged throughout. Incorporating characters or avatars to represent employees can add an extra layer of fun to this.
2. Visual design
Eye-catching visuals and aesthetically pleasing designs can make your elearning more appealing and draw your users in. Combine bright colours and graphics for a visually-stimulating learning experience.
Who doesn’t love a bit of healthy competition? Allow users to compete against others in their team or anonymous players, or even against themselves to keep motivation levels high. Consider including leaderboards so learners can see how they’re performing against their peers.
Reward your learners with smaller, more frequent tasks and then ramp up the difficulty level as the session progresses. This will not only help them get into the swing of things, but leave them primed and ready for more difficult, rewarding challenges using what they have learnt along the way.
Incentivizing your users in the way of rewards such as badges, medals or unlocking new levels can help to boost their motivation and keep them engaged for longer periods of time.
6. Leader Boards
They are dashboards that are used to provide a pictorial view of the overall progress—including against others. The analytics keeps learners connected to the learning journey and aligned to meeting their terminal objectives.
7. Instant Feedback
Providing instant feedback when a learner completes a task or quiz is a great way to keep them focused and engaged as it allows them to track their progress as they move through the different stages of the game.
Will gamification truly help learners learn?
The fact remains that the success of any learning strategy is determined by the effectiveness of its application. Remember, gamification can help create not only extrinsic motivation through rewards and competition, but can also be helpful in providing intrinsic motivators like skill development and autonomy for students.
Use Of An Avatar
An avatar allows employees to place themselves in a game. This type of game can be very helpful when everyone in the company needs to undergo a new training at different levels.
As discussed above, gamification using VR and AR are great ways to teach hazardous situations without placing employees in harm’s way. First responders in the early stages of their training can use gamification in this way to make decisions or react to emergencies, but simulations are also effective for training in call centers and engineering and retail.
This type of gamification in eLearning uses a specific, task-oriented approach to teach employees a specific process. This could be something as simple as teaching a new plumber how to hook up a water heater or as complex as developing a new system of resource management.
Gamification in Assessments
For companies that need a quick overview of what their employees know, either in theory or in practice, gamified assessments can provide a snapshot in a low-pressure setting. Some of these applications can be developed in such a way that employees don’t even realize they are being assessed. This is not to be done in a “gotcha” way; rather, managers can use this data to structure relevant future trainings and clarify anything that is widely misunderstood.
Click the link below for more information on integrating your organizations content into gamification software from The Training Arcade: