Immunization and child health materials development guide pdf

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MAKE AN INTERACTIVE, “BRANCHING” STORY Not all interactive products are expensive or difficult to create. You can make an interactive story using hyperlinks in Microsoft PowerPoint or Microsoft Word, 32 two programs with which many people are already familiar. This does not exactly fit our definition of an interactive product, since the “branching” is really just moving from screen to screen—not a logical function, but clever developers can use simple screen navigation to create an engaging and educational user experience. Interactive stories move forward based on choices the user makes. In a branching story about AIDS prevention developed in Indonesia, the first choice is whether the user wants to experience the story as a boy or as a girl. Clicking either link takes the user to text that introduces the character and the situation, for example, the boy and the girl are in a nightclub, but have not yet met. At the bottom of each page is a question with two or more choices. For example, after the boy notices the girl he must decide whether to approach her or not. After they meet, he must decide whether to offer her a ride home, then whether to accept her invitation to come into the house, whether to have a drink, whether to have sex, and whether to use a condom. Based on the choices the user makes, different events unfold. 3. Develop Computer-based Materials. If you have gotten this far, perhaps you are still intrigued by the idea of creating CM. Following is an overview of the steps involved in developing a simple computer-based product, with or without the help of an outside consultant. a. Consider Audience Requirements. Before you decide to create computer-based materials, you must think about the audience who will use your CM. Hardware and software questions: • Does the typical user have access to a computer? • What kind of computer? (processor speed) • How much storage is available on the hard drive? • Does it have a CD-ROM drive? • What kinds of software can it support? • Does it have multimedia capabilities? • Does it have reliable and inexpensive Web access? Page 53
User-skill questions: Is the user: • Able to read and understand what appears on a computer screen? • Familiar with computer software? • Comfortable using a mouse? • Able to locate files on a floppy disk or CD-ROM, if necessary? • Comfortable using the Internet, if necessary? b. Develop a Product that Suits Your Needs. This is a good time to ask yourself, once again, “Do we really need to create a computer-based product, or can we do the job in other, less complicated ways?” If you do not need a computer-based product, stop now. But if you feel that your communication objective requires distribution of large quantities of information, multimedia, branching logic, or logical algorithms, then proceed. • Make a List of Available Materials. Start by listing the materials that you already have in their original form or as digital files—such as text from brochures, artwork, and audio and video clips. Also, list the materials that must be created from scratch. • Design an Interface for the User. Think carefully about how to design the interface, as that will influence the experience of the user and the effectiveness of the product. Keep your interface as simple as possible. It is especially important not to go “icon crazy”—in general, the fewer icons you use, the better. - Platform. Whatever your feelings about Microsoft Windows, you probably have to develop your product for that platform, since most business and personal computers worldwide use it. Only about 5 percent of computers worldwide use the Apple operating system, and another 10 percent use UNIX, LINUX, or Sun operating systems. You’ll find that many graphic designers and publishing companies use Apple equipment and that many universities use UNIX or LINUX systems, but they might not be your intended audience. The good news is that the Web and Adobe Acrobat work on both the Windows and Apple operating systems. - Touch Screens can be a good choice for some settings, but they require special hardware and can be difficult to maintain. Touch screen interfaces must be designed with big buttons because fingers are much larger than a mouse pointer. This changes the look of your interface considerably. - Fonts. Be careful using fonts that do not come with Windows. If you design your product with a font that the user doesn’t own, their computer will substitute some other font. This can dramatically alter the appearance of your product and can create other problems. This is also true of fonts for languages other than English. Fortunately, Adobe Acrobat is designed to help solve this problem; that is one reason so many people use it today. Page 54
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
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Materials development is especially
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The Guide explores qualitative rese
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Step 1. Plan Your Project The first
Page 16 and 17: THE CREATIVE BRIEF 3 A creative bri
Page 18 and 19: Figure 1. Sample Materials Developm
Page 20 and 21: Step 2. Identify and Study Your Aud
Page 22 and 23: • Fieldworkers, traditional birth
Page 24 and 25: 2. Define Your Audience by Stages o
Page 26 and 27: B. Determine Informational Needs of
Page 28 and 29: 2. Decide Which Method Best Meets Y
Page 30 and 31: In-Depth: Effective Qualitative Res
Page 32 and 33: • Ask participants to imagine som
Page 34 and 35: Figure 11. Principles of Question D
Page 36 and 37: Figure 12. Tips for the Facilitator
Page 38 and 39: Figure 14. Example of Organizing FG
Page 40 and 41: immunization. Make sure the questio
Page 42 and 43: 3. Identify Patterns. As the facili
Page 44 and 45: SUMMARY OF FOCUS GROUP PHASES Phase
Page 46 and 47: Figure 17. Organizing Your Notes 22
Page 48 and 49: Step 3. Develop Messages
Page 50 and 51: A meeting with policy-makers may be
Page 52 and 53: Figure 18. Guidelines for Designing
Page 54 and 55: Step 4. Create Draft Materials Keep
Page 56 and 57: The artist can prepare more than on
Page 58 and 59: C. Video Materials Producing a vide
Page 60 and 61: VIDEO Same expert demonstrates Solo
Page 62 and 63: Special Advantages of the Web. The
Page 64 and 65: • Easy to Create. A single person
Page 68 and 69: - Get Outside Help, If You Need It.
Page 70 and 71: Step 5. Pretest and Revise Draft Ma
Page 72 and 73: B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
Page 76 and 77: Page 62
Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 104 and 105: Step 7. Distribute Materials and Tr
Page 106 and 107: Figure 36. Tips for Using Print Mat
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111: Appendix 18 includes a sample evalu
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References AIDSCAP. How to Conduct
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Glossary of Acronyms AIDSCAP BCC BD
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PATH (Program for Appropriate Techn
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Appendices
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Appendix 1 Topic Guide for Focus Gr
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E. Closure 1. Review any patterns o
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Appendix 3 SMOG Readability Formula
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Leave Plenty of White Space. This m
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Use Simple Illustrations. Avoid ext
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Use Appropriate Illustrative Styles
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Appendix 5 Hiring Experts If you ha
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Sample Letter January 25, 2001 Dire
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Appendix 7 Video Camera Directions,
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22. Titles: (a) Cards, film, slides
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⇑ Clearly identify steps in a tec
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Appendix 10 Sample Questions for Pr
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Appendix 12 Pretest Data Sheet Pret
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Appendix 14 Group Pretest Answer Sh
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Appendix 16 Radio and Video Pretest
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Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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