LRNT622: Proposed Dissemination Project

I have decided to complete a research paper dedicated to helping professors, teacher, educators and facilitators better develop visually stimulating learning material. 

The primary intended target demographic are the educators within the Ontario College system. However, any academic-based product should be tested within a smaller venue before a large scale launch. Therefore, I intend to complete a three-stage feedback process over a year period at Algonquin College in Ottawa, Ontario. 

The format of the dissemination of my will be that of an ePublication (ePub) through an interactive PDF. A website would seem to be the more optimal way of delivering material. However, the majority of users either skim or lightly read content off of web pages without absorbing the context of the content (Weinreich, Obendorf, Herder, & Mayer, 2008). If the cost were nominal, I would prefer creating real manual or book. We as consumers put a higher level of value on a physical entity, albeit digital file, over that of a simple web page or site (Helm, Ligon, Stovall, & Van Riper, 2018)

The abbreviated idea is to create a design handbook to help educators create clear, concise and stimulating academic materials which include guides for text, graphics, video, audio elements to be used within digital learning environments. The intended ePub will be tested within the School of Media and Design for initial feedback. Additional testing phases will be rolled out within the rest of the college throughout a future year.

A companion internal website and video will be used to promote the ePub as well as to offer a discussion board to invite additional ideas on how to create optimal learning material.


Helm, S. V., Ligon, V., Stovall, T., & Van Riper, S. (2018). Consumer interpretations of digital ownership in the book market. Electronic Markets, 28(2), 177–189.

Weinreich, H., Obendorf, H., Herder, E., & Mayer, M. (2008). Not quite the average: An empirical study of Web use. ACM Transactions on the Web, 2(1), 1–31.

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