As it was important that there would be variety in the three options for technical note templates, I gave myself a brief for each template.
The first template would include:
- Some colour (a calming pastel colour tone with high contrast to any text placed on top)
- Icons- to accompany text with visuals to help students clearly identify the meaning of language (in this case stitch specific technical terms), also vital that the icons are simple but easy to identify what they represent.
- Clear structure- organised in logical order, with headings and labels for students to navigate with ease.
- Clear typography- appropriate font size and font style (must be sans serif)
- Must be compatible with ‘DocReader’ on moodle for students to be able to customise font size settings, colour and hear audible descriptions etc.
The second template would include:
- No colour- just black text on white background to provide option for students who may find use of colour distracting/ overstimulating
- Icons- to accompany text with visuals to help students clearly identify the meaning of language (in this case stitch specific technical terms), also vital that the icons are simple but easy to identify what they represent.
- Clear structure- organised in logical order, with headings and labels for students to navigate with ease.
- Clear typography- appropriate font size and font style (must be sans serif)
- Must be compatible with ‘DocReader’ on moodle for students to be able to customise font size settings, colour and hear audible descriptions etc.
The third template would include:
- More colour in comparison to first option (still utilising calming pastel colour tones with high contrast to any text placed on top)
- Icons- to accompany text with visuals to help students clearly identify the meaning of language (in this case stitch specific technical terms), also vital that the icons are simple but easy to identify what they represent.
- Clear structure- organised in logical order, with headings and labels for students to navigate with ease. This option will utilise a mind map structure for those who benefit from this format- particularly those with ADHD ( Sandler, 2025)
- “By chunking information visually, mind maps engage multiple senses, boosting recall by about 10–15% over traditional notes” (Menzies, 2025)
- Clear typography- appropriate font size and font style (must be sans serif)
- Must be compatible with ‘DocReader’ on moodle for students to be able to customise font size settings, colour and hear audible descriptions etc.
Technical note template option 1:
Technical note template option 2:
Technical note template option 3:
Accessible links to documents on the Stitch Technical resources page on Moodle:
Technical notes template with DocReader feature:
References:
Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0: Guideline 1.3 Adaptable: Create content that can be presented in different ways (for example simpler layout ) without losing information or structure. Available at: http://www.w3.org/TR/WCAG20/#content-structure-separation (Accessed: 16th May 2025).
Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 1.1 Text alternatives: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language. Available at: http://www.w3.org/TR/WCAG20/#text-equiv (Accessed: 16th May 2025).
CAST (2018) Clarify vocabulary, symbols, and language structures (UDL Guideline 2.1). In: UDL Guidelines version 2.2. Wakefield, MA: CAST. Available at: https://udlguidelines.cast.org/representation/language-symbols/vocabulary-symbols-structure/ (Accessed: 16th May 2025).
Dynamic Business. (2023) Designing eLearning for neurodiverse learners. Available at: https://dynamicbusiness.co.uk/designing-elearning-for-neurodiverse-learners/ (Accessed: 14th May 2025).
Farrand, P., Hussain, F. and Hennessy, E. (2002) ‘The efficacy of the “mind map” study technique’, Medical Education, 36(5), pp. 426–431. doi: 10.1046/j.1365-2923.2002.01205.x (Accessed: 16th May 2025).
Kajka, N. and Kulik, A. (2021) ‘The influence of metacognitive strategies on the improvement of reaction inhibition processes in children with ADHD’, International Journal of Environmental Research and Public Health, 18 (3), p. 878. Available at: https://doi.org/10.3390/ijerph18030878 (Accessed: 15th May 2025).
Menzies, E. (2025) ‘How Mind Mapping Empowers Neurodivergent Learners’, Medium, 9 June. Available at: https://medium.com/@elleanor_menzies/how-mind-mapping-empowers-neurodivergent-learners-f8edfbfed683 (Accessed: 15th May 2025).
Sandler, M. (2025) ‘Mind‑Mapping: A Must‑Have Study Tool for Students with ADHD’, ADDitude Magazine, 8 May. Available at: https://www.additudemag.com/mind‑map‑study‑skills‑adhd/ (Accessed: 15th May 2025).
The Noun Project Team, 2025. How to design an effective infographic with icons. [blog] The Noun Project. Available at: https://blog.thenounproject.com/how-to-design-an-effective-infographic-with-icons/ (Accessed: 14th May 2025).
W3C, 2025. Use Icons that Help the User | Cognitive Accessibility Design Pattern. [online] Web Accessibility Initiative (WAI), World Wide Web Consortium (W3C). Available at: https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p07-icons-used/ (Accessed: 14th May 2025).
Yoliando, F.T. (2020) ‘A Comparative Study of Dyslexia Style Guides in Improving Readability for People with Dyslexia’, Proceedings of the International Conference of Innovation in Media and Visual Design (IMDES 2020), Amsterdam, Atlantis Press, pp. 32–37. doi: 10.2991/assehr.k.201202.050. (Accessed: 16th May 2025).