Instructions for Participants of the e-Course Developing Digital Teaching Content

6. Visual Design and Content Personalization

In this topic, participants will become acquainted with key principles of visual design and the personalization of digital teaching content. It focuses on the selection of colours, fonts, layout, and graphic elements to ensure clarity, aesthetic consistency, and accessibility for all users. At the same time, it addresses the adaptation of content for different student profiles—based on their knowledge levels, learning styles, and needs—in order to ensure greater engagement and deeper understanding.

Unit 1: Visual Principles in Creating Digital Teaching Content

Theoretical Component
In this section, participants are introduced to the fundamental principles of visual design in the context of digital teaching content. Key visual rules are explored, including simplicity, hierarchy, contrast, consistency, typography, and the use of colours and graphic elements. Emphasis is placed on the importance of visual clarity and aesthetic coherence as factors that enhance content comprehensibility, reduce cognitive load, and increase student motivation. Special attention is devoted to accessibility and user-friendly design that accommodates all learners.

Practical Component
In the practical part, participants develop competencies for critically evaluating and applying visual principles in the design of teaching materials. Through discussion, they exchange experiences and viewpoints on what constitutes good visual design in digital teaching content. This is followed by an analysis of two examples—one well designed and one with shortcomings—in which they apply theoretical principles to identify visual strengths and weaknesses. Participants then redesign one segment of their own teaching materials (e.g., a presentation or an LMS page) using the principles of simplicity, contrast, typography, and accessibility learned in the theoretical segment. The unit concludes with peer evaluation, where participants review and comment on their colleagues’ work, providing constructive suggestions for improving the visual design of teaching materials.

Unit 2: Adapting Digital Content for Different User Profiles

Theoretical Component
In this section, participants become familiar with principles for adapting digital teaching content to meet diverse student needs. Strategies for individualisation based on prior knowledge, learning pace, and previous experience are explored, as well as recognition of different learning styles (visual, auditory, tactile). Particular emphasis is placed on combining different content formats (text, images, video, interactive quizzes) to increase engagement and comprehension. The unit introduces accessibility practices aligned with the WCAG guidelines, including appropriate contrast, captions, alternative text, and keyboard navigation. It also covers personalization possibilities within LMS environments, such as student grouping, conditional content release, and completion tracking. The unit promotes a design approach in which digital content is inclusive, flexible, and oriented toward enabling all students to participate actively and successfully in the learning process.

Practical Component
In the practical part, participants analyse, create, and evaluate digital teaching content from the perspective of adapting it to different student profiles. Activities begin with an analysis of existing content, where participants assess how well the materials accommodate different entry levels, learning styles, and learning pace, applying principles of accessibility and inclusivity. Through discussion, they share personal experiences, challenges, and strategies related to content personalisation. In the central activity, participants create their own adapted digital content designed for a specific target group (e.g., students with lower prior knowledge, learners from different linguistic contexts, or students with specific needs). The unit concludes with peer evaluation, during which participants assess their colleagues' work using predefined criteria that include pedagogical relevance, degree of adaptation, accessibility, and technical execution quality.