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>> Lesson 6-1: User Interface Development << Lesson 6-2: Media Selection Lesson 6-3: Course Revision

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Estimated Lesson Time: 1.0 Hour

User Interface Development

Lesson 6-1

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Welcome to Lesson 6-1: User Interface Development.

In the preceding lessons, you learned about the first two stages of the ADDIE Instructional Development process: Analysis and Design.

At this point, it should be clear to you that prior to any development, it is essential that you take the time to plan your analysis, perform your learner and task analysis, and design your learning objectives and course assessments.

Instructional Design for Subject Matter Experts (ID-SME)

Analyze

Develop

EvaluateImplement Design

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Once you’ve completed the first two phases of the ADDIE process, it’s time to start developing your web-based courseware.

In this lesson you will learn the importance of developing your courseware using established interface design techniques.


Analyze

Develop


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By the end of this lesson, you will have the knowledge and skills necessary to:

Generate web-based course materials which use established interface design techniques.

So, without further adieu, let’s jump right into the lesson…


Analyze

Develop


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Have you ever taken a course, or visited a web site, that used background colors and text colors that just didn’t work well together?

How easy is it to read this text? Does it hurt your eyes? Can you imagine being forced to take an entire course that used colors like this? Do you think you would learn much, or do you think you might quit early because of a headache?

This is one example of poor interface design.


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Is there something wrong with this slide? Don’t actually read all the text below, just step back and look at the overall slide layout. Could it be that there is just too much text on this one slide? Would taking an entire course full of slides like this motivate you to learn? This is another example of poor interface design.

Don’t read this part, it’s just filler text designed to make a point…As described in Assignment 2, ID-SME is a web-based course designed for subject matter experts (SMEs) who need to create instruction that effectively transfers their expertise to others. As a basic course in instructional design, ID-SME discusses the ADDIE process with a focus on “how” one goes about designing and developing effective instruction, without delving too far into the theory or details behind the “why” of the ADDIE process. ID-SME provides SMEs with the basic knowledge and skills needed to create web-based course materials that are based on sound instructional design principles. At a high level, the target audience for this instruction is SMEs who have little to no knowledge of instructional design practices. Their primary job responsibilities revolve around their area of expertise – software engineering – not instructional design or development, and they may or may not have access to an instructional design staff. They are interested in instructional design only as a means to better transfer their subject matter knowledge to others. More specifically, the target for this project is a software engineer with an advanced degree who is very comfortable with technology.


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What about this slide? The problem with this slide is a little more subtle. It has to do with the placement of the navigation buttons. Although their placement may work okay, it’s not ideal.

This is a third example of poor interface design.

Instructional Design for

Subject Matter Experts (ID-SME)Exit Previous Next



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And finally, is there something about this slide that doesn’t look quite right? Could it be that the graphic is a bit too large and the text box a bit too small?

This is a fourth and final example of poor interface design.

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As the preceding four examples illustrate, poor interface design can make learning frustrating. And in the worst cases…

…poor interface design can actually hinder the learning process.


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Good interface design, on the other hand, offers your learners numerous advantages. Some of these advantages include…

• Improved content clarity and organization. In most cases, learning is improved when information is presented in a clear, concise, and organized fashion.


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• Improved readability. If you cannot read the content, or if the material is organized such that you miss certain parts of it, you’re not likely to retain the material. Good interface design helps to ensure that all content is, at the very least, seen by the learner.


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• Improved user readability. If you cannot read the content, or if the material is organized such that you miss certain parts of it, you’re not likely to retain the material. Good interface design helps to ensure that all content is, at the very least, seen by the learner.

• Enhanced motivation. If students are overwhelmed with too much information, or if the information is presented in such a way that it’s difficult to read, motivation can be negatively effected. An unmotivated student does not learn as effectively as a motivated student.


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This lesson will help you develop web-based course materials that leverage the advantages of good interface design. The lesson is composed of four main topics, they include…

• Text & Background Colors

• Text Usage

• Navigation Buttons

• Element Placement


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Page 11 of 50

This lesson will help you develop web-based course materials that leverage the advantages of good interface design. The lesson is composed of four main topics, they include…

• Text & Background Colors

• Text Usage

• Navigation Buttons

• Element Placement


The lesson will end with a course summary and a list of follow-on activities to help enhance your knowledge and improve your ability to retain the newly learned material.

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Topic 1:

Text & Background Colors

You are approximately

complete with this lesson.

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15%

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A bad choice of text and background colors can make any web-based slide difficult to read.

By the end of this section, you will be able to:

• State the characteristics of text and background colors that make them easy to read.

• Identify text and background color schemes that work well together.


Some colors are easy to read.Some colors are easy to read.

Some colors are hard to read.Some colors are hard to read.





Topic 1: Text & Background Colors

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When choosing text and background colors, you must ensure that there is enough contrast between the text color and the background color.





Examples of text and background colors with sufficient contrast.

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When choosing text and background colors, you must ensure that there is enough contrast between the text color and the background color.





Examples of text and background colors with sufficient contrast.

Without sufficient contrast,…

Text can be very difficult to read.

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Next, you want to avoid using highly saturated colors.


Examples of highly saturated text and background colors.




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Highly saturated colors have two basic problems:

1. Similar to colors with insufficient contrast, highly saturated colors can be difficult to read; and

2. Highly saturated colors are hard on the eyes and can cause eye strain.





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Once you have properly accounted for contrast and saturation, there are two basic approaches to choosing your text and background colors:

or


Use a light background with dark text.

Use a dark background with light text. 1.

2.

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Once you have properly accounted for contrast and saturation, there are two basic approaches to choosing your text and background colors:

or


Use a light background with dark text.

Use a dark background with light text. 1.

2.

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NOTE:Many designers feel that a dark background with light text works better for slides that will be projected onto a screen. On the other hand, for web-based training

that will be viewed on a computer monitor, most designers feel that a light background with dark text is easier to read and is less straining on the eyes.

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**Time to Check Your Knowledge**

Topic 1:


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Practice Question 1-1:

When choosing text and background colors, which of the following is your best option? (click on the letter of the correct answer)?

A.

B.

C.

D.





High color contrast and high color saturation.

High color contrast and low color saturation.

Low color contrast and high color saturation.

Low color contrast and low color saturation.

Question 1 of 3

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A.

B.

C.

D.



Question 1 of 3







Correct!

Text and background colors should have a high color contrast and low color saturation.

Next Question



Exit

A.

B.

C.

D.









Incorrect

Text and background colors should have a high color contrast and low color saturation.

Next Question

Question 1 of 3



Exit


Which of the following “slides” uses text and background color schemes that work well together (click on the correct slide)?

A. Does this textand backgroundcoloring scheme work well together?



Question 2 of 3



B. Does this textand backgroundcoloring scheme work well together?

C. Does this textand backgroundcoloring scheme work well together?

D. Does this textand backgroundcoloring scheme work well together?

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Which of the following “slides” use text and background color schemes that work well together (click on the correct slide)?



Question 2 of 3




Correct!

Slide D uses text and background colors with high color contrast. Additionally, the colors are low in saturation.

Next Question

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Which of the following “slides” use text and background color schemes that work well together (click on the correct slide)?



Question 2 of 3




Incorrect

Slide D uses text and background colors with high color contrast. Additionally, the colors are low in saturation.

Next Question

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True or False. Once you’ve accounted for color contrast and saturation, there are two basic approaches to choosing your text and background colors: 1) use a dark background with light text; or 2) use a light background with dark text.

True

False





Question 3 of 3

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True

False





Question 3 of 3

Correct!

It is true that there are two basic approaches to choosing text and background colors. They are: 1)dark background/light text; or 2) light background/dark text.

Next Topic

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True

False





Question 3 of 3

Incorrect

It is true that there are two basic approaches to choosing text and background colors. They are: 1)dark background/light text; or 2) light background/dark text.

Next Topic



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Topic 2:

Text Usage



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Topic 2: Text Usage

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Too much text on a single slide can easily overwhelm learners and reduce comprehension.

By the end of this section, you will be able to:

• State how much text should appear on a single slide.

• State the techniques that help make text more readable.

• Identify slides that use an appropriate amount of text.

• Identify slides that use appropriate techniques to improve readability.

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I s there something wrong with this slide? Don’t actually read all the text below, just step back and look at the overall slide layout. Could it be that there is just too much text on this one slide? Would taking an entire course full of slides like this motivate you to learn? This is another example of poor interface design.


GlossaryInstructional Design for


Example of a slide with too much text.

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Topic 2: Text Usage

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It is more difficult and takes longer to read text on a computer screen than in print.

In fact, research has shown that people read text on a computer screen at a rate that is 28% slower than reading from a book.

With this in mind, you must take time to ensure you do not overwhelm your learners with too much text on any one slide.

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Topic 2: Text Usage

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As a general rule, two to four short sentences is the recommended amount of information or text that should appear on a web-based, multimedia slide.

Too much text can overwhelm the viewer and crowd the screen.

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Topic 2:Text Usage

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Don’t read this part, it’s just filler text designed to make a point…As described in Assignment 2, ID-SME is a web-based course designed for subject matter experts (SMEs) who need to create instruction that effectively transfers their expertise to others. As a basic course in instructional design, ID-SME discusses the ADDIE process with a focus on “how” one goes about designing and developing effective instruction, without delving too far into the theory or details behind the “why” of the ADDIE process. ID-SME provides SMEs with the basic knowledge and skills needed to create web-based course materials that are based on sound instructional design principles. At a high level, the target audience for this instruction is SMEs who have little to no knowledge of instructional design practices.

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Topic 2: Text Usage

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Too little information will slow down the presentation and may make it a bit too boring.

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Topic 2:Text Usage

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The ADDIE model is very common in I SD.

Analyze

Develop


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Topic 2: Text Usage

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If you have a lot of information to present about a topic, it’s usually better to add additional screens, as opposed to trying to squeeze it all on one slide.

Graphic

Tallahassee Community College opened in 1966. It serves the educational needs of post-high school students. These students are from a District composed of the counties of Leon, Wakulla, and Gadsden. Although most students come from this district, the College has enrolled student from Florida, from most states, and from several foreign countries.

TCC History

A little too crowded!

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Topic 2: Text Usage

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If you have a lot of information to present about a topic, it’s usually better to add additional screens, as opposed to trying to squeeze it all on one slide.

Graphic


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Tallahassee Community College opened in 1966. It serves the educational needs of post-high school students. These students are from a District composed of the counties of Leon, Wakulla, and Gadsden.

Although most students come from this district, the College has enrolled student from Florida, from most states, and from several foreign countries.

Less crowded slides with better text distribution and slide balance.

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Topic 2: Text Usage

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Sometimes it is necessary to include a large amount of information on one slide. When this happens, a number of techniques can be used to make the text more readable. These include:

• Provide generous white space between separate blocks of information;

• Use headings to summarize contents;

• Convert long sentences into bulleted or numbered lists; and

• Organize complex information into tables to help students mentally organize and integrate content.

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Topic 2: Text Usage

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An additional way to ensure textual information does not overwhelm your learners is to use attention getting techniques to focus students’ attention. These include, but are not limited to…

• using bold face• WRITING IN UPPER CASE LETTERING• underlining• using italics• highlighting with color• using different fonts

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Topic 2: Text Usage

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An additional way to ensure textual information does not overwhelm your learners is to use attention getting techniques to focus students’ attention. These include, but are not limited to…

• using bold face• WRITING IN UPPER CASE LETTERING• underlining• using italics• highlighting with color• using different fonts

NOTE:As a general rule of thumb, do not use more than three attention-getting techniques on a single screen. Overuse of these techniques reduces their overall effectiveness.

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Topic 2:

Text Usage

Exit


In general, what is the recommended amount of information or text that should appear on a web-based, multimedia slide?

A.

B.

C.

D.




Topic 2: Text Usage

One to two short sentences.

Two to three short sentences.

Two to four short sentences.

Three to five short sentences.

Question 1 of 3

Exit



Question 1 of 3


Correct!

In general, two to four short sentences is the recommended amount of text for a single slide.

Next Question

Topic 2: Text Usage



A.

B.

C.

D.





Exit



Question 1 of 3


Incorrect

In general, two to four short sentences is the recommended amount of text for a single slide.

Next Question

Topic 2: Text Usage



A.

B.

C.

D.





Exit


Of the three slides below, which one appears to use the proper amount of text?(click on the letter of the correct slide)




Topic 2: Text Usage

Question 2 of 3

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A.

Graphic


TCC History

B.

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Tallahassee Community College is a good school.

C.

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Question 2 of 3


Correct!

Slide A uses three short sentences and has good text distribution and slide balance.

Next Question

Topic 2: Text Usage



Graphic

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A.

Exit



Question 2 of 3


Incorrect

Slide A uses three short sentences and has good text distribution and slide balance.

Next Question

Topic 2: Text Usage



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A.

Exit


Sometimes it is necessary to include a large amount of information on one slide. All of the following are techniques that can be used to make your text more readable, EXCEPT:

A.

B.

C.

D.




Topic 2: Text Usage

Using four or five attention-getting techniques (e.g., bold, underline, all caps, and color).

Providing generous white space between separate blocks of information.

Converting long sentences into bulleted or numbered lists.

Organizing complex information into tables to help students integrate content.

Question 3 of 3

Exit



Question 3 of 3


Correct!

All of these are good techniques for making text more readable, EXCEPT for option A. Although attention-getting techniques are a good choice, you should not use more than three.

Topic 2: Text Usage

A.

B.

C.

D.







Next Topic

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Question 3 of 3


Topic 2: Text Usage

A.

B.

C.

D.






Incorrect

All of these are good techniques for making text more readable, EXCEPT for option A. Although attention-getting techniques are a good choice, you should not use more than three.


Next Topic



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Topic 3:

Navigation Buttons



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In order to move through your course, learners must have access to basic navigation tools.

In this section of the lesson you will learn to:

• State the different types of navigation buttons.

• Identify effective/efficient use of navigation buttons.

Exit

Glossary

PreviousNext

Menu

Home

Topic 3: Navigation Buttons

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There are several ways a learner may want to move throughout your web-based presentation. Basic navigation tools or “buttons” provide a means of doing just that.

Basic navigation buttons also provide your learners with a certain amount of “control” over their learning environment.

Learner control is important, particularly for adult learners who, in general, appreciate more control over their learning environment than their younger counterparts.


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Glossary

PreviousNext

Menu

Home

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At a minimum, basic navigation buttons should provide your learners with the ability to…


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Next1. Move forward to the next slide;


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Previous2. Move back to a previous slide; and


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Previous2. Move back to a previous slide; and

Exit3. Exit your presentation.


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Additionally, you may want to provide your learners with other navigation options, like the ability to…


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MenuAccess the main menu of your course and/or


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MenuAccess the main menu of your course and/or

GlossaryReference a glossary of terms.


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Once you’ve determined exactly which navigation buttons you will use throughout your course, the rules for effective use of these buttons are simple.

First, maintain consistency throughout your course. Do not surprise your learners by randomly adding new navigation buttons at different points within your presentation.


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Glossary

PreviousNext

Menu

Home

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Once you’ve determined exactly which navigation buttons you will use throughout your course, the rules for effective use of these buttons are simple.

First, maintain consistency throughout your course. Do not surprise your learners by randomly adding new navigation buttons at different points within your presentation.

Note the navigational tool consistency used throughout this course.


Exit

Glossary

PreviousNext

Menu

Home

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Second, only navigational tools which are required should be place on the screen. Unnecessary tools are ineffective, inefficient, and tend to confuse and frustrate users.

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Exit Previous

For example, a next navigation button would not be needed on the last screen of a multimedia presentation.

Thanks for viewing my presentations!



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Exit Previous

For example, a next navigation button would not be needed on the last screen of a multimedia presentation.


Exit Next

Just as a previous navigation button would not be needed on the first screen of a multimedia presentation.

Welcome to my presentation.

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Topic 3:

Navigation Buttons

Exit


At a minimum, what basic navigation buttons should you provide your learners?(click on the letter beside the correct navigation buttons)

A.

B.

C.

D.





Question 1 of 3

GlossaryPreviousNext

ExitPreviousNext

GlossaryMenuHome

GlossaryExitMenu

Exit



Question 1 of 3


Correct!

At a minimum, you should provide your learners with the following basic navigation buttons: next, previous, and exit.

Next Question

A.

B.

C.

D.





ExitPreviousNext

GlossaryMenuHome

GlossaryExitMenu

Exit



Question 1 of 3

Instructional Design for Subject Matter Experts (ID-SME) Next Question

A.

B.

C.

D.



Incorrect

At a minimum, you should provide your learners with the following basic navigation buttons: next, previous, and exit.



ExitPreviousNext

GlossaryMenuHome

GlossaryExitMenu

Exit


True or False. It is appropriate to add new navigation buttons at different points within your presentation.





Question 2 of 3

True

False

Exit



Question 2 of 3


Correct!

This statement is false. Maintaining consistency throughout your course is an effective means of using navigation buttons.

Next Question

True

False




Exit



Question 2 of 3


True

False



Incorrect

This statement is false. Maintaining consistency throughout your course is an effective means of using navigation buttons.


Exit


Of the three slides below, which one DOES NOT make effective/efficient use of navigation buttons? (click on the letter of the correct slide)




Question 3 of 3

Graphic

TCC History


A. B. C.


Exit Previous Next Exit Previous Next

Welcome to my presentations!

Exit Next

Slide 10 of 10Slide 5 of 10 Slide 1 of 10


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Question 3 of 3


Correct!

Slide B is the last slide in the presentation and therefore does not need to have a “next” button.

Next Topic

B.


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Slide 10 of 10


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Question 3 of 3

Instructional Design for Subject Matter Experts (ID-SME) Next Topic



B.


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Slide 10 of 10

Incorrect

Slide B is the last slide in the presentation and therefore does not need to have a “next” button.




Exit



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Topic 4:

Element Placement



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Proper placement of text, graphics, and navigation tools is an essential part of designing an effective user interface.

In this section of the lesson you will learn to:

• State the proper placement of slide elements on a single slide.

• Identify effective placement of slide elements on a single slide.

Topic 4: Element Placement

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If slide elements are improperly placed on the screen, information being presented can take more time for learners to read.

Even more importantly, inappropriately placed information can result in your learner missing certain aspects of the presentation because that information is placed contrary to learner expectations.


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The flow of screen elements should follow the Western eye movement, which is…


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1. From the upper left corner to the upper right corner;

1.

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1.

2. Down and across the screen to the lower left corner;

2.

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2. Down and across the screen to the lower left corner;

1.2.

3. Finishing at the lower right corner of the frame.

3.

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2. Down and across the screen to the lower left corner

1.2.

3. Finishing at the lower right corner of the frame.

3.

Text, graphics, and navigation tools should be placed following this scheme, which is known as the Z-Line Rule.

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A screen designed using something other than the Z-Line Rule can be difficult to read.

For example, a screen designed with navigation buttons at the top of the slide requires your learners to…


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1. Read the buttons before the rest of the information on the screen;

1.

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1.

2. Then read the rest of the information on the screen;

2.

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2. Then read the rest of the information on the screen;

1.

2.

3. And then return to the top of the screen to read the buttons again so they can navigate to the next slide.

3.

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A better design would be to move the navigation buttons to the bottom of the screen frame because they are the last information your learner needs to see prior to navigating to the next screen.

Again, text, graphics, and navigation tools placed in this manner are following the Z-Line Rule, which is more appropriate for the natural eye movement of your Western audience.


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Topic 4:

Element Placement

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Which of the following describes the proper placement of slide elements on a single slide?

A.

B.

C.

D.





Question 1 of 3

Slide element placement should accommodate the natural eye movement of your Western audience.

Slide element placement should be from the upper right corner down to the lower left corner.

Slide element placement should accommodate the natural eye movement of your Asian audience.

Slide element placement should be from the bottom right corner up to the upper left corner.

Exit



Question 1 of 3


Correct!

Slide element placement should accommodate the natural eye movement of your Western audience (from upper left to upper right to lower left to lower right).

Next Question

A.

B.

C.

D.







Slide element placement should be from the bottom right corner up to the upper left corner.

Exit



Question 1 of 3


A.

B.

C.

D.






Slide element placement should be from the bottom right corner up to the upper left corner. Incorrect

Slide element placement should accommodate the natural eye movement of your Western audience (from upper left to upper right to lower left to lower right).


Exit


True of False. Placement of text, graphics, and navigation tools should follow the X-Line Rule.




Question 2 of 3

True

False


Exit



Question 2 of 3


Correct!

This statement is false. Placement of text, graphics, and navigation tools should follow the Z-Line Rule.

Next Question

True

False




Exit



Question 2 of 3


True

False




Incorrect

This statement is false. Placement of text, graphics, and navigation tools should follow the Z-Line Rule.

Exit


Of the three slides below, which one uses effective placement of slide elements? (click on the letter of the correct slide)




Question 3 of 3

A. B. C.


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Exit

Previous Next

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Question 3 of 3


Correct!

The elements on Slide C follow the Z-Line Rule, which is appropriate for the natural eye movement of your Western audience.

Next Section




C.

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Question 3 of 3

Instructional Design for Subject Matter Experts (ID-SME) Next Section




Incorrect

The elements on Slide C follow the Z-Line Rule, which is appropriate for the natural eye movement of your Western audience.

C.

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TCC History


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Page 42 of 50

Lesson Summary & Review



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Page 42 of 50



Lesson 6-1: Summary & Review

In this lesson, you learned about the importance of developing your courseware using established interface design techniques. Some of the key points from the lesson include…

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Page 43 of 50






When choosing text and background colors, you should…

Create enough contrast between the text color and the background color;

Avoid using highly saturated colors; and

Use either a dark background with light text or a light background with dark text.

Exit



Page 44 of 50




Text Usage

When writing your text, you should…

Use no more than two to four short sentences on any one slide;

Use techniques to enhance readability (e.g., spacing, headings, bulleted lists, and tables); and

Apply attention getting techniques to focus students’ attention (e.g., bold, UPPER CASE, underlining, italics, color, and fonts).


Exit



Page 45 of 50




Navigation Buttons

When building your navigation scheme, you should…

Include, at a minimum, three basic navigation buttons: next, previous, and exit;

Add additional navigation buttons if necessary, like glossary and menu buttons; and

Maintain navigation consistency throughout your course and use only required navigation buttons.


Exit



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Element Placement

When placing elements on your slides, you should…

Ensure screen elements follow the Western eye movement and use the Z-Line Rule (i.e., upper left to upper right, down to lower left, and over to lower right); and

Avoid using a screen designed with something other than the Z-Line Rule as it can be difficult to read and portions of your message may be missed.




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Honing Your Knowledge & Skills:

Follow-On Exercises



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Lesson 6-1: Follow-On Exercises

The most effective way to retain the information you just learned is to put this new knowledge to good use right away. In doing this, you will not only enhance retention, but you will also ensure that your new knowledge is transferred to practical use in your everyday Instructional Design products.

As a means of enhancing your knowledge retention and skill transfer, try some of the following exercises in your free time…

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1. Surf the Internet and find a web-based course that you can critique. Go through the first twenty or so slides of the course and determine if the course developers used some or all of the user interface design techniques discussed in this lesson. Ask yourself what changes could be made to improve the course’s user interface design.

Exercise #1: Critique an existing online course.

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2. Take one or two pages out of your favorite technical manual, and design and develop a few web-based slides. Try a few different text/background colors, text layout, and navigation buttons to see what works best. Also, using the Z-Line Rule, place your elements in a few different places on the screen and see which layout works best.

Exercise #2: Convert pages of a manual to web-based slides.

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3. Sit down with one of your full-time Instructional Designers and ask them about some of their preferred interface design techniques. What combination of text and background colors do they like to use? What about text layout; what format do they follow? Also, ask them about navigation buttons, including what buttons they like to use and how they prefer to organize them on their slides. Compare their answers to what you’ve learned in this lesson.

Exercise #3: Have a conversation with an Instructional Designer.

Congratulations!

You are now ready to go off on your own and generate web-based course materials that use established interface design techniques.

Good Luck!

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