Basic Rules of Learning Content Usability

crowdone So, let's say that you've done a perfect job of carrying out your instructional design model. You have properly identified the needs of your audience, the skills they need to acquire, and the methodologies you will use to teach them. Your content reinforces the major message, and your assessments satisfy the most demanding subject matter expert. Unfortunately, your users don't seem as pleased, because they are confused by your wonky interface!


Make the interface clear

Your users are there to learn the content, not interpret your interface choices. Make it clear to them the following:

  1. What they are there to learn
  2. What should be the outcome
  3. Where they should start
  4. How they can move forward in the content
  5. How they can jump to a place in the content
  6. How they complete the content
  7. How they can move on to the assessment


Here is the interface...now forget it!

Users involved in learning new skills are already overloaded with information. Every effort must be made to provide a stable interface for them so they can focus on the content. Anything that might break the flow of the content should be avoided. That includes wonky interface items that distract. because they are unclear through too little or to much design.


But, I have all these cool buttons!

The focus should remain on the content. Navigation should allow the users to easily use that content as it was designed. This means that the use of each navigational control should be well-placed, distinct, and its use immediately apparent. This means that emphasis should be placed on repeating labels, objects and icons of a simple nature. A combination of icons and text labels are fine as long as the text is short and clear, and semiotics of the icon are clear.

For example, a common symbol for navigation in a linear fashion through content would be an arrow. Even if the user failed to read the navigation instructions, and had never seen your content before, if they have ever used a web browser, it is extremely likely that they would be familiar with an arrow signifying movement, and click on it to see what it does. Symbols for forward, backward and reloading of content could all be represented through the use of such arrows, creating a common and reinforced navigation group.


Primary Navigation

The purpose of this navigation should be immediately apparent and tell the user the following:

  • Here is how I move forward in the content
  • Here is how I go back in the content
  • Here is how I jump to another point in the content
  • Here is how I exit the content


Secondary Navigation

The purpose of this navigation should be be to control simulations, interactions and provide additional content


Utilities

Utilities should allow the user to immediately see that they can perform additional functions with the content, such as download printable workbooks, print out Flash movies, or bring up narration text in another language.


Where am I?

The user should never be lost within the content. I repeat, the user should never be lost within the content. For paged content, the means following the important standards already common to well designed sites, including multiple navigation indicators such as:

  • Section indicators
  • Page titles
  • Contrasting navigation elements such as tabs or buttons
  • Breadcrumbs

For content activated within web pages, such as Flash, indicators should be visible that shows the following to the user:

  • An indicator of how far into the content they are, (and how much they have left to suffer through)
  • How to move forward
  • How to move backward
  • How to repeat the content or an action, such as narrated audio or an animation
  • How to jump to another section


What do you mean a “test”?

Unless you build the assessment within the content itself, you will probably include some type of formative or summative assessment. As such it will necessary for the user to move from the content to the assessment. If it is a summative assessment, it is important to describe the event that is about occur, and what the user can expect.

Information, such as what button they should press to go to the assessment, (if there is one), and a description of the assessment, along with an anticipated grade for passing will reduce confusion, and provide a milestone in their content absorption.





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