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E-learning Instructional Design Guidelines - Human Factors ...

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HFIDTC/WP2.1.5/2<br />

Version 2/ 30 April 2006<br />

8.3 Metadata<br />

• Navigation controls should be simple, intuitive and consistent in naming,<br />

behaviour and screen location placement<br />

• In general, navigation operations should be reversible<br />

• Controls should exist to allow the user to:<br />

o Move forward and back a screen (and replay the current screen if required)<br />

o Move up to the menu that presents multiple units of instruction<br />

o Control video with play, pause, stop and volume controls<br />

• Perpetually available controls such as help, glossary or configuration/setup should<br />

operate on a ‘call and return’ principle where the user is returned automatically to<br />

where they were in the course on completion of the operation (rather than forcing<br />

the user to manually navigate back to their place in the course)<br />

• Appropriate accessibility guidelines are followed (if applicable)<br />

• Long latency events (such as downloads and streaming media buffering) should<br />

be accompanied by indications of what is happening and how long it will take. In<br />

situations where the delay may be significant the user may be offered alternative<br />

media, and/or have the ability to terminate the event in a graceful manner.<br />

• Scrolling content should be avoided wherever possible – and preferably restricted<br />

for embedded media (such as PDFs), rather than forming the basis for screen<br />

design – on the basis that it can potentially conceal content from the user and<br />

allow content to be missed.<br />

• Learning objects should include the following metadata<br />

o Details as to the content ownership within the organisation<br />

o Learning Objective reference to enable linkage with external training<br />

documentation (so that updates may be made when TOs are modified)<br />

o Information as to the audience for which it was designed (this informs the<br />

transferability assessment when moving a <strong>learning</strong> object to a new <strong>learning</strong><br />

event)<br />

o Information on dependent Learning Objectives (and Objects) this also<br />

informs the transferability assessment, as <strong>learning</strong> objects with dependants<br />

cannot be freely transferred.<br />

- End of Document -<br />

49

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