Basic Design Decisions

·          Keep it simple.  More bells and whistles do not necessarily translate into more effective instruction.

·          Choose media types based on learning objectives.   Select only those media types and technologies that support the achievement of the desired learning outcomes.  Learners are usually more impressed with logical choices of media strategies and technologies; rather than those chosen to impress.

·          Limit scrolling.  The amount of information on a screen should not go beyond the viewing area of a single screen.

·          Adopt a learner-centered multisensory approach that encourages intellectual interaction.

·          Implement instructional design principles that adapt to the learners’ abilities and intelligently respond to the learner’s response.

·          Cater for different learning styles.

·          Adopt a non-linear approach in your design philosophy.

·          Treat your learners with respect; especially when providing feedback to their responses.  Feedback should be informative and useful.  Feedback messages should be neither patronizing, demeaning nor degrading.

Remember:

▪         Great design is usually lost in the attempt to cater for too many types of browsers; therefore, try to limit the types of browser to the one most common to the intended learning population.

▪         The aesthetics of screen design as they apply to your course does have a significant impact on the affective reactions of your students.  Screens should be professionally designed so as to include those elements which will keep the students interested and promote the desired learning outcomes; and avoid those which would detract from the learning outcomes.

▪         Make the appearance of each screen appealing and easy to use.

▪         Good design engages the learner.  It provides guidance and support, opportunities for repeated practice, as well as the opportunity to apply new knowledge and skills to complete useful tasks.

Layout

Good graphic design represents a balance between visual sensation and easy access to information.
To achieve this balance:

·          Use a template so that each screen has a reasonably predictable look and feel.

·          If you are not using the default background, select a background colour and pattern that is pale and muted and would not distract the learner.

·          Use headers on each page.  Header titles must be representative of the content which follow.

·          Be selective of your use of typography—font, colour, bold, underscores, italics, and other attributes.

·          Use graphics that are crucial to enhancing the understanding of your content.

·          Reduce downloading time by limiting their size, resolution, and the number of colours.

Page length

·          Long pages also take longer to download.

·          As much as possible, break the content down into appropriate-sized chunks, each of which is placed on its own screen.

·          Determine the maximum number of lines of usable space you have on a single screen; and the maximum number of words that can hold in that area.

·          If content on the lowest topic level does have to exceed a screen, you would have to make a judgment as to whether to place the extra information on a separate screen or have the learner scroll.

·          Reminder:  keep scrolling, as well as the number of times a learner has to scroll to a minimum.

Frames

·          Avoid using frames to open multiple Web pages on the same screen.  Instead, use a table format to lay out your screen content.

·          Remember the following when you are considering to display information in tables:

▪         The border lines can be either hidden or visible.

▪         You can embed a graphic into a table cell.

▪         You can change the colour of the background and the borders.

▪         You can vary the number of rows in different columns.

▪         You can also vary the number of columns in a row.

Special Effects

These eye-catching and attention-getting features include animation, blinking or scrolling text, and sound effects. Constant moving images have an overpowering effect on the human peripheral vision; and could, therefore, overpower the senses, distract, and even annoy some learners.

Use special effects:

·          To draw attention to critical aspects of the course material, or help to enliven an otherwise dull presentation.

·          When the creative use of colour, layout, typography, and simple graphics is insufficient to focus the learner’s attention on the important ideas being conveyed.

Orphan Pages

Depending on the course structure you have established, learners may access screens at the module, lesson or topic levels.  You should therefore ensure that all pages include a link to your point of entry screen as well as some indication of where they fit within the structure of your course.

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