Evaluator: ___Windy May_____________ Interface Rating Form

Project Evaluated: _Effective Leadership

Date: March 28, 20 !

User interface is concerned with how the instructional content is presented to the learner, how the learner moves through the content, and how the learner experiences the instructional activities. In general, the user interface should be designed to make things easier for the learner (i.e., it should be learner-centric). Also, this form onl addresses the interface and its relationship to the learner and content. It does not specificall address the !ualit of the content, relevance of the interactions or assessments, or the meaningfulness of the media. "hile these criteria below are appropriate for most interfaces, a simple interface ma not include all of these criteria or ma include onl simplified versions. As an instructional designer, it is at our discretion to determine the value of each criterion to the learner. Directions: #valuate the user interface based on each criterion, where $ is lowest or unavailable and % is highest or optimal. Add our comments in each box ou select. &or instance, if the pro'ect scores a ( on )user interface*, add a comment inside the )(* box. Use the color green so our comments are easil identified.
CRITERIA User interf ce !it" e#$%icit co&rse str&ct&re 1 +o course structure is shown on user interface. 2 ,asic course structure is shown on user interface (e.g., course outline), but does not help learner understand how course segments fit together and support one another. LEVELS OF QUALITY 3 ,asic course structure is shown on user interface (e.g., course outline). -ummaries or other methods are used to help the learner understand onl how the ma'or course segments fit together and support one another.

4 .etailed course outline (expandable as needed) is shown on the interface. -ummaries or other methods are used to help the learner understand onl how all course segments fit together and support one another.

5 .etailed course outline (expandable as needed) is shown on the interface. -ummaries or other methods are used to help the learner understand onl how all course segments fit together and support one another. "hen instructionall useful, the interface allows learner to easil move to different segments of the course. /he outline for the unit of instruction is included on the first few slides. #xplanations with images0s mbols give a visual for ease of movement throughout the unit. 1b'ectives are defined for the content that will be presented

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through 3 modules with each beginning with an introduction slide. T&tori % to e#$% in n 'i( tion ) o$er tion +o tutorial is provided. /utorial explains onl a few of the navigation and operation features. /utorial explains some of the navigation and operation features. /utorial explains most of the navigation and operation features. /he navigation slide uses terms and arrows to show how to easil move from slide to slide. All features are identified except for the one to pin point the location of where the learner is within the unit. 4ost of the navigation and operation controls are clearl and consistentl labeled. It would be helpful to add an explanation and label for the location of the learner within the unit. Also, add explanation of other features such as notes to view. 4ost controls are located in the same place throughout the course. /utorial explains all of the navigation and operation features.

* 'i( tion n+ o$er tion % ,e%s-icons

+one of the navigation and operation controls are clearl and consistentl labeled.

&ew of the navigation and operation controls are clearl and consistentl labeled.

-ome of the navigation and operation controls are clearl and consistentl labeled.

All of the navigation and operation controls are clearl and consistentl labeled.

* 'i( tion n+ o$er tion contro%s %oc tion

Almost no controls are located in the same place throughout the course.

&ew controls are located in the same place throughout the course.

-ome controls are located in the same place throughout the course.

All controls are located in the same place throughout the course. All of the controls are located in the same place throughout.

O$er tion of contro%s

+one of the controls operate consistentl .

&ew of the controls operate consistentl .

-ome of the controls operate consistentl .

4ost of the controls operate consistentl .

All of the controls operate consistentl .

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Le rner.s %oc tion /s0ste1 fee+, c23

5er difficult to determine location in course.

.ifficult to determine location in course.

-omewhat difficult to determine location in course. Unaware until I saw at the bottom of screen while in the middle of the instruction. -omewhat difficult to determine how one arrived at a location in the course.

#as to determine location in course.

5er eas to determine location in course.

Arri'in( t

%oc tion

5er difficult to determine how one arrived at a location in the course.

.ifficult to determine how one arrived at a location in the course.

#as to determine how one arrived at a location in the course.

5er eas to determine how one arrived at a location in the course. #ach section is clearl marked b modules and slides provide information for when an assessment will take place (green check mark shows)

Esti1 te+ ti1e

/ime estimates are never provided.

/ime estimates seldom provided.

/ime estimates are sometimes provided.

/ime estimates are usuall provided. Inconsistent in a couple of areas.

/ime estimates are alwa s provided.

Screen Desi(n

+one of the screens are aestheticall pleasing.

&ew of the screens are aestheticall pleasing.

-ome of the screens are aestheticall pleasing.

4ost of the screens are aestheticall pleasing.

All of the screens are aestheticall pleasing.

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#ther $otes:

Adapted from 6a es, 7./., -tout, 7. 8., 9 7 an-8ones, ..:. (;<<%, 8une). Quality Evaluation Tool for Computer- and Web-delivered Instruction (/echnical 7eport +umber ;<<%-<<;). 1rlando, &:= +aval Air "arfare >enter /raining - stems .ivision.