General Features of Software for Learning

Computer Based Instruction

TUTORIALS HYPERMEDIA DRILLS SIMULATIONS EDUCATIONAL GAMES OPEN-ENDED LEARNING ENVIRONMENT TESTS WEB BASED LEARNING
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Instructional Factors
Introduction of a program Learner control of a program Presentation of information Providing Help Ending a program

Introduction of a Program
Title page Direction User identification

Introduction of a Program Title Page

Title Page
To tell you what program you about to use To tell you in a general way what the program is about To attract your attention and create a receptive attitude To inform you of the authors or publishers name and contact information To provide copyright information

Introduction of a Program Title Page

Exit

Marmara Group 2002

Continue

Figure 1: A Title Page

Introduction of a Program Title Page

Recommendations for Title Pages

Always provide a title page. Make the page clever and interesting but short. If you include movies, speech, music etc.. Allow user to skip them by clicking the mouse or keyboard. A title page should not disappear after a fixed number of seconds. The user should decide when to continue by mouse or keyboard. Make it absolutely clear how to continue the program. Always include a title, author or owner name, copyright date and a button to exit. Do not put menus, directions or content to be learned on a title page.
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Introduction of a Program Directions

Recommendations for Directions

Design of Direction Pages should answer the questions:
I teach what I teach when Who will read these information What is the limitation of the program

Introduction of a Program Directions

click here to exit the lesson.

click here when you need help

click click here here to to return go back to the lesson the previous menu. page

click here to go to the next page

Exit

Help

Menu

Previous

Next

Figure 2: A Title Page

Introduction of a Program Directions

Recommendations for Directions

Do not include basic directions for computer operation unless you know your users are computer novices. Include information that is specific to the program (such as buttons or pull down menus). Keep directions simple and self-evident and start with minimal content. If directions include movies, audio, or animation, they should be short and include options to pause, to continue, to repeat, and to skip that information. Directions should emphasize operation of the program. Do not put instructional objectives, credits or content.

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Introduction of a Program User Identification

Recommendations for User Identification

Only include an identification page if you are going to use identification. Keep the amount of typing to a minimum. Make the entry procedure self evident-evident and avoid lengthy directions Allow user to correct their identification in the event of typographical errors. If secret identification information e.g. A password) is entered, it should not appear on the screen. If you wish to encourage collaborative learning, allow for multiple names or IDs to be entered.

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Learner control

Learner Control of a Program

The term locus of control refers to whether control of a program is given to the user or resides in the program. Both user and program control always exist in some combination.

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Learner control

Learner Control
Three considerations concern the design of learner controls :
What and how much control to provide Control methods Control modes

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Learner control What and how much control

What and How Much Control to Provide

The most important learner control concern sequence (moving forward and backward, selecting what to do) and pace (how fast processes occur).
Always permit learner control of forward progression. Do not used timed pauses. Allow the learner to review. Always allow the learner temporary termination of a program and BOOK MARKING. Provide the learner with consistent global control available everywhere in the program.
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Learner control What and how much control

What and How Much Control to Provide

Give adults more control than children
Give learner with more content experiences than those with little content experiences.

Know your users and provide controls appropriate for their needs.
Base learner control on content

If mastery of content is critical, use more program control

If performance is poor, restrict learner controls or give the learner advice about better use of the controls.
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Learner control Control Method

Control Method
The methods used for control, can determine the ease of use
Modern multimedia include buttons, full-screen menus, pull-down menus, pop-up menus, typed commands, icons and pictures, scroll bars, toolbars etc..

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Learner control Control Method - Buttons

Control Method - Buttons

Screen buttons are among the most popular and most userfriendly methods of control.
Buttons may be labeled with words or pictures (icons) to signify their purposes and action. Buttons are best for a limited number of local controls Buttons have the advantages of being visible and thus reminding learners of things that can be done. *** Buttons have the disadvantages of taking up screen space
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Learner control Control Method - Menus

Control Method - Menus

Full screen menus Hidden menus (include pull down menus) Frame menus

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Full Screen Menus

Learner control Control Method - Menus

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Learner control Control Method - Menus

Hidden Menus

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Learner control Control Method - Menus

Frame Menus

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Learner control Control Method - Hyperlinks

Hyperlinks
Avoids invisible hyperlinks excepts for expert users.
Balance text hyperlinks with readability of the text. Learner be able to turn text hyperlinks cues.

Make sure that text highlight techniques are not confused with hyperlinks.
Make it clear that pictures or icons include hyperlinks, by using cursor change. Avoid using hyperlinks for global controls (such as quitting the program) or frequent controls (going to next page.
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Learner control Control Modes

Modes of Control
Three main control modes;
Mouse Keyboard Speech

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Learner control

Recommendations for User Control

Use the mouse whenever possible as the primary mode of control Us the keyboard as a secondary mode of control, especially for expert users. Use buttons for local controls and very frequent actions

Use menus for global control and selection of program sections

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Learner control

Recommendations for User Control

Use hyperlinks primarily in hypertext and web-based programs Strive for control methods that are obvious and easy to use

Design amount, methods and mode of control in accordance with your users and your content

Make controls and directions visible only when activated. Erase them when they are inactive
Collect data on how frequently learners use the control features of a program
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Presenting Information is presented in Chapter 4 (Tutorials)

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Providing Help

Providing Help
Always provide procedural help
Provide informational help depending on programs purpose and metedology.

Provide context-specific help

Allow return to directions at all times

Provide help at any particular time

Always have a help button or menu visible, reminding learner that help is available.
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Ending a Program

Ending a Program
Provide the ability for the user to exit anywhere in the program

Ensure that a temporary exit is always available with user control

Provide a safety net to cancel a request to exit

Provide closing credits with user control

Provide a final message making it clear the user is leaving the program

Return the use to an appropriate place after the program quits.

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KAYNAKLAR
Alessi, S. M. & Trollip, S. R. (2001). Multimedia for Learning: Methods and Development. Allyn and Bacon, USA.

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