B Usability of Elearning: effective performance or not
ACHIEVE GOALS <ul><li>For successful eLearning solutions </li></ul><ul><li>Design of eLearning materials must enable users...
FRUSTRATION <ul><li>Poor design means effective learning WON’T happen and result in: </li></ul>
DON’T LEAVE TO CHANCE <ul><li>Find out about users and their workplace tasks and needs </li></ul><ul><li>Build into eLearn...
INFORMATION GATHERING <ul><li>What information to capture? </li></ul><ul><li>Who will you ask? </li></ul><ul><li>What will...
QUESTIONS <ul><li>Critical workplace tasks  </li></ul><ul><li>Task flow </li></ul><ul><li>How productivity could be improv...
PROFILE <ul><li>Questionnaires </li></ul><ul><li>Surveys </li></ul><ul><li>Interviews  </li></ul><ul><li>Observation </li>...
CONTENT GATHERING <ul><li>Outline of eLearn modules required and their curricula </li></ul><ul><li>Content to be included ...
SCENARIOS <ul><li>Stories that assist in understanding tasks and related issues from a user perspective </li></ul><ul><li>...
EASE OF USE & NAVIGATION <ul><li>eLearning materials need to be: </li></ul><ul><li>Easy to use, navigate  and understand <...
STORYBOARD <ul><li>Combine scenario, content and task information </li></ul>
SCHEDULING <ul><li>Schedule to ensure adequate timelines for : </li></ul><ul><li>Development,  </li></ul><ul><li>Testing, ...
DEVELOPMENT PROCESS <ul><li>Project management </li></ul><ul><ul><li>Resources  </li></ul></ul><ul><ul><li>Timelines </li>...
PROTOTYPING <ul><li>Schedule time for testing  </li></ul><ul><li>Low-fidelity and high fidelity prototypes. </li></ul>
SUMMARY <ul><li>Adopt a user-centred design process </li></ul><ul><li>Meet user needs  </li></ul><ul><li>Use inputs to foc...
THANK YOU <ul><li>REFERENCES </li></ul><ul><li>Sandler, John ICELW 2009 Proceedings </li></ul><ul><li>CONTACT </li></ul><u...
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The Usability of eLearning

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Processes for applying usability principles together with user-centred design to ensure target groups gain maximum support from eLearn materials.

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  • John Sandler, ICELW, New York, 10-12 June 2009
  • The Usability of eLearning

    1. 1. B Usability of Elearning: effective performance or not
    2. 2. ACHIEVE GOALS <ul><li>For successful eLearning solutions </li></ul><ul><li>Design of eLearning materials must enable users and learners to achieve workplace –related goals. </li></ul>OR
    3. 3. FRUSTRATION <ul><li>Poor design means effective learning WON’T happen and result in: </li></ul>
    4. 4. DON’T LEAVE TO CHANCE <ul><li>Find out about users and their workplace tasks and needs </li></ul><ul><li>Build into eLearning solutions </li></ul>
    5. 5. INFORMATION GATHERING <ul><li>What information to capture? </li></ul><ul><li>Who will you ask? </li></ul><ul><li>What will you ask? </li></ul>
    6. 6. QUESTIONS <ul><li>Critical workplace tasks </li></ul><ul><li>Task flow </li></ul><ul><li>How productivity could be improved </li></ul><ul><li>Useful performance support content </li></ul><ul><li>OBSERVE </li></ul><ul><li>RECORD – sequence, techniques </li></ul>
    7. 7. PROFILE <ul><li>Questionnaires </li></ul><ul><li>Surveys </li></ul><ul><li>Interviews </li></ul><ul><li>Observation </li></ul>
    8. 8. CONTENT GATHERING <ul><li>Outline of eLearn modules required and their curricula </li></ul><ul><li>Content to be included </li></ul>
    9. 9. SCENARIOS <ul><li>Stories that assist in understanding tasks and related issues from a user perspective </li></ul><ul><li>Compelling stories that impact on the user experience </li></ul><ul><li>Are relevant to users’ workplace tasks </li></ul>
    10. 10. EASE OF USE & NAVIGATION <ul><li>eLearning materials need to be: </li></ul><ul><li>Easy to use, navigate and understand </li></ul>
    11. 11. STORYBOARD <ul><li>Combine scenario, content and task information </li></ul>
    12. 12. SCHEDULING <ul><li>Schedule to ensure adequate timelines for : </li></ul><ul><li>Development, </li></ul><ul><li>Testing, prototyping, </li></ul><ul><li>Review and </li></ul><ul><li>Enhancements </li></ul>
    13. 13. DEVELOPMENT PROCESS <ul><li>Project management </li></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Timelines </li></ul></ul><ul><ul><li>Version control & naming conventions </li></ul></ul><ul><li>Usability </li></ul><ul><ul><li>User & task analysis </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Information structure </li></ul></ul><ul><ul><li>Design conventions </li></ul></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Prototyping & testing </li></ul></ul><ul><li>Implementation </li></ul><ul><li>Maintenance </li></ul>
    14. 14. PROTOTYPING <ul><li>Schedule time for testing </li></ul><ul><li>Low-fidelity and high fidelity prototypes. </li></ul>
    15. 15. SUMMARY <ul><li>Adopt a user-centred design process </li></ul><ul><li>Meet user needs </li></ul><ul><li>Use inputs to focus on job tasks </li></ul><ul><li>Easy to access, understand and navigate </li></ul><ul><li>Usability of eLearning materials </li></ul><ul><li>successful if users can navigate and use to achieve specific workplace performance requirements. </li></ul>
    16. 16. THANK YOU <ul><li>REFERENCES </li></ul><ul><li>Sandler, John ICELW 2009 Proceedings </li></ul><ul><li>CONTACT </li></ul><ul><li>[email_address] </li></ul><ul><li>@greyrab (Twitter) </li></ul><ul><li>nohow.wordpress.com (blog) </li></ul>

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