double take

The images someone sees are processed through the visual channel, the domain of images including photographs, illustrations, charts and graphs. Text and speech are processed through the verbal channel, which is the domain of language. Although text on a computer screen is a visual element, our working memory quickly verbalizes the words and sends them through the verbal channel.
Cliff Atkinson, Beyond Bullet Points, on dual-coding theory

The use of multimedia can be extremely advantageous for e-learning courses. The goal of combining text, art, sound, animation and video is to promote a powerful learning experience by using the learner’s two cognition channels to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use. When properly applied, multimedia elements yield measurable benefits by gaining and holding the learner’s attention and interest; improving also information retention. Multimedia is profoundly engaging.

Multimedia ingredients to add to your e-learning project:

• Images, graphs and diagrams;
• Meaningful animations to clarify the content;
• Educational videos;
• Buttons for interaction;
• Meaningful animated text;
• Music and Sound effects.

Another important point for e-learning projects is the adoption of interactivity features, which allows and empowers the learner to control how and when content is delivered, determining the flow of information.

References: Allan Paivio, Mental Representations: a Dual-coding Approach
Cliff Atkinson, Beyond Bullet Points
Tay Vaughan, Multimedia: Making it Work

Over the years, the focus on iterative design cycles with attention to measurable results has been discussed by many Web developers. The book “Web Redesign 2.0″, written by the user-experience and interaction designer Kelly Goto and the founder of the agency Waxcreative Design, explains why iterative design cycles are key to achieving success. “By breaking large projects up in to smaller, more regularly paced and manageable releases, iterations can more closely be tied to specific business goals. It is important to note that not all iterative improvements will be visible to the end-user. Cost-effectiveness drives theses improvements”, they explain.

Additionally, iterative process allows for quick prototyping. These studies evolve ideas into great applications, taking into consideration budget and time constraints. Please, check the diagrams below:

• Defining e-learning project
• Designing and Developing
• Building, Debugging and Launching

Not surprisingly, many e-learning professionals are adopting the iterative cycle in place of the old ADDIE model (Analysis, Design, Development, Implementation, Evaluation). According to Michael Allen, the use of functional prototypes and an iterative cycle enable subject-matter experts and others on the design team to fully grasp the nature of the envisioned interactions and spot errors in the specification in order to prevent them from becoming part of the final e-learning application. “Quick iterations allow exploration of multiple ideas. Successive approximation and alternative designs need to be developed with just enough functionality for everyone [including students] to understand and evaluate the proposed approaches.” He says that this prototyping approach is just the opposite of the ADDIE, which works for perfection at each point and intends to perform each process only once.

*Diagrams based on Michael Allen,
Kelly Goto and Emily Cotler studies

“The main thing you need to know about instructions is that no one is going to read them – at least not until after repeated attempts at ‘muddling through’ have failed”

Steve Krug, Don’t Make me Think

Michael Allen corroborates Krug saying that “with an intuitive interface, fewer instructions are needed and learners can engage in interactivity more readily”. Every interface should be self-explanatory. Instructions should be cut to the bare minimum and used only if really necessary. It does not matter which e-learning platform we choose to use (Eedo, Moodle etc.), it is our job to minimize learner’s memory burden, errors, learner’s effort to navigate and just promote the design features and content. The interface is good when it contributes to an effective learning experience.

We keep hearing about the importance of usability. Why is it so important? The answer is: to make your learner comfortable, confident and productive! We are challenged to develop a clear, easy to use and understandable interface. We must speak the learner’s language and be consistent.

Learners should not waste their time wondering…

• Where should I go?
• How should I start?
• Where is this chapter or content?
• Where to begin? What is important?
• Under each section did they put references and resources?

The course interface should be easy to scan, navigate, with clear defined areas, links, diminishing as much noise as you can. Do not make the learner frustrated with unimportant aspects, wondering and guessing where to go, muddling through, this part of the process should be effortless and pass unnoticed. Create a clear visual hierarchy, follow the Web conventions and standards. Leave to learners time to learn the content, not waste their attention and minutes teaching how to use your application.

References: Steve Krug, Don’t Make me Think;
Michael Allen, Guide to e-learning.