Projects: UDL : UDL User Interface Concepts
This page last changed on Mar 01, 2007 by stepheneb.
Navigation - forward and backward
The assumption for the UDL project is an essentially linear navigation - a student starts at a beginning and moves through an activity. Given that, there are two main ways we can break up content, outlined below.
What is scrolling? This is more like the TEEMSS model. A page can scroll for however many instructional steps are needed. It may be 3-4 or more screenfuls of information before the student navigates to the next or previous section. The activity is broken into chunks, but they are not easily quantifiable without navigating through them
Some presumptions about page turning. It may be easier for younger kids. It doens't require much dexterity, especially if the NEXT button is large. Everything you need to answer a question is right in front of you - you don't need to be able to hold a vision in your head, which can be an element of scrolling. A downside is the limited screen real estate. With flash and molecular workbench, as well as graphing, etc. we are going to lose chunks of the screen. Will we have enough left over on any given screen to make things flow?
Some presumptions about scrolling. There is a dexterity issue, but with the scrolling mouse, this is less of an issue. There is a conceptual issue - someone who older and can keep an image in his or her head may be able to deal with this better. There may be a "where am I" navigational issue. Not all control will appear at once, unless the scrolling takes place in a frame. For example, if the overall navigational picture is kept at the top of the screen, when I scroll down I lose this. We might be able to address this well in the "real" sofware with a menu bar or side bar that is immovable - something to discuss.
Navigation - where am I?
One of the keys to the interface will be the ability for the student to know where he is she is at any given time. This is a common element in web design, and in software design overall. But one of non-web-like aspects of this interface is that the user is going through a linear process. Once in an activity, the sutdent goes from an introduction, through some experimentation, and to some form of conclusion. In the TEEMSS navigation, we identified where the student was in the process, but what we didn't give her was an idea of how far she had come vs. how far she still had to go. For example knowing that I am in section 2 of 5 gives me some idea of where I am. However, if section 4 is three times longer than sections 2 and 3, I don't know too much about how far I have to go.
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