When developing e-learning materials a functional specification explains exactly how the program will work. It is an essential document for the interface design and programming team. If it is not written adequately or accurately, serious problems are likely during the development process.
It will cover such areas as:
- where the learner is
- how to move on and where they can move to
- how questions will work
Where the learner is
Paper-based materials always carry information about where the reader is, in the form of page numbers, headers and footers. The reader also gets a good idea of how far through the material they are by comparing the thickness of the pages they have read against the thickness of those to come. E-learning needs similar metaphors.
To do this, you must decide how to include:
- the name of the course and module, or graphically using a course map
- where the learner is within the module (screen number or status bar)
At the outline design stage consider how long each module is likely to be and make sure they are not too long. Learners have a sense of making progress when they can complete modules quickly.
How to move on
There are four essential navigational features that must be provided on every screen:
- Forward, which takes the learner to the next screen
- Backwards, which takes the learner to the previous screen
- Exit, which takes the learner to a menu, probably at module level
- Help, which gives access to help on using the program or on content
These need to be designed with certain things in mind.
Put controls in the same place on every screen.
Keep the placing of controls consistent on every screen. Because people usually look for navigation buttons when they have finished reading the screen, the best place for them is in the lower right-hand corner.
Group similar functions together. Our brains look for groupings of objects, and assume that items within groups have similarities. It is therefore useful to place the forward and backward controls close together, and keep the exit and help buttons separated.
Make their function obvious. The graphical look of these controls must be logical and obvious. The symbols used on VCRs and hi-fi equipment are good ones to use, as people are familiar with them.
Grey out controls that are not available on a particular screen to show that they are not available.
Make controls respond when clicked, such as a button looking as if it has been pushed in.
Warn learners about delays if there will be a significant wait after pushing a control, such as for the loading of a video or graphic, otherwise they will become frustrated and may start to click repeatedly.
Make graphics appropriate to the subject matter.
State how questions will work so that designers can write workable questions. Clarify such issues as:
- what extra buttons will be need to confirm question decision-making
- how many attempts learners will have at getting questions right
- how the 'Back' button will work: start the question again or previous screen
- how many words can be used for the question and feedback
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(C) Bryan Hopkins, 2005