SUU-IMIC: Best Practices- Human Computer Interface Design

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Index IMIC- Introduction

Recommended Components

- Content - Communication & Collaboration - Assesments - Assignments & Testing - Copyright Compliance - Technology Considerations - Course Presentation - Course Evaluations - References

Interface Design

- Organization & Presentation - Navigation - Aesthetic Design & Graphics

Online Course Information

- Course Location - Incomplete/Temporary Grades - IT Learning Environments - Independant Departmental - SCPS/Provost Sponsored/Fast Track - EdNet LMS - Face-to-Face LMS - Breeze Live - Staff/TA's/RA's - Faculty Training - Supportrd Software - Course Activity - Not Accepted Course Types - Multiple Online Sections

Troubleshooting Information

- Student Financial Assistance - SCPS Course Registration - WebCT Access - Testing Arrangements - Pre-Course Consultations - IT Consultations/Issues - External Facilities

Important Information

- Copyright & "Fair Use" - Image Branding - Updating Courses - Course Development Deadlines - Online Course Preflight Checklist

Human Computer Interface Design

Section 3.1- Organization & Presentation
This information is designed to inform you of the complexities and protocols that must be followed to 1) ensure student access and; 2) eliminate technological issues that will result if not followed.

A. Clear organization and presentation of information

Pages make use of accepted IMIC designs and templates
- Arial, Helvetica or sans-serif type fonts for Titles and Headers.
- Times, Times New Roman or serif type fonts for <Body> text.
- IMIC designated or approved logos, banners and icons only.
Information is well organized and structured to support scanning and locating important information:
- 20% of available space is assigned to right and left margins.
- Emphasizes the use of lists.
- Systematic and appropriate use (but not overuse) of bolding, italics, colors, etc. to set off main ideas and important information.
- All links follow the standard HTML blue/red/purple or SUU’s red/black/grey coloring. Underlining is restricted to only such hyperlinks.
The length of the page is no more than two screens long to limit vertical scrolling, and no horizontal scrolling on screen set at 800 X 600.
The HTML page with images is no more that 47k in total file size.
The course content cannot be restricted or have delayed access for students using a “Dial-up” internet connection unless clearly specified to the students via e-mail and course catalogs.
Images must be in the following formats:
- Line art, Vector or images using less than 215 colors must be in a GIF format and be interlaced.
- Photographic, Raster or images using more than 215 colors must be in a JPG or JPEG format and be Progressive.
Assignments:
- Include clearly defined objectives, requirements and due dates.
- Provide students with an opportunity to practice using the assignment tool, if applicable.
Discussion topics:
- Organization and number of discussion topics makes it easy for students to identify where discussion postings should be made.
- Discussion topics are arranged in a logical sequence such as weekly or thematic threads.

Course content should be up-to-date at the beginning of the term with dates changed from term to term and links updated.

Because online courses are a unique form of publication, experienced online faculty agree that each course must reflect the highest professional standards, including careful attention to such fundamentals as spelling, grammar and mechanics. Even though access to courses is restricted to enrolled students, posting material to the World Wide Web is a form of publication which reflects not only on the individual faculty member, but also on the institution as a whole. Errors can be magnified and multiplied in the online environment.

Online course developers have the opportunity to design powerful learning environments and improve the quality of learning, not just the quantity of instruction. Relatively simple technologies will be discussed in this paper which can be designed into online courses to encourage transformative learning processes which “empower students to new levels of learning.” [Burge, et. al. 1993]

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Last Update: Tuesday, June 14, 2005

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