Virtual Desk Design Guidelines

De Montfort University

MLE Project (JISC JCIEL/004)

Deliverable D2.2

Contents

Introduction

1. Primary function

2. Secondary functions

2.1 Single Sign-On......

2.2 A user centred interface......

2.3 Access to teaching and learning resources......

2.4 Course management......

2.5 Examinations and Assessments......

2.6 Timetables and Modules......

2.7 Communication Tools......

2.8 Student Services......

2.9 Navigation......

2.10 Training and help facility......

3. Guidelines for Structuring and Formatting

3.1 Amount of Information Presented......

3.2 Standardisation......

3.3 Icons......

3.4 Using Colour......

3.5 Comment......

4. Types of Interface Users

5. Maintaining MLE content

6. Fundamental Functions of MLE

7. Transition Diagrams for Modeling MLE Interface

First Page: Virtual Desk Home Page......

Second Page: Programmes and Diets: Casual User......

Second Page: Programmes and Diets: Guest User......

Second Page: Programmes and Diets: Student User......

Third Page: Communications: Casual User......

Third Page: Communications: Guest User......

Third Page: Communications: Student User......

Fourth Page: Research Facilities: Casual User......

Fourth Page: Research Facilities: Guest User......

Fourth Page: Research Facilities: Student User......

Fifth Page: Timetable: Casual User......

Fifth Page: Timetable: Guest User......

Fifth Page: Timetable: Student User......

Sixth Page: Student Services: Casual User......

Sixth Page: Student Services: Guest User......

Sixth Page: Student Services: Student User......

Seventh Page: Login: Guest and Student User......

8. Review of Hybrid Library and VLE Sites

9. Review of Survey Information

V_D_ D_G_1.0.docPrinted 08/11/18

Virtual Desk Design Guidelines

Introduction

This document provides a description of the factors that need to be considered when developing the user interface for the Managed Learning Environment (MLE) at De Montfort University (DMU). It begins by listing the objective of the MLE interface and its primary and secondary functions. It then provides some guidelines for structuring and formatting the interface. This is followed by

a description of the types of user that are expected to use the MLE and the information they may be trying to access. Then a generic example of the MLE interface is presented in the form of transition diagrams, these represent the different levels of information that each type of user is authorised to access. In addition, in order to get a feel for how information is currently managed on the internet and in particular the organisation of resources similar to those being considered for the MLE, a review of Hybrid Library sites and Virtual and Managed Learning Environment was carried out and is reported. It is intended to use this a basis for determining what is best practice for providing online access to resources. Finally, DMU and its project partners have carried out a number of surveys on; computer use and ownership, the use of online resources, web site evaluation and the use of the internet for learning. These surveys have been summarised to highlight any issues that should be considered when design online resources for students.

Furthermore, it should be remembered that this document is being written to support the design of MLE, which in turn is part of a two-year research project. The MLE development, which began in October 2000, is on going. The document reflects the current thinking of those involved and how they see the interface and the information resources developing.

1. Primary function

The objective of the MLE interface is to provide a user interface based on a web browser approach that gives controlled and supported access to digital resources held at DMU and other remote sites.

The objective's primary function is the following:

• The user interface should provide a consistent, reliable and logical method of accessing the resources both at DMU and other locations, which should assist students in completing their studies and also, enhance the “student experience”.

2. Secondary functions

The primary function is divided into secondary functions which when achieved will permit the primary function to be achieved. The following functions are proposed:

(i).access through a single sign-on for both authenticating and authorizing the user

(ii).a user centred interface

(iii).access to teaching and learning resources

(iv).course management for students and staff

(v).access to examination materials, self assessments and progress

(vi).access to timetables and modules

(vii).access to communication tools

(viii).access to student services

(ix).a common set of navigation controls for all the resources

(x).a training and help facility.

By fulfilling these secondary functions both the primary function and the project’s objective will be accomplished. Each of the secondary functions is described below.

2.1 Single Sign-On

Currently, within the first few weeks of enrolment at DMU, students will be allocated user names and passwords that allow them access to the following computer systems:

• in their departments
• in other departments offering specialist systems, such as CAD
• in the library
• remote services, such as those operated by JISC service providers.

In addition, students may have library cards, student union cards, identity cards, printer usage cards and many other types of identification that allow them access to the resources at the university. National services can require their own username/password combinations, and there is the JISC operated ATHENS system, which provides a centralized authentication service, though this is not currently a Single Sign-On model. A successor (SPARTA) is currently being defined.

An intended function of the MLE is to simplify the authentication and authorization process for all these systems by providing users with a single sign-on facility. This will mean that once they have logged in and been authenticated, users should not need to do so again in order to use any of the resources that the system can interact with, provided they have prior authorization. Consequently, users will not be required to memorize a series of different login names and passwords they will only need one set.

2.2 A user centred interface

An associated benefit of having a single sign-on for users, is that it makes is possible to tailor the MLE interface to each individual user. This is because the system will store their personal details with their authentication information and consequently, will be able to associate these with individual accounts. Thus, users will be presented with there own home page that gives them "personalized" access to the resources at DMU. Amongst the items that the Users home page may contain are the following:

• course and module details
• timetable information
• assessments passed and examinations taken
• tutorial arrangements
• links to study and research resources
• messages from other students
• discussion groups
• access to email system
• text/video conferencing
• daily DMU news
• student union information.

It is intended that as well as a number of core items, the user should be able to select from a number of additional items for their "home page". It is not intended that this page becomes a personal web site for users, but be the first screen that is displayed to them once they have entered the MLE.

The system should also consider the needs of disadvantaged users (where possible). This not only includes groups with visual impairment or physical access difficulties, but also users on remote sites, working from home, slow modem connections, no local hardware/software support etc.

2.3 Access to teaching and learning resources

The MLE offers an opportunity to provide users with learning resources in formats that were not possible using traditional, linear, lecture environments. Students that are having difficulty should be able to review the material covered in their own time and check that they have understood it before moving on. Similarly, the student that is particularly interested in a subject should be able to access more material and in greater depth. The MLE should provide a more complete teaching package for the student because students can pace themselves and decide when they need more material. The learning materials may be provided using at least the following systems: WebCT, Question Mark Perception, First Class and standard Web methods. All of these systems are supported and in use at DMU.

2.4 Course management

In addition to providing services for students, it is important that tutors and administrators should be able to manage and customize their course or information web sites. Therefore, it must be possible for them to carryout the following tasks:

• add or remove students from courses
• modify student enrolment options
• track student progress in terms of course usage and grades achieved
• set-up (and reset) bulletin boards and other shared facilities
• add documents, other course materials and assessments to the module easily
• search the Web site for specific student or course information.

Furthermore, tutors and administrators should have a single sign-on system the same as that planned for student MLE users.

2.5 Examinations and Assessments

Students should be able to monitor their progress by taking online assessments. It should be possible for these to be marked automatically or to submit them electronically for a tutor to mark. The assessment results should be provided only to the participating users and the assessment type should be at the appropriate level of study and stage of learning.

DMU has experience with a number of online learning systems that may be used in MLE. Consequently, it should be possible to incorporate a wide range of question types when setting assessments, including true/false, multiple choice, fill in the blank, ordering, matching, and essays. Ideally it should be possible to create a database of questions for subsequent re-use and create summaries of students’ answers.

2.6 Timetables and Modules

Users should be able to access the following information:

• Module handbooks
• Programme or "Diet" information
• Module study timetables - "where and when" information
• Modules that have already been studied, including the current level of achievement
• Current modules under study, including access to the online module learning and teaching materials
• Module news or any other information made available by the Faculty
• Examination time tables with subjects, dates, times and locations clearly shown
• Academic Ceremony timetables (these are likely to be for degrees).

2.7 Communication Tools

The system should provide mechanisms to allow tutors and/or students to interact in synchronous and asynchronous modes. Possible mechanisms may include some or all of the following:

• notice boards containing information to be displayed to students as they login
• discussion boards supporting threaded discussions
• integrated electronic mail
• text/video conferencing
• white-boards
• on-line chat

The email system should provide access to both DMU and remote mail services based on established working systems.

2.8 Student Services

Users should have access to the university’s medical facilities, counseling service and student union through the MLE. They should be able to view any relevant information about themselves and make requests for services, such as doctor’s appointments. The following services are suggested.

• student clubs and organizations
• college facilities, policies and procedures
• financial aid, student accounts etc.
• marketing courses to existing and potential students

2.9 Navigation

The interface needs to provide users with navigation tools that are intuitive. To do this, they are expected to be similar to tools found on interfaces that they would have previously encountered. The benefit of such an approach is that users can utilise their previous experience and knowledge rather than having to learn a new series of commands and associated meanings.

Typical simple navigation tools are:

• arrows
• drop-down and pop-up menus
• selection boxes (list and combo boxes)
• icons
• underlining
• link words or phrases
• link graphics / images
• image maps
• buttons
• scroll bars
• search tools

It is expected that many of these tools will be used in the MLE interface. However, their inclusion in the design will be the result of careful consideration and subsequent evaluation.

Users actions should be reversible and users should be warned if they attempt to carry out anything which would cause irreversible data loss. The MLE interface should include a search tool and owing to the MLE using a web browser approach, it should be possible to provide a tool that uses established criteria and rules. Such an approach will mean that users are already familiar with its use and will not need to learn a new tool.

2.10 Training and help facility

Users can require considerable support in order to help them learn what a system can do and to improve their performance and understanding. The level of experience and knowledge that each user will have when first using the MLE will be varied owing to, their variety of backgrounds. Therefore, it is important that each user has enough help to guide them through both their initial contact with the MLE and when carrying out tasks.

The students will be profiled by the single sign-on system and so the level of help provided could be matched to their level of experience. Initially, the MLE could guide the user through the interface, however, once users have experience, such a detailed level of support should not be needed. The system might then change the type of help to a more focused "how-to" context sensitive mode.

User support could be provided through:

• Online support tools such as tutorials, context sensitive help, online manuals and FAQs
• Paper documentation and guides
• Training and advice sessions

Online help systems are a popular means of providing continuing support to users from naive to expert level of experience. Help systems can provide quick, easy, usually menu based access to documentation. Furthermore, it can be adjusted by the users to match their individual level of skill.

The use of paper based documentation has seen a sharp decline, however it is a very useful method of providing help to all levels of user. It is difficult to anticipate all the problems that users will have with an interface and therefore in what situations they will need documentation. However, paper based documentation is particularly useful for new users as it means they can familiarise themselves with the interface before using it. Furthermore, paper documentation has the advantage that it can be taken to locations that online documentation cannot and referred to without the use of a computer.

The amount of training and advice that users of the MLE will need is difficult to predict. Any training could be part of a general introduction to Information Technology systems at the university. This will allow users to know what is possible on the system and whether they need any further training to use the system effectively.

3. Guidelines for Structuring and Formatting

The following guidelines describe an approach to developing the interface’s components and their properties that should result in a good design.

3.1 Amount of Information Presented

There is a tendency in interface design to provide as much information as possible and to display it all of the time, just in case the user wants it. However, this can lead to a cluttered, complicated and difficult to use interface. Therefore, a good rule to follow when designing the interface and deciding what information should be included, is to display only what is necessary for the current task. This means that if the user does not need an interface component at that precise moment, it is better not to display it. The following techniques should be followed to help with deciding whether something needs displaying:

• if the item is not displayed now how does it effect the user
• concise wording
• familiar words and formats
• tables and columns rather than prose and descriptions
• appropriate use of common abbreviations.

A further technique to is to group items of similar types together. This can be achieved by the following:

• menus,
• colour,
• borders and boxes,
• highlighting using brightness and reverse video
• using tables and layout grids
• choosing a single method of listing critical information, for example scrolling, red text.

It should be noted that both the traditional paper based methods of providing emphasis: Bold and Underlining should both should be avoided owing to them firstly, not transferring well to VDU screen and secondly, because underline is used to indicate hyperlinks.

3.2 Standardisation

Screens should be designed so that they enable users to know where to find a component or given piece of information. This is best achieved by using a consistent format and layout for all the screens in the MLE.