Virtual Desk Design Guidelinesmle.dmu.ac.uk/mle-project/deliver/dmu_VDesk_Design_2_… · Web view2003. 2. 18. · MLE Project (JISC JCIEL/004) Deliverable D2.2. Title Virtual Desk

De Montfort University

MLE Project (JISC JCIEL/004)

Deliverable D2.2

Title Virtual Desk Design GuidelinesVersion 1.0Author Mark SimpsonDate 1 May 2001

document.doc Printed 25/05/23

Contents

Introduction............................................................................................................................. 11. Primary function.................................................................................................................12. Secondary functions..........................................................................................................1

2.1 Single Sign-On.............................................................................................................22.2 A user centred interface...............................................................................................22.3 Access to teaching and learning resources.................................................................32.4 Course management...................................................................................................32.5 Examinations and Assessments..................................................................................32.6 Timetables and Modules..............................................................................................32.7 Communication Tools..................................................................................................32.8 Student Services..........................................................................................................42.9 Navigation.................................................................................................................... 42.10 Training and help facility............................................................................................4

3. Guidelines for Structuring and Formatting.......................................................................53.1 Amount of Information Presented................................................................................53.2 Standardisation............................................................................................................63.3 Icons............................................................................................................................ 63.4 Using Colour................................................................................................................63.5 Comment..................................................................................................................... 6

4. Types of Interface Users....................................................................................................75. Maintaining MLE content...................................................................................................76. Fundamental Functions of MLE.........................................................................................77. Transition Diagrams for Modeling MLE Interface............................................................9

First Page: Virtual Desk Home Page...............................................................................11Second Page: Programmes and Diets: Casual User.......................................................12Second Page: Programmes and Diets: Guest User.........................................................13Second Page: Programmes and Diets: Student User......................................................14Third Page: Communications: Casual User.....................................................................15Third Page: Communications: Guest User......................................................................16Third Page: Communications: Student User....................................................................17Fourth Page: Research Facilities: Casual User...............................................................18Fourth Page: Research Facilities: Guest User.................................................................19Fourth Page: Research Facilities: Student User..............................................................20Fifth Page: Timetable: Casual User.................................................................................21Fifth Page: Timetable: Guest User...................................................................................22Fifth Page: Timetable: Student User................................................................................23Sixth Page: Student Services: Casual User.....................................................................24Sixth Page: Student Services: Guest User......................................................................25Sixth Page: Student Services: Student User....................................................................26Seventh Page: Login: Guest and Student User...............................................................27

8. Review of Hybrid Library and VLE Sites.........................................................................289. Review of Survey Information..........................................................................................36

Printed 25/05/23 document.doc

De Montfort University MLE Project (JISC JCIEL/004)Deliverable D2.2: Virtual Desk Design Guidelines (version 1.0) Page 1

Virtual Desk Design Guidelines

IntroductionThis 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 functionThe 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 functionsThe 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.


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De Montfort University MLE Project (JISC JCIEL/004) Deliverable D2.2: Virtual Desk Design Guidelines (version 1.0)

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-OnCurrently, 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 resourcesThe 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 managementIn 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 AssessmentsStudents 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 ModulesUsers 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 ToolsThe 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


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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 ServicesUsers 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 NavigationThe 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 facilityUsers 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 FormattingThe 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 PresentedThere 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


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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 StandardisationScreens 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.

When presenting Text, such as instructions they need to be in a consistent, readable format. It should comprise of upper and lower case letters following normal English grammar rules. This should make it easier to read than either, all upper or lower case letters. In addition, text should be left justified, in preference to right justified and only centre justified if beneficial to readability, rather than simply for graphical effect. Upper case characters should only be used in blocks if an item needs to be drawn to the user's attention.

3.3 IconsIcons are small graphic images used to represent objects, options, operations and applications on the interface. By using them, if they are well designed and in context, long descriptions can be replaced with a concise and understandable image. Used appropriately they are a great aid to simple and effective interface design. Icons are often easier to learn and remember than command names. They achieve this by:

providing more visual information about the underlying object acting as mnemonic cues.

3.4 Using ColourThe major issue when using and choosing colours in interface design is to ensure that it assists in the objectives of the design rather than detracts and subsequently confuses the user. Colour should be used to provide effective and pleasing displays. The following guidelines are proposed.

If the design is to represent something from the real world then the same colour should be used. For example: shades of blue for sky and green for leaves on trees.

For schematic representations such as CAD or medical contexts to use existing conventions, such as, green for go, red for stop.

For abstract representations such as flow charts or word-processing, colours need to be chosen consistently and as a secondary method of coding. For example, hyperlinks are underlined and have a contrasting colour when compared to normal text and by having both provides emphasis. Furthermore, hyperlinks that have been used normally change colour consequently they have three levels of coding.

Using colour is particularly useful for:

Dividing a display in to regions or areas Enhancing the legibility of a component against its background Drawing the user attention to a component that will assist them with their tasks.

3.5 CommentThe interface components and their properties will be designed to provide the best environment possible given the constraints of the hardware and software being used. The design produced will be evaluated against the criteria listed in further sections of this report. At this stage of the project it is not possible to be specific about the interface, only provide discussion on the issues that will be considered during the design process.



4. Types of Interface UsersIt is anticipated that there will be four different types of user for the MLE.

1. Student: anyone using the interface to assist them in the completion of their studies that has enrolled at DMU.

2. Staff: either academic or administration providing content or learning materials and monitoring user traffic.

3. Guest User: would have been provided with a password by the project team to allow people a view of the MLE and its content.

4. Systems support: [such as ISAS] is any person concerned with developing the system and responsible for maintaining it and assuring its operation

Each type of user will have some unique user requirements. However, it is expected that there will be a high level of commonality among them and that many of the user requirements will be the same. Consequently, the design should consider all the user interface design requirements.

Students of DMU should want to use the MLE because it provides the best method of accessing the resources available in order to complete their area of study. Therefore, because of this the interface should focus on their requirements, whilst supporting the needs of the other types of users.

Further discussion on user types is include in later sections of this document.

5. Maintaining MLE contentA major issue for MLE is how to manage and support the groups of users. The university and its staff are used to supporting traditional “paper” based courses with a known number of students. Formal teaching has a recognized set of tools and methods for dealing with groups of students. These methods include lectures, seminars, tutorials and mass examinations. People are involved in the system in different roles - lecturers, administration staff and personal tutors amongst others. All of these methods and people are integrated and organized by a timetable, which constrains how and when they can take place and also, how they fit into a larger scenario involving many courses and demands on space and time. Therefore, the MLE will require similar support systems and integration in to the DMU teaching environment in order to be successful.

As it is intended that the MLE be the preferred method of accessing all types of information it is essential that any information provided be up-to-date and accurate. Therefore, resources must be allocated to keeping the information current and a clear and obvious indication of this provided to the user. This requirement could be met by having a, last reviewed date, and a valid to date, on the web pages.

[Each web page should contain the name of the content author, date of creation, date last edited, contact details (email), the name and contact for the person "responsible" for the page (web site manager, department rep etc), and probably a lot of other "noise", in small print ]

6. Fundamental Functions of MLEThe fundamental functions of the MLE are similar to those used in Hybrid Library Projects because they are both managing information although in different formats and greater depth. In particularly, the user needs definitions used in AGORA project considered the functions of an interface in terms of four basic user needs: discover, search, locate and deliver. These four basic user needs, which can be applied to most information search strategies have been modified for the MLE and are described below.

DiscoverThe starting point for any user is their need to answer a question or obtain some information.


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The question may be as nebulous as what is available to me on a general topic or may be as specific as the need to locate a particular known item. The MLE will need to support this full spectrum of user needs.SearchHaving selected the relevant targets, the user will need to search the range of resources. This process of discovery and searching may be repeated several times until the specific information is located.LocateA variety of targets will be available to the user, and not all of these will include location information, in the case of the MLE, it may be the ownership of the information that is likely to be of greater importance rather than location.DeliverHaving located the required information it needs to be delivered to the user. In some cases this may be by actual delivery to the screen. Alternatively, it may be by generating a request for the information to be sent to or, ordered by the user.



7. Transition Diagrams for Modeling MLE Interface

This section describes the MLE interface using transition diagrams. These diagrams model, in a generic format, the resources that are available to different types of user. The diagrams also show the amount of information permitted to be viewed by each user. This document does not describe the interactions that either academics or administrators may have with the MLE.

User TypesIt is envisaged that there will be three types of MLE user and these are described on the table below.

User Types Access RightsCasual User, will have no access rights but can see open access material. Typically information on Programmes. Modules, Student Services, Library, Student Union. Leicester City.Guest User, minimal access rights, allowed to see approved pages. View of resources tailored by system to guest’s location and purpose. The Guest user will have asked for a user name and password from the system administrator.Student, single sign on access, with user name and password.View of resources tailored to programme of study, diet and modules. Also, access to specialist teaching resources.


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All Possible Pages[pages belonging to other users]

Student User [Authorised Pages]

Guest User

Casual User

Figure 1. The pages that each type of user can see on MLE.

The figure (1) above illustrates the number of pages that each type of user can view. The Casual user can only see the pages that are located in the square area. The pages in this area are for information only and do not allow extensive searching or interaction.

The Guest user can see all the web pages in both the square and triangle areas. These pages allow some searching and interaction. They are for people who have requested a guest account to subjectively view the site and gain an understanding of its structure and design.

The Student user can see all the web pages which have been tailored to their log-in authentication and authorisation. This type of user can search and interact with all the pages. MLE users can only become Student Uses by being enrolled at DMU.

The MLE interface is designed to keep the “number of clicks” required by users to reach the majority of resources to a minimum. Therefore, student users should be able to reach the majority of resources within three selections or clicks. The route to this selection could be the following.

1. Select title page.2. Log in with username and password.3. Select resource and interact with it.

It is intended that Student users will be able to configure their MLE homepage to display some of the resources in a manner chosen by them. However, in order for the system to be able to achieve this users will have to identify themselves by logging in. This personalisation will not be available to either Casual or Guest users. Their homepages will be predetermined by the MLE adminstrator.



First Page: Virtual Desk Home Page


Title

Introduction

Instructions

All Users / No Login

Options

Enter

Exit - leave homepage

Only guests and student users can login. Casual users can register for a Guest Account by emailing the administrator

Programmes and Diets

Research Faculties

Communications

Timetable

Login

User TypeOptions available

Second Page

Third Page

Fourth Page

Fifth Page

Sixth PageStudent Services

Seventh Page

Links

Register Email link

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Second Page: Programmes and Diets: Casual User



Introduction

Casual User

Options

Home Page

Faculty

Core Modules

Modes of study

Optional Modules

Login

Level of User Access

Exit to Home Page

Options available / displayed

Register for Guest Account


Second Page: Programmes and Diets: Guest User


Programs and Diets

Introductions

Guest User

Options

Home Page

Exit to Home Page

Humanities Faculty News

Core Modules for History

Description of single honors diet

Optional Modules for History

Login

Level of User AccessOptions available displayed

Login out

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Second Page: Programmes and Diets: Student User



Introduction

Student User

Options

Home Page

Humanities Faculty News personalized

Modules completed and marks assessments

Any changes to assessment criteria

Optional Modules selected and timetable

Login


Exit to Home Page

Options available displayed

Login out


Third Page: Communications: Casual User


Communications

Introduction

Casual User

Options

Home Page

News for all Faculty members

Bulletin board for class list

Email for programme

Discussion list for course

Login


Exit to home page



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Third Page: Communications: Guest User


Bulletin board for class list for first year

Communications

Introduction

Guest User

Options

Home Page


Email for programme without reply facility

Discussion list for course

Arrange meetings group members


Exit to Home Page


Login

Login out


Third Page: Communications: Student User


Communications

Introduction

Student User

Options

Home Page


Bulletin board for all chosen modules

Email for programme with all functions

Discussion list for all courses

Arrange meetings group tutor meetings


Exit to Home Page


Login

Login out

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Fourth Page: Research Facilities: Casual User


Modules web resources and papers


Research Facilities

Introduction

Open User

Home Page

University key skills material and guidance

Programme web resources

Online libraries and databases

Login

Exit to Home Page




Fourth Page: Research Facilities: Guest User



Research Facilities

Introduction

Guest User

Options

Home Page

Exit to Home Page

Faculty key skills material and guidance


Programme web resources listed by tutor

Online libraries and databases with some interaction

Limited search of online resources


Login

Login out

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Fourth Page: Research Facilities: Student User



Research Facilities

Introduction

Student User

Options

Home Page

Exit to Home Page

Faculty key skills material and guidance


Programme web resources listed by tutor

Online libraries and databases with some interaction

Limited search of online resources


Login

Login out


Fifth Page: Timetable: Casual User



Timetable

Introduction

Casual User

Options

Home Page

Exit to Home Page


University Timetable Semester Dates

Modules timetable

Examination and Assessment Timetable

Dates of graduation ceremonies

National Calendar – Bank Holidays, Easter

Login


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Fifth Page: Timetable: Guest User



Timetable

Introduction

Guest User

Options

Home Page

Exit to Home Page


University Timetable Semester Dates for Programmme

Modules timetable for all programme modules

Examination and Assessment Timetable

Dates of graduation ceremonies for programme

National Calendar – Bank Holidays, Easter

Log in

Log out


Fifth Page: Timetable: Student User



Timetable

Introduction

Student User

Options

Home Page

Exit to Home Page


University Timetable Semester Dates for Programmme

Modules timetable for selected modules

Tailored Examination and Assessment Timetable

Dates of own graduation ceremony

National Calendar – with own calendar displayed

Log in

Log out

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Sixth Page: Student Services: Casual User



Student Services

Introduction

Casual User

Options

Home Page

Exit to Home Page


Tuition fees

Student Loans

Hardship and Access Funds

Bursaries

Workbank

Log in



Sixth Page: Student Services: Guest User


Student Services

Introduction

Guest User

Options

Home Page

Exit Point

Level of User AccessOptions available / displayed

Tuition fees for Programmes

Student Loans amount for programme

Hardship and Access Funds DMU specific

Bursaries DMU Specific

Workbank representative jobs

Log in

Log out

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Sixth Page: Student Services: Student User


Student Services

Introduction

Student User

Options

Home Page

Exit Point

Level of User AccessOptions available / displayed

Amount of tuition fees paid to

Student Loan amount collected / outstanding programmeEligibility for Hardship and AccessFunds

Bursaries Programme Specific

Workbank specific and selected jobs

Log in

Log out


Seventh Page: Login: Guest and Student User



Login

Guest andStudent User

Options

Title Page

Exit Point


User Name

Password

Email for New Password

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8. Review of Hybrid Library and VLE Sites

To provide a basis from which to evaluate the MLE interface a review of recent JISC funded Hybrid Library, Virtual Learning Environments [VLE] and Managed Learning Environments [MLE] projects was carried out. In addition, it provided an opportunity to see how previous projects had been evaluated and whether the methods that could be beneficial to the MLE.

There are a number of benefits to carrying out a review of sites and these are listed below. Identifies whether the review technique works and if the information it yields is useful. The

method can then be used as a design guide for the MLE. It provides feedback to the sites reviewed. It provides a basis from which the MLE designers can design their sites demonstrating what

is possible and what works well. It prototypes an evaluation technique that could be applied across all web sites that have a

similar objective.

The review looked at sites using the reference criteria listed in Interface Quality section. It was intended to identify the better sites and use these as a guide for the design of the university’s MLE. It was not considered meaningful to carry out a cognitive walk through, or an evaluation using the interface heurtisics described in the User Services and Assessment report. This was because this is only a review and not an in-depth assessment intended to discover problems and design issues. Furthermore, such probing methods would require each site to be at a similar level of development and to be supported with technical back up. This is not possible, owing to many of the sites only being partially completed, stand-alone demonstrators.

Definition of Hybrid LibraryIt provides a ‘one stop shop’ for both hard copy and electronic resources. Its information systems should provide the end user with a seamless interface that will allow them to locate paper books and journals held locally and at neighbouring sites at the same time as being able to find relevant online resources, electronic publications and digitized material. To do this, the user needs to be provided with a front end that can access information in a variety of databases which are widely distributed and can contain a variety of information in different formats. [This is taken form the booklet from the hybrid library: workshops 2000, do we have a better reference.]

Definition of VLEThe Virtual Learning Environment (VLE) draws on advances in Information and Communications Technologies (ICT) to create an integrated package of educational tools which, like hybrid library initiatives, is accessible via a single web browser interface. These tools may typically include applications, which allow students to engage with prepared teaching materials, academics and each other and which offer a convenient mix of synchronous, and asynchronous modes.

Interface QualityThe user interface should be of the best quality possible. However, there is no clearly defined definition of quality in this context. Therefore, for this project, the quality of the interface will be measured using the following criteria. These criteria have been taken from a number of web sites that give awards for the “best” sites on World Wide Web and quality reference documents. Two main sources provided the criteria for reviewing sites. These were the British Education Communications and Technology Agency [BECTA] www.becta.org.uk/websiteawards/criteria.html and The Web awards site. www.webbyawards.com/judging/criteria.html#overall.

ContentContent is the information provided on the site. Good content should be relevant, and appropriate for all the intended users. It should be designed for the Web and not information copied from another format. Content needs to be clear and


http://www.webbyawards.com/judging/criteria.html#overall

http://www.becta.org.uk/websiteawards/criteria.html


concise and work in the web medium. Content includes interactivity, which allows the user to change the interface and modify it to meet their requirements.

UsabilityUsability in this context, is a combination of functionality and navigation. These refer to the organisation of information on the site and the method in which you move through sections. Sites with good functionality and navigation are consistent and effective loading quickly. They allow you to form a mental model of the information provided, where to find things, and what to expect and also, any new technology used is functional and relevant for the intended audience. Good navigation gets you where you want to go quickly and offers easy access to the breadth and depth of the site's content.

Visual DesignVisual design is the appearance of the interface. It is the pleasing combination of all the interface components displayed in such a manner that the user is left with a satisfied and comfortable impression. It is a level of satisfaction measured on an ordinal scale [This maybe described as having a “warm feeling”.]

Overall ExperienceThe overall experience is combination of all the quality criteria. The overall experience needs to be one of satisfaction so that the user returns to the site as their preferred method of carrying their work.

These four criteria: Content, Usability, Visual Design, Overall Experience, will be used to review the selected Hybrid Library and Virtual Learning Environment Projects. The criteria have been refined to four to provide a succinct review that allows a simple assessment of how well the projects present information, in all its aspects, to the user. The following adjectives will be used to provide a scale within each of the criteria: Excellent, Good, Satisfactory, and Poor. The comment section provides a summary of the review and highlights any issues that may not be covered in the rating process.

It is worth remembering that all web sites only present and manage information and it is how well they do this that determines whether users will utilise the site. Consequently this will be the focus of the review and will form the basis of the MLE interface. The sites reviewed were JISC funded projects.


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Hybrid Library Projects Description Ratings: Content, Usability, Visual Design

Overall Experience

AGORA

hosted.ukoin.ac.uk/agora

There are four members of the Agora consortium: University of East Anglia, UK Office for Library & Information Networking, Fretwell Downing Informatics, Centre for Research in Library & Information Management. The project's objective was to explore issues of distributed, mixed media information management based on an open standards-based platform.

Content: there is a large amount of content on this site, however, if is provided in such depth that it can overwhelm the user: good.Usability: there are no instructions for first time users and some of the help texts are worded for experienced users requiring further knowledge. Navigation would be straight forward for experienced users, but new users would have difficulty. Additionally the system only works properly using one browser: satisfactory.Visual Design: a clear design, which has been thoughtfully put together. However, the search results are complex and in very small text sizes: satisfactory

The site viewed was a demonstrator. The biggest problem with the site is that it only works correctly using Netscape 4.6 and that, the pages are often crowded with so much content that it is difficult to know what to do next.

Satisfactory Site

BUILDER

Birmingham University Integrated Library Development and Electronic Resource.

Builder.bham.ac.uk

Partners: University of Birmingham in partnership with the University of Oxford, University of Wolverhampton,and Birmingham Central Library.BUILDER aims to provide a 'seamlessness', entrance to all resources accessible through the same interface. It also aims to demonstrate profiling, where the resources offered are relevant to the needs of the individual user.

Content: seems to be paper based and targeted on existing resources rather than novel or electronic systems: satisfactory.Usability: the site does stream users, however because this only a walkthrough, prototype, which does not seem to have any intelligent, interactive decision making capability its actual operation with typical users is difficult to gauge. Nevertheless navigation is clear and simple, although exiting from some areas is not obvious: goodVisual Design: clear and simple design, help systems use coloured backgrounds with less contrast than main screens. An attractive site: good

This is only a demonstrator. It is a very simple site, which provides a tailored interface to different types of user. It would be good to see this site developed further into a more complete prototype that provides some interactivity rather than a walkthrough.

Good Site



Hybrid Library Projects Description Ratings: Content, Usability, Visual Design

Overall Experience

Headline

www.headline.ac.uk

Personal Information EnvironmentLondon School of Economics, London Business School, University of Hertfordshire.

Content: there is a reasonable level of content, but it is difficult of naive users to know what is useful: satisfactory.Usability: It was difficult to use this site for example there are three search buttons. There is also a lot of text and very little use of usability principles: poor.Visual design: there appears to be little consideration of how the site looks and whether alternative presentations of data have been considered: poor.

Found the site difficult to understand and use. Had to print out the help page so that I could refer to it whilst trying to use the system. It may be a prototype site but it is too difficult to use without help and training. If this site is to be developed from being a prototype then it needs its’ navigation and functionality improved. Consequently, this should have an impact on the visual design.

Satisfactory SiteMalibu

Managing the hybrid Library for the Benefit of Users

www.kcl.ac.uk/malibu

Kings College London, Oxford University, University of Southampton.The project focuses on the Humanities disciplines and aims to be innovative and cost-effective, meeting information requirements of staff and students through co-operative resource sharing.

Content: there is no information provided on this site only functions: no ratingUsability: The functionality of the site is good, but as only a prioritised search function is provided, this is easily achieved: satisfactory.Visual Design: clear and simple, but there are images used as unnecessary background: good.

This site is only a prototype. It only provides a search facility and no other functions. So if a comparison is to be done with other sites this low level of functionality must be considered.

Good site


http://www.kcl.ac.uk/malibu

http://www.headline.ac.uk/

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HyLiFe projectsThe HYLIFE [hybrid library of the future,] project will seek to establish, test and evaluate a knowledge of operating practices for the "hybrid library" which can then be disseminated to the wider HE community. HYLIFE will develop a series of customer oriented electronic interfaces which give access to electronic and print services and are economically maintained. Name Description Ratings: Content, Usability, Visual

DesignOverall Experience

www.lews.uhi.ac.uk/library/

A library site that provides access to resources in a similar manner to typical Online Public Access Catalogue [OPAC]

Content: simple headings and layout, for its context fine but not innovative: goodUsability: Loads quickly, all the links seem to work, however there are problems with guiding the user and providing help for naive users: satisfactoryVisual Design: very lean. Simple placing of links and text, no utilisation of the mediums technology: satisfactory

The site provides a useable interface in very simple manner. The site would benefit from improved interactivity and functionality.

Satisfactory site

www.ncl.ac.uk/hylife2/geogug/geoghome.html

This site provides a subject based online resource for geography. It lists modules and associate resources only.

Content: simple layout – just a list of what’s available: satisfactory.Usability: low functionality, easily navigated, help was available you not obviously developed for the context: satisfactory.Visual design: simple, no use of technology: satisfactory

The resource was developed for the benefit of geography users and therefore of little use to other users. Overall a straightforward site but could do with more interactivity and functionality.

Satisfactory site


http://www.ncl.ac.uk/hylife2/geogug/geoghome.html

http://www.ncl.ac.uk/hylife2/geogug/geoghome.html

http://www.lews.uhi.ac.uk/


Name Description Ratings: Content, Usability, Visual Design

Overall Experience

www.unn.ac.uk/central/isd/hylife/

A site developed to help health students and practitioners. It focuses on provides links to the online resources at the university and surrounding area.

Content: Limited owing to the site's purpose, but does seem to cover many useful areas: GoodUsability: Easy to navigate, list of links, but no use of buttons or other devices. No obvious help for naive users and the format of the pages changes with the resource being viewed: satisfactory.Visual Design: Plain design, using lists and columns: satisfactory.

This is the best of the hylife sites because it directs users to more resources and appears to be have been planned with users in mind.

Good site

www.unn.ac.uk/central/isd/hylife/geog/

A site designed for undergraduate geography students at the University of Northumbria.

Content: this seems to be a typical library site and the discernable geography content, is low: satisfactory.Usability: simple to navigate using links, reasonable organisation but page layouts do alter depending on content rather than being consistent. Also, there are some very long titles for links, which are sentences, rather than titles: satisfactory. Visual Design: there seems to be very little attempt to link the sites design to its purpose: satisfactory

An average site, it does its intended job however, it comprises of lists and links and has low interactivity.

Satisfactory site

www.plymouth.ac.uk/services/hylife/frame.htm

A site for nursing and midwifery students

Not able to access No review because of no access


http://www.plymouth.ac.uk/

http://www.unn.ac.uk/central/isd/hylife/geog/

http://www.unn.ac.uk/central/isd/hylife/geog/

http://www.unn.ac.uk/central/isd/hylife/

http://www.unn.ac.uk/central/isd/hylife/

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VLE Projects Description Ratings: Content, Usability, Visual Design

Overall Experience

Staffordshire UniversityCOSEwww.staffs.ac.uk/COSE

Creating Online Study Environments. It is design to provide a Virtual Learning Environment for learners and tutors.

This site requires a JAVA plug-in before users can run the site. The download and subsequent installation took over 10 minutes.

Content: The are some good examples of typical humanities learning materials. However, the content seems to transcripts from lectures, rather than material that is written specifically to take advantage of the medium.: goodUsability: the site is well structured, it is possible to navigate around the resources and assessment material, however, the use of frames, icons, buttons and menus makes the interface complicated: satisfactory.Visual Design: the site has obviously had a lot of work done on its appearance. But, it is complicated and the use of changing coloured backgrounds and pages of transcripts detracts from the design: good.

In order to review this site a Java Plug-in needed to be down loaded. This is not a good feature. It should be possible to build a site that allows users to access it without loading software on to their machines. A lot of work has been put into the guest site, however, it works slowly, the frames are complicated and the visual design needs simplifying

Good site

University of Bangor

Toomol.bangor.ac.uk

This is a demonstration site of a conversational learning environment.

It is based on Colloquia, which is a software system that supports group working and learning. It allows a user to set up a working or learning group around a particular topic (a context), add people to it, add resources (web pages, documents etc) to it, set up group tasks, and engage in group and personal "conversations".

Content: There is no content on this site because it is a support environment for learners who will use it for their studies, users have to decide which resources they will access: no rating.Usability: once installed and configured it is simple to use. There are good help and navigation facilities and it loads quickly: goodVisual Design: the design is clear and simple without any unnecessary complexity: good

The site appears to be well designed and planned, however, it does not contain any learning resources. It is an environment rather than a location for learning materials.

Good site


http://www.staffs.ac.uk/COSE


VLE Projects Description Ratings: Content, Usability, Visual Design

Overall Experience

SELLIC Online Edinburgh

www.sellic.ed.ac.uk

This is a prototype learning environment for students of science and engineering. It demonstrates how a virtual learning environment (VLE) can use the University's network to bring together students, tutors, illustrative material and essential reading. There are no plans to develop this prototype further, though it will inform work currently in progress by MALTS on developing a VLE for the whole University.

Content: Two example modules are used to demonstrate the features available and these have been implemented in an appropriate manner being clear and written for the format: good.Usability: all the tested navigation links work. There is some functionality and reasonable interactivity: satisfactory.Visual Design: an attempt has been made to produce a pleasing site. However some of the site's components do not work, for example black text on purple backgrounds: satisfactory.

There were three different user prototypes interfaces on the demonstrator student, tutor and admin. There seem to be little or no difference in the content between each type. Furthermore, as only a small sample of course content is provided it was difficult to decide what the site would be like with many users and more activity.

Satisfactory site

BEATLBuilt Environment: Appropriate Technology for Learning

www.uwe.ac.uk/fbe/beatl

The aims are embedding new technology-based learning material into delivery of modules: and sharing good practice with other HE institutions.

Partners: University of West England, University of Westminster, De Montfort University.

Waiting for guest access password


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Summary of Web Site reviewsThe purpose of reviewing the hybrid library and virtual learning environment sites was to gain an understanding of what had been achieved by research projects in areas complimentary to DMU’s MLE project. The sites were reviewed using criteria derived from the British Education Communications and Technology Agency [BECTA] and The Web awards site. All of the sites provided prototypes or limited implementations which demonstrated the various approaches and technologies used. This meant that for most of the sites there were parts which were not operating or, had not been constructed. However, as this was common across most of the sites. It did not detract from the review. It was apparent that all the sites had been designed with specific functions intended. However, it was felt that despite the technical content of all the sites, all of the interfaces from a user perspective needed improvements. This fact indicates how difficult it is to provide a user interface that meets the needs of all types of user and also, that it is not a trivial task, which can be seen as a separate part of the development process. Indeed, interface design should be considered from the beginning of a design process so that the content of any online resource is accessible to its users.

9. Review of Survey Information

DMU and its project partners have carried out 8 surveys on user issues over the last few years. These have tended to concentrate on students as respondents. This section of the report presents the conclusion from the Meta-analysis of User Surveys.

Data from 8 DMU based surveys was reviewed and summarised. The surveys have covered areas much broader in scope than the MLE project and so, only the aspects of the data, which were pertinent to the MLE project, have been extracted and used. References and contact names for each survey and its source are included in the references of the Meta-analysis of User Surveys document.

The 8 surveys included in this review were the following.

ISAS Personal Computer [PC] Ownership and Use 1997, 1998 and 1999 Collaboration in Research Support by Academic Libraries in Leicestershire [CORSALL]

survey ANGEL - Group Interview Results – only DMU’s at this stage Nursing School - Online course survey Library Survey of Information needs for DMU Students Internet for Teaching and Learning papers Usage report on Campus information system - Campus Net Usage Report Key Skills – the level of computer skills and IT knowledge which students have when they

arrive.

Conclusions for Meta Analysis of User SurveysHaving reviewed the surveys it is possible to make some conclusions and subsequently some recommendations for user requirements.

The implications that this survey data has for the MLE are the following.

There is an increase in computer ownership and IT skills for students. The main uses of computers are word-processing, the internet and spreadsheets. The

amount of word-processing and internet use is increasing. The usage figures and the ownership of modems support this.

Students spend between 6 to 10 hours per week using computers. The available data does not relate this to computer ownership or, whether students used both the university’s and



home computers for this period. If students do, then his could result in them using computers for 12 to 20 hours per week. [This would seem to be a more realistic figure.]

Computers are used 6% more outside of the university than inside. This fact, when coupled with the increase in modem ownership and the increase in internet use, indicates that providing resources to students online is a sensible action to take.

The evidence from three of the projects was that users want more access to online resources such as electronic journals, databases and learning tools. However, despite this reported “want” for improved access and more resources, when they were provided users did not use them or attend the training sessions that supported them. Therefore, when developing the user requirements for the MLE, based on user focus group meetings the designers should bear-in-mind, that users will ask for more content than they will actually use. Simply stated wants do not always match needs.

It was evident that academic staff would welcome the MLE system, but they were concerned about how well it would be supported throughout the University and that any problems already present at a university would be replicated online. Furthermore they wanted any learning components to support student learning and track any on going lecture series and that assessments must fit in with the desired outcomes of the course. Their last major concern was that online assessments could increase the risk of plagiarism.

Throughout the institutions surveyed the two main internet or online learning resources were WebCT and Blackboard. WebCT was the most used and known resource by a wide margin. In additional, all of the institutions had already put some of their courses online or were planning to do so, once resources became available.

The typical user of a system similar to the MLE, namely CampusNet indicates that there are two types of users of the system.

1. The first type accesses the system and either looks at the login page and leaves or, having logged in and viewed one or two pages then logs out.

2. The second type of user seems to be visiting regularly, particularly on Sundays, viewing at least 10 pages and staying for over 19 minutes. The resources that users viewed the most were specific subject module information and the management module options. Both of these are educational resources rather than a general information resource such as the DMU calendar, which was the third most visited resource.

Finally, the key skills survey indicates that the IT skills of students entering university is increasing however, they typically only learn what they need in order to complete what ever tasks they are doing. There was no increase in high level IT skills.

The results from all of the surveys, will be used in defining the user requirements and thus the content and interface of the MLE.


Documents

Virtual Desk Design Guidelinesmle.dmu.ac.uk/mle-project/deliver/dmu_VDesk_Design_2_… · Web view2003. 2. 18. · MLE Project (JISC JCIEL/004) Deliverable D2.2. Title Virtual Desk