Usability and navigation
Statement
About this guideline
The user should be able to navigate and use all the features of the digital learning resource without encountering difficulties, so that they are enabled rather than hindered in achieving the learning outcomes. Ensure that you design for all users (rather than designing for yourself or for a ‘typical’ user). Design the resource so that it can be used on all computers and on mobile devices, make allowances for a poor internet connection or lack of access to audio, and be aware that some IT systems may place limits and restrictions on what the user is able to do. A well-designed learning resource should be user-centred (designed with the learner in mind) and when practicable the end user should be involved at every stage in the lifecycle of the product (from initial planning, to testing, to periodic review).
Who is this guideline for?
What types of resources does this guideline apply to?
Further enquiries and useful information
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Digital Learning Help desk (NES staff can contact the TEL team, e-Learning team, Learn Content team through this helpdesk)
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Design and print service desk (NES staff can contact the Design team, and video help via this helpdesk)
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The e-Learning team and the Learn Content team can be contacted via their shared departmental email address learning@nes.scot.nhs.uk
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The TEL support team email address is nes.telsupport@nhs.scot
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The NES Design team email address is Design.Support@nes.scot.nhs.uk
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Turas style guide version 2 (note this is currently in development and link directs to version 1)
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NES UX team can advise on user experience and user research (however the service may be more applicable to products than e-learning)
Checklist
Your resource must be suitable for all users. Don’t make assumptions about a typical user
Consider what difficulties your user may have – cognitive or physical, equipment, systems, environment, time available.
Provide the learning in manageable chunks.
The resource should not be difficult or frustrating to use. Confusing navigation and poor usability can distract from the learning.
You resource should be intuitive to use, or it should be easy to learn how to use it.
Make the navigation as simple as possible – linear navigation is usually best.
Allow the user to have control: Avoid locking down of content in an e-learning module. Allow free navigation (even when there is an obvious linear path the learner should still be able to go back, or jump to other sections) Provide a menu that can be accessed at any point (Does not apply to video. Provide player controls for video, audio, and other media (avoid auto-play)
Provide clear instructions and prompts for activities and interactions. Use the correct name when referring to activities (e.g. hyperlink, radio button or accordion’). Describe and show the control button e.g. ‘Select the plus (+) icon on each accordion section’ below, or ‘Select the play symbol below’
Provide clear information at start of resource with general information about how to use the resource (for instance how to navigate, where to find menu, how to enlarge text, how will web links open, and when relevant include other important information such as completion method, attempts allowed, or instructions for note taking).
Provide a timing at the start of an e-Learning module (this should be a realistic timing but erring on the generous side so that no learner feels excluded).
Consider the equipment and technology your user may be using. Design for use on any size of screen or device, and across supported browsers. Be mindful that some users may experience technical limitations and restrictions (internet connection, an organisation’s IT policies, no speakers or headphones).
Consider the user’s environment – workplace, home, or ‘out and about’ as this may particularly influence the choice of device, and ability to play or hear audio.
Be consistent with the design and layout of a resource and avoid unnecessary or confusing design elements.
Web links should be meaningful out of context and avoid phrases such as ‘Click here’- (refer to the Turas style guide for more information on best practice for html links).
The resource should be structured so that there is a clear and logical journey from beginning to end, and care should be taken if providing links to lengthy external resources that may interrupt the flow of that journey.
Prioritise essential information which relates to the learning outcomes in the resource. Other information can be placed at the end of the resource in ‘further information’, ‘further reading’ or ‘useful links’ sections.
When practicable end users of a resource should be involved at all stages in the development lifecycle of a resource from early planning to testing.
Collect user feedback and consider the users’ comments when carrying out periodic updates.