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User Interface Development
Lesson 6-1
Estimated Lesson Time 1.0 Hour
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Welcome to Lesson 6-1 User Interface
Development. In the preceding lessons, you
learned about the first two stages of the ADDIE
Instructional Development process Analysis and
Design. At this point, it should be clear to
you that prior to any development, it is
essential that you take the time to plan your
analysis, perform your learner and task analysis,
and design your learning objectives and course
assessments.
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• Once youve completed the first two phases of the
  ADDIE process, its time to start developing your
  web-based courseware.
• In this lesson you will learn the importance of
  developing your courseware using established
  interface design techniques.

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• By the end of this lesson, you will have the
  knowledge and skills necessary to
• Generate web-based course materials which use
  established interface design techniques.
• So, without further adieu, lets jump right into
  the lesson

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Have you ever taken a course, or visited a web
site, that used background colors and text colors
that just didnt work well together? How easy
is it to read this text? Does it hurt your eyes?
Can you imagine being forced to take an entire
course that used colors like this? Do you think
you would learn much, or do you think you might
quit early because of a headache? This is one
example of poor interface design.
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Is there something wrong with this slide? Dont
actually read all the text below, just step back
and look at the overall slide layout. Could it
be that there is just too much text on this one
slide? Would taking an entire course full of
slides like this motivate you to learn? This is
another example of poor interface design. Dont
read this part, its just filler text designed to
make a pointAs described in Assignment 2, ID-SME
is a web-based course designed for subject matter
experts (SMEs) who need to create instruction
that effectively transfers their expertise to
others. As a basic course in instructional
design, ID-SME discusses the ADDIE process with a
focus on how one goes about designing and
developing effective instruction, without delving
too far into the theory or details behind the
why of the ADDIE process. ID-SME provides SMEs
with the basic knowledge and skills needed to
create web-based course materials that are based
on sound instructional design principles. At a
high level, the target audience for this
instruction is SMEs who have little to no
knowledge of instructional design practices.
Their primary job responsibilities revolve around
their area of expertise software engineering
not instructional design or development, and they
may or may not have access to an instructional
design staff. They are interested in
instructional design only as a means to better
transfer their subject matter knowledge to
others. More specifically, the target for this
project is a software engineer with an advanced
degree who is very comfortable with technology.
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What about this slide? The problem with this
slide is a little more subtle. It has to do with
the placement of the navigation buttons.
Although their placement may work okay, its not
ideal. This is a third example of poor interface
design.
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And finally, is there something about this slide
that doesnt look quite right? Could it be that
the graphic is a bit too large and the text box a
bit too small? This is a fourth and final
example of poor interface design.
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• As the preceding four examples illustrate, poor
  interface design can make learning frustrating.
  And in the worst cases
• poor interface design can actually hinder the
  learning process.

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• Good interface design, on the other hand, offers
  your learners numerous advantages. Some of these
  advantages include
• Improved content clarity and organization. In
  most cases, learning is improved when information
  is presented in a clear, concise, and organized
  fashion.

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• Good interface design, on the other hand, offers
  your learners numerous advantages. Some of these
  advantages include
• Improved content clarity and organization. In
  most cases, learning is improved when information
  is presented in a clear, concise, and organized
  fashion.
• Improved readability. If you cannot read the
  content, or if the material is organized such
  that you miss certain parts of it, youre not
  likely to retain the material. Good interface
  design helps to ensure that all content is, at
  the very least, seen by the learner.

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• Good interface design, on the other hand, offers
  your learners numerous advantages. Some of these
  advantages include
• Improved content clarity and organization. In
  most cases, learning is improved when information
  is presented in a clear, concise, and organized
  fashion.
• Improved user readability. If you cannot read
  the content, or if the material is organized such
  that you miss certain parts of it, youre not
  likely to retain the material. Good interface
  design helps to ensure that all content is, at
  the very least, seen by the learner.
• Enhanced motivation. If students are overwhelmed
  with too much information, or if the information
  is presented in such a way that its difficult to
  read, motivation can be negatively effected. An
  unmotivated student does not learn as effectively
  as a motivated student.

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• This lesson will help you develop web-based
  course materials that leverage the advantages of
  good interface design. The lesson is composed of
  four main topics, they include
• Text Background Colors
• Text Usage
• Navigation Buttons
• Element Placement

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Page 11 of 50

• This lesson will help you develop web-based
  course materials that leverage the advantages of
  good interface design. The lesson is composed of
  four main topics, they include
• Text Background Colors
• Text Usage
• Navigation Buttons
• Element Placement

The lesson will end with a course summary and a
list of follow-on activities to help enhance your
knowledge and improve your ability to retain the
newly learned material.
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Topic 1Text Background Colors
You are approximately complete with this
lesson.
15
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Topic 1 Text Background Colors

• A bad choice of text and background colors can
  make any web-based slide difficult to read.
• By the end of this section, you will be able to
• State the characteristics of text and background
  colors that make them easy to read.
• Identify text and background color schemes that
  work well together.

Some colors are easy to read. Some colors are
easy to read.
Some colors are hard to read. Some colors are
hard to read.
Some colors are easy to read. Some colors are
easy to read.
Some colors are hard to read. Some colors are
hard to read.
Some colors are easy to read. Some colors are
easy to read.
Some colors are hard to read. Some colors are
hard to read.
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Topic 1 Text Background Colors
When choosing text and background colors, you
must ensure that there is enough contrast between
the text color and the background color.
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Topic 1 Text Background Colors
When choosing text and background colors, you
must ensure that there is enough contrast between
the text color and the background color.
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Topic 1 Text Background Colors
Next, you want to avoid using highly saturated
colors.
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Topic 1 Text Background Colors

• Highly saturated colors have two basic problems
• Similar to colors with insufficient contrast,
  highly saturated colors can be difficult to
  read and
• Highly saturated colors are hard on the eyes
  and can cause eye strain.

Some colors are hard to read. Some colors are
hard to read.
Some colors are hard to read. Some colors are
hard to read.
Some colors are hard to read. Some colors are
hard to read.
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Page 17 of 50
Topic 1 Text Background Colors
Once you have properly accounted for contrast and
saturation, there are two basic approaches to
choosing your text and background colors or
Use a dark background with light text.
1.
Use a light background with dark text.
2.
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Page 17 of 50
Topic 1 Text Background Colors
Once you have properly accounted for contrast and
saturation, there are two basic approaches to
choosing your text and background colors or
Use a dark background with light text.
1.
Use a light background with dark text.
2.
NOTE Many designers feel that a dark background
with light text works better for slides that will
be projected onto a screen. On the other hand,
for web-based training that will be viewed on a
computer monitor, most designers feel that a
light background with dark text is easier to read
and is less straining on the eyes.
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Time to Check Your KnowledgeTopic 1Text
Background Colors
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Question 1 of 3
Topic 1 Text Background Colors
Practice Question 1-1 When choosing text and
background colors, which of the following is your
best option? (click on the letter of the correct
answer)?
A.
High color contrast and high color saturation.
B.
High color contrast and low color saturation.
C.
Low color contrast and high color saturation.
D.
Low color contrast and low color saturation.
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 1 Text Background Colors
Practice Question 1-1 When choosing text and
background colors, which of the following is your
best option? (click on the letter of the correct
answer)?
A.
High color contrast and high color saturation.
Correct! Text and background colors should have a
high color contrast and low color saturation.
B.
High color contrast and low color saturation.
C.
Low color contrast and high color saturation.
D.
Low color contrast and low color saturation.
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Lesson 6-3 Course Revision
Question 1 of 3
Topic 1 Text Background Colors
Practice Question 1-1 When choosing text and
background colors, which of the following is your
best option? (click on the letter of the correct
answer)?
A.
High color contrast and high color saturation.
Incorrect Text and background colors should have
a high color contrast and low color saturation.
B.
High color contrast and low color saturation.
C.
Low color contrast and high color saturation.
D.
Low color contrast and low color saturation.
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Lesson 6-3 Course Revision
Question 2 of 3
Topic 1 Text Background Colors
Practice Question 1-2 Which of the following
slides uses text and background color schemes
that work well together (click on the correct
slide)?
A. Does this textand backgroundcoloring scheme
work well together?
B. Does this textand backgroundcoloring scheme
work well together?
C. Does this textand backgroundcoloring scheme
work well together?
D. Does this textand backgroundcoloring scheme
work well together?
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Question 2 of 3
Topic 1 Text Background Colors
Practice Question 1-2 Which of the following
slides use text and background color schemes
that work well together (click on the correct
slide)?
D. Does this textand backgroundcoloring scheme
work well together?
Correct! Slide D uses text and background colors
with high color contrast. Additionally, the
colors are low in saturation.
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Question 2 of 3
Topic 1 Text Background Colors
Practice Question 1-2 Which of the following
slides use text and background color schemes
that work well together (click on the correct
slide)?
D. Does this textand backgroundcoloring scheme
work well together?
Incorrect Slide D uses text and background colors
with high color contrast. Additionally, the
colors are low in saturation.
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Question 3 of 3
Topic 1 Text Background Colors
Practice Question 1-3 True or False. Once
youve accounted for color contrast and
saturation, there are two basic approaches to
choosing your text and background colors 1) use
a dark background with light text or 2) use a
light background with dark text.
True
False
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Question 3 of 3
Topic 1 Text Background Colors
Practice Question 1-3 True or False. Once
youve accounted for color contrast and
saturation, there are two basic approaches to
choosing your text and background colors 1) use
a dark background with light text or 2) use a
light background with dark text.
Correct! It is true that there are two basic
approaches to choosing text and background
colors. They are 1)dark background/light text
or 2) light background/dark text.
True
False
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Question 3 of 3
Topic 1 Text Background Colors
Practice Question 1-3 True or False. Once
youve accounted for color contrast and
saturation, there are two basic approaches to
choosing your text and background colors 1) use
a dark background with light text or 2) use a
light background with dark text.
Incorrect It is true that there are two basic
approaches to choosing text and background
colors. They are 1)dark background/light text
or 2) light background/dark text.
True
False
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Page 19 of 50
Topic 2Text Usage
You are approximately complete with this
lesson.
30
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Page 20 of 50
Topic 2 Text Usage

• Too much text on a single slide can easily
  overwhelm learners and reduce comprehension.
• By the end of this section, you will be able to
• State how much text should appear on a single
  slide.
• State the techniques that help make text more
  readable.
• Identify slides that use an appropriate amount of
  text.
• Identify slides that use appropriate techniques
  to improve readability.

Example of a slide with too much text.
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Topic 2 Text Usage
It is more difficult and takes longer to read
text on a computer screen than in print. In
fact, research has shown that people read text on
a computer screen at a rate that is 28 slower
than reading from a book. With this in mind, you
must take time to ensure you do not overwhelm
your learners with too much text on any one slide.
Example of a slide with too much text.
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Topic 2 Text Usage
As a general rule, two to four short sentences is
the recommended amount of information or text
that should appear on a web-based, multimedia
slide.
Too much text can overwhelm the viewer and crowd
the screen.
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Topic 2 Text Usage
Too little information will slow down the
presentation and may make it a bit too boring.
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Page 23 of 50
Topic 2 Text Usage
If you have a lot of information to present about
a topic, its usually better to add additional
screens, as opposed to trying to squeeze it all
on one slide.
Tallahassee Community College opened in 1966. It
serves the educational needs of post-high school
students. These students are from a District
composed of the counties of Leon, Wakulla, and
Gadsden. Although most students come from this
district, the College has enrolled student from
Florida, from most states, and from several
foreign countries.
TCC History
Graphic
A little too crowded!
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Page 23 of 50
Topic 2 Text Usage
TCC History
Tallahassee Community College opened in 1966. It
serves the educational needs of post-high school
students. These students are from a District
composed of the counties of Leon, Wakulla, and
Gadsden.
Graphic
If you have a lot of information to present about
a topic, its usually better to add additional
screens, as opposed to trying to squeeze it all
on one slide.
Tallahassee Community College opened in 1966. It
serves the educational needs of post-high school
students. These students are from a District
composed of the counties of Leon, Wakulla, and
Gadsden. Although most students come from this
district, the College has enrolled student from
Florida, from most states, and from several
foreign countries.
TCC History
Less crowded slides with better text distribution
and slide balance.
Graphic
TCC History
Graphic
Although most students come from this district,
the College has enrolled student from Florida,
from most states, and from several foreign
countries.
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Page 24 of 50
Topic 2 Text Usage

• Sometimes it is necessary to include a large
  amount of information on one slide. When this
  happens, a number of techniques can be used to
  make the text more readable. These include
• Provide generous white space between separate
  blocks of information
• Use headings to summarize contents
• Convert long sentences into bulleted or numbered
  lists and
• Organize complex information into tables to help
  students mentally organize and integrate
  content.

Exit
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Next
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(ID-SME)
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 25 of 50
Topic 2 Text Usage

• An additional way to ensure textual information
  does not overwhelm your learners is to use
  attention getting techniques to focus students
  attention. These include, but are not limited
  to
• using bold face
• WRITING IN UPPER CASE LETTERING
• underlining
• using italics
• highlighting with color
• using different fonts

Exit
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Unit 4
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Unit 2
Unit 1
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 25 of 50
Topic 2 Text Usage

• An additional way to ensure textual information
  does not overwhelm your learners is to use
  attention getting techniques to focus students
  attention. These include, but are not limited
  to
• using bold face
• WRITING IN UPPER CASE LETTERING
• underlining
• using italics
• highlighting with color
• using different fonts

Exit
Previous
Next
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(ID-SME)
43
gtgt Unit 6 Development ltlt
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Unit 1
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 26 of 50
Time to Check Your KnowledgeTopic 2Text
Usage
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44
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Unit 2
Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 2 Text Usage
Practice Question 2-1 In general, what is the
recommended amount of information or text that
should appear on a web-based, multimedia slide?
A.
One to two short sentences.
B.
Two to three short sentences.
C.
Two to four short sentences.
D.
Three to five short sentences.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
45
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
Unit 2
Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 2 Text Usage
Practice Question 2-1 In general, what is the
recommended amount of information or text that
should appear on a web-based, multimedia slide?
A.
One to two short sentences.
Correct! In general, two to four short sentences
is the recommended amount of text for a single
slide.
B.
Two to three short sentences.
C.
Two to four short sentences.
D.
Three to five short sentences.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
Next Question
46
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
Unit 2
Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 2 Text Usage
Practice Question 2-1 In general, what is the
recommended amount of information or text that
should appear on a web-based, multimedia slide?
A.
One to two short sentences.
Incorrect In general, two to four short sentences
is the recommended amount of text for a single
slide.
B.
Two to three short sentences.
C.
Two to four short sentences.
D.
Three to five short sentences.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
Next Question
47
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
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Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 2 of 3
Topic 2 Text Usage
Practice Question 2-2 Of the three slides
below, which one appears to use the proper amount
of text?(click on the letter of the correct
slide)
A.
B.
C.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
48
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
Unit 2
Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 2 of 3
Topic 2 Text Usage
Practice Question 2-2 Of the three slides
below, which one appears to use the proper amount
of text?(click on the letter of the correct
slide)
Correct! Slide A uses three short sentences and
has good text distribution and slide balance.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
Next Question
49
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
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Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 2 of 3
Topic 2 Text Usage
Practice Question 2-2 Of the three slides
below, which one appears to use the proper amount
of text?(click on the letter of the correct
slide)
Incorrect Slide A uses three short sentences and
has good text distribution and slide balance.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
Next Question
50
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
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Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 3 of 3
Topic 2 Text Usage
Practice Question 2-3 Sometimes it is necessary
to include a large amount of information on one
slide. All of the following are techniques that
can be used to make your text more readable,
EXCEPT
Using four or five attention-getting techniques
(e.g., bold, underline, all caps, and color).
A.
Providing generous white space between separate
blocks of information.
B.
Converting long sentences into bulleted or
numbered lists.
C.
Organizing complex information into tables to
help students integrate content.
D.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
51
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
Unit 2
Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 3 of 3
Topic 2 Text Usage
Practice Question 2-3 Sometimes it is necessary
to include a large amount of information on one
slide. All of the following are techniques that
can be used to make your text more readable,
EXCEPT
Correct! All of these are good techniques for
making text more readable, EXCEPT for option A.
Although attention-getting techniques are a good
choice, you should not use more than three.
Using four or five attention-getting techniques
(e.g., bold, underline, all caps, and color).
A.
Providing generous white space between separate
blocks of information.
B.
Converting long sentences into bulleted or
numbered lists.
C.
Organizing complex information into tables to
help students integrate content.
D.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
Next Topic
52
gtgt Unit 6 Development ltlt
Unit 5
Unit 4
Unit 3
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Unit 1
Unit 7
Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 3 of 3
Topic 2 Text Usage
Practice Question 2-3 Sometimes it is necessary
to include a large amount of information on one
slide. All of the following are techniques that
can be used to make your text more readable,
EXCEPT
Incorrect All of these are good techniques for
making text more readable, EXCEPT for option A.
Although attention-getting techniques are a good
choice, you should not use more than three.
Using four or five attention-getting techniques
(e.g., bold, underline, all caps, and color).
A.
Providing generous white space between separate
blocks of information.
B.
Converting long sentences into bulleted or
numbered lists.
C.
Organizing complex information into tables to
help students integrate content.
D.
Exit
Instructional Design for Subject Matter Experts
(ID-SME)
Next Topic
53
gtgt Unit 6 Development ltlt
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 27 of 50
Topic 3Navigation Buttons
You are approximately complete with this
lesson.
50
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 28 of 50
Topic 3 Navigation Buttons

• In order to move through your course, learners
  must have access to basic navigation tools.
• In this section of the lesson you will learn to
• State the different types of navigation buttons.
• Identify effective/efficient use of navigation
  buttons.

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Glossary
Home
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 29 of 50
Topic 3 Navigation Buttons
There are several ways a learner may want to move
throughout your web-based presentation. Basic
navigation tools or buttons provide a means of
doing just that. Basic navigation buttons also
provide your learners with a certain amount of
control over their learning environment.
Learner control is important, particularly for
adult learners who, in general, appreciate more
control over their learning environment than
their younger counterparts.
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Lesson 6-3 Course Revision
Page 30 of 50
Topic 3 Navigation Buttons
At a minimum, basic navigation buttons should
provide your learners with the ability to
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57
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Lesson 6-3 Course Revision
Page 30 of 50
Topic 3 Navigation Buttons
At a minimum, basic navigation buttons should
provide your learners with the ability to
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Topic 3 Navigation Buttons
At a minimum, basic navigation buttons should
provide your learners with the ability to
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Page 30 of 50
Topic 3 Navigation Buttons
At a minimum, basic navigation buttons should
provide your learners with the ability to
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Lesson 6-3 Course Revision
Page 31 of 50
Topic 3 Navigation Buttons
Additionally, you may want to provide your
learners with other navigation options, like the
ability to
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Lesson 6-3 Course Revision
Page 31 of 50
Topic 3 Navigation Buttons
Additionally, you may want to provide your
learners with other navigation options, like the
ability to
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Lesson 6-3 Course Revision
Page 31 of 50
Topic 3 Navigation Buttons
Additionally, you may want to provide your
learners with other navigation options, like the
ability to
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 32 of 50
Topic 3 Navigation Buttons
Once youve determined exactly which navigation
buttons you will use throughout your course, the
rules for effective use of these buttons are
simple. First, maintain consistency throughout
your course. Do not surprise your learners by
randomly adding new navigation buttons at
different points within your presentation.
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 32 of 50
Topic 3 Navigation Buttons
Once youve determined exactly which navigation
buttons you will use throughout your course, the
rules for effective use of these buttons are
simple. First, maintain consistency throughout
your course. Do not surprise your learners by
randomly adding new navigation buttons at
different points within your presentation.
Previous
Next
Exit
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Glossary
Home
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 33 of 50
Topic 3 Navigation Buttons
Second, only navigational tools which are
required should be place on the screen.
Unnecessary tools are ineffective, inefficient,
and tend to confuse and frustrate users.
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 33 of 50
Topic 3 Navigation Buttons
Second, only navigational tools which are
required should be place on the screen.
Unnecessary tools are ineffective, inefficient,
and tend to confuse and frustrate users.
Exit
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gtgt Unit 6 Development ltlt
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Page 33 of 50
Topic 3 Navigation Buttons
Second, only navigational tools which are
required should be place on the screen.
Unnecessary tools are ineffective, inefficient,
and tend to confuse and frustrate users.
Exit
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Lesson 6-3 Course Revision
Page 34 of 50
Time to Check Your KnowledgeTopic
3Navigation Buttons
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Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 3 Navigation Buttons
Practice Question 3-1 At a minimum, what basic
navigation buttons should you provide your
learners? (click on the letter beside the correct
navigation buttons)
Glossary
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A.
Exit
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B.
Glossary
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Home
C.
Glossary
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D.
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gtgt Unit 6 Development ltlt
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Unit 8
gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 3 Navigation Buttons
Practice Question 3-1 At a minimum, what basic
navigation buttons should you provide your
learners? (click on the letter beside the correct
navigation buttons)
Glossary
Previous
Next
A.
Correct! At a minimum, you should provide your
learners with the following basic navigation
buttons next, previous, and exit.
Exit
Previous
Next
B.
Glossary
Menu
Home
C.
Glossary
Exit
Menu
D.
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gtgt Unit 6 Development ltlt
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 1 of 3
Topic 3 Navigation Buttons
Practice Question 3-1 At a minimum, what basic
navigation buttons should you provide your
learners? (click on the letter beside the correct
navigation buttons)
Glossary
Previous
Next
A.
Incorrect At a minimum, you should provide your
learners with the following basic navigation
buttons next, previous, and exit.
Exit
Previous
Next
B.
Glossary
Menu
Home
C.
Glossary
Exit
Menu
D.
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gtgt Unit 6 Development ltlt
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 2 of 3
Topic 3 Navigation Buttons
Practice Question 3-2 True or False. It is
appropriate to add new navigation buttons at
different points within your presentation.
True
False
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gtgt Unit 6 Development ltlt
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gtgt Lesson 6-1 User Interface Development ltlt
Lesson 6-2 Media Selection
Lesson 6-3 Course Revision
Question 2 of 3
Topic 3 Navigation Buttons
Practice Question 3-2 True or False. It is
appropriate to add new navigation buttons at
different points within your presentation.
True
Correct! This statement is false. Maintaining
consistency throughout your course is an
effective means of using navigation buttons.
False
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gtgt Unit 6 Development ltlt
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Lesson 6-3