The Myth of the Sophisticated User

This post on Smashing Magazine gets right at two things I’ve occasionally heard people assert or assume in instructional design and interface design circles:

1) that poor visual/interaction design can be excused for “sophisticated users” (sometimes couched in “digital native” terminology in our field), and

2) that poor visual/interaction design can be compensated for with a few onscreen instructions (or a How to Use This Course screen).

It’s not that the “sophisticated user” doesn’t exist; it’s that…

…better design benefits everyone. Having a proficient audience is no excuse to slack off. You’re still designing for human beings, and human beings, one and all, have better things to do than try to make sense of a weak design.

Word.

ID in the Wild: Performance Support with Google

In this ongoing series, I’m posting examples of instructional design and related processes from around the web (or beyond).

Logo for Google AppsSome time ago, I reconnected with an old friend via Facebook. Of all of the very smart, geeky, computer-loving people I went to school with, his mind was probably the most engineer-like. When he found out what I do for a living, he expressed some negative opinions about how most elearning is designed and built. He said elearning designers could take some lessons from how Google does instruction.

Google has a reputation for being an engineer’s engineering company, so it’s hardly a surprise that their design appeals to my friend. I find Google’s style very instructive for designing for engineers, but I also think it’s just a good all-around lesson in performance support. Here’s an example:

Over the last few years I’ve set up Google Apps for several organizations. Google takes new admins through a setup wizard, and while I’m not ordinarily a fan of “wizards”, they’re much more helpful than traditional elearning when you’re doing something you do rarely or will only do once.

Over time, the setup wizard has gotten prettier and has added niceties like instructional videos, but it has kept what I like in the basic documentation:

  • Instructions are clear and to the point.
  • When a link to another help file is appropriate, it’s there.
  • It’s interactive, but not so that you stay “engaged”. The interactivity is designed to give you only the information you need, only when you need it.

I’ve taken a few screen shots to illustrate this last point. Click any image to see it full-sized.


Progress through the wizard is clearly marked; it even remembers your place if you close your browser and come back later. If you skip an essential step, it gives you a clear warning.

When there are multiple options in the process, it lets you decide which set of instructions to see rather than presenting them all. This makes the process feel simpler and faster.

When there is more than one way to complete a process, the alternate instructions are hidden, but clearly accessible.

What do you think about Google Apps’ performance support? Who else does this well?

The Mozart Magic Cube

One of the boys received a Mozart Magic Cube for his birthday a couple of weeks ago. It’s a cube with big, colorful, light-up buttons on each side: one for Orchestra and the other five for various instruments.

The other buttons toggle individuals instruments, turning on and off each part in the piece. The buttons light up as that instrument plays each note. The Orchestra turns on all instruments to play together. If you press the Orchestra button while a piece is already playing, it changes pieces. And — sometimes thankfully — holding down the Orchestra button turns the whole thing off.

This $20 toy has more interactivity than most of the elearning I’ve seen. Why do you think that is?

I’ve set up an Ideascale so you can weigh in. Add your own ideas, vote, and/or comment. Looking forward to your responses!

It’s Official: I’m Not Going to be a Flash Developer When I Grow Up

I’m baaack!

My summer semester ended yesterday and it inspired the title of this post. I did a credible job (I hope), but studying Flash coding further has reinforced my belief that if you’re going to use advanced tools, you’re so much better off with an expert developer. After all, you wouldn’t want someone who only dabbles in ID to design the course, would you? (Please say no.)

Honestly, I think I have the brainpower to do the coding, I find a certain amount enjoyable, and I think it’s very beneficial for the designer to understand the basics of the development work. But…

1) I’m never going to be as efficient as a dedicated Flash developer, and…

2) Coding all my own designs might make me lazy about their level of interactivity. And that would be bad.

I’m Not a Doctor, But I Play One in Second Life…

I have a list of examples I’ve encountered in which I think that Second Life is truly serving a functional training purpose.

And even though virtual worlds have been one of the biggest buzz items in the T&D world in the last several years, the list is very short. No doubt, part of my reluctance is because as “tech-savvy” as I am, in SL, my virtual clothes still attach to unusual parts of my virtual body.

However.

I’m adding this to my list.

Photo: Imperial College London

Photo: Imperial College London

Obviously, as a sometime patient I want medical professionals to get as much hands-on practice as possible. If it’s preceded by virtual practice, I say so much the better. And though the article doesn’t mention it, I have to think SL could prove a very useful tool for doctors’ continuing education, as well…