An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework

Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.

Issues and Challenges Associated with the Design of Electronic Textbook

The contents of this chapter are framed under three categories: the theoretical approach, pedagogy of competence development and practice. Conclusions are provided at the end.

Ontology-Driven Creation of Contents

In this chapter, a framework is discussed for creating contents to help significant organizational tasks such as planning, research, innovation, education, development, et cetera be achieved in an efficient way. The proposed framework is based on an interplay between the ontologies of the key segments and the problem context using the linguistically significant notions for each key segment. Once a certain organizational task is faced these notions are adjusted to create a new content filling the new situation. In the chapter, an agent-based architecture is discussed to show how human interaction with his/her surrounding organization can be realized through using this framework.

Architectural Models for Reliable Multi-User Interfaces

Virtual Environments are complex systems in that they involve the crucial concept of sharing. Users can share knowledge of each other’s current activities, environments, and actions. In this chapter, the authors discuss about interaction interoperability, intended to mean the ability of two or more users to cooperate despite the heterogeneity of their interfaces. To allow such interoperability, formal methods to formalize the knowledge and middleware solutions for sharing that knowledge are required. After introducing the state-of-the-art solutions and the open issues in the field, the authors describe a system for providing interaction interoperability among multi-user interfaces. Rather than focusing on the de-coupling of input devices from interaction techniques and from interaction tasks, this chapter suggests integrating interactive systems at higher level through an interface standardization. To achieve this aim, the authors propose: i) an architectural model able to handle differences in input devices and interaction tasks; ii) an agent-based middleware that provides basic components to integrate heterogeneous user interfaces. The chapter also presents a case study in which an agent-based middleware is used to support developers in the interconnection of monolithic applications.

Using a Blueprint in the Design of Instruction for Virtual Environments

Other chapters in this book discuss the design and development of interfaces for virtual worlds. This chapter will discuss the instructional design aspects of designing learning in virtual worlds. The use of virtual worlds is a relatively new phenomenon in education and, like many innovations that have preceded them, they are a new and intriguing tool to be mastered by both student and instructor alike. While bounded by a computer screen, virtual worlds have many of the affective components of everyday life and familiar-looking environments, where real life rules pertain, can be created to transfer learning, and both formal and informal learning can take place (Jones & Bronack, 2007).

Virtual Learning Environments

In the information digital society, the advancement of Information and Communication Technologies (ICTs) has created a broadened scope of sharing innovations globally by digital citizens. In this global digital society, individuals can learn and work individually or as a member of a team using various ICTs without being physically face-to-face with each other. How is it possible?

Are Web Designers Resisting the Inclusion of Social Cues when Creating Website’s User Interface?

Using the resistance literature as an underpinning theoretical framework, this chapter analyzes how Web designers through their daily practices, (i) adopt recursive, adaptive, and resisting behavior regarding the inclusion of social cues online and (ii) shape the socio-technical power relationship between designers and other stakeholders. Five vignettes in the form of case studies with expert individual Web designers are used. Findings point out at three types of emerging resistance namely: market driven resistance, ideological resistance, and functional resistance. In addition, a series of propositions are provided linking the various themes. Furthermore, the authors suggest that stratification in Web designers’ type is occurring and that resistance offers a novel lens to analyze the debate.

Designing Usable Speech Input for Virtual Environments

Speech is the primary mode of communication between humans, and something most people are able to use on a daily basis in order to interact with other people (Stedmon & Baber, 1999). For over 70 years the potential to interact with machines using speech input has been possible (Ullman, 1987), however it still remains an elusive concept without widespread use or acceptance.

Designing Mobile Learning for the User

There is increasing use of mobile devices around the world to conduct everyday business and to socialize. As a result, learners will be using mobile devices to access learning materials so that they can learn from anywhere and at anytime. Learning materials must be designed using proven instructional design models and learning theories. This will allow the learning system to provide flexibility in learning and to meet the needs of individual learners. In addition, good user interface design must be followed in mobile learning to allow learners to interact with the learning system and learning materials to facilitate learning from anywhere and at anytime.

Unconstrained Walking Plane as Locomotion Interface to Virtual Environment

Locomotion interface with unidirectional as well as omni-directional treadmills creates infinite surface by use of motion floors. But realization of the motion floors requires a bulky or complex drive mechanism, thereby restricting practical use of locomotion interfaces. Secondly, it presents a problem of stability, especially while using these interfaces for simulating virtual walking of visually impaired people for spatial learning through virtual environments. As a result, such devices induce a kind of fear psychosis leading to difficulties in exploring virtual environment and thereby in cognitive map formation. A design of locomotion interface which reduces to a minimum these constraints is presented by first undertaking a literature review of the material existing in the area of locomotion interfaces and computer science. This proposed design of a locomotion interface to the virtual environment for spatial learning is aimed at providing unconstrained walking plane for building improved cognitive map and thereby enhancing mobility skills of persons with limited vision. A major design goal is to allow visually impaired people to walk safely on the device with a limited size, and to give them the sensation of walking on an unconstrained plane.