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When designing
an interface or selecting a pre-existing interface, it is important
to consider the functions or features of that interface. First and foremost,
the functions of an interface should support your instructional plans
or strategies. Ask yourself this question, "what instructional tasks
must my interface support?" If you want students to search the web for
information on a controversial topic, annotate and organize the resources,
and debate the different sides of the controversy, you should design
or seek an appropriate interface(s) that functions as a search engine,
note-taker, concept-mapper, and communication vehicle.
Be sure to focus on student tools when designing or selecting interfaces.
All too many products provide the instructor with features to develop
and post materials online, but fail miserably in providing students
with advanced features needed to collaborate and think critically about
complex problems.
|
| Tool
Types |
Examples |
Functions |
| Seeking |
search
engines, annotated resource lists, indexes, maps |
locating
relevant information |
| Collecting |
downloading,
saving, bookmarking, cutting and pasting |
accumulating
relevant information in accessible formats or locations |
| Organizing |
software
to construct tables, charts, timelines, diagrams, and maps based on existing
information |
chunking
two or more external information units with similar characteristics into
a category, representing relationships |
| Integrating |
note-taker
for information encountered, annotating |
merging
external information with personal ideas, impressions, or conceptions |
| Generating |
HTML
text editors, web page generators, video editors, word processors |
creating
a new conception based on information accessed |
| Manipulating |
simulations,
microworlds |
testing
and revising a personal theory |
| Assessing |
online
quizzing, drill and practice |
checking
one's comprehension of a topic (also accomplished with several other tools
- manipulating data, communicating ideas/asking for clarification) |
| Communicating |
e-mail,
listservs, bulletin boards, video conferencing |
stating,
discussing, debating personal ideas or theories; revising ideas and adapting
to socially chosen norm |
| Scaffolding |
instructions,
advance organizers or annotations, elaborative links, strategic advice |
receiving
procedural, conceptual, or metacognitive guidance related to a specific
topic or task; see more... |
| Assisting |
color
filtration, zoom text, screen magnification, and screen reading software,
as well as text-to-braille scan converters for those with visual impairments;
audio frequency modifiers and captioning for those with hearing impairments |
ensuring
equal accessibility to information and services for those with learning
or physical disabilities |
