usability

How Long Should a Branching Scenario Be?— from christytuckerlearning.com by Christy Tucker
How long should a branching scenario be? Is 45 minutes too long? Is there an ideal length for a branching scenario?

Excerpt:

Most of the time, the branching scenarios and simulations I build are around 10 minutes long. Overall, I usually end up at 5-15 minutes for branching scenarios, with interactive video scenarios being at the longer end.

From DSC:
This makes sense to me, as (up to) 6 minutes turned out to be an ideal length for videos.

Excerpt from Optimal Video Length for Student Engagement — from blog.edx.org

The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content. Finally, certificate-earning students engaged more with videos, presumably because they had greater motivation to learn the material. (These findings appeared in a recent Wall Street Journal article, An Early Report Card on Massive Open Online Courses and its accompanying infographic.)

The take-home message for instructors is that, to maximize student engagement, they should work with instructional designers and video producers to break up their lectures into small, bite-sized pieces.

How Older Adults Access Resources Online [blog.getsetup.io]

On 10/12/2022, in Australia, Bring your own device (BYOD), Google, India, mobile technologies, social learning / networks, social media, society, United States, usability, user experience (UX), vendors, videoconferencing, by Daniel Christian

How Older Adults Access Resources Online — from blog.getsetup.io

Top Insights:

It’s clear that how older adults are using technology has changed. COVID has seen more and more older adults using a wide range of devices which means there is no one-size-fits-all approach to this audience.
In the United States, desktop devices are still the most common form of media consumption for virtual learning and health.
But, mobile devices are still the dominant device for passive content consumption.
Consumption by different US states varies based on the quality of internet infrastructure and availability of newer devices.
In India and Australia, mobile devices outperform desktops for virtual learning.
Developing browser-first solutions for engagement is key to reaching a wider audience.
Applications and websites that aim to make the user experience as seamless as possible across multiple devices have a greater chance of being used and picked up more effectively by older adults of a variety of ages.
The variations in device types make it very challenging to build LIVE streaming technology that can scale across platforms.
Chrome is a dominant browser with the 55+ group allowing sophisticated video streaming applications to be built that was not possible over Internet Explorer.
While Zoom became the de facto standard for video-based sessions, older adult learners were 11x more likely to attend class in our browser Lounge than enter the Zoom classes.

Also relevant/see:

GetSetUp’s Tech Spotlight data shows how people between the ages of 55 and 75 are learning, staying active, and socializing online — from prnewswire.com by GetSetup

DSC: What?!?! How might this new type of “parallel reality” impact smart classrooms, conference rooms, and board rooms? And/or our living rooms? Will it help deliver more personalized learning experiences within a classroom?

There’s “virtual reality”, “augmented reality”, and “mixed reality” now added to the eXtended Reality #XR family, we have: “parallel reality”

– just consider how we might differentiate instruction with such technology! https://t.co/fQ17qsCkX4

— Immersive Learning Research Network – #iLRN (@immersiveLRN) October 11, 2022

What might the ramifications be for text-to-everything? [Christian]

On 10/11/2022, in 21st century, 24x7x365 access, A/V -- audio/visual, art, Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communications, communities of practice, community colleges, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, drama/theater, e-books, e-publishing related items (EPUB and more), education, education technology, elearning, emerging technologies, engagement / engaging students, experimentation, face-to-face, faculty/staff, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, IT in HE, K-12 related, languages and translation, law schools, learner profiles, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, legal technologies, media/film, Metaverse, microlearning, Mixed Reality (MR), more voice more choice more control, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, online learning, online media, online tutoring, platforms, podcasting, presentations, productivity / tips and tricks, publishing, smart classrooms, smart/connected TV, story, storytelling, streams of content, teachers, teaching & learning, teaching online, technologies for your home, technology (general), telecommunications, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, training / L&D, transmedia, trends, United States, universities, usability, user experience (UX), vendors, videoconferencing, Virtual courts and law firms, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, wearables, web-based collaboration, Web3, webinars, workplace, by Daniel Christian

From DSC:

We can now type in text to get graphics and artwork.
We can now type in text to get videos.
There are several tools to give us transcripts of what was said during a presentation.
We can search videos for spoken words and/or for words listed within slides within a presentation.

Allie Miller’s posting on LinkedIn (see below) pointed these things out as well — along with several other things.

This raises some ideas/questions for me:

What might the ramifications be in our learning ecosystems for these types of functionalities? What affordances are forthcoming? For example, a teacher, professor, or trainer could quickly produce several types of media from the same presentation.
What’s said in a videoconference or a webinar can already be captured, translated, and transcribed.
Or what’s said in a virtual courtroom, or in a telehealth-based appointment. Or perhaps, what we currently think of as a smart/connected TV will give us these functionalities as well.
How might this type of thing impact storytelling?
Will this help someone who prefers to soak in information via the spoken word, or via a podcast, or via a video?
What does this mean for Augmented Reality (AR), Mixed Reality (MR), and/or Virtual Reality (VR) types of devices?
Will this kind of thing be standard in the next version of the Internet (Web3)?
Will this help people with special needs — and way beyond accessibility-related needs?
Will data be next (instead of typing in text)?

Hmmm….interesting times ahead.

Coding Isn’t a Necessary Leadership Skill — But Digital Literacy Is [Matveeva]

On 07/30/2022, in career development, collaboration, computer science, corporate / business world, corporate universities / corporate training, data related items, leadership, programming, skills, training / L&D, United States, usability, user experience (UX), using teams, vision/possibilities, workplace, by Daniel Christian

Coding Isn’t a Necessary Leadership Skill — But Digital Literacy Is — from hbr.org by Sophia Matveeva

Summary (emphasis DSC):

While most leaders now know that tech is a vital part of business, many are wondering what they really need to know about technology to succeed in the digital age. Coding bootcamps may appeal to some, but for many leaders, learning to code is simply not the best investment. It takes a long time to become a proficient coder, and it still doesn’t give you a holistic overview of how digital technologies get made. The good news is that most leaders don’t need to learn to code. Instead, they need to learn how to work with people who code. This means becoming a digital collaborator and learning how to work with developers, data scientists, user experience designers, and product managers — not completely retraining. The author presents four ways for non-technical leaders to become digital collaborators.

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first

On 07/18/2022, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, content development, aggregation, repositories, Design Thinking, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, future, future of higher education, game-changing environment, global / globalization, health, higher education, Holographic comms, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, learning, learning agents, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, Mixed Reality (MR), UK, universities, usability, user experience (UX), using teams, vendors, XR - extended reality, by Daniel Christian

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first — from uk.news.yahoo.com

Excerpts:

Medical students in Cambridge, England are experiencing a new way of “hands-on learning” – featuring the use of holographic patients.

Through a mixed reality training system called HoloScenarios, students at Addenbrooke’s Hospital, part of the Cambridge University Hospitals NHS Foundation Trust, are now being trained via immersive holographic patient scenarios in a world first.
…
The new technology is aimed at providing a more affordable alternative to traditional immersive medical simulation training involving patient actors, which can demand a lot of resources.

Developers also hope the technology will help improve access to medical training worldwide.

Ransomware is already out of control. AI-powered ransomware could be ‘terrifying.’ [Alspach]

On 05/16/2022, in Artificial Intelligence/Agents/LLMs/and Related, computer science, emerging technologies, future, health, human-computer interaction (HCI), the downsides of how people use tech, usability, user experience (UX), vendors, by Daniel Christian

Ransomware is already out of control. AI-powered ransomware could be ‘terrifying.’ — from protocol.com by Kyle Alspach
Hiring AI experts to automate ransomware could be the next step for well-endowed ransomware groups that are seeking to scale up their attacks.

Excerpt:

In the perpetual battle between cybercriminals and defenders, the latter have always had one largely unchallenged advantage: The use of AI and machine learning allows them to automate a lot of what they do, especially around detecting and responding to attacks. This leg-up hasn’t been nearly enough to keep ransomware at bay, but it has still been far more than what cybercriminals have ever been able to muster in terms of AI and automation.

That’s because deploying AI-powered ransomware would require AI expertise. And the ransomware gangs don’t have it. At least not yet.

But given the wealth accumulated by a number of ransomware gangs in recent years, it may not be long before attackers do bring aboard AI experts of their own, prominent cybersecurity authority Mikko Hyppönen said.

Also re: AI, see:

Nuance partners with The Academy to launch The AI Collaborative — from artificialintelligence-news.com by Ryan Daws

Excerpt:

Nuance has partnered with The Health Management Academy (The Academy) to launch The AI Collaborative, an industry group focused on advancing healthcare using artificial intelligence and machine learning.

Nuance became a household name for creating the speech engine recognition engine behind Siri. In recent years, the company has put a strong focus on AI solutions for healthcare and is now a full-service partner of 77 percent of US hospitals and is trusted by over 500,000 physicians daily.

Inflection AI, led by LinkedIn and DeepMind co-founders, raises $225M to transform computer-human interactions — from techcrunch.com by Kyle Wiggers

Excerpts:

Inflection AI, the machine learning startup headed by LinkedIn co-founder Reid Hoffman and founding DeepMind member Mustafa Suleyman, has secured $225 million in equity financing, according to a filing with the U.S. Securities and Exchange Commission.
…
“[Programming languages, mice, and other interfaces] are ways we simplify our ideas and reduce their complexity and in some ways their creativity and their uniqueness in order to get a machine to do something,” Suleyman told the publication. “It feels like we’re on the cusp of being able to generate language to pretty much human-level performance. It opens up a whole new suite of things that we can do in the product space.”

Inside Microsoft’s new Inclusive Tech Lab — from engadget.com by C. Low; with thanks to Nick Floro on Twitter for some of these resources
“An embassy for people with disabilities.”

Increasing our Focus on Inclusive Technology — from mblogs.microsoft.com by Dave Dame

Excerpt:

In recent years, tied to Microsoft’s mission of empowering every person and organization on the planet to achieve more, teams from across Microsoft have launched several products and features to make technology more inclusive and accessible. [On May 10, 2022], as part of the 12th annual Microsoft Ability Summit, we celebrate a new and expanded Inclusive Tech Lab, powerful new software features, and are unveiling Microsoft adaptive accessories designed to give people with disabilities greater access to technology.

Microsoft’s Latest Hardware Is More Accessible and Customizable — from wired.com by Brenda Stolyar
The wireless system—a mouse, a button, and a hub—is designed to increase productivity for those with limited mobility.

Excerpt:

Microsoft if expanding its lineup of accessibility hardware. During its annual Ability Summit—an event dedicated to disability inclusion and accessibility—the company showed attendees some new PC hardware it has developed for users with limited mobility. Available later this year, the wireless system will consist of an adaptive mouse, a programmable button, and a hub to handle the connection to a Windows PC. Users set up the devices to trigger various keystrokes, shortcuts, and sequences. These new input devices can be used with existing accessories, and they can be further customized with 3D-printed add-ons. There are no price details yet.

Along these lines, also see:

14 Equity Considerations for Ed Tech — from campustechnology.com by Reed Dickson
Is the education technology in your online course equitable and inclusive of all learners? Here are key equity questions to ask when considering the pedagogical experience of an e-learning tool.

What Educators Need to Know About Assistive Tech Tools: Q&A with Texthelp CEO — from thejournal.com by Kristal Kuykendall and Texthelp CEO Martin McKay

Excerpts (emphasis DSC):

THE Journal: What are some examples of the types of assistive technology tools now available for K–12 schools?
McKay: There are a broad range of disabilities, and accordingly, a broad range of learning and access difficulties that assistive technology can help with. Just considering students with dyslexia — since that is the largest group among students who can benefit from assistive tech tools — the main problems they have are around reading comprehension and writing. Assistive technology can provide text-to-speech, talking dictionaries, picture dictionaries, and text simplification tools to help with comprehension.
…
It’s important that these tools need to work everywhere — not just in their word processor. Assistive technology must work in their learning management systems, and must work in their online assessment environment, so that the student can use the assistive tech tools not only in class, but at home as they work on their homework, and perhaps most importantly on test day when they are using a secure assessment environment.

We need to use more tools — that go beyond screen sharing — where we can collaborate regardless of where we’re at. [Christian]

On 04/20/2022, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adjunct faculty, adult learning, blended learning, Bring your own device (BYOD), business, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, distance education, e-publishing related items (EPUB and more), education, education technology, emerging technologies, engagement / engaging students, engineering, entrepreneurship, experimentation, face-to-face, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, Hyflex learning, ideas, immersion, innovation, instructional design, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, multimedia, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, participation, pedagogy, platforms, presentations, productivity / tips and tricks, professional development, project-based learning, remote teaching and learning, skills, smart classrooms, smart/connected TV, story, storytelling, strategy, student-related, teachers, teaching & learning, teaching online, technologies for your home, telecommunications, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, training / L&D, United States, universities, usability, user experience (UX), using teams, vendors, videoconferencing, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, visualizing information, vocational / trades, web-based collaboration, Web3, webinars, workplace, XR - extended reality, by Daniel Christian

From DSC:
Seeing the functionality in Freehand — it makes me once again think that we need to use more tools where faculty/staff/students can collaborate with each other REGARDLESS of where they’re coming in to partake in a learning experience (i.e., remotely or physically/locally). This is also true for trainers and employees, teachers and students, as well as in virtual tutoring types of situations. We need tools that offer functionalities that go beyond screen sharing in order to collaborate, design, present, discuss, and create things. (more…)

The AR Roundup: March 2022 — from linkedin.com by Tom Emrich

Excerpt:

Every month I round up what you may have missed in Augmented Reality including the latest stats, funding news and launch announcements and more. Here is what happened in augmented reality between March 1-31, 2022.

“The metaverse is no longer a single virtual world or even a cluster of virtual worlds. It’s the entire system of virtual and augmented worlds,” Chalmers tells me over Zoom. “Where the old metaverse was like a platform on the internet, the new metaverse is more like the internet as a whole, just the immersive internet.”

~ David Chalmers, Philosopher and Author of Reality+

Instructional Design 3.0: Designing The Learner’s Journey – Parts 1-5 [Dr. Michael Allen]

On 03/14/2022, in corporate universities / corporate training, Emotion, instructional design, learning, learning ecosystem, Learning Experience Design, learning preferences, training / L&D, usability, user experience (UX), using teams, by Daniel Christian

Instructional Design 3.0: Designing The Learner’s Journey – Part 1 — from blog.alleninteractions.com by Michael Allen

Excerpts:

We’ve made important strides in instructional design over the last couple of decades and now we’re about to take one more momentous step.

We’ve gone from focusing almost exclusively on content, its clarity, logical sequencing, comprehensiveness, accuracy, and so forth (all important, of course), to focusing on the learner’s experience, making it Meaningful, Memorable, and Motivational (again, all critical). While pulling these essential components together, it seems we’re still missing something, perhaps the most important component of all. Let’s think what that might be.
…

I’ll address some of the techniques for designing from the perspective of the Learner’s Journey in subsequent blogs. But let’s start with this simple and powerful idea: reverse the process. Start defining how you want to address the whole of the learner, including the individual’s feelings, attitudes, and current skills. Don’t do this as a tack-on that you’ll do if you somehow get the time.

- Start with thinking about learners as emotive and cognitive persons first.
- Then create context-situated challenges and give learners the opportunity to show what they can do and request help as they may feel they need to.
- And finally, when you’ve created these structures, you’ll find you’ve already got a great framework in which to insert, fully develop, and refine your content.

Let’s make every learner’s journey a fascinating and enriching experience, from beginning to end.

Read Part 2
Read Part 3
Read Part 4
Read Part 5

Students Often Prefer In-Person Classes . . . Until They Don’t [Samson]

On 03/10/2022, in colleges, community colleges, content development, aggregation, repositories, digital learning, distance education, education technology, elearning, engagement / engaging students, face-to-face, flipping -- inverted learning, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), instructional design, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, Michigan, online learning, online media, student-related, teaching & learning, teaching online, United States, universities, usability, user experience (UX), by Daniel Christian

Students Often Prefer In-Person Classes . . . Until They Don’t — from er.educause.edu by Perry Samson, Professor in the Department of Climate and Space Sciences and Engineering at the University of Michigan.
.

28 Website Accessibility Terms to Know in 2022 [Juviler]

On 12/29/2021, in accessibility / UDL, assistive technologies, business, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital audio, digital learning, digital video, higher education, instructional design, K-12 related, law schools, legislatures / government / legal, Metaverse, MOOCs -- Massive Open Online Courses, multimedia, neurodivergent/special needs, online learning, online media, online tutoring, society, student-related, teaching & learning, United States, universities, usability, user experience (UX), vendors, web design and production, web-based collaboration, by Daniel Christian

28 Website Accessibility Terms to Know in 2022 — from blog.hubspot.com by Jamie Juviler

Excerpt:

No matter the type of website you run or the industry that you’re in, prioritizing web accessibility is key to your success.
…
To ensure your website meets today’s standards for web accessibility, you’ll first need to understand the terminology. Accessibility is a big, dense area with a lot of jargon, acronyms, and codes — enough to steer a new website owner away from the topic altogether.

That’s why we’ve put together this glossary of 28 essential web accessibility terms any website owners should be aware of. By knowing the language, you’ll find it much easier to adopt accessibility principles on your own site and better serve visitors with disabilities.

Addendum on 12/31/21:

Accessibility awareness is on the rise, but is it turning into action? — from techcrunch.com by Joe Devon

Excerpts:

A Harris Poll reveals that more than half of American adults increased their online activities because of the pandemic. That number grows to 60% for people with disabilities.

The increase in online activities does not mean that everyone is able to achieve their goals. So, what kind of impact is the crisis having on accessibility? Are organizations finally getting the message on the importance of accessibility?
…

With that, here are the key results from the Alexa top 100 website testing:

- Out of the websites tested, 62% were accessible to screen readers, up from 40% in 2020.
- Every single page passed for having the valid document “lang” attribute.
- Only 11% of websites tested had errors in input field labels.
- The most common error was the use of ARIA (Accessible Rich Internet Applications specification)
- The second most common error was color contrast.

From DSC:
That last article linked to:

The 2021 State of Accessibility Report (SOAR) report

2021 Resource Recap from Quality Matters

On 12/17/2021, in accessibility / UDL, assessment, higher education, instructional design, interaction design, interactivity, law schools, learning, learning ecosystem, Learning Experience Design, multimedia, online learning, quality, United States, universities, usability, user experience (UX), vendors, by Daniel Christian

Quality Matters > Higher Education News > December 2021

Throughout the year, we — along with members of our amazing community — share resources to help all of us deliver on our online promise. Here are some of the most popular items from 2021 for you to use and share:

QM Bridge to Quality Course Design Guide — printable PDF version
Accessibility and Usability Resource Site
QM Self-Review Tool
Video: Redesigning Assessments for Interaction & Engagement
QM-Hosted Research Webinar Recordings
QM Success Stories (members only), including “Walking in Someone Else’s Shoes: The True Impact of Digital Accessibility“
Dr. Steven Crawford’s series on multimedia use in online learning — start with “Designing Multimedia Presentations for Your Course”

Learning Ecosystems

DSC: What?!?! How might this new type of “parallel reality” impact our learning ecosystems/spaces?

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first

The AR Roundup: March 2022 [Emrich]

Instructional Design 3.0: Designing The Learner’s Journey – Parts 1-5 [Dr. Michael Allen]

2021 Resource Recap from Quality Matters

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