Tutorial Design Checklist
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Identifying Skills to Teachq Do the tasks you wish to teach relate closely to the users’ critical job tasks? q Do the tasks you wish to teach relate to effective use of the program? q Do you have the option of letting the context-sensitive help system detect skill needs? Identifying Objectivesq Do you state the teaching objectives in terms of real-world performance? Choosing the Right Type of TutorialWhich of the following types best fits your users needs for efficient and effective software use? q The Guided Tour q The Demonstration q Quick Start q The Guided Exploration q The Instruction Manual Presenting Skills in a Logical, Cumulative StructureWhich of the following sequences best suits your users? q Beginning to advanced q Starting to using to ending a session q Using defaults to using custom options q Working with [topic 1 of 2] to working with [topic 2 of 2] Specificity of InstructionsWhich of the following specific details do you intend to include in your tutorial exercises? q Screens q Specific tools q Commands Practice and Feedbackq Do you give practice and feedback, where appropriate, at each skill level? q Have you paced the tutorial to match the users’ concentration level and work requirements? Testingq Have you chosen a test site (lab, users’ environment)? Have you decided on the most relevant test points for your tutorial? q test the cuing system q test for suitability of details (scenario, tools, screens, commands) q test the pace q test for users’ familiarity with the form of the tutorial Elaborative TutorialsIf you choose to design an elaborative tutorial, does it follow the principles of this type of teaching? q Instruction that result in articulated skills q Skills that transfer capability to real-world performance q Steps presented in a logical, cumulative structure q Highly specific instructions q Practice and feedback at each skill level Minimalist TutorialsIf you choose to design a minimalist tutorial, does it follow the principles of this type of teaching? q Focus on real tasks and activities q Encourage exploration q Slash the verbiage q Support error recovery |
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