... and now I am blogging about it, which feels ironic. I wish I had time to express myself in symbols alone just to make up for the sheer amount of words I crafted when a picture would have been better used!
While text based instruction is limiting, especially when describing physical action, hyperlinks can provide clarification, checks for understanding, opportunities for self-correction, and feedback. However effectiveness of instruction can be limited based on assumptions in prior knowledge made by designers, as well as the potential lack of a common language. For example MY topic! Not only did it describe physical actions, it described physical actions involving materials that are not a part of the common person's vernacular.
In looking at what text only instruction could provide a learner I am drawn to the thought of the visually impaired. While Ikea directions and detailed schematics can break down necessary physical actions, those symbols are not easily navigated by those with visual impairments. Text based instruction is easily translated into audio by already existing web tools. When developing computer based instructions, best practice should always include text based instructions to accommodate for those with disabilities, even when your primary delivery is image based.
While text based instruction should always be provided, I feel that video and images would have greatly improved the effectiveness and efficiency of this instructional piece. As a designer I cannot rely on my audience having any understanding of how these specialized elements work together or are even named. Images provide a check for understanding far superior than any analogy I could create.
That being said, the practice of breaking down instruction into explicit directions provided me the designer with a detail understanding of every step. It was tedious, but I now have a strong outline of what all future design iterations must include. I plan on using the practice of beginning with text based instruction to aide me in other projects.
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