Previous Home Next

Understanding the Learning Environment

Internet Access Method Implications


Situation & Implications Strategy

Local

Use in a specific computer lab only
Computer Lab

  • Browser - known
  • Helper programs - known
  • Other software - known
  • Network response - known
  • Hardware - known
  • Peripherals - known
  • Can use appropriate HTML vendor extensions (frames, Java, etc.)
  • Can require specific helper programs (Acrobat, etc.)
  • Can assume student has specific programs (Word, Excel, SysStat, etc.)
  • Can choose appropriate amount of graphics
  • Only have to explain procedures one way.
  • Can include use of peripherals in activities (printing, scanning, etc.)
  • Can rely on the availablity of specific hardware and software to meet the needs of the handicapped

Campus Labs & Campus Dial-IP

A mix of departmental labs, general campus labs, and connections from home (dial-ip)

A mix of standard configurations and many variants. For example, your campus may have standardized on Netscape as the supported browser, but people connecting from home may be using other browsers.

A mix of both local and world strategies, depending on the characteristics of the audience of each course.

World

World Wide Distance Learning
World wide distance learning

  • Browser - Might be using any of many different browsers
  • Helper programs - unknown
  • Other software - unknown
  • Network response - unknown, probably slower
  • Hardware - unknown
  • Peripherals - unknown
  • Stick to HTML standards, HTML 3.2 is the current standard, HTML 2.0 is the older, more conservative choice. Aggressively apply principles of content-based markup to achieve platform independence.
  • Avoid requiring specific helper programs or provide alternatives (i.e., PDF and PostScript versions of a document)
  • Be more flexible in expectations that students will have access to specific programs.
  • Avoid exclusive use of graphics to convey content. Instead use them to supplement text. Minimize use of large graphics.
  • Take into consideration that pages might run slow or display differently because of hardware.
  • Make exercises requiring peripherals optional.
  • To insure access by handicapped stick to standard HTML, avoid presenting essential content only in graphics, and test pages with text-only browsers.

© Copyright 1997 University of Washington