Organise text, tools, and videos in meaningful units

Inquiry Learning Spaces include by default five phases. In some cases, the content per phase can become very extensive. If a phase contains very much information in the form of text, tools and videos, students can easily get lost. Students need to scroll a lot and are unable to find the information they need. Or they are uncertain when to continue to the next phase. The risk that they accidently skip parts is considerable.

Make sure to restrict the amount of information per phase and limit scrolling to a minimum. To achieve this, consider adding extra phases and split up tasks for your students. Make sure to balance text, videos and tools wisely. If an image, tool or video is mentioned in the text, it should be just above or below the corresponding text. Both should be visible on the screen at the same time and students should not have to scroll down to find the tool or image corresponding to your instruction. Add prompts or motivational comments to guide your students through the ILS. Especially information on when to proceed to the next phase, or go back to a previous one, is useful. For example, “Well done, you now finished your first assignment” or “When you have done enough experiments to answer your research question, you can continue to the Conclusion phase”. Check the standalone view of the ILS regularly when designing an ILS to check the students’ view of the ILS.