The entry levels in sites such as McDonalds.com.au present the reader with a visually-compelling interface with a matrix of links to diverse information about McDonalds, which at the same time represents the underlying fluid and multi-voiced capacity of the Internet's networked nodal structure. Communicatively, the design assists the reader to make the kinds of meaningful connections between blocks of content that is appropriate to the medium—ie non-linear. However, when the reader arrives at the so called ‘real content’ the visual design reverts to a flat presentation of print-like scrolling pages that have none of the excitement or edge with which the upper levels of the site persuade a reader’s engagement. Further this print-like design solution for presenting content suggests to the reader that the content is not as important, exciting or meaningful as the navigation environment in which it is situated; even says that the content is somehow a dead end. When sited on the Internet, however, all content is potentially in conversation, or relationship, with all other content in the meta-verse of ideas, there need be no dead ends. This paper looks at ways in which educational content can be conceived, written and presented for online use so that it displays an openness, a flexible and non-linear character which can participate in the engaging momentum that begins many web experiences such as McDonalds.
|Keywords:||Visual Meaning Management, Internet Learning, Online Design, Learning Design, Online Communication Design|
Lecturer, Faculty of Arts and Social Sciences, University of the Sunshine Coast, Maroochydore, QLD, Australia
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