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Learners do not feel they have control over their experiences with linear navigation. At times, this is comforting (don't have to think either!), but often it can also be confining and even intolerable. If you use linear navigation for some or all of a product, provide a constant "escape hatch," or way out for anyone who doesn't want to finish but doesn't want to back all the way up either. Sometimes just knowing there is a way out makes people more comfortable with the linear experience. The second major support you can give learners in a linear navigation situation is to let them know how much more of the experience there is left to go. "Screen 5/6" tells me I'm almost done, whereas "screen 12/180" lets me know I should try to relax because there's a long way to go.

Elizabeth Boling, PROBLEMS & DESIGNING

Sequentially (or linearity) institutes an unchanging order which determines access to content. Most of our media, from conversation to literature, comics to animation, slideshows to cinema, is sequential. Linearity is the most common form of information organisation and, arguably, is implicit in any communicative transaction. We live and experience life sequentially, following time's arrow from birth to death and, whilst it may be possible to experience several things simultaneously, we tend to remember and relate events consecutively. Indeed, sequentiality is pivotal to the production of meaning -- Russian morphologist Vladmir Propp, for example, persuasively demonstrated that the content of narratival morphemes (chunks of narratival action), was unimportant, rather it was their arrangement in correct sequence that determined the sense of a story. Early Russian cinematic experiments into montage also demonstrated that sequential congruence determines the meaning that an audience gives to a series of images. More >>

Strict sequentiality may, of course, be undercut by alternative experiential possibilities implicit in the display medium -- for example, a novel is intended to be read in a sequential fashion from first to last page, but many readers flip ahead to see how a story ends or dip in and out of books they know well. Similarly, cinematic works are intended to be seen sequentially, however the potential to fast-forward, rewind and freeze allowed by VCRs and DVDs means that viewers can have far more control over their viewing experience than intended by the director.

Digital media, paradoxically, can create a far more rigorously enforced sequential structure than older analogue media. Powerpoint and other public presentations are typified by strict linearity -- what could be called a 'tunnel' effect -- 'next' and 'back' buttons allowing users to only move one page forward or back at any time. Despite much vaunted claims of non-sequentiality, many hypertexts (and hyper-essays) are similarly directive, users forced to click through sequences in unvarying order with no skipping ahead or 'lucky dipping' as though each screen 'chunk' were a slide on a projection carousel.

Strict linearity holds many advantages: it allows authors to control the order in which users can access bits of information thus allowing the development of discursive argument, works of art, teaching and/or testing of skills of knowledge, etc. Linearity is a natural when content centers around process or flow -- it makes intuitive sense to follow the components of a process in consecutive order rather than encouraging users to dip in and out at random. Rhetoric (originally the art of aural persuasion, but now more generally applied to mean the techniques used to present persuasive content in any medium), is incremental and systemic; rhetorical methodology is most suited to sequential mediums because it is about shaping and controlling the user's experience. Of course it is entirely possible that equally persuasive nonlinear rhetorical techniques will be (and are being) developed, but it seems likely that such developments will shape emotional rather than intellectual experiences.

Linear displays generally involve other display/arrangement options. For example: time lines -- exercises in sequentiality -- may include zoom features (see MIT), parallel info presentation: (see 'Multimedia: From Wagner to Virtual Reality' TIMELINE of Pioneers)

 

When non-bookish hypertext enthusiasts criticize "linear writing" it shows that they don't really understand that books and online documents both contain a defined structure, and a defined, comprehensible, tangible structure is the essence of information. If people like jumps and fragments of information so much, they should converse with a lunatic.

Michael Hoffman, 'Enabling Extremely Rapid Navigation in Your Web or Document

Krazy Kat
timelines
A timeline is an atlas of history, a map of events in time. We use timelines for some of the same reasons we use geographical maps: to locate an event in time, as we would locate a city on a map of a country; to see the time elapsed between events, as we would see the distance between two cities; to get an overview while being able to focus on detail in its correct context, as we would view a city in the larger context of its state while being able to discern information particular to the city. When examining events in time, we are not only concerned with finding the what, when, where. We also look for causal relationships. We look at other events and the historical context, and try to understand why and how. A timeline, then, should not just arrange events sequentially but it should allow us to access multiple events simultaneously. Although timelines and chronologies seem a natural for print contexts, they suffer from the physical limitations of the medium -- e.g they can only include a small amount of information before becoming unwieldy, likewise for examining parallel events etc. Digital media can address many of these problems, particularly when the sequentiality of the timeline is extended by utilisation of other information structuring devices such as spatial zoom, overlay or parallel presentation.  
Van Dieman's Land, an online graphic novel intended to develop and test multiliteracy skills and particularly aimed at post-adolescent males, was originally conceived as a graphic MUD. However it quickly became apparent that such non-linearity actually worked against the intentions of the site. Written and illustrated from the central character's POV and based around a classic quest narrative, user-testing early showed that a more conventional linear structure allowed users to identify with the protagonist and to develop a greater emotional involvement with the success of the quest. A classic MUD is very much a user-generated narrative; the MUD structure is expressed as interconnected geographic nodes that allow or encourage certain behaviors (see David Jay Bolter's ideas regarding hypertext as being intrinsically about 'writing places or topos' >> not character -- fictional character is generated by the incremental collection of responses etc. in relation to circumstance -- something which seems extremely difficult to construct non-sequentially).  
     
 
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