 | Applets must be created that integrate well with each other and fit seamlessly into a teaching
and learning resource, such as a hypertextbook. |
| Applets for a hypertextbook must be made to fit inline |
| Standalone versions of all applets should be available in an appendix |
| A special software tool for authors must be available for applet configuration |
| A wide range of applet configurations must be available that provide for everything from an
explanation in which the student is a passive observer to complete student control for active
learning. |
| Provisions should be available for step-at-a-time execution of an applet and "continuous
mode." In continuous mode, the speed of the execution should be settable by the student. |
| Smooth transitions between applet states should be incorporated to help students better see
how one state derives from another. |
| A student should be able to reverse an animation to study puzzling state changes more closely. |
| The presentation of the object of the applet should be independent of the object's
representation (e.g., use XML). |
