Discussion
The key components of interface design for web based training include easy navigability, an aestheticly pleasing setting/design, and chunked information in a logical sequence or grouping.  The key difference between traditional paper-based or classroom styles of instructional design and the web based interface lies in the navigation.  Traditional instruction is linear and sequential, driven mainly by the instructor or designer.  Web based instruction is learner driven and allows for expansion of ideas if more information is desired. It also allows for the learner to interact with the content in some way. The instructional designer has to anticipate the questions that a learner might raise along the way, and provide an answer for them within the website, or additional resource places to access that information.

Web based navigation must be intuitive to the learner, and must not detract from the content.  If the learner has to spend more than a few minutes learning how to use the instruction, frustration will build and detract from the retention of the content the instruction is intended to provide.  Learners should be able to return to the home page/table of contents area from every page, as well as have the option to review previously covered invormation with a few clicks.  In a traditional textbook, the learner only needs to turn back a page or two to relocate content to review by perusing the subtitles.  This can be effectively implemented in web based training by the addition of subtitles and section headings as content markers.  Navigation should allow for the "huh?" factor as well as the "tell me more about that" for learners who require additional information.

Interestingly enough, of the two websites we were asked to review, both websites had corporate rather than educational sponsors, which made me suspect of their content before I got to the courses themselves.  National was part of an initiative to incorporate technology into the classroom, however, it appears to be an older initiative since multiple links on the site don't work.  Considering that it's sponsorship was from a semiconductor company, they have done a good job of communicating the content. From a purely theoretical instructional design standpoint, they followed a pretty good model, introducing history (WHY does every intro to the internet course ALWAYS do that?--Who cares???) then terminology, then practical application.  In theory, it was a good thing to post an evaluation option after each module, but in reality, the evaluation was a standard Level One form that had nothing to do with the actual content of the material.  It also asked questions that were not applicable to the type of information within the module, such as the "Try It" exercises, which were not in every segment.  If the goal was to assess learner assimilation of the knowledge, this would not be the mechanism to do so. 

Considering the target audience for this particular site: teachers, many of whom are techno-phobic, it is a simple site with practical information.  It was easy to navigate, and gave options for branching off into different areas if the learner wanted additional information about a particular topic.  

The second site, Presenter's University, was created by Proxima, the projector people.  It is evident that this company has a good marketing department who spent a good amount of time on a classy opening page graphic, to create a great first impression.  The "classes" were informational articles that ran along the length of a single page, which necessitated extensive scrolling.  There were a few pictures to illustrate concepts, however, they were often too small to read well.  There was no interaction at all between the learner and the content. I was pleased that what I did review did not seem to be an Infomercial for the projector producer, but rather a quick "web-bite" of information on a specific topic.  The people who would use a projector like this for presentations might find these articles useful for J-I-T (just in time) training on a particular topic.  If it was being rated as a class on Presentation Skills, it would not score well.  If we begin with the end user in mind, again, this site meets is purpose.  Calling it Presenter's University is a bit of a stretch, however, "University" appears to be the latest fad for defining corporate training departments, so the term has become synonomous with "learning center", rather than a place for high academic achievement.

I did not have any problems with either site.

I have reviewed many soft skill online classes for an initiative at my company, and find that many are page turners with good graphics.  Youachieve.com follows a design based on the learner's allocated time: 5 minute quick reads, 20 minute clinics, and 60 minute workshops.  Good design because that is learner empowered.   They pull content from famous people, giving instant credibility to the information.  Quicknowledge.com has a more interactive format, but they carry the learning process a step farther, incorporating downloadable worksheets, and providing a certificate of completion.  Unfortunately the worksheets aren't scored within the program, but soft skills are hard for that.  They do have periodic quizzes.

Perhaps the best model of instructional design for web-based navigation is what Ziff-Davis uses in their computer-based end-user training on desktop applications.  (smartplanet.com) They recreate the application and actually have the learner click through the processes to learn the skills.  The assessment tests are word based and multiple choice, which is a pretty pathetic way to test if someone can use a program by knowing what certain things are called.  Many of the other computer training firms have followed with similar programs, all with varying strengths and weaknesses, but from an instructionally sound methodology, all cause the learner to DO what he/she is learning as s/he learns and practices the new skill, creating the best possible experience for the learner.  

I believe that is really the key for good instructional design: creating the best possible experience for the learner to grasp the content.