1 - AgLearn - USDA

United States Department of Agriculture















USDA Online Course Style Guide


Final


August 15, 2006

























Prepared By



Table of Contents


1.0 Introduction 1

1.1 Purpose 1
1.2 Audience 1
1.3 Style Guide Overview 1

2.0 Instructional Design Standards 2

2.1 Instructional Design Model 2
2.1.1 Systematic Process 2
2.2 Instructional Design Phases 3
2.2.1 Analysis Phase 3
2.2.2 Design Phase 4
2.2.3 Development Phase 5
2.2.4 Implementation Phase 6
2.2.5 Evaluation Phase 6
2.3 References 6

3.0 Course Structure 8

3.1 Course Hierarchy 8
3.1.1 Learning Objectives 8
3.1.2 Customized Course Hierarchy 9
3.1.3 Module Components 9
3.1.4 Lesson Components 10
3.1.5 Topic Components 10
3.2 SCORM 10
3.2.1 Sharable Content Objects (SCOs) 10

4.0 Interactivity Guidelines and Strategies 11

4.1 Interactivity Strategy Levels 11
4.1.1 Interactivity and Learning Objectives 11
4.1.2 Guidelines for Interactivity 12
4.2 Course Assessment Strategies 12
4.3 Practice Exercise and Assessment Item Types and Guidelines 13
4.3.1 True and False Items 13
4.3.2 Multiple Choice Questions 13
4.3.3 Fill-in-the-Blank Items 14
4.3.4 Matching Items 14
4.3.5 Scenarios 14
4.3.6 Simulations 14

5.0 Courseware Design Specifications 15

5.1 Screen Types 15
5.1.1 Main Menu Template 16
5.1.2 Introduction Screen 16
5.1.3 Content Screens 17
5.1.4 Practice and Assessment Screens 21
5.2 Interface Design 22
5.3 Interface Specifications 23
5.3.1 Global Interface Elements 23
5.4 Interface Components 25
5.4.1 Navigational Elements 25
5.4.2 Content Elements 26
5.4.3 Indicator Elements 28

6.0 Production and Technical Specifications 29

6.1 Host Platform Specifications 29
6.2 End-User Platform Specifications 29
6.2.1 Operating Systems 29
6.2.2 Hardware 29
6.2.3 Software 29
6.3 Screen Development 29
6.3.1 Text Layout and Appearance 30
6.3.2 Graphic Development 30
6.3.3 Animation Development 31
6.4 Programming and Development 31
6.5 Section 508 Requirements 31
6.5.1 Evaluating Courseware for Accessibility 31
6.5.2 Accessibility Assessment Tools 33
6.6 SCORM Requirements 34
6.6.1 USDA Templates and SCORM 34
6.7 Tools for the Creation of SCORM Content 35
6.8 Configuration Management 36
6.9 Directory Naming Conventions 37
6.10 File Naming Conventions 38
6.10.1 Content files 38
6.10.2 Screen Numbers 39
6.11 Course Migration Practices 39

7.0 Content Integration and Implementation 40

7.1 Content Standards 40
7.1.1 Content Types 40
7.1.2 Content within AgLearn 40
7.1.3 AICC and SCORM Standards Testing 41
7.1.4 Vendors and Authoring Tools 42
7.2 AgLearn Environment 42
7.2.1 AgLearn Training Server 43
7.2.2 AgLearn STAGING Server 43
7.2.3 AgLearn LIVE (Production) Server 43
7.3 Online Courseware Test Procedures 43
7.3.1 Step 1: Content Submission 44
7.3.2 Step 2: Content Upload 46
7.3.3 Step 3: Manifest Import and File Migration 47
7.3.4 Step 4: Component Configuration 47
7.3.5 Step 5: Test Student Assignment 48
7.3.6 Step 6: Telecommunications Impact Assessment and Content Testing
48
7.3.7 Step 7: Test Results Reporting 49
7.3.8 Step 8: Course Approval 50
7.3.9 Step 9: Content Migration to Production 50
7.3.10 Step 10: Course Availability Announcements 50






Table of Figures

Figure 1: USDA Instructional Design Model 2
Figure 2: Course Structure with Modules 9
Figure 3: Menu Template 16
Figure 4: Text Only Screen 17
Figure 5: Content Template with Portrait Graphic on Right 18
Figure 6: Content Template with Landscape Graphic on Top 19
Figure 7: Content Template with Right Portrait Flash Window 20





Tables

Table 1: Analysis Types 3
Table 2: Analysis Deliverables 4
Table 3: Design Deliverables 4
Table 4: Development Deliverables 5
Table 5: Implementation Deliverables 6
Table 6: Evaluation Deliverables 6
Table 7: Course Hierarchy Components 8
Table 8: Levels of Interactivity 11
Table 9: Level of Objective and Recommended Interactivity Level 11
Table 10: Guidelines for Interactivity 12
Table 11: Global Element Descriptions 24
Table 12: Navigation Element Descriptions 26
Table 13: Content Elements 27
Table 14: Examples of Indicator Elements 28
Table 15: Meta-Data Elements 35
Table 16: Testing a Custom AICC Course 41
Table 17: Testing a Custom SCORM Course 41
Table 18: Step 1 Procedure 44
Table 19: Content Submission Form Description 44
Table 20: Step 2 Procedure 46
Table 21: Step 3 Procedures 47
Table 22: Step 4 Procedures 47
Table 23: Step 5 Procedures 48
Table 24: Step 6a Procedures 48
Table 25: Step 6b Procedures 49
Table 26: Step 7 Procedures 49
Table 27: Step 8 Procedures 50
Table 28: Step 9 Procedures 50
Table 29: Step 10 Procedures 50





Appendix


Appendix A Section 508 Guidelines and Best Practices 51


Appendix B Content Submission Form 57


Appendix C Content Testing Form 58


Appendix D Course Approval Form 70






Introduction


The USDA Online Course Style Guide provides a well-defined set of
standards and guidelines for courseware design, development and
production. It documents the instructional design standards; course
structure and interactivity guidelines; production and technical
specifications and content integration and implementation guidelines
for USDA online courseware.


1 Purpose


The purpose of this style guide is to establish standards and
guidelines for designing and developing online courseware at USDA.
The use of a unified set of standards and guidelines ensures that all
courseware developed for USDA will meet required specifications and
function properly in the USDA environment.


2 Audience


The intended audience for this style guide is all USDA Agencies and
Agency employees currently involved in the design and development of
online courseware for USDA. Users include program managers, project
managers, instructional systems designers (ISDs), graphic artists,
programmers and subject matter experts (SMEs).


3 Style Guide Overview


This document includes comprehensive standards and guidelines for
online courseware based on industry standards and best practices. The
style guide includes the following elements:


. Instructional Design Standards

. Course Structure Guidelines

. Interactivity Guidelines and Strategies

. Courseware Design Specifications

. Production and Technical Specifications

. Content Integration and Implementation Guidelines

Instructional Design Standards


The USDA recommends that courseware development follow an orderly,
systematic approach tailored to the target audience, focused on
instructional needs and requirements and resulting in measurable
outcomes. This section discusses the recommended instructional systems
design (ISD) model used for courseware development at USDA.


1 Instructional Design Model


Online courseware at USDA is based on a highly regarded instructional
design model known as the ADDIE model. The ADDIE model provides a
systemic approach to instructional design that includes the following
phases:


. Analysis

. Design

. Development

. Implementation

. Evaluation

As depicted graphically in Figure 1 (below), the model reflects an
iterative process, where the results of the evaluation for each phase
may lead the instructional design team back to any previous phase. The
model provides for continuous review and evaluation (formative
evaluation) throughout the design process as well as ongoing
evaluation (summative evaluation) once the instructional materials
have been implemented.


Figure 1: USDA Instructional Design Model


































1 Systematic Process


Following a systematic process like ADDIE will enable the USDA to:


. Define a design strategy

. Manage the courseware process

. Produce courseware that maintains a consistent look and feel

. Develop courseware that is uniform and consistent

. Establish a consistent evaluation methodology

2 Instructional Design Phases


This section includes detailed information about each of the five
phases within the ADDIE process and defines the deliverables
associated with each phase.


1 Analysis Phase


The Analysis phase is the foundation for all other phases of
instructional design. During this phase, instructional designers
define the instructional issue(s) and determine possible solutions.
Additional analysis activities may also be conducted in order to
better understand the needs of the target audience and the learner
environment; the tasks performed by the learners, and the media to be
used to deliver instruction to the learner. The more thorough and
accurate the analyses, the easier it will be to design and develop
instruction tailored to meet learners' needs.


1 Types of Analysis


During the Analysis phase, a variety of different types of analyses
may be conducted. The nature and scope of the project will determine
which type(s) are appropriate. Possible analysis activities include
the following:


Table 1: Analysis Types

|# |Analysis Type |Description |
|1 |Needs Assessment |Enables instru