eLearning Standards

E‐Learning Standards

Prepared for

Metro Vancouver

Version No. Description of Version Update Date Author

0 Issued to Metro Vancouver 05‐Nov‐2015 U. Alfaruq/J. Mehta

i

Contents E‐Learning Standards ........................................................................................................................... 1

General Usability Standards ............................................................................................................. 1 Rev A – Module Design .................................................................................................................... 2

Technical Standards ............................................................................................................ 2 Storyboard Standards ......................................................................................................... 2 Screens and Screen Treatments ......................................................................................... 3 Language and Instruction ................................................................................................... 8 Job Aid Design ..................................................................................................................... 8 Graphic Standards ............................................................................................................... 8

Rev B – Module Development ......................................................................................................... 9 Technical Standards ............................................................................................................ 9 Visual Standards ................................................................................................................ 10 Screen Standards .............................................................................................................. 10

Appendixes

A E‐learning Standards under Discussion

B Standard Module Screens

1

E‐Learning Standards The TTAP project eLearning Standards relate to the design and development of full eLearning modules, which occur subsequent to the module content gathering and writing tasks.

This project standard covers module design and development stages of the ADDIE methodology as it applies to full eLearning modules:

Rev A Module Design – storyboarding and graphics design and development.

Rev B Module Development – the first release of the developed module, where visual display standards are first implemented.

For ease of use, related standards are presented herein under the relevant stage, with role assignments indicated where relevant.

Other related project standards include:

Workflows

TTAP Writing Guide

Content templates and standards

Mini module standards & workflows

Mini‐modules are currently in development as a pilot to determine applicable standards and workflows.

General Usability Standards In general, for full eLearning modules:

Target seat time for a full eLearning module is 45 minutes, although allowance is made for modules requiring 60 minutes to complete. The project development plan stipulates the expected time for each group of equipment or topic.

It is recommended to divide modules whose seat time extends beyond 60 minutes into 2 or more modules.

On average, a screen is estimated to take between 60 and 90 seconds for the learner to complete

Text‐to‐audio is used across all modules.

E‐LEARNING STANDARDS

2

Rev A – Module Design Rev A Module Design standards are divided into three broad types:

Technical standards: This covers approved software versions, formats and applications to accommodate Metro Vancouver technology including the Metro Vancouver Learning Management System (LMS), which is currently Operator Suite.

Storyboard standards: This covers all required storyboard standards: Screen types; instructional prompts; language (abbreviations, measurement representations, use of Capitals), Audio vs OST wording, Knowledge Check (KC) questions, and final quiz standards. Further language standards are located in the TTAP Writing guide.

Graphics standards: This covers borders; size; base graphics and rollovers; symbols; animations

Technical Standards The following technical standards apply to the full eLearning modules:

Standard Title

Description Compliance/Quality Responsibility

Adobe Flash

Flash files are to be developed to version 11. Higher versions will not function correctly in Operator Suite.

Animation developer

MS WORD All Word documents, including Storyboard, are to be saved as version 2007. This is the operational version at Metro Vancouver.

ALL

Graphic files

The following file extensions are supported at Metro Vancouver. All graphics files, including all source files to be viewed by Metro Vancouver staff, must conform to the following extensions:

.ai (native Illustrator vector)

.eps (generic vector)

.psd (native Photoshop raster)

.fla (native Flash)

.dwg (native AutoCad)

.skp (native SketchUp)

.png (raster image)

.jpg (raster image)

.swf (Flash movie)

.pdf (Portable Document Format)

.tif (raster image)

.bmp (raster image)

.gif (raster image, can be animated)

NOTE: There are no standard graphics applications. Rather, the standard has been applied to file type.

Graphic designers

Storyboard Standards Storyboard standards are divided into three sub‐sections:

1. Screens and screen treatments

2. Language and instruction

3. Job Aid Design


3

Screens and Screen Treatments

Screen Functions

There are five standard screen functions, each with a variety of treatments. To assist instructional designers with identifying the optimum screen, the five standard functions are listed below. The manner in which these standard screens are incorporated into each eLearning standard is determined either using the project content templates (wastewater treatment processes, pump stations), or at the kick‐off meeting for each non‐standard module.

Standard Title Description Compliance/Quality Responsibility

1. Systems Overview Introduces the system, facility or plant. Provides high level information about key concepts and principles. This function outlines the purpose of the system and provides a high‐level introduction to system components.

Treatment

A Systems Overview screen typically has a representative graphic of the system as a whole. The system graphic will include each system component. While the graphic may be animated, animation is not a standard treatment.

Each system component is explained at a high level and may include rollovers hotspots. Information covered includes an introduction to key concepts and principles.

Note that individual pieces of equipment are not presented at this level.

Instructional Designer & Graphics Designer

2. Sub Components Each system component section features one system component, or process, and will cover the following:

System components (including equipment)

Process flows

Process controls (where necessary)

Principles of Operation (where necessary)

Treatment

This section will have an animated or interactive representative graphic of the system component. The graphic will include all relevant equipment.

Each highlighted instrument will have a rollover to provide the trainee with a high level description of the instrument and its function. Wherever possible, photographs and graphics will be used to visually represent the equipment.

Instructional Designer

3. Knowledge Checks At the end of each module section, there are two knowledge check questions. These function to reinforce the section’s key learnings. Learner interaction with these questions are not tracked in the LMS. The visual standard is built into the Storyline template (see Appendix B, Standards Module Screens).


4. Module Review The final review section presents a bullet‐point summary of the module’s key points.

Treatment

Current standard is for text only summary. However, Metro Vancouver encourages greater visual engagement options.


5. Final Review At the end of all modules is a question‐based final review of that module. The scores for these questions are tracked in the LMS. A pass rate of 80% correct answers is required for all modules. A total of 8 questions are presented to the learner, randomly selected from a pool of 16‐20 questions prepared in the content writing/gathering task by the Subject Matter Expert (SME) and Instructional Designer (ID).

NOTE: Current visual standard is to use a dark background with white text. Colour schemes are built into the Storyline Template.



4

Note: the current project standard includes 4 animated graphics. The instructional designer, graphic designer and subject matter expert review this requirement at the eLearning deliverable mapping/kick‐off meeting to determine the best use of animated graphics, and if more/fewer animated graphics are recommended for the purpose of learner engagement and learning retention, as they relate to a particular topic.

Standard Screen Treatments

To standardize the look and feel of each eLearning module, and to optimize development effort, a series of screens have been developed to guide the instructional designer. There are 24 screen types listed below. Each corresponds to a screen developed in the Standards Module, which is a module that includes all these screen types, and is available on SharePoint/included in Appendix B attached.

The instructional designer selects screen treatments based on the content requirements.

# Screen Type (corresponding image no. in

Appendix B)

Description Purpose

1. Module Title Screen (or Splash screen)* (image 1)

This is a welcome screen for the user and is located inside the module.

Shows module title and version number.

Displays photographic image of module subject.

2. Navigation* (image 2)

First screen Inside the module, after the title screen. The learner is able to opt out of the screen and move forward. Also explains the LMS bookmarking function.

Provides instructions on how to navigate through the module using:

- NEXT - BACK - SEEKBAR - PAUSE/PLAY - REPLAY

3. About This Module Screen* (image 3)

Displays key information about module aim, composition and expected duration (seat time)

Sets learner expectation regarding time commitment and overall purpose of module. This screen ties into the following screen which sets learning objectives.

4. Module Objectives Screen* (image 4)

Inside the module after the About This Module screen and utilizes standard screen colours.

Allows the learner to move directly to the module summary page, to complete the Final Review questions.

Lists the learning objectives.

Allows the learner to jump to Final Review questions, as a way for learners to self‐assess knowledge prior to viewing the entire module.

5. Section Title Screen* (image 5)

Screen that includes Section title only. Audio is restricted to one sentence.

Introduces each new section inside module.

6. Content Screen – On Screen Text only (image 6)

Used only with Text To be used on screens where no graphic is displayed.

7. Content Screen – On Screen Text, Graphic (image 7)

Used only for textual information and static images with no animation.

Illustrate concepts


5

# Screen Type (corresponding image no. in

Appendix B)

Description Purpose

8. Content Screen with OST, Graphic (With Animation) (image 8)

Used with textual information and graphical image with animation. Used to show process flows or how something works.

Demonstrate process

9. Content Screen with OST, Graphic with Rollover Callouts (image 9 to 13)

Used with textual information and additional image by rolling over graphical image. For example would be used for identifying specific areas on a piece of equipment by rolling over a number on the graphic.

Illustrate detail within subsection of a system

10. Content Screen with Video Element Used for playing video content. Also allows for use of OST to reinforce video.

Illustrate concepts

11. Content Screen with ‘Steps’ (image 16)

Used for anything that is done in a sequential order. Maximum of 4 steps per screen.

Demonstrate process

12. Module Summary Screen* (image 18)

Shorter version of summary screen Reinforces key points in the module

13. Module Review Screen* (image 19)

Summarizes key learning points Reinforces key points in the module

14. Final Review Instructions Screen* (image 19)

Provides instruction for responding to the final review questions

Instructions for learner

15. Multiple Choice – Single Select Question (image 20)

Question format as indicated by Screen title

Knowledge check questions

16. Multiple Choice – Multiple Select Question (image 21)



17. Sequence Drop Down (image 22)

Question format as indicated by Screen title (matching question)


18. Drag & Drop Question Question format as indicated by Screen title


19. Hot Spot Question Question format as indicated by Screen title


20. True/False Question (image 23)



21. Final Review Results Screen* (image 24)

Presents learner score acceptable passing %

Knowledge check results

Identification of areas for revision

22. Closing Screen* (image 25)

Indicates end of course with exit instructions

Instructions for learner

(*) denotes mandatory screen


6

Types of Quiz Questions

The following are the different types of quiz questions which are utilized within developed modules. Typically the most commonly utilized types of questions are “True/False”, “Multiple Choice”, and “Multiple Choice, Multiple Response”.

Type of Question Description Application

True/False

True/False is a question that requires the user to select the single correct choice from two choices.

Usually written in the form of a statement that is either true or false.

Multiple Choice

Multiple Choice is a question that requires the user to select the single correct choice from a maximum of 10 possible choices.

Typically there are 4 choices to select from.

Multiple Choice, Multiple Response

Multiple Choice, Multiple Response is a question that requires the user to select all of the correct choices from a maximum of 10 possible choices.

Typically there are 4 choices to select from.

Any number of the choices can be correct, and the user must select all correct choices for the question to be graded as correct.

Fill‐in‐the‐Blank

Fill‐in‐the‐Blank is a question that requires the user to enter the answer in a blank field.

There is only one correct answer to this type of question, although up to 10 answers can be entered to account for variations in response.

Word Bank

Word Bank is a question that requires the user to drag and drop the correct choice into the empty box. The user must select the single correct choice from a maximum of 10 possible choices.

Typically there are 2‐4 choices to select from.

Matching Drag‐and‐Drop

Matching Drag‐and‐Drop is a question that requires the user to drag and drop items in the second column to match items in the first column. There is a maximum of 10 matching pairs.

Typically it is recommended for there to be 4 matching pairs.

All items in the match column must correct correspond to all items in the choice column for the question to be graded as correct.


7

Type of Question Description Application

Matching Drop‐down

Matching Drop‐down is a question that requires the user to select items from drop‐down menus to match items in the first column. There is a maximum of 10 matching pairs.


All items in the match column must correctly correspond to all items in the choice column for the question to be graded as correct.

Sequence Drag‐and‐Drop

Sequence Drag‐and‐Drop is a question that requires the user to drag and drop items to arrange in sequence. There is a maximum of 10 sequence items.


All items must be in the proper sequence for the question to be graded as correct.

Sequence Drop‐down

Sequence Drop‐down is a question that requires the user to select items from drop‐down menus to arrange in sequence. There is a maximum of 10 sequence items.


All items must be in the proper sequence for the question to be graded as correct.

Numeric

Numeric is a question that requires the user to enter the correct numeric value. Specify a single number, a range of numbers, or any combination thereof.

The user is restricted to entering only numbers when answering this question.

Hotspot

Hotspot is a question that requires the user to click on the correct area within the image.

Specify the correct area with a rectangle, an oval or a free‐form shape.


8

Language and Instruction The TTAP project standards for all eLearning full modules and mini modules is presented in the TTAP Writing Guide, including but not limited to:

Use of present tense

Preferred language

Lexile scale

Capitalization for acronym, equipment names, job roles, manufacturer specific references, and readability

Hyperlinks

The following are additional language and instruction as they apply to the instructional designer’s work:

On screen text (OST) will align with audio content. However, OST will use acronyms once defined and audio will always use full words/names.

OST will use full equipment name and number. Audio will only use equipment name (NOTE that there are some exceptions to this standard).

Hotspots: When using call outs and rollovers, the following storyboarding standards apply:

– When rolling over equipment, only the name is displayed, not the equipment number

– When calling out (clicking and opening a pop‐up), the full equipment name is displayed to include equipment number.

Measurements: Metro Vancouver standard is to show one decimal space (this needs to be verified).

Glossary: All modules will utilize a glossary to be developed during the content gathering stage and refined during storyboarding.

Job Aid Design The project standard for describing detailed equipment names, numbers and descriptions is a job aid document. [To be completed; project standard to be developed through preparation of a pilot including operator feedback]

Graphic Standards The following pre‐defined graphics design standards are implemented at the Rev A Module Design stage of each module development:

Symbols

A library of approved Metro Vancouver symbols is maintained by CH2M and is available on SharePoint (filename MV_SymbolsBase_GraphicsStandards.pdf, located here). The library covers agreed engineering symbols for use on e‐learning modules, as well as the recognized colour schemes for water collection, treatment and waste water. The library is updated continuously and is located on SharePoint for project reference. The library is built and maintained using Adobe Illustrator.

The graphics designer is responsible for updating and accessing the latest version of the approved symbols.


9

Animation

Animations are developed when there is information that is best conveyed using animated graphics. All animations are developed using Adobe Flash. The current supported software is Flash version 11. All animations work off a signed‐off base graphic prior to further development.

The concept of the animated graphic is typically developed during the content gathering/writing task by the graphics designer in collaboration with the instructional designer and subject matter expert.

“View” on Next Page

One of the early agreed project standards was the use of a [VIEW] button on screens where there is too much text to incorporate an image. By clicking the [VIEW] button, users open a pop‐up window that displays an image or animation related to the text. However, feedback from users is that this creates a disconnect between OST and the image.

Therefore, three standards are now under consideration to remedy this.

Where the image is an animation, the text is inserted as OST at the bottom of the animation, as part of the animation. This was piloted successfully on the Capilano Raw Water Pump Station module. The OST will fade in and out to synchronize with the audio.

An alternative to the above is to use audio narration only and not display the OST. Ultimately, it is the instructional designer who is best placed to make a determination on the use of this standard, in consultation with the subject matter expert and the relevant Metro Vancouver staff/stakeholders.

A third option is to use a scrolling text box at the bottom of the screen. The user can advance or rewind using standard scrollbars. This option is the least favoured by users but is worth considering to avoid animation costs.

Alternatively, the text and images can be split over multiple screens to avoid this issue.

Borders

All images are to be developed without borders. Storyline software will build borders around images as part of the development template. The standards for this is defined under Rev B Module Development below.

Rollovers

For rollover images, the background for the image will be transparent. Base graphics are always a full graphic. All rollovers that highlight sections of a base graphic will use a transparent background.

Rev B – Module Development This is the first, or beta, release of the developed module. The following standards relate to the development effort, governing screen and visual treatment as well as technical requirements.

Technical standards: supported technology, applications and file formats

Visual standards: Actions; colours; special; text; screen backgrounds

Screen standards: Navigation; interactions; screen types; text/graphic

Technical Standards The following technical standards apply to all full eLearning modules:

All modules must be developed to the SCORM 1.2 standard

Browser: Internet Explorer version 8


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Audio output: MP3, MP4

MS Office 2007: MS Word, PowerPoint and Excel are core applications

Metro Vancouver’s TTAP project AMEC’s Operator Suite® Learning Management System, supporting

– Internet Explorer 8 – Creative Suite version 6.x incorporating Flash player version 11.x

Content development application – full module: Articulate Storyline 2

Content development application – mini‐module: Articulate Studio 13 (Presenter, Engage, Quizmaker)

Text‐to‐Audio: No standard. However, Adobe Captivate Speech Management is used within CH2M.

Visual Standards The following standard have been developed on the TTAP project:

Background Screen Colours

Background screen colour > light slides: #FBFBFB

Background screen colour > dark slides: #2D3945

Fonts

Style Font Size Colour

Slide titles Articulate 18 pt #254E70

Sub‐titles Articulate 15 pt #1F497D

Body Articulate 13.5 pt #4A4A4A

Callout captions Articulate Text Shadow 12 pt #FFFFFF

Instructions Articulate 13.5 pt #4F81BD

Image captions Articulate 9 pt #656565

Note: All font sizes identified meet US and Canadian Federal Accessibility Standards, except the “Image Captions” at 9 pt.

Photos and Graphics

All graphics are designed and edited during the Rev A design phase. However, there are two framing standards governing their treatment when placed into the module screen:

For Photos: apply Format > Picture Styles > Simple White Frame, white.

For graphics: apply 2px solid, grey border (In the Storyline palette, this is the third grey from the left, top row).

Screen Standards The standards below govern the use of screen real estate.

Standard screen resolution: 754 width x 606 height, with locked aspect ratios

The maximum size for a pop‐up window, or Lightbox, is 696px x 554px, with a 30px border. The largest image size for a Lightbox is therefore 666px x 524px, assuming no text. To accommodate different size requirements, aspect ratios are not locked.


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All modules have a scrollable, clickable menu on the left‐hand side of the screen. Clicking on a screen title will open that screen in the view panel.

All modules have an option for glossary and reference tabs on the same side as the menu. Note that the glossary can be moved to the top right of the screen (this is not yet a standard and would need to be agreed with Metro Vancouver before any changes are considered).

All modules, as a standard, must have a glossary of terms. The reference tab is optional. These are both typically developed by the module SME in the content gathering/writing task.

Each menu has a search function for searching through module content. This feature is limited to searching within the module itself.

Buttons and Clicks

Next and back buttons are available on the bottom right of the screen. A forward click will advance the module to the next screen. A back click will return the user to the previous screen viewed, not the chronologically previous screen.

Pause and play buttons are available for all audio and animations.

All buttons use UPPERCASE letters.

– For rollover buttons, only the equipment name is displayed when hovered over. When the button is clicked, a Lightbox opens displaying the full name with equipment number if applicable.

The standard command for the user is “click”

Hyperlinks are italicised.

Numbered callouts will have the number in the callout box when the callout is clicked.

Rollovers

Rollovers are hotspots used to identify and explain key pieces of equipment on sub‐component screens. There are four recognized states governing the use and display of rollovers, as follows:

1. The first time a screen is displayed to a user, the rollover appears as a blue round button with a white number displayed in the centre.

2. By hovering the mouse over the rollover, the button changes to grey and the equipment name is displayed in uppercase next to the button. When the mouse moves off the button, the button returns to its blue state as per 1 above.

3. When the button is clicked, it turns grey and a Lightbox is launched.

4. Once the Lightbox is closed, the button remains in a grey state to indicate that the item has been viewed.

Appendix A E‐learning Standards under Discussion

A‐1

Appendix A E‐learning Standards under Discussion The following are changes to standards that have not been initiated. These are still under discussion and are identified against each phase of the module development cycle.

Phase Change Request / Requirements Notes

Rev A

Rev A For screens that use tabs or buttons:

How many steps can be included without needing to scroll?

Can the tabs be placed at the top of the screen and not at the bottom as is currently the standard?

Four tabs is the maximum. Tabs can be placed at the top of the screen and text colour can change.

Suggestion is for instructional designer to consult with Metro Vancouver when this screen is next used.

Action: CH2M to discuss preferences with Metro Vancouver.

Rev A Animation rollover.

On screen 14 of standards module, the command should be to “click” not hover.

This needs to be edited in Flash programming when this screen is next used.

Action: CH2M to check next animated rollover screen.

Rev A Text only screens: Use visual enhancement to highlight key points and maintain visual interest.

This is less of a standards issue. To develop a standard for text only screens requires additional input and prototyping.

The CH2M suggestion is that this be considered by the instructional designer on a case‐by‐case basis, and not attempt defining a project standard.


Rev B

Rev B Final review questions: If users incorrectly answers a question, they will be presented with a button to go back and review the relevant sections

This was included in the first module CH2M developed for the TTAP project. There were some issues with the user experience. This problems has been remediated in the move from Storyline 1 to Storyline 2 software. Solution has been identified.

Action: CH2M to present option to Metro Vancouver for go/no go decision.

Rev B Graphics: Can graphics border be reduced to free up more real estate?

Margins can be reduced although this will make the screen look more crowded which would likely create a sense of visual clutter and may detract from the learning experience.

An alternative is to revisit the accepted minimum screen resolution of 600 x 800 (this is reflected in the current screen resolution standard) to see if this can be raised which would allow greater real estate without compromising the border width.

Action: Metro Vancouver to check target screen sizes and resolutions with Metro Vancouver IT department.

Rev B Graphics: Why does image not stretch to the end of the screen? It seems there is a box within the frame.

This reflects a design flaw within the compilation software that does not allow the screen size to adjust when the left‐hand menu is enabled/disabled.

Action: CH2M to check Storyline 2 software.

APPENDIX A – E‐LEARNING STANDARDS UNDER DISCUSSION

A‐2

Phase Change Request / Requirements Notes

Rev B Glossary/references – can these be moved to the top right‐hand side of the page so that the user does not lose sight of the menu when accessing the glossary or reference materials?

This can be done through editing the Player Settings.

Action: CH2M to test (reference to this is made in the Rev B section of this document).

Rev B Text size: Can the font size be reduced to allow more text on the screen?

Technically, the font size can be changed. However, the current font size of 13.5 meets the US and Canadian Federal Accessibility Standards for the minimum screen resolution.

Font size might able to move to 12 pt but this would need to be checked against guidelines.

The font size could be reduced for instructional text only, but not for image captions


Rev B Screens with Graphics and rollovers: Use restricted progression so that user will need to hover and then click on each rollover in sequence to advance before being able advance to next screen. This would affect first time usage only.

This uses a standard screen already developed but not yet used. This can be achieved but would impact how numbers are positioned across the screen – so that each number can be sequentially identified with ease.


Rev B Module summary needs graphics or better visual appeal.

This is a design consideration, not a standard, unless Metro Vancouver wants a specific treatment to be presented. CH2M recommends this is considered in the kick‐off for the next module.


Rev B Time bar to show time for audio. This is not an option in Storyline 1. CH2M need to check if this is possible in Storyline 2, and what cost implications there may be.

Action: CH2M to check Storyline 2 software.

Rev B Can background colour be changed? Yes, there are currently two standard background colours. Suggest that CH2M present 1‐2 options for next developed module as a starting point for this discussion.

Action: CH2M to discuss preferences with Metro Vancouver, and present options on next module.

Rev B Check that user needs to go through each screen at first run. Subsequent runs can move through as needed.

Technically possible and as per how Metro Vancouver would like this to be done.


Rev B The length of the module summary needs to be standardized.

Previous module summaries should be reviewed to determine a standard length.

Action: CH2M to review and present options for Metro Vancouver.

Appendix B Standard Module Screens

B‐1

Appendix B Standard Module Screens Images are taken from the Standards Module produced at or near the commencement of the project. Note that some standards are either no longer approved or have not been utilized as yet. These are pointed out in the document.

Note also that some of the standards are interactive and cannot be adequately reflected in a static image.

Each operational standard is referenced by its number in the main document.

APPENDIX B – STANDARD MODULE SCREENS

B‐2

1. Module Title Screen

2. Navigation


B‐3

3. About this Module

4. Module Objectives


B‐4

5. Section Title Screen

6. On‐Screen Text Only


B‐5

7. OST Graphic Vertical

8. OST with Animation/Graphic Lightbox – No longer in use.


B‐6

9. OST and Graphic with Roll Over Callouts

10. Roll Over Callouts with Restricted Progression


B‐7

11. OST and Graphic with Roll Over Callouts (Sidebar)

12. Interactive Flash Magnifier


B‐8

13. Interactive Flash Magnifier with Callouts

14. Carousel – not utilized currently


B‐9

15. Animation Roll Over – not utilized currently

16. Steps or Button Set Screen


B‐10

17. Knowledge Check Question – follows Review Questions standards with light background and dark text

18. Module Summary


B‐11

19. Module Review Screen

20. Review Question: Multiple Choice Single Select


B‐12

21. Review Question: Multiple Choice Multiple Select

22. Review Question: Sequence Drop Down


B‐13

23. Review Question: True/False

24. Review Results


B‐14

25. Closing Screen

Documents

eLearning Standards