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NMIT Online Style Guide - Blended or Online Courses

NMIT Online Style Guide - Blended or Online Courses

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Published by ucoledtech
NMIT FLEXIBLE LEARNING ONLINE/BLENDED COURSE STYLE GUIDE
This document covers course structure, text, image styles and file formatting standards for blended and online courses. The standards and recommendations in this document are consistent with the NMIT Flexible Learning Online Course Good Practice Checklist. This document may be used as a customised standard with additions and adjustments agreed by the development team, especially if more than one person will be working on the course or the
NMIT FLEXIBLE LEARNING ONLINE/BLENDED COURSE STYLE GUIDE
This document covers course structure, text, image styles and file formatting standards for blended and online courses. The standards and recommendations in this document are consistent with the NMIT Flexible Learning Online Course Good Practice Checklist. This document may be used as a customised standard with additions and adjustments agreed by the development team, especially if more than one person will be working on the course or the

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Published by: ucoledtech on Jul 11, 2012
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NMIT FLEXIBLE LEARNINGONLINE/BLENDED COURSESTYLE GUIDE
This document covers course structure, text, image styles and file formatting standards for blended and online courses. The standards and recommendations in this document areconsistent with the NMIT Flexible Learning Online Course Good Practice Checklist.This document may be used as a customised standard with additions and adjustments agreedby the development team, especially if more than one person will be working on the course or the course is representative of a suite of courses being developed.Once a sample course has been completed a
NMIT Online
template course can be created as astarting point for other courses.The structure of your course page should closely follow your approved course learning designplan. Some screen shots of common course layouts are shown at the end of this document.
Course/Programme
Overall comments
Keep an eye on your page size and the amount of writteninstructions you provide. While we often feel it will be clearer tostudents if we describe as much as possible within topic areas,the amount of text and information can make the course homepage difficult for students with limited Internet access todownload and also feel over whelming in its detail.1.Use a consistent structure for presenting information andmaterials.2.Put text more than one paragraph long into a separate webpage.3.Group materials together. For example.a.Multiple files can be presented to students in a singlefolder using the “Directory resource”.b.Multiple links to web sites can be listed on a separateweb page.4.Break up text into short sentences and bullet lists.5.All text and images must be obtained from copyright clearedsources or be appropriately acknowledged. The APAreferencing format is a good standard. The Library LearningCentre can provide advice on copyright issues.6.If text is going to be put into
NMIT Online
web pages, keepformatting in MS Word to a minimum - paste text into the webpage, use the “Clean Word HTML” button and then applyformatting within the web page.7.Use a casual tone of voice in your writing and consider if youare writing in the first or third person. “I” and “You”statements can add personality, impact and a sense of activeengagement.8.Use images to convey meaning or add interest, but watch filesize to ensure they are kept reasonably small.
Internet access recommended for this course:
Broadband (minimum 256 kbps).
Dial up (56 kbps).
 
NMIT Online style guide for: Course name
Course Layout
Introductory section
Course name, image and short welcoming statement. Can be aseparate section or merged with the course structure section.
Course Structure section
1.Getting started – web page containing introductoryinformation on how the online environment will work, anyprotocols and instructions for first few actions students needto complete.2.Course outline – PDF of complete outline or you may chooseto break it into sections and provide as separate web pages.3.Summary of assessment, including schedule and markingcriteria and marking turn-around.4.Tutor contact information, including response times (this canbe combined with help/support page).5.Generic help/support resources.6.Consider the need for a study guide.7.Course-wide forum/s or other activities.8.If any of this content is generic across multiple courses,consider having it in a programme meta-course and justlinking to it from the course (clearly indicate they will beleaving this course when they follow these links).
Topic blocks
1.Topic blocks added to match the structure & sequence in theapproved course design. Can use topic or weekly courseformat.2.Each topic to include a topic name and introduction perhapsincluding an image right-aligned at top of topic area.3.Other text and materials as suggested below.
Structure within eachtopic area
2.Learning activities or tasks (label).a.Summary of learning activities for this topic (choose toformat as label or web page depending on the amount of information presented). This summary must clearly statewhich learning outcomes are being addressed by theactivities within this topic/section.b.Links to non-assessment activities and support modules(forums etc).3.Assessment (label).a.Assessment task details (web page or label). Instructionsmust include details of which learning outcomes arebeing addressed within the assessment tasks.b.Links to summative assessment activities.c.We recommend templates are provided in RTF formatfor any written assessment tasks like reports, worksheetsessays etc.4.Resources (label).a.Web pages of text/images, links to websites odocuments etc.
Learning activities or tasksSpecific formats/content for this course/programme:Assessment Tasks Specific formats/content for this course/programme:
FLiT v1Page 2 of 1119 November 2007
 
NMIT Online style guide for: Course name
Resources Specific formats/content for this course/programme:Grading
1.Define grading scales appropriate for the course –competency, numerical marking or some other judgementcriteria for formative and summative assessments.2.Consider how the grade book will be used within the course –will students be receiving notification of marks via the onlineassessment modules and the grade-book?3.Consider scales and grade weighting categories for assessment tasks that may apply for other courses within theprogramme.4.These options can be set in the first course and included in acourse template for other courses.
Course/programme specific scales and grading details:Side blocks
The following blocks are recommended for display on allcourses. The location, order and addition of other blocks can bevaried from course to course.People, Administration, Latest News, Recent Additions,Calendar/Upcoming Events, Library Links, Online users, MyCourses.
Additional blocks or variations for this course/programme:Facilitator (Tutor) guide
Have a hidden topic area (usually at the bottom) dedicated toinformation for potential future course teachers.Include a Wiki with narrative notes on aspects of how you seethe course running, any potential issues to consider, workshop or field trip arrangements that need to be made and any designdecisions you feel require explanation. Also add copies of design documents (e.g. course design plan,style guide etc) and assessment details normally hidden fromstudents like pre-prepared tests etc.
Styles and formatting
General text
Where at all possible use standard text and heading stylesavailable in the text editor.That is, don’t apply font sizes and styles unless there is a specificpurpose to highlight a section of text. .
Specific formats/variations for this course/programme
FLiT v1Page 3 of 1119 November 2007

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