Determine the Learning Objectives

Create Learning outcome based modules. A course can have multiple modules.
Each module should cover/based on only one outcome.
Each module should be complete for the given learning outcome.
At the end of each module, I should have learnt a skill. In rare cases, it can be a concept. But the ‘why’ and how to apply the c
covered.
When chunking content, ensure that the learners get the meat quickly and it is upfront.
Start learning objectives with action verbs.
These learning objectives must be covered in terms of the knowledge, skills or any other relevant lessons that can be learned,
clinical or non-clinical.
The material The learning
should address objectives
the stated should
learning needsbe worded
and in both how
also indicate general
thisterms,
will bestating thewith
achieved general purpose of the
the justification acti
of the
selected. It is necessary to define which learning methods and will be used in the material.

Appropriateness for intended audience

Accuracy – are the facts well documented and verifiable? Are there any obvious errors or omissions?
Uniqueness of Content -- uniqueness of the resource as a whole, creativity, and usefulness in a variety of settings
All facts and data should be attributed to their original source by mentioning a reference.

Write Your Content

Writing should be:
–Clear
–Concise
–Crisp
–Coherent
–Complete
–Concrete
–Conscientious
Start your subject by stating the most important information. You may place the lesser important details in the following para
Dispense with a long introduction. Remember the participants come for the content. The sooner you deliver the content, the
engaged.
Determined if some content is expandable. Provide this content in other means, such as handout.
Consider points where you can engage participants or use interesting elements:
Make facts more interesting by adding value with explicit statements.
“Now here’s a fascinating piece of information…"
"What’s fun about this fact is that it lets you…”
Knowing what people care about may not be enough. You need to make people pay attention to what you are writing.
By clear we mean simple, but not simplistic. In a complex world, you must communicate complicated information in a simple a
Do not write long sentences and put irrelevant information. Be precise and to the point. This saves the reader from getting co
time.
If you are not sure of a ‘fact’, check it. Don’t make the readers question the correctness of your claims. Unreliable or incorrect
reputation of the organization.
Good content should be original; expressing the essence of the organization’s message, services and products. If the organizati
third party, a quality assurance from that party should make sure it is in line with the quality standards of the organization.
Make sure you do not violate copyright laws when you state facts and information that may not have been produced or owne
source and give him credit by mentioning his name as plagiarism will invite legal hassles.
Use second person, active sentences (example: you…do...this).
Use a friendly, conversational tone.
Include options for supplemental information. This could include:
• Additional examples
• Glossary
• Links to relevant resources such as policy documents, a bibliography, or a list of relevant web resources
Identify all products or services with trademarks
List correct product or service names and usage
List industry acronyms and their proper usage
Be consistent in the use of terms and acronyms – spell them out in their first occurrence referring to the acronym in brackets
(York))
Identify what voice and tense should be used throughout – do you prefer first person or third?
Stay relevant! Only include information on the page that is relevant to the topic at hand
Put the most important information first
Use plain language to ensure information is reaching the target audience
Use one idea per paragraph with sub-headings so that the user has an indication of what they are about to read
Keep blocks of text small and use action headings
To properly emphasize information, separate it from the rest of the content (with line breaks or a bullet list); bolding text can
however, underlining text should be avoided
Use bullet points where possible
Avoid jargon.
If you are addressing a multicultural audience, avoid culture specific slang, colloquialisms and examples.
Be sensitive to the fact that many learners are not native English speakers.

Language
Write as you talk. Informal language and contractions (e.g. don’t, we’re) can be used.
Minimize the use of compound sentences. When you see a colon or semi colon, examine the sentence to see if it could be ma
by breaking it into shorter sentences.
Use personal pronouns (e.g. “you”) to refer to learners. This personalizes instruction and involves your reader.
Use gender inclusive, non sexist language
Use the active voice. In a passive construction, the agent of the action often disappears from the scene. Use the passive voice
voice is unduly
Minimize awkward.
the use of compound sentences. When you see a colon or semi colon, examine the sentence to see if it could be ma
by breaking it into shorter sentences.
Use gender inclusive, non sexist language
Use the active voice. In a passive construction, the agent of the action often disappears from the scene. Use the passive voice
voice is unduly awkward.
Use personal pronouns (e.g. “you”) to refer to learners. This personalizes instruction and involves your reader.

Grammar & Punctuation

Capitalize the first word of each sentence, otherwise capital letters should only be used to indicate proper nouns and acronym
Italics should not be used in titles or in bulleted lists in the right or left areas of the page, however, they may be required with
of the page.
Only one space should be entered after a sentence (i.e. after a period), not two spaces
All spelling is in English (United Kingdom).
Titles/page headers should follow “title case”, meaning that all nouns, pronouns, verbs and all other words of four or more le
Title case the titles but do not capitalize:
–Articles: a, an, the
–Coordinating Conjunctions: and, but, or, for, nor
–Prepositions (fewer than five letters): on, at, to, from, by
Use 'and' instead of '&'
Spell out numbers 1-9 instead and use numbers from 10 onwards
Avoid gerunds in the body of the text
Do not use the header as lead in - there should be a lead-in sentence after the header
Bullets should be parallel
The options should end in a period only if they are complete sentences.
To maintain consistency of structure, word the options in a way that either all are phrases or complete sentences. Don’t have
mix of phrases and complete sentences.
hy’ and how to apply the concept should be

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etails in the following paragraphs.

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ve been produced or owned by you. Be fair to the

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o the acronym in brackets (i.e. York University

 bout to read

ullet list); bolding text can also be used sparingly,

mples.

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ene. Use the passive voice only when the active

nce to see if it could be made simpler and clearer

ene. Use the passive voice only when the active

our reader.

proper nouns and acronyms.

they may be required within the main content area

r words of four or more letters are capitalized

ete sentences. Don’t have option sets that have a