NCSL Standards

1. Audiences

1.1. for Web Site contributors

1.2. for E Learning Developers

1.3. for Educators

1.4. for site developers

1.5. for Multimedia Developers

2. Strategy

2.1. Systems

2.2. Portfolios

2.3. E-Learning

2.4. ICT Strategy

2.5. Web REview

3. Evaluation / Measuring our impact

3.1. EvalMatrix

3.2. QA

3.3. Providers

3.4. Analysing web statistics Evaluating our work

4. Copyright and permissions

4.1. 5.1. Intellectual property rights [draft]

4.2. 12. Copyright and Privacy

5. NEW

5.1. programme diagnostic

5.2. blog

5.3. wiki

5.4. community

5.5. pre app diagnostic

5.6. registration form

5.7. survey

5.8. email marketing

5.9. New E-Learning units

5.9.1. Assessment of work

5.9.2. REquests for work

5.9.2.1. How to respond

5.9.2.2. Who to respond

5.9.2.3. Standards

5.9.3. Commissioning

5.9.3.1. ITT

5.9.3.1.1. SoR

5.9.3.1.2. KPI

5.9.3.2. Developers

5.9.3.3. Evaluation of e-learning Tenders

5.9.4. Projects

5.9.4.1. Ways of Working

5.9.4.1.1. Who is the owner?

5.9.4.1.2. Silo-ed working

5.9.4.1.3. Lack of harminosation / harmonised

5.9.4.1.4. Need for standards

5.9.4.2. Lifecycle of project

5.9.4.2.1. Develop

5.9.4.2.2. Maintain

5.9.4.2.3. REtire

5.9.4.3. Functionality / Time / Cost development

5.9.4.4. Deadlines

5.9.4.5. Development methodologies

5.9.5. Programme teams / Expectations

5.9.5.1. E-Learning considered in programme structure - not add-on

5.9.5.2. E-Learning early adoption in programme design

5.9.5.3. Research team and Jo Denyer

5.9.5.4. Timelines and resouorces

5.9.5.5. Drivers for business

5.10. programme

5.11. Content Creation

5.11.1. Web Page

5.11.2. Learning Activity (LMS)

5.11.3. Programme Activity (LMS)

5.11.4. Hotseat (t2l)

6. Layout and design

6.1. NCSL Visual Style Guide.

6.2. 2.4. NCSL logo

6.3. 2.5. Colour palette

6.4. 2.6. Font and typeface (and t2l guides)

6.5. 2.7. Graphics and photography

6.6. Page size (screen)

6.7. Customer experience

6.8. Web pages

6.8.1. Building web pages

6.8.2. Standard page types

6.8.3. Using component templates

6.8.4. Navigation types

6.8.5. Navigation

6.9. E-Learning Interface design

6.9.1. Generic interface elements

6.9.2. Asset Library

6.9.3. Example interfaces (e-learning)

6.10. Community design

6.10.1. Page nameing

6.10.2. Organisation overview

6.10.3. Published paged

6.10.4. Interface Guidelines

6.10.5. Page layout

6.10.6. Animations and multimedia

7. Accessibility and Usability

7.1. what is?

7.2. 3.4.1.1. Web Content Accessibility Guidelines (WCAG)

7.3. planning

7.4. navigation

7.5. multimedia

7.5.1. Flash Accessibility

7.5.2. Video

7.5.3. Audio

7.6. visual guidelines (link)

7.7. coding testing

7.8. 3.4.1.2. Disability Discrimination Act (1995, 2005)

7.9. 3.4.2. Accessibility checklist

7.10. Jakob Neilson’s Ten Usability Heuristics

8. Pedagogy and Design for Learning

8.1. Instructional design and pedagogical approach

8.1.1. NCSL programme structure

8.1.1.1. Overview of NCSL programme structures

8.2. Design for Learning (Iinstructional Design)

8.2.1. LMS

8.2.2. Community

8.2.3. Webex

8.2.4. units

8.2.5. Websites

8.2.6. support activities

8.3. Design principles

8.3.1. NCSL Style

8.3.2. Standards for learning

8.3.2.1. Length of topic

8.3.2.1.1. Programme length

8.3.2.1.2. Quick win length

8.3.2.2. Interfaces

8.3.3. How long should each segment of learning be?

8.3.4. Adult Learnig principles

8.3.5. Link to learning theories

8.3.5.1. behaviourist

8.3.5.2. cognitive

8.3.6. Blooms, Gagne etc

8.3.7. BLENDED LEARNING MODEL

8.4. types of e-learning

8.4.1. 1. Data gathering 2.

8.4.2. Simple votes

8.4.3. 3. Video 4

8.4.4. . Audio

8.4.5. E-Learning – page turners

8.4.6. E-Learning – scenarios

8.4.7. e-Learning – workbooks

8.4.8. 5. Page turning materials

8.4.9. 6. The NCSL website

8.4.10. 7. Self assessment tools

8.4.11. 9. talk2learn forums

8.4.12. a. Hotseats

8.4.13. b. Debates

8.4.14. talk2learn, facilitation, summarising and knowledge management

8.4.15. 12. talk2learn blogs

8.4.16. 13. Online classroom

8.5. Principles for

8.5.1. E-Learning units

8.5.1.1. instructional design

8.5.1.1.1. setting objectives

8.5.1.1.2. learning outcomes

8.5.1.1.3. Learner audience

8.5.1.1.4. Dividing a unit into lessons

8.5.1.1.5. assessment strategy

8.5.1.2. Disaggregation

8.5.2. Social networks

8.5.2.1. TYPE OF LEARNING BEHAVIOUR

8.5.2.1.1. SOCIALISATION

8.5.2.1.2. , EXCHANGING INFORMATION,

8.5.2.1.3. UNDERSTANDING INFORMATION,

8.5.2.1.4. APPLYING and ANALYSING INFORMATION,

8.5.2.1.5. SYNTHESISING INFORMATION,

8.5.2.1.6. EVALUATING INFORMATION and METACOGNITION

8.6. Bl

9. Software development stamdards

9.1. technical platform

9.1.1. permissions and restrictions

9.1.2. data storage

9.2. Client Standards

9.2.1. minimum standards

9.2.2. 3.1.1. Connection speeds

9.2.3. 3.1.2. School-based internet access

9.2.4. 3.1.3. Firewalls and Internet Security

9.3. 3.5. Code guidelines

9.3.1. 3.5.1. Acceptable technologies

9.3.2. 3.5.2. Error handling

9.3.3. Sample error message

9.3.4. 3.5.3. Pop-up or sub-windows

9.3.5. 3.5.4. Code commenting

9.3.6. 3.5.6. Naming conventions

9.3.7. 3.7. Maintenance and maintainability

9.4. Product Delivery and Testing

9.4.1. Test Platforms

9.4.2. 4.2. Deployment to Learning Gateway

9.4.3. 4.2.1. Delivery standards

9.4.4. REquired documentation

9.4.5. Contracts with supplier

9.5. Web standards

9.5.1. HTML Spec

9.5.2. tables vs. css

9.5.3. CSS

9.5.4. Accessibility

9.5.5. Media

9.5.6. Naming conventions

9.6. E-Learning - SCORM

9.6.1. Scorm version and standards

9.6.2. 3.3.3. Setting the lesson status

9.6.3. 3.3.4. Bookmarks and sessions

9.6.4. 3.3.5. Module assessments

9.6.5. 3.3.6. Exit procedure

9.6.6. 3.3.6.1. Unexpected exiting

9.6.7. Scorm Packaging and manifests

9.6.8. 3.2. Learning Gateway integration

9.6.8.1. 3.3.1. Learning Gateway launch behaviour

9.6.8.2. 3.3.2. Communicating with the Learning Gateway

9.6.9. SCORM

9.6.9.1. Conformance / Compliance

9.6.9.2. Do we need to be scorm compliant?

9.6.9.3. what is completion?

9.6.10. Content packaging

9.6.10.1. sequencing

9.6.10.2. metadata

9.6.10.3. lom

10. Writing Style

10.1. NCSL Editorial Style Guide

10.1.1. Apostrophes

10.1.2. Abbreviations and acronyms

10.1.3. Articles

10.1.4. Biased language

10.1.5. Bulleted lists and numbered lists

10.1.6. Capitalisation

10.1.7. Capitalisation of titles

10.1.8. Colons

10.1.9. Commas

10.1.10. En dashes (not hyphens)

10.1.11. Fewer, less

10.1.12. Foreign words

10.1.13. Hyphenation

10.1.14. Miscellaneous points

10.1.15. NCSL terminology

10.1.16. Numbers

10.1.17. Preferred spellings and usage

10.1.18. Punctuation

10.1.19. Quotes and quotations

10.1.20. References and bibliographies

10.2. Blogging, podcasting and wikis

10.3. Vocabulary, Terminology (link to metadata)

10.4. 10.1. Writing for the Web

11. Knowledge management and Metadata

11.1. Taxonomies

11.1.1. NCSL

11.1.2. eGMS

11.1.3. eGIF

11.1.4. Dublin Core

11.1.5. webtrends

11.1.6. LOM

11.1.7. elearning

11.1.7.1. publisher type

11.1.7.2. objectives

11.1.7.3. skill

11.1.7.4. competency

11.1.7.5. theme

11.1.7.5.1. extended school

11.1.7.5.2. sustainability

11.1.7.5.3. 14-19

11.1.7.5.4. slict

11.1.7.6. categorisation

11.1.7.7. typology

11.1.7.7.1. scenario

11.1.7.7.2. workbook

11.1.7.7.3. assessment

11.1.7.7.4. unit

11.1.7.7.5. assessment / quiz

11.1.7.8. media

11.1.7.8.1. audio

11.1.7.8.2. video

11.1.7.8.3. animation

11.1.7.9. leadership library

11.2. Cataloguing

11.2.1. LMS

11.2.1.1. Learning Activity Description

11.2.1.2. Learning Pathway Design

11.3. Search Engine Optimisation ?

11.4. E-Marketing

12. Video and Multimedia

12.1. Images

12.1.1. image library

12.2. Video Production Guidelines

12.2.1. Online Video – where it is used by NCSL

12.2.2. Types

12.2.2.1. Pre recorded

12.2.2.2. Live streaming

12.2.2.3. Clips for website

12.2.2.4. For online learning

12.2.3. Overview

12.2.4. Formats

12.2.5. Length

12.2.6. Editorial

12.2.7. Services

12.2.8. Encoding Standards

12.3. Flash video and audio

12.3.1. 3.6.1. General guidelines for Audio and Video

12.3.2. 3.6.2. Video and Audio interface guidelines

12.3.3. 3.6.2.1. Volumecontrols

12.3.4. 3.6.3. Video format

12.3.5. 3.6.4. Audio format

12.3.6. Progressive Download Video Format

12.4. PDF Documents

12.5. Office - Word / PPT

12.5.1. NCSL templates

12.6. Animation

13. Training and Support

13.1. lg

13.1.1. programme guides

13.1.2. admin guides

13.1.2.1. programmes list

13.2. community

13.2.1. 13. Effective Use of Certain Tools

13.2.2. administration manual

13.3. technical support guide

13.4. Support issues

13.4.1. support manual

13.5. Knowledge trasfer and support

13.6. Provider Training (Commissioning)

13.6.1. Roles

13.6.1.1. Lead facilitator

13.6.1.2. E Learning Facilitator