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