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E-Learning Policy
Learning Team A: Danielle Thigpen, Donna Harmon, Micheal Floyd, and Samantha Ronsick
AET/545
March 30, 2015
Professor Christine Nortz
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E-Learning Policy
The development of policies to guide the use of multimedia elements in e-learning is
integral for creating a safe and conducive environment to assist learners in achieving the required
learning goals. For the purposes of this paper, Learning Team A has researched the proper use of
multimedia elements including audio, video, animation, images, and interactivity to develop an
e-learning policy for employee training use at the University of Phoenix. This policy will address
considerations including when to use or not to use each multimedia element, technological and
instructional issues related to each type of multimedia, as well as delivery concerns and learner
challenges related to each multimedia element.
Organization Description
The University of Phoenix is one of the largest private, accredited universities in the U.S.,
with classes offered at more than 100 locations as well as online programs available around the
world (Apollo Education Group, 2015). To effectively provide the support needed to assist more
than 227,000 students, the university is committed to providing e-learning training for employees
across the organization to support learning and professional development needs (Apollo
Education Group, 2015).
The University of Phoenix maintains a strategic partnership with SkillSoft to provide
online courses and complementary professional development resources covering a wide variety
of skill sets and subject matter for the education industry. SkillSoft assists in providing a
convenient online delivery infrastructure to use within the university’s employee MyLearning
platform to support self-paced, just-in-time learning and professional development opportunities
for both leaders and individual contributors across the university.
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The SkillSoft platform offers a variety of experiences for learners including scenario-based
learning enabling employees to experience real world situations in a safe environment. This type
of interactive courseware experience helps to immerse learners in rich media, task-based, and
multiple-path simulations to provide realistic practice in the subjects being taught. Other assorted
media includes access to different content types to support a variety of learning preferences
including electronic copies of professional books and articles, leadership development videos,
recorded live events, and more.
University of Phoenix E-Learning Policy
In order to best meet the needs of employees at the University of Phoenix participating
in online training and professional development opportunities, and to enhance the quality of
services offered, the following policies are provided. All courseware is certified to comply
with AICC and SCORM integration standards and SkillSoft provides support with integrating
content and services onto the university’s MyLearning platform. The e-learning policy below
addresses several critical elements including the proper use of audio, video, animation, images,
and interactivity.
Audio Elements
Audio elements may include multimedia components consisting of recorded,
transmitted, or reproduced sound (Oxford University Press, 2015). Audio within e-learning
may consist of audio files that supplement a video, image, animation, or written text. An
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example might be an audio narration to accompany written text or a music file or sound effects
to play in the background during a sequence of animation scenes or interactive simulations. To
effectively make use of the educational advantages of audio, one should understand the proper
uses of audio and be familiar with possible technological issues, instructional issues, delivery
concerns, and learner challenges.
Instructions for Proper Use of Audio
Audio elements can assist in making online materials more engaging for users who are
audible learners and accessible for users who are print impaired (USPTO, 2004).
The following steps are a guide for the proper use of audio in instruction:
1. Audio elements should be used to provide learners, especially auditory learners, equal
opportunities in online learning.
2. Audio elements should not be used if the information presented is not appropriate or
does not pertain directly to the learning objectives and goals. All inappropriate audio
will be immediately deleted.
3. Audio files will require Flash Player® or similar programs and must be approved
before being uploaded to the site.
4. Instructors, designers, and/or programmers must test the audio files to ensure proper
functionality and adequate alignment to objectives and goals.
5. Audio files should be available for learners to navigate from beginning to end in a selfpaced environment. Learners should also be provided the opportunity to easily start
and playback each available file.
6. Learning styles vary from learner to learner. Therefore, audio elements should be an
option for learners but not the only included multimedia element.
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Technological Issues
Technological issues are capable of arising when using media in the classroom.
Technological issues that are synonymous with audio include file format and audio quality.
Oftentimes audio can become distorted when it is converted to a playable format, such as MP3
or MP4, which is compatible with most audio software. Audio conversions sometimes prevent
the audio from working properly or cause the audio quality to suffer thus rendering the audio
used as ineffective or even distracting.
Instructional Issues
There are several instructional issues that can occur when using an audio file. The most
concerning issue that can arise is the file not working. Oftentimes when users download audio
files from websites and they are converted to a perceived useable format, they later find out
that the format is not useable, causing the loss of valuable instructional time. Another
instructional issue that can arise is if the audio does not match the material being covered. The
use of audio files should be thoughtfully planned and aligned to the overall goals and
objectives of the content material. The audio should also enhance or drive the learning
environment and not be a hindrance or distraction.
Delivery Concerns
Audio elements can add to the general appeal of online learning materials while
making them more accessible to those who are print-impaired learners, such as those with
visual impairments or dyslexia (IMS Global, 2015). As such, developers should provide
alternatives to ensure that learners who are deaf or hard-of-hearing are not disadvantaged.
Learning system developers may enhance the accessibility of audio for all users by adhering to
the following practices:
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1. Provide a means to include captions and/or transcripts, if no captions or transcripts are
included in the original product.
2. Provide transcripts and captions for all essential audio.
3. Provide volume controls to raise sound above the default level.
4. Provide visual equivalents to audio alerts (e.g., show a text alert on the screen
whenever an error beep is played).
5. Consider providing other forms such as ASL or captions with images.
Learning Challenges
Common audio accessibility challenges may be caused by the lack of captions and/or
transcripts, poor sound quality, or the user’s inability to control the volume.
Video Elements
Video elements may include multimedia components with the recording, reproducing,
or broadcasting of moving visual images (Oxford University Press, 2015). Similar to
animation, video elements are a key component of multimedia used to generate user interest
and engagement with e-learning materials. Examples of the use of videos within the
university’s e-learning system include leadership development channel on-demand videos or
recorded live events featuring experts in the field of study to motivate and challenge the
thinking of learners. Below are the policies concerning the proper uses of video and possible
technological issues, instructional issues, delivery concerns, and learner challenges.
Instructions for Proper Use of Video
Learners can benefit from alternative uses of multimedia elements such as video (Sklar,
2009). Below is a list of guidelines for the proper use of video elements to increase the
learning interest of visual learners:
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1. Video elements should not be used if the information presented is not appropriate or
does not pertain directly to the learning objectives and goals.
2. All inappropriate video will be immediately deleted.
3. Learners must have proper technological components, especially Flash Player® and
appropriate browsers, to access video elements.
4. Video aids should be used to give an example of the content.
5. Video should not be seen as a substitute for the learning content but as an alternative
form of user engagement.
6. Video aids should be easily seen from the beginning to the end.
7. Learners should also be able to navigate throughout the video manually.
8. Video elements should be an option for learners but not the only included multimedia
element.
Technological Issues
Video provides designers with a great opportunity to replace traditional instructional
methods with an audio-visual representation that can effectively showcase material in a creative
manner. As opportunities for video have increased with changes in technology, technological
issues have also arisen such as file type. Similar to audio files, video files are often converted
and because not every operating system is created equally, certain file types cannot be opened
and displayed. This can cause hardships for instructors who base their lesson plans on the
playing of a video only to find out that the video cannot be viewed by users due to a technological
issue, such as file type. Another common issue is video compatibility. Over time, technology
has progressed from film strip projectors to VHS and now DVD players. There are many videos
that can only be found on VHS tapes that are not necessarily compatible with much of today’s
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technology. Many individuals no longer possess a VHS player because over time they have been
replaced as technology has evolved. Today, the DVD model is quickly becoming an afterthought
as many are turning to electronic video accessing formats to help eliminate issues with
compatibility.
Instructional Issues
Every instructor must be prepared for potential instructional issues to arise when using
any type of technology in the classroom. The use of video in the classroom can be a helpful
tool, provided the video is used as an educational enhancement. Video should not be the only
source of instruction nor should it be used as a means to pass the time. It is imperative that
videos be used in a manner in which learners are actively engaged with the video whether it be
through some form of assessment (e.g., multiple choice test or written summary). The use of a
video in the educational setting must be aligned to specific, intended learner outcomes as well
as objectives and standards for it to be deemed useful and meaningful within the classroom.
Delivery Concerns
The e-learning setting poses several challenges for the integration of video into lessons.
Designers and instructors must consider video resources and their copyright restrictions prior
to using them. In addition, some video files can be quite large and require a high amount of
bandwidth for users to download. In addition to being expensive and time-consuming to script,
it can often be challenging to record and edit videos without the proper tools and experience,
making low quality videos more distracting and detrimental than useful.
Learning Challenges
Learning challenges can include, but are not limited to, poor animation and
simulations, low participant motivation, and lack of control over the pace and sequence of
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instruction. Common accessibility problems may also include videos without captions,
transcripts, or audio descriptions (IMS Global, 2015). Designers must be able to enhance the
accessibility of videos for all users by providing features such as captions, transcripts, and
audio descriptions within the video format provided in the e-learning application. Designers
should also consider the importance of timing with regard to access features. For example, a
lecture-based video may only require a transcript of the audio, but a video with graphics and
other important visuals may require captions in order for users to maintain the link between
visuals and narration (IMS Global, 2015).
Animation Elements
Animation elements include any automated visual movement that is displayed on a
user interface created by and under the control of a software application (The United States
Patent and Trademark Office, 2012). Two common types of animation include the use of
Flash® and animated images. Flash® enables designers to create animated vector graphics with
numerous possibilities. This might include enhancing other e-learning elements, simulating
instructions or actions, or dynamic textual elements to emphasize a particular concept
(SyberWorks, 2010). Examples of animated images include avatars, buttons with rollover or
other effects, and dynamic menus. Like Flash®, animated images enable the designer to
introduce interactivity into e-learning modules, and can substitute for instructional text
elements. Unlike Flash®, designers can embed or link animated images to content using
scripting language. Animated images typically require less bandwidth and resources to run;
however, they may not operate on all browsers correctly.
Animation can be very beneficial in e-learning by providing a multi-modal
presentation of information that is easier for the user to understand. Examples of animation
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within the e-learning environment might include a drag-and-drop scenario for quizzes or a
simulation that mimics a real world scenario in which the user must select a path or make a
decision on how to successfully complete a task or solve a problem. Below are the policies
concerning the proper uses of animation and possible technological issues, instructional issues,
delivery concerns, and learner challenges.
Instructions for Proper Use of Animation
Below is a list of guidelines for the proper use of animation elements to increase the
learning interest of visual learners:
1. Designers will not use animated images in regulatory e-learning or supplementary elearning that results from a health or safety incident.
2. Designers must use software approved by management for the creation of animated
images.
3. Designers will test animated images on different browsers and browser versions for
functionality and load times, and will modify images as necessary.
Use of Flash® in Animation
1. Designers may use Flash® for drawing attention to, or enhancing e-learning elements
and creating dynamic tests or interactive challenges.
2. Designers should not use Flash® exclusively to create an e-learning module, nor should
designers use Flash® to create content for mobile devices.
3. Devices running IOS™ or Android™ operating systems do not support Flash® content
(Adobe Systems Incorporated, 2014).
4. Designers must maintain Flash® source files in a centralized repository and will
periodically check published files for functionality.
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5. Training personnel will verify that all users have a current version of Adobe Flash
Player® installed prior to assigning Flash®-based e-learning
6. Instructional designers will ensure that instructions for activating and using Flash®based elements are concise and comprehensive.
Use of Animated Images
1. Designers may use animated images for drawing attention to, or enhancing e-learning
elements including buttons, banners, menus, and avatars.
2. Designers will not use animated images in regulatory e-learning or supplementary elearning that results from a health or safety incident.
3. Designers must use software approved by management for the creation of animated
images. Designers will test animated images on different browsers or browser versions
for functionality and load times, and will modify images as necessary.
4. Animated images should not detract from module content, nor should animated images
trivialize instruction.
5. If the designer links animated images to content, the designer will periodically check
the images for functionality and link stability.
6. Designers should not use more than one animated image per e-learning screen to
mitigate learner distraction.
Copyright Considerations
1. Adobe, Flash®, and Flash Player® are either registered trademarks or trademarks of
Adobe Systems Incorporated in the United States and/or other countries.
2. IOS is a trademark or registered trademark of Cisco in the U.S. and other countries and
is used under license.
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3. The "Android" name, logo, and other trademarks are property of Google Inc.
Technological Issues
Depending on the type of animation used, there can be different technological issues.
One such issue can exist in slideshow presentation software, such as Microsoft PowerPoint®,
where animation is used to creatively display graphics, text, and pictures. These animations are
movements used to enhance and creatively display material to attract the attention of the
intended audience. However, switching from one operating system to another, for example
going from PC to Mac, can cause issues with the animations thus rendering them inoperable.
In turn, this can lessen the effectiveness of the presentation that may have been dependent
upon working animations.
Flash® is oftentimes a source of contention because of its constant update requirements
to maintain proper usage. When an operating system does not have an updated version of
Flash®, it can prevent animations from operating, thus rendering those animations ineffective.
Instructional Issues
Animation is a creative manner for instructors to present material in a way in that
learners are more susceptible to grasping and retaining the information. It is important for
instructors to understand their audience and to deem what may or may not be successful given
the audience and instructional setting. It is also important that animation be used to enhance
and not detract from the learning. For example, if the material is not age appropriate it can be a
hindrance causing boredom or confusion and therefore rendering the animation ineffective and
useless. As with all multimedia in the classroom, the use of animation should be thoughtfully
allocated and aligned to goals, objectives, and standards.
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Delivery Concerns
If pictures are worth are worth a thousand words, then animation graphics should be
worth two thousand words. Multimedia such as animation can be useful for many groups of
learners in making content easier to understand; however, if the animation is not properly
delivered or accessible to all users, the effectiveness of the learning decreases. All animations
within the e-learning environment must provide the means to include accessibility features
such as captions, transcripts, and audio descriptions to assist with effective delivery of content.
Learning Challenges
As with audio and video formats, common accessibility problems with animation
include the lack of captions, transcripts, or audio descriptions that are necessary to assist users
with disabilities with following along with the training tutorial. As animations often have
audio narration or accompanying sound effects, it is important for designers to enhance the
accessibility of animation through the use of these features within the e-learning application.
Audio narrations should include a transcript and all visual elements should have an
accompanying audio description.
Image Elements
Image elements in e-learning multimedia may include the use of line art, vector art, or
photography. Line art is a white and black illustration that involves only hard outlines,
comparable to a pen and ink depiction (Microsoft, 2015). Vector illustrations are produced in
drawing platforms that outline objects exactly as a sequence of lines plus curves, and are free
from printing resolution (Microsoft, 2015). Photography is the art of capturing photos and the
process of producing images of objects through the use of light and other forms of radiant
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energy (Farlex, 2015). Photography may be used to capture many pictures at one time, still
frames, or snap shots from captured video.
The use of images in e-learning can assist in user recognition, recall, comprehension,
and problem-solving to enhance the learning experience (Malamed, 2014). Example of images
used in the e-learning environment may include still photos, diagrams, graphs, illustrations,
maps, or other visual aids to facilitate learning. Below are the policies concerning the proper
uses of images and possible technological issues, instructional issues, delivery concerns, and
learner challenges.
Instructions for Proper Use of Images
Below is a list of guidelines for the proper use of images elements, including the use of
line art, vector images, and photography:
Line Art
1. Line art is to be used to streamline the surroundings of the e-learning environment to
mimic the look of a drawing. This method is effective in making the foreground stand
out because the surroundings have been downplayed (www.elearningart.com, 2014).
2. Line art is not as good of quality when compared to bitmap images. Weaknesses in the
design may show if a designer is dependent upon line art for a quality product. Line art
can also make a design look unprofessional with lighter lines or messy lines. When
trying to emphasize professional photos, line art is not the best option.
3. Editing may be required if an image does not come out as expected. Additional
software may need to be purchased in order to print out or edit quality images.
Reprinting the same images might also impact the quality of the image or work
overtime.
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4. Creating a line art quality product requires a high resolution printer when completed.
5. Detail may be required in some line art illustrations; therefore, a user must be
graphically aware of what a program can do and how it may help create a great end
result.
Vector Images
1. Vector files are useful for storing images composed of line-based elements such as
lines, polygons, simple geometrical objects, and text.
2. Vector images are accessible and can be easily scaled and otherwise manipulated to
accommodate the resolution of a variety of output devices.
3. Vector data can be easily rendered or saved to a bitmap format file or converted to
another vector format with good results.
4. Vector files should not be used to store complex images, such as photographs.
5. The appearance of vector images can vary considerably depending on the application
used to interpret the image and the sophistication of the drawing toolkit.
6. Vector images must be drawn individually and in sequence to allow for subsequent
edits. However, this process can take significantly longer due to the complexity of
reconstruction (FileFormat.Info, 2015).
Photography
1. When rights have been granted for use of images (e.g., registering for a Microsoft
product) the designer is granted rights to use the product images and templates.
2. If a photo has copyrights added to it, but permission for use has not been granted then
the image shall not be used otherwise, violation of copyright laws has occurred.
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3. The downloading of images may slow down a webpage from loading due to many
images or may not fully download an image due to a slow internet connection
4. If a software program is used to edit, copy or display images, it is necessary that
software programs are available on multiple computers otherwise, instruction may be
interrupted. The licensing fee for software or having to replace software can be costly.
5. The size of a computer screen can impact the picture quality; consider this when
constructing a photo to present.
Technological Issues
The resolution and overall size of an image can often cause technological issues. It is
important for instructors to check the size and file type of an image to ensure any alterations
are completed considering compatibility and effectiveness. Otherwise images may be distorted
or pixelated, causing them to be highly unrecognizable. The color of images must also be
taken into account, as many images do not translate well (e.g., from color to black and white).
As a result, portions of the image may be distorted or text may not be legible.
Instructional Issues
Using images in the classroom can be a highly effective method to enhance learning.
However, the instructor must be conscious to ensure that any image used, in its final state, is
legible and has the ability to be clearly understood. Images that are not legible can distract or
take away from the intended purpose of the visual application, thus rendering the image
unsuccessful and an ineffective use of instructional time.
Delivery Concerns
Images can provide essential information to users within the e-learning environment.
However, without the proper delivery and text support, images are not accessible for users
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who are blind or have low vision (IMS Global, 2015). Designers must provide users with a
way to access visual information through text identification. Images should also be scalable so
that users can enlarge them for better clarity. Designers should avoid inserting an image
without a purpose. Every image should have a distinct purpose of representing or
supplementing the content within the e-learning.
Learning Challenges
Common image accessibility problems include the failure to provide alternative text or
poor image resolution that restricts the ability of users to enlarge images or view images
clearly. Designers and developers must take these challenges into consideration and provide a
means to include text alternatives for images as well as zoom-in features to improve
resolution. If an image is difficult for the user to see or understand, they will lose interest and
not achieve the required learning outcomes.
Interactivity Elements
According to Janalta Interactive (2015), “interactivity is the communication process
that takes place between humans and computer software” (para 1). Elements of interactivity
within the e-learning environment may include opportunities for communication, participation,
and feedback that is shared between participants and the learning program. Interactivity
provides many benefits to users including a sense of control over the learning experience as
well as engagement through a number of tools such as surveys, feedback forms, widgets,
games, search functions, scroll bars, bulletin boards, hypertext links, and interactive icons.
These forms of interactivity can help to enhance the user experience through higher readability
and exploration of the subject matter though embedded online applications including links to
video, audio, or games from the e-learning environment. Below are the policies concerning the
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proper uses of interactivity and possible technological issues, instructional issues, delivery
concerns, and learner challenges.
Instructions for Proper Use of Interactivity
Below is a list of guidelines for the proper use of interactive elements:
1. Interactive elements should be used to increase interest and engagement on websites,
tutorials, and virtual classrooms.
2. Interactive elements should not be overused and should be original or credited works.
3. Inappropriate interactive elements will be immediately removed.
4. Interactivity elements will require updated Flash® player and browser components.
5. Instructors must maintain backup information on all interactivity elements and check
published activities for functionality at least once per month.
6. Instructors, designers, and programmers of online learning environments must ensure
that the interactivity elements are functioning properly. Then, ensure that learners have
updated technology requirements to operate the activities.
7. Instructors, designers, and programmers of online learning environments must ensure
that instructions for each interactivity element are clear and precise. In addition,
learners needing extra assistance must be provided assistance through a help desk,
instructor response, or question and answer section.
Technological Issues
Compatibility is key in interactivity. While much of the educational field is beginning
to lean toward the use of interactivity, it is important that designers tasked with developing
interactive elements ensure that it is compatible in different formats. Oftentimes what may be
compatible with one system may not be compatible with another due to variances in software.
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As a result, designers must ensure that any interactive activity can be used on a variety of
operating systems. It is often a best practice to use universal software to ensure that
compatibility is not an issue.
Instructional Issues
For an interactive element to be useful, all users must have access. All instructors
planning to use an interactive activity must ensure that the activity can be used by all learners.
The purpose of an interactive activity is to allow learners to participate in a more hands-on
manner with the content or subject matter. This can be done by ensuring that technological
issues have been removed and the goals of the activity coincide with the overall goals of the
training course. The instructor must also ensure that the activity is accessible to all users.
Many learners do not have Internet access outside of their educational/work setting, and
therefore the instructor must provide learners with the opportunity to interact. The instructor
should also ensure that any type of web browsing system can display the interactive activity.
Delivery Concerns
Interactivity in online learning is the real power behind the medium. Compared to a
passive text, a well-designed and highly interactive online lesson offers clear advantages in
flexible content delivery as well as assessment. When designing an interface, developers
should consider compatibility. It is important to understand how people with disabilities
actually use their assistive technologies and how those technologies integrate with software
and underlying operating systems. Course designers, educators, and learners need to use the
interface of a learning application, including buttons, text fields, text field labels, menus, and
other components.
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Learning Challenges
A problem facing learners within the e-learning environment is the level and type of
interactivity. Similar to the issue surrounding support, the lack of face-to-face interactions
between learner and instructor can be problematic for those new to the environment. An
effective e-learning training will incorporate interactive tools, such discussion boards, wikis
and blogs, and synchronous audio or video components. Group or paired projects can further
foster a sense of interaction and collaboration. A lack of meaningful interactivity may cause
learners to feel isolated and become discouraged.
Conclusion
In conclusion, it is integral for organizations to develop a set of policies to guide the use
of multimedia elements. Especially within the realm of e-learning, multimedia policies ensure
the learning environment is safe and accessible for all users as well as effective in achieving the
required learning outcomes. Establishing an e-learning policy that includes the proper uses of
multimedia elements including audio, video, animation, images, and interactivity will help to
ensure successful implementation. Addressing considerations such as technological and
instructional issues as well as delivery concerns and learner challenges will further assist in
creating an e-learning environment that is catered to meet the needs of all learners.
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