DESIGN PHILOSOPHY
CHRISTINA GATCHELL
05/05/2017
Great design is more than just good aesthetics. It is the way we use objects. You can’t truly appreciate an
object’s design until you start using it. It’s only then that you experience all the subtle touches, all the
things visible and invisible that make great design.
WHAT IS DESIGN PHILOSOPHY?
Design philosophy is the study of assumptions, foundations, and implications of design. The field is defined by an
interest in a set of problems, or an interest in central or foundational concerns in design. Many times the visual
interpretation, Art, and the Design are interpreted as the same thing when, in fact, they are not.
“Art is creative expression intended to provoke questions and individual interpretation. Art is inspiring, emotional
and important, but does not fill a specific need beyond humanities’ desire to express itself.
Design, on the other hand, is a creative process intended to solve a problem, to fill a need for the people that will
ultimately interact with it. Design should not be open to interpretation, but instead should define how it is to be
engaged with and should guide a user at each stage of that engagement.
Art creates questions, design creates answers.”
https://medium.com/re-write/what-is-your-design-philosophy-a32d43985899
THE ROLE OF THE IDS
Instructional Design Specialists (IDS) advocates for the learner’s needs by managing quality and delivering
effectiveness. He/she works with the project team members, such as writers, engagement writers, curriculum
specialists, web developers, and art designers, to help ideate on best design modes for content so that the content is
designed and delivered in the best possible way (most efficient/effective). The IDS ensures that the
learning/understanding of the learner is a direct result of the content being presented to the learner onscreen. In
order to effectively do this, he/she must be well versed in the four areas of design to properly apply pedagogy in a
creative fashion that follows development regulations and delivers a product that is error-free and on time.
THE ROLE OF THE IDS
During a project, the IDS calls in reinforcements: an Art Director and a Web Developer.These experts partner up to build pages, place
content, and assist with interactives. When it comes to script reviews, they identify the best method for content layout and delivery, check
the overall instructional integrity of the content, and ensure compliance with development guidelines.Who loads assessments into the LMS
and ensures consistency between lesson and assessment content while adhering to policy? The IDS. And since we like to keep things sticky
around here, the IDS maintains collaboration using GLUE:

Gather the development team to promote and

Lead discussions about best practices, options for learning, and teaching

Unify and

Elevate team dynamics to ensure resources are used according to their strengths so that an efficient, error-free product is produced
After the project release, the IDS reviews defect tickets that were submitted during the product review phase and implements strategies into
active projects to reduce future defects. In short, the IDS works from start to finish to help create the best course possible. Complementing
the team with a unique skill set, the IDS is one more member of the FLVS staff that shares your goal: to provide an outstanding educational
experience to students.
PROCESS OF DESIGN
THE E-LEARNING PIE
Learning focuses on pedagogy:
how we learn and how we
assess whether or not people
have learned. Think about how
to help people learn better and
want to understand how
humans think, act, and behave.
Learning
Technology
IDS
EW, AD,
MS
Creativity
Creativity focuses on the story;
creates material that pulls you in
and makes you want to stick
around to learn.
WDS,
QA
W, CS,
Inst.
Technology pulls it all
together. Focuses on the
authoring tools, SCORM, LMS,
QA.
PM, CM
Buiness
Business focuses on strategic
goals, vision, ROI, etc.
Understanding the business
piece ensures you’re delivering
a commercially sound project
that meets your business
needs, on time and on budget.
ORGANIZATIONAL DEVELOPMENT ROLES
images/psds
purposefulness
functionality
quality
time
FLVS DESIGN PHILOSOPHY
FLVS’s design philosophy is based on our core pedagogy and organizational goals. Our philosophy is as follows:
 Development according to FLVS Guidelines, Style Guide, Accessibility Guidelines, and CDLC
 Engagement (gains and maintains attention, motivation, student first)
 Sticky Layouts (Make It Stick, chunking, layering of content)
 Intentional Information (information density, shortest road to mastery, content standard practices)
 Glamour (Clicky-clicky, Bling-bling; interactivity)
 Navigation (flow, intuitive design)
Every course presents its own unique set of characteristics, so there is not a one-size-fits-all process for creating the best
solution. However, having a diverse set of tools and approaches is key; these have become known as our design strategies
(which are viewable by Sticky Layouts). All design strategies are backed with pedagogy and a strong rationale.
DEVELOPMENT: CLOSED CAPTIONING BEST PRACTICES

Align text left

Use Sans Serif fonts (Arial, Helvetica, or Verdana); 22 pt font

No more than 32 characters per line

Font color and background must pass AA Color Contrast Ratio (large text=14pt and larger); Do not use color as the only way to convey
meaning

Subtitles should appear and disappear exactly when the words are spoken. However, ensure captions appear on-screen long enough to be
read.

There should be two lines of text on screen at most.

Ensure that all actual words are captioned, regardless of language, dialect, or slang.

For no sound or sound effects, captions in lowercase italics enclosed in brackets. e.g. (dog barking) (child screaming)
https://onlinelearning.berkeley.edu/courses/433559/pages/captioning-standards-and-best-practices
https://www.engagemedia.org/blog/best-practices-for-online-subtitling
https://www.3playmedia.com/2015/10/30/how-to-do-closed-captioning-right/
https://gab.org/new-closed-captioning-quality-rules-and-procedures-effective-march-16-2015/
DEVELOPMENT: CONSISTENCY IN DESIGN

User-focused design research

Establish design patterns for product design consistency
One of the keys to a successful — and consistent — UI is the user performing tasks with the minimum number of actions is. If a task that takes four
steps can easily be completed in two, the UI should always be modified for the shorter task flow. UI patterns can help with this… after all, this
efficiency is why they became patterns in the first place.

Design hierarchy
Think about your screen visuals in terms of what people will see first, second, third, and so on. This allows designers to ensure users find primary
functions faster than others, but they can also present secondary and tertiary functions with the appropriate amount of attention.

Consistent actions in application
Consistent actions remove the need for user discovery, and therefore make their task flow run more smoothly. If a user knows how to use the
functionality in one section, they know how to use it in all sections (as long as it’s consistent). Users inherently transfer past knowledge to new
contexts as they explore new parts of the application. Consistent actions become second nature and eventually the user can use the application
without even thinking. Furthermore, users bring these expectations into new features or aspects of the product that they haven’t explored yet,
minimizing the learning curve.

Product content - Consistent copy avoids this confusion.
https://www.uxpin.com/studio/blog/guide-design-consistency-best-practices-ui-ux-designers/
https://www.orbitmedia.com/blog/web-design-standards/
https://www.smashingmagazine.com/web-design-essentials-examples-and-best-practices/
ENGAGEMENT
We’re not just focused on learning targets and passing grades. Education is about more than just understanding the material; it’s about helping students
absorb information and master the concepts that will serve them throughout their lives. But how do we get them to care about their courses? By
making them interesting, engaging, and fun.
Following the Rules
When we’re developing a new course, we often ask ourselves: what do kids find engaging? (Here’s a hint: they love to laugh.) But there’s more to it. So,
we follow the Rules of Engagement to make sure we’re on the right path:

BE RELEVANT: Why should students care?

BE UNEXPECTED: How can we shock them?

BE FUNNY: How can we amuse while we teach?

BE CONCRETE: How can we draw a picture in their minds?

BE EMOTIONAL: How can we get on the students’ level?

TELL A STORY: How can we make this personal?
Come. See. Conquer.
Engagement can be achieved through writing, using hooks (like themes, avatars, riddles, etc.), creative interactives, and more. Kids are more receptive to
learning when they’re enjoying themselves. That’s why, with every lesson, we ask ourselves: “If I were a kid, would I want to take this class?”
ENGAGEMENT
Starts with Students
 Grabs attention,
relevant, connects
with trends, fosters
grit
 Use context to
create identity;
Context draws on
the senses, the
sights, smells and
memories that
define a place and
make it unique
CONTENT PEDAGOGY APPLIED TO DESIGN
The key to effective design is to think backward from the desired results of successful instruction, which is the
learner’s ability to make use of what was learned. Then you’ll more likely know the path to get there (and avoid
mere coverage, or merely pleasant activities.)
You want to design backward from particular meaningful ‘take-aways’, not simply from a list of content
objectives. In other words, it’s not true that the goal of a course of study is merely to ‘learn the content.’ The
content is actually the means to some important intellectual end-new insight and ability in the learner in which
content is meaningful and useful going forward.
The essence of coming to an understanding, in other words, is that the learner doesn’t just follow someone else
and repeat the other person’s words; they draw inferences on their own. An understanding is not a fact; it is a
conclusion based on facts (and one’s own logical thinking.)
INTENTIONAL INFORMATION
Information density is the amount of human-readable information in a unit of screen real estate such as a square inch.
 Length Does Not Equal Quality - a low character count can have just as much impact as a high one, provided there
is sufficient density of information in the message.
 Minimalism Without Thought to Context Is Poor Quality - it’s a question of efficiency in information delivery
(density) and value to the end user (utility). For example, designs may display only a few lines of text per page even when
it is clear that most customers would prefer to see more information.
Users tend to be most comfortable with information density and formatting that is similar to a book. A novel commonly
has 150 - 350 words per page with generous fonts, margins and line spacing.
Seductive details are ‘interesting but irrelevant material added to a multi-media presentation in an effort to spice it up.’ – its
distracting from the more important work. Relevant, concise information is always best; which aligns with our shortest road
to mastery guidelines.
Lesson Writing Approach
1.
Remember students are novice to the content. We don’t want to cram every bit of information
onto a page. Chunking the content will help avoid brain overload.
•
2.
An adult brain can only absorb about 10 minutes of focused attention; try to write chunks of content that can
be broken up into 10-minute experiences.
Keep It Short and Sharp. Less really is more. Keep the content focused and aim for one idea per
page. It’s better to have more pages overall that are shorter and sharper, as opposed to fewer
slides that are crammed full of content.
3. Ask yourself these questions to help focus your writing:
1.
2.
3.
4.
5.
6.
7.
What do you want students to be able to do?
What are the key takeaways that students should get from reading the page?
What are common misconceptions for these key concepts?
Can you tell a story or add context to the concept? This will make the content more memorable and
meaningful to the student.
Why are we teaching it in the first place?
What are the long-term and bottom-line outcomes from the teaching that justify teaching it in the first place?
What should the learner have accomplished, and be able to accomplish in the future, as a result of the activity
and the content?
CONTENT PEDAGOGY APPLIED TO DESIGN
GLAMOUR
 “Although clicking the ‘next’ button technically denotes interaction, this is not the type of interactivity that people aim
for when they talk about creating ‘more engaged learners.’ Interactivity is about what happens in between all those ‘next’
buttons.”
 “Bright side of bling: it can help to motivate us. Extrinsic motivation comes from outside us, in the form of rewards like
points or badges. Intrinsic motivation comes from within, from an inner desire to learn and achieve mastery without the
need for those external rewards.”
 “Cognition is way more powerful than clicking. A brain that interacts with the content reflects on the material to better
integrate it into its existing thought patterns and engages with the material through practice and relevant activity. “
 “Make the interaction count. Too much clicking and too many seductive details leads to learner fatigue, distracts the
learner, and doesn’t promote deeper understanding; find techniques to promote cognitive interactivity through
emotional responses and get people doing, reflecting, and connecting. “
 A user can passively watch a video, but still actively change their behavior as a result of viewing the video. ‘I interacted
with the content in my own mind. And I didn’t click a thing.’
 Just because your e-learning sparkles and gets the learner clicking on lots of fancy hotspots and has them dragging things
all over the screen doesn’t mean that you have engaged the learner.
NAVIGATION & FLOW
Intuitive design means that when a user sees it, they know exactly what to do. The main thing about intuitive
design is that it's invisible. Design is intuitive when users can focus on a task at hand without stopping even for a
second. We want to ensure students are able to focus on the content, and not on how to interact or use the
content.
 Selecting a handful of design elements from the start and being consistent throughout the course is key.
 Try not to introduce new elements or ways to interact late in the course.
 Allow the content to flow.
 Reduce directive language that tells the user what to do, and guide user with intuitive design.
“A well-designed user interface will make for an easy-to-use and intuitive product, whereas a poorly designed user
interface can lead to confusion, frustration, and potential disaster.”
STICKY LAYOUTS
Effective design will hold a learner’s attention and encourage him or her to spend as much time in the content. The
term sticky is exactly what it means. You want learners to stick around and engage with the content. But first and
foremost, you have to give them a reason to do so, and it starts with providing great content using sticky layouts.
The next few slides display some of the universal sticky design page layouts coupled with the pedagogy that backs
them.
HORIZONTAL LAYOUTS
Description: These horizontal layouts pair visuals or typography with
short sections of text that run the width of the screen. Can be paired with
dropdowns to extend chunking of content.
Recommended for:

Content that requires multiple visuals.

Content too short for a tabbed panel or dropdown.

Bullet-style lists

Checklists

Adding visual interest to sections of text on page.
Pedagogy: Content chunking is the strategy of breaking up content
into shorter, bite-size pieces that are more manageable and easier to
remember. ‘Less is more’ is helpful for working memory. If you present your
learners with too much information at once, they won’t remember it. Only
include relevant and carefully chosen content.Visuals are a good way to
lessen the demands of working memory. Organizing content into lists
creates a concise presentation, and your learners will still take in the
content even if they skim.
VERTICAL LAYOUTS
Description: Vertical layouts organize text into columns for easy
scanning and organization. Can be paired with dropdowns to
extend chunking of content.
Recommended for:

Compare/Contrast content.

Content that needs several sets of separate bulleted lists.
Pedagogy: Content that is conceptually related is meaningful,
making it easier to understand. It improves comprehension by
highlighting important details, making abstract ideas more
concrete, and reducing the confusion between related concepts
(think meiosis versus mitosis).
“strategies that engage students in comparative thinking had the
greatest effect on student achievement, leading to an average
percentile gain of 45 points “ (Marzano 2001)
THE QUADRANT
Description: These type of layouts pair visuals,
typography, rollovers, and/or dropdowns in a quadrant
format along with text. Can be combined with reveals to
create a rollover effect to hide extended text behind an
image in each quadrant. Limited amount of text in each
quadrant; not ideal for presenting bulks of content.
Recommended for:
 Content that requires multiple visuals.
 In lieu of a tabbed panel or dropdown.
 Adding visual interest to short dropdowns
 Displaying all content on the page.
Pedagogy: Content chunking.
GRIDS
Description: Grids are ideal for organizing large
amounts of information at a glance.
Recommended for:
Content that requires in-depth comparing and
contrasting.
Pedagogy: Grids are a fantastic tool for ridding your
design of the dreaded cluttered effect. They also enhance
visual hierarchy, create clean lines, encourage white space.
https://www.canva.com/learn/grid-design/
https://www.smashingmagazine.com/2018/04/bestpractices-grid-layout/
GRID LAYOUTS
HTTP://VANSEODESIGN.COM/WEB-DESIGN/3-DESIGN-LAYOUTS/
The Gutenberg diagram describes a general pattern the
eyes move through when looking at evenly distributed,
homogenous information. Important elements should be
placed along the reading gravity path.
https://3.7designs.co/blog/2009/01/the-gutenburg-diagram-indesign/
Z-Pattern Layout
Readers will start in the top/left, move horizontally to the
top/right and then diagonally to the bottom/right before
finishing with another horizontal movement to the
bottom/right. The z-pattern is good for simple designs with a
few key elements that need to be seen.
FLAUX-GRID LAYOUTS / CTR
Description: This series of layouts is ideal for handling
and breaking up large amounts of text on page in an
organized grid-like fashion. The learner is given a
condensed version of the content, and then each section
is expanded upon in the drop down.
Recommended for:
 Concepts that requires in-depth explanation.
 Compare/contrast
 Organization of content
Pedagogy: Present course content in a manner that
hierarchically structures the sequence of information.
TEXT-HEAVY LAYOUTS
Description: This series of layouts is ideal for handling
and breaking up large amounts of text on page. It
makes use of grid layouts with text rollovers.
Recommended for:
 Concepts that requires in-depth explanation.
 Content presented in article or short story form.
 Annotating article or story texts.
Pedagogy: The golden line length for type is a
minimum of six words per line and a rough average of
about 50-65 characters (including spaces) on each line.
TABBED PANELS
Description: Tabbed panels conceal different sections of
text within tabs that the learner can select. Does not
require content to be learned in a specific order or
simultaneously.
Recommended for:
 Organizing large amounts of text concerning a similar
subject.
 Content that requires multiple examples.
 Buy using images that overlay each other, you can
‘build’ or show relational content
Pedagogy:
https://www.nngroup.com/articles/tabs-used-right/
TAB PANELS
Description: Tabbed panel designed so that top
portion remains visible and each tab presents math
steps/work in order with directions and work.
Description: Tabbed panel that compares before and
after with text.
FLUX-INFOGRAPHIC
Description: Flux-infographics create visual
engagement without an image format/files.
Recommended for:
Displaying a concept visually.
Pedagogy:
FLUX-INFOGRAPHIC
PARALLEL LINES
Parallel lines help to break up text on screen by providing
the eye a resting point between paragraphs or between
concepts.
Things to Consider:
Parallel lines can be used along with subheads or on their
own. Do whatever makes the most sense.
Think Before you Break:
Parallel lines should be inserted where there is a natural
break between content. Otherwise the learner might find
them to be confusing.
Pedagogy:
SLIDE-SHOWS & FLUX-VIDEOS
Description: Slideshows allow for content to be
presented in a linear fashion and can be combined with
images, video, audio, dropdowns, etc. for a dynamic
learning experience.
Recommended for:
 Content that needs to be presented in sequential
order.
 Several chunks of content that contain multiple
examples/pieces to each chunk.
 Can be combined with audio and animations to create
Flux-videos.
Pedagogy:
SLIDE-SHOWS & FLUX-QUIZMO
Description: Response/Results comparison slideshow
allows students to make connections and arrive at
important understandings without teacher hand-holding.
Learner types in response to question and is then allowed
to compare their response to the actual answer.
Recommended for:
Written response & self-check/reflection
Pedagogy: Students who can analyze, synthesize,
elaborate, and evaluate information do not just recall, but
apply it. Meaning-making and transfer of learning resulting
in higher learning.
CALL-OUT FEATURES AND QUOTES
Description: Content block that is separate from the
text onscreen.
Recommended for:
 Important information such as vocabulary or
theoretical statements.
 Quotes
 Call attention to a block of information
Pedagogy:
DROP-DOWN REVEALS & ACCORDIONS
Description: Animated effect of revealing hidden content
upon a user’s ‘click’ or selection of that item.
Recommended for:
 Hiding extended text
 Adding dynamic pauses into the text to engage reader
 Question/Answer format to allow for thinking time
 When side-by-side, can be used to compare/contrast
content
Pedagogy: Creates curiosity and provides an opportunity
for user to explore on-demand contextual information.
HORIZONTAL ACCORDIONS
Description: Horizontal accordions (tabbed content).
Can be used to sum up content without burdening
learner with texts; limited to six tabs max.
Recommended for:
 Smaller amounts of text
 Summary
 Frequently asked questions
Pedagogy:
USE OF IMAGES & COLOR
Description:
Recommended for:

Pedagogy: 90% of information that comes to the
brain is visual, visual aides are 43% more persuasive
than other modalities; which increases learning
retention.
USE OF TEMPLATES/DOCUMENTS
Description:
Recommended for:

Pedagogy:
CONTEXT WITH IMAGES
Description:
Recommended for:

Pedagogy:
CONTEXT BY IMAGES
Description:
Recommended for:

Pedagogy:
ANIMATED GIFS
Description:
Recommended for:

Pedagogy:
DYNAMIC GRAPHICS
Description:
Recommended for:

Pedagogy:
HOT-SPOT INTERACTIVE
Description:
Recommended for:

Pedagogy:
DIVS
Description:
Recommended for:

Pedagogy:
ROLLOVER SQUARES
Description: Quadrant-style squares where hidden
text appears upon being selected/rolled over. Squares
can be resized to accommodate any size or amount.
The standard square is 300x250px and fits two per
row.
Recommended for:

Presenting content with visual pairings to reduce
the amount of content onscreen and add visual
engagement.
Pedagogy:
ESSENTIAL QUESTIONS
Description: Essential questions focus the learner to understand and apply prior
learning; which requires an active process of meaning-making on the part of the learner.
Essential questions are ongoing and guiding queries by which we make clear to the
learner that true learning is about digging deeper; it is active, not passive. These are not a
device for getting to important answers, the goal of an essential question is fundamentally
different from the goal of content acquisition.
Recommended for: The beginning of each learning asset and/or unit.
-
Restating the questions at the end of the unit helps you distinguish the essential
questions from the factual questions, and it tends to shorten he list of knowledge
objectives. As well as, suggest what the assessments need to accomplish.
Pedagogy: The use of essential questions facilitates transfer by pushing us to look for
familiar patterns, connect ideas, and consider useful strategies when faced with novel
challenges. A question is thus ‘essential’ if it helps the learner achieve greater focus,
understanding, and efficacy when dealing with new challenges. It is only through ongoing
consideration, reflection, and rethinking that in-depth understanding is developed and
deepened over time.
- Understanding by Design. 2011. p15.
THINGS TO REMEMBER
“Design is about creating elegant solutions to address user needs. The tricky thing is that most often we are designing
for humans, and humans are complicated. People’s expectations and desires evolve over time. Sometimes design
evolves to meet these changes, sometimes design is the driver of the change. Regardless, a designer’s work is never
done. This does not mean that design needs to be trendy, design can be timeless, but a great designer has a bent
toward iteration and always has their ear to the ground.”
RESOURCES
Bonk, Curtis Jay.Zhang, Ke. (2008) Empowering online learning :100+ activities for reading, reflecting, displaying, and doing San Francisco : Jossey-Bass.
Brown, Abbie.Green, Timothy D.. (2011) The essentials of instructional design :connecting fundamental principles with process and practice Boston : Pearson.
Brown, Peter C. (2014). Make it stick : the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.
Dweck, Carol S.. (2006) Mindset :the new psychology of success New York : Random House.
Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York: Random House.
Mayer, Richard E.. (2009) Multimedia learning /Cambridge ; Cambridge University Press.
Medina, John. (2009, c2008) Brain rules :12 principles for surviving and thriving at work, home, and school Seattle, Wash. : Pear Press.
Willingham, Daniel T. (2009) Why don't students like school? :a cognitive scientist answers questions about how the mind works and what it means for your classroom San Francisco, CA : Jossey-Bass.
Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va: ASCD.
COURSE DESIGN STYLE GUIDE
Team Roles
What does success look like on this project?
Objective / Lists
Punctuating and Capitalizing Vertical Lists
If any or all of the items in a vertical list are complete sentences, capitalize the
first letter of each item and use a period at the end of each item in the list.
Correct
Read the following recommendations for the upcoming conference:
•
Presenters should arrive at least 30 minutes prior to the session start time.
•
Attendees should sign up for breakout sessions to ensure seating availability.
•
Volunteers should arrive at assigned locations at least 15 minutes before
breakout sessions dismiss.
If no items in a vertical list are complete sentences, use a lowercase letter for
each item and no punctuation at the end of each item in the list, including the last
one.
Correct
The English IV course has several graded components:
•
a segment project
•
module exams
•
a final exam
Objectives will be phrases with no capitalization
and no punctuation, as seen below:
Glossary / Vocabulary
Vocabulary will use standard phrases,
lowercase, no punctuation. Tooltips can include
an audio piece for word pronunciation or read
entire definition.
Vocabulary within a script should be written
within the note section of the page header, and
only the word highlighted within the content.
Any word defined onscreen will be bolded.
Axis: the horizontal or vertical number line
on a coordinate plane
Numbers
Spell out numbers one through nine (single digits). Use
numerals for 10 or more.
Please note that the “th” should be kept on the same line
as the text and not in superscript form.
Use numerals to express the ages of people and animals,
test scores (AP scores), page numbers, percentages, ratios,
decimals, credit hours, or GPAs and in mathematical
equations, problems, or tables/charts.
Examples
• Many FLVS students take more than 2 credit hours and
maintain a 3.5 GPA.
• His father gave five dollars to the FLVS Foundation.
• His mother gave $10 million to the FLVS Foundation.
An exception can be
made for module
numbers if the team
chooses so that
navigation matches
numbers:
• There is a 5 percent chance you will receive money.
Module 01 : 01.00
Titles / Capitalization
Official names and proper nouns are capitalized. Common nouns and
various shortened forms of official names are not capitalized. Note—use
the full, official name the first time it appears in a document or section of a
document.
Do capitalize languages (English, Spanish, Latin, Chinese) and official
course titles (Algebra II, AP Microeconomics, Forensic Science).
Suite should use the word “Advanced” (or ‘Honors’ )
and a separate lesson number for all references to
honors content.
Do capitalize the first letter of main words in titles of books, websites, long
poems, long musical compositions, magazines, movies, newsletters,
newspapers, plays, artwork, and television series. Set the title in italics.
Titles will follow standard rules and should not contain
symbols such as colons, commas, or apostrophes.
Do capitalize words like chapter, volume, book, act, segment, module, and
lesson only when followed by a specific number (or numbers) or specific
letter.
Titles containing “is” should be capitalized.
Do capitalize the first word after a colon in a title.
Do not capitalize
•
Articles if they are not the first word of the title: a, an, the
•
Coordinating conjunctions if they are not the first word of the title:
and, but, or, for, nor, yet, so
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Prepositions that are four letters or less: of, on, to, over, by
02.04 Advanced Ocean Impact
Module 01 Checklist
Rubrics vs. Point Value
Assignment point values are not listed on content pages. However, total possible
points can be listed within an assignment rubric if needed. All lab/worksheet
assignments must have a matching rubric to meet global client needs.
(This does not apply to module checklists.)
Suite Point value ranges
• Recommended to define course/suite point values at the beginning of the project to maintain consistency.
Lesson Level
• Labs - _____ pts
• Quizzes - _____ pts for auto-graded, _____ for partial auto graded
• Other teacher-graded projects - _____
Module
• DBA - _____
• Module Exams - _____
Segment
• Collaboration - _____
• Segment Exams -20% of total
Video Requests
All video media items will be housed and streamed from Kaltura.
If requesting an existing media piece, please add the entryId to the script.
EntryIds can be located in http://media.flvs.net .
If new media item is requested/created, provide the appropriate meta
data information in the script.
Collaboration
Separate Module; Note pointing to it on checklist page. However, course cannot by hyperlinked to it as to
avoid opening the course in a new window outside of the LMS framework.
Summary Page Design
Summary pages will contain a short summary paragraph, focus
questions, vocabulary, lab/activity (if the assessment calls for it),
and the assessment div.
Self-checks and reviews will be placed on the page prior to the
assessment page.
DEVELOPMENT FEATURES
Design Features - IDS
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Slide shows
Tab panels
Drop downs/Accordions
Specialty Divs
Tooltips (vocabulary rollovers)
Pop-ups
Flip cards/rollovers
Video placement *
Drop down/accordion
Tabbed panel
* Require text version
Slide show
Rollover Squares
Assessment Items
Multiple-choice questions in assessments are similar to unnumbered
vertical lists.
• If the item is a question, punctuate the stem with a question mark.
Capitalize and punctuate the options if they are complete sentences.
Capitalize but do not punctuate if the options are incomplete sentences.
• If the item stem is an incomplete sentence, do not capitalize or
punctuate the options.
• The grammar of answer choices should agree with the stem.
• The answer choices should follow parallel structure.
When the item stem ends in a question mark, capitalize all answer choices.
When the item stem ends in a question mark and the answer choices are
complete sentences, capitalize answer choices and add a period.
When the item stem ends in a question mark but the answer choices are
incomplete sentences, capitalize answer choices but do not punctuate.
When the item stem is an incomplete sentence, do not punctuate the stem
or the options and do not capitalize the first word in the options.
Do not put a word/phrase in all caps, instead use bolding.
Correct
In context, the expression “to pitch upon’’ (line 34) is best interpreted as
having which of the following meanings?
To suggest in a casual way
To set a value on
To put aside as if by throwing
To utter glibly and insincerely
Correct
Which of the following best describes the rhetorical function of the second
sentence in the passage?
It makes an appeal to authority.
It restates the thesis of the passage.
It expresses the causal relationship between morality and writing style.
It provides a specific example for the preceding generalization.
Correct
The author’s tone in the passage as a whole is best
described as
harsh and strident
informal and analytical
contemplative and conciliatory
superficial and capricious
Angular Interactives – WDS
• Quizmo Generator:
• Drag & Drop; Fill-in-Blank; Multiple
Choice; Selectable; Sortable; Matching;
True or False; Word Bank
• Image Markers
• Timeline
• Sort Drag
• Mix Drag
• Photo Slider
• Click to Reveal
• Concentration Game
• Card Stack
• Slide bar
• Choose your path
• Take a stand
Require text versions
http://develop.flvs.net/collaborate/develop/angular/index.htm
Images - AD
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Stock/Created Images
Infographics
Design of icons and specialty div boxes
Overall look and feel
Icons:
Objectives
Assignments
Collaboration
Did You Know
Additional Resources
Virtual Library
Divs:
Objectives
Assignments
Collaboration
Quotes
Other Design Component Ideas for AD L&F
Fun Fact – “A Second of Science”
Advanced banner
Think About It (Q & A style like Marine)
Spotlight (to highlight people)
Lab
Focus Question
Scientific Method icons
Interctive “shell’
Parallax BG for lesson pages (scrolling 3D effect)
Lesson intro page treatments?
Color palette
Header/breadcrumb treatment?
Tables and lists?
Tabs and click-to-reveals/accordions
Treatment for in-content images?
http://www.123rf.com/photo_31371668_stock-vector-flat-design-icons-set-of-creative-design-process-web-product-development-studiotechnical-service-pr.html
Alternative Text
Alternative Text
Images, interactive features, and other media require alternative text to ensure accessibility of content regardless of technology or
individual needs. Alternative text takes multiple forms:
• An alt tag is text that appears upon selection of an image on a web page.
• A long description, or "d-link," is an extended description of an image that appears upon selection of an icon next to the image.
The alternative text will open in a new window.
• A text version is a transcription of a video, audio recording, interactive feature, or other media. Since a text version usually
provides a transcript of a person's actual speech, it should be accurate to what is spoken. Therefore, corrections for grammar or
style in a transcript or any other quote within alternative text would not be appropriate.
Note that screen readers may read text in unexpected ways (i.e. minus five instead of negative five for -5). Therefore, be sure to seek
clarification on how to best approach editing of alternative text because needs may vary by content and specific instance. In
mathematical contexts, do not use symbols in alternative text.
Examples
• 3 times 5 equals 15 (not 3 x 5 = 15)
• 3x times 5x equals 15x squared (not 3x · 5x = 15x2)