I. Chapter Summary

II. Digital Content Guidelines [Matrix]

III. Judging eLearning Curriculum [Guide]

IV. eLearning Principles and Guidelines [Dissemination Models]

V. State Examples

VI. Resources & Readings

VII. Next Steps

VIII. Work Group Members

II. Principles and Considerations for Digital Content Matrix

Introduction

Technical Specifications for Development and Delivery

The 2003 NLI began the work presented in this tool by exploring important Standards and Quality aspects of Virtual Schools and Distance Learning. This effort helped technology directors and other consumers of eLearning recognize that with their shared input and directed action, digital content and eLearning courses could be developed to provide excellent and rigorous instruction for K-12 students. This effort also empowered the idea that educational technology stakeholders could share with and in the eLearning efforts of other states.

While a number of legal issues and copyright problems must be worked out, this 2005 NLI tool carries forward the idea that states and private industry can work together when developing and delivering digital content whether it be in the creation of reusable learning objects, online courses, or entire virtual learning schools. This tool consists of two parts: guidelines for development and delivery of digital content and technical specifications for the creation of digital content.

The first part of this tool consists of important guidelines that eLearning curriculum designers must follow when creating K-12 digital content and courses. The Work Group relied heavily on current state guidelines for digital content and courses from Massachusetts, Maryland, and Texas.

For further information on these state guidelines and others, please see the Curriculum Development State Examples. Although the actual content of these guidelines will vary by state and even by locality, all eLearning users and developers can refer to these guidelines, key questions, and resources as they develop and solicit eLearning curriculum.

The Curriculum Development Work Group considered guidelines and principles for eLearning course content, instructional design criteria and student assessment methods to help technology directors ensure that all eLearning courses meet the highest standards for rigorous and excellent teaching and learning. Further areas for consideration should include the professional qualifications of eLearning teachers, principles for the proper administration, management and infrastructure of eLearning curriculum, and methods of eLearning curriculum evaluation.

The second part of this tool consists of important technical specifications that must be addressed in the development of digital content. In the words of a Curriculum Development Work Group member, the technical specifications are the “foundation upon which the content of eLearning curriculum can be built out.” Although these technical specifications are not required components nor are they a comprehensive list of technical standards, any developer of eLearning curriculum must account for these technical criteria to create the most flexible, cost effective, and individualized learning content available for use by the most possible consumers.

This set of technical specifications is the foundation upon which digital content can function in multiple learning systems, can be reused for various learning contexts, and will allow for the development of searchable eLearning content and course repositories (Lim Kin Chew). This list is composed of three columns of information:

1. The first column contains a definition of each technical specification;
   
2. The second column contains essential information important for a complete understanding of each technical specification; and
   
3. The third column contains links to resources and readings for further elaboration and guidance for each technical specification.

The 2005 NLI Curriculum Development Work Group presents this tool as a first step in an evolving repository of guidelines and principles for technical specifications and the development and delivery of digital content. In the future, SETDA members and eLearning curriculum designers can refer to this living document for definitions, suggestions and examples of digital content specifications. This list of curriculum design principles and considerations is not a list of design standards; rather, the guidelines and principles herein should enable greater collaboration and sharing among developers and consumers of eLearning curriculum.

Curriculum Design Principle & Considerations Tool

The following is a tool for designing and delivering digital content including K-12 curriculum, professional development, and websites used in instruction and includes the following resources:

1. Development and Delivery of Digital Content [Matrix]

1.1. Content Guidelines
1.2. Instructional Design
1.3. Student Assessment

2. Technical Specifications for Digital Content [Matrix]

2.1. Learning Objects
2.2. Interoperability
2.3. Meta-tagging
2.4. Functional Requirements
2.5. Security
2.6. Bandwidth
2.7. Plug-Ins
2.8. Accessibility
2.9 Styles and Formats

Curriculum Design Principle & Considerations Tool [131 KB]

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