Technical Standards and Pedagogical Guidelines for Online and Blended Courses Delivered Between Penn State Locations and to External Students

Introduction

These standards and guidelines are directed to departments and colleges that wish to share online courses with other campuses or with students external to a Penn State geographic location via Penn State’s World Campus or Campus Course Exchange.

Assumptions:

1. Students may connect to the online course via a variety of bandwidths including telephone connection, cable modem, or high speed LAN line. Currently the minimum connection speed is 56K.
2. Students are geographically dispersed and may not have access to a local Penn State campus.
3. All enrolled students should have an equal opportunity for success in the learning experience.
4. These standards and guidelines will be monitored and adjusted on an annual basis.

Requirements:

1. The course to be offered is compliant with all applicable University policies, including syllabus, ADA accessibility, intellectual property, copyright clearances, and use of third party software.
2. The college, department, and sponsoring academic unit are aware of and have approved the course for online delivery.
3. Technical support for third party software is available.
4. Course technical specifications are clearly defined and communicated to the students prior to registration.
5. The course employs accepted practices of teaching in an online environment.

Online Design Guidelines

I. User Interface

The (computer) user interface should provide easy and consistent access to information through logical structure, intuitive navigation, and consistent layout. The following elements should be considered:

Structure and Navigation

• Addition of content and links is easily accommodated.
• Navigation aids (menus, icons, other identifying graphics) are predictable and consistent in style and function.
• Navigational schemes are separate from course content (e.g., you don't need to click through lesson pages to get to a lesson quiz).
• Navigational elements such as “next and previous,” back-buttons, and site maps allow user to retrace movement through site.
• Page indicators (e.g., page 2 of 10) or a full display of pages within a table of contents orient the user to current location.
• All clickable objects are identified through the use of labels, borders, or instruction in text.
• Link labels are clearly identified within meaningful text (e.g., no “click here” links).
• Excessive use of hyperlinks is avoided.
• Every page contains a link back to the course home page.
• Instructions for site use and navigation are provided.
• A site map is provided.

Layout

• University policy for accessibility (reference Accessibility Section) is adhered to.
• Primary navigation elements and identifying information are consistently and clearly positioned on-screen (600 x 350 pixels is recommended).
• Course/layout design elements (rules, borders, caption, etc.) are consistent.
• Navigation within a page is aided with anchor links to minimize scrolling.
• Graphics and animations serve an identifiable function beyond simple "window dressing."
• Still graphics are consistently identified, labeled, and described (via Alternative Label Tags, ALT).
• White space is used appropriately to provide visual relief.
• Text colors are clearly legible over background color.
• Text is organized into readable paragraphs following accepted conventions for presenting text on screen.
• Underlines, italics, and other font formats that interfere with screen readability are avoided.
• Universally accessible fonts (a limit of two or three) are used judiciously within a course.
• Style sheets are preferable to <font> tags, which should be avoided.
• Web-safe colors are applied judiciously according to accepted industry norms.

II. Technical Standards

The selected delivery system (e.g., CD-ROM/DVD or the Web) for a course will determine the technical standards of its integrated media.

CD-ROM/DVD

• The production of CD/DVDs adheres to commercially accepted norms including accurate labels with trademarks, licenses (including third party software), and version numbers where required.
• Computer platform standards are identified (e.g., PC or MAC platform, RAM, HD space, speed).
• CD/DVDs are tested on multiple computers and fully functional to technical specifications described for the course.
• Instructions for launching the CD/DVDs are external to and available prior to installing the CD/DVDs (instructions may exist in print).
• Required plug-ins are listed and instructions provided on how to obtain and install them.

The Web

• Web-based materials load within 30 seconds over 56K modem.
• Web-based materials are accessible through commercial dial-up ISPs.
• Course Web pages have a maximum of 40 KB of graphics, text, and other files to assure no more than a 30-second page load via a 56k modem.
• Course testing should be conducted to verify performance with standard Internet browsers.

Audio/Video delivered by CD-ROM and Web

• Learner controlled navigation buttons are built into the viewer (e.g., pause, stop, start, rewind, FF, etc.).
• Audio and video play in one or more of the following formats: Quicktime, RealOne Player, Windows Media Player. Additionally, video can be played in other players as necessary for instructional purposes).
• The media player necessary to view content is indicated.
• Each audio or video segment clip is optimized to perform in the anticipated bandwidth.
• When used in conjunction, digital audio and text presentation are synchronized.
•  Sound is clear and of adequate quality to meet instructional objectives.
• Digital video files are configured to display at a minimum resolution of 1/4 screen at 800 x 600 resolution.
• The size of downloadable files is indicated prior to download.
• Streamed files must specify the necessary viewer.

Graphics delivered by CD-ROM and Web

• Graphics are sized (number of kilobytes) and optimized (compressed) for appropriate delivery environments.
• Graphics are consistently identified and labeled.
• Graphics are used to support and enhance the course content.
• Graphics are saved in one or more of the following formats: gif, jpg, png.
• Text integrated into the graphic is clearly legible.
• ALT tags (Alternative Label Tags) that describe the media element are used with images to increase accessibility.

Software

Many online courses simply use HTML pages and a Web browser to create the online environment. However, additional software may be necessary as an integral part of the course objectives. We need to ensure that additional software is stable, supported technically, affordable,  and accessible by our online students, including international populations.

• Software required to accomplish an instructional outcome does not present a financial or learning barrier.
• Required commercial software is consistent among courses in the same program.
• Required plug-ins are listed in print, on the Web, and/or on a CD.
• Instructions on obtaining and installing plug-ins are provided.
• Whenever legal, use of plug-ins include a link to a plug-in download site.
• Third party software does not exceed minimum technical requirements specified for the course.
• Technical support is available for any third party software used in the course. Contact information is provided.
• No beta, freeware, or shareware software is used.
• Cost of software is reasonable (for example, under $100 per course).
• Third party software meets minimum technical requirements specified for the course.

IV. Legal Issues

While developing a course, you may encounter situations in which legal or ethical questions arise. Differences between the application of the TEACH Act for resident and online courses must be recognized. Seek assistance to determine where relevant University policies apply.

General Permission/Legal Issue Standards

• All publications and media (graphics, charts, audio, video, simulations, animations, etc.) are used with permission from copyright holder for the appropriate delivery environment (Web, print, PDF, etc.).
• The course adheres to appropriate University policies regarding intellectual property.
• Copyright permission letters for all publications and media (graphics, charts, audio, video, simulations, animations, etc.) are on file and available for review.
• Web pages, external media (e.g., CD-ROMs), and supporting publications include a statement of copyright ownership.
• Third party software included on a CD-ROM or accessible on the Web has necessary clearances and copyrights.
• Permission is obtained to link to external sites, including links to pages that bypass a site's main page (referred to as a “deep link”).

V. Accessibility Guidelines

• All visual elements (images, applets, flash animations, frames, etc.) have a descriptive ALT tag that describes the visual element in appropriate detail.
• All audio and video elements (sound clips, movies, etc.) have ALT tags or are linked to transcripts.
• Style sheets are used to control the look of a page.
• Header tags like H1, H2, etc., are used to convey structure.
• Pop-up windows are not used.
• Flashing, blinking, or constantly moving text is not used.
• A Web site performs well when accessed via a screen reader application.
• Color is not the only means used to convey information.
• Row and column headers are identified for data tables.
• Frames are titled with logical names to facilitate navigation.
• Form elements are clearly labeled and text input boxes are pre-filled with default or place-holding information (e.g., "your first name" or "type your interests here").
• Link labels are clearly identified within meaningful text (e.g., no “click here” links).

VI. Pedagogical Guidelines: Instructional Design

Learning Goals and Instruction

• Learning goals/objectives are measurable and aligned with instructional strategies and assessments.
• Instruction integrates a mix of educational experiences and strategies to meet a variety of learning outcomes.
• The appropriate instructional media (e.g., text, software, multimedia, hyperlinks to resources) meets minimum technical requirements and is cost effective for the learner.
• Content preview and review is incorporated in the course design through the use of objectives, questions, summaries, and other mechanisms.
• Content is logically sequenced and structured, avoids ambiguous language, and avoids cultural/gender bias.

Interactions/Activities

• Interaction and communication strategies among students, between students and instructor, and between students and course content support the course learning goals.
• Interactive exercises are manageable (for students and instructor).
• Technologies are used to support active and collaborative activities.

Assignments

• Course assignments are appropriately related to one another and to course goals.
• Assignments are integrated into the learning experience and enable learners to assess their progress and to identify areas for review.
• Assignments are appropriate to the design model, course level, and number of credits.
• Required resources necessary for assignment completion are available to all students.
• Assignment design is congruent with submission options.

Assessment and Evaluation

• Assessment strategies are integral to the learning experience enabling learners to assess their progress, identify areas for review, and re-establish immediate learning or lessons goals.
• Strategies are varied (self-tests, quizzes, journals, writing assignments, projects, exams, etc.) and aligned to instructional goals.
• Assessment criteria are clearly articulated.