COURSE

STYLE
GUIDE
JUNE 8, 2020 | VERSION 1
Course Style Guide Page 1

TABLE OF CONTENTS
Introduction .................................................... page 2
Instructional Design Process ........................... page 3
Strategic Goals ................................................ page 5
Learning Objectives ......................................... page 7
Course Content Outline .................................. page 11
Analyzing Content ........................................... page 12
Writing Guidelines ........................................... page 16
Writing Conventions ........................................ page 17
Assessment ...................................................... page 18
Introductions and Summaries ......................... page 21
Graphics and Multimedia ................................ page 25
Design Toolbox ............................................... page 27
Bloom's Taxonomy ......................................... Appendix A
Course Style Guide Page 2

INTRODUCTION
Web-based learning has become an integral component of most training programs because
it is scalable and provides an economic advantage over classroom-based training, offering
flexibility, efficiency, and consistency. An effective online course optimizes content for
enhanced learning. This requires rigorous planning and design. The instructional designer
works to ensure that each component of the course presents the learning material in an
effective and efficient manner.

This style guide is intended for instructional designers, outlining good practices for
constructing Real Estate U instructional material for use on the Real Estate U LMS. The
standards set forth in this document describe the instructional design process to follow
when analyzing, designing and developing content.

Course standards are set by the Association of Real Estate License Law Officials (ARELLO)
and the Nationwide Multi-Licensing System & Registry (NMLS). For this purpose, each
course must comply with the requirements set forth in this document.
Course Style Guide Page 3

Real Estate U's Instructional Design Process

Real Estate U follows an iterative and thorough Instructional Design Process, which
involves a cycle of five phases: Initiate, Seek, Design, Develop, and Launch. Evaluation
occurs throughout the process, between and within each of the phases.

Seek Develop
to understand and iterate

Initiate Launch
the plan the course
Design
the content

Here is a closer look at each of the five phases:

1. Initiate: the project manager, SME, and instructional designer agree on resources and
a project timeline.
2. Seek: information is collected, sorted, and refined, resulting in objectives and
preliminary sequencing of content.
3. Design: storyboards, sketches, templates, and assessment prototypes are designed.
4. Develop: the Real Estate U development team generates alpha-testing and iterates
revisions with the design team.
5. Launch: the beta version is revised based on feedback from Real Estate U and the
finished course goes live.
Course Style Guide Page 4

The chart below summarizes the specific tasks and products of each of the five phases.
The “Input” row identifies items, actions or products that are required to make each
phase happen. “Actions” are the tasks that define each phase. Finally, the “Output” row
identifies the products of each phase. Note that products in Output often become the
Input items in the subsequent phase. Unless an item must be finalized and approved at
the end of a phase, it will most likely need to be reviewed and revised in the next phase.

Initiate Seek Design Develop Launch

INPUT INPUT INPUT INPUT INPUT
Curriculum plan Project plan SME interviews Course map Alpha Course
Strategic goals Project Analysis Storyboard
Business need timeline Content Assessments
map/outline

ACTION ACTION ACTION ACTION ACTION

Identify course Identify Interpret Record/edit Beta testing
outcomes performance content media Feedback for
Assemble and learning Write narratives Finalize script, final edits
project team objectives Develop images,
Compile Analyze assessments assessments
content and content Prototype Develop
resources Block and appearance courseware
sequence
content

OUTPUT OUTPUT OUTPUT OUTPUT OUTPUT

Statement of Content Course map Alpha course Final Course
work map/outline Storyboard Launch
Project plan Formative
Project timeline Assessments
Project team Summative
Assessments
Course Style Guide Page 5

STRATEGIC GOALS
Mission
The mission of RealEstateU is to provide practical, innovative, and quality online
education for those seeking to enter into the real estate industry.

About Us
RealEstateU is an online real estate school providing preparatory courses to motivated
professionals seeking licensure as a real estate salesperson, loan originator, real estate
appraiser, or home inspector. RealEstateU serves more than 60,000 aspiring real estate
professionals who have taken the initiative to seek self-paced, preparatory courses in
order to achieve licensure.

Who We Serve
Preparatory courses are a mandatory requirement for real estate industry licensure, and
guidelines are set by federal and state governance. RealEstateU offers pre-licensing
courses for aspiring real estate salespersons who are not yet licensed. A real estate
salesperson is an entry-level real estate agent. All salespersons must work under a
broker, called a sponsoring broker. Once a salesperson gets enough experience, they
can qualify to take the broker’s course and the broker’s state exam, after which they can
apply for their broker’s license. Once a broker’s license is received they may own a
brokerage and have other salespersons work for them, however, many brokers continue
working under a sponsoring broker.

Course Goals
1. Foster excellence by developing learner-centric and instructionally sound course
content that results in an 80% pass rate for national and state portions of licensing
exams.
2. Promote educational and ethical standards in the real estate industry.
3. Provide assurance that courseware meets established standards and quality.
4. Ensure that the learner receives essential resources and processes to achieve
licensure.

NOTE

Terminology changes for some states. Most states use the terms salesperson and
broker. However, some states no longer use the term “salesperson”. Instead,
they may use sales associate/broker (as in FL), affiliate broker/broker (as in TN),
broker/broker in charge (as in NC), or broker/managing broker (as in WA).
Course Style Guide Page 6

AUDIENCE ANALYSIS
RealEstateU serves a diverse group of professionals. The following demographics
have been gathered by surveying approximately 23,000 participants located in New
York, Texas, Georgia, California, and Pennsylvania.

7,500 Race and Ethnicity

The majority of participants identified as
White (38%), followed by African American
5,000 (25%), Hispanic or Latino (20%), Asian Pacific
(8%), and Indian (2%). Other entries
accounted for 6% in total.
2,500

0
18-24 25-34 35-44 45-54 55-64 65+
59% self-identify as female
32% of participants are between 41% self-identify as male
the ages of 25-34

Professional Aspirations
58% of the participants reported that they planned on working full-time upon
licensure, while 42% planned for part-time work. When asked why they wanted to
become a real estate agent, the following selections ranked highest:
1. Freedom and flexibility (16%)
Master's Degree
2. To make money (15%) 10.2%
High School
3. To build a business (13%) Associate's Degree
25.5%

13.3%
4. I want a new career (13%)
5. I love working with people (8%)

The majority of participants expressed a Some College

Bachelor's Degree
26.5%
desire to achieve their license in 3-8 weeks 24.5%

(35%), 3-6 months (31%), or 1-3 weeks (25%). Highest Level of Education

Participants chose RealEstateU primarily due to one of the following five reasons:
1. Affordable (32%)
2. I can study at my own pace (25%)
3. Good reviews (18%)
4. Audio/video lessons (13%)
5. A friend/relative recommendation (11%)
Course Style Guide Page 7

LEARNING OBJECTIVES
Learning objectives (LOs) describe what learners will be able to do at the end of
instruction. Goals and objectives differ in that goals are broad and general while
objectives are narrow, tangible and precise. In other words, the goal of a course
identifies what the short and long term results of the training will be.

The learning objectives identify specifically what learners need to know or be able to do
after taking the course. Learning objectives clearly communicate the intent of instruction
and can be validated by assessment.

Objectives are learner focused; in other words, they identify behaviors that the learner
should adopt after taking the course, rather than focusing on what the course will
“teach”.

A learning objective can be broken down into two essential parts:

Audience – Who will be doing the learning?

The aspiring real estate salesperson will ...
The aspiring real estate salesperson will ...

Behavior – What the learner will be able to do?

...distinguish between livable, rentable, and usable area.
...list the requirements for classifying an item as a fixture rather than personal
property.

Courses are required to have learning objectives that must:

Describe the expected outcomes of the learning process and how well the learners
are expected to master the content at the intended level.
Follow mastery-based learning principles.
Be written in performance terms utilizing Bloom’s Taxonomy (See Appendix A).
Course Style Guide Page 8

TERMINAL LEARNING OBJECTIVES

Performance objectives are tasks that describe specific job requirements. These tasks
determine the overall job and professional requirements needed to inform learning
design, development, and learner assessment. Together, performance objectives and
learning objectives provide the necessary learning goals to facilitate the attainment of
the target licensure.

The Terminal Learning Objective (TLO) links to at least one performance objective and is
the main objective of a chapter. The TLO describes exactly what the learner should be
capable of performing under the stated conditions to the prescribed standard on
chapter completion. The TLO has only one verb. The learner should achieve the TLO
standard to demonstrate competency in the learning content. There are three main
components to a TLO: condition, performance, and criteria.

Condition
What will you give the learner to use?
What will the working environment be?

Criteria
How well or to what level should Performance
the learner perform? What do you want the learner to
What are the criteria for be able to do back on the job?
measuring success/competence?

EXAMPLE

Condition…..…Upon completion of this unit, the learner will be able to

Performance…..distinguish real versus personal property
Criteria………....within a property contract
Course Style Guide Page 9

ENABLING LEARNING OBJECTIVES

Enabling Learning Objectives (ELOs) define a subset of the knowledge, skills, or
attitudes the student should have to complete the TLO successfully. ELOs allow the TLO
to be broken down into smaller, more manageable objectives. The ELOs support and
measure the accomplishment of a TLO.

ELOs are written from the perspective of the learner and what they must do to
accomplish the TLO.
They typically provide only tasks.
They are observable and measurable but often do not include the condition or
criteria.
Each one involves a single step within a TLO.

ELOs specify a detailed sequence of participant activities. They force the instructional
designer to think through the steps involved in completing the task in the TLO. The
ELOs usually form the course outline.

They force the instructor to think through a cycle of questions:

What is the first thing the student must be able to do (know)?
When that is complete, what must he/she do (know) next?

NOTE

In some instances, Enabling Learning Objectives (ELOs) may be

provided by the licensing state as part of their course curriculum.
Course Style Guide Page 10

Lesson Step Activities

Learning step activities (LSAs) support learning objectives and provide lesson content.
LSAs also provide a structured means to focus learning on a specific aspect of a learning
requirement. LSAs explain how the learning content will be presented, identifies the
method of instruction, and organizes necessary resources. LSAs may utilize the following
methods of instruction.

Structured overview
Compare and contrast

Structured overviews demonstrate new

Compare and contrast activities are used
ideas in context. This strategy aids
to facilitate distinction among similar
learners in connecting new ideas to
ideas or concepts. Learners engage in
information they already comprehend.
compare and contrast activities by
These activities are most helpful where
annotating text, charts, and graphics in
steps and processes are communicated,
order to organize concepts and content.
increasing opportunities for retention.

Drill and practice Inquiry

Drill and practice activities guide the Inquiry is used to promote the
mastery of content while allowing for development of research skills while
investigation and discovery at the applying lesson concepts. Inquiry
learner’s own pace. Drill and practice includes lesson topics posed as questions
activities are used to review foundational requiring learners to investigate in
principles and techniques that scaffold to support of learning outcomes.
higher-level learning.

Case Study Problem-solving

This strategy is used to convey Problem-solving strategies guide learners

concepts, establish relevance, and through a problem within a set of
encourage critical thinking skills through parameters. Problem-solving challenges
experiential-based training scenarios. learners to consider the short-term and
Complex situations require the learner long-term effects of their decisions to
to answer questions or work through a arrive at the desired outcome.
series of branching choices.
Course Style Guide Page 11

COURSE CONTENT OUTLINE

Orientation Mid-course Assessment
Pre-course Assessment Chapter 3
Introduction 1. Introduction
1. Course Purpose 2. Enabling Learning Objectives
2. Course Goals, Objectives, and Outcomes a. Lesson 1
Chapter 1 i. LSA 1
1. Introduction ii. LSA 2
2. Enabling Learning Objectives iii. LSA 3
a. Lesson 1 b. Lesson 2
i. LSA 1 i. LSA 1
ii. LSA 2 ii. LSA 2
iii. LSA 3 iii. LSA 3
b. Lesson 2 c. Lesson 3
i. LSA 1 i. LSA 1
ii. LSA 2 ii. LSA 2
iii. LSA 3 iii. LSA 3
c. Lesson 3 3. Practical Exercise
i. LSA 1 4. End of Chapter Quiz
ii. LSA 2 5. Chapter Summary
iii. LSA 3 Chapter 4
3. Practical Exercise 1. Introduction
4. End of Chapter Quiz 2. Enabling Learning Objectives
5. Chapter Summary a. Lesson 1
Chapter 2 i. LSA 1
1. Introduction ii. LSA 2
2. Enabling Learning Objectives iii. LSA 3
a. Lesson 1 b. Lesson 2
i. LSA 1 i. LSA 1
ii. LSA 2 ii. LSA 2
iii. LSA 3 iii. LSA 3
b. Lesson 2 3. Practical Exercise
i. LSA 1 4. End of Chapter Quiz
ii. LSA 2 5. Chapter Summary
iii. LSA 3 Course Conclusion
3. Practical Exercise End of Course Exam
4. End of Chapter Quiz State Exam Practice-test
5. Chapter Summary
Course Style Guide Page 12

ANALYZING CONTENT
Objectives and assessment questions determine what goes into chapters, lessons,
glossary cards, study guides, or resources. Content is sequenced so that topics flow
smoothly in a meaningful way.

EXAMPLE

An 8-hour self-paced course would be required to be broken down

chapters, such as:
Chapter 1: Updated Federal Lending Laws
Chapter 2: Contemplated Changes to the GFE
Chapter 3: FHA Update
Chapter 4: Trends in Mortgage Fraud

Chapters are then broken down into specific units of instruction (lessons). These are
specific lessons that contribute to a greater understanding of the chapter.

EXAMPLE

Chapter 1: Update to Federal Lending Laws

Lesson 1: Loan Officer Compensation
Lesson 2: Understanding YSP
Lesson 3: Key Reminders Concerning RESPA

Content then needs to be segmented into 10 minute "chunks" of information that

are easier to read and contribute to greater learning.

RECOMMENDATIONS

Introduce the topic and the learning objectives for the course
Present the content
Summarize the content
Review the content in each lesson with formative assessments
(questions or an activity)
Test the learners’ understanding of the whole chapter with a
summative assessment (quiz).
Course Style Guide Page 13

Writing content for a self-paced course presents unique challenges. A delicate balance
needs to be achieved between including just enough content to convey important
concepts while keeping the learning experience interesting and engaging.

RECOMMENDATIONS

Vary the format or rhythm – include audio or video only when

appropriate.
Make it relevant – ask a question, include a quote, or an example
of a narrative.
Include images, diagrams, and other visuals that support the text.
Evoking emotions when appropriate can help make content more
memorable.
Avoid redundancy; however, strategic repetition can be a helpful
memory aid.
Address one concept, procedure, or item of instruction on each
page and limit text on each screen to 100 words.
Use familiar words and avoid the use of jargon and contractions.
Compose sentences in active, rather than passive, voice using
strong verbs. Be clear about who is doing the action.
When describing an action or task that has a natural order or
sequence, structure the content so that the sequence is obvious
and consistent. Make chronology clear.
If the emphasis is required, try to convey the emphasis through
clear expression rather than highlighted text.
Avoid excessive use of bolding
Do not use italics (they are hard to read on-screen)
Do not underline (it can be confused with a hyperlink)
Reserve quotation marks for citations and dialogue
Avoid using all capital letters to convey emphasis (online, all
caps is interpreted as shouting)
Course Style Guide Page 14

CONTENT REQUIREMENTS
All references are to be cited.
When applicable, gain permission to quote material. For example, for material
that was developed by a state mortgage broker association, contact the
association to request permission to use the material. The same holds true if the
source for a graph or chart was derived from a source publication.
Sources that support instruction should be reputable (e.g. federal or state agency
of law). While convenient, Wikipedia, for example, is not accepted as a reputable
source for accurate or authoritative information and may NOT be used.
In cases where the same source is referenced multiple times throughout the
citation only needs to appear once when the discussion is on the same section or
subsection of the law or regulation. Once another section or subsection is
discussed (or a different source has been used and cited), a new citation is
necessary.
Text information contained within a module needs to be broken down or “chunked”.
Information pertaining to laws should be summarized with key points presented in
bullet format or as distinct points with references made to the specific law or
regulation.
When citing regulations, include the appropriate letter, number, roman numeral,
etc. and define the acronym upon its first use: Code of Federal Regulations
(CFR). Example: Regulation Z, 12 CFR §1026.32(a)(1)(ii).
When citing from the federal statute, include the appropriate letter, number,
roman numeral, etc. and define the acronym before its first use: United States
Code (USC). Example: RESPA, 12 USC §2601(a).
Individual video segments are not to be more than 5 minutes in length, however,
multiple videos may be used in a course. Video should be supported by text calls-
out or reinforce important points.
Video segments include a transcript that allows students to real along.
An assessment must immediately follow the video/audio content and must measure
mastery of the content. If the video/audio content is an instructional element of the
course in review, the provider is required to inactivate the fast-forward functionality
of the video/audio.
Audio files are not to be more than 5 minutes in length. Audio must be supported by
the display of text to ensure the student is made aware of key points. Where
appropriate, audio files are to synch with any graphical (PowerPoint) presentation.
Audio segments include a transcript that allows students to real along.
Course Style Guide Page 15

CALCULATING TIME
QUANTIFIABLE TIMING
An instructional hour is 50 minutes.
A written rationale for why the amount of content in the course justifies the amount
of time requested is required.
The rate of 200 words per minute will be used to calculate the amount of time a
learner will spend reading the course content for comprehension.

TIMING INSTRUCTIONAL ELEMENTS

External Links – External website content is counted in timing if the course
instructions require that the learner read the content and mastery of the content is
included in the assessments.
Interactive Exercises – Document the amount of time a learner should spend with
each interactive exercise (such as matching).
Video/Audio Content – Provide the amount of time it takes to cover the content.
Diagrams and Forms – Document the projected amount of time that a learner would
spend with each instructional element.
Assessments – Lower order assessment items (true/false, standard multiple choice)
are included at 30 seconds each. Higher-order assessment items such as questions
based on case studies or multiple-choice questions with plausible distractors are
included at one minute each. Remediation will not be counted toward clock hours.
Review Sections – Course content that is repeated for the purpose of review cannot
be counted in course timing computations.
Untimed Activities - A maximum of two untimed activities may be included for each
hour of approved credit, with a maximum of five minutes per activity counting
towards the amount of credit granted. Examples include but are not limited to on-
line field trips, case studies, and learning games.
Course Style Guide Page 16

WRITING GUIDELINES
Just like a movie, a course needs a good script that engages the audience and builds
complexity throughout. The script also includes instructions for the RealEstateU
development team who implement the course. Scripts for courses are created in a
storyboard template.

Your storyboard should include:

Clear, concise, and measurable learning objectives for the course
and for each chapter
Relevant content, visuals, and lesson step activities
A course introduction that lets the learner know, “What’s in it for
me?”
Introductions, transitions, summaries, and conclusions
Practice questions or activities within each lesson
A summative assessment to gauge the comprehension of every
terminal learning objective
A logical sequence of chapters and lessons that build on existing
knowledge or content introduced in the course

An online course is designed to accommodate the unique way people take in

information from the Web. Web reading is faster; adults tend to skim text for key
points and move quickly to the next screen.

Text on each screen should be limited to 100 words, less if possible. Each screen
should only address one concept, procedure or item of instruction. The number of
screens needed in each lesson will depend on the complexity of the content.
Adults read Web text at about 200 words per minute, so it takes about 30 seconds
to read a screen with 100 words. A twenty-screen lesson, therefore, would take
approximately 10 minutes to complete.

Like the number of pages, the number of lessons will vary with the complexity of
the content. However, content should be simplified enough to be readily
understood without compromising substance.
Course Style Guide Page 17

WRITING CONVENTIONS
Acronyms and Abbreviations
To introduce an acronym for the first time, write out the full name of the entity,
followed by its acronym in parentheses.
Acronyms do not include spaces or periods.
Abbreviations should be used when using titles before and after names (e.g., Mr.,
Mrs., Ph.D.).
Abbreviations should be used when the acronym for a corporation, institution, or
country is more familiar than the full name (e.g., USA, IBM, FBI).
Abbreviations should be used for mathematical measurements (e.g., lb., kg.).
Bulleted and Numbered Lists
Arrange lists and tasks in an order that best facilitates efficient and successful user
performance. Make lists easy to scan and understand.
Provide an introductory heading, or stem, (i.e., word or phrase) to start each bulleted
list. Be consistent with punctuation.
Use numbered bullets where the sequence is important.
Only capitalize the first letter of the first word of a list item, a list box item, check box
labels, and radio button labels.
Maintain parallel construction in a bullet list, e.g., start all bulleted items with a verb.
Do not use a bullet (number or symbol) when there is only one item; there must be a
least two items to make a bullet list.
Numbers, Dates, Time
Use figures to express the numbers 10 and above, all numbers representing
mathematical functions or quantities, dates, ages, time, money, and numbers as
part of a series
Spell out the numbers nine and below unless they represent a precise
measurement (e.g., 8.2578) or are part of a complex mathematical formula
Spell out any number that begins a sentence, title, or heading
Write out the date in full (e.g., July 4, 1776)
Use a colon to separate hours and minutes (e.g., 9:00 a.m.)
Course Style Guide Page 18

ASSESSMENT
Assessment is important to determine whether the learner has acquired the knowledge
or skill to meet the objectives of a course, chapter, or lesson. Assessments determine if
the course was designed so the learners can achieve the learning objectives. Assessment
happens throughout a lesson.

CONTENT
Build assessments using the learning objectives. The subject matter of an assessment
should match what was taught in the unit.

CLARITY
An assessment should be explained clearly in easy-to-understand language. Tell learners
at the beginning of a lesson how they are going to be assessed.

PARTICIPATION
Keep learners actively involved in the learning. Active involvement will set up their
willingness to participate in an assessment exercise.

NOTE

Preassessments are used to measure the learner’s level of

understanding. Preassessments serve as interactive elements
that can be attributed to a course.
A minimum of 10-12 assessment items should be posed per
hour of instruction for a course.
True/False will not be used in assessments.
Assessment banks are developed using random item
selection to measure each learning objective.
A 3:1 ratio of questions stored to questions presented is
used for pre-licensing courses for real estate
salespersons.
A 2:1 ratio ratio of questions stored to questions
presented is used for loan origination, home inspection,
and appraisal courses.
Course Style Guide Page 19

FORMATIVE ASSESSMENTS
Formative assessments are short quizzes or activities used throughout a course lesson,
and are tied to course objectives (see LSAs on page 10). These assessments need to be
clear, concise, and well constructed in order to facilitate the practice of concepts and
skills taught in the lesson.

Pre-course assessment
Scenario-based questions used to assess a learner's knowledge, skills, or attitude
regarding upcoming learning objectives. The pre-course assessment contains three to
five questions, can only be taken once, and no score or remediation is given.

Lesson Step Activities (LSAs)

Each LSA incorporates knowledge checks to measure the mastery of lesson content by
incorporating quizzes or activities at the end of each “step”. Remediation takes place
during LSAs and indicates why an answer was correct or incorrect.

Mid-course Assessment
Used to monitor the progress of a learner as they progress through the course material.
These three to five scenario-based questions are based on the course terminal learning
objectives, can only be taken once, and no score or remediation is given.

NOTE

LSAs are to include no less than three questions for an activity

that is 10 or fewer minutes in length and between five and 10
questions for an activity that is greater than 10 minutes.
Course Style Guide Page 20

SUMMATIVE ASSESSMENTS
Summative assessments are based on course and chapter objectives. Course objectives
tell learners what they should be able to do by the end of the course, and the
assessment asks learners to prove that they’ve met the objectives. There are four
summative assessment types utilized in RealEstateU courses to ensure that all learning
objectives are measured and to maximize licensing exam passing rates.

End of Chapter Practical Exercises

A technique used at the end of each chapter permits students to practice the
knowledge, skills, and attitudes necessary to successfully perform the chapter's terminal
learning objective. These exercises achieve Bloom's level three at a minimum. (See
Appendix A)

End of Chapter Quizzes

Quizzes are used at the end of each chapter to measure retention of the knowledge,
skills, and attitudes obtained to accomplish the enabling learning objectives. A minimum
score of 70% is required before a learner may progress to the next chapter. Learners
who are required to retake the quiz are to be presented with a high percentage of
different questions in a randomized order.

End of Course Exams

A mechanism used to identify the retention level of the knowledge, skills, and attitudes
obtained throughout the course. At the conclusion of this exam, the learner will receive
feedback as to which learning objectives and chapters they need to improve upon
before taking the State Exam Practice Test.

State Exam Practice Tests

This exam mimics the licensing exam that the learner is preparing to pass. The learner
may repeat this test as many times as necessary and is recommended to do so until they
achieve a minimum score of 80%.
Course Style Guide Page 21

COURSE ORIENTATION
During orientation, learners receive a syllabus and/or learner manual to ensure they have
all requirements, policies, and directions given to them prior to the start of the course.

NOTE

According to Arello's "Distance Education Certification Overview,

Policies, and Procedures", orientation must include:
the name and direct contact information of the instructor
instructor response time
course description
prerequisites for the course (if any)
criteria for successful completion of the course
exam information
refund policies
equipment and system requirements
any relevant state or jurisdiction specific requirements
technical support availability and contact information
acknowledgement by the learner that the learner has read and
understands the orientation
Course Style Guide Page 22

COURSE INTRODUCTION
After orientation, learners are required to complete the course pre-course assessment
(see page 19). Upon pre-course assessment completion, learners are directed to the
course introduction. The introduction screens include the course welcome, goals, and
terminal learning objectives. It sets the stage for learning.

EXAMPLE

Welcome Screen Text

Welcome to the Missouri Salesperson Pre-Examination Course. During this
training you will learn the knowledge and skills to pass the Missouri Real
Estate Licensing Exam.

Goals Screen Text

The goal of this course is to prepare you to pass the Missouri Real Estate
Licensing Exam. The quizzes and tests in this course are designed to closely
mimic the knowledge and skills tested on the licensing exam. We
recommend that you eliminate distractions while completing quizzes and
practice tests so that you are prepared to achieve this goal.

Learning Objectives Screen Text

At the completion of this course, you will be able to relate the following
topics to solving practical real estate challenges:
Real estate concepts and law
Property taxation
Land use controls
Environmental hazards
Brokerage relationships and practices
Real estate contracts
Real estate financing
Course Style Guide Page 23

CHAPTER INTRODUCTION & OBJECTIVES

At the start of each chapter, screens will introduce the expectations of the chapter, the
chapter's terminal learning objective, and the enabling learning objectives.

EXAMPLE

Chapter Expectations Screen Text

Welcome to the chapter on basic real estate concepts and law.

This chapter should take approximately 15minutes to complete.

At the completion of this chapter, you will be able to pass the end of chapter
quiz with a score at or greater than 70%.

Terminal Learning Objective Screen Text

At the conclusion of this chapter, you will participate in a practical exercise
to demonstrate your understanding of basic real estate concepts as they
relate to the real estate market.

Enabling Learning Objectives Screen Text

At the completion of this chapter you will be able to:
Define the basic real estate terminology and definitions
Differentiate the physical characteristics of land
Examine the economic characteristics of land
Interpret the general concepts of land use and investment
Course Style Guide Page 24

CHAPTER SUMMARY
The main body of the chapter will end with a practical exercise and end of chapter
quiz. After passing the end-of-chapter quiz, the learner will be navigated to a screen
that summarizes the content of the chapter. The purpose of the chapter summary is
to provide an outline of the key points of learning content. This tool can be used by
the learner to target content that will be covered on the licensing exam.

EXAMPLE

Congratulations, You've completed the chapter on basic real estate

concepts and law. Use the summary to review key points in this chapter.
Download or print this document for reference later.

SUMMARY STUDY SHEET RECOMMENDATIONS

No longer than 1 page in length when printed as a PDF

document.
Address the key terms and points that relate to licensing exam
test items.
Use bulleted lists to convey key points.
Limit color to ensure printer-friendly design.
Refrain from including exact questions/answers used on the end
of chapter quiz.
Provide a list of references, if applicable.
Course Style Guide Page 25

GRAPHICS AND MULTIMEDIA

Graphics reinforce the text, while audio and video tell a story or make a specific point.
Use video, animation, and audio to support learning or reinforce content. Use
illustrations, graphics and photographs to explain complex concepts. As with other
learning tools, these should only be used to illustrate essential information as
determined by the chapter or lesson objectives. Images that do not directly illustrate the
content on the screen may distract learners and can be counterproductive.

When identifying graphics or stock assets, use the following naming convention:

[CourseCode]_[Chapter#]_[Lesson#]_[Topic]_[Asset abbv.]_[description]

EXAMPLE

Course: 48-Hour Missouri Salesperson Pre-Examination Course

Course Code: 48MOSALES
Chapter One: Property Ownership
Lesson 11: Types of Ownership
Topic: Time-Shares
Asset: Photograph
Description: Lakefront Timeshares

Naming Convention:
48MOSALES_1_11_Timeshares_PHO_LakefrontTimeshares

NOTE

File naming conventions should not include hyphens, spaces, or

periods. Descriptions should be limited to one or two words.
Capitalize the first letter of each word.
Course Style Guide Page 26

ASSET ABBREVIATIONS
The following asset abbreviations should be used to describe media types. This allows
the media team to better understand what their deliverables will be.

On-Screen Facilitator - OSF

A facilitator that appears on-screen either animated or live-action.

Voice Over - VO
Narration provided in audio-only format by one or more facilitators.

Interview - INT
A live-action video of an interview or testimonial.

Cinematic - CIN
A live-action scripted scene that recreates or tells a story.

Montage Edit - MON

A montage of clips; may itself contain INTs, CINs, and MGX.

Animation - ANI
Character or object-based scenario animation; not a facilitator.

Motion Graphics - MGX

One or more images, graphics, or videos put into motion; typically, informational.

Photograph - PHO
A photograph of a live subject.

Sill Graphic - GRF

An illustration or other non-photographic image.
Course Style Guide Page 27

DESIGN TOOLBOX
To create an engaging and effective course, it is useful to develop a “toolbox” of
learning resources containing a variety of exercises, assessments, and methods of
presenting content.

Some suggestions for learning tools:

Practice exercises to reinforce learning of important or complex concepts
Charts and tables to provide a visual interpretation of learning material
Real or hypothetical scenarios to provide a real-world context to the learner
Relevant pictures, diagrams, or other images to reinforce the content

The following examples demonstrate a variety of techniques used in RealEstateU

courses.
Course Style Guide Page 28
Course Style Guide Page 29

APPENDIX A:
BLOOM'S VERBS AND ASSESSMENT TYPES
practical, innovative, and
quality online education