NULP

National Urban Learning Platform

Ministry of Housing and Urban Affairs
Government of India

CONTENT
GUIDELINES
For creating and uploading
content on National Urban
Learning Platform
 NULP

National Urban Learning Platform

Ministry of Housing and Urban Affairs
Government of India

CONTENT
GUIDELINES
For creating and
uploading content on
National Urban
Learning Platform

iii
iv
 Table of Contents
1. NULP............................................................................................................................................................................................................ 6

2. Purpose of the document..................................................................................................................................................................... 7

3. Content Structure................................................................................................................................................................................... 8
• What is content?................................................................................................................................................................................ 8
• Types of Content............................................................................................................................................................................... 8
>> User Generated content���������������������������������������������������������������������������������������������������������������������������������������������������������� 8
>> Structured content generated by expert agencies������������������������������������������������������������������������������������������������������� 9
• Usage of content............................................................................................................................................................................... 9

4. Content Guidelines...............................................................................................................................................................................10
• General guidelines..........................................................................................................................................................................10
• Guidelines for User Generated Content...............................................................................................................................11
>> Audio/ visual������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 11
>> Detailed Textual article��������������������������������������������������������������������������������������������������������������������������������������������������������� 12
>> Ready reckoners���������������������������������������������������������������������������������������������������������������������������������������������������������������������� 13
>> Presentations ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 14
• Guidelines for Content generated by experts.....................................................................................................................15
>> Online E-learning�������������������������������������������������������������������������������������������������������������������������������������������������������������������� 15
>> Blended Learning.....................................................................................................................................................................17
• Taxonomy and tagging...................................................................................................................................................................18
>> Different aspects of Taxonomy framework...................................................................................................................18
>> Benefits of Taxonomy.............................................................................................................................................................18
• Conclusion.........................................................................................................................................................................................19

Annexure I................................................................................................................................................................................................22
Annexure II...............................................................................................................................................................................................24
Annexure III.............................................................................................................................................................................................26
Annexure IV.............................................................................................................................................................................................28
Annexure V...............................................................................................................................................................................................30
Annexure VI.............................................................................................................................................................................................32
Annexure VII............................................................................................................................................................................................34
Annexure VIII..........................................................................................................................................................................................36
Annexure IX.............................................................................................................................................................................................38
Annexure X...............................................................................................................................................................................................40
Annexure XI.............................................................................................................................................................................................42
Annexure XII............................................................................................................................................................................................44

v
Disclaimer

The information contained in this document is being published to provide general guidelines to various
stakeholders i.e., urban local bodies (ULBs), content partners from academia, industries, or any urban practitioner
for content creation; to maintain a certain standard of learner-centric content and uniformity of learner
experience on NULP

Neither Ministry of Housing and Urban Affairs (MoHUA) ,nor National Institute of Urban Affairs(NIUA) its
employees, and advisors make no representation or warranty and shall have no liability to any person, under any
law, statute, rules or regulations or tort, principles of restitution for unjust enrichment or otherwise for any loss,
damages, costs or expenses which may arise from or be incurred or suffered on account of anything contained
in this document or otherwise, including the accuracy, adequacy, correctness, completeness or reliability of the
document and any assessment, assumption, statement or information contained therein or deemed to form part
of this document.

The NULP representatives may in their absolute discretion, but without being under any obligation to do so,
update, amend or supplement the information in this document.

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Abbreviations

ADDIE Model Analysis Design Development Implementation and Evaluation

CDG Centre for Digital Governance
LMS Learning Management System
MoHUA Ministry of Housing and Urban Affairs
NULP National Urban Learning Platform
SWM Solid Waste Management
UGC User Generated Content
ULB Urban Local Body
WASH Water And Sanitation Hygiene

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Message from
the Joint Secretary
Municipal administrators / employees need a variety of functional skills to
deal with the practical challenges of urban governance. In order to perform
better over time, their skills need to get better too. Horizontal learning
between practitioners, who learn by doing things, is the best way skills can
proliferate at scale and speed in such environments. The National Urban
Learning Platform (NULP) is a platform created by the Ministry of Housing
and Urban Affairs (MoHUA) which enables acquisition of user driven,
context specific skills through a peer-to-peer learning methodology.

NULP is a demand-driven digital platform that responds to the needs of

the urban ecosystem. The term ‘capacity building’ is often misinterpreted
as a unidirectional mechanism where the users consume knowledge, being
made available by suppliers at the other end. However, NULP is trying to
build a learning community wherein users i.e., the urban officials in different
cities learn from each other through peer-to-peer connections.

The main elements of NULP include a marketplace of learning content, tools

to create, share and consume content, rewards, and recognition framework,
features to dynamically collate demand and record user feedback. These set
of features enable the platform to ignite a culture of social learning in the
community of urban practitioners.

The content guidelines have therefore been developed to act as a guiding

light for those urban practitioners who want to contribute to the urban
community by creating content which can be used by others as they look
for better ways to serve people. This document will guide them about the
learning content, formats, methods, and other essentials to design and
develop curated material for their peers.

Kunal Kumar
Joint Secretary, Ministry of Housing and Urban Affairs
Mission Director, Smart Cities Mission
Vice President, National Institute of Urban Affairs

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Message from the Director

National Urban Learning Platform (NULP) is one the greatest initiatives of

National Institute of Urban Affairs (NIUA). It was started two years back
with an objective of disrupting the traditional capacity building paradigm
of India. NULP has been envisioned to become a repository of knowledge,
skills, and leadership development which is an audience specific and a
state of art, knowledge platform. It is going to be one of the interactive
job focused career-oriented capacity building program, bringing all the
partners, training institutes, academia, and experts on one platform. NULP
will bridge the gap between the policy and practice. Major focus will be to
keep it simple, scalable and deliver the capacity at speed.

This document has been created as a reference guide to understand the

content requirements, various permissible content formats, methods of
content creation and guidelines to review and publish content on NULP.
Document will help in achieving the program objective and to create a
vibrant urban digital learning community of urban practitioners/city officials
to share their experiences and knowledge in a standard format which is easy
to consume.

I congratulate and thank all partner agencies working hard to envision and
develop NULP for its intended mission in Urban India.

I sincerely hope that this document will serve as a valuable source of

reference for other cities/prospective users looking to develop training
content.

We look forward to receiving your inputs to continually enhance this

document.

Hitesh Vaidya
Director, NIUA

5
 1.
NULP
ABOUT

The Ministry of Housing and Urban Affairs (MoHUA) to ensure that the upskilling, training, awareness,
seeks to leverage digital technology and e-governance and information sharing expectations of member
to address modern India’s urban challenges and cities and stakeholders are met in a collaborative
enhance ease of - living and - doing business in environment. NULP is the on-demand training tool
India’s cities. This endeavour is in alignment with for skill development under NUDM.
India’s national objectives to promote inclusive and
sustainable urban spaces. To accelerate this goal, NULP has now entered the Scale-up and Sustainability
in February 2021, MoHUA launched the National phase, where the vision is to further develop the
Urban Digital Mission. program into a sustainable and inclusive model to
scale it up and replicate in a large number of cities.
The National Institute of Urban Affairs (NIUA) A Central Program Management Unit (CPMU) has
has been nominated as the anchor institution to been constituted under NIUA for nationwide rollout
administer the operationalization of NUDM. of NULP with the support from partners from the
quadruple helix ecosystem.
Urban actors are always in need to build new skills
and capacities in a time bound and on-demand The current NULP platform includes three roles
manner, which shall be driven through the National of a learner, creator and reviewer and offers
Urban Learning Platform (NULP). The NULP, functionalities on content creation, content
launched and operational since 25th June 2020, organization and management, course building, user
helps in facilitating a learning environment through management and organization management.
modern techniques of knowledge and skills transfer

One stop solution for all

urban learning needs.

NULP

Features of NULP.

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 2.
Purpose of the document
PURPOSE

To facilitate the learning experience this document a standard process for creating and publishing
has been created as a reference guide to understand content is important, and this document aims to
the content requirements, various permissible serve the same. The Content Guidelines will help
content formats, methods of content creation and in achieving the program objective and to create a
guidelines to review and publish content on NULP. vibrant urban digital learning community of urban
The content contributors of NULP are stakeholders practitioners/city officials to share their experiences
from the urban ecosystem i.e., Urban Local Bodies and knowledge in a standard format which is easy to
(ULB), States industries, research organizations, consume.
institutions, and individual urban researchers. Hence,

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 3.
Content Structure
CONTENT STRUCTURE

What is content? courses and modules but also other forms like videos,
Content when used in the context of capacity building blogs, Graphics Interchange Format (gif), images,
and skilling/upskilling is envisioned as a part of a content nuggets, micro-content, among others. The
structured course wherein multiple content pieces introduction of podcasts, mobile Internet, learning
are stitched together as modules and chapters. With analytics, and augmented reality has created mediums
the advent of social media platforms, the concept of for user friendly self-learning which supports demand
learning too has evolved. Now it is not limited to just based learning & development.

Types of Content
Learning content can be broadly divided in two categories.

User Structured
Generated Content : Content generated by
Content created by expert agencies :
consumers of the content, A state or an Individual ULBs,
i.e., ULB/ state employees, training partners, industries
students, researchers and and academia may hire expert
even civil society or agencies to create content
citizens. as per demand.

User Generated content

UGC comes in many forms UGC, which can be represented There is a need to develop an extensive
including images, videos, in multiple formats, may get guideline which is easy to consume and provide
reviews, blogs, testimonials, lost in the clutter/or overload quick reference to users who are looking to
presentations, podcasts etc. It is of information if not tagged and develop and share content on NULP. This kind
a powerful form of exchange of structured to a objective or need. of content on NULP. This will ensure that user
ideas, thoughts, and skill which is generated content which in this case is in the
rich in experiential knowledge. form of project journey videos, city insights,
project reports, SOPs, notifications is uploaded
on NULP and can be used as learning content.

01 02 03

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Structured Content generated by expert agencies
Due to a paucity of expertise and adequate skills if the user wants to contribute on NULP by creating self-learning
courses, an expert agency may be needed for designing and executing professional learning pedagogies. A state, or
individual ULBs may hire experts to create learning content that they may want to share. This content, created or
curated by experts or agencies of experts, may be classified as content generated by expert agencies. These guidelines
will also give the experts and agencies an understanding of what may be expected from them, and how the content is
going to be created keeping in mind standards of content creation and how it will be consumed on the platform. This
will certainly help them in creating exemplar content that will be easy to consume by its end user.

Usage of content
Content can be used for following purposes

01 02 03
Training and Tool kits as job aids: Job Assessments: It is the
Development (Learning aids are tools, devices, or process of defining,
Modules): A Learning instructions on how to do a selecting, designing,
Module is an organized work-related task. Job aids collecting, analysing,
collection of content remind employees how to do interpreting, and using
presented together. A tasks and prevent mistakes information to provide
Learning Module can in the workplace. They’re feedback to learners
support a course goal, a also known as worksheets, and help them grow.
course objective, a subject, checklists, one-pagers, cheat
a concept, or a theme. sheets, or memory joggers.

04 05 06
Certifications: Guidelines: A set of Best Practices: Best
Certifications are guidelines provides practices are use cases,
designated credentials general guidance, and ethics, or ideas that
earned by an additional advice and represent the most
individual to verify support for policies, efficient or prudent
their legitimacy and standards, or procedures. course of action to solve
competence to perform an existing problem and
a job. can be replicated.

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 4.
Content Guidelines
CONTENT GUIDELINES

General guidelines citations, required to be mentioned. Please refer

This section covers generic guidelines for creating to Annexure V for template for citations.
and publishing content on NULP. z A style guideline is required to be established for a
uniform look-and-feel for the ease of users, some
The following are indicative general guidelines for point of consideration shall include:
content creation: ¾ Catching the learners / readers’ attention with
a relevant and inviting headline.
z Content creation is a multi-step process and each ¾ Breaking content into bite-sized learning
and every step is distinct from the other. modules which are ideally not more than 10
z There are many models which can be followed minutes long. This is microlearning concept
while creating content, ADDIE model is one such which works very well in the world today for
model, all the other models are spin-offs of this disbursing knowledge, skill and information.
model. ¾ Using animations, images, and eye-catching
z Refer to Annexure I to see the basic steps to create formatting to make content attractive.
learning content using “ADDIE model”. ¾ Deconstructing research and content into a
z Content needs to have measurable objectives naturally flowing, cohesive story.
and outcomes. (Please refer Annexure II and ¾ Making content as interactive as possible.
III to know more about setting objectives and z The language in which the content is to be made
measuring outcomes respectively). and circulated should be appropriately selected
z Content should be inclusive, gender neutral, and keeping in mind the target audience. If the
free of any bias. All the content being created, creation of content in the regional language is not
used, and maintained on NULP platform should be possible then it should be appropriately translated
accessible to people with disabilities and should or transcribed with respect to the language of the
adhere to standards on diversity and inclusiveness. intended target audience.
Please refer Annexure V for standards to be z Nomenclature: The title is the most
followed to create diverse and inclusive content. crucial aspect of an online content as a
z Content should be the original work of the content determines whether a learner (or potential
provider and free of plagiarism. There should learner) will “click” on the content or not. It
be no copyright violation within the material also helps with meta tagging the content to
being used to develop content (images, content learning needs which consequently enables its
etc.). Appropriate credits and referencing like discovery and consumption.

The following is the indicative template for naming a content piece on NULP:

Author Year
Type of
Domain Content Version

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 ¾ Domain: Represents the broad urban field z Content should be appropriate to use, should
under which the content piece corresponds to, be easy to understand and have proper tagging
like Solid Waste Management (SWM), Mobility, for easy discovery. Please refer Annexure
Water and Sanitation Hygiene (WASH) among IV for comprehensive checklists for content
others. appropriateness, usability and tagging.
¾ Author: The author can be an individual or an
institution (ULB, industry or academia). z Files formats accepted on NULP platform are-pdf,
¾ Type of content: Represents the type of mp4, webm, epub, YouTube link, h5p and HTML zip and
content like a video, infographic, presentation, maximum file size for the above formats is 150mb.
document, e-learning module etc.
¾ Year: The year of creation or updation of the z However, videos files, more than 150mb size and
content mp4 and webm formats can also be uploaded on
¾ Version: The current version of the content the platform but it’s advised that large videos to
after upgrading. be first uploaded on YouTube and its link to be
embedded on the platform.

z Questions in each set of assessments should not

be more than 10 as tedious and long assessments
tend to lose traction of users.

Guidelines for User Generated Content

The user generated content can be of the following types:

Audio Visual Detailed Textual Ready Reckoners Presentations

Majorly Article Documents, SOPs, An interactive
homemade Blogs and Best practices, PowerPoint
videos research paper Infographics. presentation.

z User generated content can be either used to knowledge/skill and can especially be used for
enhance knowledge, to gain understanding of reinforcements.
new concepts, to enhance skills or may be for
reinforcement of previous learning. The user Following section provides an overview of general
generated content can be used combined with principles to be followed while creating content:
structured courses or in isolation to enhance

Audio/ visual z Use a clean background: One easy way to get a

professional look for the video is to use a solid-
z Use plenty of light. coloured background. A wall, a plain/ neutral
¾ Outdoor: The sun is one of the best light bedsheet, or a large sheet of backdrop paper are
sources for video. If the content is being filmed all good options. It is advisable to ensure that
in natural light, it is advisable to film it in the the subject stands several feet away from the
morning or evening, when the light is softer. backdrop to avoid casting shadows on it.
Midday light coming from straight overhead z Choose a good video editing program: Good video
can cast harsh shadows on the subjects. If it is editing software can help to turn raw footage into
to be filmed in the middle of the day, it should something great and professional. Following are
be done on a cloudy day, or a shady area for the key features to pay attention during selection
softer light. of a video editor:
¾ Indoor: If the content is being shot indoors, it ¾ The ability to add text to video
is advisable to ensure that the source of light ¾ The ability to trim and crop videos
is behind the camera so that there isn’t any ¾ The ability to change the aspect ratio
shadow that may cast on the subject being shot. ¾ A library of stock videos and sounds

11
Please refer Annexure X for some reference video phones. If someone can film the video, then the
editing tools. result would be better.
¾ Record in landscape mode (that is, horizontally
z Prioritize crisp, clear audio: It is recommended to instead of vertically). This will give video
use a microphone instead of relying on the phone footage that looks good on larger devices, not
mic. There are plenty of options at reasonable just phone screens. If your phone has a feature
prices which can be used for professional audio that allows you to overlay a grid on your screen,
output. use it. This will help in keeping the phone level
z Avoid shaky footage: It is difficult to hold a camera and will also avoid recording of tilted footage.
completely steady hence it is advisable not to hold ¾ If the phone has a feature that allows overlaying
the camera while shooting. Instead, use a tripod, a grid on the screen, it is advisable to use it.
or set the camera on a sturdy surface This will help to keep the phone level and avoid
z Use your phone the right way. tilted footage.
¾ Use the camera on the back of the phone. The z An example of a video blog: (1) Mumbai trip |
front camera’s quality is not as good on most Amateur vlogging| First official vlog| - YouTube

 

Portrait vs Landscape mode.

Detailed Textual article

The user generated content can be of the following types:

Use short Use short Use Write in a

paragraphs sentences simple words conversational style
01 02 03 04
It is easier to grasp Keep sentences and The purpose is to Write like one is
information that is paragraphs short; they communicate and interacting with a
broken down into are easier to read and not impress, simple person who may be
smaller paragraphs understand. words work better sitting in a coffee
like chunks. than big ones. shop.

z Use short sentences: Each sentence should have longer words only if meaning is so precise that
one simple thought, and be complete to convey there is no simpler word to use.
the message. z Example of a good article: What a Waste: An
z Use simple words: For example, write “get” instead Updated Look into the Future of Solid Waste
of “procure”, “use” rather than “utilize.” Use the Management (worldbank.org)

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Ready Reckoners
Documents be left un-indented because the surrounding
z Choose a context-appropriate typeface context makes it clear that it is its own
¾ Traditional knowledge says that serif fonts are paragraph.
easier to read in printed documents, whereas z Place images between paragraphs
sans-serif fonts are better on the eyes when ¾ Images help to make the document attractive,
read on a digital screen [1]. It also helps captions to stand out.
¾ Good examples of serif fonts include ¾ Use images which do not have any copyright
Garamond, Georgia, Hoefer Text, and Palatino, issue and are free to use, Images shall be
while good examples of sans-serif fonts include appropriate to the text.
Arial, Gill Sans, Helvetica, and Lucida Sans. z Break up text with headings.
z Use standard font size and colour ¾ Organise the document into proper sections,
¾ 12-point font size works the best with the subsections, and headings.
suggested page size, margins, and line spacing. z Separate sections with breaks
¾ Some information-dense documents may ¾ In Microsoft Word, section breaks help to
sometimes go down to 10-point font size but differentiate certain pages with changes in
should never go less than that. orientation, columns, headers, footers, page
¾ It’s advisable to use colours like black or blue numbers, and more. Section breaks come in
in the document as they convey elegance, four forms:
sophistication, and professionalism. Æ Next Page: Start the next section on the
¾ Loud colours like red, orange, yellow and pink following page.
should be avoided. Æ Continuous: Start the next section on the
z Use standard page size and margins current page.
¾ 1” margin on all sides of the page, produces the Æ Even Page: Start the next section on the
best readability for line lengths. next even page.
¾ In Word, select ‘Normal’ under ‘Margins’ to do Æ Odd Page: Start the next section on the
so. next odd page.
z Align paragraphs to the left z Refer to Annexure XII for template of sharing best
¾ Keeps letter spacing as intended and maintains practices
optimal legibility. z Example of a good document: smartcityguidelines.
z Indent the first lines of paragraphs pdf (niua.org)
¾ Paragraphs should have no extra spacing
between them, and the first lines of paragraphs [1]Reference: How Serif and Sans Serif Typefaces Influence
should be indented to make each paragraph Reading on Screen: An Eye Tracking Study (researchgate.net)
stand out.
¾ The only exception is for paragraphs that
directly follow a section heading, which can

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 Infographics

z Use simple combinations of primary colours. It’s z While designing an infographic, use the fonts in
advisable to use as few colours as possible. the following way:

Chart labels will prob-

Body text should be a
ably be the same size, but
The subtitle will probably simple, readable font in a
The main title will be the the same font is optional. A
be the same font, but in a modest size–somewhere in
largest font. different font can be used to
smaller point size. the teens is good for most
make design more visually
situations.
interesting.

z Some examples of good infographics can be found here:- 60 Best Infographic Examples for Beginners | Adobe
Express.

Presentations

z Follow the 5/5/5 rule: No more than five words presentation to maintain the consistency.
per line of text, five lines of text per slide, or five ¾ The title of the slide will be with the largest
text-heavy slides in a row. font. Advisable font size would be 24-30.
z Choose readable colours and fonts: Text should be ¾ The subtitle, if any, will probably be the same
easy to read and pleasant to look at. Large, simple font, but in a smaller size of 18-20.
fonts and theme colours are always the best bet. It ¾ Body text should be a simple, readable font in a
is advisable to use Arial or Raleway-Semi bold font modest size–somewhere between 14-16.
for the presentation. z Keep a large margin on all sides of the slide.
z Line spacing is advised be set either to 1 or 1.5. z Label graphs clearly with big, readable type, also it
z Do not overload the presentation with is advisable to display large tables as graphs.
animations. Animations and other effects should z Give references, refer to “Annexure VI” for a
not be entirely avoided. When used sparingly, template on how to give in citations.
animations and other effects can highly enhance z Examples of a good presentation: 25 Great
the interactivity of the presentations. Presentation Examples Your Audience Will Love
z Using fonts to convey the message: (visme.co)
¾ Keep the font to be the same across the

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Guidelines for Content generated by experts
Content generated by experts/professional agencies or blended course can be used to enhance knowledge,
is expected to be in the form structured courses provide new skills or would just be for reinforcement
which can be either pure e-learning courses or can be of a previous learning.
a blended learning course. Both an e-learning course

Type of Content Knowledge Skill Reinforcement

Online E-learning 

Blended Learning   

Online E-learning
Level of Interaction in eLearning Description

Including content pages, text, graphics, simple audio, simple video, test questions.
Level 1 – Basic E-learning modules created on PowerPoint often fall into this category.
For example: https://www.youtube.com/watch?v=slGA_UdHPIc

More than 25 % of interactive exercises, allowing learners to perform virtual “try it”
Level 2 - Interactive exercises.
For example: Posh E-Learning Module - YouTube
Highly interactive, possibly simulation or serious game, use of avatars.
Level 3 – Advanced For example: Business Etiquette : Gamification Based Corporate E-Learning Module
- YouTube

A typical module should be about 10-15 minutes in z Explorer (encouraged to discover information
duration. A typical Course should be constructed rather than just repeating back the correct
according to NULP course construct hierarchy i.e., answer)
Course-Module-Topic. This equates to about 10-15
screens with a Level II interactivity. Each course shall Use audio, video, and animation where it is practical
have a theme or paradigm and within a given course, and feasible to engage more senses and improve
modules will be consistent with it. While making retention. Therefore, each screen should:
a course keep the jobs and tasks in mind, which z Look crisp and inviting.
the learner will perform after its completion. For z Be limited to one concept, procedure, or idea
example, these themes can be used z Have good contrast between text and background,
z Lecture usually dark text on a very light background
z Game z Use plenty of white space
z Scenario, either job-realistic or imaginary z Use consistent navigation buttons throughout the
course.

15
Analysis and Design: learner oriented with introductory statements,
Each e- Learning course that is to be developed should clear transitions, and summary statements as
properly go through the Analysis and Design phase needed.
(refer to Annexure I). A proper design document ¾ Limit each page to one concept, procedure, or
for each course should be prepared highlighting item of instruction, and try to do it in the space
objectives that each module is going to achieve and of one screen (i.e., without scrolling).
evaluation of the respective outcomes (refer to ¾ Use consistent navigation features throughout.
Annexure III). Please refer to Annexure VIII for the z Learner interaction
template of a typical design document. ¾ For modules with a test at the end, include
learner interaction, non-scored but with
Development: feedback, about every four screens.
The development phase is one of the most critical ¾ Learners should be given two chances to
phases of the process, but if analysis and design answer each question correctly, and then move
have been done well then this phase will be the least on after being given remedial feedback.
painstaking of them all. To create an e-learning course, ¾ Put a transition page before end-of-course
it is essential to start with storyboarding; to decide scored tests that gives the learner the option
what all is to be shown to the learner. Please refer to of reviewing any or all the material before
Annexure VII for a template of a typical storyboard attempting the test.
for a screen which will be visible to a learner. The ¾ Test Summary page to display test results. For
following are some of the general guidelines for each modules with embedded questions that must
of the screens. be answered correctly to proceed, include an
appropriate number of questions at the end of
z Title screen each main point or objective.
¾ This screen provides the learner with the z Refer to Annexure XI for some content authoring
“What is in it for me?” tools
¾ An overview screen gives the learner a “picture” z Course wrap-up.
of the course: give the estimated completion ¾ Summarize the content and tie it back to the
time and main characteristics of the way the learning objective. Be as concise as feasible.
module works to include any unique navigation ¾ The whole course/module should be
or resource features. summarised in the fewest steps and shortest
¾ Repeat this for any individual modules that time possible.
differ from the overall course structure if they ¾ All the content contained in the module should
are not self-evident. not be presented and only a short snapshot of
¾ Specific learning objectives and outcomes the module would be enough.
stated in behavioural terms. ¾ Sometimes learning is aided by giving learners’
z Content/presentation decisions to make or challenges to explore
¾ Use second person, active sentences (example: and then introducing some of the content as
you…do...this). resources and/or feedback.
¾ Use a friendly, conversational tone. Keep the

16
z Assessment
¾ For measurement of outcomes please refer to is also different. In the context of learning two
Kirkpatrick’s model of evolution mentioned in of the levels can be measured which are: Level
Annexure III. The outcomes of a training can 1 reaction and Level 2 Learning.
be measured in 4 Levels and hence the type of ¾ Please find templates for assessment in
assessment that can be employed at each level Annexure IX.

Blended Learning
z The simplest definition of the term blended ¾ Weekly online tutorial/seminars for activities
learning is the use of traditional classroom and interaction
teaching methods together with the use of online ¾ Online content and resources
learning. It is a combination of: z The two models of Blended learning are: flipped
¾ Intensive face-to-face sessions classroom and blended block.

Flipped Classroom Blended Block

Activity-focused face-to-face sessions It is a combination of:
blended with online resources. y Intensive face-to-face sessions
y Short lecture podcasts, online resources with face-to- y Weekly online tutorial/seminars for activities and
face tutorial/seminars for interaction and presentation interaction
of group work. y Online content and resources

Blended learning can be used to enhance knowledge, provide new skills or would just be for reinforcement of a
previous learning.

Type of Content Knowledge Skill Reinforcement

Face to face  

Online  

17
Taxonomy and tagging
A taxonomy is an arrangement or division according the platform must be associated with a taxonomy.
to a predetermined system. It helps to categorize Platform also provides the functionality to search
the contents published on the platform. A taxonomy a resource using any combination of taxonomy.
also describes the purpose on which the application Taxonomy is collectively associated with a framework.
is built. A framework is reusable. We can have two different
cities sharing the same framework and thus will have
Importance of Taxonomy the same taxonomy.
On the NULP platform, we can define up to six levels
of taxonomy. Each level contains the information
to specify the content. Every content or course on

ge Conte
gua nt Typ
Lan e

Keyw
ain
dom

rdso
Sub-

Course For tent

ain

Con
ma
Dom

Different aspects of Taxonomy framework z Keywords: Any other relevant words that makes
The framework captures relevant information across it easier to search and access content.
different categories which are: z Content format: An encoded format for
converting a specific type of data to displayable
z Domain: The first level of taxonomy is named as information
Domain. It specifies a broader level as to which
area or department this content belongs to. Benefits of Taxonomy
z Sub-domain: The second level of taxonomy is z Content that a state uploads will be tagged
named as Sub-domain. It specifies the purpose of according to the domain, sub domain etc.
the content under a selected category. z Taxonomy will facilitate the matching domains
z Content type: The third level of taxonomy and subdomains across courses, so that content
specifies what the content actually is, whether it which may be relevant for a user, even though in
is knowledge product, course/certification, SOP, a different course, is easily searchable. Hence it
manual or a trainng. becomes easier for a learner to find & use content.
z Language: This taxonomy specifies the language
of the content.

18
Conclusion
These content guidelines should not be considered as all the nuances related to content creation. We would
a word of law and everything mentioned should not encourage creators to go through the document and
be followed word to word. This document should act feel free to give feedback by either directly mailing us
as guiding light in the content creation journey. It is at: [email protected] or visiting our helpdesk, and help us
a reference document, to refer to when in doubt or in regularly updating this document.
stuck while creating content. The NULP team has
tried to create this document from the perspective We wish content creators all the best in this exciting
of a content creator and have given our best to cover journey that is content creation.

19
20
ANNEXURES

21
 Annexure I

ADDIE model
ANNEXURE
ADDIE is a learning model used by instructional designers and training developers to create effective learning
experiences. Phases of this process include:

z Analysis
z Design
z Development
z Implementation
z Evaluation

Analysis
An analysis of the learners and learning requirements rather than performance analysis. For example, you might
look at the content availability on a certain topic, consider delivery options for the training, and assess project
timelines.

Design & Development

Designing and developing learning content, resources, and experiences are complex topics. The design stage
focuses on both the design of the learning experience and materials needed to support the experience, and good
design builds on the results of the analysis. Once the learning has been designed, the development stage focuses
on creating and developing those materials and experiences.

Implementation
The implementation stage consists of the execution and delivery of the designed content. The E-learning content
cannot be simply thrown into the LMS, hoping for the best. Otherwise, there is a risk of wasted time, energy and
effort invested in designing the content

That is why there is a need to consider implementation best practices. This includes how learners will discover
content, ease of access to that content, and ongoing maintenance to ensure the content is still functioning and
relevant

Evaluation
The Evaluation stage is used to assess the quality and effectiveness of the entire instructional design process. But
evaluation has always been intended to be part of every stage.

22
 Design Implementation

Analysis Development Evaluation

Review

23
 Annexure II

Setting of Objective
Importance of learning objectives How to write learning objectives
z Learning objectives are brief measurable Bloom’s Taxonomy of Educational Objectives
statements that describe what an attendee is (published in 1956 and revised in 2001) provides the
expected to learn from the educational instruction. methodology to express learning outcomes in a way
z The learning objectives MUST provide a detailed that reflects cognitive skills. Utilizing this approach
description of what the attendee will be able to do has become the standard and affords attendees
when the instruction has concluded. with the ability to evaluate the degree in which the
z Learning objectives should be used as a learning objectives have been achieved.
directive to help attendees make practical use
of the information being imparted during the Learning objectives are introduced by stating:
instruction. “At the conclusion of this (lecture, workshop, session,
z They should be measurable, meaning that upon etc.) you will be able to…”
the conclusion of the instruction, the attendee
should be able to evaluate the session as to the z Create a separate objective for each action.
extent in which the learning objective(s) were z End each objective with a period.
achieved z Use upper and lower case appropriately.
z Do not abbreviate or use unusual characters

Importance of Learning objectives The participant “outcome” should be measurable,

z Learning objectives, that are written during the actionable, or observable. It is important to note that
planning stages, provide the trainer a way to there are some verbs to avoid when writing learning
structure the training. outcomes. These verbs are vague and oftentimes
z They provide participants with a clear are not observable or measurable. For example, how
understanding of what they are going to be would you measure whether someone has “become
learning. familiar with” a particular tool? Use a more specific
z Learning objectives, when evaluated, help trainers verb, like identify, discover, describe, etc.
measure the success of their training.

Examples of Learning Objectives “Upon the conclusion of this (lecture, workshop, session, etc.) you will be able
to…”
Wrong way Right way
Understand the benefits of implementing healthy food and Describe the benefits of implementing healthy food and
beverage standards/policies for middle and high schools beverage standards/policies for middle and high schools.
Become familiar with three (3) strategies for effective Identify three (3) strategies for effective marketing of
marketing of healthy foods and beverages. healthy foods and beverages.
Appreciate the strategies used by a sample of school Summarize the strategies used by a sample of school
districts to increase participation in the National School districts to increase participation in the National School
Lunch Program as a means of revenue Generation Lunch Program as a means of revenue generation.

24
 Levels of cognitive skills

Remembering Applying Evaluating

Understanding Analyzing Creating

Lower Order Thinking Skills Higher Order

25
 Annexure III

Evaluation of Outcomes
Kirkpatrick’s Four-Level Training Evaluation Model
Any time you deliver training to your team, you need You can measure learning in different ways, depending
to know how effective it’s been. Are your people on the objectives. But it’s helpful to measure these
putting their learning into practice? And is it positively areas both before and after training.
impacting their role and the wider organization?
Before the training begins, test your trainees to
Kirkpatrick’s Four-Level Training Evaluation Model determine their knowledge, skill levels and attitudes.
can help you to answer questions like these. You can Then, when the training is finished, test your trainees
use it to objectively analyse the impact of training, to a second time to measure what they have learned,
work out how well your team members learned, and or measure their learning with interviews or verbal
to improve their learning in the future. assessments

LEVEL 1: Reaction LEVEL 3: Behaviour

You want people to feel that training is valuable. This level helps you to understand how well people
Measuring how engaged they were, how actively they apply their training. It can also reveal where people
contributed, and how they reacted to the training might need help. But behaviour can only change when
helps you to understand how well they received it. conditions are favourable.

It also enables you to make improvements to future Imagine that you’re assessing your team members
programs, by identifying important topics that might after a training session. You can see little change, and
have been missing. you conclude that they learned nothing, and that the
training was ineffective.
Questions to ask trainees include:
z Did you feel that the training was worth your time? It’s possible, however, that they actually learned a lot,
z Did you think that it was successful? but that the organizational or team culture obstructs
z What were the biggest strengths and weaknesses behavioural change. Perhaps existing processes
of the training? mean that there’s little scope to apply new thinking,
z Did you like the venue and presentation style? for example.

LEVEL 2: Learning As a result, your people don’t feel confident in

Level 2 focuses on measuring what your trainees have applying new knowledge, or see few opportunities to
and haven’t learned. In the New World version of the do so. Or, they may not have had enough time to put
tool, Level 2 also measures what they think they’ll be it into practice.
able to do differently as a result, how confident they
are that they can do it, and how motivated they are to Be sure to develop processes that encourage,
make changes. reinforce and reward positive changes in behaviour.
The New World Kirkpatrick Model calls these
This demonstrates how training has developed processes “required drivers.” If a team member uses
their skills, attitudes and knowledge, as well as their a new skill effectively, highlight this and praise him or
confidence and commitment. her for it.

To measure how much your trainees have learned, Effectively measuring behaviour is a longer-term
start by identifying what you want to evaluate. process that should take place over weeks or months
Training sessions should have specific learning following the initial training. Questions to ask include:
objectives, so make those your starting point.

26
 Level 1:
Reaction

Level 4:
Training Level 2:
Results Evaluation Learning
Model

Level 3:
Behaviour

z Did the trainees put any of their learning to use? demonstrate a good return on investment (ROI).
z Are trainees able to teach their new knowledge, (Some adapted versions of the model have a Level 5,
skills or attitudes to other people? dedicated to working out ROI.)
z Are trainees aware that they’ve changed their
behaviour? Level 4 will likely be the most costly and time-
consuming. Your biggest challenge will be to
LEVEL 4: Results identify which outcomes, benefits, or results are
At this level, you analyse the results of your most closely linked to the training, and to come up
training. This includes outcomes that you or your with an effective way to measure these outcomes
organization have decided are good for business in the long term.
and good for your team members, and which

27
Annexure IV

Checklists
An indicative Checklist for Content Appropriateness:
S. Indicative Checklist for Content Appropriateness
No. Content: Thumbnail, Tags, Audio, Video, Text resource
Hate Speech
By words either written or spoken or by signs or by visible representation or otherwise promotes or attempts to
1
promote feelings of enmity, hatred or ill-will against persons -Caste, Class, Tribe, Race, Ethnicity, Sex, gender, or
gender identity, National origin, Religious affiliation, Sexual orientation, or Disabilities or diseases
Sexually explicit content
2
Pornography, Explicit text/images/illustrations/sounds of sexual content, Descriptions of sexual acts
Sexual violence and exploitation
3 Includes sexual exploitation of minors, and sexual assault. Or Photographs/ Illustrations/videos depicting incidents
of sexual violence
Nudity and Vulgarity
It would mean displaying genitals, breasts or focusing in on fully exposed buttocks. May allow depiction of body
parts if it isn’t gratuitously graphic and if it is educational, documentary, scientific, or artistic - paintings, sculptures,
4
and other art that depicts nude figures if that content is posted for educational purposes. Providing context will
help users determine the purpose of the content/asset. Degrading or denigrating women in any manner. Vulgarity,
obscenity, or depravity. Dual meaning words as obviously cater to baser instincts.
Violence
Promoting, encouraging, supporting, praising, or condoning violent actions, activities, and behaviour - verbal,
5
physical or emotional. Threatening or inciting others to commit acts of violence. Expressing support or praise for
groups, people that are involved in the violent or criminal behaviour
Discrimination and Bullying or encouraging such behaviour.
Targeting individuals with the intention of degrading or shaming them. Illustrations or Images altered to degrade
6
individuals. Photos or videos of physical or verbal bullying Sharing personal information or harassing people
Repeatedly targeting other people with unwanted requests or messages.
Harmful or dangerous content
Content that intends to incite violence or encourage dangerous or illegal activities that have an inherent risk of
serious physical harm or death. Encourage dangerous or illegal activities for instance - performing stunts, high risk
7
activities, choking games, drug use, or other acts where serious injury or harm may result. A content that depicts
dangerous acts may be allowed if the primary purpose is educational, documentary, scientific, or artistic, and it isn’t
gratuitously graphic.
Involvement of children
Involving children in violence as victims or perpetrators or as forced witnesses to violence, or showing children as
8
being subjected to any form of child abuse. Depiction of violence, cruelty and horror, scenes of violence primarily.
Cruelty to, or abuse of animals.
Substance Abuse
9 Images/text/ illustrations have the effect of encouraging, justifying, glorifying, glamorising alcohol drinking, drugs,
and substance abuse; consumption of tobacco or smoking.
Defamation
Visuals or words contemptuous of racial, religious, or other groups. Visuals or words which promote superstition,
10
communal, obscurantist, anti-scientific attitude. Visuals or words involving defamation of an individual or a body
of individuals. Abuse or ridicule of people with disabilities (physical or mental).
Sensitive to Children with Special Needs
11
Sensitive to and usable by children with special needs
Sensitive to Environmental Concerns
12 Visuals or words encouraging, justifying, glorifying, glamorising environmental damage or lack of sensitivity to
environment

28
An indicative Checklist for Usability
S. No. Indicative Checklist for Usability
Visual Clarity
Text Size and font should be readable on screen. No overlapping of text and images/ lines are being cut by
1
phone edge. Text is not getting covered by image/ navigation or submit buttons, is legible. Not too much text
in one screen.
Technical Experience:
2 Audio/video plays in the content. Easy to navigate through. Does not hang/free from technical glitches.
Content is downloadable easily.
Language:
3 Language used in text, audio, video must be appropriate, simple, and easy to understand and conveys the
message.
Completeness
4
No blank pages. No missing images in pages and questions

An indicative Checklist for Discoverability and Relevance through Tagging:

S. No. Indicative Checklist for Discoverability and Tagging
Title:
1
Short, succinct, and appropriate content title
Appropriate description:
2 Synopsis of content, what can be done with it - hotspots, answer questions, what is the learning objective e.g.,
learning vocabulary, practice addition, teacher instructions
Tagging to course:
3
Tagging the content to appropriate grade, medium, subject, topic, and subtopic.
Tag all appropriate keywords:
Keywords improve discovery of the lesson by other users. Include objects, places and things used in the
4
content in the list of keywords. If content is in a regional language, transliterate its title to English and add to
content (English is the top language for search of content)
Spell Check:
5
Ensure words are spelt correctly

29
 Annexure V

Diversity and Inclusiveness

Diversity refers to the range of differences among role in the development of accessible eLearning. The
people such as ethnicity, religion, age, gender identity, primary accessibility standards are the Worldwide
sexual orientation, social class, ability, political beliefs, Web Consortium’s (W3C) Web Content Accessibility
and ethical values. Guidelines (WCAG 2.0).

Inclusion refers to the involvement, empowerment According to W3C, four main principles, P.O.U.R.,
and belonging of a wide variety of people and needs to be followed.
to a collaborative environment that values and z Usage of Colours: When creating content,
appreciates their contribution. appropriate colour combinations are essential
to ensure that all learners can see the content
Whether designing a product, intervention, or easily. Because red-green colour blindness is the
content, embedding the concepts of diversity and most common, designers should avoid using red
inclusion should be of utmost importance. Inclusive and green together. If it is necessary for a visual
content is two-fold: to be red and green, designers should use a lighter
green and darker red to help colour-blind learners
z It anticipates the varied needs of learners and aims distinguish between the two colours.
to ensure that all learners have equal access to the z Accessible documents: Record audio narrations
content i.e., it considers the diversity of learners for all online training content that is text heavy.
(including learners with disabilities, learners Learners who are visually impaired can listen to
whose native language is not English, learners with the key takeaways instead of reading along. When
technical issues such as low bandwidth internet or using images and tables, use descriptive text or alt
no access to audio, etc.). text – embed this in the document containing the
z The content itself is inclusive (i.e., gender-, image or table. Use PDFs that have been saved as
religion-, and caste-neutral), and does not harm searchable text, not images. It is recommended to
the sentiments of any group. use built-in tools such as headings, lists and styles
to organize the content following a logical order
As a platform, NULP expects the content developed and to make it easier for screen readers to read
to be accessible to everyone, regardless of any your documents.
limitation they may have. Web accessibility means z Fonts: Font size is important. Bigger is better.
ensuring that websites, online content, applications, Keep your text large, a minimum of 12-point size
and platforms are usable for people of all abilities. depending on the font style. Keep a track of the
It can benefit all users, making it easier for them fonts being used. For instance, using the Sans-
to navigate and interact with online content. Web family fonts is recommended to make the text
accessibility becomes especially important for readable for those with dyslexia (Please refer to
learners with disabilities. Disabilities can be visual, W3C for appropriate fonts that should be used).
auditory, physical, speech-related, cognitive, learning, When emphasising text, try to avoid using italics.
or neurological. While it is easy to imagine how This distorts the letter and throws off patterns,
certain disabilities affect accessibility – for example, making things harder to read. When you need to
someone with a visual impediment may require a add emphasis to a section, try using a bold font
voiceover for static content – others are less obvious instead. Also, it is recommended to avoid blinking
and still require accommodation. or moving text.
z Language: A diverse range of learners also means
For example, a learner who is colour-blind will require learners who speak a multitude of languages –
content designers to take into consideration various learners whose native language may not be the
colour combinations. Standards play an important language of the content uploaded. In the best-

30
 Content must be
robust enough that
it can be interpreted
Under- reliably by a wide
Perceivable User interface variety of user agents,
and navigation standable including assistive
must be operable technologies

Information and Information and

user interface the operation of
components must user interface must
be presentable to Operable be understandable Robust
users in ways they
can perceive

case scenario, all content and material should Portraying a greater percentage of women in
be published in all official languages as laid out eLearning, though, is not the wholesome solution
in the Constitution of India. If, however, this is of authentic gender representation. It’s also worth
not possible, then English subtitles should be asking some tough questions about how women
provided (if the video itself is not in English). Use are portrayed. Are women being portrayed in only
spell checker to ensure grammar and spellings are supporting roles, or needing help, while men are in
correct. positions of authority and/or providing expertise. It
z Hyperlinks: Avoid hyperlinks wherever possible, is not only about having characters who are female
instead use buttons for ease of users. When but also the role that they are playing in the learning.
used, hyperlinks and buttons should be named So, what do we do while developing the e-learning
according to content they are linking to. Avoid content? Some of the approaches that are widely
using links such as “Click here”, “Know more” etc. used across industry are listed below:
z Multimedia: Multimedia in form of audio and video
files are important components of e-learning. ¾ If it is felt e-learning content will reveal biases
Any multimedia used as part of e-learning should one way or another, remove gender from the
have an accompanied transcript that may also be design of characters altogether
downloadable. Provide “alt text” when graphical ¾ Write characters in authentic situations, name
elements (photos, infographics, charts, etc.) them only with an initial, and then once the
convey key information. Drop-down menus can storyboards are complete, use a random name
be difficult, if not impossible, to navigate for users generator to decide which ones are male,
with mobility impairments, so it is recommended female or transgender
to avoid using them. While eLearning interactivity ¾ Use gender neutral pronouns (they/them).
is a great way to engage your learners, you should
try to avoid complex interactions when developing It is important to not only look at the gender specific
accessible eLearning material. Learners with poor semantics being used within the course but also to
motor skills may not appreciate, for instance, look the content of the course itself from a gender
intense drag-and-drop interactions. Interactive lens. Any course being developed from a gender lens
elements should be designed as simply as possible. can be subdivided into following category:
z Inclusive content: Other than considering the
diversity of learners, the content uploaded ¾ Gender Unintentional: Content devised do not
itself must be inclusive. The issue of how to recognise impact of gender on the problem
represent gender, religion, and caste in content being addressed through the course. It does
to be uploaded on the platform is an important not integrate a gender lens in the proposed
consideration as it will reflect the overall culture approach, or target gender gaps.
and values of the government. It is therefore ¾ Gender Intentional: Course itself is designed in
essential that the content developed is inclusive, a way to reduce gender gaps
free of bias, and gender-, religion- and caste- ¾ Gender Transformative: Course is designed
neutral. to transform gender power relations and/or
reduce gender gaps in agency over resources.

31
 Annexure VI

Template for Citation

Formatting the Cited page z Alphabetize the entries by the author’s last name.
z The Works Cited appears at the end of the content z Use left alignment and double line spacing (no
piece. extra space between entries).
z Title the page Works Cited, centred and in plain z Use a hanging indent on entries that run over onto
text (no italics, bold, or underline). additional lines.

For Example:

32
33
 Annexure VII

Template for Storyboarding

A storyboard is a sequence of screens (pages) that its own storyboard template based on the needs
describes screen by screen what will happen in of multimedia designers, capacities of its LMS and
eLearning module, lesson, or section. A storyboard authoring tools.
is not a final product; it is intermediate product
between Design and Production Steps. The following templates will help you to develop your
own storyboard.
Note that each training organization can develop
Media Script:
Onscreen Display Screen Text:
(narration)
[Any text that appears onthe slide. This
Example: Slide begins with introbackground music
could be narration script or other Welcome to thiscourse on...
Three buttons appear in sequence.
text.

Audio narration begins Does not include anytext if narration is separatedocument,

embedded in images or buttons.] insert .doc file as reference
Media:
Images background.jpg,

image_1 jpg, image 2_jpg.

button_choice1.gif

button_choice2.gif

Audio narration.mp3

Music background.mp3

Video Video_1.mp4 or video_1.wmv

Interaction: Quiz/Test (ifapplicable):

Indicate type of Quizhere [Insert

Describe interaction here.
name of. quiz here]

Branching: Advance:

Next: Slide 2 By User

34
 Media Script:
Onscreen Display Screen Text:
(narration)
[Any text that appears onthe slide. This
Example: Slide begins with introbackground music
could be narration script or other Welcome to thiscourse on...
Three buttons appear in sequence.
text.

Audio narration begins Does not include anytext if narration is separatedocument,

embedded in images or buttons.] insert .doc file as reference
Media:
Images background.jpg,

image_1 jpg, image 2_jpg.

button_choice1.gif

button_choice2.gif

Audio narration.mp3

Music background.mp3

Video Video_1.mp4 or video_1.wmv

Interaction: Quiz/Test (ifapplicable):

Indicate type of Quizhere [Insert

Describe interaction here.
name of. quiz here]

Branching: Advance:

Next: Slide 2 By User

35
 Annexure VIII

Template for Design Document

The design document being the frame or skeleton of z What sort of assessments will be used in the
the eLearning course contains the following essential eLearning course to evaluate learners/employees,
information: e.g. (quizzes, task-based simulations, open-ended
questions, branching scenarios, MCQs, etc.)
z The goal or objective of the eLearning course z What the structure of content will be, i.e. its
z What the learner will be able to do after completing table of contents, and what comes before and
the course, i.e. what skill will be learned or what what comes after. The structure also defines the
information will be understood number of modules in the course, the number
z Who the course is for. of slides in each module, as well as the content
z Through what delivery mechanism will the course strategy at each level of the module.
be made available to the learner/employee, e.g. z What the cost will be required to build the course,
LMS, organization’s website, etc. and how much estimated time it will take for the
z Which learning methodology/methodologies or course to be created.
Instructional Design strategy/strategies will be z What quality or standard can be expected,
utilized, e.g. Bloom’s Taxonomy, ADDIE model, adhering to the cost mentioned
microlearning, gamification, etc. z Through which device the eLearning course can
z What interactivities shall be used in the course, be accessed, i.e. computers (desktops, laptops),
e.g. click-on-numbers, rollover, tabs, hotspots, smartphones, or both (responsive)
flip-cards, etc. z What authoring tools will be used to create the
course, and any other tools that will be used
during the creation of the course.

36
37
 Annexure IX

Template for Assessment

Level 1: Reaction outcome (such as content or learning environment),
A crucial component of Level 1 analysis is a focus the Kirkpatrick Model encourages survey questions
on the learner versus the trainer. While it may feel that concentrate on the learner’s takeaways.
natural for a facilitator to fixate on the training

Example

Online Trainee Satisfaction

How satisfied are you with your online course?
Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied

Have you taken an online course before?

Yes
No

I found access to the course material flexible and convenient

Yes
No

Please indicate your level of agreement with the following statement:

“The online course was easy to navigate.”
Strongly agree Agree Neither agree or disagree Disagree Strongly Disagree

The workload for the online activities was manageable

Yes
No

Please indicate your level of agreement with the following statement:

“The online activities made studying the course interesting and engaging”
Strongly agree Agree Neither agree or disagree Disagree Strongly Disagree

How satisfied are you with the trainee support services (technical support) associated with your online
course?
Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied

Please indicate the level of agreement with the following statement:

“I would recommend this online course to my colleagues”
Strongly agree Agree Neither agree or disagree Disagree Strongly Disagree

38
Level 2: Learning
Methods of assessment include exams or interview- Multiple choice
style evaluations. A defined, clear scoring process Example: Distractors are:
must be determined in advance to reduce
inconsistencies. z Elements of the exam layout that distract attention
from the questions
For such assessments, the following type of questions z Incorrect but plausible choices used in multiple
can be used: choice questions
z Multiple choice z Unnecessary clauses included in the stem of
z True/false multiple-choice questions
z Short answer
Avoid Do use

In the stem: In the stem:

• Long / complex sentences • Your own words – not statements straight out of the
• Trivial statements textbook
• Negatives and double-negatives • Single, clearly formulated problems
• Ambiguity or indefinite terms, absolute statements, and
broad generalization In the choices:
• Extraneous material • Plausible and homogeneous distractors
• Item characteristics that provide a clue to the answer • Statements based on common student misconceptions
misconceptions • True statements that do not answer the questions
• Short options – and all same length
In the choices: • Correct options evenly distributed over A, B, C, etc.
• Statements too close to the correct answer • Alternatives that are in logical or numerical then ‘C’ is
• Completely implausible responses also true) order
• ‘All of the above,’ ‘none of the above’ • At least 3 alternatives
• Overlapping responses (e.g., if ‘A’ is true)

True/False z Allow students to respond quickly so exams can

Like multiple choice questions, true/false questions: use a large number of them to test knowledge of a
z Are most often used to assess familiarity broad range of content
with course content and to check for popular z Are easy and quick to grade but time consuming
misconceptions. to create.
Avoid Do use
• Negatives and double-negatives • Your own words
• Long / complex sentences • The same number of true and false statements (50 / 50)
• Trivial material or slightly more false statements than true (60/40) –
• Broad generalizations students are more likely to answer true
• Ambiguous or indefinite terms • One central idea in each item

Short Answer questions kind of short answer question follows

Short answer questions are typically composed of
a brief prompt that demands a written answer that “Will you include short answer questions on your next
varies in length from one or two words to a few exam? Please justify your decision with two to three
sentences. They are most often used to test basic sentences explaining the factors that have influenced
knowledge of key facts and terms. An example this your decision.”
Type of question Do use
All short-answer • Trivia • Your own words
• Long / complex sentences • Specific problems
• Direct questions
Fill-in-the-blank • Taking out so many words that • Prompts that omit only one or
the sentence is meaningless two key words at the end of the
sentence

39
 Annexure X

Video Editing Tools

40
41
 Annexure XI

Content Authoring Tools

Example
Commercials
Authoring Use it if: Pros Cons
And Link to the software
Tool
PowerPoint files `6,199.00/year incl.
do not use any GST for 6 authors.
PowerPoint You don’t Intuitive use
eLearning standards
Interactive have access to Can be uploaded and
like SCORM or Buy Microsoft 365 Family
PDF anything else downloaded as is
xAPI. It can’t track (Formerly Office 365) –
learners’ progress Microsoft Store

The tools allow the finished The tools are limited Ispirng Suite: `50,000/year
Your eLearning files to follow eLearning to basic level of incl. GST for 1 author.
PowerPoint
needs to work standards, like interactivity, using Link:
Add- in:
through an LMS, SCORM,TinCan, xAPI. content pages, Fast eLearning Authoring Tool |
iSpring.
but it is basic Learners’ progress can be graphics, simple iSpring Suite (ispringsolutions.
tracked video, test questions com)

Follow eLearning standards

Adobe Captivate:
like SCORM, TinCan, xAPI.
vAdobe Your eLearning $33.99 per month
The tools are not limited,
Captivate, needs to work in Link:
and they can create
Articulate 360 an LMS, and you Adobe Captivate - Buying Guide
advanced interactions, eg Course developers
want a faster Articulate 360:
simulations, use of avatars, need special training
iTyStudio workflow with `97,500.00/year incl. GST for
custom interactions, and experience to
(gamification) more capacities 1 author
serious games and work with them.
and more Link
simulations.
Gamification advanced level Articulate 360 - Pricing for
Learners’ progress and
programming of interactivity Articulate 360 - Get All the
course processes can be
E-Learning Software We Make
tracked

42
43
 Annexure XII

Template of Best Practices

The states and the cities should try to include the z Ensure the visual aids used are free from any
following in their best practices document. license issues and are high quality.
z The visual aids used should not be offensive in
z The content presented should be interesting and nature.
relevant to the urban domain z Language: should not be offensive, and easy to
z Content’s relevance and reusability should be a understand.
priority. z Font: Calibri, Arial, and railway semi bold only
z Interactivity and the visual of the content should z Font size: should be legible enough sizes 20 -24
be high. for the title and 16-18 for the body of the content.
z Creative freedom to use as many visual aids such z Please maintain consistency of font and font size
as gifs, images, infographics, video, etc. throughout the content piece that you’re creating.

Objective, target
Introduction and
audience, actors Impact
approach
and stakeholders

Innovation and
Constraints and
Key success Sustainability
solutions
factors

Title, Author,
Constraints and Publisher, Date,
solutions Time and
Duration

44
 National Institute of Urban Affairs
1st Floor, Core 4B, India Habitat Centre, Lodhi Road, New Delhi - 110003
Phone: 011-24617517, 24617543, 24617595, Fax: 011-24617513
E-mail: [email protected] • Website: www.niua.org