ELearning Instructional Design Guidelines - Ministry of Labour
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eLearning Instructional Design Guidelines Ministry of Labour
© Queen’s Printer for Ontario
ISBN 978-1-4606-4885-8 (PDF)
ISBN 978-1-4606-4884-1 (HTML)
December 2014
1Disclaimer
This eLearning Instructional Guidelines document outlines the minimum criteria that are
expected of eLearning components of a training program, where eLearning is permitted
as part of the training program that is submitted to be approved by the Chief Prevention
Officer (CPO). This document is to be used in conjunction with a related Training
Program Standard established by the CPO.
CPO approval is granted to those programs that meet the eLearning Instructional
Design Guidelines and the applicable Training Program Standard after a successful
assessment and review of the program submitted. While reasonable efforts are made to
ensure that the criteria of the eLearning Instructional Design Guidelines and Training
Program Standard are maintained throughout, it is the responsibility of the workplace
parties to ensure compliance with the Occupational Health and Safety Act. In
determining what rights or obligations a party may have under the legislation, reference
should always be made to the official version of the Act and the regulations.
2Contents
1. Introduction ................................................................................................................. 4
2. Purpose ....................................................................................................................... 4
3. eLearning Program Introduction .................................................................................. 5
3.1. General Information .............................................................................................. 5
3.2. eLearning Program Outline ................................................................................... 6
3.3. eLearning Program Evaluation ............................................................................. 6
4. Learning Outcomes ..................................................................................................... 7
5. Assessment ................................................................................................................. 7
6. Interactivity .................................................................................................................. 8
6.1. Interactivity with the eLearning Program............................................................... 8
6.2. Interactivity with a Qualified Instructor .................................................................. 8
7. eLearning Program Architecture Design ..................................................................... 9
7.1. General Learning .................................................................................................. 9
7.2. Adaptive Learning ................................................................................................. 9
7.3. Conditions of Learning ........................................................................................ 10
8. Instructional Content Design ..................................................................................... 10
8.1. General ............................................................................................................... 10
8.2. Multimedia .......................................................................................................... 11
8.3. Text ..................................................................................................................... 11
8.4. Links ................................................................................................................... 11
8.5. Audio, Video, Animation and Playback ............................................................... 12
9. Navigation and Usability Design ................................................................................ 12
10. System Design Requirements ................................................................................. 13
10.1. Support ............................................................................................................. 13
10.2. Reporting System Performance Issues........................................................ 14
10.3. Hardware Specifications ................................................................................... 14
10.4. Software Components ................................................................................. 14
Appendix A: Glossary of Terms..................................................................................... 15
3Scope
Section 7.1 of the Occupational Health and Safety Act (OHSA) provides the Chief
Prevention Officer (CPO) the authority to establish standards for training programs
required under the OHSA and its regulations, and to approve training programs which
meet those standards.
Section 7.2 of the OHSA provides the CPO with the authority to establish standards
which must be met in order for a training provider to be approved to deliver one or more
approved training programs.
In order for training programs that use eLearning as a portion to be approved by the
CPO, training providers must be able to demonstrate they meet both the eLearning
Instructional Design Guidelines as well as the associated Training Program Standard
established by the CPO.
1. Introduction
The term “eLearning” is used to mean learning through a wide set of applications and
processes that includes web-based learning, computer-based learning, virtual
classrooms and digital collaboration.
ELearning, when combined with face-to-face learning, is referred to as blended
learning.
Learners have varying needs based on language, literacy, accommodation, scheduling,
and location. As a result, a variety of delivery methods may be considered for approval,
including classroom-based and blended learning programs.
All eLearning training program components must include plans for interaction with a
qualified instructor. When a blended learning program is being designed, the two
sections of the training program must be well integrated.
For blended learning, evaluation in the face-to-face part of the training program must
support and validate that the learning outcomes covered by the eLearning component of
the training program have been adequately met by the learner.
2. Purpose
The eLearning Instructional Design Guidelines set out the minimum criteria that must be
met by CPO approved training providers delivering approved training programs that
contain an eLearning component in order to be approved as a training provider to
deliver this mode of training.
This document should be used in conjunction with a training program standard
established by the Chief Prevention Officer (CPO). It is intended to guide training
4providers and/or developers who want to include an eLearning component as part of a
training program that is being submitted to the CPO for approval. As a mode of delivery,
eLearning components of a training program must meet the learning outcomes outlined
in the associated program standard.
The purpose of the eLearning Instructional Design Guidelines is to establish a
mandatory minimum standard for high quality and consistent training for workers in the
Province of Ontario.
The eLearning Guidelines are based on the following guiding principles:
a) Ensuring learners are aware of the purpose and expected outcomes of the
training program
b) Designing for consistent and accessible real-time interaction between the learner
and a qualified instructor for the purposes of content and technical support
c) Fostering active learning
d) Designing for the learner’s ease of navigation and usability
3. eLearning Program Introduction
Every eLearning program shall include: general information, a course outline and
evaluation method. These three parts of the eLearning program introduction must be
provided to learners before beginning the eLearning program to indicate what to expect
during the program as well as the expected learning outcomes and anticipated benefits
to the learners.
3.1. General Information
A general introduction to the eLearning program must include:
a) The overall goal and purpose
b) The intended target audience
c) Anticipated learning outcomes
d) How this eLearning component fits with the complete training program:
i. Overview of the complete training program with an indication of what
specific topics and learning outcomes the eLearning program covers
ii. Clarification on which topics and learning outcomes will be reviewed
further during the face-to-face training session
5iii. The evaluation criteria for the successful completion of the eLearning
program
e) Course pre-requisite(s)
f) List of materials that accompany the eLearning program (may include training
performance aids, books or documents or other tools)
g) If audio is used – direction as to where all of the eLearning program content is
also available in text, and how it can be accessed
h) Instructions on how to access and communicate with a qualified instructor (i.e.
method of interaction, availability times)
3.2. eLearning Program Outline
The eLearning program outline must include:
a) Structure of the eLearning program, including the breakdown of the anticipated
amount of time for the learner to complete each module (including any offline
study periods if applicable)
b) A description of how the eLearning program will benefit the learner
c) Instruction on how to:
i. Navigate the eLearning program
ii. Use navigation controls and configured features (i.e. sound volume,
navigation buttons, glossary and help button)
iii. Answer questions and exercises
d) An overview of the types of evaluations and what the passing requirements are
e) Study guidance or advice (“how to get the most out of the eLearning program”)
3.3. eLearning Program Evaluation
The eLearning program evaluation must include:
a) Formative and/or summative testing
b) Information on the storage and use of evaluation results
c) eLearning program failure policy (i.e. options if a learner does not successfully
complete the program)
64. Learning Outcomes
To facilitate a learner’s understanding of the required learning outcomes in the
eLearning component of the training program, the following information must be
incorporated into the introduction of each instructional unit/module:
a) An outcomes statement that outlines the clear expectations of the learner, the
activities that will be utilized and how the learner will be evaluated
b) Relevance and applicability of the learning outcomes to the purpose of the
eLearning program
c) Directions on how the learner can refer back to learning outcomes at any point in
the unit/module (to allow the learner to refresh their memory as to why a specific
topic is being covered)
5. Assessment
Assessing the learner allows a training provider to evaluate whether knowledge transfer
has occurred. Assessment questions must:
a) Have clear instructions as to how to answer the question
b) Be composed in such a way that the mechanism for answering questions is
straightforward (i.e. true/false, multiple choice)
c) Be varied and suitable for the type of question being asked (i.e. the question
construction must allow multiple choices to be selected if a question has multiple
correct answers)
d) Be focused on testing knowledge through application to a job-relevant task (i.e.
avoid regurgitating information back to a learner)
e) Cover areas and learning outcomes that have been taught in the eLearning
program
f) Be offered at a suitable level of difficulty based on learner needs (i.e. literacy,
language, accommodation)
g) Be clearly worded (i.e. avoid negative constructions)
h) Employ plausible distracters with no “trick” distracters
i) Be programmed to prevent invalid answers (i.e. no option to input text answers or
choose more than one answer)
7j) Give the learner the opportunity to change their mind (usually achieved through a
“confirm” button or similar action offered before moving on to the next question)
6. Interactivity
Instructional interactivity refers to approaches that actively engage the learner to help
them improve their ability to learn effectively.
6.1. Interactivity with the eLearning Program
To ensure interactivity is at an optimal level:
1) Interaction with the instructional material must directly involve the learning
content embedded in the eLearning program and not through the use of a
separate program
2) Interaction must be focused to allow learners to receive feedback and reinforce
that they are learning through active participation
3) Interactions must support the learning activity by:
i. Accurately reflecting the context of the real-world application of the skill
ii. Explaining the reason for the interaction (i.e. why is the learner doing this)
iii. Breaking down extended or complex activities into sub-components
iv. Interspersing interactivity throughout the eLearning program rather than
being concentrated in one particular section of a module
v. Following a designed elaboration strategy (i.e. should build from simple to
complex, or may support skill practice with work examples prior to
scenario-based learning)
vi. Providing reinforcement through multiple examples
vii. Pacing to allow the learner time for reflection and consolidation
6.2. Interactivity with a Qualified Instructor
Learners must have real-time access to a qualified instructor to address any questions
or concerns relating to the instructional content or performance of the eLearning portion
of the training program.
87. eLearning Program Architecture Design
The design and feel of the eLearning program must be user-friendly and allow the
learner to have unrestricted access to important components from any point within the
eLearning program. These would include:
a) Real-time access to a qualified instructor
b) Real-time access to technical support
c) Ability for the learner to search for content (e.g. “search” button, “search”
navigation bar)
d) Self-help information (e.g. Frequently Asked Questions (FAQ), program tutorial)
e) Glossaries
7.1. General Learning
The instructional materials in the eLearning program must maintain a consistent
appearance and presentation style, and satisfy the following general learning design
criteria:
a) Learning is constructed in modular elements focused on clearly defined learning
outcomes
b) Instructional units are organized in such a manner that the learner can return to a
previously completed unit
c) Learning events are clearly and closely coupled to the learning outcomes and are
sufficient to allow the learner to achieve the desired learning outcome
d) Each instructional unit should not exceed 15 minutes in duration of delivery
(learner durations may increase if adaptive learning is applied)
e) Within the eLearning program there must be congruence between learning
outcomes, instructional materials and formal assessments (i.e. each outcome is
supported by instructional content and interactions, and is evaluated)
f) Cumulative evaluation is sufficiently detailed to ensure the learner has achieved
the learning outcomes
7.2. Adaptive Learning
Adaptive learning is an educational method which allows the use of computers to adapt
the presentation of educational material according to learner needs, and meets the
9requirements of the Accessibility for Ontarians with Disabilities Act (AODA). To be in
compliance with this requirement, the eLearning program must ensure that:
a) The learner can control content sequencing (i.e. topics can be viewed in any
sequence)
b) The learner can control content presentation speed
c) The learner can access learning support (interaction with a qualified instructor)
and technical support without constraint
d) The learner may repeat sections as required prior to undertaking tests and/or
quizzes
7.3. Conditions of Learning
Learning occurs in a series of learning events (i.e. activities that afford the learner the
opportunity to increase their knowledge) within an instructional unit. Instructional units
must be structured to include at a minimum:
a) Clear statement of objective(s)
b) Overview of instructional materials to be used for the particular unit
c) Recall of prerequisites/context setting
d) Optional items (e.g. pre-tests, recall questions from previous units, other forms of
activities to reinforce prior learning)
e) Provision for learning evaluation(s)
f) Unit summary
8. Instructional Content Design
8.1. General
All eLearning programs must adhere to the following:
a) The instructional content is relevant to the learning outcomes
b) The layout of information on the screen is simple, clear and free from clutter
c) Visual elements on-screen are well separated with adequate white space (i.e.
good contrast)
d) Instructional materials are accurate, current and where necessary, referenced
and copyright cleared
10e) The subject material is written with respect to the target audience (e.g. use of
terms, language, readability, clarity)
8.2. Multimedia
All multimedia presentations must adhere to the following:
a) Instructional content presented in multiple media are complementary (i.e.
messages do not have to be identical, but can be a summary of one another)
b) No conflicts between the information presented in different forms of media
c) Media is used to reduce the learner’s cognitive load through reinforcing,
supporting and summarizing instructional content to support learner cognitive
processes
d) The learner is not confused or distracted by having to focus on separate areas of
the screen simultaneously
e) The learner’s attention is focused on the section of the screen that must be
attended to
f) Media controls are standard, simple and consistent across the entire eLearning
program and allow the user the degree of control the instruction requires
8.3. Text
Text included in the program must ensure that:
a) Lists and other visual organizers are used to reduce dependencies on large
quantities of text on the screen
b) Instructional materials are free of bias, discriminatory or defamatory material
c) Instructional materials are free of spelling, grammatical or punctuation errors
d) Acronyms and abbreviations are consistently represented and explained in full
where first used
8.4. Links
External links can be used to view additional instructional material (e.g. YouTube video),
or as a reference for supplementary information, where applicable. All instructional
materials must:
a) Be free from broken or incorrect links
11b) Provide a feature within the eLearning program to report broken links (e.g. “help”
button to contact instructor)
c) Clearly identify links using the standard hyperlink format (e.g. underlined text
that can be clicked to jump to a specified target location)
8.5. Audio, Video, Animation and Playback
Visual representations are important to maintain the attention of a learner. The following
must be adhered to when incorporating these formats:
a) Animation is restricted to instructional content and the background is free from
distracting images or animations
b) Video and/or animation plays without stutter or dropped frames and audio
remains synchronized with the video images at all times
c) Audio is recorded and presented such that background noise is minimized
d) Voice quality is adequate to understand speech clearly (e.g. voice playback is not
muffled or distorted)
e) Sound may be turned on or off and the volume control is accessible on-screen
f) Playback is error-free
g) Screens and pages load quickly, and where plug-ins are required, automatic
prompts for installation are provided
h) All text, characters and symbols render correctly on playback devices
i) Text, images and diagrams are clear and large enough that they are legible at
the recommended screen resolution
9. Navigation and Usability Design
Usable programs are generally efficient, simple to learn, easy to navigate and engaging
from a learner’s perspective.
To ease the learner’s navigation and usability of the eLearning program:
a) Menu structures must be “shallow and wide” (e.g. have a few levels but with
many selectable items at each level) in preference to “narrow and deep”
b) Scrolling content must be avoided wherever possible, on the basis that it may
potentially conceal content from the learner and result in content being missed
12c) The learner must be protected from accidentally exiting the eLearning program
(e.g. “are you sure you want to exit?” confirmation window is presented)
d) Each screen must have a unique title
e) The position of the learner within a sequence of screens within an instructional
unit must be indicated
f) The position of the learner within the overall eLearning program must be
indicated (e.g. program map)
g) The status of instructional units (e.g. not started, started, completed) must be
clearly visible to the learner
h) Clear indicators must allow the learner to easily keep track of where they are in
the eLearning program
i) Navigation controls must be simple, intuitive and consistent in naming,
performance and screen location
j) Controls must exist to allow the learner to:
i. Move forward and backward through screens, as well as replay current
screen if necessary
ii. Control video with play, pause, stop and volume controls
iii. Move up to the menu that presents multiple units of instruction
k) Controls such as help, glossary or setup must be available throughout the
eLearning program and operate on a “call and return” principle, where the learner
is returned automatically to where they were in the program upon completion of
the operation (rather than forcing the learner to navigate back to their place in the
program)
l) Appropriate accessibility guidelines must be adhered to, as per the Accessibility
for Ontarians with Disabilities Act (AODA) and the Web Content Accessibility
Guideline (WCAG) 2.0 standards level AA (as published by the World Wide Web
Consortium (W3C) in 2008).
10. System Design Requirements
10.1. Support
Technical support, help or other forms of troubleshooting assistance must be provided
to learners accessing the eLearning program. This support must be available when the
learner is:
13a) Using a web browser
b) Logging into a Learning Management System (LMS)
c) Accessing external program components
10.2. Reporting System Performance Issues
The learner must be provided with accurate contact information to be used as needed
to:
a) Obtain technical help during the eLearning program or to report technical
problems
b) Contact the eLearning program facilitator or designate to report problems or
submit queries regarding the instructional content of the eLearning program
10.3. Hardware Specifications
Minimum hardware specifications to run the eLearning program shall be stated to the
learner.
Specifications must include:
a) Optimal screen resolution recommendation
b) Required and optional peripherals (e.g. speakers/headphones)
c) Recommended bandwidth
10.4. Software Components
Minimum software specifications to run the eLearning program must be stated to the
learner.
Specifications must include:
a) Recommended browser version
b) Non-standard plug-in requirements (i.e. Adobe Acrobat, Flash Player, Java)
c) Recommended graphics capabilities
14Appendix A: Glossary of Terms
Blended Learning
Describes the practice of using several training delivery media in a single training
program. It typically refers to the combination of classroom instruction and eLearning.
Cognitive Load
The mental work imposed by a learning environment or object. Since we have limited
mental capacity, content needs to be designed so as not to overload our cognitive
processes nor impose mental work that is irrelevant to the learning goals.
Congruence
A measure of compatibility and assimilation of elements
Course
An accredited component of a curriculum
Distance Learning
An educational situation in which the instructor and learner are separated by time,
location, or both. Education or training courses are delivered to remote locations via
synchronous or asynchronous instruction (ASTD definition)
Distracter
An incorrect option in a multiple choice test
eLearning (Electronic Learning)
A term covering a wide set of applications and processes that includes web-based
learning, computer-based learning, virtual classrooms, and digital collaboration
Formative Testing
Refers to a wide variety of methods that teachers use to conduct in-process evaluations
of learner comprehension, learning needs, and academic progress during a lesson, unit,
or course
Instructional Design
Systematic method of planning, developing, evaluating and managing instruction to
ensure competent performance by the learner
15Instructional Unit
A lesson and/or activity within a learning module that facilitates the achievement of a
desired learning outcome
Learning Event
An activity which affords the learner the opportunity to increase his or her knowledge
Learner Practice
The act of engaging in an activity again and again for the purpose of improving or
mastering a skill or learning concept
Module
A series of instructional units that can be measured, evaluated or changed and
assembled to form complete courses
Summative Testing
Used to evaluate student learning, skill acquisition, and achievement at the conclusion
of a defined instructional period—typically at the end of a module or training program. In
other words, to determine whether students have learned what they were expected to
learn
Training Provider
An individual, sole proprietor, corporation or not-for-profit organization which designs
and undertakes training, or employs or contracts instructional designers and/or
instructors to design and/or deliver training
User-Friendly
Easy to use and understand
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