tech comm guide - skestrom.files.wordpress.com · hints and tips. technical ... 800 project...

Tech Comm Guide

Release Date: Draft

Tech Comm Guide

Table of Contents Draft Page i

Table of Contents

Introduction.................................................................................................. 1

Purpose ...................................................................................................... 1

Technical Communications ............................................................................ 1

Technical Communications Process ................................................................. 1 Step One - Planning the Project ................................................................ 1 Step Two - Analyzing the Project .............................................................. 1 Step Three - Developing Objectives .......................................................... 2 Step Four - Planning Instructional Design .................................................. 2 Step Five - Developing Content and Materials............................................. 2 Step Six - Peer Review and Verification ..................................................... 2 Step Seven - Revising and Evaluating ....................................................... 2 Step Eight - Final Output ......................................................................... 2

CSG e-Learning Product Descriptions .............................................................. 3

Project Team Responsibilities .................................................................. 5

Project Types ............................................................................................... 5 e-Simulations ......................................................................................... 5 e-Lectures ............................................................................................. 5 e-Procedures .......................................................................................... 5 e-Brochures ........................................................................................... 5

Starting a Project ......................................................................................... 6 Scope Documents ................................................................................... 6 CSG Online Time .................................................................................... 6 Kick-off Meeting ..................................................................................... 7 Weekly Meeting ...................................................................................... 8 Lessons Learned Meeting ......................................................................... 8 Status Reports ....................................................................................... 8

Writer’s Responsibilities ............................................................................ 9

Writing Style ............................................................................................... 9

Writing Online Seminar Storyboards .............................................................. 10 Online Seminar Writing Style .................................................................. 10

Writing Content Outlines .............................................................................. 10

Writing Storyboards..................................................................................... 11

Peer Review ............................................................................................... 11

Editing Responsibilities................................................................................. 11

Tech Comm Guide

Draft Table of Contents Page ii

SME Sign-off............................................................................................... 12

Backups and File Maintenance....................................................................... 12

ACSR Graphics ............................................................................................ 12

Developer’s Responsibilities ................................................................... 13

Developing Online Seminars ......................................................................... 13 Navigation ............................................................................................ 13 Design Elements .................................................................................... 13 Audio Files ............................................................................................ 13

Developing TBTs ......................................................................................... 13 Navigation ............................................................................................ 13 Graphics ............................................................................................... 13 Design Elements .................................................................................... 14


SME Sign-off............................................................................................... 14

Promoting Your Work ................................................................................... 14


Instructional Designer Responsibilities................................................. 16

Learning Objectives ..................................................................................... 16

Learning Outcomes...................................................................................... 16

Review ..................................................................................................... 16


SME Sign-off............................................................................................... 17


Data Management ..................................................................................... 18

Weekly Archiving Procedure.......................................................................... 18

File Creation and Maintenance ...................................................................... 19 Adding Folders to The Development Server ............................................... 19 Data Backups ........................................................................................ 19 Project Folders ...................................................................................... 20 Online Seminars .................................................................................... 21

File Archive Standards ................................................................................. 25 Online Seminars .................................................................................... 25

Completed Project ....................................................................................... 25 Toolbook TBTs ....................................................................................... 27

Completed Project ....................................................................................... 28 Department Backups and LAN Backups..................................................... 29 Cd-Rom Backups Currently On-Site .......................................................... 29 Folders on the CBT Development Server ................................................... 32

Hints & Tips................................................................................................ 37

Packaging Files for the Web Using PowerPoint ................................................. 37 Audio Files in PowerPoint ........................................................................ 37

Tech Comm Guide

Table of Contents Draft Page iii

Video Files in PowerPoint ........................................................................ 38 Hyperlinks in PowerPoint ........................................................................ 38

Word Usage ................................................................................................ 38

Graphics Usage ........................................................................................... 40 Corel ................................................................................................ 40

ToolBook .................................................................................................... 40 CCS TBT Development Standards ............................................................ 40 Packaging Hints ..................................................................................... 41 ToolBook Graphics (this is from a listerv) .................................................. 41

Writing Questions ........................................................................................ 44

Writing Behavioral Objectives ....................................................................... 47 How to Write Behavioral Objectives by Dr. Robert Kizlik, Ed.D

Former Vice President of the University of Virginia .......................... 47 Audio/Video Release form ..................................................................... A-1 SME sign-off form ................................................................................ A-1 Scope Document form .......................................................................... A-1 TBT Evaluation form ............................................................................. A-1 Tech Comm request form ..................................................................... A-1

Index ................................................................................................. Index-1

Tech Comm Guide

Introduction Draft Purpose Page 1

Introduction

Purpose

This document contains information pertinent to the Technical

Communications (Tech Comm) group. Here you will find definitions of the roles and responsibilities for the project team, writers, developers, and instructional designers. You will also find style guidelines, and hints and tips.

Technical Communications

The Technical Communications group delivers high impact, highly

visible ‘electronic’ content, primarily on the web. While we can still cut a CD-ROM when requested, our goal is to place all our content on the web. The web offers us the opportunity to keep the material current, delivered faster and at a lesser cost than the CD-ROM. Users are

assured that the material on the web reflects the latest version of a specific application. Web content is available 24/7 from anywhere an Internet connection is available.

Technical Communications Process

The typical Tech Comm project follows an eight-step process. Each step is outlined here.

Step One - Planning the Project

A project plan document (or scope document) describes the problem,

how the problem will be solved by the training, what will be done, by whom, delivery dates and with what type of resources.

Step Two - Analyzing the Project

During this step we answer who is the audience, what do they know now, what do they need to know, what resources do they require,

Tech Comm Guide

Draft Introduction Page 2 Technical Communications Process

what conditions effect the training delivery. This information is also included in the scope document.

Step Three - Developing Objectives

During this step, we examine what the learners should know or be able to do by the end of the training and with what performance

criteria. The output of this step is measurable and verifiable objectives that are included in the scope document.

Step Four - Planning Instructional Design

During step four, we examine what instruction design will facilitate the

course objectives within the time and budgetary constraints of the project. This output is included in the scope document.

Step Five - Developing Content and Materials

During this project phase, we implement the instructional design.

Output from this step can be any one of our e-Learning tools: e-Simulation, e-Lecture, e-Procedures, or e-Brochures.

Step Six - Peer Review and Verification

During this project phase, the material content is reviewed and verified

by team members and SMEs. We discover what works well and what doesn’t work.

Step Seven - Revising and Evaluating

This step of the project includes revising content and evaluating content to ensure that the learning objectives have been met.

Step Eight - Final Output

In the final step, we delivery the content to our users and promote the availability of this new content.

Tech Comm Guide

Introduction Draft CSG e-Learning Product Descriptions Page 3

CSG e-Learning Product Descriptions

This section outlines the e-Learning products and provides a description of each product.

E-Learning Product Description Formerly Known As

e-Simulation Guided instruction with the simulated application

Software simulation

e-Simulation Usually includes guided and

independent practice, lesson reviews, course summary, scored test, and printable certificate

Software simulation

Challenge e-Simulation Presents learner with

scenarios that they solve in the simulated software

Software simulation

Add-Ons Link to printable reference

sheet, animation, audio, and screen capture video

e-Lecture Presentation-may be informative or educational

Online seminar

Informative e-Lecture Informative presentation Online seminar

Educational e-Lecture Educational presentation

including practice questions, lesson reviews, and course summary

Online seminar

Add-Ons Animation, link to printable reference sheet, link to

printable test, audio, and screen capture video

e-Procedure Step-by-step instructions

organized by central navigation

Tutorial

Tech Comm Guide

Draft Introduction Page 4 CSG e-Learning Product Descriptions

E-Learning Product Description Formerly Known As

Add-Ons Link to printable reference sheet, link to printable test, and screen capture video

e-Brochure Promotional presentation No former name

Add-Ons Animation, link to printable reference sheet, audio, and screen capture video

Tech Comm Guide

Project Team Responsibilities Draft Project Types Page 5

Project Team Responsibilities

This chapter discusses the various types of offerings from the TBT group. We will also look at the responsibilities of the project team.

Project Types

The TechComm group offers e-Learning to employees and clients. An e-Learning project can consist of any one of these types of learning experiences.

e-Simulations

These used to be called software simulations. These are intensive,

hands-on, guided simulations of the CSG application. Examples of e-Simulations include: ACSR CSR/Tech/Mgmt., CCS CSR/Tech/Mgmt., Screen Express, and TechNet.

e-Lectures

These used to be known as online seminars. Examples of e-Lectures include: ProfitNow!, Requirements Engineering, Extranet Registration, Oracle Time, and more.

e-Procedures

These were formerly called tutorials. They are an online cookbook

with step-by-step instructions concerning the use of a CSG application. An example of an e-Procedure is Aggregator Express.

e-Brochures

Although these have been around for a while, they were never really named. This media is interactive, informational, and timely.

Examples of e-Brochures include: CSG Product Overview, the Industry Overview, the CSG Overview . . . and more.

Tech Comm Guide

Draft Project Team Responsibilities Page 6 Starting a Project

Starting a Project

The TechComm Manager assigns the projects. You can find the form

to request an e-Learning project on the Tech Comm web. A sample Tech Comm request form is located in Appendix A.

Scope Documents

A scope document is a plan that establishes the project direction and serves as a communication tool to facilitate understanding among the

project's main stakeholders. Scope documents bring up questions early in the project, before they have a chance to become misunderstandings. A typical scope document contains these sections: background, target audience, description, prerequisite knowledge, draft topics, project description, deliverables, responsibilities, milestones, measurements of success, and project concerns/issues.

Typically, a project has a scope document before the Manager assigns

the project to a writer. The scope document outlines the work to be performed, deliverables, responsibilities, and milestones. See Appendix A for a sample of a scope document.

Various people involved in the project sign scope documents. This

may include the Technical Communications Manager, the Management Services Director, the requestor, the Technical Communications Writer/Analyst, and the Technical Communications Developer, among others.

CSG Online Time

A new project should have a number already established by the time the scope document is complete. If you have a project that needs an

online time number, ask the Tech Comm Manager to request a number.

Standard tasks are established for use in CSG Online Time. You can add new tasks as necessary. Here is a table of current standard tasks.

Number Task Name Description

100 Instructional Design This task includes the instructional design portion of a project.

200 Research/Writing This task includes the research and

writing time for all outlines and storyboards. Storyboards will not usually be created for online

Tech Comm Guide

Project Team Responsibilities Draft Starting a Project Page 7

Number Task Name Description

seminars.

300 Development This task includes programming and

multimedia development. This is usually the domain of Technical Communications

400 Quality Assurance This task includes all peer review,

SME reviews, etc. This includes time spent reviewing documents and developed products by subject matter experts (SMEs), including instructional and product SMEs. This task is for requested reviews only.

500 Publishing This task includes time spent packaging the product for final production. This is usually the

domain of Technical Communications.

600 Cross-Training This task was established by the Education group and is for their use.

700 TechComm Support This task includes client support of

any TechComm project. If you have sites calling you with questions about a project, charge your time to this task.

800 Project Management This task is for the use of project managers.

Kick-off Meeting

After receiving a signed scope document, the writer and developer will

initiate a kick-off meeting. This meeting will be held approximately one week after receiving the scope document. The writer and developer should coordinate the kick-off meeting and invite all subject matter experts (SMEs) to this meeting.

The purpose of the kick-off meeting is to discuss any issues or

concerns. You should also review the project schedule. The team should discuss the project delivery mechanism (online seminar, TBT,

Tech Comm Guide

Draft Project Team Responsibilities Page 8 Starting a Project

etc.). If the project templates are available, they can be shown to project SMEs.

Weekly Meeting

If the project team members agree, the project team can schedule weekly meetings to keep team members updated on the project status. Weekly meetings are optional

Lessons Learned Meeting

Project team members should conduct a “lessons learned” meeting no

later than one week after project completion. This meeting should include all team members, as well as management. The objective of this meeting is to review the project – what went well, what could be improved, etc.

Status Reports

Each Wednesday, send your project percentages to the TechComm

Manager. Include project name, percent complete, and any problems or issues with each project. The TechComm Manager will incorporate everyone's progress and send out an updated Master Project Plan.

Tech Comm Guide

Writer’s Responsibilities Draft Writing Style Page 9

Writer’s Responsibilities

Writing Style

Writers in the Technical Communications group must adhere to the

CSG Systems Inc., Style Guide developed by the Technical Documentation department. While writing for the Technical Communications group is less structured than technical writing, writers are encouraged to use this style guide.

Tech Comm is written as conversational English, and is less formal and

less structured than traditional technical writing The CSG Systems, Inc., Style Guide has a chapter for e-Learning. This chapter contains style rules that only apply to e-Learning documents. Writers are encouraged to submit requests to the editors in the Documentation department regarding the e-Learning writing style.

Keep the copy simple. Whenever possible, keep your text brief and

easy to read. Try to write in active voice. Active voice is more “reader-friendly” than passive voice.

Write conversationally. Think of your readers as individual people, not

as a faceless mass. Try to communicate with them, not to them. A conversational style will help you make that connection

Present information in digestible chunks. Whenever possible, summarize; more importantly, try to keep your paragraphs short,

easy to process. The bottom line? Don't overwhelm the reader; pace your information.

Remember - CSG does not allow clients to do something, we enable clients to do something.

Tech Comm Guide

Draft Writer’s Responsibilities Page 10 Writing Online Seminar Storyboards

Writing Online Seminar Storyboards

Online Seminar Writing Style

Keep paragraphs short and succinct. Try to limit paragraphs to less

than 100 words. Use bulleted lists whenever possible. This provides the reader with a visual guide of the information.

Work closely with the developer when writing the storyboard. The developer may have specific requests regarding style, format, etc.

Use PowerPoint to write the online seminar storyboards. In the

storyboard, be sure to include any screen shots (CCS, ACSR) that will be used in the seminar. Screen shots should be in GIF format. Including screen shots in the storyboards provides SMEs with a greater understanding of what you are trying to accomplish. Do not use a font smaller than 12 point in the storyboards.

While writers are not responsible for graphics in online seminars,

include any graphic ideas you may have used in your writing. Place these graphics in the appropriate online seminar folder. All graphics should be in GIF format.

If your scope document requires narration, be sure to include the narration in the storyboard.

Storyboards that are sent to development should be as error-free as

possible. This allows developers to cut and paste the information, rather than retyping the text.

Be sure to submit your document for edit. See the Editing Responsibilities section of this chapter for more information.

Storyboards should include copyright information. Here is a sample of a copyright statement:

This media contains confidential and proprietary information of

CSG Systems, Inc.® No disclosure or use of any portion of the media may be made without the express, written consent of CSG Systems, Inc. Copyright 2002. CSG Systems, Inc., and its licensers. All rights reserved.

Writing Content Outlines

For learning opportunities, the content outline clarifies the organization

and content of the project. Outlines include objectives, learning

Tech Comm Guide

Writer’s Responsibilities Draft Writing Storyboards Page 11

outcomes, lesson titles and content, practices, reviews, summaries, and assessment.

Writing Storyboards

Work closely with the developer when writing the storyboard. The developer may have specific requests regarding style, format, etc.

Use PowerPoint to write the storyboards. In the storyboard, be sure to

include any screen shots (CCS, ACSR) that will be used in the seminar. Screen shots should be in the GIF format. Including screen shots in the storyboards provides SMEs with a greater understanding of what you are trying to accomplish. Do not use a font smaller than 12 point in the storyboards.

While writers are not responsible for graphics used in e-Simulation,

include any graphic ideas you may have used in your writing. Place these graphics in the appropriate online seminar folder. All graphics should be in GIF format.

The Documentation department does not edit our storyboards for

style. Storyboards that are sent to development should be as error-free as possible. This allows developers to cut and paste the information, rather than retyping the text.

Be sure to submit your document for edit. See the Editing Responsibilities section of this chapter for more information

Peer Review

Submit outlines, online seminars, and storyboards to the Tech Comm

group for peer review. At a minimum, include everyone in the Tech Comm group, and the Tech Comm manager. While you can submit a storyboard for a peer review and a Doc edit at the same time, I

recommend that you try to have the peer review completed before sending the storyboard for a Documentation edit.

Editing Responsibilities

After completion of the writing portion of a project, it is the writer’s responsibility to submit the project for edit. The Technical

Documentation Department requires a lead-time of two weeks. In special circumstances, an edit can be rushed through but, be considerate and provide as much lead-time as possible. The form for

Tech Comm Guide

Draft Writer’s Responsibilities Page 12 SME Sign-off

submitting an edit request can be found on the Documentation web site under the Project Request link.

Two key fields on the edit request form are:

Date All Information is Available to Documentation

This field indicates when you expect to be completed and when Documentation can start the edit.

Requested Date to be Posted to CORE/Extranet This field indicates when you want the edit to be complete.

Be sure to provide the location of where to find your file for edit.

SME Sign-off

Before turning over any storyboard to the developer, you must have a

SME sign-off on the storyboard. You can use e-mail as a SME sign-off instead of the SME sign-off form. Be sure to have the requestor include specific verbiage in the e-mail that indicates their approval of the storyboard.

Appendix A contains a copy of the SME sign-off form.

Backups and File Maintenance

Writers are responsible for maintaining copies of all outlines and

storyboards. Keep both of these documents on the CBT Development drive. Be sure to keep an additional copy either on your hard drive or on a floppy disk.

Be sure to review the Data Management chapter for complete information on backup responsibilities.

ACSR Graphics

When updating the graphics for ACSR in Paint Shop Pro, the ACSR palette needs to be added to each image. Using this palette ensures that new graphics will match the coloring of current graphics.

The ACSR developer can provide you with a copy of the ACSR palette.

Tech Comm Guide

Developer’s Responsibilities Draft Developing Online Seminars Page 13

Developer’s Responsibilities

Developing Online Seminars

Navigation

The navigation in online seminars must be consistent. All pages

should include the same elements (keys to move forward, backward), etc.

Design Elements

Audio Files

If you use any CSG personnel, be sure to have that person sign an

Audio/Video Release. Have the CSG Legal Department approve any changes to this form. A copy of this form is included in Appendix A.

You can find a blank Audio/Video Release form on the CBT

Development server under the Standards folder. This document is called release.doc. Keep all singed copies with your project folder documentation.

Developing TBTs

Navigation

Navigation is integrated into the design for the project; however, it is a

development standard to have the Next, Prev, and Home buttons in the lower right-hand corner of each page.

Graphics

If you use pictures of employees, friends, and/or family, be sure to have the Audio/Video Release form signed prior to project completion.

Tech Comm Guide

Draft Developer’s Responsibilities Page 14 Editing Responsibilities

Design Elements


After completing a project, it is the developer’s responsibility to submit the project for edit. The Technical Documentation Department

requires a lead-time of two weeks. In special circumstances, an edit can be rushed through but, be considerate and provide as much lead-time as possible. The form for submitting an edit request can be found on the Documentation web site under the Project Request link.






If your project is a TBT, remember to provide a hard copy version so that the editor can review the project both online and in hard copy.

SME Sign-off

Before turning over any storyboard to the requestor, you must have a

SME sign-off on the development. You can use e-mail as a SME sign-off instead of the SME sign-off form. Be sure to have the requestor include specific verbiage in the e-mail that indicates their approval of the finished product.

Appendix A contains a copy of the SME sign-off form.

Promoting Your Work

After finishing on OLS or TBT, notify Brad Curtis that the project is complete. Brad will work with you to compose a notification for your project and post it to CORE.

Tech Comm Guide

Developer’s Responsibilities Draft Backups and File Maintenance Page 15


Developers are responsible for maintaining file copies required for a

product. These files should be kept on the CBT Development drive. Be sure to keep an additional copy either on a zip disk, or a CD.

Developers should make backups of their files on a periodic basis.

While LAN drives are backed up weekly, you may want to backup your data more often than that. Use common sense; backup your data on a regular schedule.

After completing a project, place the printed copies in a three-ring

notebook. You may want to include outlines, storyboards, learning objectives, and any other pertinent material in this notebook.

Tech Comm Guide

Draft Instructional Designer Responsibilities Page 16 Learning Objectives

Instructional Designer Responsibilities

Instructional designers (IDs) provide scope documents, learning objectives and learning outcomes for a project. Projects involving

learning opportunities usually include an ID, while projects that are informative do not include an ID.

Learning Objectives

Learning objectives are performance-based, measurable, and worthwhile.

Learning objectives are included in the scope document and then refined in the content outline.

The ID works with SMEs for topic and depth of coverage when creating the learning objectives.

The project team reviews learning objectives before approving the scope document.

Learning Outcomes

Learning outcomes are derived from learning objectives. Learning

outcomes are geared to a more specific student performance that indicates the student knows the content.

Review

The ID reviews projects as they evolve to make sure that objectives and outcomes are taught and measured as appropriate.

Tech Comm Guide

Instructional Designer Responsibilities Draft Editing Responsibilities Page 17


After completing an outline or educational objectives, it is the

designer’s responsibility to submit the project for edit. The Technical Documentation Department requires a lead-time of two weeks. In special circumstances, an edit can be rushed through but, be considerate and provide as much lead-time as possible. The form for

submitting an edit request can be found on the Documentation web site under the Project Request link.






SME Sign-off


Tech Comm Guide

Draft Data Management Page 18 Weekly Archiving Procedure

Data Management

Linda Armstrong is the Data Manager for the Tech Comm group. She

establishes the data management requirements and procedures. If you want to make any additions to the data management procedures, work with Linda.

Weekly Archiving Procedure

The purpose of a weekly backup is to ensure that all projects you are

working on have a mirror image of your network and hard drive files in the case of a disaster (minimal effect of a .jpg being overwritten to a more serious effect of complete data loss due to corruption or folder deletion).

You will need four (4) CD-RWs for the weekly rotation. Please do not

write on the CDs, as they will contain different data as time goes on. I will supply jewel case inserts that will contain your Name, Backup Date, and Data Description.

Since there are currently five of us, the following weekly backup schedule is as follows:

Chris Monday

Mike Tuesday

Linda Wednesday

Susan Thursday

Brad Friday

As an example, let’s take March 2002:

Week 1 CD1-A and CD1-B March 4-8



Tech Comm Guide

Data Management Draft File Creation and Maintenance Page 19


Each week, you will keep the “A” CD and give the “B” CD to Scott Sloan for off-site storage.

Please rotate between your CD1 pair and your CD2 pair of storage

media. It is a good and sound practice not to overwrite your most current backup. CD-RWs and jewel cases can be obtained from Scott Sloan. Inserts can be obtained from the DMQ on or after 2/8/02.

File Creation and Maintenance

Adding Folders to The Development Server

Notify the Data Management Queen (hereinafter called the DMQ)

1. Name of Folder (The name should be a true representation of your project)

2. Current Owner(s)

3. Folder Description

4. Department backup required? (consider these things before you answer Y or N)

Is this a TBT project that only you have the templates, code, graphics, etc.?

Is this an evaluation copy of new software?

NOTE: If you have a question about whether the

department requires a periodic backup – see the DMQ or your department manager.

Data Backups

If the designation of a department backup is “Y”, the owner(s) of the

folder is responsible for ‘in-development’ backups and ‘project-completed’ backups.

The standard policy is that weekly backups be made on zip disk or CD and completed project backups be burned to a CD (2 copies) and given to the DMQ. The DMQ will log this information and give both copies to

the Dept Manager. One copy will be kept on-site and the 2nd copy will be stored off-site.

Tech Comm Guide

Draft Data Management Page 20 File Creation and Maintenance

Project Folders

Naming Conventions: How you name a folder as you begin a project is important;

1. Links are established to a specific folder name and if it is renamed, broken links can result.

2. Your teammates may be asked to retrieve files in your

absence. A name that properly identifies your project is critical.

3. Subdirectories established under your project folder name

should identify the files used in the project. Common subdirectory names we will use are:

Sounds (misc. audio)

Narration (used for online seminars’ speaker notes)

Movies (i.e. Camtasia clip of a process)

Edits (peer or SME responses to an edit review)

Graphics (backgrounds, misc. .gifs, .jpg, etc.)

Screenshots (screens of the product)

Reference (scope doc, outline, product documentation)

Storyboards (a .ppt or .doc prepared by the Instructional Designer or TBT Technical Writer)

Comments (documents, bullet points, etc. that the

developer wants to pass along to the team or person who may inherit this project, or reminders to current project team). Examples include:

Conversations with Click2Learn

The reason a page was developed the way it was – the obvious way didn’t work in DHTML

REMEMBER: Whether you inherit a project from someone else or revisit a project that you originally developed, time passes quickly, and as a general rule, it is easier to review a reference document than

recreate the wheel.

Tech Comm Guide


Online Seminars

This table lists the backups for online seminars.

Folder Name Creation Date

Size (mb)

Comments

_Derived 3/01 3 Archived to CD1

_overlay 3/01 1.7 Archived to CD1

_VTICNF 6/01 11 Archived to CD1

ACSRCitrix 5/01 23 Archived to CD1

Adult Learning1

6/01 6 Archived to CD1

Adult Learning2

6/01 5.5 Archived to CD1

Adult Learning3


Adult Learning4


Backbill passers

8.01 14 Archived to CD1

BCP 4/01 78.6 Archived to CD1

BCP Online Seminar


Bravo 6/01 12.4 Archived to CD1

Citrix 5/01 54 Archived to CD1

CitrixW 4./01 17 Archived to CD1

Class1_presentation basics


Class 2_basic PPT guidelines


Tech Comm Guide



Size (mb)

Comments

Class3 –

Course design and development


Convergent financial


Convergent intro seminar


Convergent search options


Convergent

work order flows


Converter passer


CSG Support ScrnComp


CTT Profile 43 final training


CTV seminar 8/01 10.1 Archived to CD1

Executive Linda CSG LAN backup should be adequate

Financial

services nontrans


Headend passer


HeatherDavis 7/01 198 Archived to CD2

Housepassers 6/01 9 Archived to CD2

Tech Comm Guide



Size (mb)

Comments

Housepassers 070501


MarkE Package


May 2001 Release


Network Newhire 106


Oracle_Evem

_onlineseminar


Oracle S&P 12/01 139 Archived to CD2

Password Resets


PBX seminars 6/01 7 Archived to CD2

Powerpoint Overview


ProfitNow 12/01 9.4 Archived to CD2

Quality

Customer Service 101


Recommercial 8/01 2 Archived to CD2

RMS

12/01 46 Originating Dept: PSC – Archived to CD2

Security 1/02 3 Originating Dept:

Security; Archived to CD2

Tech Comm Guide



Size (mb)

Comments

SQL 8/01 13.6 Archived to CD2

Training Tips 6/01 11 Archived to CD2

Vantage

Product Highlites


WFXreports 8/.01 3.1 Archived to CD2

CD1 = 25 folders

CD2 = 22 folders

Tech Comm Guide

Data Management Draft File Archive Standards Page 25

File Archive Standards

Online Seminars

Developer Responsibility Data Management Administrator Responsibility

Writer Responsibility

Project in Progress:

A minimum of weekly backups on floppy, zip disk or CD. This includes:

Raw development (.PPT and/or .POT files)

Graphics

Sound

Work with your Writer to ensure that

your project team has all necessary data backed up.

Maintain ‘in-progress’ backups at your desk

Completed Project

Burn two copies of a CD with the following data:

In January and June of each

year, all online seminar projects will be archived on CD and those projects older than 90 days (initial

development completion or revision dates) will be deleted from the development server.


A minimum of weekly backups on floppy, zip disk or CD. This includes:

Storyboards (.PPT or .DOC)

Graphics

Sound

Screenshots

Work with your Developer to ensure

that your project team has all necessary data backed up.

Maintain ‘in-progress’ backups at your desk.

Completed Project

Work with your Developer to ensure

that only the final copies of sounds,

Tech Comm Guide


Raw development (.ppt files)

The index .htm file

folder with all the supporting .html files

Graphics

Narration

Sound

Screenshots

Storyboards

Movies

Label it as follows:

Project Name

MMM-DD-YYYY

Your initials as project owner

Give both copies to the TBT Manager.

Notify the Data Management

Administrator so that the archival log can be up-to-date.

graphics, screenshots are under

your project folder prior to burning a CD.

Tech Comm Guide


NOTE: PPT and HTML files of online seminar projects are currently retained on two web

servers, as well as a CD. To maintain them on the development server indefinitely is a waste of valuable space.

Toolbook TBTs

Developer Responsibility Data Management Administrator Responsibility

Writer Responsibility


A minimum of weekly backups on zip disk or CD. This includes:

Raw development (.tbk files)

Graphics

Sound

Work with your Writer to ensure that

your project team has all necessary data backed up.


In January, April, July, and

October of each year, the DMQ will compare the data management archive against the actual CDs in Manager’s office, and folders on the development server.

If discrepancies exist, the owner(s) of the project will be asked to burn two copies of a CD for archival purposes.


A minimum of weekly

backups on floppy, zip disk or CD. This includes:

Storyboards (.PPT or .DOC)

Graphics

Sound

Screenshots

Work with your Developer to

ensure that your project team has all necessary data backed up.


Tech Comm Guide


Completed Project

Burn two copies of a CD with the following data:

Raw development (.tbk files)

Graphics

Sound

Screenshots

Storyboards

Movies

DHTML files

Label it as follows:

Project Name

MMM-DD-YYYY

Your initials as project owner

Give both copies to the TBT Manager.

Notify the Data Management

Administrator so that the archival log can be up-to-date.

Completed Project

Work with your Developer to

ensure that only the final copies of sounds, graphics, screenshots are under your project folder prior to burning a CD.

Tech Comm Guide


Department Backups and LAN Backups

The CSG LAN department does complete a nightly backup of all servers at the Omaha location. The above procedures for Technical Communications Department have been created as a safeguard for disaster planning and quicker retrieval of data in the case of data

deletion or corruption.

Cd-Rom Backups Currently On-Site

This table lists the latest backup information.

Product Name Backup Date Comments Storage

Location(s)

ACSR & CCS September 2001 Native files only SS office

ACSR 4x5 screen compare

Jan 2002 Version comparison 2 copies to SS

ACSR 5.0 Nov. 2000 3 copies All copies – SS office

ACSR 5.1 March 2001 SS office

ACSR 5.2 July 2001 2 copies SS office

ACSR/Telephony CBT Febr 2000 2 copies Both copies – SS office

Action Editor, Audio Test, TB Fixes, Templates

Jan 2002 Misc. folders that were flagged by Mike to backup

2 copies to SS

Callouts RMS Jan 2002 2 copies to SS

Tech Comm Guide



Location(s)

CCS (CSR & Tech) June 2001 Native and DHTML files SS office

CCS (CSR & Tech) April 2001 SS office

CCS (CSR & TECH) Aug 2001 Native and HTML files SS office

CCS (CSR & Tech) February 2001 2 copies SS office

CCS Nov update Jan 2002 November 2001 release of CCS updates

2 copies to SS

CCS Overview April 2001 Native files and neuron SS office

CCS_new and Web_CCS

Jan 2002 CSR and Tech lessons of CCS with graphics

SS office

CSG Overview and Industry Overview

January 2001 Native and audio files SS office

Demos Jan 2002 2 copies to SS

Extranet files from SLOPOKE

June 2001 3 copies All copies – SS office

Final TBTs Jan 2002 HTML files for all TBTs on Intranet as of 1/20/02

SS office

HSD May 2001 SS office

Industry Overview Sept 2000 1 copy SS office

Tech Comm Guide



Location(s)

L&M Platte Canyon Learning & Mastering

SS office

Online Seminars January 2002 PPT, graphics, audio and HTML

files for all online seminars up to 1-17-02

2 copies SS office –

CD1 and CD2 with log printout attached.

Product Overview February 2001 SS office

Screen Express October 2001 Native files, audio, screen shots for 3 ACD modules

SS office

TBT courses

CCS Overview

CSG overview

Product Overview

Industry Overview

March 2001 Native and Neuron files SS office

TBT courses

CCS Overview

CSG overview

Product Overview

Sept 2001 Native and DHTML files SS office

Tech Comm Guide



Location(s)

Industry Overview

Technet Dec 2001 Native files and DHTML SS office

WFX – John Orr Simulator

Sept 2000 SS office

Folders on the CBT Development Server

This table lists the latest folder information from the CBT development server.

Folder Name

Current Owner

Folder Description Dept

Backup Required?

Comments

ACSR Mike ACSR CSR, Tech/Mgmt & Challenge courses

Y Graphics portion backed up to Susan’s

hard drive. Obtain this before burning copy.

ACSR

4x5xscreen compare

Scott/Chris

PPT showing screen comparison

Y Delete after CD burn

ACSR50

Preview_CDROM

Scott Instructions to users on how to use ACSR lessons

N

Actions Editor Mike AE Lessons and Info Y

Tech Comm Guide


Folder Name

Current Owner


Backup Required?

Comments

Audio Test Mike User audio test with instructions

Y

Callouts Chris RMS movie Y Delete

CCS Chris/Linda

August product release of CCS CSR and Technical lessons

Y

CCS Nov Upates

Linda Holds final native Toolbook

code for current CCS lessons (CSR and TECH)

Y

CCS_New Linda/Chris

The subdirectories of this

folder house graphics that current CCS lessons search for in the packaging process.

Y DO NOT DELETE,

RENAME, or MOVE these folders. Original links MUST be maintained when packaging CCS lessons.

CCS_OV Linda/Mike CCS Overview lesson Y

CSG Overview

Linda/Mike Overview and history of CSG Systems

Y

Demos Chris Requests from PSC Y

Evaluation Mike Survey done in TB No LAN backup sufficient

Tech Comm Guide


Folder Name

Current Owner


Backup Required?

Comments

FAQ Mike FAQ on dept web site N LAN backup sufficient

Final_TBTs Everyone DHTML (IE) files of all Toolbook-developed

projects (final and current) placed on the Intranet and/or Extranet.

Y Native

General Images

Everyone Graphics/pictures used for

general purposes in development of TBTs

N CSG LAN backup should be adequate

HSD Mike Course on CCS and ACSR HSD info

Y Images must be

maintained because they are reduced in Toolbook and cannot be edited directly.

HTML stuff Mike HTML writer executable N

Industry Overview_8

Linda/Mike Toolbook developed

overview lesson of the cable/video industry

Y

Lab Information

Chris Info on TBT lab N LAN backup sufficient

Online *See Separate page

Tech Comm Guide


Folder Name

Current Owner


Backup Required?

Comments

Seminars*

Product Overview

Chris/Brad TBT on all CSG products, developed in Toolbook

Y

Product Overview 2002

Chris/Brad Updated version of Product Overview TBT

Y

Screen Linda Final Toolbook-developed

project for Screen Express (native code, graphics, audio)

Y

Standards Team Using files here to create department style guide

N CSG LAN backup should be adequate

TB Fixes Mike TB fixes/SPs, etc Yes

TBT Courses_Files

Mike Designated Environment standards on TBT web site

N LAN backup sufficient

TechNet02_18_02

Chris

Technet08-07 Chris/Susan

Technet Y

Tech Comm Guide


Folder Name

Current Owner


Backup Required?

Comments

Templates Mike TB template for future courses

Yes

Voice Mike Read please app No LAN backup sufficient

Web_CCS Linda/Chris

This folder was established during one of the 2001

product releases of CCS. There are links in the Knowledge Check lessons that require the original link of this folder.

Y DO NOT DELETE, RENAME, or MOVE

these folders. Original links MUST be maintained when packaging CCS lessons. What about CCS and CCS Nov update folders?

WorkForce Chris/Brad

Tech Comm Guide

Hints & Tips Draft Packaging Files for the Web Using PowerPoint Page 37

Hints & Tips

This section contains hints and tips for both writers and developers.

Packaging Files for the Web Using PowerPoint

This section contains hints about packaging files for the web using PowerPoint. You will find both audio and video hints here.

Audio Files in PowerPoint

To successfully publish PowerPoint presentations to the web, all audio

files must be embedded. To embed audio files in PowerPoint, you must use PowerPoint 2000. Once you have worked with a presentation using PowerPoint 2000, do not use an older version of PowerPoint. Continue to update the presentation with PowerPoint 2000.

When inserting audio files into PowerPoint presentations, do the following:

1. Go to Tools menu, select Options, click the General tab, change the preference of Link sounds with file size greater than _____ K, to a size greater than your largest audio file. For

example, if your large audio file is 1,205K, make your preference 1,500K.

2. Insert Movies and Sounds, choose Sound from File. Choose the audio file. A dialog box appears with this question: Do you want your sound to play automatically in the slide show? If no, it

will play when you click it. Usually you will click Yes, but there may be some instances when you want to the student to click something before the audio plays.

3. After you click your answer, an audio icon displays in the

presentation. Hide the audio icon off the PowerPoint page. Use the full screen view and pull the icon off to the left.

4. To test the audio file to determine if it is embedded, right-click on

the icon, choose “edit sound object”. At the bottom of the dialog

Tech Comm Guide

Draft Hints & Tips Page 38 Word Usage

box, ‘File:’ is displayed, followed by either [contained in presentation], which means it is embedded into the presentation, or [linked to . . . . . .], which means your audio file is linked to a specific drive on the network or hard drive.

5. If you follow these instructions, and your audio isn’t playing, you

may want to check the Web Options. From the Tools menu, select Options, then click the General tab. Click the Web Options button and make sure the Slow slide animation while browsing option is checked.

Video Files in PowerPoint

To insert video files in PowerPoint, only list the file name, do not list

the entire file location. For example, to insert a video file called showme.avi, the hyperlink should only display showme.avi. This allows the video to play correctly for all users.

Hyperlinks in PowerPoint

When inserting hyperlinks in PowerPoint, only list the file name, do not list the entire link. For example, to insert a hyperlink to intranet.com,

the link should only display intranet.com. This allows all users to correctly view the hyperlink.

Sometimes, when you’re reviewing the seminar and you hold your

mouse over the link, the entire web address appears. If you have followed these instructions, this link will disappear when the files are

transferred to the web server. Be sure to verify this by checking all links after the files are transferred to the web server.

Word Usage

This section contains TBT standards for writing and developing storyboards.

continued When it is necessary to continue slides to an second page in a

storyboard, do not use an abbreviation, spell out the word continued.

e-mail Do not use e-mail hyperlinks in

seminars. List the e-mail address where the student can send questions.

Tech Comm Guide

Hints & Tips Draft Word Usage Page 39

videos Only use avi files for internal online

seminars. Currently, the TechSmith codec is required to play avi files and the LAN department distributes

this as part of the CSG customized IE 5.5.

copyright info

Be sure to include

appropriate copyright information. Here is a sample:

This media contains confidential and

proprietary information of CSG Systems, Inc.® No disclosure or use of any portion of the media may be made without the express, written consent of CSG Systems, Inc. Copyright 2002. CSG Systems, Inc.,

and its licensers. All rights reserved.

movies Do not use.

Refer to all avi files as videos, not movies.

allow Do not use.

CSG does not allow clients to do

something, we enable clients to do something.

enable CSG enables clients to do

something, we do not allow clients to do something.

trademark information The CSG Marketing department

periodically updates the trademark information. You can find the latest e-mail regarding trademark information in a Word document on the CBT Development server under

the Standrds folder. This file is called trademark.doc.

pop quiz Use this terminology for the interim tests during a ToolBook lesson.

knowledge check Use this terminology for the test

located at the end of a ToolBook lesson.

Tech Comm Guide

Draft Hints & Tips Page 40 Graphics Usage

Graphics Usage

Corel

Kris Schaff has issued the following interpretation concerning the use of Corel artwork for TBT and Tech Com use (dated 08/08/01).

1. For all media, we must put in the following copyright notice:

"Copyright (year). CSG Systems, Inc. and its licensers. All Rights Reserved."

We cannot use any pictures of ANYONE famous (i.e., Clinton, Bush, Gandhi).

ToolBook

CCS TBT Development Standards 1. When using bullets on Title, Subtitle and Objective pages – Use a

dash (lite yellow/bold/16 pt font). Text following should be one

space after dash. - Other lines – set to 250 to ensure alignment.

2. When referring to a lesson, transaction code, etc. highlite in tangerine bold. (same font as regular text).

3. Insure that your screen shot “picture” name in properties is the same as the actual .gif stored on the network. This may be immaterial to you during development, but will save time during

maintenance and update time. Especially if someone else originally created the .tbk and YOU are the one doing maintenance!

4. On a CCS screen shot, if a particular field(s) is referenced, highlight in a pale yellow color.

5. User entries will be white Arial 12 Bold; i.e. Fill in the Blank. 6. When referring to the NEXT button, highlight this in

color=tangerine + bold. 7. Call Out Boxes:

Textbox background = white; text = black, font/size = system, regular 10

Arrow white

Tech Comm Guide

Hints & Tips Draft ToolBook Page 41

Elipse – once you have it aligned with the object in question, take

off the checkmark of ‘visible’ in the Draw properties.

Packaging Hints

It appears that if you have the TB catalog open and docked on the left

side when you publish the book to DHTML, the book will open in a narrower browser. The browser width will be about the same as the book's width in TB (with the catalog open). SOLUTION: Close the catalog, save the book, then publish to DHTML.

I've modified the HTML page that displays if someone tries to open one

of our TBT courses in a browser other than IE. The modified page looks like a CSG page rather than a C2L page. I've placed it and the CSG logo image in a folder titled HTML Stuff on the CBT Development server.

Here's how you use it:

1. When your TBT course is ready to be copied to the web servers, place it in the Final TBT folder.

2. 2. Replace the unsupported.html file in the course folder with a copy of the unsuppported.html from the HTML Stuff folder.

3. 3. Copy the CSGlogo.gif from the HTML Stuff folder to the Resources folder in the course folder. Done!

ToolBook Graphics (this is from a listerv)

A PaintObject is a raster image (made from pixels).

A Picture Object is assumed to be a vector image (made of lines and curves but no pixels). Of course in the real world it is entirely possible to create a file (.WMF) for example that is presumed to hold vector

data - but can also contain raster data too. Here is a real life example. I buy a 100,000 clip art collection where the seller advertises their collection is .WMF files. I assume they are all vector based files, and 95% of them are but they still sneak several images in that have both Raster and Vector data in them.

Raster/Vector - who cares? What is the difference?

Raster:

A Raster image (.JPG, .GIF, .PNG, .BMP ...) contains a pixel by pixel description of the file.

Tech Comm Guide

Draft Hints & Tips Page 42 ToolBook

They look good only when sized to the original size of the image.

If you try to size it up or down by say...20% the resulting image looks distorted.

Using a Graphics Manipulation software package such as PaintShop

Pro you can resize Raster images and come up with very acceptable results.

These files tend to be fairly large in size compared to Vector images.

Vector:

A Vector image (.WMP, .EPS, .CGM ... ) contains no pixel data but

rather instructions that describe where to draw shapes like circles, lines, rectangles, what fillcolor to give them, what stokecolor to give the lines, how thick each line should be, etc.

They resize great. You can shrink it down tiny, stretch it larger than your monitor and they will maintain their crisp look.

Note: if you size it very tiny the limitations of your monitor will

make it look distorted, but only because there is not enough pixels per inch to give enough detail at that small size

Since describing Shapes requires less data than describing pixels, Vector files tend to be much smaller than Raster.

How does this affect ToolBook?

Paint Object:

If you (Insert Graphic or Paste) a Raster Type Image into ToolBook the resulting image will be a Paint Object.

Trying to resize this image in ToolBook will result in a Cropping effect but no resizing.

You can't convert a Paint Object to a Picture Object.

Paint Objects tend to render on the screen faster than Picture Objects.

Paint Objects tend to increase your book file size more than Picture Objects.

ToolBook will permit you to set a Chromakey (transparent) color.

Tech Comm Guide

Hints & Tips Draft ToolBook Page 43

If you want to resize <even though it will probably look bad> the

image (not crop), you will have to add the image as a BITMAP RESOURCE of your book, at which point you can assign that image to be the NormalGraphic of a button you draw. The button when stretched will also resize the image.

Picture Object:

If you (Insert Graphic or Paste) a Vector Type Image into ToolBook the resulting image will be a Picture Object.

Trying to resize this image in ToolBook should result in a nicely

resized image assuming the file contained Vector information rather than Raster data. If it contained Raster data it will not look pretty when resized.

Printing a Picture Object from ToolBook should result in a

300dpi/600dpi (whatever the resolution of your printer) rendering of the vector data - which will look wonderful.

Picture Objects tend to take up less file storage space in your ToolBook file than Paint Objects.

Picture Objects tend to draw on the screen slower than a Paint Object

You can't set a Chromakey value, but if the image internally holds a

natural chromakey value (for example a GIF file can have a transparency color set), ToolBook will automatically make that color transparent in the imported image.

For some reason I don't understand myself, a GIF image added to ToolBook using Insert Graphic will be added as a Picture Object.

Bitmap Resource:

These are pretty much the same a Paint Objects.

They are Raster Images

You can set the Chromakey Value

To use these images, you need to Insert them into a field or apply them as an image of a button.

Tech Comm Guide

Draft Hints & Tips Page 44 Writing Questions

Writing Questions

The vocabulary of questions:

1. The first part of the question is the stem (e.g. What is the color of the sky?)

2. The second part of the question consists of the options (e.g. A. Blue, B. Green)

3. Options consist of distracters (e.g. A. Green) and answers (e.g. B. Blue)

The following is from “Building Better E-Assessments” by Margaret

Driscoll ASTD Learning Circuits, June 2001; with added tips from Heather Davis.

True-and-false questions are best for testing memorization of factual

information. These questions are generally easy to write. If you find you have several true-and-false questions, check whether memorization is a course objective. If memorization isn't the goal, consider developing other test items. To develop true-and-false questions:

write one true-and-false statement for each fact the learner must memorize

test only significant facts rather than trivia

use statements that are unequivocally true or false

write short statements

eliminate unnecessary detail that may confuse learners

avoid negative statements and double negatives which can add an unnecessary cognitive burden.

Multiple-choice questions test facts and the application of

knowledge. These questions are more difficult to write, but they're the foundation for branching, item analysis, adaptive learning, and personalization. To develop multiple-choice questions:

test only one piece of information per question

use only plausible distracters

use four or five distracters

Tech Comm Guide

Hints & Tips Draft Writing Questions Page 45

avoid using answers that can be easily eliminated

review questions for inadvertent clues

be sure the software supports partial credit answers

avoid using "all of the above" and "none of the above" answers

as distracters. If you use them, make "all of the above" and "none of the above" plausible answers.

Heather’s added tips:

A direct question is better than an incomplete statement

Word the item so that the options are brief and specific

The stem should be meaningful by itself-check this by covering the options and reading the stem

Common misconceptions and errors provide the best types of distracters

Options should be homogenous in content and grammar

Put your options in alphabetical order-this avoids a battle with arranging the correct answers in random locations throughout the test

Fill-in-the-blank questions test facts or the application of knowledge.

These questions are challenging to write because limitations in some packages accept only an exact word or phrase. To develop fill-in-the-blank questions:

write questions that have a single answer

keep in mind the software's limitations

use only one blank per question

use fill-in-the-blank when you want the learner to recall information rather than select or identify information

consider the risk of spelling and debatable answers. If the

system can support a range of answers, be prepared to manually review and grade responses for fairness.


Tech Comm Guide

Draft Hints & Tips Page 46 Writing Questions

Blanks should not give away the length of the word

Make all blanks a consistent size

Matching questions test for memorization, and are considered a variation on multiple-choice questions. To develop matching questions:

check the screen layout; items should fit on the screen without scrolling

consider the effect of different screen resolutions

avoid using software that draws connecting lines between items

note whether learners can use the same distracter multiple times

provide more possible distracters (answers) than stems (terms

to be defined). When the columns are of equal length, learners can guess the answers through process of elimination.


Use homogenous material for each matching question

Keep the list of items to be matched brief and place shorter responses to the right

Put your options in alphabetical order-this avoids a battle with

arranging the correct answers in random locations throughout the test

A final note: Break the rules if you have a good reason for doing so.

Tech Comm Guide

Hints & Tips Draft Writing Behavioral Objectives Page 47

Writing Behavioral Objectives

How to Write Behavioral Objectives by Dr. Robert Kizlik, Ed.D Former Vice President of the University of Virginia

Behavioral objectives, learning objectives, instructional objectives, and

performance objectives are terms that refer to a description of observable student behavior or performance. At some point, almost every teacher, especially new teachers and teacher education students, must deal with writing such objectives. Here, such objectives are referred to as behavioral objectives. Acquiring this skill is something of a rite of passage in the process of becoming a teacher,

yet it is a skill that requires practice, feedback, and experience. Over the past 30 years or so, the emphasis on, and attention paid to behavioral objectives has waxed and waned as different ideas change about how best to express instructional intent.

Behavioral objectives are about curriculum, not instruction. This is a

key point. Many tend to confuse behavioral objectives with objectives a teacher may have that relate to student conduct or behavior in a classroom. Behavioral objectives are learning objectives; they specify what behavior a student must demonstrate or perform in order for a teacher to infer that learning took place. Since learning cannot be seen directly, teachers must make inferences about learning from evidence they can see and measure. Behavioral objectives, if constructed properly, provide an ideal vehicle for making those inferences.

The purpose of a behavioral objective is to communicate. Therefore, a

well-constructed behavioral objective should leave little room for doubt about what is intended. A well constructed behavioral objective describes an intended learning outcome and contains three parts, each of which alone means nothing, but when combined into a sentence or two, communicates the conditions under which the behavior is performed, a verb which defines the behavior itself, and the degree (criteria) to which a student must perform the behavior. If any one of

these three components is missing, the objective cannot communicate accurately.

Therefore, the parts of a behavioral objective are:

1. Conditions (a statement that describes the conditions under which the behavior is to be performed)

Tech Comm Guide

Draft Hints & Tips Page 48 Writing Behavioral Objectives

2. Behavioral Verb (an action word that connotes an observable

student behavior)

3. Criteria (a statement that specifies how well the student must perform the behavior).

A behavioral objective is the focal point of a lesson plan. It is a description of an intended learning outcome and is the basis for the rest of the lesson. It provides criteria for constructing an assessment

for the lesson, as well as for the instructional procedures the teacher designs to implement the lesson. Without a behavioral objective, it is difficult, if not impossible to determine exactly what a particular lesson is supposed to do.

In order to write a behavioral objective, one should begin with some

definite ideas about the particular content to which the objective will relate. This implies that teachers or others who prepare objectives as part of lesson plans or curriculum documents and guides should have knowledge of the appropriate content. Writing a series of objectives that are within a body of content, but which have neither internal nor external consistency with that body of content is not a productive use of time. However, the purpose of this is not to delve into the area of

curriculum consistency, but rather present some pointers to help the reader write better objectives. So, with that in mind, let's begin.

1. The Conditions

The conditions part of an objective specify the circumstances,

commands, materials, directions, etc., that the student is given to initiate the behavior. All behavior relevant to intended student learning outcomes can best be understood within a context of the conditions under which the behavior is to be performed or demonstrated. The conditions part of an objective usually begins with a simple declarative statement such as the following:

Upon request the student will (this means the student is given an oral

or written request to do something). Given (some physical object) the student will (this means the student is actually given something that relates to performing the intended behavior).

Notice that in the examples above, there is no mention of the

description of the instruction that precedes the initiation of the behavior. The instruction that leads to the behavior is not, nor ever should be included in the actual objective. Instruction that leads to an objective is a separate issue. Here, we want to concentrate on describing only the conditions under which the desired student behavior is to be performed.

2. The Verb

Tech Comm Guide

Hints & Tips Draft Writing Behavioral Objectives Page 49

We all learned in elementary school that a verb is an action word. In a

behavioral objective, the verb is also an action word, but it is also a special kind of action word. The verb in a behavioral objective is an action word that connotes an observable behavior. For example,

although we as teachers all want our students to appreciate one thing or another, it is impossible to see when a student "appreciates" something. Understand is another noble word that connotes something we want our students to do, but we cannot see "understanding." The best we can do is make inferences that a student appreciates or understands something based on what the student does or says in a controlled situation.

What then are behavioral verbs? The answer is quite simple. A

behavioral verb is a word that denotes an observable action, or the creation of an observable product. Verbs such as identify, name, and describe are behavioral because you can observe the act or product of identifying, naming, or describing. Some verbs are embedded in a phrase that gives them a specific behavioral meaning. Examples are

state a rule and apply a rule. In this case the behavior is contextual, and the context is the rule in question.

There are many verbs that qualify as behavioral. For a list of these verbs, and their definitions, click here.

3. The Criteria

The criteria are a set of descriptions that describe how well the behavior must be performed to satisfy the intent of the behavioral

verb. Usually, criteria are expressed in some minimum number, or as what must be, as a minimum, included in a student response. For example an objective might be of the form: Given a list of the first 100 numbers arranged in ascending order (conditions), the student will identify (verb) at least nine prime numbers (criteria). Notice that the objective doesn't specify which nine numbers, and sets a floor of at least nine as a minimum. Also, the method by which the student

identifies the minimum nine prime numbers is not specified; that is determined in the actual assessment. The student could circle the numbers, highlight them, draw line through them, etc. It is also implied that the student will be correct if he identifies more than nine correctly, but does not specify whether it is acceptable to identify nine correctly and one or more incorrectly. According to the objective, it would be acceptable to circle the following numbers and still meet the intent of the objective: 1-3-5-7-11-13-17-19-23-24-26, because he

got nine correct, and two (24-26) incorrect. If the student must identify only prime numbers, then the objective would need to be modified to include that provision.

Putting it all together

Tech Comm Guide

Draft Hints & Tips Page 50 Writing Behavioral Objectives

Well-written behavioral objectives are the heart of any lesson plan. If

the objectives you compose are "fuzzy" and difficult, if not impossible to measure, the rest of the lesson plan you create that is based on the objective is likely to be flawed. Before you begin to write an objective,

spend a little time thinking about what you are describing, and remember to make the student behavior observable. You will find this process helps you to clarify what you intend, and you will be better able to communicate that intent to your students, regardless of their grade level, age, or subject.

Any time you write a behavioral objective, ask yourself the question,

"Does this objective clearly communicate and describe the intended learning outcome?" If you can find exceptions or loopholes as a way of meeting the objective, then the objective should be rewritten.

Tech Comm Guide

Appendix A. Forms Draft Error! No text of specified style in document.Error! No text of specified style in document. Page A-1

Appendix A. Forms

Audio/Video Release form

A sample of the audio/video release form in included in this appendix. You can find a softcopy of this document in the Standrds folder on the CBT Development server.

Kris Schaff from the CSG Legal Department approved this form, so please refrain from making any changes.

SME sign-off form

A sample of the SME sign-off form is included in this appendix. You can find a softcopy of this document in the Standrds folder on the CBT Development server.

Scope Document form

A sample of the TBT scope document is included in this appendix. This

document can be modified to meet the needs of your project. This many include changing those who sign-off on the project.

TBT Evaluation form

A sample of the TBT evaluation form is included in this appendix. You can find an HTML version of the document in the Standrds folder on the CBT Development server on Omantsrv23.

Tech Comm request form

Tech Comm Guide

Draft Appendix A. Forms Page A-2 Error! No text of specified style in document.Error! No text of specified style in document.

Sample Audio/Video Release Form

Audio/Video Release

I, , the undersigned, for good and valuable

consideration, the receipt of which is acknowledged, give to CSG

Systems, Inc., its legal representatives, successors, and all persons or corporations acting with permission, unrestricted permission to copyright and/or use, and/or publish photographic portraits, pictures, or digital

information pertaining to them, in still, single, multiple, moving or video format, in which I may be included in whole or in part, and/or audio recording made through any media, which may be included in whole or in part.

I hereby waive any right that I may have to inspect and approve the

finished product or copy that may be used in connection with an image or audio recording that CSG Systems, Inc. has taken of me, or the use to which it may be applied. I further release CSG Systems, from any claims

for remuneration associated with any form of damage, foreseen or unforeseen, associated with the proper commercial or artistic use of these images unless it can be shown that said reproduction was maliciously

caused, produced and published for the sole purpose of subjecting me to conspicuous ridicule, scandal, reproach, scorn and indignity.

I acknowledge that the photography/audio recording session was

conducted in a proper and professional manner, and this release was willingly signed at its termination. I certify that I am not a minor, and am free and able to give such consent.

Participant’s Name

Participant’s Signature

Address/Stop Code

Phone

Witness Name:

Department:

TBT Project Name

Dated this day of , 20____.

This form will be retained with the project file.

Tech Comm Guide

Appendix A. Forms Draft Error! No text of specified style in document.Error! No text of specified style in document. Page A-3

Sample SME Review Form

TBT - Technical Communications

Content Review and Sign-Off

DATE: 12/20/00

TO: Helene Blair (431-7263) SPC-1

FROM: Chris Kort (431-7966) 1-NP4

Name/Type of Document TBT: CSG Product Overview

Presentation:

Web-Based Material:

Other:

Purpose and Audience Attached you will find a DRAFT copy of the CSG Product Overview for your technical review.

The purpose of this overview is to introduce the product to both internal and external customers.

Please take some time to ensure that the material is correct in all areas, and make any appropriate changes on this review copy.

Review Deadline Return your review comments to me on or before noon on 12/22/2000.

Non-receipt of your review by the deadline will be construed as YOUR APPROVAL TO PUBLISH WITH NO CHANGES.

Notes to Reviewers If a screen shot is incorrect, please provide us with the correct one, in .gif or .bmp format.

Reviewer Sign-Off Please sign here to indicate that you reviewed the attached material.

Thanks for your help!

pdopmdocreviewform.doc

Tech Comm Guide

Draft Hints & Tips Page 4

Sample Scope Document

Date 7/23/01

Project Name Technet TBT

Project Description Technical Based Training for TechNet

Current Situation, Problems and Background

Multiple Workforce Express (WFX) sites have expressed an interest in a Technical

Based Training (TBT) of the WFX product, particularly for the TechNet device. A Technical Based Training application would allow the sites a more efficient means to train their Technicians and Dispatchers on the WFX TechNet and WFX GUI applications. Currently, a WFX training SPA/Fulfillment Center is set up for the site initially to train their staff, but as new technicians and dispatchers are added the need exists to bring individuals up to speed on the product very quickly.

Target Audience Characteristics

The target audience for this training is technicians. CSG Employees are a secondary audience. Prerequisite knowledge for the TBT includes the following: understanding of how to use a PC with a mouse and experience or understanding of technician

work in the field. This TBT will focus on the 2.5 version of Workforce Express. This TBT will be delivered through a browser using DHTML.

Minimum audience system requirements are:

Pentium 133 processor 200 MB HD space 64 MB RAM Windows 95/NT

SoundBlaster-compatible sound card Headphones or speakers Monitor set to True Color with an 800x600 resolution 56K Web Access Internet Explorer 5.0

Treatment

Although sound makes the training more interesting, it is not required. The Nextel i700 telephone will be targeted for this project.

Learning Objectives

Understand CSG TechNet. Recognize key CSG TechNet functionality.

Tech Comm Guide

Hints & Tips Draft Page 5

Change the technician status to unavailable and available using the simulated

telephone. Locate the CSG TechNet phone directory. Understand how to view, update, and complete video work order information.

Know how to perform service audits. Recognize how to view and send messages. Locate information needed to troubleshoot CSG TechNet.

Work to Be Performed

Prototype TBT

Content outline Storyboard Completed TBT TBT Promotion

Work Not Addressed in This Scope of Work

TechNet TBT for the Mitsubishi T250 phone TechNet CE device simulator TechNet simulator Workforce Management simulator Workforce Management TBT

HSD, DBS, Telephony

Prerequisites for Project Success

Full participation from:

Managers and Directors SME Developer Product Owner Component Owner

Deliverables

TechNet TBT for the Nextel i700 phone Responsibilities Note: The costs of Thank U gifts for this project will be the responsibility of the organization requesting the gift.

Client Education Manager Responsibilities: Scope review and approval Provide SME Provide reviewer Coordinate with the Product Owner and Development Review, provide feedback, and approve content outline, storyboard, and TBT

(Note: Failure to provide signoff may impact delivery dates.) Promote TBT

Tech Comm Guide


TBT Instructional Design Manager Responsibilities: Scope review and approval Project definition in Oracle Projects Manage TBT project planning

Provide content outline Provide assessment items Work with the writer to provide storyboard Review and edit documents submitted by writer Review suggested revisions to storyboard and TBT Review, provide feedback, and approve storyboard and TBT (Note: Failure to

provide signoff may impact delivery dates.) Promote TBT

Technical Communications Manager Responsibilities: Scope review and approval Manage TBT project planning Manage TBT publication Direct the writer to communicate with owners of training SPA Direct the writer to setup his or her environment on the training SPA (e.g.:

creating technicians, messages, work orders, etc.) Direct the writer to provide storyboard Direct the writer to review TBT Review and edit documents submitted by writer Review suggested revisions to storyboard and TBT Direct the developer to provide TBT Prototype Direct the developer to provide TBT

Review, provide feedback, and approve content outline, storyboard, and TBT (Note: Failure to provide signoff may impact delivery dates.)

Promote TBT Product Component Owner/Product Owner Scope review and approval Provide information to SMEs Provide SME

Own TBT content Review, provide feedback, and approve content outline, storyboard, and TBT

(Note: Failure to provide signoff may impact delivery dates.) Promote TBT

Milestones*

Date Milestone Oracle Project/Task # 6/8/01-6/20/01 Content outline and specific learning outcomes 224/60440 6/13/01 Scope approved 224/60210 7/11/01-7/17/01 Content outline in review by Client Education and Component

Owner 224/60440 7/25/01-7/24/01 Tech Comm Outline Review with Nextel telephone 224/60440 7/25/01-7/27/01 Content outline revision 224/60440

Tech Comm Guide

Hints & Tips Draft Page 7

7/30/01-8/23/01 Storyboard writing-Lessons 1-4 224/60540 8/24/01-8/30/01 Storyboard review-Lessons 1-4 224/60540 8/31/01-9/6/01 Storyboard revision-Lessons 1-4 224/60540

9/7/01-9/13/01 Storyboard Doc review-Lessons 1-4 NA 9/14/01-9/19/01 Storyboard revision-Lessons 1-4 224/60540 9/20/01-9/24/01 Storyboard approval-Lessons 1-4 224/60540 9/21/01-9/27/01 Storyboard writing-Lessons 5-8 224/60540 9/28/01-10/4/01 Storyboard review-Lessons 5-8 224/60540 10/5/01-10/10/01 Storyboard revision-Lessons 5-8 224/60540 10/11/01-10/17/01 Storyboard Doc review-Lessons 5-8 NA

10/18/01-10/23/01 Storyboard revision-Lessons 5-8 224/60540 10/24/01-10/26/01 Storyboard approval-Lessons 5-8 224/60540 10/25/01-10/30/01 Storyboard writing-Lessons 9-10 and Summary 224/60540 10/31/01-11/6/01 Storyboard review-Lessons 9-10 and Summary 224/60540 11/7/01-11/12/01 Storyboard revision-Lessons 9-10 and Summary 224/60540 11/13/01-11/19/01 Storyboard Doc review-Lessons 9-10 and Summary NA

11/20/01-11/27/01 Storyboard revision-Lessons 9-10 and Summary 224/60540 11/28/01-11/30/01 Storyboard approval-Lessons 9-10 and Summary 224/60540 9/25/01-9/28/01 TBT Development-Lessons 1-4 224/61340 10/1/01-10/5/01 TBT review-Lessons 1-4 224/61340 10/8/01-10/11/01 TBT revision-Lessons 1-4 224/61340 10/12/01-10/18/01 TBT Doc review-Lessons 1-4 NA

10/19/01-10/24/01 TBT revision-Lessons 1-4 224/61340 10/25/01-10/30/01 TBT approval-Lessons 1-4 224/61340 10/31/01-11/1/01 TBT publish-Lessons 1-4 224/61340 10/29/01-10/29/01 TBT Development-Lessons 5-8 224/61340 10/30/01-11/5/01 TBT review-Lessons 5-8 224/61340 11/6/01-11/9/01 TBT revision-Lessons 5-8 224/61340 11/12/01-11/16/01 TBT Doc review-Lessons 5-8 NA

11/19/01-11/26/01 TBT revision-Lessons 5-8 224/61340 11/27/01-11/30/01 TBT approval-Lessons 5-8 224/61340 12/3/01-12/4/01 TBT publish-Lessons 5-8 224/61340 12/3/01-12/3/01 TBT Development-Lesson 10 and Summary 224/61340 12/4/01-12/10/01 TBT review-Lesson 10 and Summary 224/61340 12/11/01-12/14/01 TBT revision-Lesson 10 and Summary 224/61340 12/17/01-12/21/01 TBT Doc review-Lesson 10 and Summary NA

12/24/01-12/28/01 TBT revision-Lesson 10 and Summary 224/61340 12/31/01-1/4/02 TBT approval-Lesson 10 and Summary 224/61340 1/7/02-1/8/02 TBT publish-Lesson 10 and Summary 224/61340 *Milestones and delivery dates under this scope of work are subject to change based upon availability of Client Education and Product Delivery personnel and equipment.

Tech Comm Guide


Measurements of Success Reduction of TechNet instructor-led training.

Project Concerns and Issues None Project Approvals

Client Education Manager Technical Communications

Manager TBT Instructional Design

Manager

Date Date Date

Product Owner Management Services Director

Date Date Date

Tech Comm Guide

Writing Behavioral Objectives Draft Page 10

CSG Online Seminar Evaluation In order to make the online learning seminar series even better, we need your feedback. Please take some time to complete this evaluation. Once completed, simply click the Submit button below to send your evaluation to us. Thanks, in advance, for your help. Seminar Name : ___________________________________Date Taken:_________________________________ Very Please rate the following. Poor Fair Good Good Excellent

Course Evaluation 1. How useful were the seminar objectives to your job? ٱ ٱ ٱ ٱ ٱ 2. How well were the seminar objectives accomplished? ٱ ٱ ٱ ٱ ٱ 3. How well prepared are you now to support / understand this product /project? ٱ ٱ ٱ ٱ ٱ 4. How well did the seminar meet your overall expectations? ٱ ٱ ٱ ٱ ٱ 5. How effective was the online seminar in delivering the information compared to ٱ ٱ ٱ ٱ ٱ instructor-led courses you have attended? Very Poor Fair Good Good Excellent Course Material Evaluation

6. Did the seminar material provide a logical and easy-to-understand flow? ٱ ٱ ٱ ٱ ٱ 7. Did the seminar material show step-by-step processes when appropriate? ٱ ٱ ٱ ٱ ٱ 8. Is the seminar material potentially helpful as a reference for later use? ٱ ٱ ٱ ٱ ٱ Very Poor Fair Good Good Excellent Method of Delivery Evaluation 9. How easy was it to access / use the seminar? ٱ ٱ ٱ ٱ ٱ Other Questions How did you find out about the seminar______________________________________________ 11. How long did it take you to complete the seminar?__________________________________ Yes No No Preference 12. Do you prefer learning by attending an instructor-led seminar? ٱ ٱ ٱ 13. Do you prefer learning by using an online seminar? ٱ ٱ ٱ Comments Your comments and suggestions are appreciated. They'll help us specifically determine how we can improve and better serve your future learning goals. Contact Information (optional)

14. Your Name: ________________________15. Your Extension:_______________________16. E-mail Address:______________________

Tech Comm Guide

Index Draft Page Index-1

Index

A

ACSR Graphics, 11 Active voice, 7

Allow, 38 Aovies, 38 Audio Files, 12 Audio Files in

PowerPoint, 36 Audio isn’t playing,

37

B

Backups and File Maintenance Developer, 14 Instructional

Designer, 16 Writer, 10

Bulleted lists, 8

C

Copyright info, 38 Copyright

information, 8 CSG Online

Seminar Evaluation, 10

CSG Online Time, 4

D

Design Elements, 12

Developing Online Seminars, 12

Developing TBTs, 12

E

Editing Responsibilities Development, 13 Instructional

Designer, 16

Writer, 10

Enable, 38

G

GIF format, 8 Graphics Usage, 39

H

Happening Now Posting Your

Project, 13

Hints & Tips, 36 Hyperlinks in

PowerPoint, 37

I Instructional

Designer

Responsibilities, 15

K

Kick-off Meeting, 5 Knowledge check,

39

L

Learning Objectives, 15

Learning

Outcomes, 15 Lessons Learned

Meeting, 6

N

Narration, 8 Navigation, 12

O

Online Seminar Writing Style, 8

P

Packaging Files for the Web Using PowerPoint, 37

Paragraph length, 7

Peer Review, 9

Pop quiz, 39 PowerPoint, 8, 9 Project templates,

6 Promoting Your

Work, 13

S

Sample Audio/Video Release Form, A-2

Sample Scope Document, 4

Sample SME Review Form, A-3

Screen shots, 9 SME Sign-off

Developer, 13 Instructional

Designer, 16

Writer, 10

Status Reports, 6

Tech Comm Guide

Draft Index Page Index-2

T

ToolBook, 39 Packaging Hints,

40

ToolBook Graphics, 40

Trademark information, 38

V

Video Files in PowerPoint, 37

Videos, 38

W

Weekly Meeting, 6 Word Usage, 37

Writing Behavioral Objectives, 43

Writing Storyboards, 9

Writing Style, 7