2. Rationales for Clear, Concise Writing
• Clear concise writing addresses the needs of all learner
types, it is essential in online education to ensure good
communication and understanding.
• Clear, concise writing always supports good
communication and learning.
• Using clear, concise writing models an accessible style
that learners can emulate, feedback on learner’s writing
also advances learning process.
• Writing style should be clear, concise and direct.
• Avoid unnecessary words or sentences – not to avoid
detail but to ensure every word tells.
(Vai & Sosulski, 2011).
3. Paragraphs, Sentences, Words & Phrases
• Visual representation of large blocks of text is especially
unwieldy online.
• Sentences should be concise and clear.
• Avoid jargon – or explain technical jargon.
• Avoid colloquialisms – not all learners may be from same
dialect group.
• Avoid clichés and tired phrases – may not be clear with
other dialect groups.
• Explain acronyms the first time and make full name
available in easily accessible glossary.
(Vai & Sosulski, 2011).
4. Tone
• Informal, conversational tone encourages a safe online
environment.
• Difficult discussions should be saved for private email
correspondence.
• Openly encourage students to keep conflicts or personal
disagreements out of the classroom space.
• Online etiquette should be part of orientation, could
include suggestions on:
• Tone.
• Using clear, correct language.
• Tolerance.
(Vai & Sosulski, 2011).
5. Writing Instructions, Announcements, and Labels
• Instructions for activities and assignments must be clear and
simply stated.
• If items are sequenced, use numbers.
• If items are listed, use bullet points.
• Anticipate questions and try to include them in the instructions.
• Include due date and time, submission location in the LMS, and
grading criteria.
• It is critically important that labeling on
graphs, charts, diagrams, and images is in a typeface that is
large enough to read and clearly visible.
• Double check for accuracy
(Vai & Sosulski, 2011).
6. Rationales for Good Visual Design
• Text is the substitute for speaking on an online medium.
• Page layout must have sufficient white space as provided by line and
paragraph spacing.
• Line length should be restricted for easier reading.
• Always use left-justified text with ragged right margins.
• Use headings and subheadings consistently to organize text.
• Web-safe typefaces: sans serif are more readable, i.e.:
Arial, Tahoma, Verdana.
• Type size: At least 12-point font.
• Bold and Italic for emphasis only.
• In an online environment, underlining should only be used for
hyperlinks.
• All caps should only be used for acronyms, not for emphasis, since
they are less readable.
• Color used for highlighting and contrast for better readability.
(Vai & Sosulski, 2011).
7. Accessibility
• Universal design: design of products and environments to be usable
by all people, to the greatest extent possible, without the need for an
adaptation or specialized design.
• It allows information and communication to be accessed by all users
regardless of disability.
• Online education presents opportunities for people with
disabilities, especially those with print disabilities (due to
blindness, visual impairment or motor problems) who have difficulties
with onsite education.
• Format: resources available in a form that they can access, multimedia modes
to communicate information - avoid exclusive visual/audio formats, include
downloadable text and audio versions as well.
• Links: Cross-reference and ensure the resource is where it should be with
links. Links should describe what it is linking to rather than be a URL:
Franciscan University vs. www.franciscan.edu.
• Portability: Large files, video, and audio should be available in a portable
format; text files should be downloadable as PDFs.
(Vai & Sosulski, 2011)
8. Examples
Usable visual design
Inconsiderate visual design
• Usable visual design.
• Inconsiderate visual design
• Line spacing for
•
•
•
•
readability.
Bold to emphasize.
Web-safe typeface.
12-point font or over.
Learn more about the
concept of web design
here.
does not take into account
line spacing, throws in bold
and italics whenever for no
good reason, uses
inappropriate font typefaces
and sizes, you can learn more
at
http://www.webstyleguide.c
om/wsg3/index.html
9. Course Design Checklist
•
•
•
•
•
•
•
•
•
2.1 The writing style is clear, concise, and direct.
2.2 Sentences and paragraphs are brief and to the point.
2.3 Familiar or common words are used when possible.
2.4 Jargon, clichés, and colloquial and idiomatic
expressions are avoided.
2.5 The meaning of special terms, abbreviations, and
acronyms is easy to access.
2.6 Labeling in all presentation materials is
accurate, readable, and clear.
2.8 Instructions and requirements are stated
simply, clearly and logically.
2.9 A supportive second-personal conversational tone is
used throughout the course.
2.10 The course material has been edited for language and
grammar.
10. Course Design Checklist
• 3.6 Numbers are used to identify sequential steps in a task
•
•
•
•
•
•
or process. They are also used for rankings and setting
priorities.
3.7 Bullets are used to highlight a series of items that are
not prioritized or sequential.
4.1 Page layout is uncluttered and open, and includes a
significant amount of white space.
4.2 There is sufficient space between
lines, paragraphs, and to the right and left of text so that it
stands out and is easy to read.
4.3 Text is left-justified and right margins are ragged.
4.4 Headings and subheadings are used consistently to
logically organize content.
4.5 A universal sans serif web typeface (e.g. Verdana)
assures access across platforms and enhances screen
readability
11. Course Design Checklist
• 4.6 Type size should be large enough to be easily readable
•
•
•
•
•
•
•
by all students
4.7 Bold and italic typefaces are used sparingly only to
emphasize important items.
4.8 Underling is used only for hyperlinks
4.9 Words in all caps are avoided
4.10 Use bullets or numbers to set apart items that can be
listed.
4.11 Color is used with purpose.
4.12 There is good contrast between text and background.
4.13 Visual elements (e.g. icons, shading, and color) are
used consistently to distinguish between different types of
course elements (e.g. lesson, assignments, audio, and
video).
12. Course Design Checklist
• 10.8 Cross-referencing and links to items in other
parts of the course are provided.
• 10.6 When possible, course material is portable (e.g.
text can be downloaded or printed out, material is
transferable to other devices, and presentations can
be downloaded, printed out, or saved).
• 5.12 Bibliographies and reference lists include a
variety of resources, including web
links, books, journals, video, and downloadable text
and audio files as is appropriate.
13. References
• Howard Gardner's Theory of Multiple Intelligences -
Northern Illinois University, Faculty Development and
Instructional Design Center
• Vai, M., & Sosulski, K. (2011). Essentials of Online Course
Design: A Standards-Based Guide. Taylor & Francis.
