The document provides guidance on designing effective web presentations for online learning. It discusses challenges with high dropout rates in elearning and the need to prepare students for online learning. Tips are provided such as using readable fonts, breaking up long paragraphs, providing headings, and ensuring consistency in formatting and design. Preparing students involves considering their environment, technology skills, subject knowledge, and need for support.

1. How to Convert
to Web
Presentation

2. Drop outs
Elearning struggles with high drop out rates. The
concept of anytime/anywhere learning often
becomes never/nowhere. As many corporations
and schools have discovered, the online medium,
while still dealing with issues similar to
classrooms, faces unacceptable rates of drop
outs and failures.
Drop outs
Elearning struggles with high drop out rates.
The concept of anytime/anywhere learning often
becomes never/nowhere. As many corporations
and schools have discovered, the online
medium, while still dealing with issues similar to
classrooms, faces unacceptable rates of drop
outs and failures.


Headings can be any easily-read
font face,
increased font size is better than
bold/emphasis,
but do not underline – that looks
like a failed link
Drop outs
Elearning struggles with high drop out rates.
The concept of anytime/anywhere learning often
becomes never/nowhere. As many corporations
and schools have discovered, the online
medium, while still dealing with issues similar to
classrooms, faces unacceptable rates of drop
outs and failures.
X

3. Elearning struggles with high
drop out rates. The concept of
anytime/anywhere learning often
becomes never/nowhere. As many
corporations and schools have
discovered, the online medium,
while still dealing with issues
similar to classrooms, faces
unacceptable rates of drop outs
and failures.
Elearning struggles with high drop out
rates. The concept of anytime/anywhere
learning often becomes never/nowhere.
As many corporations and schools have
discovered, the online medium, while still
dealing with issues similar to classrooms,
faces unacceptable rates of drop outs and
failures.
Preferred Typeface - Body Text
Use
✔
Arial
✔
Tahoma
✔
Verdana
Easiest to read onscreen, particularly smaller devices
Do not use
✗
Times New Roman
✗
Serif
✗
Courier
✗
Monotype
X
X
Elearning struggles with high
drop out rates. The concept of
anytime/anywhere learning often
becomes never/nowhere. As many
corporations and schools have
discovered, the online medium,
while still dealing with issues
similar to classrooms, faces
unacceptable rates of drop outs
and failures.
Elearning struggles with high drop out
rates. The concept of anytime/anywhere
learning often becomes never/nowhere.
As many corporations and schools have
discovered, the online medium, while still
dealing with issues similar to classrooms,
faces unacceptable rates of drop outs and
failures.
Elearning struggles with high drop
out rates. The concept of
anytime/anywhere learning often
becomes never/nowhere. As many
corporations and schools have
discovered, the online medium,
while still dealing with issues similar
to classrooms, faces unacceptable
rates of drop outs and failures.

4. Body Text Size
Elearning struggles with high
drop out rates. The concept of
anytime/anywhere learning
often becomes
never/nowhere. As many
corporations and schools have
discovered, the online
medium, while still dealing with
issues similar to classrooms,
faces unacceptable rates of
drop outs and failures.
X
Increasing the font size does not
make it more readable, it
becomes less readable because
the eye cannot see as much text
in a glance.
Visually-challenged readers will
already have used the browser
to make all text larger
Slogans can be large text size,
but not paragraphs

5. Transitional support is critical for classroom to
online shifts. Instructors need to provide a
transition process. Students expect similar levels of
support and direction (as they have in classrooms),
and suddenly find themselves in an exploratory
environment - a disorienting experience. (Is this a
reason for the high drop out rates we have in
elearning?) For example, one participant stated, ‘I
currently have a group of students, and during a
recent feedback request, the responses were
heavily centered on "I need an instructor to tell me
what to do/think/know". Usually, with most courses
I've taught online, the number one concern relates
to the changed role of the instructor in relation to
student activity - e.g. - the instructor allows
students to explore content...rather than giving the
answer.’ This is not an issue only in online
environments - anyone who takes a similar
approach (exploratory learning) in a classroom has
the same student responses. In a classroom,
however, an instructor can still give the answers
when students are frustrated with the ambiguity of
exploration. Learning online, on the other hand,
forces students to explore - putting them at the
center of the learning experience.
X
Break up large paragraphs so they are easier to read
Transitional support is critical for classroom to online shifts.
Instructors need to provide a transition process.
Students expect similar levels of support and direction (as
they have in classrooms), and suddenly find themselves in an
exploratory environment - a disorienting experience. (Is this a
reason for the high drop out rates we have in elearning?)
For example, one participant stated, ‘I currently have a group
of students, and during a recent feedback request, the
responses were heavily centered on "I need an instructor to
tell me what to do/think/know".
Usually, with most courses I've taught online, the number one
concern relates to the changed role of the instructor in
relation to student activity - e.g. - the instructor allows
students to explore content...rather than giving the answer.’
This is not an issue only in online environments - anyone who
takes a similar approach (exploratory learning) in a classroom
has the same student responses.
In a classroom, however, an instructor can still give the
answers when students are frustrated with the ambiguity of
exploration. Learning online, on the other hand, forces
students to explore - putting them at the center of the
learning experience.


6. X
For example, one participant stated, ‘I
currently have a group of students, and during
a recent feedback request, the responses were
heavily centered on "I need an instructor to
tell me what to do/think/know". Usually, with
most courses I've taught online, the number
one concern relates to the changed role of the
instructor in relation to student activity - e.g. -
the instructor allows students to explore
content...rather than giving the answer.’
In addition to formatting and adding picturing, you could pull a real person out of the
paragraph on the left and allow them to speak.
I currently have a group of students, and
during a recent feedback request, the
responses were heavily centered on "I need
an instructor to tell me what to
do/think/know". Usually, with most
courses I've taught online, the number one
concern relates to the changed role of the
instructor in relation to student activity -
e.g. - the instructor allows students to
explore content...rather than giving the
answer.
Mary Jones says,


7. This article focuses on the final point: preparing students for
elearning. It is important to note, however, that many of the skills
and habits listed here are applicable to any classroom. The divide
between classrooms and online is sometimes artificial, and no
where is this more true than in student preparation.
This article focuses on the final point: preparing students for
elearning. It is important to note, however, that many of the skills
and habits listed here are applicable to any classroom. The divide
between classrooms and online is sometimes artificial, and no
where is this more true than in student preparation.
This article focuses on the final point: preparing students for
elearning. It is important to note, however, that many of the skills
and habits listed here are applicable to any classroom. The divide
between classrooms and online is sometimes artificial, and no
where is this more true than in student preparation.
Using bold emphasis
Xdisrupts line spacing
X(faulty link)


8. This article focuses on the final point: preparing students for
elearning. It is important to note, however, that many of the skills
and habits listed here are applicable to any classroom. The divide
between classrooms and online is sometimes artificial, and no
where is this more true than in student preparation.
This article focuses on the final point: preparing students for elearning. It is
important to note, however, that many of the skills and habits listed here
are applicable to any classroom. The divide between classrooms and online
is sometimes artificial, and no where is this more true than in student
preparation.
This article focuses on the final point: preparing students for elearning. It is
important to note, however, that many of the skills and habits listed here
are applicable to any classroom. The divide between classrooms and online
is sometimes artificial, and no where is this more true than in student
preparation.
Good Options for Paragraph Emphasis



Box
White
space
Background

9. In order to improve student
completion rates, organizations
have several options: (a) Design
better learning resources, (b)
Improve teacher's/facilitator's
skills, (c) Improve student's
capacity to learn through
preparation for online learning.
In order to improve student
completion rates, organizations
have several options:
a. Design better learning
resources,
b. Improve teacher's/facilitator's
skills,
c. Improve student's capacity to
learn through preparation for
online learning.
Make lists of concepts easy to see
List should not be hidden in a paragraph
X


10. This article focuses on the final point: preparing
students for elearning. It is important to note,
however, that many of the skills and habits listed
here are applicable to any classroom. The divide
between classrooms and online is sometimes
artificial, and no where is this more true than in
student preparation.
Preparation Ecosystem
Environment -- students need a certain environment
(PC, connection, software) and some preparation
needs to be done to make sure that the student has
that.
Tech skills -- students need to know something
about how to use whatever
This article focuses on the final point: preparing
students for elearning. It is important to note,
however, that many of the skills and habits listed
here are applicable to any classroom. The divide
between classrooms and online is sometimes
artificial, and no where is this more true than in
student preparation.
Preparation Ecosystem
Environment -- students need a certain environment
(PC, connection, software) and some preparation
needs to be done to make sure that the student has
that.
Tech skills -- students need to know something
about how to use whatever
X 
Give Headings head space
If a heading is placed midway between two paragraphs it visually stitches the two paragraphs together making it
slower to see the heading. It is still common because it was used to save paper
Better to give additional white space above the heading so that it stands out more

11. Environment -- students need a certain environment
(PC, connection, software) and some preparation needs
to be done to make sure that the student has that.
Tech skills -- students need to know something about
how to use whatever learning system exists. there has
to be a way to impart this knowledge.
Subject matter skills -- students need to have some pre-
requisite knowledge in the discipline to take the course.
Study skills -- students need to have the discipline and
learning skills to benefit from the course.
Support -- when students run into problems with any of
these there has to be a mechanism to a) find out and b)
help them through it.
Content - designed for interaction - to keep students
engaged -page clicking won't necessarily motivate
students
Learner - Disciplined, motivated to learn, has a need for
learning, self-directed
Environment -- students need a certain environment
(PC, connection, software) and some preparation needs
to be done to make sure that the student has that.
Tech skills -- students need to know something about
how to use whatever learning system exists. there has
to be a way to impart this knowledge.
Subject matter skills -- students need to have some pre-
requisite knowledge in the discipline to take the course.
Study skills -- students need to have the discipline and
learning skills to benefit from the course.
Support -- when students run into problems with any of
these there has to be a mechanism to a) find out and b)
help them through it.
Content - designed for interaction - to keep students
engaged -page clicking won't necessarily motivate
students
Learner - Disciplined, motivated to learn, has a need for
learning, self-directed
Chunking – separate into concept chunks
X
Separate different concepts into chunks.
Alternatively they could be bullet points

12. Tasks to Complete Before Course Start
If this is the first course you've taught online (in
this environment), this is what you should do
(a)Identify tech support available
(b)Take an online course as a student
c. Familiarize yourself with the tools and
support available
Conclusion
Successful preparation for online learning is
not significantly different from classroom
preparation. As with any new concept,
however, it is important for an instructor to
communicate how existing practices integrate
with a new concept (in this case, learning
online).
X
Establish a House Style and stick
to it.
Everything should be consistent.
Headings always same style
Font face always consistent
Housestyle

13. Different Ways of Indicating Material Type
3b Having checked out the links above, download this article on
elearning. It is formatted unimaginatively as a document that
you might read on paper. Your assignment is to transform the
way it looks so that it is an effective page layout for reading on
the web. You should include at least two pictures in your
transformation, using them to convey meaning.
Discuss this with the class
3b Having checked out the links above, download this article on
elearning. It is formatted unimaginatively as a document that
you might read on paper. Your assignment is to transform the
way it looks so that it is an effective page layout for reading on
the web. You should include at least two pictures in your
transformation, using them to convey meaning.

Icon

Instructions always in color

Instructions always
between horizontal rule

14. Tasks to Complete Before Course Start
If this is the first course you've taught online
(in this environment), this is what you should
do,
1.Identify tech support available,
2.Take an online course as a student,
3.Familiarize yourself with the tools and
support available
Tasks to Complete Before Course Start
If this is the first course you've taught online
(in this environment), this is what you should
do,
1.Identify tech support available,
2.Take an online course as a student,
3.Familiarize yourself with the tools and
support available
Color is great for emphasis, or coding
types of material, but use sparingly as
too many colors are confusing
Background color has to be very very
light to avoid visual acuity problems
X
X
Color is great for emphasis, or coding
types of material, but use sparingly as
too many colors are confusing
Use Color