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Online Module Format

INTRODUCTION
Most modules begin with an Introduction, designed to provide the learner some insight into the content of the module. Each module in a given 20/20 MDS® program is assigned a mentor or guide who provides visual continuity between slides in the module. The modules are completely narrated, with verbatim screen text that is built timed to the narration.


OBJECTIVES SCREEN
Setting learners up for success begins with defining what they should be able to do at the completion of the module. The Objectives screen provides the learning outcomes at the beginning of each module. This screen is not narrated, but music loops in the background. Each objective fades on sequentially. The screen format is templated and appears the same in each module.


CONTENT SCREENS
Content screens provide all actual instruction throughout the course. Each will be anchored with an image or the content guide or other context appropriate image. In most cases, photo-realistic images are used. Only where necessary are illustrations or graphics used on content screens. Most content screens reveal information through some interaction on the part of the learner. The screen poses a question or instructs users to click items on the screen to reveal content. In all cases, screen content is built gradually on the screen timed to narration.


EXTENDED CONTENT SCREENS
Some screens offer more content that can be aesthetically presented at one time. In these cases, learners are prompted to click a More… button to reveal the remaining content. The consequent content will contain a Back… button to return to the beginning screen if desired.

Content is revealed through clickable lists. A list of terms is provided and the learner prompted to click each to discover details about it. The revealed content is usually accompanied with content appropriate imagery. Modules continue content delivery in this fashion until all content is delivered.



ACTIVITY VISUALS
All 20/20 MDS® modules have a multitude of practical activities contained within them. These vary in depth, breadth and style so as to allow learners the opportunity to reflect on the theory, test their knowledge, apply prior learning points, synthesize the material in the module, etc. In the on-line system, Activity pages have a similar look and feel. Input or responses are saved to the on-line system and can be reviewed by facilitators or administrators. These activities are also replicated in the relevant 20/20 MDS® participant paper-based workbooks.

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