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QUALITY PROCESS MANUAL

Version 1.0

#77, Greenways Road, R.A.Puram, Chennai - 600028, Tamilnadu, India. Tel: 044-24613373/6037.Website: www.axisv.com

Company Profile

Axis-v is one of the fast growing learning solutions providers with a keen focus on quality and value. We believe that anything that we do, should give the best value to our customers. We spend all our energy in becoming the best, rather than the biggest, in our domain. Because, we believe, if we are the best, sooner or later we will be among the biggest.

Axis-v will become a globally acclaimed solution provider in e-Learning and Multimedia, by continuously setting high standards in quality, delivery and customer delight. The company will offer value to all its stake holders.

We at Axis-v, specialize in learning and multimedia solutions focusing on corporate requirements. Our strength is in creating SCORM (Sharable Content Object Reference Model) compliant contents, which are highly engaging, efficient, yet cost-effective. While our Instructional Designers come out with instructions tailor-made to suit the profile of the learners, our Graphic Designers and Multimedia Programmers add value by combining the latest tools and technology with creative design to make the content very effective.

Quality and value are the two pillars on which we have built our reputation over the years. We have an exclusive quality review team that makes sure that anything that goes out to the client, meets the standard set by the client. Sensitizing the entire team constantly to the requirements of various clients is a part of our regular process. Our quality processes are aligned to some of the best practices in the industry.

We have been working with large global companies and have the capability to handle projects end-to-end. Our processes are fine-tuned to meet the global quality and delivery standards.

Our engagement models are transparent and flexible to suit the exact requirements of various clients.

We have set some values to which we strictly adhere.

Values of Axis-v:1. Creating value for the customer is the primary purpose of our existence2. Quality as a culture is the key to success3. Pro-activeness and a sense of urgency lead to high performance4. Teams work when they support each other to improve performance5. People are the most precious

Best Regards,

S. ShivKumarManaging Director


Introduction

This manual is the top tier of our process implementation system. It gives an overview of our Quality System and Process. A brief history of our company and its growth are included. The e-learning process and its various stages are listed in this Manual, which is the second tier. Quality is the responsibility of each employee throughout our organization.

Management is responsible for communicating our Quality Policy to all employees and for ensuring full understanding of, and commitment to quality. The Quality Department is responsible for quality systems, but implementation of these systems and quality is the responsibility of each manager, leader, coordinator, and employee.

This manual is an initiative to bring our day-to-day work in a more effective way. These activities are an attempt to put a ladder in place to achieve the heights of effectiveness in work.

We require your commitment towards adding more rungs to this ladder. Every one of us must ensure that Customer Satisfaction and Quality are achieved by operation in accordance with the documented quality system.


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Table of Contents1. Introduction…………………………………………………………………………………………………...

1.1. About e-Learning…………………………………………………………..……………………….....1.2. Stages of the e-Learning……………………………………………………….……………….…..

1.2.1. Initiation Stage…………………………………………………………………………………………………………..

1.2.2. Planning Stage…………………………………………………………………………..………………………………

1.2.3. Design Stage……………………………………………………………………..………………………………………

1.2.4. Development Stage…………………………………………………….……………………………………………..

1.2.5. Testing Stage………………………………………………………………………..…………………………………..

1.2.6. Delivery Stage……………………………………………………………………………………………………………

1.2.7. Maintenance Stage…………………………………………………………………………………………………….

2. Project Life Cycle…………………………………………………………………….…..…………...........2.1. Project Initiation………………………………………….………………………….………………..

2.1.1. Requirements Gathering…………………………………………………………………………………………….

2.2. Project Planning…………………………………………………………………………………..……2.2.1. Requirements

Analysis……………………………………………………………………………………………….2.2.2. Budgeting………………………………………………………………..

………………………………………………….2.2.3. Scheduling…………………………………………………………………………………………………

……………….2.2.4. Resource

Identification………………………………………………………………………………………………2.2.5. Project Setup……………………………………………………………..

………………………………………………2.2.6. Project Goals……………………………………………………………..

………………………………………………2.2.7. Project Deliverables…………………………………………………..

………………………………………………2.2.8. Project Schedule……………………………………………………..

………………………………………………….2.2.9. Human Resource Plan……………………………………………..

…………………………………………………2.2.10.Financial Plan……………………………………………..

……………………………………………………………..2.2.11.Quality Plan……………………………………………………………………….

……………………………………….2.2.12.Communications Plan……………………………………………………..

…………………………………………2.2.13.Risk Management Plan……………………………………………………..

………………………………………2.2.14.Change Management Plan……………………………………………………..

…………………………………2.2.15.Acceptance Plan……………………………………………………..

…………………………………………………


2.3. Project Execution………………………………………………………………………………………2.3.1. Monitoring and Control

……………………………………………………………………………………………..2.3.2. Status Reporting

……………………………………………………………………………………………………….2.4. Project Closure………………………………………………………………………………………….

3. Standard Templates & Documents…………………………………………………………………….. 4. Conclusion ……………………………………………………………………………………………………..5. Glossary……………………………………………………………………………………………………..


1.1. About E-learning

“Delivering training, learning and educations programs through electronic means”

“Anywhere-anytime learning”

"Meaningful learning is collaborative and conversational. Technology can be an intellectual partner, a tool and a context."

E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material.

E-learning can involve a greater variety of equipment than online training or education, for as the name implies, "online" involves using the Internet or an Intranet. CD-ROM and DVD can be used to provide learning materials.

Distance education provided the base for e-learning's development. E-learning can be "on demand". It overcomes timing, attendance, and travel difficulties.


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1.2. Stages of the E-learning

There are seven main stages involved in the e-learning process. They are:1. Initiation Stage2. Planning Stage3. Design Stage4. Development Stage 5. Testing Stage6. Delivery Stage7. Maintenance Stage

Note: The above said stages will clearly tell us what individuals in e-learning actually do and what they produce or deliver. (The People and the Products at each stage of the Process)


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1.3.1. Initiation StagePeople involved:Director, Business Development Manager, Project manager, Instructional Designer (ID) Coordinator, Subject Matter Expert (SME)

Major responsibilities of the initiation stage:The initiation team formulates and develops an agreement plan based on the clients’ specifications.

Actors Responsibilities Documents to be taken care

Director (Optional)/ Project Manager

To Monitor all the activities.To understand the project and client.

1. Scope of Work (SoW)2. Client’s Requirements

Specification Document (RSD)Business Development Manager

To initiate business with all the aspects of business

1. Client Inputs2. Budgeting

ID coordinator To get clarity on the project (Approach towards the course)

Rough course flow document

SME To provide help and support towards course content & materials

Any Reference or Technical documents needed for the course

Product: The product of the e-learning initiation stage is a sound e-learning proposal plan, that is, Scope of Work (SoW).


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1.3.2. Planning StagePeople involved: Project manager, All Team Leaders (ID, Graphic Designer, and Quality) and Subject Matter Expert (SME)

Major responsibilities of the planning team: The planning team formulates and develops the project plan. (This plan has to be developed only after analyzing the various aspects of the project, people, and processes involved in course initiation.)


Project Manager To kickoff the projectTo get inputs from client To raise invoice

1. Project Plan Document (PPD)2. Risk Management Plan

All Team Leaders (ID/GD/Quality)

To identify resource, allocate, and schedule

1. Resource Allocation Sheet2. Production / Delivery Schedule3. Change Management


Any Reference or Technical Documents needed for the course

Product:The product of the e-learning planning process is a sound e-learning project plan.

Key point:E-learning designers, developers, testers, and delivery and maintenance staff should follow the guidelines of the project plan to provide a meaningful environment for the learners.

Impact of using the project plan: The project plan has to clearly identify the People, Process, and Product of each stage of e-

learning process, including design, development, testing, delivery, and maintenance. The plan should also indicate the estimated completion time for each task. This plan must be pedagogically and financially sound and should guide each e-learning

team (e.g., ID, development, testing, delivery, and maintenance) to engage in its respectively assigned activities.


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1.3.3. Design StagePeople involved:Project Manager, Instructional Designers, and those who work with SMEs, Multimedia /Graphic Designers Coordinator, Quality Coordinator (if required)

Responsibilities of the design team: The design team formulates and develops the design document.


Project Manager To monitor the project status Project Monitoring Report

ID Coordinator To formulate ID strategies and approach of the course

1. Course Content Structure/Course Map

2. Design Specification Document (DSD)

3. Story Board Template4. ID Standards/ Guidelines5. ID Checklist6. Monthly/Weekly/Daily Reports

SME To provide help and support towards course content and materials

Any reference or technical documents needed for the course

Multimedia/Graphics Coordinator

To formulate Multimedia Approach for the course (both Design and Functional)

1. Design Specification Document (DSD)

2. Functional Specification Document (FSD)

3. GD Checklist4. GD Standards/ Guidelines5. Monthly/Weekly/Daily Reports

Quality Coordinator To provide help and support towards course development

1. QA Check List2. QA Standards/Guidelines3. QA Review Document/Bug

Report4. Monthly/Weekly/Daily Reports

Product: The major product of an e-learning course design process is the Storyboard.

Key points:During the development stage of the storyboard, the design team communicates with the production team for any technical-related and production-related issues. Once the story board has been baselined (i.e. approved by the client), the actual production starts.


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1.3.4. Development StagePeople involved:Project Manager, Instructional Designers, SMEs, Multimedia/Graphic Design Coordinator, Quality Coordinator (if required)

Production coordinator along with team members including course integrator, programmer, graphic designer, multimedia developer, photographer/videographer, Instructional Designers/Quality Leads

Responsibilities of the development team: The production team develops the online course from the storyboard.


Project Manager To monitor the project 1. Project Monitoring Report2. Project Status Report

ID Coordinator To coordinate with their team throughout the production

Storyboards

SME To help and support towards course content & materials


Multimedia/Graphics Coordinator

To coordinate with their team throughout the production

1. Developed Screens2. Template for various

screen approach3. Media Elements4. Monthly/Weekly/Daily

Reports

Production Coordinator: The production coordinator makes sure that the timeline is maintained for all deliverables. The production coordinator should ensure that members communicate with each other

properly and comply with scheduled dates for their respective tasks.

Note: The e-learning production process is time consuming. It is a collaborative process in which

each member does his/her own specific tasks for a course. For example, the course integrator cannot put all parts of a lesson together if each member does not provide his or her part of the task, on time.

In e-learning, members of the development team can be remotely located. The production coordinator should make sure that members are in good communication with each other and in compliance with scheduled dates for their respective tasks.

All members must have patience because continually emerging issues may demand new changes and modification in e-learning, which in turn become added work for all members.

Members should put their works in designated areas on a centralized server (which we call a “development server”).

The development server becomes a collaborative work space for the e-learning members. Instructional designer and the interface designers can work with the production team and

revise the course whenever necessary.

Key points on Pilot Testing:


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Once the course is created, it is important to do pilot testing with a representative group of diverse learners. For the pilot testing, learners can access the course at the development server with a password. These learners can be remotely located.

For an efficient evaluation of the pilot project, the course should be designed to receive learners’ comments on a specific page. For example, if a learner finds a symbol is culturally offensive on a page, he or she can attach his or her comments with that specific graphic or the page.

The production coordinator can make these comments available to the responsible team members.

Data from pilot testing will provide valuable information about what works and what does not work.

Product: The product of the production process is the course material which is ready for pilot testing.


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1.3.5. Testing StagePeople involved: Project Manager, Quality Coordinator, SME, Language Reviewers, Testers, and other Team Coordinators (ID/GD)

Major responsibilities of the testing team: To formulate and develop standard guidelines To set checklists based on clients’ needs To check whether the course possess clients’ requirements To produce an error-free product


Project Manager To monitor the project 1. Project Monitoring Report2. Project Status Report

Quality Coordinator To coordinate in testing the course 1. Test Plan2. Metrics Report3. QA Check List4. QA Standards/Guidelines5. QA Review Document/Bug

Report6. Defect Prevention Report7. Monthly/Weekly/Daily Reports

SME To help and support towards course content and materials


Testers To review the course as per the clients’ specifications

1. Quality Review Document/Bug Report

2. Quality Checklist3. Defect Prevention Report

Language Reviewer To review the language flow and content flow in the course

1. Language Approach/Edit Document/Bug Report

2. QA Check List3. Language Standards/Guidelines

Metrics Report: Type of screens and estimated time taken per screen in different rounds of testing.

Product:The product of the e-learning testing process is a sound e-learning Quality product.


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1.3.6. Delivery Stage

People involved: Project Manager, System Admin, Network Admin or Webmaster or Web Admin.

Responsibilities of the delivery team:

The delivery team which consists of individuals, such as, systems administrator, server/database programmer, Webmaster, and so on, is responsible for delivering an effective and efficient e-Learning project, with its assigned roles and responsibilities.

Actors Responsibilities Documents/Materials to be taken care

Project Manager To manage the deliverables, to manage the documents and the mode of delivery of the course

1. Project Status Report2. Schedule Report3. Version Control Document4. Project Utilization Report5. Resource Performance Report6. Timesheets7. Delivery Report

System Admin To assist during the upload of the course

1. Monthly/Weekly/Daily Backups2. Project Backup3. CD/Floppies

Network Admin or Web master or Web admin

To provide Internet or Intranet support Storage Devices such as Magnetic tapes, Discs like Floppy/CD/DVD, Mobile Phones

Product:The product of the delivery process is a set of learning materials available for registration.


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1.3.7. Maintenance StagePeople involved: Project Manager, Project Lead – Department Wise, SME, and Onsite Coordinator (Optional).

The maintenance team which consists of individuals such as onsite coordinators/ programmer, Webmaster, etc., is responsible for maintaining an effective and efficient learning environment, with its assigned roles and responsibilities.


Project Manager To check the Client Review and User Acceptance Review documents and to plan accordingly with the project team

1. Client Feedback Document/Mail2. Scope of Change Document

Project Lead – Department Wise

To discuss the client review document Client Review Report (CRR)



Onsite Coordinator (Optional)

To interact with the clients Monthly/Weekly/Daily Reports

Product:The product of the maintenance process is a set of well-maintained learning materials available for registration.

Roles and responsibilities of the maintenance team: The maintenance team maintains the Learning Management System (LMS) and databases,

provides technical support to students, instructors, and support staff, and manages LMS user accounts and network security.

It provides technical assistance to the design and production teams in the areas of software and hardware related issues in e-learning.

It is responsible as well for duplicating and distributing learning materials and installing and maintaining the course.

Individuals involved in maintenance should keep e-learning materials updated on a regular basis.

It should also check if all links and resources are active. In some institutions, e-learning materials are developed by outside vendors, who may be

responsible for migration of all learning materials to the institution’s server.

Key factors: Ongoing updating and monitoring is a major part of the e-learning maintenance process. Overall, the maintenance team is responsible for ongoing updating and monitoring of the e-

learning environment, including security measures for access control and information confidentiality. (Any network can be the target of hackers, if security is lacking.)

Learners across the globe should be able to access all online course materials anytime. All supplemental course materials (e.g., CD, DVD, audio and video cassette, book, course pack, etc.) should be delivered to learners.


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2. Project Life Cycle

The Project Life Cycle consists of four phases:

1. Project Initiation2. Project Planning3. Project Execution4. Project Closure

The following diagram outlines the Project Life Cycle.

Project Initiation:

The launch of the e-learning product starts with the clear understanding of client requirements and their standards. Various approaches that comply with the requirements are determined. An approach is chosen considering the cost, duration, and material density and is recommended for executing the process. This is where the e-learning project kicks-off. The project is identified and established. After the project team has been identified, it sets up a meeting to discuss and understand the requirements and starts the follow-up. These are documented and brought forth to ensure the process flow.


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The Project Manager:

Analyzes all the requirements of the customer to understand the scope, assumptions, and dependencies of the project

Prepares and documents the Project Initiation note Decides who the project leads are and their respective teams Meets the project team to discuss the tasks

Project Planning:

After the client requirements are analyzed and inputs are identified, planning for the course gets a shape. At the planning stage, resource allocation, time frame, delivery schedule and all other factors are considered. Project plan should include the creation and execution of the following:

Project plan Resource plan Financial Plan Quality Plan Risk Plan Change Management Plan Communication Plan Acceptance Plan

At this point, the project has been planned in detail and is ready to be executed.

Project Execution:

Project execution includes the accomplishing of each and every step and stages to build an e-learning courseware. This incorporates the production and the execution of individual elements that are needed for creating an online courseware. The status of the project is tracked to ensure on-time delivery. When the production team completes their individual task, it bundles the courseware into a single package. When the final product satisfies the sign-off criteria and meets out the client’s requirements, it is ready for closure.

Project Closure:

This phase aims at revealing the ultimate outcome to the clients by handing over project documentation, releasing project resources, and channeling the closure of the project to all stakeholders. The documents have to ensure the process flow. After the course gets signed off from the client, it needs to be documented for future reference.

Let us now look in detail about each phase and the process involved in each phase for the successful completion of the project.


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2.1. Project Initiation

The initiation phase clearly describes the start of the project. In this phase, the requirements and needs of the client is taken care to ensure process flow.

The following diagram depicts the activities undertaken:

Project Initiation Phase Diagram:


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Project Kick-Off Presentation

Needs Assessment Meetings

Project Plan Development and Project Assessment

Meeting

Client’s Project ManagerClient Implementation Team

Client Implementation Team

Client Implementation Team

Managing DirectorBusiness Development ManagerProject ManagerImplementation Team

Project ManagerImplementation Team

Project ManagerImplementation Team

Project Development Implementation Team

Project Review MeetingClient Implementation TeamProject ManagerImplementation Team

ClientSign-Off

Project Initiation Review Meeting

Managing DirectorBusiness Development ManagerProject ManagerImplementation Team

Client’s Project Manager Client Implementation Team

Implement Project to Production

In this phase, the Project Manager analyzes all the requirements of the customer to understand the scope, assumptions and dependencies of the project. The PM also prepares and documents the Project Initiation note. Then the project leads and their respective teams are finalized and a meeting with the project team is organized to discuss the tasks.

All new projects begin with a Project Kick-off Presentation. This presentation provides the client with comprehensive information about history of the company, a description of our approach to e-Learning, and a detailed run of our products and services. The Project Kick-Off presentation also serves to introduce the Project Implementation Team.

The Project Kick-off presentation is led by a member of Senior Management Team. Throughout the project, this Senior Management team plays the main role in guiding the project. The Project Implementation and Needs Assessment Team typically include the following personnel:

Project Manager Business Analyst Instructional Designer Graphic Designer/Visualizer/Programmer Quality Assurance Tester

The Project Implementation team works closely with the client to perform a detailed Needs Assessment. The Needs Assessment is a crucial step in the process. At this stage, the client is the main player, where in, we have got an opportunity to carefully determine the client’s expectations and project requirements. This stage also provides a platform to define the scope of the project and the commitments required to complete it.

The Needs Assessment requires a number of meetings between the Client and the Project Team. The purpose of these meetings is to clearly define project scope and to be sure that all parties are working with a common set of criteria and towards a common set of objectives.

When the Needs Assessment is completed, Project Implementation Team prepares the Project Implementation Plan. The Project Implementation Plan is a comprehensive, detailed document that covers all aspects of the project. The purpose of the Project Implementation Plan is to ensure that all expectations and deliverables are clearly defined, communicated, and understood by all parties. Throughout the course of the project, the Project Implementation Plan acts as a detailed road map. It describes critical developmental guidelines and serves as an important, ongoing reference tool throughout the project.

When the Project Implementation Plan is completed, all relevant information is entered into a Contact Management Database. Project Implementation Team also dedicates an area of our secure extranet (An intranet extended to authorized external users) to the project, so the client can access project documentation and review project updates.


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2.2. Project Planning

The purpose of Project Planning is to define the exact parameters of a project and ensure that all the prerequisites for Project Execution and Control are in place.

The objectives of the project planning process are to: define the project scope, budget, and schedule prepare the project plan establish the appropriate platform for project management

Actions required at this phase:1. Requirements Analysis

Based on the Client requirements and needs, analysis will be done by the Project Manager along with the team leaders to meet client specifications.

2. Budgeting

Budgeting is prepared based on the estimates. Taking the presales estimates and scope, the PM will remake the estimate of effort hours

with the inputs from the ID, GD, and programmer leads.

3. Scheduling

The PM creates the Work Breakdown Structure (WBS) by using any “Project Plan” tool or by using Excel to plan the schedule of the project.

In WBS, the minimum task (lowest level) of the course is identified. Based on the WBS, the PM, with the inputs from respective team leads identifies schedule

information, such as start date and end date for each task. The PM also plans for the number of employees to be assigned in the task based on the

dependencies and the time line. The PM completes the schedule plan and sends it to the Managing Director and/or Business

Development Manager for internal review. Finally, the PM sends the schedule plan for client approval.

4. Resource Identification

1. The PM conveys the skill and employee requirement to the respective Skill heads.2. The Skill heads identify the employees for the project team according to the skill set

required. Once the employees are identified, their roles and responsibilities are defined, their project-

specific reporting structure is identified, and the same are documented in the project roles and responsibilities document.

5. Project Setup

Once the client approves the schedule and the employees for the project are identified, PM performs the following activities:

Documenting the project details of the initiation phase Documenting the schedule information Requesting for employees from respective Skill heads.

Once the Skill head allocates employees, the PM can assign or reject the employees’ authentication.


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The following diagram depicts the different parameters to be considered in the planning phase:

Project Planning Phase Diagram:


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Analysis/Review of Client Requirements

Budget/Financial Planning

Project ManagerProject Implementation Team

Presales Estimation and Scope Verification


Accounts ManagerProject Manager


Resource Identification Based on Skills, Experience and

Availability

Derivation of Project Plan

Project Manager

Project Manager Project Implementation Team

Project Manager

Identification of Schedule Details (Timeframes of Each Task; Each

Module-wise Deadline)

Creation of Work Breakdown Structure to Schedule the

Project

The key to a successful project is proper planning. Creating a project plan is the first thing to be done before starting a project.

Often project planning is ignored in favor of getting on with the work. However, many people fail to realize the value of a project plan in saving time, money, and many other problems.

This is a simple practical approach to project planning. On completion of this guide, you should have a sound project planning approach that you can use for future projects.

Step 1 Project Goals

Capturing all the requirements of the customer is the beginning step towards success. The ultimate goal of the project is to exceed the customer satisfaction. This can be accomplished using a deep analysis on the following:

The Customer The End-users Project team

Upon analyzing these baselines, the project goal is established to ensure the tasks associated meets out all the requirements on the way to its success. The next step is to identify the tasks needed at every stage to go ahead with the execution.

This needs to be prepared by the project manager, approved by the customer (stake-holder) and communicated to the entire project team.

The clear set of goals has to be documented in the project plan.

Step 2 Project Deliverables

With all the goals in consideration, a list of do’s needs to be prepared in order to execute them. This should include the time frame for each task, the ways to achieve them, mode of delivery, and point of contact at specific stages.

Step 3 Project Schedules

After getting clarity on what needs to be done, prepare a task tracker with the following details:

The effort hours with respect to the task The resources involved The preferred outcome of the task

To track the ongoing progress of the project, a proper project schedule is prepared with the plan in considering all the factors including Cost, Time Frame, available Resources, and Scope. This could help the project team to make satisfactory progress to meet the project goals. Risk analysis of deviations should need to be considered at this stage while preparing the Project schedule.


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Step 4 Supporting Plans

Any additional support and guidance should have to be taken care while a project is planned. These may help the project team to achieve the goal on time.

Human Resource Plan

Resources identification both by skill and expertise level should need to be considered before the actual start of the project. Upon identifying the resources, their allocation to the project needs to be done. The point of contact for each department needs to be finalized. Their individual project-specific roles and responsibilities are also clearly defined.

Next, describe the number and type of people needed to carryout the project. For each resource, detail the start date, the estimated duration, and the method you will use for obtaining them.

Create a single sheet containing this information.

Financial Plan

Financial planning is the task of determining how a business will afford to achieve its strategic goals and objectives. Usually, a company creates a Financial Plan immediately after the vision and objectives have been set. The Financial Plan describes the activities, resources, equipment, and materials that are needed to meet these objectives, as well as the timeframe involved.

The financial planning activity involves the following tasks:

Assess the business environment Confirm the business vision and objectives Identify the types of resources needed to achieve these objectives Quantify the amount of resource (labor, equipment, materials) Estimate the cost of resource Summarize the costs to create a budget Identify any risks and issues with the budget set

Budgeting according to the estimates defined and taking it forward to get it approved by the customer needs to be done at this stage. It provides the business plan with rigor by confirming that the objectives set are achievable from a financial point of view. It also helps the Managing Director to set financial targets for the organization and to reward staff for meeting objectives within the set budget.

Quality PlanThe Quality Plan describes how a developer's overall quality process guidelines will be applied to a project. It defines the nature of the different quality-related tasks in the Project Plan.

For example, a developer's quality manual may describe a review process for ensuring that delivered project meets requirements. The Quality Plan for the project tailors this general definition to the project at hand, specifying items such as who generates the requirements, what form these will take, who reviews them, and so on. Quality plan acts as a checkpoint to produce error-free product (zero error product.)


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Quality Plan ContentsThe Quality Plan outlines how you will build quality into the software and documentation. The dates assigned to key tasks in the Quality Plan are entered into the project plan.

The Quality Plan describes:

How you control changes How you ensure that the product meets the requirements (validation) How you ensure that the product works properly (verification) How you track multiple development builds of the software to avoid confusion (configuration

management) How you plan for and execute testing How you track and resolve defects How and when you conduct design reviews, code reviews, walkthroughs, reviews of test

scripts, reviews of test results (for example, is 100% of all code checked, or only the most complex parts?)

Definitions, methods, and criteria you use to determine whether the software has passed each review

Communications Plan

Create a document that shows who needs to be kept informed about the project and how they will receive the information. The most common mechanism is a weekly/monthly progress report, describing how the project is performing, each task is accomplished, and work is planned for the next period.

Risk Management Plan

Risk management is an important part of project management. Although often overlooked, it is important to identify as many risks to your project as possible and be in a stable position to meet out the goal at any circumstances.

Here are some examples of common project risks:

Too optimistic time and cost estimates Too slow customer review and feedback cycle Change in estimates Unclear roles and responsibilities Lack of clarity regarding customer requirements Stakeholders adding or modifying the requirements after the initiation of the project Poor communication resulting in misunderstandings, quality problems, and rework Lack of resource commitment

Risks can be tracked using a simple risk log. Add each risk you have identified to your risk log and the steps taken to prevent and solve it. Update new risks in the risk log as they occur during the project life cycle. When risks are ignored, they may create a potential threat to the success of the goal.


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Change Management Plan

Change management is yet another important aspect carried out in project management. Change management happens when the stakeholder raises new needs and requirements.

Once when the agreement is signed with the stake holder, vendor starts production work and plans everything accordingly. During the completion of the full work or at the middle of the production work, there might be a new need or requirement from the client side. This will consumes much of resource utilization time; internal sources will get affected, and so on.

The changes might occur either in content side, or in graphics side, and so on. Sometimes new raw might be given to work newly. Any kind of changes has to be maintained properly in order to rise during invoicing. This will help to even maintain as a proof while launching the course or at any time in future.

Acceptance Plan

An Acceptance Plan describes the acceptance testing process, such as the features to be tested, pass/fail criteria, approach to testing, roles and responsibilities, resource requirements and schedules.

It defines the functionality to be tested and the requirements verified by the test, test preconditions, test steps, and test post-conditions. It also verifies if the final deliverable meets the clients’ requirements.

This Acceptance Plan helps you to gain customer acceptance for the deliverables produced by your project.

Gaining customer acceptance through acceptance test planning is an important part of any project, as it allows the customer to accept the deliverables you have produced for them.

By using this acceptance planning template, you can gain customer acceptance for your deliverables, quickly and efficiently.

This Acceptance Plan template: Identifies the significant events in your project plan Creates a list of all deliverables Lists the parameters considered to gain customer acceptance Defines the acceptance standards

To create an Acceptance Plan by using the template, you need to: Identify the methods for acceptance testing Allocate resources for acceptance testing Schedule acceptance reviews with your customer Gain customer acceptance for your deliverables

The Acceptance Plan increases the chances of success as your constant deliverables satisfy the needs of the clients. This plan also helps you set up client acceptance tests, which ensures that your deliverables always meet their requirements.

2.3 Project Execution:


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Once the project team is clear with the understanding of the customer requirements and the ways to accomplish the goal, the execution and implementation of the same is started. This has several inbuilt stages, which goes together.

1. The first and foremost step in Courseware design is creating standards and structure for the development to maintain consistency in the development Process. It also encompasses the following:

To structure contents of the courseware To Design templates for the development of the courseware To create checklist and guidelines for the development of the courseware

2. Storyboard development: The process of storyboarding involves creating individual screens that contain text, media elements, and audio for a courseware. It also includes creating glossary and other supporting accessories. The objective of the process is to create storyboards that are approved by the customer. Storyboards are documents that serve as a guide to develop screens of a courseware. The process begins once the customer provides the source content and the course specifications. This process ends when the customer signs-off the storyboard.

3. Multimedia development process: Production or Development of the individual screens or files to make a complete courseware as required by the customer is the purpose of Multimedia development process. This is done only when the project team gets a sign-off from the customer for both the courseware template and the storyboard. Multimedia and graphics professionals take care of representing the storyboard content in a visually appealing manner as per the standards.

4. Integration: The purpose of the integration is to integrate the smaller units and provide the complete draft courseware for testing. The process begins when the customer sign-off Storyboards. The process involves developing accessories, navigation, and interactivity programming (Simulation screens, check your understandings, etc). This also involves integrating Developed screens, Activities and other courseware accessories to the template file. This is the base which creates a package which needs to pass on Quality Checking before delivery.

5. Testing: Testing process is carried out to ascertain that the final product sent to the Customer is as per the Customer’s requirements and meets the pre-defined standards. The process should ensure that a Zero Defect product is delivered to the Customer.

6. The Process for signoff ensures that the entire project has quality work product and it gets approval/signoff from the customer within the proposed deadline given by the customer to the agreed scope of the project.


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Project execution has to comply with sub processes like:

Project Monitoring and Controlling

This phase involves the tracking of all major project variables—cost, time, scope, and quality of deliverables—and taking appropriate corrective action. The Project Monitoring and Controlling phases are used by project managers and project teams.

The objectives of project monitoring and controlling are: To track the progress of the project’s schedule activities with the plan To ensure the project team is making satisfactory progress to meet the project goals

Project Status Reporting

Project Status reporting happens through Weekly/Fortnight Status Report. Status of projects is reported to the customer through customer calls/e-mails. The Minutes

of Meeting (MoM) is prepared and documented for customer calls.

The project team meets to share the project status every week. The MOM is prepared on the same and sent to the senior management.


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Project Execution Phase Diagram:

2.4. Project Closure


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Template Development

Script Storyboards

Create/Edit Audio/Video

Create Graphics/Animations Create

Illustrations/Simulations

Courseware Development

Quality Testing

Alpha Delivery

Client Revisions

ImplementClient

Revisions

Quality Testing

Client Review

Client

Satisfied?

Client Sign-Off on the template

Client Sign-Off on the Storyboards

Client Sign-Off on the courseGold

Yes

No

Project closure happens when the PM receives the sign-off mail from the client on the course.In the Project Closing phase, the Project Implementation Team reviews the project with the client to ensure that all goals have been met and that the client is satisfied with all deliverables. Once the project is declared complete, the Project Implementation Team archives all project documentation and courseware deliverables. Electronic copies of all documentation and source files are stored on our internal servers and saved on a media device, say a DVD/CD/Magnetic Tape. The Project Management Office also stores printed copies of all documentation, including Design Documents, Functional Requirement Specifications, Project Plans, Proposals, QA Test Plans and test results, schedules, contracts, release forms, invoices, and meeting minutes. The Project Implementation Team retains all archived information for 10 years. Client requests for archived information will be met within two business days.

Project closure meeting is convened by the PM. The learning from the project is discussed in this meeting. The PM communicates the sign-off on the project to all the team members and the Testing Skill Manager. The Project team documents the new learning.

The Testing Skill manager calls for the Defect Prevention meet, and the PM appraises the performance of the employees on the project.

During the Project Closing phase, the Director of Account Management asks the client to complete a Client Satisfaction and Post-Implementation Audit. The audit may consist of a written questionnaire or a personal interview.


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Project Closing Phase Diagram:

The information gathered from the Client Satisfaction and Post-Implementation Audit is essential to the Project Implementation Team because we use it to assess the success of the project and to evaluate our production process. Our project assessments and evaluations are used to improve our processes and procedures so that we can continue to provide the highest quality products and services to our clients.

3. Templates required in each stage


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Project Sign-Off Received from

the Client

Maintain Project Documentation

Project Review

Project Review Survey

Documentation of Project Review Survey Results

Implementation of Process

Improvements

QA TeamProject Manager

Project ManagerProject Team

Project ManagerBusiness Development ManagerClient

Project ManagerBusiness Development ManagerClient

Project ManagerProject Team

1) Initiationa) Scope of Work (SoW)/Marketing/Client Service/Common Proposals

2) Planninga) Project Planb) Resource Planc) Design Specificationd) Production/Delivery Schedulee) Quality Standards/Checklistf) Risk Management Plang) Change Management Plan

3) Executiona) Project Status Reportb) Work Breakdown Structurec) Monthly/Weekly/Daily Reportsd) QA Process Reports (Check List, Bug Report, etc.)e) Approvals

4) Closurea) Project Sign-Off Reportb) Client Feedback Formc) Project Learning Reportd) Invoice

Standard Documents

For E-Learning Process:

1. Client Requirement Analysis Document2. ID Guidelines3. Graphic Guidelines4. Style Sheet/Guide5. QA Review Checklist6. QA Review Document

For Software Development Process:

1. Client Requirement Analysis Document2. Design Document3. Test Script4. Project Documentation5. Project Help6. Installation Document/Guide

Note:For Web designing & Multimedia projects, standard documents are same as above.


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4. Conclusion:This manual has depicted an overall view on the e-learning process flow and life cycle. It is our goal to strive towards excellence throughout all the phases of our process to ensure a good quality product to the customer. We believe that it is essential to maintain quality records/documents not only to conform to the regulations but also to aid management in reviewing the effectiveness of our process and making decisions on how to improve it. In order to efficiently and effectively perform their jobs, employees must have a clear understanding of their roles and responsibilities within their organization and the existing documented quality management system and how their efforts contribute to the achievement of the goals and quality objectives. This manual is one of a kind that helps you to understand the importance of quality and the values created out of it.

We not only achieve the aforesaid but also form a network that is interested in quality issues and continues to develop quality in e-learning.

Quality is delivered by the people, to the people, through the people.


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GlossaryAssessment: The process used to systematically evaluate a learner's skill or knowledge level.

Assessment item: A question or measurable activity used to determine whether the learner has mastered a learning objective.

Blended learning: Learning events that combine aspects of online and face-to-face instruction.

Blog (Weblog): An extension of the personal Website consisting of regular journal-like entries posted on a Webpage for public viewing. Blogs usually contain links to other Websites along with the thoughts, comments, and personality of the blog's creator.

Business requirements: The conditions an e-learning solution should meet to align with the needs of such stakeholders as the content developer, subject matter expert, learner, manager, and training administrator.

Case study: A scenario used to illustrate the application of a learning concept. May be either factual or hypothetical.

CBT (computer-based training) or CBL (computer-based learning): An umbrella term for the use of computers in both instruction and management of the teaching and learning process. CAI (computer-assisted instruction) and CMI (computer-managed instruction) are included under the heading of CBT. Some people use the terms CBT and CAI interchangeably.

Chat: Real-time text-based communication in a virtual environment. Chat can be used in e-learning for student questions, instructor feedback, or even group discussion.

Chat room: A virtual meeting space on the Internet, an intranet, or other network, used for real-time text discussions. Unlike one-to-one instant messenger applications, chat rooms enable conversations among multiple people at once.

Chunk: (noun) A discrete portion of content, often consisting of several learning objects grouped together. (verb) To separate content into discrete portions or aggregate smaller content elements into customized configurations.

CMI (computer-managed instruction): The use of computer technology to oversee the learning process, including testing and record keeping.

CMS (content management system): A centralized software application or set of applications that facilitates and streamlines the process of designing, testing, approving, and posting e-learning content, usually on WebPages.

Coaching: A process in which a more experienced person, the coach, provides a worker or workers with constructive advice and feedback with the goal of improving performance.


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Competency management: A system used to evaluate skills, knowledge, and performance within an organization; spot gaps; and introduce training, compensation, and recruiting programs based on current or future needs.

Compliant (standards-compliant): E-learning that meets established standards of, and has received official approval from, an accrediting organization. See also conformant.

Conformant (standards-conformant): E-learning that meets the standards of an accrediting organization but that has not gone through the formal application process to be deemed compliant.

Content: Information captured digitally and imparted to learners. Formats for e-learning content include text, audio, video, animation, simulation, and more.

Corporate University: A learning organization with a governance system that aligns all learning with the corporate or agency mission, strategy, and goals. The governance system typically includes a governing board consisting of the CEO and other senior executives and a chief learning officer (CLO) who has overall responsibility for managing the organization's investment in learning. CEOs of best-practice learning organizations leverage their corporate university to achieve performance goals, drive cultural transformation, reform and integrate training departments, and establish and sustain competitive advantage through learning.

Courseware: Any type of instructional or educational course delivered via a software program or over the Internet.

Customer-focused e-learning: Technology-based learning programs offered by a company and targeted at their current and prospective customers. The intent is to increase brand loyalty among existing customers and attract new business

De facto standard: An e-learning specification that hasn't been officially established by an accrediting agency but that is accepted and used as a standard by a majority of practitioners.

Delivery: Any method of transferring content to learners, including instructor-led training, Web-based training, CD-ROM, books, and more.

Development: 1) Learning or other types of activities that prepare a person for additional job responsibilities and/or enable him to gain knowledge or skills. 2) The creation of training materials or courses, as in content development or e-learning development.

Discussion boards: Forums on the Internet or an intranet where users can post messages for others to read.

Distance education: Educational situation in which the instructor and students are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, audio- and videotape, CD-ROM, online learning, audio- and videoconferencing, interactive TV, and FAX. Distance education does not preclude the use of the traditional classroom. The definition of distance education is broader than and entails the definition of e-learning.

Distance learning: The desired outcome of distance education. The two terms are often used interchangeably.


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E-learning (electronic learning): Term covering a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.

End-to-end solution: A marketing term used by large e-learning suppliers; meant to imply that their products and services will handle all aspects of e-learning.

End user: The person for whom a particular technology is designed; the individual who uses the technology for its designated purpose. In e-learning, the end user is usually the student.

Enterprise-wide e-learning: E-learning that's intended for all or most employees within a company. It's often part of a strategic change of direction with a very short timeline, but is also used to support a core process such as sales.

Ergonomics: Design principles relating to the comfort, efficiency, and safety of users.

Evaluation: Any systematic method for gathering information about the impact and effectiveness of a learning offering. Results of the measurements can be used to improve the offering, determine whether the learning objectives have been achieved, and assess the value of the offering to the organization.

Extensibility: The ability to expand and adapt an e-learning application or infrastructure by adding features, components, or services to a core set of capabilities.

F2F (face-to-face): Term used to describe the traditional classroom environment. Also see ILT.

Facilitative tools: Electronic features used to deliver online courses. Examples include mailing lists, chat programs, streaming audio, streaming video, and WebPages.

Facilitator: The online course instructor who aids learning in the online, student-centered environment.

False-starter: A person who registers for but does not complete an e-learning course.

FAQ (frequently asked questions): An informational list, in question and answer format, of common inquiries from users about a topic or application and standard responses. FAQs appear on Websites and discussion boards and within desktop applications.

Feedback: Communication between the instructor or system and the learner resulting from an action or process.

Globalization: 1) The tailoring of an offering to include clear, grammatically correct text that eliminates slang, gender references, and cultural or generational idioms. 2) The process of deploying a single system worldwide that meets a variety of needs. 3) Integrating several working systems into one.

Granularity: The degree of detail something can be broken down into, or the number of discrete components making up any type of system. In e-learning, granularity is defined by the number of content chunks.


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Grok: To reach total understanding of a subject. From Robert Heinlein's Stranger in a Strange Land.

IEEE (The Institute of Electrical and Electronics Engineers): An organization whose Learning Technology Standards Committee is working to develop technical standards, recommended practices, and guides for computer implementations of education and training systems.

ILS (integrated learning system): A complete software, hardware, and network system used for instruction. In addition to providing curriculum and lessons organized by level, an ILS usually includes a number of tools such as assessments, record keeping, report writing, and user information files that help to identify learning needs, monitor progress, and maintain student records.

ILT (instructor-led training): Usually refers to traditional classroom training, in which an instructor teaches a course to a room of learners. The term is used synonymously with on-site training and classroom training (c-learning).

IMS (Instructional Management System) Global Learning Consortium: Coalition of government organizations dedicated to defining and distributing open architecture interoperability specifications for e-learning products. See the IMS Website .

Information architecture: A description or design specification for how information should be treated and organized. In Web design, the term describes the the organization of online content into categories and the creation of an interface for displaying those categories.

Infrastructure: The underlying mechanism or framework of a system. In e-learning, the infrastructure includes the means by which voice, video, and data can be transferred from one site to another and be processed.

Instructional designer (ID): An individual who applies a systematic methodology based on instructional theory to create content for learning.

Integration: Combining hardware, software (and, in e-learning, content) components together to work as an interoperable system. The process of integration may also include front-end planning and strategy.

Just-in-time: Characteristic of e-learning in which learners are able to access the information they need exactly when they need it.

Knowledge asset: Intellectual content possessed by an organization. Any piece of information that a worker at a company knows, from customer names to how to fix a piece of machinery, can be considered a knowledge asset. Assets can be codified in a variety of formats, such as PowerPoint slides, Word documents, audio and video files, and so forth.

Knowledge base: A specialized database that stores knowledge assets.

Knowledge management: The process of capturing, organizing, and storing information and experiences of workers and groups within an organization and making it available to others. By collecting those artifacts in a central or distributed electronic environment (often in a database called a knowledge base), KM aims to help a company gain competitive advantage.


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LCMS (learning content management system): A software application (or set of applications) that manages the creation, storage, use, and reuse of learning content. LCMSs often store content in granular forms such as learning objects.

Learning: A cognitive and/or physical process in which a person assimilates information and temporarily or permanently acquires or improves skills, knowledge, behaviors, and/or attitudes.

Learning environment: The physical or virtual setting in which learning takes place.

Learning object: A reusable, media-independent collection of information used as a modular building block for e-learning content. Learning objects are most effective when organized by a meta data classification system and stored in a data repository such as an LCMS.

Learning objective: A statement establishing a measurable behavioral outcome, used as an advanced organizer to indicate how the learner's acquisition of skills and knowledge is being measured.

Learning platforms: Internal or external sites often organized around tightly focused topics, which contain technologies (ranging from chat rooms to groupware) that enable users to submit and retrieve information.

Learning portal: Any Website that offers learners or organizations consolidated access to learning and training resources from multiple sources. Operators of learning portals are also called content aggregators, distributors, or hosts.

Learning solution: 1) Any combination of technology and methodology that delivers learning. 2) Software and/or hardware products that suppliers tout as answers to businesses' training needs.

Learning space: An imaginary geography in which the learning enterprise flourishes. Mapped by market analysts and mined by consultants, this territory is a recent annexation to the business landscape.

LRN: Microsoft's Learning Resource Interchange, a format that gives content creators a standard way to identify, share, update, and create online content and courseware. LRN is the first commercial application of the IMS Content Packaging Specification.

LSP (learning service provider): A specialized ASP offering learning management and training delivery software on a hosted or rental basis.

Lurking: Reading the postings in a discussion forum or on a listserv but not contributing to the discussion.

M-learning (mobile learning): Learning that takes place via such wireless devices as cell phones, personal digital assistants (PDAs), or laptop computers.

Mentoring: A career development process in which less experienced workers are matched with more experienced colleagues for guidance. Mentoring can occur either through formal programs or informally as required and may be delivered in-person or by using various media.

Metadata: Information about content that enables it to be stored in and retrieved from a database.


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Metatag: An HTML tag identifying the contents of a Website. Information commonly found in the metatag includes copyright info, key words for search engines, and formatting descriptions of the page.

Modular: E-learning that's made up of standardized units that can be separated from each other and rearranged or reused.

Multimedia: Encompasses interactive text, images, sound, and color. Multimedia can be anything from a simple PowerPoint slide slow to a complex interactive simulation

Newsgroup: An online discussion hosted on the Usenet network. Sometimes also called a forum.

Online: The state in which a computer is connected to another computer or server via a network. A computer communicating with another computer.

Online community: A meeting place on the Internet for people who share common interests and needs. Online communities can be open to all or be by membership only and may or may not be moderated.

Online learning: Learning delivered by Web-based or Internet-based technologies. See Web-based training and Internet-based training.

Online training: Web- or Internet-based training.

Page turner: A derogatory term for e-learning that offers little to no graphics or interaction, instead comprising mainly pages of text.

Reusable: E-learning content that can be transferred to various infrastructures or delivery mechanisms, usually without changes.

ROI (return on investment): Generally, a ratio of the benefit or profit received from a given investment to the cost of the investment itself. In e-learning, ROI is most often calculated by comparing the tangible results of training (for example, an increase in units produced or a decrease in error rate) to the cost of providing the training.

Role play: (noun) A training technique in which learners act out characters in order to try out behaviors, practice interactions, communicate for a desired outcome, and/or solve a dynamic problem. Role plays can reinforce learning and help people apply new information, skills, and techniques. (verb) To participate in a role play.

SCORM (Sharable Content Object Reference Model): A set of specifications that, when applied to course content, produces small, reusable learning objects. A result of the Department of Defense's Advance Distributed Learning (ADL) initiative, SCORM-compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials.

Screenshot: A picture of a computer display that shows the display at a given point in time. Also called a screen capture. Annotated screenshots are often used in software manuals and training programs.


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Script: A program or set of instructions not carried out by the computer processor but by another program. Code is interpreted at run time rather than being stored in executable format.

Self-assessment: The process by which the learner determines his or her personal level of knowledge and skills.

Self-paced learning: An offering in which the learner determines the pace and timing of content delivery.

SME (subject matter expert): An individual who is recognized as having proficient knowledge about and skills in a particular topic or subject area.

Soft skills: Business skills such as communication and presentation, leadership and management, human resources, sales and marketing, professional development, project and time management, customer service, team building, administration, accounting and finance, purchasing, and personal development.

Specification: A plan, instruction, or protocol for e-learning that's established or agreed upon. Specification is often used interchangeably with standard, but the two terms are not truly synonymous. Specifications become standards only after they've been approved by an accrediting agency.

Stakeholder: A person with a vested interest in the successful completion of a project. Stakeholders in e-learning often include the developer, the facilitator, the learners, the learners’ managers, customers, and so forth.

Standard: An e-learning specification established as a model by a governing authority such as IEEE or ISO to ensure quality, consistency, and interoperability.

Storyboard: (noun) An outline of a multimedia project in which each page represents a screen to be designed and developed. (verb) To create a storyboard.

Synchronous learning: A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other. In this virtual classroom setting, the instructor maintains control of the class, with the ability to "call on" participants. In most platforms, students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction may also occur via audio- or videoconferencing, Internet telephony, or two-way live broadcasts.

TBT (technology-based training): The delivery of content via Internet, LAN or WAN (intranet or extranet), satellite broadcast, audio- or videotape, interactive TV, or CD-ROM. TBT encompasses both CBT and WBT.

Teaching: A process that aims to increase or improve knowledge, skills, attitudes, and/or behaviors in a person to accomplish a variety of goals. Teaching is often driven more toward the long-term personal growth of the learner and less toward business drivers such as job tasks that are often the focus of training. Some people characterize teaching as focused on theory and training as focused on practical application. See also Training and Learning.

Template: A predefined set of tools or forms that establishes the structure and settings necessary to quickly create content.


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Thread: A series of messages on a particular topic posted in a discussion forum.

Training: A process that aims to improve knowledge, skills, attitudes, and/or behaviors in a person to accomplish a specific job task or goal. Training is often focused on business needs and driven by time-critical business skills and knowledge, and its goal is often to improve performance. See also Teaching and Learning.

Training management system: See LMS.

Transparent technology: Technology that is easy to use, intuitive in nature, and not the focus of the learning experience. Also called seamless technology.

Tutorial: Step-by-step instructions presented through computer or Web-based technology, designed to teach a user how to complete a particular action.

24/7: Twenty-four hours a day, seven days a week. In e-learning, used to describe the hours of operation of a virtual classroom or how often technical support should be available for online students and instructors.

Upload: To send a file from one computer or server to another.

Value-added services: In the context of the e-learning industry, value-added services include custom training needs assessment and skill-gap analysis, curriculum design and development, pre- and post-training mentoring and support, training effectiveness analysis, reporting and tracking tools, advisor services and implementation consulting, hosting and management of Internet- or intranet-based learning systems, integration of enterprise training delivery systems, and other services.

Videoconferencing: Using video and audio signals to link participants at different and remote locations.

Virtual: Not concrete or physical. For instance, a completely virtual university does not have actual buildings but instead holds classes over the Internet.

Virtual classroom: The online learning space where students and instructors interact.

WBT (Web-based training): Delivery of educational content via a Web browser over the public Internet, a private intranet, or an extranet. Web-based training often provides links to other learning resources such as references, email, bulletin boards, and discussion groups. WBT also may include a facilitator who can provide course guidelines, manage discussion boards, deliver lectures, and so forth. When used with a facilitator, WBT offers some advantages of instructor-led training while also retaining the advantages of computer-based training.

Webinar: (Web + seminar) A small synchronous online learning event in which a presenter and audience members communicate via text chat or audio about concepts often illustrated via online slides and/or an electronic whiteboard. Webinars are often archived as well for asynchronous, on-demand access.


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Whiteboard: An electronic version of a dry-erase board that enables learners in a virtual classroom to view what an instructor, presenter, or fellow learner writes or draws. Also called a smartboard or electronic whiteboard.

XSL (eXtensible Stylesheet Language or eXtensible Style Language): A Webpage design language that creates style sheets for XML pages, which separate style from content so that developers can specify how and where information is displayed on the page.


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