Embedded Files
The OST should be presented with the lead-in sentence at the start of the page. Animation of on-screen text is avoided and visuals are preferably presented with a lead-out sentence. Only one instruction is presented on the screen and the instruction text is written as a separate paragraph and in a single sentence.
The OST paragraphs could be of three types:
Simple
Complex
Convoluted
Simple Paragraphs
Simple Paragraphs
While writing simple paragraphs, the content is separated in such a way that each paragraph reveals a single idea. It should include at least two complete sentences. Bullets are avoided though horizontal listing, separated by commas, is acceptable.
Example
Example
The following example demonstrates how to correctly break the content in the case of simple paragraphs.
Input
Input
A structure is a set of interconnecting parts of any complex thing that forms a framework for the whole. In a course, showing this structural organization and pointing out the relationships between the various parts enables better communication and delivery of content. Structuring content for course involves organizing content in a way that connects the different parts of a course to form a course map. It organizes the parts of the course, such as topics or sections or modules, instead of chapters.
Output
Output
A structure is a set of interconnecting parts of any complex thing that forms a framework for the whole. In a course, showing this structural organization and pointing out the relationships between the various parts enables better communication and delivery of content.
Structuring content for course involves organizing content in a way that connects the different parts of a course to form a course map. It organizes the parts of the course, such as topics or sections or modules, instead of chapters.
In this example, the content is broken into two distinct paragraphs, each revealing a single idea.
Mock-up
Mock-up
This is how the above storyboard output would be integrated as an e-learning courseware screen.
Non-Example
Non-Example
The following non-example demonstrates how not to break the content into simple paragraphs.
Input
Input
A structure is a set of interconnecting parts of any complex thing that forms a framework for the whole. In a course, showing this structural organization and pointing out the relationships between the various parts enables better communication and delivery of content. Structuring content for course involves organizing content in a way that connects the different parts of a course to form a course map. It organizes the parts of the course, such as topics or sections or modules, instead of chapters.
Output
Output
A structure is a set of interconnecting parts of any complex thing that forms a framework for the whole. In a course, showing this structural organization and pointing out the relationships between the various parts enables better communication and delivery of content. Structuring content for course involves organizing content in a way that connects the different parts of a course to form a course map.
It organizes the parts of the course, such as topics or sections or modules, instead of chapters.
In this non-example, though the content is separated into paragraphs, each paragraph fails to reveal a single idea. The first paragraph has a mixture of two different concepts, whereas the second one starts with no connection to anything. There is no clear differentiation of the concept in the content.
Complex Paragraphs
Complex Paragraphs
Complex paragraphs follow the same standards as for simple paragraphs. The content is separated in such a way that each paragraph reveals a single idea. And bullets are avoided though horizontal listing, separated by commas, is acceptable. Though sometimes, content demands for bending the rule of a paragraph comprising at least two sentences. This gives rise to complex paragraphs.
Example
Example
The following example demonstrates how to correctly break the content into complex paragraphs.
Input
Input
Pre-literate societies in oral literature, by definition, have no written literature, but may possess rich and varied oral traditions—such as folk epics, folklore and folksong—that effectively constitute an oral literature.Literate societies may continue an oral tradition - particularly within the family (for example bedtime stories) or informal social structures. The telling of urban legends may be considered an example of oral literature, as can jokes.Performance poetry is a genre of poetry that consciously shuns the written form.
Output
Output
Pre-literate societies in oral literature, by definition, have no written literature, but may possess rich and varied oral traditions—such as folk epics, folklore and folksong—that effectively constitute an oral literature.
Literate societies may continue an oral tradition - particularly within the family (for example bedtime stories) or informal social structures. The telling of urban legends may be considered an example of oral literature, as can jokes.
Performance poetry is a genre of poetry that consciously shuns the written form.
In this example, the content is divided into three paragraphs comprising at least two sentences that reveal three different ideas. However, the last paragraph comprises only one sentence because the content demands for it. Thus, it is written as a complex paragraph.
Mock-up
Mock-up
This is how the above storyboard output would be integrated as an e-learning courseware screen.
Non-Example
Non-Example
The following non-example demonstrates how not to break the content into complex paragraphs.
Input
Input
Pre-literate societies in oral literature, by definition, have no written literature, but may possess rich and varied oral traditions—such as folk epics, folklore and folksong—that effectively constitute an oral literature.Literate societies may continue an oral tradition - particularly within the family (for example bedtime stories) or informal social structures. The telling of urban legends may be considered an example of oral literature, as can jokes. Performance poetry is a genre of poetry that consciously shuns the written form.
Output
Output
Pre-literate societies in oral literature, by definition, have no written literature, but may possess rich and varied oral traditions—such as folk epics, folklore and folksong—that effectively constitute an oral literature.
Literate societies may continue an oral tradition - particularly within the family (for example bedtime stories) or informal social structures. The telling of urban legends may be considered an example of oral literature, as can jokes. Performance poetry is a genre of poetry that consciously shuns the written form.
In this non-example, the content is broken into two paragraphs. The first paragraph is correct. The second paragraph, though it has adhered to the standard of comprising two sentences, an adulteration of two concepts is seen. Performance poetry has been merged with oral literature, which is a different concept in the content.
Convoluted Paragraphs
Convoluted Paragraphs
Convoluted paragraphs also follow the same standards as for simple paragraphs. The content is separated in such a way that each paragraph reveals a single idea. And bullets are avoided though horizontal listing, separated by commas, is acceptable. Here, the content is broken into paragraphs in such a manner that it also conveys the flow of the content.
Example
Example
The following example demonstrates how to correctly break the content into convoluted paragraphs.
Input
Input
Solid waste is stored in the rectum until it is excreted via anus. Rectum is the extended portion of the large intestine. The large intestine has many microbes which help in the digestion process. The main function of the large intestine is to remove the water and electrolytes from the food received from the small intestine. Bile, pancreatic enzymes, and other digestive enzymes are produced in the inner wall of the small intestine. These digestive juices help in the breakdown of food that is received from the stomach. The stomach is a large, sack-like organ that churns the food and bathes it in a very strong acid (gastric acid). Mouth is the place where the digestive process begins. Food is partly broken down by the process of chewing and by the chemical action of the salivary enzymes.
Output
Output
Mouth is the place where the digestive process begins. Food is partly broken down by the process of chewing and by the chemical action of the salivary enzymes.
The food from mouth enters throat. The long tube that runs from the mouth to the stomach is called oesophagus. Oesophagus uses rhythmic, wave-like muscle movements (called peristalsis) to force food from the throat into the stomach.
The stomach is a large, sack-like organ that churns the food and bathes it in a very strong acid (gastric acid).
The food that is received from stomach is broken-down with the help of digestive juices in the small intestine. Bile, pancreatic enzymes, and other digestive juices are produced in the inner wall of the small intestine.
The food then enters the large intestine. The main function of the large intestine is to remove the water and electrolytes from the food received from the small intestine. The large intestine has many microbes that help in the digestion process. Rectum is the extended portion of the large intestine.
Finally, the solid waste stored in the rectum, is excreted from the body.
In this example, flow of the content is not as per the sequential process of digestion in human. The passage is re-written with the paragraphs arranged one after the other according to the flow of the concept in the content.
Mock-up
Mock-up
This is how the above storyboard output would be integrated as an e-learning courseware screen.
Non-Example
Non-Example
The following non-example demonstrates how not to break the content into convoluted paragraphs.
Input
Input
Solid waste is stored in the rectum until it is excreted via anus. Rectum is the extended portion of the large intestine. The large intestine has many microbes which help in the digestion process. The main function of the large intestine is to remove the water and electrolytes from the food received from the small intestine. Bile, pancreatic enzymes, and other digestive enzymes are produced in the inner wall of the small intestine. These digestive juices help in the breakdown of food that is received from the stomach. The stomach is a large, sack-like organ that churns the food and bathes it in a very strong acid (gastric acid). Mouth is the place where the digestive process begins. Food is partly broken down by the process of chewing and by the chemical action of the salivary enzymes.
Output
Output
Solid waste is stored in the rectum until it is excreted via anus. Rectum is the extended portion of the large intestine.
The large intestine has many microbes that help in the digestion process. The main function of the large intestine is to remove the water and electrolytes from the food received from the small intestine.
Bile, pancreatic enzymes, and other digestive enzymes are produced in the inner wall of the small intestine. These digestive juices help in the breakdown of food that is received from the stomach.
The stomach is a large, sack-like organ that churns the food and bathes it in a very strong acid (gastric acid).
Mouth is the place where the digestive process begins. Food is partly broken down by the process of chewing and by the chemical action of the salivary enzymes.
In this non-example, each paragraph reveals a single idea, that is, each paragraph describes the function of each organ involved in the digestive system. But the paragraphs are not arranged according to the sequential flow of the concept in the content.
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