Content Development

PERC offers state-of-the-art virtual learning solutions. Whether it’s synchronous (instructor-led face-to-face or webcast), asynchronous (on-demand web based) PERC can convert your specific content into quality online learning.

Our experienced Design Team can create or re-purpose content as web-based training or in some situations, blended learning, to achieve the desired project results. Working with your Subject Matter Experts, we can design courses that cover topics complex and technical, basic and advanced.

PERC will work with you to identify the most effective delivery method that will help you accomplish your vision, goals, and objectives.

Content Development Components

PERC's Design Team develops training using the following guidelines:

Course Objectives

  • Learning Objectives with described measurable outcomes
  • Learning Objectives and Outcomes Measured are tied to and consistent with course / module objectives
  • Learning objectives are adequate and clearly stated from the student’s perspective
  • Instructions on how to meet learning objectives are clearly stated.

Assessment & Evaluation

  • The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
  • Specific and descriptive criteria are provided for the evaluation of students’ work and participation.
  • Self-check or practice assignments are provided, with timely feedback to students.

Instructional Materials

  • The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. The relationship between the instructional materials and the learning activities is clearly explained to the student.
  • The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject.
  • All resources and materials used in the course are appropriately cited.

Learning Activities

  • The learning activities promote the achievement of the stated learning objectives.
  • Learning activities foster instructor-student, content-student, and if appropriate, student-student interaction.
  • Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.)
  • The requirements for student interaction are clearly articulated.

Instructional Design

  • The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. The tools and media support student engagement and guide the student to become an active learner.
  • Navigation throughout the online components of the course is logical, consistent, and efficient.
  • Students have ready access to the technologies required in the course.
  • The course components are compatible with current standards for delivery modes.
  • Instructions on how to access resources at a distance are sufficient and easy to understand.
  • The course design takes full advantage of available tools and media.
  • The course instructions articulate or link to clear description of the technical support offered.

Visual Design and Accessibility

  • Meets overall quality and brand requirements.
  • The course incorporates ADA standards and reflect conforms to policies regarding accessibility.
  • Course pages and course materials provide equivalent alternatives to auditory and visual content.
  • Course pages have links that are self-describing and meaningful.
  • The course ensures screen readability.