The delivery chapter seemed just as applicable to assessment as activity and functions as an introduction to production. The standard questions (location, time, audience, technology) are covered in synchronous (versus asynchronous), distance (versus face-to-face), and formal (versus informal) options. A technique we’ve used to provide structure to asynchronous distance courses uses a weekly syllabus with required activities by date.

Delivery modes were covered in detail but could have been grouped by static (class, tele, print, video, CD) and dynamic (Web, online, and PSS) content. The table that maps Gagné’s events to delivery was thorough although it could have been expanded by covering online, class, and print in each event category. The learner and instructor materials lists were equally pragmatic and comprehensive.

The final sections were specific and practical:

  • Use graphic to capture attention
  • Incorporate discussion board
  • Select assets by need (could have used a less-inclusive grouping of photo, video/audio, and animation)

Permissions could require an entire chapter, and while the accessibility coverage was accurate, new techniques involving CSS could be added; our experience is that the 10% additional time required for accessibility compliance is justified and also enables mobile use. While the structural sections were familiar, I appreciated seeing in print (maybe for the first time) two of my favorite rules:

  1. page numbers (5 of 11)
  2. maximum of 3 levels