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Digital Resource Specifications

Interactive Specifications

  • Interactives using HTML5 in favor of Flash or proprietary technologies should include these minimum browser versions: IE 8, Firefox 12 , Safari 5.1, chrome 22.
  • Interactives should be usable on mobile devices having maximum screen dimensions of 1024px by 768px at a scale of 1.0.
  • Video playback incorporated in the Interactives should consider video file format and may need to employ a "default-to-Flash" or "fall-back-to-Flash" approach to accommodate the full set of browsers.
Video Specifications
  • Videos should be encoded using H.264 and delivered in MPEG-4 (.mp4) file format.
  • Total stream BitRate will be 5Mbps.
  • Dimensions should be 1280 x 720 or 960 x 720.
  • Poster images and captions will also be required deliverables.
PBS LearningMedia Rights Metadata

Legally Required Metadata
The following fields summarize the legal terms by which media is available for educational online use on PBS LearningMedia.

Expiration Date
For this project, media should be cleared for ten years at a minimum. Perpetuity is preferred. The PBS LM Content Management System (CMS) field for expiration date has a controlled vocabulary that currently only allows entry of dates. When media is cleared in perpetuity, please enter “2099-1-1”.

Example: ©2013 WGBH Educational Foundation.  All Rights Reserved.

Rights Summary
Select from this list:

  • Stream and Download (download and viewing from a local computer allowed)
  • Stream, Download, and Share (media can be used in a PowerPoint, web page, or copied onto other media for viewing by others for educational purposes)
  • Stream, Download, Share, and Modify (the user can make edits to the media before sharing with others for educational purposes)
Allowing teachers to download media to their local computers increases use, especially in schools with insufficient online access.
CPB Math Project Required Metadata
These fields are required by the CPB Math project. They may also be contractually required for the use of particular media.

Source Link (External link)
Examples: Watch the full clip or find out more about xxx on this web site.

Source link (better called external link) is a courtesy to, or a requirement from, a third party or source site that provides the content, and should be written as a call to action. Or in cases when media is adapted/edited, the link can offer access to the full program as in the example above.

Graphic Design Principles

Visual Design

  • Embedded graphics help explain content, and are not merely decorative or distracting.
  • Font is large enough to read comfortably and has adequate contrast with background
  • Color draws attention to important elements, is not arbitrary
  • Design is age-appropriate
  • Typography (font size, typeface, and layout) clarifies content by creating an understandable hierarchy of information
  • Title and most important elements are obvious at a glance
  • Typographic devices (bold, italic, type size, dingbats, rules, etc.) create appropriate levels of emphasis, are not simply decorative
Guiding Questions

  • Is the content accurate?
  • Is the content up-to-date?
  • Is the content presented in a manner that's compelling to students at the target age?
  • Is the content educationally and grade appropriate?
  • Are there suggested educational support materials to help teachers use the media with students, or for students to use with the media?
  • Is the educational goal(s) of the content clear and focused? (Addressing a specific, standards-based educational goal is preferable to providing broad coverage.) If the goal is not standards-based, is it otherwise educationally significant?
  • Is the media helpful for reaching diverse students? (cultural perspectives; learning styles)
  • Has all text in the content been copyedited?
  • Are all elements cleared for educational online use? Is the media available for ten or more years? (Perpetuity is preferred) Is the media cleared for downloading to a local computer? (This is the minimum level of rights clearance for open educational resources, although clearance for greater reuse is desirable; allowing teachers to download the media will make it easier for them to use and increase its usage; if it's not downloadable, there should be a clear reason to still provide the media.

Video Criteria

  • Have you edited out title segments and credit rolls? (These take time away from the lesson and may get students off-focus. Credits can be added as metadata.)
  • Does the video "show," not just "tell?" (Compelling, demonstrative visuals should comprise the bulk of the presentation. When verbal explanations are provided, visual examples should be used as reinforcement. Interviews should support the presentation and not be used instead of the presentation; the interviewee should be a person of interest, not just a commentator.)
  • Does the video express a story arc —i.e., a beginning, middle, and end? (If it's a segment lifted from a longer video, is there a clear entry point that doesn't depend upon earlier points in the master? Does the end feel like an end, not too abrupt?)
  • Are concepts, pacing, vocabulary, and people displayed age/grade band/audience appropriate?
  • Is the video technically well edited?
  • Is the source of sufficient quality to display well when compressed to LM specifications (see Media Format Guidelines)? (Avoid fast movement especially in the first few frames of the opening and flash frames.)
  • Is onscreen text large and clear enough to be readable when compressed to LM specifications?
  • Is the audio clear and, when compressed is it synched to video?
  • Please consult the PBS LearningMedia Format Guidelines.

Interactive Criteria

  • Is the content clearly presented?
  • Are navigation elements consistent and age-appropriate?
  • Do visuals and onscreen text support each other?
  • Is text onscreen succinct, clearly written, and copyedited?
  • Does the user have a good amount of control over the experience, with the ability to revisit content, jump ahead and back, or come into a section without having to click through every screen?
  • Does the interactivity make for a richer learning experience than a presentation-only approach?
  • If the concept being presented is technical, is it adequately scaffolded?
  • Does the technology meet current minimum display platform specs (see Media Format Guidelines)?
  • Is it free of bugs, defects, and non-working elements?
  • Does the design use good graphic design principles for layout, color, content hierarchy, and text display (see below)?
User Experience

  • Are navigation elements differentiated from content elements and clear and consistent?
  • Does universal navigation appear on every page in a consistent location?
  • Are users given feedback on status through page or section indicators, breadcrumbs, hyperlink styles or colors, etc. so they know where they are in the experience?
  • Are there distinct links that take you out of the current experience?
  • Is the number of options digestible (not overwhelming)?
  • Is it clear where to start and when you're done?
  • Is the length or scope of the resource clear? (you don't need to go through the whole thing to find out how big it is)
  • Is it clear what’s clickable and what kind of behavior you’ll get from various controls (e.g., links or menus take you somewhere; buttons generate an action)?
  • Is the design consistent across similar pages or sections?
  • Are elements grouped logically, so that related controls appear together?
  • Is excessive scrolling not necessary to see all the content, especially essential controls and content elements?
Audio Criteria

  • Is the audio clear (of good quality) and easy to understand?
  • Does the audio include sounds that enhance the piece (versus distract from the piece)?
  • Are there sounds or imagery used to help the listener picture the location or action? Is it descriptive?
  • Does the narrator or interview subject use inflection in his or her speech and avoid speaking in monotone?
  • Is the audio segment accompanied by closed captions or by a transcript?
  • Is the vocabulary age appropriate?
  • Are cuts in the audio seamless (you don’t hear a skip from one cut to another)?
  • Is there a visual poster image that can help support the audio segment?
  • Please consult the PBS LearningMedia Format Guidelines.
Image Criteria

  • Is the image clear (good quality, well compressed; see Media Format Guidelines) and easy to understand?
  • Does anything need to be labeled in order to provide clarification? (especially if it’s an abstract representation such as a chart or graph)?
  • Please consult the PBS LearningMedia Format Guidelines.

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