Ensuring consistency and professionalism in the content on the platform is crucial for an effective learning experience. Adhering to specific formatting guidelines helps maintain clarity and coherence in the content. 

File Location: Search for specific course materials or content pages within knowledge base platform. It involves navigating through various parameters or criteria to pinpoint the desired information. In the context of our platform, locating a file entails searching for a particular content page based on factors such as page ID, title, status, creator ID, or tags.

1. Page Library: The Page Library provides a means to locate files based on various parameters, including status (published on LMS, approved, final review etc.), page tags (content overload, for upgrade, grammar check etc.) , page ID, content creator ID, and title, among others. Users can input any combination of these parameters to find the desired content page. Access to the Page Library is available through the provided link- https://ntep.in/PageLibrary .
2. Knowledge Map: To access files, users can search for the content page title within the Knowledge Map. They can then refine their search based on the status of nodes (pending review, live, depreciated), if needed. Utilize the provided link- https://ntep.in/km-nodes to navigate to the Knowledge Map.
3. Curriculum: Access the approved courses as well as those under development by navigating through the provided link- https://ntep.in/curriculum?field_grouptype_target_id=40 . This link grants access to a variety of content pages associated with these courses, including nodes and sub-nodes.
    

Image

After identifying the desired content page, attention should be given to several parameters including content status, content type, page tags, content creator, and revision information. Before proceeding to translate HTML content to H5P or modify existing H5P content, it is crucial to ensure the correct content status is selected. 

Further details on other parameters will be provided after explaining the content type.

Content Type (Course Presentations): H5P offers diverse content types catering to various interactive needs, facilitating easy creation of engaging materials. For detailed information, refer to https://h5p.org/content-types-and-applications. Our focus here is on course presentations, where we'll create interactive slides to enhance engagement and learning. 

Image

Ensure that the HTML content utilizes course presentations, with each presentation containing a maximum of 7 slides. If accordion or column formats have been used previously, maintain them without making any alterations.

Below is a thorough guide to assist you in creating or editing content pages while ensuring they meet the required standards:

S.No	Parameters	Description
1.	Font Size	Content title: 100% (Bold)  Content text: 100% Table/Figure title: 87.5% Image Image
2.	Margin	1 cm (as indicated by the red lines in the content page provided) Image
3.	Color Scheme	Blue (sharp blue), orange (carrot) or green (emerald green) Image
4.	Videos	Download the videos embedded within the HTML content and then upload them onto the course presentation for integration. Image Image
5.	Infographic	If there's an existing infographic in the HTML document, utilize the same image by opening it in a new tab and saving it to your system. Then, upload the image to the H5P software. Avoid capturing a screenshot of the image to maintain its resolution. Image Image For new infographics, if the text isn't clear on existing figures, utilize templates available at https://www.presentationgo.com/ . Upload only the image of the template (e.g., triangle, hexagon) to the H5P software. Add text separately on H5P after uploading the template image.  Image Note:  If you need to create infographics with text in PowerPoint (PPT), please upload the editable PPT file. However, it's better to avoid using PowerPoint for future pages because PPT files are usually larger than SVG files. It's recommended to create infographics on H5P with editable text for easier modification.
6.	Icons	You have the option to use https://www.flaticon.com/  for icons. Additionally, you can employ separators like horizontal or vertical lines to distinguish content text from the icons. Image

The Language guide is primarily extracted from the 'Words Matter' document (Second Edition published by StopTB Partnership in 2022, https://conf2022.theunion.org/wp-content/uploads/2022/05/stbp_words-mat…). Its use has been envisioned to guide the accommodation of inclusive language for TB training & communication while developing & reviewing course content under the Modernised Training System. Categorized into 'Alternatives', 'To be Carefully Used' and 'Emerging Terms', the guide underlines terms that 'must be replaced or alternatives that are sensitive and inclusive, use of terms that must be re-considered and other emerging terms in TB. 

Alternatives

To be carefully used

Emerging Terms

This document outlines the principles for stating learning objectives for each KM Node.

Following are the steps for defining learning objectives.

1. Clearly outline the anticipated outcomes that learners will be able to demonstrate after engaging with each page.
2. The learning objectives should be stated such that it correspond to these outcomes. It should guide what the content page should represent. Specify what learners will be able to do, ensuring that objectives:
   1. clearly defined or describes an action
   2. are measurable
3. Ensure that objectives are learner-centric, focusing on the behaviors that learners should adopt after going through the content, rather than focusing on what the page will “teach”
4. Incorporate action words from the Modified Bloom’s Taxonomy (see reference table below).
   1. Choose an action word from the various levels of objectives (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) when formulating learning objectives, aligning them with the educational activity's overarching goal.
   2. Refrain from using vague terms like understand, learn, and know, as they lack measurability due to the absence of tangible outcomes.

Bloom’s Taxonomy of Measurable Verbs:

Benjamin Bloom devised a taxonomy of measurable verbs to facilitate the description and categorization of observable knowledge, skills, attitudes, behaviours, and abilities. This theory posits that there exist discernible levels of observable actions indicative of cognitive activity within the brain. Through the utilization of measurable verbs in crafting learning objectives, the explicit actions required to demonstrate learning are articulated.

Table 1: Measurable verbs