NFDA Online Learning Guidelines for Authors
NFDA is interested in premier quality, cutting-edge online business course content, written by competent subject matter experts, that will give funeral service professionals the business knowledge, skills, and solutions they need to achieve personal education goals, and to remain competitive in a changing business environment.
To Submit an Online Learning Course Proposal to NFDA
- If your course appears to meet the NFDA online course criteria that follow, we invite you to complete and submit an Online Course Proposal. If you have questions about the criteria, contact NFDA at 800-228-6332.
- After reviewing the proposal, NFDA will contact you to indicate its interest. If a mutual decision is made to proceed, additional course material for final approval will be requested (to be submitted electronically).
- If your course content is selected, you will receive an “NFDA Online Course Licensing Grant” (agreement) to review, approve, and sign; it will include a development timeline for the course. NFDA’s course development team will transform your content in accordance with NFDA instructional design standards for online courses.
Proposals are evaluated in the context of current NFDA online program needs and requirements. Please note that NFDA reserves the right to reject any or all course proposals if they do not meet NFDA strategic objectives, professional development program needs or any other requirements of NFDA Online Learning, at NFDA’s sole discretion. Until an agreement is duly signed by both parties, NFDA may, in its sole discretion and without any liability, withdraw its offer to publish the course.
NFDA Online Course Criteria
If your course meets the following criteria, we invite you to submit a proposal for consideration.
- Meets current learning needs, expectations, and perspective of funeral service professionals
- Includes specific learning objectives compatible with asynchronous, self-paced online learning method of instruction
- Contains relevant content rich with “real-world” examples, scenarios, case studies, etc.
- Stimulates reflection and reaction through relevant, interactive educational content and activities
- Maintains interest and reinforces learning through elements such as compelling graphics or multimedia files
- Provides opportunities for learners to practice and evaluate their content knowledge
Course content must comply with all federal, state, and local rules and regulations governing business operations and the delivery of funeral services and products. NFDA retains editorial rights.
Online Course Readability
Skill levels, proficiencies, and learning styles of average adult learners vary greatly. Instructional design experts recommend the following techniques to improve the readability of self-paced online learning courses.
- Target the course to your specific audience.
- Use the active voice – it creates momentum and is more engaging.
- Use of personal pronouns is preferred: a conversational style is more learner-supportive in this environment.
- Refer to the learner’s previous level of knowledge and expertise.
- Use clear signposts or transitions to help the learner navigate.
- Use clear headings and subheadings (e.g., “How to … ,” Next steps,” “Three X to … ”).
- Use repetition – without redundancy – to help learners retain subject matter.
- Use appropriate and appealing graphics (provide or recommend them).*
- Balance theoretical and practical information – studies show that your audience expects this.
- Have a knowledgeable reader critique your course with online learning goals in mind before submission.
*You must obtain and verify that you have explicit permission from copyright sources to use any and all information and images you may wish to incorporate in the course. NFDA reserves the right to omit or replace graphics provided in accordance with the best practices of instructional design.
Other Course Development Factors to Consider
- Are your learning objectives written from the learner’s point of view?
- Do objectives focus on what the learner will take away from the experience? (“Learners will be able to … .”)
- Have you developed the entire course based on the learning objectives?
- Does the tone or voice of your course avoid being pedantic, trite or condescending?
- Does your course engage the learner through appropriate text and graphics, using novelty, humor, game elements, unique content, and so forth?
- Do your topic and approach meet the specific professional development needs and expectations of licensed funeral directors and embalmers?