Graphic, glossary, resources

What this lesson covers

1. 01

   Three reference layouts

   Labelled graphics work when the learner must connect names to parts they will touch. Glossaries belong where terminology is dense and consistent definitions stop subject-matter experts from drifting. Resources screens cite policies, standards and job aids; they do not replace practice, but they make the course auditable.

2. 02

   Hotspots need a non-pointer path

   A labelled graphic fails review when the only way to read a part name is to hover or drag. Provide a keyboard path and a visible name, not colour alone. Pair each hotspot with a list the learner can tab through, and write the Arabic label in the storyboard; do not leave English callouts on an Arabic screen.

3. 03

   A glossary entry that prevents drift

   Example | Field

   Tagout | Term (EN)

   وسم الإيقاف | Term (AR)

   Attaching a tag to an isolated energy source that names who isolated it and why | Meaning in this job

   Turning the machine off | What it is not

   Site safety lead, date | Approved by

4. 04

   A bilingual termbase

   For clients with several courses, the glossary should become a termbase: one controlled list of approved terms in both languages, used by writers, translators and reviewers, and loaded into translation tools. In Arabic, many technical fields have competing terms (an Arabised English word, a classical coinage, a regional usage). Decide with the client which is approved, record the alternatives as "do not use", and check every new course against the list. This prevents the same concept appearing under three names across a client's academy.

5. 05

   Start the termbase

   List the ten terms in your course most likely to drift. Fill the glossary entry table for each, in both languages, and send it to the SME for approval before writing the storyboard copy.