DİSREP — digital classroom guidance activities
For the Directorate General of Special Education and Guidance Services of Türkiye's Ministry of National Education, we turned the entire weekly classroom guidance curriculum for grades 1–12 into digital activities; the programme is live on orgm.meb.gov.tr.
The context.
DİSREP is a programme name, not a client name: Dijital Sınıf Rehberlik Etkinlikleri, digital classroom guidance activities. It is the digital counterpart of the weekly guidance programme the Ministry of National Education runs for grades 1 to 12. Our counterpart was the Directorate General of Special Education and Guidance Services, which guidance provision sits under.
The guidance lesson holds a fixed slot in the school timetable, and the teacher walks into it with material already in hand. What had to be delivered was therefore not a content library but a programme that lands on the school calendar week by week.
The problem.
The programme was commissioned whole: every week of the school year, for every grade. If a single week were missing, the same gap would open on the same day in every school in the country, and the teacher would take that lesson with nothing. Delivering most of the scope was not an option.
The second constraint was the age range. One programme cannot address a first-year primary class and a final-year secondary class in the same voice — and yet an activity at either end still had to read as part of the same programme.
The scope.
- Digital content development
- Interactive learning content development
- Production of the weekly activity modules — every grade level, the full school year
- Activity structure, slide flow and teacher instructions
- Embedded video production and placement
- Visual identity per school stage (primary · lower secondary · upper secondary)
- Revision rounds and redelivery
- A reference module per school stage, plus pilot packages
- SCORM 1.2 packaging and delivery
The approach.
Every weekly module has its own folder in the archive, and inside it the delivered version sits beside its revision versions. That is not a filing habit but a way of working: a module ships, it is reopened on the institution’s notes, it goes back as a new version. About half of the delivered weekly modules went through at least one revision round.
The subject matter was not left to us. The modules are tied to the development areas of the guidance curriculum; in the frame below that area is legible on the activity’s own title screen. The production order followed the curriculum order too: a week number is not a filename, it is a position in the teacher’s calendar.
The design.
Storyline's default player shell was switched off. When a module opens, the screen is filled not by a piece of software but by the programme's own identity: the ministry emblem, the programme name and a single start button. The navigation belongs to the programme as well — in class the teacher is running a lesson, not a media player.
Type and colour were fixed through a single theme, but the school stages were kept apart: primary modules and upper-secondary modules look different inside the same system. Read one after the other they hold together as parts of one programme, and as something other than copies of one template.
Technology.
The scale.
432
weekly activity modules
714
SCORM 1.2 packages
15,558
slides
49
days of production
The delivery.
What shipped were standard packages ready to be uploaded to the institution's own address: each module with its own SCORM package, its own metadata file and its own video.
This case also stands apart in our portfolio for another reason. Every SCORM package carries a metadata file written by the authoring software, and that file names the package's author. In this delivery every package carries the same name: AJANSNET. Ownership here is not a claim but a record held inside the delivered file — the plate below is a verbatim copy of that record.
The same metadata files carry production dates, and all of them fall inside a single summer: production closed before the school year began.
The experience.
The teacher opens that week's module and projects it in class. The activity advances on its own buttons, the video plays embedded, and screens that ask the pupil for an answer open a free-text box. The module is not a presentation to watch but an activity to run.
The programme is live today at the institution's own address, and the link on this page goes straight there. The structure described in this case study can be opened and walked through.
