The Rapid Elearning Blog

The Rapid E-Learning Blog - be intentional about your elearning design

Typically elearning courses start from existing content. And often that content dictates how the course is structured and how it looks. And that may not always be best.

The guiding principle for rapid elearning design is to be intentional. Everything you do while developing your course should be planned and exist for a reason. You don’t want existing content to dictate the design of your course. This seems obvious but often isn’t the case.

Getting to Intentional Design

Many elearning courses start as classroom content that needs to be converted and put online. Or subject matter experts hand you a bunch of PowerPoint slides that they want to turn into elearning courses.

This type of content already has some instructional consideration, albeit for a classroom. And it has some visual design that usually comes from a template with specific colors, schemes, and fonts.

Instead of being intentional about the instructional and visual design of the course we allow the existing content to determine how we build it. What we should do is take a step back, think about general course design, and then map our content to the design that’s appropriate to the course objectives.

The Rapid E-Learning Blog - three parts to an elearning course

As I’ve mentioned in the past, elearning courses have three essential elements. I like to frame them as questions.

  • What will the course look like?
  • What content needs to be in the course?
  • What will the learner do with this content?

These three questions help to drive the intentionality of your course design.

Put Your Hands Up & Step Away from that PowerPoint File

Here’s a typical scenario. You’re handed a PowerPoint file and some other documents. The subject matter expert has been using that content for years in a successful classroom setting and now wants that converted to elearning.

Easy enough.

The Rapid E-Learning Blog - step away from the PowerPoint slide

In this scenario, we typically open up the existing PowerPoint file and make decision on a slide-by-slide basis. We start on slide one, make some adjustments, and then move on to slide 2. Make a few more adjustments, and then move on to the next slide.

The challenge with this approach is that you’re letting the existing content and instructional structure drive how you build the course. That may work on some occasions but for the most part it’s not ideal.

Be Intentional about the Course Design

Even if the existing content looks right, don’t start there. Take a step back and start with a blank screen. Then determine how the course needs to be built and what content you need.

If the existing content you have works, great. If not, then you’re not letting it dictate your course design. In either case, you want to be intentional in how the course is designed. This will ensure that you’re moving in the right direction.

Let’s revisit the three essential questions.

What will the course look like?

The course is going to look like something. Even if you are in a hurry and decide to do nothing but a simple conversion, the course is still going to look like something.

Most likely the look that isn’t right for the course is the one that comes from the existing content. But, there is a look that is right for the course. It’s just a matter of finding it.

Be intentional about the visual design of your elearning course.

What content needs to be in the course?

Subject matter experts tend to think everything’s important. And it probably is in the proper context. But “important” content is not the same as the “right” content that is appropriate to the goals of the elearning course.

Not all of the information about a given topic needs to be in an elearning course. I prefer a backwards design approach. At the end of the course, what change should I expect from the learner? What does it look like if I see it? Then build the course so the learner can practice and demonstrate that desired change.

Be intentional about the aligning the course content to the course objectives.

What will the learner do with this content?

This question builds off of the second one. The content in the course is structured to meet specific objectives. As the learner goes through the course, what is she supposed to do? This question helps focus on the interactive component of the course.

Do you want her reading and reflecting on content? Is there a place for her to do something, to make some decisions? Once she’s exposed to the course content, what s she supposed to do?

Sometimes the course content is simple refresher material and doesn’t require a lot if interactivity. But often the content is new and is tied to some sort of performance expectation. What can you do to get the learner to practice using the information in a setting similar to what they’d do in the real world?

Be intentional about aligning the course’s interactivity to meeting the course’s objectives.

As I mentioned earlier, the capabilities of the authoring software has evolved. This has opened the doors to do more with elearning. But easy course creation is not going to replace being intentional about how you design your courses. It just makes it easier to build what you intend to build.

The trick is to intend to build the right type of course. It requires that you answer those three essential questions: What will the course look like? What content needs to be part of it? And what is the learner supposed to do with this course?

If you can answer those questions you’re on your way to building effective elearning.


Tidbits

I just added some info on a session I’ll do in Nashville for the chapter’s monthly meeting. Check it out below. Also added some details for the Boston workshops.

Related Posts with Thumbnails


22 responses to “The Guiding Principle for all Rapid E-Learners”

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June 12th, 2012

Step Away from the PowerPoint is one of my favorite quotes about starting an eLearning project. Sometimes easier said than done, but it’s the only chance at really designing something different than just a Lecture + Q&A.

June 12th, 2012

I especially love the speech bubble on the first photo. I tell people bullets kill and they roll their eyes. This says it another way! My job is pretty crazy right now and I’m not smiling much…this really made me smile, so THANKS!

It would be great if your fourth “essential” was:

“How the heck will we measure if anybody actually LEARNED anything from our e-learning course.”

@Dick Carlson: when I do this at workshops I start objectives and then determining how the objectives were met. I see that third leg as the way to do so. You build interactive components that allows the learner to practice and demonstrate the level of understanding they need.

Even after doing this for many years, sometimes just being reminded of the “Guiding Principles” is a very necessary jolt and re-calibration of what the heck I’m doing!

June 12th, 2012

Hi all,
I’m not sure if anyone already asked, but is there any easy way to add the E-learning blog to Flipboard on my iPad?
Thanks.
Frank

June 12th, 2012

Tom,
I agree with your premise and 3 questions. I wonder if the sequencing might be tweaked a bit to help focus the SMEs as well as the course.
Q1) What does the learner need to do?
Q2) What is the minimum information they need to get started?
Q3) What does the course look like?

By asking the DO first it may help to avoid the content dump that usually happens. The follow up to the DO is can this “doing” be done online? If not what is the plan for practice? OJT, coaching, classroom?

I use the RSS feed for the blog and have all of my feeds go through Google Reader. Then I created an Articulate section in Flipboard so i can pull in the blog, Word of Mouth blog, and a number of Screenr feeds. Works well for me.

@Chris: good point and a good way to present them to a SME, get them to focus on the “doing.”

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