What is learning?
How eLearning is different from learning?
Tools to create eLearning (authoring tools) and learning platforms
eLearning formats
eLearning
PowerPoint presentations
Word documents
/Interactive PDF documents
Video recordings
Authoring tools: Adobe Captivator, EasyGenerator
Learning platforms: https://www.techradar.com/uk/best/best-online-learning-platforms
Tools to design Empathy map - tool to design user-centred learning experience
Empathy map
Accessible at
http://theelearningcoach.com/lxd/empathy-maps-for-learning-experience-design/
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Create course/module overview
| What to consider | How to action | To include in |
|---|---|---|
This course/module is about ...
| Do a brief description | Module/course overview |
Target audience: what do I know about them? 1) who this is for (job roles, skills, experiences)? 2) Any pre-requisites What skills and experience may they already have? What skills and experience will help to learn this particular subject | Do a brief description: |
2) Any pre-requisites
| Module/course overview | ||
Structure/navigation of the module (how the sub-topics are organised and linked together | Do a brief description | Module/course overview |
Context: if this is part of the training programme - how is it linked to previous subject and related subject | Do a brief statement | Module/course overview |
Any other useful information for a learner: |
Estimated duration - learning hours Who to contact for help | Do a brief statement | Module/course overview |
Design and Develop - tips and suggestions
Structure
Template: 1) Introduction (what issues will training address)
2) Main body
3) Summary /main body/summary (takeaways, what next, close with a prompt for action)
- Try to avoid linear design, i.e. do not force learners (unless it is necessary) to go from A to Z making a stop at each letter of alphabet. Create opportunities for learners to choose how and what to do.
- Use a cascade of topics: multiple-sections, sub-sections to break content into logically organised "digestible" chunks
Use clear and logical navigation:
Use header sections with course titles, section titles, page numbers, etc - be consistent
Use (consistently) identifies that help learners to navigate and know which part of the module they are.
- Keep reminding learners of how what they are doing (reading, observing, testing, trying) supports the aim of the module
Colour code headings, if appropriate
Designing tips
- Write in the present tense, ie. "the page displays" rather than "the page will display" - it helps visualisation
- Helpful semantics:
Be concise and brief
Use "connecting words": "and" instead of "but" (where appropriate), as well as "us", "ours". "we"
Keep sentences short: one idea per sentence
...
; mix shorter and slightly longer sentences.
Keep reminding learners of how what they are doing (reading, observing, testing, trying) supports the aim of the module
Use clear and logical navigation:
Use header sections with course titles, section titles, page numbers, etc - be consistent
Use (consistently) identifies that help learners to navigate and know which part of the module they are.
Colour code headings, if appropriate
Consider usability
- Do not crowd the screen - allow learners to see content on one movement of a scroll bar
- Keep text/images in balance so that they enhance content without unnecessary distraction
- Provide adequate number of examples - optimised for different scenarios, avoid lengthy descriptions, i.e. do not overcomplicate them - instead provide several examples in increasing levels of complexity.
- Provide clear instructions/explanation to allow learners to make own decisions as to what examples, what activities will be beneficial for them to do.
- Choose carefully effective combination of font sizes and colours
- Consider effective use of images, ie. that they support content and have meaningful captions
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Test
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