What is learning?
How eLearning is different from learning?
Tools to create 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 user-centred learning experience
Empathy map Empathy map.docx
Accessible at
http://theelearningcoach.com/lxd/empathy-maps-for-learning-experience-design/
What is it?
It is a tool that helps to adopt learner's (vs. trainer's) perspective, i.e. it helps to visualise what your target group will say, think, feel and how they might act in relation to your actions as a trainer or offered content.
Why is it helpful?
If you can imagine specific group, specific people and their reactions you design eLearning in a way that will help this specific group. It helps you make decisions as to how to structure content, what to include, how to present the material. It is like when you deliver a presentation you imagine a person in the audience and address your presentation to that specific person.
How does it work?
Imagine that you as a trainer say: "In order to ensure client privacy we need to check the security settings as the default settings do not offer adequate level of privacy protection"
Imagine what your learners' may think. 1) Novices may think "oh, interesting, I always wondered...".2) More experienced may think "Oh, bother, this is nothing new", 3) others may think "this is getting too technical, this is not my job role..."
Imagine how these 3 different learners will feel: 1) interested, motivated, engaged 2) bored 3) frustrated and bored
Imagine what they will do: 1) Listen, take part, ask questions 2) nothing, remain silent, stop paying attention 3) disengage and start doing something else
As a trainer you may draw the following conclusions:
We may not have control who enrols, and there may be a variety of skills and experience. It will be useful to plan for different scenarios, for example:
Good introduction - I need to specify at the very beginning what level the training is aimed at, what subjects are covered and to what extent to allow people to make a decision if this is for them or not.
Build in complexity and challenge - I need to include activities pitched at different levels: from beginners to more advanced levels
Support leaners' autonomy - I need to make navigation throughout the session/module easy so that people can choose what to learn and how much time to spend on each topic - depending on their levels of proficiency
How do I start? Planning suggestions
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: | 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
E-Learning-Storyboarding-and-Design-Tips.pdf
Writing_for_Instructional_Design.pdf
Structure
Template: 1) Introduction (what issues will training address)
2) Main body
3) 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.
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