A common challenge facing those about to embark on elearning projects is knowing just what their options are and what they have to offer. Novice project managers, teachers, and curriculum developers often find themselves at a loss as to where they should start and what they should be looking into. This article is not intended to be a definitive guide (That could fill several books!) but more of a general outline and starting point to investigate and gain a broader understanding of what options may currently be available and how they can be used.
How does this guide fit in with elearning projects?
Organised learning involves some kind of explicit or implicit learning contract, i.e. an agreement and alignment between learners, teachers, and support staff of shared objectives and goals. Here’s a quick overview of some of the main aspects* of developing an elearning contract:
- Diagnosing learners’ needs
- Specifying learning objectives
- Specifying learning resources and strategies
- Specifying evidence of accomplishment
- Specifying how the evidence will be validated
- Reviewing the learning contract
- Carrying out the learning contract
- Evaluating learning
Adapted from: Knowles, M. S. Self-Directed Learning. A guide for learners and teachers, 1975, Englewood Cliffs: Prentice Hall/Cambridge.
This guide is limited to a broad overview of one particular aspect of investigating, planning, and developing an learning project; Specifying learning resources and strategies; and, in order to limit the scope, does not take into account strategies such as blended learning, i.e. combined face-to-face and online learning. Blended learning in particular, makes many more options available so curriculum developers, teachers, and learners can have the best (or worst?) of both worlds. It also assumes that your project will be centred around a learning management system (LMS) that supports some or all of the features and tools listed.
*Please note that this list is by no means definitive or a set sequence of stages. Developing elearning is often a complex, messy, recursive, fluid activity that frequently revisits and re-evaluates the various aspects in the light of unforeseen discoveries and developments.
What are the options?
This guide is by no means exhaustive and lists only the more commonly researched and used resources, activities, and strategies. There are more options and many that are specifically for particular topics and subject areas. I’m frequently surprised by the number of qualified, experienced teachers, instructional designers, and curriculum developers working in elearning who appear to be unaware or at least uninitiated in using many of the options available to them. Hopefully, this guide can provoke more investigation into and discovery of more of these options.
- Text documents: HTML web pages, pure text, Microsoft Office Doc, Open Office ODT, PDF, and eBook formats, e.g. EPUB (free and open ebook standard), AZW, and MOBI.
- Images: tables, charts, diagrams, infographics, illustrations, photos, etc.
- Audio recordings: radio programmes, podcasts, lecture recordings, interviews, self-speech recordings, i.e. listening back to yourself talking your way through an activity or problem, etc.
- Video recordings: similar to audio recording but also including presentations, visual documentaries, etc.
- Animations: animated illustrations, animated 2D and 3D models, interactive models, etc.
- Slide show presentations: PowerPoint, Adobe Captivate, Raptivity, Slideshare, Prezzi, etc.
- 3rd party websites, databases and repositories: external sources of information and media; Wikimedia Foundation, Creative Commons, OER, Google/Yahoo!/Bing Maps, etc.
Allows participants to have real time synchronous text discussions. Pure text discussions have some advantages over voice discussions, in that although they are generally slower and convey less information, so they tend to provide stronger focus on the content of what participants are saying and can encourage normally reticent learners to make more contributions. Additionally, since it is more difficult for and more obvious when some learners try to dominate the conversation, there tends to be more evenly distributed participation and greater inclusion. Chat sessions are also easier to analyse and assess than voice over internet protocol (VoIP) since they’re already transcribed.
Chat services also allow learners to contact each other more spontaneously and informally to ask questions and/or ask for clarifications, and generally increase their engagement, social presence, and sense of community.
Popular examples: Skype chat, MSN Messenger, Facebook chat, etc. Almost all modern LMS’ have chat activities available.
These are real time online virtual spaces that often include multi-way chat, voice over internet protocol (VoIP), audio, and video, shared whiteboards, file uploads/downloads, and slide show presentations. Some services allow participants to attend by traditional telephone for when internet access/bandwidth is an issue. Many web meeting services also offer the option to record sessions so that learners and teachers can review and refer to them at a later date.
Web meetings are an effective way for learners and teachers to increase social presence, get to know each other, build trust and cultivate a stronger sense of belonging and community between participants.
If users require or would like to access web meetings on mobile devices, it’s essential to check that whichever service you choose provides a native app for it. For the foreseeable future, web browsers on mobile devices are unlikely to have sufficient capacity to reliably support the high demands of multiple participants in multi-way, multimedia communication over the web.
Web meeting software services run on media servers with high processing and bandwidth requirements, and are complex and require highly specialised skills to maintain. Most media servers are consumed as 3rd party web services from independent specialist providers, even by many of the larger media organisations, universities, colleges, and institutions.
Popular examples: Big Blue Button (free and open source), Meeting Burner, Tok Box, WizIQ, Google Hangouts, Skype, and Blackboard Collaborate (formerly Elluminate).
Shared online text documents, databases, and spreadsheets that can be edited in real time by multiple participants simultaneously. Real time online co-construction of documents can provide a strong focal point to discussions and collaborative projects especially in Social Constructionist learning and teaching approaches, where the emphasis is on the process of creating a document rather than the finished document itself (process vs. product).
Popular examples: Etherpad (free and open source), Google Docs, MS SharePoint, etc. Here’s an example of integrating a collaborative document platform with an LMS: Etherpad and Moodle Integration
Similar to traditional college and university essay “drop boxes”, assignment activities enable teachers and assessors to grade and give comments and feedback on uploaded files and assignments created on and off line. Submissions can be documents, images, diagrams, concept maps, infographics, posters, learners’ blog posts, inline web pages, audio, and/or video recordings. Some assignment activities support peer assessment. An advantage to online assignment activities is that learners and teachers can always be sure that they’re looking at the latest version of a document and its comments, avoiding the confusion of trying to manage multiple versions of files from multiple learners via repositories or email (Yes, some people do that!), and can also review earlier versions to see the progress of changes.
Also consider using forums, glossaries, databases, and wikis for collaborative assignments.
Enable participants to create, maintain and search a bank of record entries. Most people understand databases as MS Excel spreadsheets (although spreadsheets and databases are quite different). They can be a useful tool for learning how to categorise and organise information, construct overviews, and thereby gain a broader understanding of a process, system, or subject area. Databases needn’t be limited to storing text; they can support multimedia too. Having online databases means that learners can collaborate in editing them, leading to greater discussion, reflection, analytical and critical thinking, and therefore deeper learning.
Popular examples: Open Office Base (free and open source), DHTMLX.com (free and open source), Microsoft Access, etc.
For creating and conducting surveys to collect feedback from learners. High quality feedback can give teachers and curriculum developers invaluable information and opinions from learners related to resource, curriculum, and course design, as well as attitudes and relationships towards each other, teachers, and support staff. Feedback that is frequent, and easy to administer and easy to participate in, and is anonymous when and if required, is an effective way to offer real choice and control over to learners and make their learning experiences more democratic, inclusive, responsive, and engaging.
Forums allow participants to have asynchronous discussions. For many years, online discussion forums have been one of the main focal points of elearning, communities of practice, and communities of inquiry. They offer many of the benefits of face-to-face discussions and, in addition, give opportunities for different styles of discussion and interaction, as well as providing environments where normally reticent participants can contribute more and have a more influential voice. As forums are asynchronous, they allow time for participants to reflect on their ideas, do further reading and research, and give more informed and considered responses. Some forums support peer assessment via rating systems.
Popular examples: BuddyPress.org (free and open source software), phpBB.org (free and open source software), Elgg.org (free and open source software), Slashdot.org, LinkedIn.com, Actionscript.org, and Facebook.com.
Glossaries enable participants to create and maintain lists of definitions, like a dictionary. Some glossaries support peer assessment via rating systems, peer, and teacher feedback, and hyperlinks can be automatically added to glossary entries whenever they are used in online text within the LMS. Learners can collaboratively build class glossaries, thereby demonstrating their understanding and mastery of learning objectives while they study and continually use them as a reference resource for key terms and ideas. They can also update and refine their glossary entries as they deepen their experience and understanding.
Lessons/Presentations are mostly used for bringing together different types of activities into one session and/or creating branching scenarios***. In most cases, lessons amount to presentations of information, maybe with some practice, and maybe with quizzes or tests, i.e. the so called “present-practice-produce” (PPP) approach to learning and teaching; appropriate for transmitting “useful to know” information. As an alternative or complement, it’s also worth considering reading texts, documentaries, and/or silent demonstrations with follow up chat and/or forum discussions so that learners and teachers can get a clearer idea of what learners have understood and learned from the information presented.
Beware: There are many elearning “experts” and quiz software vendors who claim that including quizzes throughout presentations promotes deeper learning. They frequently fail to differentiate between quizzes during presentations and spaced repetition (a technique for memorising verbatim information). To my knowledge, there is no conclusive evidence to support these claims. A meta-study of research papers** on present-practise-produce elearning with and without quizzes concluded that there were no measurable differences in learning outcomes and that including quizzes only managed to needlessly take up more of learners’ time for the same gains.
***A note on branching scenarios: They were an early attempt at adaptive learning, i.e. changing the activities and resources presented to learners according to their responses to choices and questions. They are very difficult and labour intensive to design and set up and have so far shown to be of marginal benefit in comparison to learner centred activities and decision making, e.g. reflective inquiry and reflective practice. Current research is looking into artificial intelligence for solutions but we’re a long way off from anything broadly productive.
A teacher or learner asks a question and specifies a choice of multiple responses and encourage participants to vote on them. Polls are a quick and easy way to offer choices and gauge reactions to and understanding of learning resources and activities. Many forum software packages, web meeting services, and some learning management systems (LMS’) have polling activities built in and/or are available as extensions.
Allow the teacher to design and set tests and exams, which may also be automatically marked and feedback and/or to correct answers shown. Quizzes can support audio, video, and animations, and some interactive features such as drag and drop matching, order sequencing, and identifying points and areas on images. Native learning management system (LMS) online quizzes have mostly taken over from earlier SCORM based assessment and testing. They are usually easier to create, organise, and maintain, are more flexible, support more features, are easier to make accessible (for Section 508 compliance or similar accessibility legislation), and are more secure, e.g. with SCORM the answers to quizzes are sent to the learners’ web browser cache where “tech savvy” learners can access them.
SCORM packages are usually authored/created by instructional designers with rapid elearning integrated development environments (IDEs), e.g. Adobe Captivate, Raptivity, and Articulate, among many others. They present an easy entry point into elearning design and development and allow novice elearning instructional designers with very little technical know-how, a shallower learning curve to producing learning resources and activities. They were previously used to present content and give quizzes but have since been superseded by open format, easier to create, edit, and maintain resources and tools that most modern LMS’ support, e.g. presentations, lessons, and quizzes. However, they are still widely used in military organisations (e.g. the US Pentagon is a huge “cash cow” for SCORM based elearning products and services) and corporations for things like basic health and safety conformance/compliance training, and training to use software, since they are much cheaper than providing tutored or supervised training.
However, rapid elearning IDEs like Adobe Captivate and Techsmith Camtasia do have legitimate and productive uses, for example rapid prototyping of ideas for learning interactions, quick “How to…” guides for teacher and learner technical support, and silent demonstrations.
Also see: Cheating in SCORM
For gathering data from students to help teachers and curriculum developers learn about classes, resources, and strategies, and reflect on their own teaching. Appropriately designed surveys can also encourage reflective thinking and help to further develop learners’ analytical and critical thinking skills.
Popular examples: Lime Survey (free and open source), Survey Monkey.
A collection of web pages that participants can add to or edit; a kind of collaborative encyclopedia. Common activities are co-creating documentation, collaboratively constructing narratives and stories, and categorising, ordering, sorting, and organising information. Most wiki software keeps a record of changes, who made them, and when, making them useful tools for assessing contributions and collaboration between learners.
Popular examples: Wikipedia.org (MediaWiki, which is free and open source).
Caveats and common issues
Different learners will more than likely have different knowledge, experiences, and abilities, and many will be unfamiliar with some of the current elearning activities on web platforms. Which of the options available that you choose to use will depend on learners’ and teachers’ needs, prior knowledge, experiences, and abilities.
Despite what many people believe, we tend to be very poor at multi-tasking; only about 2% of people can multi-task efficiently; and we need to focus on one activity (frame of attention) at a time. In particular, learners and teachers frequently report that they sometimes feel overwhelmed by the skills and knowledge they have to learn in order to successfully complete learning activities. It’s possible to overload the best and brightest of learners by asking them to learn too many things at once. There are three main areas:
- Tools: Do learners (and teachers!) already know how the tools work and how to use them? Can they easily perform all the actions the learning activity requires of them? e.g. navigate, create, save, edit, submit, download, upload, link to, recover forgotten passwords, etc.
- Rubrics: The fundamental design of the learning activities. What do learners have to do? How complex are the activities, what are “the rules”, and how long will it take to learn them?
- Learning objectives: The skill(s) and/or knowledge they are supposed to acquire and/or develop, i.e. the syllabus.
To avoid “cognitive overload” and demotivating learners as soon as they start an activity, it’s important to consider just how much it’s asking learners to do at once in relation to their existing knowledge, experience, and abilities. Ideally, we’d like to spend as much time as possible on learning objectives and as little time as possible on learning to use tools and understanding rubrics. However, some activities can offer significant learning opportunities that make them worth the time and effort. In such cases, we need to reduce the cognitive load from the learning objectives while learners focus on learning how to use the tools and/or what they have to do (the rubrics); so called introductory or user interface training activities.
Now that we’ve established a broader overview of some of the options available for developing resources and learning strategies, we have a starting point for further investigation. There are many more specific and comprehensive books and guides available, as well as large and growing bodies of research into online learning and teaching approaches, methods, and strategies.
However, and I can’t stress this enough, there is no substitute for hands on experience and experimentation, and “learning by doing.” Trying out elearning tools and strategies with learners and watching activities unfold in different contexts, and getting honest, direct feedback from learners and teachers is invaluable. It also gives a better understanding of research papers, providing much needed background procedural knowledge to their usually abstract, declarative generalisations.
A word of caution
Beware of books, guides, and gurus who say things like “This is how it’s done.” or “If you do X, Y will happen.” People are complex and unpredictable. It’s difficult to say how they’ll react to or behave in a given activity. More reputable researchers report their findings along the lines of, “I did this with these particular learners, here’s the context and their backgrounds, and here’s the data I collected and my interpretation of what unfolded.” Above all, be prepared to be comfortable with dealing with uncertainty and ambiguity, and getting mixed results. As with all learning and teaching activities in any medium, it takes time, insight, discipline, patience, and understanding complex concepts and interactions to get to grips with elearning.