One of the top questions about e-learning is how to make boring course content more engaging and interactive. Considering the state of many e-learning courses, it’s a good question. But I’m not sure it’s the right question.

Is Course Content Boring?

I’m not sure the issue is that the content itself is boring as much as the content is meaningless and irrelevant to what the person needs. 

I do a lot of small home projects. Not being the most skilled, I spend a lot of time watching videos and reading articles online to learn what I need to do. As can be expected, the quality of the content varies. However, I don’t view the content as boring.

There is a lot of content not tailored to my specific needs. But that’s OK. I can quickly move on from that. I’m not locked into another twenty minutes of something that is completely meaningless.

What is a Boring Course?

There are boring courses. Much of it is regulatory or compliance training. We’re not going to get rid of it. It’s unavoidable in the world of e-learning. It’s not that the content itself is boring. Instead, it’s a bunch of information mostly disconnected from the learner’s world. 

Another source of boring content is that the course learning objectives are framed around the delivery of the content and not the actions related to it. We present a lot of information, but we don’t show how to apply the information in any meaningful way.

At the crux of it all is that the course content is irrelevant to the learner’s day or job. Thus, it’s meaningless.

I don’t have a job where I’m getting bribed. Yet I’m taking ethics training on not getting bribed. Boring! Put me in a job where I get bribed and then give me training to convince me it’s not worth it. 🙂

How to Avoid Boring Content?

Learning is complex and not just about information. Watching a presentation or e-learning course is just one part of the it. It’s the food we consume. But somewhere in the process it needs to be digested, converted to energy, and used.

In a typical day, people are engaged in all sorts activities. They interact with others and make decisions. A good course considers the real-world application of the content. 

How does the course content impact the interactions with other people? How does the content impact decision-making?

Build the course content in a context that addresses those things. Instead of pushing information without context, craft interactions that simulate real-world decision-making where the content is framed in a meaningful context.

Do that and you won’t have boring courses.

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Ok…I’m not sure that’s the right title. I’m working on a presentation that covers instructional design challenges and wanted to share a few points to consider about course design and how we need to move past the way many of today’s courses are constructed.

Technology has changed the landscape for today’s course designers

Years ago, someone other than the learner controlled access to content. We were all beholden to the subject matter experts and their walled gardens. We saw this in universities. We saw this in organizations. Subject matter experts owned content and they determined how it was packaged and delivered. Organizations created their learning management systems and determined who had access to what and when. Their quizzes determined who was smart enough.

But a lot of that has changed.

The internet and mobile devices give us access to everything we need to know, and mostly at a point when we need to know it. It doesn’t make us deep experts, but it makes us experts enough.

Need to repair sheetrock gone bad? Find a YouTube video. I won’t be quitting my job to build sheetrock walls, but I can learn to do what I need to do when I need to do it.

If I know something and want to share it. I’ll join a community. I can create a video (or some other asset) and make that available for others who want to learn what I know. The people who want to learn can find what they need when they need it. And they can find some comfort in the personal connection to an expert. They won’t feel sold to or manipulated. It’s a community and not a place worried about optics and spinning the meaning of every word.

Course designers need to embrace a new role

It’s not enough to build a course and upload to a learning management system. This forces all of the content behind a wall. We should start to see our role evolve.

Today’s learner has access to what they need. They can get it when it makes the most sense to them. It’s usually in context. And it’s not overwhelming.

However, they may not always know what they need or how much of it. And they may not know what’s most critical or what’s best for meeting objectives. They may also waste a lot of time on irrelevant content.

This is where we step in. Instead of just being traditional course creators, we should become both curator and connector.

Curating resources helps sort through the noise and package what’s most important to meeting objectives.

Connecting is all about facilitating a learning community and connecting experts with novices. It allows the content to live and breathe. The community has a knack for sorting value.

There will always be a place for formal course design and delivery. Government regulations and the fear of lawsuits will ensure that. However, if learning is really the goal, then how we make content available and help people succeed must be more than just putting together a bunch of online presentations and quizzes. Look at the way you learn things today and where you go to learn them. Find ways to make that part of your instructional design, too.

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A guest post by Elizabeth Pawlicki, Training Program Manager, Articulate.

Many e-learning designers are challenged because they don’t often build accessible e-learning courses. So, they’re not sure what accessibility means and how it impacts course design.

In a recent webinar, we discussed general ideas around accessible e-learning, common design challenges, and some ways to overcome them. One of the tips was to plan for accessibility from the start because it’s not a good idea to retrofit 508 or WCAG compliance into existing e-learning courses.

An attendee asked, “What’s wrong with retrofitting a course?”

Good question.

Understanding Accessible E-Learning

Imagine a city that already exists full of apartment buildings, skyscrapers, and transit systems. And then the city council implements a law that says there must be a half-acre of park every two square miles.

How will you accomplish that?

You either must tear down what you’ve already built or try to squeeze the bare minimum of acceptable “parkland” into your existing space. Since the parks weren’t an initial consideration, you do what you can to meet minimum guidelines, but you may not meet the aspirational goals of the intent of more parks.

And that’s often the case with e-learning courses that weren’t built with accessibility in mind. The retrofitted courses may appear to meet the minimum requirements but may not offer the best user experience; and they may not actually meet the requirements if all you did after-the-fact was apply accessible features to the original content.  And of course, all of that retrofitting costs a lot of extra time and money.

Challenges Retrofitting Accessible E-Learning

There’s a lot that goes into creating an e-learning course like consulting with subject matter experts, writing scripts, developing prototypes, presenting content to stakeholders, and iterating on the prototypes you have created. In the end, you have a published output that everyone has agreed upon.

When you try to retrofit a completed course, it may seem easy and straightforward. But once you begin to uncover how much needs to be undone, redone, and how many people could and should be involved in that process, you’ll find it’s more costly, time-consuming, and downright difficult. This is especially true when you consider the interactive nature of e-learning and how different users access the content.

Therefore, it’s important to consider accessibility as part of the initial production process so that you understand what’s required and build a course that meets everyone’s needs. If you start with accessibility in mind, you’re considering everyone. Everyone will feel included because they are.

Want to learn more:

• Download this free e-book: 6 Best Practices for Designing Accessible E-Learning
• Check out the recorded webinar: 5 Things You Need to Know About Accessibility

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Templates offer a lot of value and power in your e-learning course design. They help keep things consistent, provide a good starting structure, and they make it easy to swap and replace theme elements.

The main benefit of a template is saving time. But templates come with constraints and when attempting to customize them you may be robbed of the time saved. This is something I see all the time when working with e-learning developers.

To keep things simple, I like to consider templates from two perspectives.

Option 1: The E-Learning Template is Plug and Play

Use a template where the layout and all its features are pre-determined. The goal here is to select a templated screen and expect to make minimal changes. The value of the template is that everything is there and all you need to do is add your content.

All you want is a slide with a specific look and swap out the placeholders for your course content. You don’t want to change layouts, redesign the slide, add new elements, or customize colors.

The core value is that the template is pre-designed and all you do is add content. This is great for quick authoring and for the person who has limited graphic design experience.

Option 2: The E-Learning Template is Customizable

Use a template where all the features are themed. This usually consists of layouts, colors, and fonts. The value of this type of template is that you can easily modify it by making universal changes to the theme elements. And those changes are applied across all the slides in the course.

This second perspective requires a bit more forethought and restraint in using the features. For example, all the text and colors on the slide need to use theme text and colors. Also, all layouts need to be mapped to the same placeholders, otherwise, they’re not interchangeable.

Avoid the Mushy Middle

Think of these two perspectives as two ends of a spectrum. On one end you have the convenience of a pre-built screen that only requires content. Select it and add the content.

On the other is a screen that is built to be modified. It’s not tied to content but the theme elements.

Realistically, you can do both by making a designed slide with themed elements. But…and this is a big but (cue Pee Wee Herman) most of the issues I see when people work with templates is that they want the convenience of plug and play and then they want to customize, too. Inevitably this leads to a lot of time wasted trying to make things work.

So, I usually recommend this: if you use a template you didn’t create, accept the fact that what you select is what you get and all you need to do is add your content. Don’t expect to import it and then begin to make too many edits. At that point you lose the power of what the template gives you.

Or…

Create your own templates. Design specific layouts and multiple versions of them. For example, if you build a tabs interaction, design a 3-tab, 4-tab, and 5-tab version. Don’t just design a 3-tab and expect to modify it.

When you build the slide template, only use theme elements.

• That means you use create placeholder layouts and use them consistently on the various slides.
• Determine your theme colors and only use colors from your theme. And use them consistently.
• Set your theme fonts (usually a heading and body). And all text on the screen uses the theme font. You don’t insert that one cute curly font to make your course engaging. One, it isn’t engaging. And two, it’s not a theme font.
• Before using a template like that, you determine a new theme font and color scheme. And then insert the slide and apply the new theme elements.

Notice how the first option is just plug and play and the second requires a lot more intention and more production? That’s the big consideration. The template should provide some time-saving guidance. If you need to make a bunch of tweaks or mess things up because you didn’t plan on the theme elements, have you really saved any time? Did the template offer real value?

There you have it: two perspectives on when to use a template. Use it as is for quick authoring with minimal changes. Or use templates where you can make universal changes to the themes and quickly create new looks.

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In an ideal world, you create an e-learning course, publish it, and put it online. And everything works perfectly.

The reality is that there are many variables between the technology and the individual users and how they access the courses. And these variables can create issues which make it a challenge to troubleshoot e-learning courses when problems arise.

In a previous post, we looked at the HTML5Test site as a way to check the browser and how it’s current support for HTML5 which is important to know when adding interactivity and multimedia to projects.

To go with that post, here’s another good site. It’s a simple site that allows you to collect information about the user’s computer, such as:

• Which operating system are you using?
• Which browser and version?
• Screen size?
• Browser window size?

All of the information above is key when trying to troubleshoot because many of the people who run into technical issues can’t easily find and share that information about their systems. So if you need to troubleshoot why a course isn’t working, send them the link above. It’ll capture info about their system and browser which they can easily share with you. That’ll save a few back and forth questions.

As a bonus, here’s a previous post where I share Ten Tips for Troubleshooting and Technical Support. One of them is to share your system info.

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Before we get started: Flash is going away soon. And if you have a lot of older e-learning courses, it’s something that you should be dealing with now before it’s too late. Start pulling together the original source files because you’ll have to republish or maybe rebuild a few of the older courses. If you don’t have the sources files, a couple of the resources below should help.

• 4 Simple Steps to Update Flash Courses
• How to Copy Text from Flash Courses When You Don’t have the Original File
• How to Transcribe Text into PowerPoint & E-Learning Courses
• The End of Adobe Flash and the Rise of HTML5

What made Flash work is that everyone had the same player and, for the most part, things kind of worked the way they were supposed to. Without the Flash player, courses run through the browser. Thus the demand for HTML5 courses.

The challenge however is that you don’t have control over the browsers and devices people use to consume e-learning courses. Ten years ago, almost all courses were Flash-based and ran on a personal computer. Today, courses are accessed via computers and mobile devices (which could mean a tablet or smart phone).

There are thousands of different devices between personal computers, Android, and Apple. Each device has its own technical constraints such as memory, processor, and screen size. They can run on different operating systems and different versions of those systems.

Also, how many different browsers are there for these mobile devices and computers? And really, why is any organization still using Internet Explorer 11?

And here’s the main point in all of this: the browsers that have to display the e-learning courses are not all the same or created equal.

What that means for you is the course you build may not work as intended when accessed by someone on a different device using a different browser. That’s why it’s so important to test, test, and test.

As I mentioned in an earlier post, create a demo course with media, interactivity, and animations. And use that to test the user’s learning environment. You also want to test on multiple devices to make sure things work the they way you want.

Despite all of the testing, you’ll still have customers who have expectations that are outside your control. Some customers and clients just don’t know enough about this stuff so their expectations may not be aligned with reality. They may want a lot of media or animations, that may not work for their users.

In those cases, I recommend referring them to this site: HTML5 Test

What I like about the site is that it’s a great way to SHOW the differences in browsers and devices and use that as a way to discuss what needs they have, what can be be built, and how the courses may respond.

You don’t need to go into some long-winded technical explanation about HTML5. Use the site as a means to expose them to potential issues or constraints and ways to work around them. The last thing you want is a fancy product that doesn’t work in the end-user’s browser.

So, make sure you get prepared for the end of Flash and know how to set expectations for the courses you do build. The good news is that the technology is changing, the devices are getting better, and expectations and what you can deliver are converging.

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The other day, I had a service technician from Xfinity come by to troubleshoot an issue with my cable connection. While we were waiting for the cable box to reboot, I asked about how he gets trained and what types of training he has to take.

He does most of the same types of compliance training we all do. And then as expected, there’s also a lot of technical training. Part of his training is blended with some face-to-face, peer guidance, and online modules. Much of it is delivered via his mobile phone.

I’m in the e-learning community every day helping people troubleshoot their e-learning courses. Sometimes I help them think through what they need to do to build a certain type of interaction. Often, it’s a matter of troubleshooting how the course is constructed.

In the community, there’s usually some conversation about instructional design. One thing that is often missing (but will easily derail an e-learning project) is not understanding the environment in which a person takes the course. So we invest a lot in building it, but often not as much in how it’s delivered.

Like the Xfinity technician, people take courses on a variety of devices and in various environments. The learning environment needs to be a factor when developing and delivering online training.

How Much Bandwidth is Available?

What are the bandwidth limitations of the learner? We can be tricked into the comfort of our own bandwidth and think the experience may be the same for the end user. Or, all we do is publish on our local machines and never test the course on other networks.

Build a test course that is made up of some videos, audio, and various interactions (with some animations, to boot). An easy way to build one is download all of the slides of a Content Library template, add some large videos, and then publish.

Test the course performance on the client network. How does it perform at different locations or on different devices? This may not be an issue, but what happens if you roll out the course and 10,000 people click the link at the same time?

What About the End User’s Access to Technology?

Years ago, I built a course for a client that wanted a lot of audio narration. It was for an internal training group so I just assumed they had the same computer set up that I had. Well, I was mistaken.

The courses were delivered to a number of remote locations in various production environments (of which I was not made aware). The computers had no speakers or headsets, which made the narration a bit pointless. Also, some sites had one computer for everyone to share. Even if they did have speakers, it didn’t matter because the training environment was too loud.

If you can, meet with the learners and get to know where they work and how they’ll consume the content. Are they on a computer, tablet, or mobile device? Will they be able to hear the audio and watch the video? Are they in a separate room or in a production environment? Are they sitting in a vehicle?

Also, not all devices are created equal. What works on a desktop and laptop computer may not work on a smart phone. Be sure to test those things before building a course.

Same advice as above, create a media heavy test course and test it on multiple devices and in different environments. No one likes sitting around waiting for a course to download. If things in the course bog down, you may want to loosen the load: get rid of some media and make smaller, more digestible courses.

There’s obviously a lot that goes into building a great learning experience. But if the end user has technological or environmental constraints, all of your hard work is for naught.

Test. Test. Test.

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It never fails that after building an e-learning course in Storyline, someone asks if they can get a PowerPoint version of the course. There are many reasons for this request, such as using the content for face-to-face training, wanting a slide deck for subject matter experts, or creating a PDF handout out of the slides.

Today, we’ll look at a simple way to convert what you created in Storyline and make it a PowerPoint file.

PowerPoint and Storyline are Different Applications

Before we get started, let’s review a few key points when working with PowerPoint and Storyline.

• PowerPoint and Storyline may look similar, but they are two different applications made by two different companies so they’re not interchangeable files.
• PowerPoint is designed mostly for linear presentations. Storyline is designed for interactive e-learning.
• PowerPoint has some interactive features and things one can do to hack a certain level of interactivity, but it doesn’t have a lot of sophistication with things such as mouseovers, drag/drops, variables, etc. Thus going from Storyline to PowerPoint is a bit challenging if the original Storyline content is interactive.
• Storyline has an import PowerPoint feature to convert the PowerPoint slides to Storyline slides. PowerPoint doesn’t have an import Storyline feature.

The above seems obvious, but I bring this up because many people start with PowerPoint content, import it into Storyline, and then later want to export the Storyline content back into PowerPoint as if they are interchangeable applications and file types. They aren’t.

While there is no feature in PowerPoint to import Storyline, there are some simple things you can do to get your Storyline content into a PowerPoint file.

Tip #1: Start All Course Development in PowerPoint

My first tip assumes you know that you’ll need a PowerPoint version of the course.

If you know you need your content to be in both PowerPoint and Storyline, then plan your projects accordingly. PowerPoint doesn’t support all of the interactive features of Storyline, but in terms of what’s visible on the screen, it’s mostly the same: text, shapes, pictures, etc. With some planning, you can have your course content in both formats.

Here’s what I’d do:

• Build all your content in PowerPoint first (with forethought as to what you want to be interactive and specific to Storyline).
• Get final sign-off on the PowerPoint content since the content should be the same. The Storyline specific content is most likely more interactive.
• Import the approved content into Storyline.
• Make your interactive edits.
• Publish your Storyline course.

Using this approach, you end up with a PowerPoint file and interactive Storyline file. If you need to make edits, it should be for interactive features only since you got sign-off on the content while it was in PowerPoint.

Of course, this approach does requires that you plan it all up front, which doesn’t always happen (or the client makes last minute changes). I’d tell the client upfront that this is the production process and that edits after sign-off are outside the scope of the project.

Tip #2: Publish to Word & Extract Screenshots

Let’s suppose you already built a course in Storyline and now you need a PowerPoint version of the course. Like I mentioned above, PowerPoint can’t support the layers and interactions, however, most of what’s in the course is a screen with content that’s made up of text, pictures, and shapes.

The following tip lets you capture all of the content that displays onscreen. It is not going to capture your state changes and other interactivity. But it works for most cases and captures all of the slides and layers.

Click here to view the tutorial on YouTube.

Below are the basic steps, but watch the tutorial above for more detail:

• Once the course is complete, publish the Storyline course in Word. Select to publish layers and large images. This creates a Word doc with all of the slides and layers exposed.
• By default, Storyline saves to an older version of Word with the .doc extension. This is so people with older versions can open the file.
• Open the Word .doc and save as .docx. This will allow you to unzip the file and extract the images.
• Unzip the .docx file to extract the images. I use 7zip (a free application).
• Insert the images into a new PowerPoint album.
• Save the file and you’re all done.

The output using this method is a series of PowerPoint slides with each Storyline slide and layer captured. From there you can make simple edits or save as a PowerPoint or PDF file. In any case, you have your Storyline content in PowerPoint format.

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When it comes to the visual design of you course, there’s on thing you can do to add context. And it doesn’t require a graphics design degree.

Replace the bland default template with a single background image. Find the one image that best establishes the context of the course. Once you have an image, there are things you can do.

Here are a few simple tips.

Determine the Course Context

I like to focus on industry. And then within an industry you may have specific environments like meeting rooms and offices. A corporate business course will have a different image than one on training medical staff. What single image quickly establishes context?

Keep the Design Simple

Images communicate a lot of information. You want context without a lot of distraction. This is especially true when the background image contains people. We tend to look towards the face. If you do find an image to be distracting, you could add a blur to it (or other design element). This shows the visual context but with the applied blur effect the person is drawn to the course content and not distracted by decorative elements in the image.

You Need Placeholders for Course Content

If you’re using a single image, you need to consider where the content goes. I like to look for images with obvious content spaces. That means less for me to edit or design. A common one is the file folder. It looks business-y and it gives me a place to put content.

The images below have good empty areas that can hold the course content.

Vary the Imagery

Since you’ll be working over a series of screens, try to find more than one image that meets the context requirements. You can use the different images to establish different types of content or sections. If you can’t find images that look like they came from the same place, you can add color filters or other effects to make them seem more cohesive and as if the belong together.

In the example below, the images were from different sources. But the visual context (fire department) and the color overlay tie them together.

The tips above don’t replace solid graphic design. But it does help the person who has limited time or skills step away from the default layouts that may be a bit bland. And it helps make those screens visually rich and contextual.

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Did you know that every two seconds, someone needs blood? And one donation can save up to three lives?

2020 has been a challenging year. And on top of it, the news media seems to focus on all the discord and hardship. Where’s the good news? What can we do to make a difference in our little part of the universe?

How to be an E-Learning Hero

Every week we feature various e-learning challenges. The goal is to use the e-learning tools in different ways. Move past the compliance projects we do at work and do something different.

This helps us gain mastery over the e-learning tools, play around with various interactive prototypes, and get inspiration from seeing what others can do.

If you don’t participate, you should. At a minimum, you should check out the round up that David does every Thursday. There’s always some creative ideas that may inspire something for your next project.

Recently, we did a challenge to promote blood donations. Here’s a link to the round up with a bunch of nice examples.

Here are a few key thoughts:

• There’s more than one way to do things. What I love most about the challenge entries is that it shows there’s a lot of creative ways to do the same thing.
• Keep your design clean and focused. We tend to be info-centric and push a lot of content out. Try to minimize content on the screen and control when and how it’s exposed.
• Where’s the personality? Many of the challenges feature facts and various levels of interactivity. The ones that stood out to me are the ones wrapped around stories and people. What’s the story in your e-learning courses?
• There are a lot of nice examples, my favorite is this one by Przemyslaw Hubisz. I like the simple and clean design; and that the activity is contextually meaningful. It makes me consider the point of the information being presented to me.

Click here to view the e-learning example.

If you want to grow your skills using the e-learning software and building interactions, the challenges are a great way to do that. If you’re a beginner or more advanced, doesn’t matter. The challenges work for where you’re at and it’s not a competition. It’s all about you.

How to be a REAL Hero

Blood and platelets cannot be manufactured. They can only come from volunteer donors. And not everyone can donate, so everyone who can plays an important role.

Can you donate?

I’ll have to admit, it’s not always on my radar. But I was reading an article recently that reminded me how important it is. And while I can’t control a lot of what’s going on in the world today, I can control what I do and how I share what I have. Because of that, I’ve made a commitment to donate blood regularly.

Hopefully it’s something you can to do, too. Find out where you can donate blood today.

Join us in the e-learning challenges to grow your skills. Join us in donating blood to be a hero to someone who needs it.

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In a previous post, we looked at how context helps frame the learning experience. It keeps us from just doing an information dump as we add clarity about our learners and the learning objectives.

One way to establish context is by learning what the user already knows. Test their assumptions. This does two things:

• Expose their current level of understanding. This helps them see what they do or don’t know about the subject.
• Demonstrate what level of knowledge/competence is required to meet the learning objectives.

How to Test the Learner’s Assumptions

Generally, you can do one of two things to test the learner’s understanding and assumptions around a given subject.

Create a Pre-Assessment

The easiest thing is to create a pre-assessment. Usually, pre-assessments are used to filter the learner. Pass the assessment, go to the end. Fail the assessment, start the course.

For procedural training, that is step-by-step, the filtering makes sense. You either know the procedures or not. For principle-based training, we want to expose the understanding (or assumptions for experienced people).

In this case, we use the pre-assessment to help them understand where they’re at. We’re not using it to filter them away from the course.

Create a Simple Scenario

I like to throw people in the pool and get them to make real world decisions as soon as possible. So, I recommend some sort of early decision-making interactions. They don’t need to be big elaborate scenarios: just a few interactions that test their understanding and help them see what they currently know about a given situation. And then from there, work through the content.

In most cases, the learners already have existing knowledge and probably a pretty good idea of what the course will teach. With that comes some bias and possibly incorrect understanding. By getting them to make decisions related to the content, you expose to them what they know or possibly don’t know.

The main point in all of this is to get them to think about what they know about the topic before going through the topic. People can easily figure out and compare what they thought versus what they’re presented. But your interaction gets them set up to do so.

In either case, get them to test what they know before giving them the content.

Events

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Want to learn more? Check out these articles and free resources in the community.	Here’s a great job board for e-learning, instructional design, and training jobs	Participate in the weekly e-learning challenges to sharpen your skills
Get your free PowerPoint templates and free graphics & stock images.	Lots of cool e-learning examples to check out and find inspiration.	Getting Started? This e-learning 101 series and the free e-books will help.

We can use the same words, yet they don’t always mean the same thing. They call that “complex equivalence.”

If we use the same words but don’t mean the same thing we’ll never have clear communication. This is very obvious in today’s culture, especially with our quick tweets and meme screaming where we pack so much inferred meaning into small bites of text. I suspect there’s a lot of miscommunication in between the grandstanding.

Think of it like an iceberg where the bulk of the iceberg is underwater. What’s on top, doesn’t fully communicate how big it really is.

Think of a concept like “online training.” It means all sorts of things. Without clarifying how we use the word, we may be saying one thing but our audience hears something else. And what they hear, they frame in their understanding of that concept.

This is also true for the learning experience we seek to craft in our courses.

Context Comes from Understanding the Learners

People aren’t monolithic where they all think the same and understand the world around them the same way. There’s a lot that goes into crafting who we are and how we think such as age, experience, ethnicity, and cultures. And all of that helps us construct a mental model of the way things work. And we generally, we wrap our experiences and the things we learn in our model.

This needs to be a consideration as we teach online where we don’t have the same type of back and forth communication as we’d have in a classroom.

It’s important that we don’t assume that our learners understand what we mean. Understand your learners and then build context around the content.

Context Comes from Clear Objectives

An e-learning course needs to be more than a bunch of information. A first step in the process is to have clear objectives. This helps the person know what expectations exist and what they should learn. Where are we at today? Where will we be at the end of the course?

Courses also need context. Where does this training fit in relationship to other things?

In many of my past training programs, we’d focus on the upstream and downstream relationships and workflow so that the learners understood where their work came from and how it impacted the work of others.

Regardless of the content, there’s usually some way to position the content in context to other things and then from there build measurable objectives.

With context, you create clarity. And with clarity, you eliminate misunderstanding.

What are things you do in your course design to build a contextual framework for the content?

Events

Free E-Learning Resources

Want to learn more? Check out these articles and free resources in the community.	Here’s a great job board for e-learning, instructional design, and training jobs	Participate in the weekly e-learning challenges to sharpen your skills
Get your free PowerPoint templates and free graphics & stock images.	Lots of cool e-learning examples to check out and find inspiration.	Getting Started? This e-learning 101 series and the free e-books will help.