Design & Development

In order to remain viable in the global market, providers of training and education must develop efficient and effective learning systems to meet the needs of many users. Learners across the world expect on-demand, anytime/anywhere, high-quality instruction with good support services.

Although substantial time is rightly devoted to the development of learning outcomes, goals, activities, and assignments for the online environment, little attention is paid to making the learning environment transparent enough so that learners can engage in learning activities instead of overcoming idiosyncratic interface designs. This problem arises from not recognizing the distinction between the roles of user and learner in the online environment.

All eLearning systems that are designed for learners without any thought to users invariably results in frustrated learners who can’t figure out how to negotiate an online course. It’s a good idea to provide forms of interactivity, such as discussions and collaborative assignments, but if the learners can’t understand the information architecture of the course and have difficulty moving efficiently from one section to another, then the learning activities are in vain. The poor usability of an online course can inhibit learners’ ability to learn if they end up spending the majority of their time on the phone or at the Help Desk.

In order to design an effective eLearning system, you should first identify your users’ goals. Knowing your users will help you determine how to accomplish that goal. Are the learners spread across a city or state in three or four high-tech labs with video conferencing facilities? Or are they employees of an international non-profit agency with field offices in multiple time zones and equipped with outdated and unreliable technology? And how familiar are these people with the available technologies? Are you springing something new on them or do they use the technologies in question quite often in their jobs?

A number of factors should be kept in mind when designing a meaningful learning environment, many of them fall into six dimensions:

1. Pedagogical Dimension.
The pedagogical dimension addresses issues concerning content analysis, audience analysis, goal analysis, medium analysis, design approach, organization, and instructional methods and strategies. Various eLearning methods and strategies include: presentation, demonstration, drill and practice, tutorials, games, story telling, simulations, role-playing, discussion, interaction, modeling, facilitation, collaboration, debate, field trips, apprenticeships, case studies, generative development, and motivation.

2. Technological Dimension.
The technological dimension examines the issues related to technology infrastructure in eLearning environments. This includes infrastructure planning (e.g., technology plan, standards, metadata, learning objects, etc.) and hardware and software needs (e.g., LMS, LCMS, etc.).

3. Interface Design Dimension.
This refers to the overall look and feel of eLearning programs. The interface design dimension encompasses page and site design, content design, navigation, usability testing, and accessibility.

4. Evaluation Dimension.
This includes both assessment of learners and evaluation of the instruction and learning environment.

5. Management Dimension.
This refers to the maintenance of the learning environment and distribution of information.

6. Resource Support Dimension.
This examines the online support (e.g., instructional/counseling support, technical support, career counseling services, other online support services) and resources (i.e., both online and offline) required to foster meaningful learning environments.

The purpose of these six dimensions is to help designers think through every aspect of what they are doing during various steps of the eLearning design process. As the scope of eLearning design expands, design projects change from one-person operations to complex team efforts. The eLearning structure should ensure that none of these important factors are omitted from the design of eLearning, whatever its scope or complexity.

One may find that designing open, flexible, and distributed eLearning systems for globally diverse learners is challenging; however, as more and more institutions offer eLearning to learners worldwide, designers will become more knowledgeable about what works and what does not. Organizations should try their best to accommodate the needs of diverse learners by asking as many critical questions as possible during the planning period of eLearning design. The number and types of questions may vary based on each unique eLearning system. By exploring more and more critical eLearning issues, one can create meaningful and supportive learning environments for learners.

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