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It is sad to say, but there are times when Information Technology (IT) and Instructional Design (ID) meet that we end up with a solution that is not functional from either an IT or an ID perspective. Either instructional strategy gets lost in an attempt to provide content in a rapid development environment or the project was not founded on sound technical development processes that minimize functional issues. In either case, it just didn’t work.

There are methodologies that can be employed to ensure that the end product is functional and meets its stated objectives. However just when you think you have a process in place, things change! Due to the fact that e-learning is constantly evolving, it can be challenging to consistently deliver effective solutions. Your process must be clearly defined, but adaptable also.

The instructional design process must follow sound instructional principles. That sounds basic, but there are times when we get caught up in transferring content in to an authoring tool that we neglect to strategize an effective learning method. It is considered “interactive” if we can create roll-overs, or drag and drop activities; in the end though, it is still just content – meant to be read with a few “check your knowledge” questions inserted at various locations in the module. There is an “Objectives” page and a good “Summary” at the end, but somewhere in between focus on the learner is lost and their ability to absorb and retain information. Even more challenging is developing learning events that allow the learner to take the content and apply it on the job.

In addition to these challenges, there is pressure from all sides to get content out quickly. We live in a fast paced world where information is communicated at lightning speed then why shouldn’t learning occur at lightning speed? Thus, the need for rapid development tools. When asked which tool can help provide rapid development for e-learning, I wince. How often do we put together Instructor Led training in a “rapid development” environment that is truly effective? Doing this can be compared to building modular homes. Sure we can build them fast and many people can get into a home quickly. But is the home built on a solid foundation that is meant to endure the test of time?. Does it meet the individual needs of those who live there, or does it just provide a temporary shelter that looks good?

Having said that, there is a need for quick solutions. There are times when a learner needs a “just in time” approach to the acquisition of knowledge. Tidbits of information that can help them complete the task at hand rapidly are powerful. These quick solutions can be part of a much larger long term strategy or a piece of the overall learning design that is segmented from the curriculum for reference access.

To effectively design and deliver meaningful and functional online learning, two key elements need to be addressed. First is the overall instructional design strategy of the learning and then the functional issues encountered when developing web based learning.

First, when developing learning solutions, leverage leading edge instructional design processes in conjunction with innovative technology, where needed. Technology can make learning easily distributable throughout an organization. Weigh the cost and time of development against the anticipated benefit. Make sure that technology is a good fit for the learning strategy and not just a less expensive way to deliver. This enables a solution that will provide desired outcomes. Do not take course offerings and fit them to the content authoring tool you currently utilize. Too often we invest heavily in a tool to develop e-learning and we want to make good use of our investment so we attempt to make a square peg fit in to a round hole. Instead focus on targeted instructional strategies and match the strategy to the appropriate tool(s). Strategic planning and targeted instructional processes need to be creatively coupled with technology to create sound instruction. When you feel the subject matter lends itself well to an instructor led environment, but costs simply don’t allow that, the creative use of virtual classrooms can be explored. Make sure that you are not just taking a PowerPoint presentation and delivering it through the internet. To create truly interactive sessions that mimic the classroom, explore the use of tools similar to Elluminate. You can attend one of their free seminars while they demonstrate tools within a virtual environment that allow for high levels of student engagement.

Instructional Design can be compared to building a house. Step one is to create a blueprint. From there a general contractor is assigned with the associated subcontractors:

• Project Managers,
• Instructional Designers,
• Technical Developers,
• Multimedia Specialists,
• Printers,
• Content Writers, etc

Keep in mind that much the same as building a house you will need different tools to complete each task.

• Manuals,
• Multimedia Materials,
• Instructors,
• Handouts,
• Activities,
• Authoring Tools,
• On-demand Resources,

Delivery Mechanisms:

• Podcasts,
• Mobile Learning Devices,
• Collaboration Sites,
• Virtual Classrooms,
• Custom Created Learning Modules,
• In-house Created Learning Modules, etc

Learn to match tools to various aspects of training. Training that is multi-faceted will address many learning styles and modalities. It’s easier to meet the needs of many when a variety of methods are employed. Not all tools cost money. Work with your IT department, Learning Management System, Learning Content Management System provider(s), or developers to explore open source software solutions. NoahX allows the use of avatars to narrate and communicate key points. It is an inexpensive way to raise the level of interactivity in your courses. Wikis and Blogs use free software and are a good way for learners to collaborate and share resources. Not all learning needs to come in the form of a form session. Ad-hoc and just in time learning is a simple way to help improve performance without formal training. Jane’s Blog has a wealth of information on low cost, effective tools. Utilize the wealth of information from organizations like the e-Learning Guild to research current offerings and reviews. Make sure that all members of the development team are apprised of their capability and have experience using them. The experience they have using the tools will allow their features to be explored in more detail when conducting design workshops. Many of these tools are new to learners thus change management needs to be employed in development to ensure your users are realizing the full benefit. Some new technology solutions will pose integration issues with your other content. Make sure you test, test and test again to get the bugs out before deployment.

When developing the overall instructional strategy, keep in mind that learning is the ultimate goal. As stated before, this seems obvious, but too often we work within the confines of the tool bought or the limitations of the developer using the tool. The quality of learning decreases significantly when we focus on technology and not learning. That is why it is critical to outline the instructional strategy with your team long before any technology solutions are considered. Technology is a tool, not a strategy. Once the design is complete, explore where technology can be used to deliver in an effective method.

Other considerations when the decision to use technology has been validated:

1. Visual layout. Is it easy to navigate? Are colors and fonts used appropriately to enable readability? Is the information organized to allow the content to flow logically? Do your learners have to struggle to figure out how to use the technology and thus loose focus on the content?
2. Use of audio. Does the use of audio enhance or detract from the learning. Too much of a good thing will encourage students to tune out information.
3. Too much text on the screen acts the same as too much audio. People tune it out. Students rarely read more than one paragraph of information at a time. Frequent activities that require the student to utilize the information read will increase the likelihood the information will get read and used. The text based resources can be used as feedback to situations posed in the learning and the learner can access them to resolve problems.
4. Is it challenging and engaging? It does not have to be complex to engage the learner. Relevant information that forces thinking can be very powerful.
5. Does it enhance the learning process or is it “the learning process”? If technology has been selected as the sole source of learning, consider heavily the instructional strategy employed to ensure it is sound.

If increased performance is truly what you are trying to achieve, then behavior needs to be addressed in the learning. This can be challenging in any type of learning event, but even more so when delivering content online. Information is absorbed in the training class, but if they don’t change their behavior or processes back on the job, then training did not achieve its objectives. Several key elements need to be considered when building behavior change in to learning.

• Start by providing a broad overview of the content. Once they see the beginning to end process it is very important that you only teach one concept at a time and follow up with the steps below:
• Clearly outline the process you are trying to get them to follow. It is not necessary to state Objectives at the beginning. If a student can articulate at the end of the course what the objectives were, chances are good they found relevant use for the information.
• Clearly define what performance issues are trying to be enhanced with the training. Provide opportunities during the training for learners to connect what they are learning with situations to use the information when training is complete. Give them opportunities to engage in activities that require they use the information in a variety of settings so they can extend their knowledge to similar scenarios.
• Providing “teasers” or “web refreshers” via email on a scheduled basis. This is a good way to keep information fresh in their mind. Keep them simple, short and find ways to distribute the same information in different ways.
• Don’t try to teach everything in one training session. Keep the sessions short and focused on the one specific topic. Then follow up outside class (debrief) with the supervisor who was provided with a specific plan to measure milestones and solicit feedback. What is working, what is not working, how can we improve? What outside factors may be influencing your ability/inability to perform? Was training really the issue? Make the learner accountable for the information learned.
• When developing the overall learning strategy make sure that you build the new concepts taught in class in to the daily workflow and routine of the learner once class is complete. Work with management to develop a plan to make the learner accountable for these new processes and their implementation.
• Instill ownership into the training process. Learners can be teachers also. Build into the learning strategy the opportunity for learners to share what knowledge and experience they bring to the table. Capture that information in a way that can easily be shared with others who may not be part of the training class. Learners feel empowered when they feel they are being heard and their information valued. Don’t teach everything. Allow the learner to seek out information on their own and build a strategy to help them learn to use resources. Have them come back and teach what they have learned.
• Just in Time Learning resources are a valuable form of learning. They improve performance and allow the learner to have access to answers at the moment they need. No longer are we required to memorize lengthy processes, or remember every step in a sequence if resources are easily accessible.

Instructional strategy is only one part of the equation in building a quality learning organization. Building functional technology resources that are easily accessible, centrally organized and free of technical issues will allow learners to use the resources. No matter how good the instructional strategy, if learners cannot find the resources quickly or if they aren’t functional, they won’t get used. Listed below are typical technical issues encountered when deploying e-Learning and some suggested resolutions.

Issues:

Media Players: The player or the correct version of the player, used in the module is not installed (Flash, Windows Media Player, Quicktime, etc.). Some older computers do not have a current version of typical media players and can cause frustration for an end user who is not computer literate as they try to acquire, install and run the appropriate player.

File size: Multimedia files such as video and audio are significantly larger than graphics and text. Thus, they usually require broadband access to efficiently download and play them.

Java: How can we check to see that everyone has the right version and that the version we are using is not creating a problem?

Potential Solutions

First design (storyboard with paper and pencil) your course outside of the development environment, keeping in mind the constraints of the environment (the web). From there follow a “software development process” or iterative process (prototype, alpha, beta, deliver) as opposed to ADDIE or other instructional methodology. By developing modules much the same as a software developer would, you can catch functional issues early and fix them before they become burdensome. Software developers will create a “prototype” or small sampling of the overall product. They will try to include the most troublesome elements in the prototype in order to test them at the start. These issues are usually sections of the module that require the use of complex logic, video, audio or their associated players.

During prototype phase the majority of functional issues are identified and resolved. During the Alpha phase content and usability are the primary focus with additional functional issues being addressed. Beta’s typical focus is fleshing out content issues with SME’s and preparing for delivery. Once delivered, long term evaluation of the course can begin to solicit suggestions for future revisions.

Browser Check tools are available to help ensure the end users computer has the necessary and appropriate players, java versions, display settings, etc. It is a small software program that identifies missing components on an end user machine and is typically run before modules are tested or launched. This tool helps testers or Help Desk personnel diagnose the most common functional problems associated with e-learning. It is helpful if a document of “recommended requirements” is developed before a tool like this is developed.

In addition, charts like the one below can help you when developing your audio/video. It tells you which codec each player uses in addition to standard recommendations for settings to use when recording. I will also help you anticipate file size based on your recording settings.

Issue:

WYSIWYG editors do not compile code in an efficient format. The advent of authoring tools has taken novice computer developers into the 21st century. No longer are high level programming skills required to create web based learning. WYSIWYG tools are great for novice developers. They are not that great when they export the HTML or SCORM code associated with the module. The exported code may not be optimized for efficient delivery and pre-loaders and graphics can be randomly coded using ineffective methods, thus taking valuable time to load and run for the impatient leaner.

Potential Solutions:

Work closely with the vendor for your authoring tool and make sure that you have a comprehensive service level agreement in place to help you resolve issues as they arise.

Issue:

SCORM (everyone’s favorite!) It was designed and developed to make content “portable” but getting it to run on the first LMS can be a challenge and then switch it to another LMS – the fun begins all over again. It is a significant step forward in standardizing the development of e-learning, but don’t expect it to be a seamless process, just yet.

Potential Solutions:

Tools such as the ADL Test Suite from adlnet.gov or the SCORM Visualizer provided by Platte Canyon can help you test modules and identify the specific SCORM issues with the course. From there you can locate the appropriate resources (your own developer, your LMS provider, or your vendor) to resolve the issue. Tools like this generate a report detailing the specific areas where the SCORM calls failed. Some LMS providers also use these types of SCORM diagnostic tools. Check with your provider to find out if they use one.

Issue:

Developing on a local machine for the web… the challenges. Most authoring tools require you to develop your learning on a local machine (your desktop) and then export it to the web for launch. Previews are available, but most of those previews are also launched from your desktop and not in the web environment where your learning will occur. The web is set up and designed different than your local machine. It displays things differently and requires different elements to ensure all your assets are functional and displayed properly.

Potential Resolution:

The emergence of web based authoring tools reduces these issues. QMIND was a leader in providing this type of solution, but many other web based authoring tools are entering the marketplace. Wildform is another web based development tool.

Issue:

Connectivity or bandwidth issues. Some learners still depend on dial up internet access. Or, as we continue to be more and more mobile, we want access to learning, while disconnected from the web.

Potential solutions:

A few vendors have developed “players” designed to run eLearning on your local machine but connect to your LMS at a later time. There are several players available that allow end users to run e-learning modules “offline” (while not connected to the internet). These provide a great alternative for those with low bandwidth considerations or people who want to take their courses offline while they travel. The player acts as a local LMS on the end users machine and tracks SCORM information in the application. Once reconnected the internet, the information can then be transferred to LMS. Modules can be developed without much consideration for bandwidth or internet connection as the course runs on the local machine.

Issues:

Test and review issues for review teams geographically dispersed. Example: You have just finished developing your prototype. You exported it to the web and it worked just great! Testing and review begins. How do you get your module from your computer to all your reviewers? How do you capture their comments and compile them in one simple repository? How do you keep reviewers from having to review whole sections of a course time and time again, when all they really needed was to review one small segment?

Potential Solutions:

Testing is a critical component in creating functional e-learning. It is best to test with numerous computer configurations (if your staff takes their courses outside the company intranet). Feedback from SME’s and usability experts is vital. There are great tools, such as Morae, for conducting usability tests. The two most challenging aspects of testing are developing a comprehensive test plan that includes methods for getting test modules out to geographically dispersed populations and then gathering, categorizing and compiling the results. There are new tools out that help with that. QMIND and CleanCourse from Rapid Intake are two examples and some LCMS’s (Outstart and GeoLearning) provide that functionality, contingent upon the authoring tool of choice.

The issues that plague e-learning development are being minimized due to the emergence of new tools and technology. Developing a plan for development and using these tools can minimize frustration. As with any good project, the development of a systematic plan for designing, developing and evaluating learning will facilitate more effective learning and ensure it is functional and effective.

Many users are not used to accessing and using information in the new age. They are not technically literate so making technology resources effective, functional and easily accessible is critical. But even with these issues resolved, old learning habits need to be changed and people need to learn how to learn in the technology age. Change management or marketing plans to introduce new technologies will increase the chances that the new learning tools will get used. Don’t assume because they didn’t use it the first time you introduced it or that they say they aren’t “ready” for it, that they won’t accept it. If an effective plan to help incorporate technology learning resources is implemented, over the course of time people’s habits will change and they will benefit from the wealth of information at their fingertips.

And just to spice things up a bit, the landscape of learning is evolving more. Keep your eye on podcasts, handheld devices, virtual world simulations and intelligent tutoring. These forms of technology are quickly proving a viable learning solution and will once again change the whole face learning on the web!