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1. Designing eLearning: The Introduction
2. Designing eLearning: The Context
3. Designing eLearning: The Challenge
4. Designing eLearning: The Activity
5. Designing eLearning: The Feedback
The Designing eLearning series will be centered on creating one eLearning module as a
team. Our learning objectives are:
Demonstrate the features of Articulate Storyline.
Define and create a basic storyboard.
Utilize Articulate Storyline to create an interactive eLearning module.
Apply concepts from each workshop to build the final product.
We will not focus on writing objectives and other pieces to instructional design. This series
will strictly focus on designing interactivity in a module. At the end of the series, you will
have a completed eLearning module of content.
There are several definitions of what is considered eLearning. The “e” has been
represented as “electronic”, “engaging”, and/or “everywhere” just to name a few. There are
also different types of eLearning (informal, corporate, and academic). As instructors in a
learning institution, we are going to focus on academic eLearning with a preference
of the “e” focusing on engagement. We are not looking to replace our online courses
with an eLearning formats however; we would like to infuse more interactivity into courses
so that students will be more engaged with the content.
ONLINE eLEARNING
Learner drives the content Content drives the learner
Limited flexibility in learning path Learner creates individualized learning path
Quizzes and Exams Interactive Learning Activities
Lectures in podcasts or audio recordings Lectures in interactive images and
memorable activities
3. 3 | P a g e
What problem are you trying to solve?
Why do you need interactivity in this content?
How do I stimulate the mind of the student?
What are the enabling learning objectives?
“Interaction that actively stimulates the learner’s mind to do those things that improve
ability and readiness to perform effectively” (Allen, 2003, p.255)
Choose Presentation When… Choose Interactivity When…
Content is readily understood by your
students
Students are diverse in their ability to
understand the content.
Errors are harmless Errors are injurious, costly or difficult
to remedy
Desired change to existing skill is minor
and can be achieved without practice.
Behavioral changes will require
practice
Students can easily differentiate between
good and inadequate performance.
Students need guidance to
differentiate between good and poor
performance.
CONTEXT – How is this content relevant to the
student?
CHALLENGE –What can you do to stimulate the
brain of the student regarding this content?
ACTIVITY – What is the physical response to the
challenge/stimulation of the brain?
FEEDBACK –How do I inform learners about the
quality of their performance?
