The document outlines the principles and practices of e-content development, focusing on learning management systems (LMS) and asynchronous e-learning. It covers the objectives, features, and steps involved in creating e-learning materials, including the design of learning objects and the integration of assessments. Key components include content creation, delivery methods, and the management of user data and course administration.

1. EE--CONTENT DEVELOPMENT:CONTENT DEVELOPMENT:EE CONTENT DEVELOPMENT:CONTENT DEVELOPMENT:
THEORY AND PRACTICETHEORY AND PRACTICE
BYBY
PROF. A. BALA SUBRAMANIANPROF. A. BALA SUBRAMANIAN
FORMER DIRECTORFORMER DIRECTOR--EMMRC, CENTRE FOREMMRC, CENTRE FORFORMER DIRECTORFORMER DIRECTOR EMMRC, CENTRE FOREMMRC, CENTRE FOR
INF.SCI.&TECHNOLOGYINF.SCI.&TECHNOLOGY
UNIVERSITY OF MYSOREUNIVERSITY OF MYSOREUNIVERSITY OF MYSOREUNIVERSITY OF MYSORE

2. OUTLINE OF ASPECTSOUTLINE OF ASPECTSOUTLINE OF ASPECTSOUTLINE OF ASPECTS
 EE--contentcontent -- Purpose, Types & FeaturesPurpose, Types & Features
 Steps in Developing ESteps in Developing E--contentcontent
 St i D l i L i Obj tSt i D l i L i Obj t Steps in Developing Learning ObjectsSteps in Developing Learning Objects
 Steps in Developing LMSSteps in Developing LMS Steps in Developing LMSSteps in Developing LMS

3. Asynchronous eAsynchronous e--Learning letsLearning lets
people learn at anytimepeople learn at anytime
S lfS lf P d CP d C SelfSelf--Paced CoursesPaced Courses
 Undertaken for convenience.Undertaken for convenience.
 People can get the training they need at anyPeople can get the training they need at any
time.time.
S lfS lf d d i hd d i h l il i SelfSelf--paced courses are created with epaced courses are created with e--learninglearning
authoring tools.authoring tools.
S lfS lf d b d li d id b d li d i SelfSelf--paced courses can be delivered in manypaced courses can be delivered in many
ways including:ways including:
Int rn t / Intr n t r L l Ar N t rkInt rn t / Intr n t r L l Ar N t rk Internet / Intranet or Local Area NetworksInternet / Intranet or Local Area Networks
 CDCD--ROM or DVDROM or DVD

4. LMSLMSLMSLMS
 The main objective is used to plan executeThe main objective is used to plan execute The main objective is used to plan, execute,The main objective is used to plan, execute,
and assess a specific learning process.and assess a specific learning process.
 CanCan not only delivers content, but alsonot only delivers content, but also
handles registering courses, coursehandles registering courses, coursed es eg s e g cou ses, cou sed es eg s e g cou ses, cou se
administration, skill gap analysis, tracking,administration, skill gap analysis, tracking,
and reportingand reportingand reporting.and reporting.
 In simple words, LMS is software used inIn simple words, LMS is software used in
eLearning programs and which helps ineLearning programs and which helps in
administration, documentation, tracking, andadministration, documentation, tracking, and, , g,, , g,
recording.recording.

5. Learning Management SystemsLearning Management Systems
include:include:
 Managing users, courses, roles, andManaging users, courses, roles, and
generating reports. ...generating reports. ...generating reports. ...generating reports. ...
 Making a course calendar. ...Making a course calendar. ...
 Messaging and notifications. ...Messaging and notifications. ...
// Assessments that can handleAssessments that can handle pre/postpre/post
testing.testing.gg
 Certification and display students' scoreCertification and display students' score
and transcripts.and transcripts.

6. COURSE CONTENTCOURSE CONTENT
ARCHITECTUREARCHITECTURE

7. Course
Env. Hazards- Man-
made
Lesson-1 Lesson-2 Lesson-5Lesson-3 Lesson-4 Lesson-6
L i d l
Simulators
animation Cross-word
puzzles QuizLearning module
( EG. Air Pollution)
p Quiz
Gh GAcid rain P C smog SPM Gh Gases
LEARNING OBJECTS- RESOURCES- CONTENT

8. HOME
MAIN SUBJECT:
EARTH SCIENCES
PREVIOUS NEXT
Lms
EARTH SCIENCES
LIST- 1
S C G O OG S O OGPHYSICAL GEOLOGY SEDIMENTOLOGY
GEOMORPHOLOGY ENGINEERING GEOLOGY
HISTORICAL GEOLOGY
CRYSTALLOGRAPHY
PETROLEUM GEOLOGY
MINING GEOLOGY
LOGOLOGO
MINERALOGY
PETROLOGY
GEOPHYSICS
COAL GEOLOGY
PALAEONTOLOGY
STRUCTURAL GEOLOGY
GEOPHYSICS
GEOCHRONOLOGY
GEOCHEMISTRY
GEOEXPLORATION
GEOCHRONOLOGY
STRATIGRAPHY
ECONOMIC GEOLOGY
PALYNOLOGYPALYNOLOGY
LIST-2

9. HOME MAIN SUBJECT: EARTH SCIENCE PREVIOUS NEXT
lms
MAIN SUBJECT: EARTH SCIENCE
LIST- 2
G O OG G O OGPLANETARY GEOLOGY HIMALAYAN GEOLOGY
INDIAN GEOLOGY ENVIRON. GEOLOGY
PETROGENESIS
ORE MINERALOGY
MARINE GEOLOGY
HYDROLOGYY
LOGO
GLACIOLOGY
ISOTOPE GEOLOGY
OCEANOGRAPHY
PRECAMBRIAN GEOLOGY
INDIAN MINERALS
GEOTECTONICS
OCEANOGRAPHY
REMOTE SENSING
PHOTOGEOLOGY
GEOINFORMATICS
REMOTE SENSING
GEOSTATISTICS
LUNAR GEOLOGY
METEOROLOGYMETEOROLOGY
LIST-3

10. HOME MAIN SUBJECT: EARTH SCIENCE PREVIOUS NEXT
lms
MAIN SUBJECT: EARTH SCIENCE
PAPER- ENVIRONMENTAL GEOLOGY
TOPIC-1
LIST OF TOPICS / LESSONS
TOPIC-2 ATMOSPHERE
TOPIC-2 ATMOSPHERE
TOPIC-3
Brief outline:
Atmosphere is one of the important environmental
segment which controls most of the Biogeochemical
TOPIC-4
TOPIC-5
segment which controls most of the Biogeochemical
processes on the earth.
This programme gives a basic knowledge of
atmosphere in five modules, namely :
a) Introduction to the atmosphere
TOPIC-6
TOPIC-7
a) Introduction to the atmosphere
b) Structure of the atmosphere
c) Composition of the atmosphere
d) Atmosphere and global climate
e) Atmospheric chemical reactions
TOPIC-8
TOPIC-9
e) Atmospheric chemical reactions
LOsVIDEO S lf A m tLOsVIDEO Self- Assessment

11. HOME
MAIN SUBJECT: EARTH & ATMOS.
SC C S
PREVIOUS NEXT
lms
HOME
SCIENCES
PREVIOUS NEXT
PAPER- ENVIRONMENTAL GEOLOGY
TOPIC-1
LIST OF TOPICS / LESSONS
Oceans occupy a place of paramount significance in man's life
TOPIC-8 Marine Pollution
TOPIC-2
TOPIC-3
Oceans occupy a place of paramount significance in man s life.
They are a vast repository of food, mineral and energy resources.
The oceans modulate global climate. Variety of human activities
lead to marine pollution to oceanic waters. The following are the
major impacts of marine pollution The toxic chemicals cause
TOPIC-4
TOPIC-5
major impacts of marine pollution. The toxic chemicals cause
devastating physiological and behavioural disorder responses to
marine organisms. Man and wild life suffer from harmful health
effects sometimes through reproductive failures. The programme
on marine pollution depicts the following aspects:
TOPIC-6
TOPIC-7
on marine pollution depicts the following aspects:
• Causes of Marine Pollution
• Nature of Pollutants
• Type of Marine Pollution
• Impact of oil on marine Environment
TOP-8 Marine pollution
TOPIC-9
Impact of oil on marine Environment
• Impact on Marine life
LOSVIDEOAUDIO LOsVIDEO Self AssessmentLOSVIDEOAUDIO LOsVIDEO Self- Assessment

12. EE content featurescontent featuresEE--content featurescontent features
 Master scriptMaster script-- 6 to 7 page script per lesson6 to 7 page script per lesson-- 30003000
words = 30words = 30 minsmins, 6000 words=1 hour, 6000 words=1 hour
 Teaching aids=resources, images, animations,Teaching aids=resources, images, animations,
video clipsvideo clips
 StoryboardingStoryboarding –– orderly sequenceorderly sequence
 RecordingRecording RecordingRecording
 Editing with illustrative clipsEditing with illustrative clips
 FinalisingFinalising videovideo

13. Additional ResourcesAdditional ResourcesAdditional ResourcesAdditional Resources
 FAQs = 10 to 12 questions and answersFAQs = 10 to 12 questions and answers
 Quiz= 10 to 12 itemsQuiz= 10 to 12 items Quiz 10 to 12 itemsQuiz 10 to 12 items
 Glossary= 20 to 30 termsGlossary= 20 to 30 terms
 Assignment topicsAssignment topics-- listlist
 References listReferences list References listReferences list
 Discussion forumDiscussion forum-- boxesboxes
 FeedbackFeedback
 Downloadable resourcesDownloadable resources Downloadable resourcesDownloadable resources

18. ExamplesExamplesExamplesExamples
 ModelModel--1 Soil resources1 Soil resources
 ModelModel--2 Climatology2 Climatology
 ModelModel--3 Coastal Landforms3 Coastal Landforms ModelModel--3 Coastal Landforms3 Coastal Landforms

19. GlossaryGlossaryGlossaryGlossary
QuizQuizQuizQuiz
FAQsFAQsQQ
Case StudiesCase Studies

20. Learning Objects:Learning Objects:Learning Objects:Learning Objects:
 May be a description about an item, aMay be a description about an item, a
concept, an equipment, a property,concept, an equipment, a property,p , q p , p p y,p , q p , p p y,
characteristic feature, process, form,characteristic feature, process, form,
definition, activity, reaction, plan, cause anddefinition, activity, reaction, plan, cause anddefinition, activity, reaction, plan, cause anddefinition, activity, reaction, plan, cause and
effect relations, causative factors of events,effect relations, causative factors of events,
r lt f nt ppli ti n fr lt f nt ppli ti n fresults of events, applications of aresults of events, applications of a
phenomena or a process, explanation of aphenomena or a process, explanation of a
component in a subject of learning andcomponent in a subject of learning and
similar items.similar items.
 Mini contents. ( shortMini contents. ( short--form explanations)form explanations)

21. Goals of Learning Object DesignGoals of Learning Object DesignGoals of Learning Object DesignGoals of Learning Object Design
R biliR bili ReusabilityReusability
 learning content modularized into small units oflearning content modularized into small units ofgg
instruction suitable for assembly and reassemblyinstruction suitable for assembly and reassembly
into a variety of coursesinto a variety of courses
InteroperabilityInteroperability
i i l i h i i h hi i l i h i i h h instructional units that interoperate with eachinstructional units that interoperate with each
other regardless of developer or learningother regardless of developer or learning
management s stemmanagement s stemmanagement systemmanagement system

22. Goals of Learning Object DesignGoals of Learning Object DesignGoals of Learning Object DesignGoals of Learning Object Design
D biliD biliDurabilityDurability
 units of instruction that withstand ever evolvingunits of instruction that withstand ever evolvingunits of instruction that withstand ever evolvingunits of instruction that withstand ever evolving
delivery and presentation technologies withoutdelivery and presentation technologies without
becoming unusablebecoming unusablegg
AccessibilityAccessibility
l i h i il bl hl i h i il bl h learning content that is available anywhere, anylearning content that is available anywhere, any
timetime——learning content that can be discoveredlearning content that can be discovered
and reused across networksand reused across networksand reused across networksand reused across networks

23. Short learning objectShort learning objectShort learning objectShort learning object

24. Another exampleAnother exampleAnother exampleAnother example

25. Learning Object when deployed overLearning Object when deployed over
h i ill h h hh i ill h h hthe internet will have to have thethe internet will have to have the
following features:following features:following features:following features:

26. Learning Object:Learning Object:

27. One minute content:One minute content:One minute content:One minute content:
Sh iSh i Short answers to some questions.Short answers to some questions.
 Frequently asked questionsFrequently asked questionsq y qq y q
 Seven to ten lines of answersSeven to ten lines of answers
 Simple and clear explanation is neededSimple and clear explanation is needed Simple and clear explanation is needed.Simple and clear explanation is needed.
 Ambiguity should be avoidedAmbiguity should be avoided
 Text should help an Audio Visual deliveryText should help an Audio Visual delivery
 The output video is shown at the centre ofThe output video is shown at the centre of The output video is shown at the centre ofThe output video is shown at the centre of
the Computer screen ( so it is very small)the Computer screen ( so it is very small)
 Scrollable te tScrollable te t Scrollable text.Scrollable text.

28. LO ExampleLO ExampleLO ExampleLO Example
Question Learning Object Scriptp
What is
Hydrology?
Hydrology is the scientific study of water and its
distribution over land. Hydrogeology is a
hydrological science dealing with the geological
Hydrology? yd o og ca sc e ce dea g w t t e geo og ca
conditions that control the occurrence and
distribution of ground water. It also deals with
the qualitative and quantitative characteristics of
groundwater, its exploration and management.
The equations governing the flow of water, Well
hydraulics, Factors of natural recharge, methods
of artificial recharge, chemical evolution of
groundwater, The influence of man on natural
water resources and its impact are studied in this
subject. It is divided into physical hydrogeology
and chemical hydrogeologyand chemical hydrogeology.

29. LO modelLO model--22
Question Learning Object Scriptp
What is
groundwater
Groundwater contamination is the process
of polluting the groundwater resources.
Th f p ll t nt l ft b th d tigroundwater
contamination?
The surface pollutants left by the domestic,
agricultural and industrial activities will be
dissolved by rain water. This effluent is
called as a leachate. It infiltrates into the
ground through the top soil layer and
reaches the saturated zone. During this
transport, the pollutants may be adsorbed
onto the subsurface materials or may be
subjected to chemical reactions or
biological degradation. It mixes with theg d g d
groundwater resource very quickly and
starts moving along with it. It involves
many aqueous geochemical processes like
dispersion and advection. The major
characteristics of chemicals whichcharacteristics of chemicals which
influence groundwater contamination are
solubility, equilibrium vapour pressure and
Partition coefficient.

30. Steps involved:Steps involved:Steps involved:Steps involved:
W i iW i i Write a scriptWrite a script
 Correct it ( grammar, spelling, consistency,Correct it ( grammar, spelling, consistency,
i f l i )i f l i )meaning, factual items, names, etc)meaning, factual items, names, etc)
 Collect all visuals and pictures neededCollect all visuals and pictures needed
 Prepare a storyboard( line by line show details)Prepare a storyboard( line by line show details)
 Narration needs a style.Narration needs a style.
 Writing for readingWriting for reading
 Audio also should convey the meaningAudio also should convey the meaningy gy g
 Shooting of video ( practice for camera)Shooting of video ( practice for camera)
 Edit the video for including visualsEdit the video for including visuals Edit the video for including visualsEdit the video for including visuals

31. Script exampleScript exampleScript exampleScript example
f df d Forests are one of the most productive ecosystems.Forests are one of the most productive ecosystems.
 Forest helped the civilization in giving food, shelter, clothing, and fuel.Forest helped the civilization in giving food, shelter, clothing, and fuel.
Prehistoric people ate berries and nutsPrehistoric people ate berries and nuts grown in forests. Forests havegrown in forests. Forests havep pp p gg
many natural produces.many natural produces.
 These are grouped into four types asThese are grouped into four types as wood products,wood products, fiberfiber products,products,
chemical products and fuel productschemical products and fuel productschemical products, and fuel products.chemical products, and fuel products.
 Wood products are mostly used for making house doors, windows andWood products are mostly used for making house doors, windows and
furniture.furniture. WoodWood fibersfibers are used for making paper and boards.are used for making paper and boards.
 Chemical products like cellophane and rayon are manufactured byChemical products like cellophane and rayon are manufactured by
breaking down these wood andbreaking down these wood and fibersfibers and treat them chemically.and treat them chemically.
 Fuel products include logs wood pellets and charcoalFuel products include logs wood pellets and charcoal Fuel products include logs, wood pellets, and charcoal.Fuel products include logs, wood pellets, and charcoal.
 In addition to these there are many other forest products which areIn addition to these there are many other forest products which are
mostly derived from the barks, fruits, gum, leaves, and sap of the trees.mostly derived from the barks, fruits, gum, leaves, and sap of the trees.
 Every item in a forest plays a significant role onEvery item in a forest plays a significant role on the earth.the earth.

33. What is WebWhat is Web Based Training?Based Training?What is WebWhat is Web--Based Training?Based Training?
WBTWBT i i i h dii i i h di WBTWBT is an innovative approach to distanceis an innovative approach to distance
learning by the technologies and methodologies oflearning by the technologies and methodologies of
h W ld Wid W b h I d ih W ld Wid W b h I d ithe World Wide Web, the Internet, and intranets.the World Wide Web, the Internet, and intranets.
 WebWeb--based training presentsbased training presents livelive content, as freshcontent, as fresh
as the moment and modified at will, in a structureas the moment and modified at will, in a structure
allowing selfallowing self--directed, selfdirected, self--paced instruction in anypaced instruction in any
topic.topic.
 WBT is mediaWBT is media--rich training fully capable ofrich training fully capable ofg y pg y p
evaluation, adaptation, and remediation, allevaluation, adaptation, and remediation, all
independent of computer platform.independent of computer platform.p p pp p p

34. INSTRUCTIONAL DESIGN:INSTRUCTIONAL DESIGN:INSTRUCTIONAL DESIGN:INSTRUCTIONAL DESIGN:
Is a process,Is a process, (BPO)(BPO)pp ( )( )
Is a disciplineIs a discipline ( courses)( courses)
IIIs an art,Is an art,
Is a scienceIs a science
Is a realityIs a reality
I SI SIs a SystemIs a System
Is for knowledge development.Is for knowledge development.Is for knowledge development.Is for knowledge development.

35. EFFECTIVE ONLINEEFFECTIVE ONLINEEFFECTIVE ONLINEEFFECTIVE ONLINE
INSTRUCTIONINSTRUCTIONINSTRUCTIONINSTRUCTION
••Needs Proper use of TechnologiesNeeds Proper use of Technologies
Sh ld P id I i i dSh ld P id I i i d••Should Provide Interactivity among studentsShould Provide Interactivity among students
••Shall Create Good Interpersonal relationshipShall Create Good Interpersonal relationship
••Must Ensure Academic honesty of learnersMust Ensure Academic honesty of learners
••Should Adopt suitable Delivery methodsShould Adopt suitable Delivery methodsShould Adopt suitable Delivery methodsShould Adopt suitable Delivery methods
••Shall Meet the Change & ChallengesShall Meet the Change & Challenges-- in rolein role
of teaching facultyof teaching facultyof teaching facultyof teaching faculty
••Should Undergo a Paradigm shift.Should Undergo a Paradigm shift.

36. State of the Art of MOOCs inState of the Art of MOOCs in
Human ResourceHuman Resource DevelopmentDevelopment

37. Way forward/aheadWay forward/aheadWay forward/aheadWay forward/ahead
T h l h dT h l h d Technology is changing every dayTechnology is changing every day
 For today’s students/ teaching, we may/ mustFor today’s students/ teaching, we may/ musty g, yy g, y
use today’s technologyuse today’s technology
 By the time we finish something newBy the time we finish something new By the time we finish something, newBy the time we finish something, new
technology will come to change ourtechnology will come to change our
methodologymethodologymethodology.methodology.
 However, pedagogy is beyond technology.However, pedagogy is beyond technology.
Thank youThank you

38. Step 1: Needs Assessment & Assessment ofStep 1: Needs Assessment & Assessment of
Client’s Existing Educational.Client’s Existing Educational.
This phase consistsThis phase consists of the following activities:of the following activities:
(1) Existing Learning systems analysis;(1) Existing Learning systems analysis;(1) Existing Learning systems analysis;(1) Existing Learning systems analysis;
(2) Training needs analysis;(2) Training needs analysis;
(3) Business domain analysis;(3) Business domain analysis;
(4) Gap analysis;(4) Gap analysis;(4) Gap analysis;(4) Gap analysis;
andand
(5) Prevalent learning styles.(5) Prevalent learning styles.

39. Step 2: Formulation of an EStep 2: Formulation of an E--
Learning Strategy.Learning Strategy.
In this phase, we determine the needs forIn this phase, we determine the needs for
type of technologies, contents, delivery,type of technologies, contents, delivery,type of technologies, contents, delivery,type of technologies, contents, delivery,
governance issues, competency frameworks,governance issues, competency frameworks,
and learner objectives.and learner objectives.
Strategies are to be designed to work withinStrategies are to be designed to work withinStrategies are to be designed to work withinStrategies are to be designed to work within
the given financial and timethe given financial and time--toto--deliverydelivery
ttparameters.parameters.

40. Step 3: Solution ArchitectureStep 3: Solution Architecture
Design.Design.
Architectural decisions are based on theArchitectural decisions are based on the
outcome of the eoutcome of the e--learning strategy andlearning strategy and
dd i lik f hi hdd i lik f hi haddress issues like performance, highaddress issues like performance, high--
availability, scalability, and usability.availability, scalability, and usability.y y yy y y

41. Step 4: PrototypingStep 4: PrototypingStep 4: Prototyping.Step 4: Prototyping.
Various prototypesVarious prototypes are developed to select theare developed to select the
best possible approachbest possible approachp ppp pp
Prototypes are made that illustrate thePrototypes are made that illustrate the
blending of the creative instructional andblending of the creative instructional andblending of the creative, instructional, andblending of the creative, instructional, and
technical concepts.technical concepts.
They allow experiencing the eThey allow experiencing the e--learninglearning
functionality, design features, and creativefunctionality, design features, and creativeu c o y, des g e u es, d c e eu c o y, des g e u es, d c e e
approaches that will be employed in theapproaches that will be employed in the
projectprojectproject.project.

42. Step 5: Design, Development and IntegrationStep 5: Design, Development and Integration
of Content.of Content.
h h l h f llh h l h f llThis phase involves the followingThis phase involves the following steps:steps:
(1) Migration and re(1) Migration and re--usability of existing onusability of existing on--(1) Migration and re(1) Migration and re usability of existing onusability of existing on
line contents, if any;line contents, if any;
(2) R i f il bl ff(2) R i f il bl ff hh h lf ih lf i(2) Review of available off(2) Review of available off--thethe--shelf contents inshelf contents in
light of the learning course;light of the learning course;
(3) Objectives; and(3) Objectives; and
(4) D l t f(4) D l t f li t t ifli t t if(4) Development of new on(4) Development of new on--line contents, ifline contents, if
needed.needed.

43. Step 6: Implementation, Deployment,Step 6: Implementation, Deployment,
and System Integration.and System Integration.
 This is the mostThis is the most intensive and the longest phaseintensive and the longest phase
This involves programming, testing, andThis involves programming, testing, and
deployment of the complete solution.deployment of the complete solution.
All the learning components are also integrated inAll the learning components are also integrated in
this phase to produce the complete solutions.this phase to produce the complete solutions.

44.  Thank youThank you