Rapid eLearning Development – Part 2
Developing Lesson Pages
After categorizing the content, we now move into laying out the basic design of a simple lesson, snippet, nugget or vignette.
The content is laid out on the appropriate type of pages with relationship of thought and content carefully considered to ensure that learning starts with “must learn” topics then moves to “in-depth and detailed” content.
e-Learning Behaviors
The approach in page layout encourages or supports e-Learning Behaviors.
The layout supports:
- Focus on quick access to performance content
- Easy entries and exits
- Random usage of content
- Quick problem-solving
- Easy access to content that meets learner needs
Understanding the Content Hierarchy
Developing lesson pages starts with the content hierarchy of your program, i.e. module and lesson topics, chapters or sections or a table of contents. A lesson is the smallest element.
Example:
One way to organize the sequence of content is using the Module-Lesson-Review workflow.
Modules
(There may be several modules or chapters)
Lessons
(There may be several lessons in a module)
Main Pages
Jump Pages Link Pages
Lesson Review Page
Module Review Pages
Important: Although we speak of modules, lessons, and pages ideally each lesson, snippet, nugget or vignette should be stand-alone content. So they can stand alone when not presented with the whole module and lesson structure.
Main Pages and Basic Structure – Laying Out Content
An e-Learning lesson is a small set of content that participants can learn in a few minutes or longer, depending on the participants’ specific and current learning needs and interests. Lessons allow quick entry and exit or quick access to details provided in links.
Lessons contain main pages, jump pages, and link pages. Main pages contain 30 – 50 words of performance goals, application points, key ideas, principles, “Must Learns,” ideas, (80/20), and a lesson review, as follows:
Page 1 – Introduction, gaining attention, “Organics”
Page 2 – Application points, goals, key ideas
Page 3 – Key principles
Page 4 – Introducing a detailed idea
Page 5 – Lesson Review Page
Lessons may contain learning ideas (content), exercises (interactivity) or assignments (applications), and reviews (learning reflections).
Definition of a page
A page consists of the total view presented in a screen. It may be a web page or a page in an interactive simulation, slideshow, PowerPoint or video.
Jump Pages
Jump pages are pages that summarize or introduce links that contain references. For example, before you present an HTML page or a PDF page with over 2,000 words of content, you may first need to show a page that tells the learner what to look for in the HTML or PDF page. So, instead of being lost in 2,000 words of PDF, the learners are logically guided.
Jump pages help learners get an overview of instruction on how to review or what to focus on in the link pages, especially when the link pages contain a great amount of text or references.
With the use of jump pages learners save time, accelerate their study, and reduce the frustration that often arises when navigating the volumes of pages or content.
Link Pages
Link pages contain detailed information on process, tasks, steps, procedures, tools, references, forms, people and relationships. Several methods are used, e.g. download, PowerPoint, Word Documents, Excel, PDF manuals, assignments, and others.
Links to interactivity, media, discussions, wiki collaboration tools etc.
Link pages are also links to in-depth content. These types of links allow learners to drill down to more content to support learning and find more answers and solutions. Several methods are used such as HTML, PowerPoint, Excel, PDF Manuals, assignments, and others. Usually content that is intended for “full proficiencies” are delivered in links.
Review Pages
Each lesson ends with a review page. A review page is for learning reflection and application. It is different from an assessment which measures retention or understanding. This can also be placed in the middle of the lesson to help participants reflect or interact with the content, coach or peers.
Developing Lesson Pages – Writing and Designing for e-Learning
From the very start, write in an “Organics” tone.
In e-Learning, one of the basic challenges is to design programs for learners with short attention spans or for those who multi-task. Unless the lesson pages grab the attention of the learners in the first few seconds, we lose the opportunity to keep the learners’ interest. To solve this problem, write the lesson pages with “Organics” in mind. Weave the content into a story, anecdote, case study or other forms of “Organics”. Write in an informal tone.
Facilitate Learning
Use directions smartly and maintain a “conversation” with your learners. Use directions and page design to facilitate, guide, coach, and prod participants to study the content.
In-depth Interactivity
Links within lessons may consist of in-depth interactivity, i.e. games, simulations, assessments, etc. Interactivity may also cover links to a virtual classroom, discussion, chat, Instant Messaging, Wiki, Blog, and others.
When is in-depth interactivity employed?
In situations where in-depth interactivity is required, the interactivity is focused on the “MUST LEARNS.” The interactivity, therefore, may represent only 10% of the 20% of the “must learns” where value is required, errors often occur, and content is difficult to learn or apply.
