Can you get good quality e-learning without paying the earth?

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CONTENTS
INTRODUCTION NECESSITY CONTEXT FOR CONTENT SUMMARY APPENDIX
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As a designer and developer of e-learning this is a question that we wrestle with pretty much every day of our working lives (and even during the days of our non working lives as well!). We, like others in a similar position, be it freelance designers, small companies, in house designers or large agencies, are all looking to provide a service to our clients (internal or external) that ticks an array of different boxes, including: Value for money we want our clients to feel happy with the product delivered for the amount of money they paid. Achievement of the desired outcomes fundamentally, we want it to work, achieve the objectives we were set. A smooth and efficient process we want the process of working together to be a good one, one that the client would be happy to undertake again. A high quality, engaging and interesting end product so the clients end users of the training get maximum benefit from it and perhaps even enjoy the experience!

describe the position. On the client side, they have a product that they are happy with, one that achieves all its business and learning objectives, it is engaging and enjoyable for the end users and the process of producing it was not too painful or time consuming. On the supplier side, we have a happy customer, we have been paid for the service provided, we have demonstrated that we are good to work with and hopefully more work will ensue.

All sounds ideal ... but there is a catch.

Its noones fault, it wasnt deliberate, it couldnt be helped (well, actually there is some debate about all of those!) but the economy plummeted, basically everything went to pot and no-one had any money I exaggerate, I know, but for dramatic effect, work with me on this...

If we can achieve this then we have what is commonly known as a Win/Win situation. Whilst this is not my favourite turn of phrase, it does pretty accurately

The upshot of this unfortunate turn of events was that budgets got cut; plans were re-shaped and changed, pressure was put on L&D to look for new, less expensive ways of doing things but do things they still must. People still need training, the environment in which we work is still evolving products launched, regulations changed, new systems installed etc

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all the conditions that precipitate training are still happening. The big difference now is the requirement on L&D to make the budget stretch even further and get more bang for their buck. Quite understandably, despite having less to spend, the requirements remain the same; high quality, value for money, objective focused, well managed, learning content that still ticks all the boxes just like it did before. My question however is this: . does the Win/Win still feel like a Win/Win? Do both client and vendor feel totally satisfied that both of the respective lists of boxes are ticked - I wonder. However before I am misconstrued there is noone to blame it is just the circumstances we find ourselves in and we have to work our way through it. Which brings me back to the question Can you get good quality e-learning without paying the earth?, and get us back to that Win/Win situation we enjoyed a few years back - I think the answer is very much yes, but it takes some time, effort and thought. When we work with clients who find themselves in this position we try and apply the following set of guidelines to their situation. None of these are rocket science, frankly most are just good practice or common sense - but worth consideration just the same:

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NECESSITY - do you really need e-learning? Talk about shooting yourself in the foot! As an e-learning development company why on earth would we ask this question? Well the simple answer is that that developing e-learning that is unnecessary only reduces the budget for the more important content. As we discuss later in the document, e-learning can sometimes be part of the answer, the alternative is to blend, mix and match media. The focus should always be on meeting the core objectives; value for money, the achievement of the desired outcomes, a smooth and fulfilling process resulting in a high quality, engaging and impactful end product. If we over stretch the budget by developing content that could be suited to far simpler forms of media, there is less available for more suitable content. We should also focus our efforts to ensure that the e-learning we do produce is of the highest attainable quality. Having seen examples where this is very far from the case, it is much better to retain as much budget as possible to make the e-learning that is produced fantastic. This is very much a case of quality over quantity. TIME - Time is always an important consideration when developing content. How long should a piece of e-learning be 10, 20, 30 minutes? The truth is we

dont know as it depends on the content etc. However we believe in most cases it is possible to reduce that time and dont forget time = money. By spending more time at the front end of the process, considering the purpose of the training, focusing only on the core content that specifically meets the learning objectives, you can look to shorten and cut out unnecessary or peripheral content. By retaining focus and reducing the duration of the course, not only will you reduce cost but you will probably find uptake on the rise as well. In our experience most learners prefer e-learning that is short, sharp and to the point. BE CREATIVE - Sometimes it needs a change of mindset to remove the this is the way we have always done it viewpoint and start to look at things afresh. We fully recognise and understand about branding and brand guidelines and they will always be a major factor in any design, but the creativity I am talking about has less to do with the graphic design and art direction and more to do with the concept or scenario creation the learning is wrapped up in. BE BRAVE - be challenging, dont slide back into convention and choose the safe option. Also dont be misled into thinking this has to be expensive it doesnt, it just has to be imaginative and unconventional. Lets face it whod have thought

Meerkats could sell insurance, Orange could be a mobile telephone network or baking cakes could prove popular TV - it takes imagination and some guts to look at something from a totally new angle but the results can be spectacular. SMARTER INSTRUCTIONAL DESIGN Instructional design is a weird and wonderful science. Defined by Instructionaldesigncentral.com as the systematic process by which instructional materials are designed, developed, and delivered, the methodologies that support the process have evolved over the years. There now sit an array of different methodologies, processes and theories, which support that systematic process, mentioned above. Some examples of instructional design methodologies include the following: Merrills First Principles of Instruction ADDIE Model Dick and Carey Model Kemps Instructional Design Model Gagns Nine Events of Instruction

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I recognise this is only a small sample of the methodologies used in instructional design, I have just chosen a few based on my personal preference. Some research on the internet will find many more,

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equally worthy examples. I have also provided a summary of the above as an appendix to this Whitepaper, if you are interested. My point is not to critique instructional design methodologies but to make the point that there are a number of different ways to design learning content and it is worth re-appraising which method is best suited to your organisations culture, structure, industry sector and image as this may result in new, more effective, faster and therefore less expensive methods of design. CONTEXT FOR CONTENT - In keeping with the design theories and methodologies we are firm believers in giving learners context. Context gives focus and focus allows you to reduce unwanted content - thereby saving time and cost. When I talk about context, I dont mean context in a wider, global sense (ie: completing this training will enable you to articulate where product X fits into the global fastenings market (Im not sure why I chose the fastenings market, but.) but more context in a local sense (completing this training will enable you to recognise which of your markets Product X fits into, give an overview of how Product X can win in this market and give you the tools you require to sell product x effectively and profitably ). It is also important to focus on things that are real

TRICKS OF THE TRADE - One of the consistent themes running through every discussion we have about e-learning is how do you make it more engaging for the learners? We have already touched on some but one that is simple, not that expensive and very effective is simply to jazz it up a bit using skills and/or tools that that add a final the polish to the content. This does not have to cost much. You do not need to apply these to the whole course, rather use

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for the audience. Talk about situations they will find themselves facing and give them confidence and assurance that they can overcome them. This concept is just as valid for any type of e-learning (or any type of training for that matter). Explaining why the course is important not just for the company but for them personally. Why you are asking them to do it and what benefit both you and they will gain from it is key to gaining that acceptance.

a sprinkling or a dusting over the course which will make a huge difference A few examples of how this can be achieved are: Use a professional voiceover to provide a commentary for the content. This engages another of the senses and adds a personality to the experience. Add video content into the course. It doesnt have to be expensive you can use in houseresources, own staff, own premises etc to keep the cost down but video gives you the opportunity to create breaks in the content to keep the learner occupied. Interactions not just for their sake, but some form of user participation is a good way of keeping the learner engaged and there are many different ways you can achieve this. Use tools like After Effects to spice up flat content. After Effects allows you to add depth to flat content almost like a 3D effect. Couple this with some slick animation and it really raises the production quality of the course to new levels making it much more user friendly. Add some art direction and graphic design to the process. This type of creative skill is almost imperceptible to those (including me) that do not have it. How things fit, how things look, how things work together (or not) adjustments to lines, colours, fonts, images, shading, angles,

Lets be honest, in a lot of cases e-learning is done because it has to be its compulsory. Even so, lets at least make it relevant and explain to the learner why it is necessary for him/her to do it

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etc can make a huge difference to the finished courses look and feel. It is a bit like sprinkling magic creative dust over the course - they just always look so much better ! BLEND, MIX & MATCH - Before embarking on the development of a course we look for alternatives not because we dont want the work - but because it is important to consider the relevance and suitability of e-learning across the entire subject matter. Potentially a short video, an interactive PDF, an infogram or a set of slides maybe the whole or part of the answer. Sometimes its possible to break the subject matter down into sections and look at different media to cover different sections, with a shortened e-learning module to summarise and assess. USE THE PROPER TOOLS - One of the biggest costs are re-works because of changes. From experience we know that organisations are always changing, products or processes change, regulations and laws change - it happens all the time and you cannot stop it, all you can do is adapt and be prepared for it. One way to help is use an authoring tool that allows you to make changes to the content quickly and easily. Being realistic there will be some things that are not possible to change - video content is a good example once shot and edited, it is shot and edited. But text, images or graphics, if designed and built

sympathetically, should be changeable and if you use a tool such as Coursebuilder from Lumesse as an example you can save a lot of rework costs by doing the changes yourself.

SUM M ARY In our experience the answer is very much Yes, you can get good quality e-learning without it costing the earth. As long as you are prepared to compromise a little, be open minded and be prepared to step out into uncharted territories, there are ways and means to stretch that budget and still produce high quality, engaging, thought provoking e-learning without breaking the bank.

Contact Details
377-399 London Road, Camberley, Surrey, GU15 3HL.

Office: Basepoint Business Centre,

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James Penny
Learning Programmes Director

t: +44 (0)1276 415727 w: www.commslearning.com e: contactus@commslearning.com

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AP PE N D I X
Models help us to make sense of our world and offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem and helps us to visualize the problem and break it down into discrete, manageable units. A model should be judged by how it mediates the designers intention, how well it can share a workload, and how effectively it shifts focus away from itself toward the object of the design activity. -Martin Ryder, University of Colorado. Merrills First Principles of Instruction Many current instructional models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real- world activities. At the top level the instructional design prescriptions based on first principles are as follows: Learning is facilitated when learners are engaged in solving real-world problems. Learning is facilitated when existing knowledge is activated as a foundation for new knowledge. Learning is facilitated when new knowledge is demon-

strated to the learner. Learning is facilitated when new knowledge is applied by the learner Learning is facilitated when new knowledge is integrated into the learners world. For further reading and source see: http://id2.usu.edu/ Papers/5FirstPrinciples.PDF ADDIE Model The five phases of ADDIE are as follows: Analysis: During analysis, the designer identifies the learning problem, the goals and objectives, the audiences needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project. Design: A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here. Development: The actual creation (production) of the content and learning materials based on the Design phase. Implementation: During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated. Evaluation: This phase consists of (1) formative and

(2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterionrelated referenced items and providing opportunities for feedback from the users. Revisions are made as necessary. Rapid prototyping (continual feedback) has sometimes been cited as a way to improve the generic ADDIE model. Source: http://en.wikipedia.org/wiki/ADDIE_Model Dick and Carey Model Walter Dick, Lou Carey, and James Carey developed this comprehensive and detailed process in 1978 comprising 10 components: Identify Instructional Goals - Describe what the learners are expected to do or perform at the end of the instruction. Conduct Instructional Analysis - Identify the steps the learner must be able to perform in order to accomplish the tasks that lead to the desired performance, identifying the exact performance gap between present and desired performance. Identify Entry Behaviors - Identify the general characteristics of the learners, including skills, experience, motivation levels, and basic demographics; which relate to the skills and topics that will be taught giving enough detail to identify the correct

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starting point of the instruction. Write Performance Objectives - Performance Objectives consist of a description of the task or skills to be learned, the standards or criteria, and the conditions that the task must be performed. Develop Assessment Instruments - Tests and evaluations are created that :1) ensure the learners meet the necessary prerequisites for learning the new skills and knowledge, 2) check the learners progress in meeting the performance objectives and 3) evaluate the learning process itself to ensure it is structurally sound. Develop Instructional Strategy - Create a blueprint of the learning activities that will transfer, develop and reinforce the skills and knowledge formulated in the performance objectives. Develop and Select Instructional Materials - Using the blueprint in the previous step, fully development the instructional content and activities. Reuse existing material whenever possible. Design and Conduct Formative Evaluation - Using field trials, small group instruction, and/or interviews with prospective learners; collect data to identify areas in the instructional material that need improvement. Design and Conduct Summative Evaluation Judge the worthiness of the program after all activities and the first classroom iterations with the focus being on the outcome: Did it work as intended?

Revise Instruction: Use the data from the two types of evaluations to examine the validity of the instructional material and revise as needed.

Source: http://www.nwlink.com Kemps Instructional Design Model The Kemp Design Model consists of 9 steps: 1. Identify instructional problems, and specify goals for designing an instructional program. 2. Examine learner characteristics that should receive attention during planning. 3. Identify subject content, and analyze task components related to stated goals and purposes. 4. State instructional objectives for the learner. 5. Sequence content within each instructional unit for logical learning. 6. Design instructional strategies so that each learner can master the objectives. 7. Plan the instructional message and delivery. 8. Develop evaluation instruments to assess objectives. 9. Select resources to support instruction and learning activities Source: .http://www.instructionaldesign.org/models/ kemp_model.html

Gagns Nine Events of Instruction Essential to Gagnes ideas of instruction are what he calls conditions of learning. He breaks these down into internal and external conditions. The internal conditions deal with previously learned capabilities of the learner. Or in other words, what the learner knows prior to the instruction. The external conditions deal with the stimuli (a purely behaviorist term) that is presented externally to the learner. For example, what instruction is provided to the learner. (Cory, 1996) Gagns most essential ingredients of teaching are: presenting the knowledge or demonstrating the skill providing practice with feedback providing learner guidance These elements have to be designed differently according to the type of learning level (learning goal) to be achieved. For Gagn, instructional design means to first identify the goal (a learning outcome) and then construct the learning hierarchy, i.e. do a task analysis of skills needed to perform a measurable activity that demonstrates a learning goal. Gagnes 9 general steps of instruction for learning are: Gain attention: e.g. present a good problem, a new situation, use a multimedia advertisement, ask questions. This helps to ground the lesson, and to motivate Describe the goal: e.g. state what students will be able to accomplish and how they will be able to use the knowledge, give

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a demonstration if appropriate. Allows students to frame information, i.e. treat it better. Stimulate recall of prior knowledge e.g. remind the student of prior knowledge relevant to the current lesson (facts, rules, procedures or skills). Show how knowledge is connected, provide the student with a framework that helps learning and remembering. Tests can be included. Present the material to be learned e.g. text, graphics, simulations, figures, pictures, sound, etc. Chunk information (avoid memory overload, recall information). Provide guidance for learning e.g. presentation of content is different from instructions on how to learn. Use of different channel (e.g. side-boxes) Elicit performance practice let the learner do something with the newly acquired behavior, practice skills or apply knowledge. At least use MCQs. Provide informative feedback , show correctness of the trainees response, analyze learners behavior, maybe present a good (step-bystep) solution of the problem Assess performance test, if the lesson has been learned. Also give sometimes general progress information Enhance retention and transfer : e.g. inform the learner about similar problem situations, provide additional practice. Put the learner in

a transfer situation. Maybe let the learner review the lesson. The way Gagnes theory is put into practice is as follows. First of all, the instructor determines the objectives of the instruction. These objectives must then be categorized into one of the five domains of learning outcomes. Each of the objectives must be stated in performance terms using one of the standard verbs (i.e. states, discriminates, classifies, etc.) associated with the particular learning outcome. The instructor then uses the conditions of learning for the particular learning outcome to determine the conditions necessary for learning. And finally, the events of instruction necessary to promote the internal process of learning are chosen and put into the lesson plan. The events in essence become the framework for the lesson plan or steps of instruction. (Corry, 1996) Soursce: http://edutechwiki.unige.ch/en/Nine_events_ of_instruction

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