BEST PRACTICE GUIDE FOR DEVELOPING E-LEARNING MODULES

“Refresher tool on the basics of safety on or along tracks”

A glossary with definitions of e-learning terms can be found at:
http://www.cybermediacreations.com/elearning/glossary.html

This guide aims to offer “good tips and hints” for the development of a successful e-
learning course on “safety on or along tracks”.
The current best practice guide is the result of exchanges on good practice between
various partners.
It is not meant to represent an exhaustive list of tasks required to develop an e-
learning course.

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Parties agree to use the WBT (Web Based Training) development model below as a
reference:

Figure 1. Development model from the book ‘Planning And Design For High-Tech Web-
Based Training’ (David E. Stone)

1. Analysis

Needs analysis
− Define the stakeholders and together determine their needs
− Establish why e-learning is the most suitable option for this training (for
example: size of target group, frequency of changes in regulations,..) – and
communicate these reasons

Task analysis / Performance objectives

− Check content with railway technical experts, target groups and teachers

Audience analysis
− Employees working on / or along tracks
− Study the labour force and identify groups with special needs (such as need
for other language versions)
− Check the target audience’s learning culture (familiarity with e-learning?
Learning style? Self responsibility? Homogeneity of the target group,..)

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Technical analysis
− Check availability of computers and their suitability
− Make sure the module is SCORM (international standard) compatible – and
compatible with different LMS (glossary)
− Supply a printable version of the programme (at least in the initial phase)

Cost-benefit analysis
− Size of target groups (critical mass)
− Learning anytime and anywhere.
− Tailoring of training to best meet individual needs.
− Cost effectiveness. E-learning cost effectiveness depends very much on the
number of trainees
For further details, please see appendix about a Hungarian cost benefit analysis

2. Strategic planning

Management summary
- Offer customers several possible levels of interactivity- use of media - relative to
cost, by presenting a range of versions (basic or extended version – German
example given in the appendix)

Training strategy
− Define which part should be e-learning and which should be “classroom ”
teaching
− Try to offer blended learning
− If using e-learning, decide the stage at which it will be employed in the learning
programme (before, during and/or after)

Designing instructions
The following items are given as examples. The list is not exhaustive.
− Separate the exercises and the instructions: to be able to meet the needs of
different levels (beginners or experienced workers). See example in picture 1
below.
− Better to have short sentences written in large script
− One picture says more than 1000 words! (animations, slide show)
− Each page of instructions should have a relevant picture
− Mix media types
− Make the programme interactive
− Show the structure of the programme; all the subjects need to be visible
− Ensure navigation is user-friendly
− Provide exercises with explanatory feedback (not only “yes” or “no”)
− Vary type of question (multiple choice, matching, drag & drop, etc..)
− Vary type and timing of tests (tests to reproduce and practice taught material;
tests at end of lessons or chapters), and a final test, to measure overall
knowledge on completion of course).

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Picture 1 (Dutch example): The beginner can choose the tab ‘Instruction’ (‘uitleg’).The experienced
worker can decide to skip the instructions and test his knowledge directly by selecting the tab
‘Exercises’ (‘oefening’)

Financial plan
− The financial plan will depend on the team you have or your internal training
strategy. Some training centres (usually bigger ones like DB training and MAV
Baross Gabor training centre,) have internal interdisciplinary teams including:
developers, programmers, designers and training experts.

Time & action plan

− If you have an interdisciplinary team (including developers), try to buy/make an
authoring system, which allows you to work from a rough concept to a detailed
programme. This saves time.
− Plan some moments (mile stones) for your customer to give feedback
− Begin as soon as possible (customers don’t realise how much work is
involved!)
− Plan extra time for trouble shooting or extra, unforeseen activities (X2)!
− Keep in mind the triangle:
time

money quality

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Acceptance criteria
The main question to ask the customer is: What result do you expect?
Make a check-list to be agreed upon with the customer. For example:
− One uniform version for all target groups?
− Printable screens?
− Languages?
− Charge/no charge for the participants? Who is paying the development, the
hosting?

3. Development

Templates
− If you use templates, work with limited number of them (about 10 standards).

Picture 2 Example of a template (Dutch version) ‘Safety along the tracks’

− The developer uses more than one computer screen/monitor for the
development
− For acceptance of the programme, bear in mind user culture/preferences (for
example, cartoons and caricatures should generally be avoided in Hungary)
− Do not automatically use the company colours. Be aware of the pedagogical
impact of each colour used

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 − Do not frustrate the learner with system features…
- Use “pop ups” as little as possible
- Do not scroll pages
- Avoid too many links
− Pictures should be on the left side of the screen and text on the right side
− The menu should look like:

Picture 3 Example of a template (Dutch) ‘Trainweb’

Storyboards
− Customers generally find it difficult to read storyboards. Find a way to show
the actual screen and contents during development.
− If possible, make the storyboard together with the customer.

Media
Text and /or speaker’s voice
− Let the learner choose whether he wants audio: learner must not be slowed
down by audio
− If you use audio, then make it short
− If you use audio be aware that any change to content can entail high costs

− If you use speaker’s voice, then offer learners a voice option (male or female)
− Limit the number of font sizes used. A minimum of font size 12 is
recommended

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 − Use letter types without serif. For example: use ‘m’ in stead of ‘m’
− To emphasise words: do not underline (except for hyperlinks, of course). In
stead, use bold letters.
− Screens have to be “calm” (no distractions)
− Avoid negative formulation in a question. Or, if it is unavoidable, put the
negative word in bold.

Sound
− No background music

Animations, pictures
− Do no put pictures for decoration, only for information (it must be instructive!)
− Plan enough time/people to review the suitability of pictures (sometimes there
are details which are no longer correct!)
− Note the copyright of the photographer and permission from persons
appearing on photos
− Make a ‘library’ of pictures which may be reused in several e-learning modules.
Hire a student to categorise the photos and pictures, with indication of
- Name of category
- 3 characteristics (for example: name of location, work, people)
- Year
− Use slideshows instead of video. When there is a mistake, it is easier to
change one photo than to produce a whole new video.
− Use professional photographers/movie shooters

SCORM / compatibility
− Perform a test on different systems, before the programme is ready

Internet accessibility, downloads, CDs

− When content change rapidly, CDs are not easy to update.
− Internet accessibility will depends on the target group. Make sure you
understand their profile.

LMS (Learning Management System, Learning Content Management

System)
− Choose what you need and not what the industry wants to sell you!
− LCMS is of interest when there is a high volume of e-learning content
− LMS is of interest for following up learner results both for management and the
learner himself

Development tools

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 − Germany uses the development tool ‘Sumatra’, which offers the advantage of
covering all phases of development and programming
− The Netherlands have experience using the development tool Lectora
Publisher, which has the advantage of displaying results directly on screen
while developing. (Sumatra also)
− Hungary use SAP LSO Authoring Tool, which has the same advantage as
Lectora Publisher, and is also able to send results immediately to the HR
database.

An analysis of the advantages and disadvantages of each partner’s authoring tool is

in the appendices “National practices”.
Choose tools:
− with plenty of interaction and feedback features
− which give an immediate view of what is being developed
− which is developer friendly. The less user-friendly, the greater the time
required for a developer to understand and use the tool.
− which are compatible!

Content management
− Takes a lot of time to do it right
− Probably in the end it’ll save time

Printing texts/screens
− In case of long texts, it’s better to have blended activities: e-learning combined
with printing long texts
− Print the text and not the screen (it is easier to read)

Prevention of cheating/fraud (exams)

− Identification (finger print)
− Supervision: personal/ web camera
− There is new software available where the computer recognises the typing
pattern of the candidate
− User must click the field “I confirm I have done the test without any help”

Flow chart
− Work from main concept to detailed concept
− Agree the flow chart with the customer

Interaction design
− Make the use simple for the learner
− Test the structure on the learners, not only on the customers/stakeholders!
− To make the interaction design, you require separate functions:
- Developer / learning expert

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 - Programmer
- Graphic designer
− Curves (for example in buttons) “feel” nicer

Prototype
One chapter is ready and shown to the team and the customer
− Depending on the programming tool used, employ other means for
explanation to the customer (for example PowerPoint)

Alpha version
The alpha version is the complete version given to the team for a technical review
− Involve the trainers in the testing to foster a positive attitude towards the
programme and help them get fully acquainted with the programme to make it
easier for them to answer participants’ questions

Beta version
The beta version is the complete version reviewed by subject matters experts
− It is helpful to have the beta version checked by experts from the fields for
which the programme is new.
− The beta version should be available on internet (not only on CD), so feedback
is easier to obtain.

4. Deployment

Change management

− Inform the higher levels of management and the Human Resources

Departments of the companies, by giving demonstrations and showing the
prototype versions.
− Emphasise the advantages for the companies, for example: by using e-
learning, training time can be shortened by one day. It reduces the time spent
away from the job and costs.
− Emphasise the advantages for the target group: they are learning precisely
what they need, in their own time and at their own pace.
− It is advisable to build a team comprising an e-learning expert and one
account manager who understands the customer’s needs.
− Involve both trainers and the target group from the outset of the deployment
phase (see national good practices)

Testing use

− Plan practical tests in the training centre to observe participants as much as

possible during the trials. This delivers extra, non verbal information, besides
written feedback.

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 − Choose target groups with different levels of experience to receive a wider
range of feedback.

Installation

− Try to have installation finished towards the end of a holiday. You can use the
holiday time to make the final updates. Another advantage is that the users
can start with a fresh mind with something that is new to them.
− Make sure that the installation allows the target group to start to learn
immediately. Avoid other necessary requirements like Java plug-ins or
difficulties with pop-up blockers. Prepare instructions to help participants
overcome these kinds of technical difficulties.
− Give detailed information about the minimum technical requirements needed
to run the programme.

Pilot and roll out

Pilot
- It is not always necessary to have a pilot. Run a pilot if requested by the
customer, for technical reasons, for example.

Roll out
- Define with the customer the date from which the programme is to be made
available online for the participants.
A hotline or help-desk must be provided to handle unforeseen questions from the
target group.

5. Summative evaluation

Design of instructions

- Look at the effectiveness of the programme & carry out an evaluation with
the target group.
- Overall analysis of correct and wrong answers
- Interview the customer and the target group
- Quality assessment questionnaire (on-line version to be considered)

− Record all phone calls it is a source of feedback /information on how to

improve the programme

Financial evaluation
− ROI (return on investment) is important for the training centre
− Check the NPV (Net Present Value)
− Bear in mind that financial evaluation is not everything!
If possible try to demonstrate possible cost savings for the customer.

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Strategic evaluation

− Evaluate customer’s satisfaction against the criteria set up at the beginning of

the project.
− Evaluate the acceptance of e-learning in the company.

Technical evaluation

- Evaluate how many and which technical problems were encountered during
the pilot phase and after the roll out.

6. Maintenance
Instruction maintenance

− Make clear who has responsibility (developer, customer) and when for
technical maintenance and content updating
− Make clear agreements for who is responsible for what
− The customer is usually the one to decide

Technical maintenance

− It is advisable to work together with a reliable and competent service provider

Please look at the national good practices for more information

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