(1) Rapid E-Learning

Rapid E-learning is delivering training (learning) by electronic means and utilizing quick design and development methodologies, along with available resources, to bring a final solution to your target audience in the most efficient manner.  However it is defined, the result is still the same – creating an engaging learning experience quickly and inexpensively.

“Rapid”, in my opinion, shouldn’t be taken too literally.  The successful development of e-learning modules from start to finish shouldn’t be rushed – and for good reason.  Planning in distinct stages works toward producing a quality learning experience.

1. Planning – analyzing the content, creating a look & feel and proof of concept
2. Design and development – produce the e-learning based on the instructional design concept formed during the planning stage
3. Testing – using a sample of actual participants from the target audience pool, test the e-learning module(s) functionality and effectiveness of knowledge transfer
4. Delivery – after final fixes to any technical bugs or errors and content edits (if necessary), deliver the project to the client

Two things come to mind when reviewing these steps. First, in order to produce a quality learning experience you really can’t rush the process, even though you are developing under the banner of “Rapid” E-Learning.  Second, quality is controlled by following a defined process or model like the traditional ADDIE model of instructional design.

(2) Learning from Self-Paced Courseware

About half-way through the course the question was posed, “Is it possible to learn from self-paced courseware”.  My answer is, “Yes, but it depends.”.

Two things need to be present in order for learning to be effective:

1. Context / relevance
2. High fidelity multimedia

A PowerPoint presentation on its own (converted to e-learning) has little or no value unless it has context and is relevant to the learner’s needs.  Keeping things simple is effective, but unless there is context to the courseware it leaves a less than desired learning experience. 

Another aspect that makes self-paced courseware effective is multimedia, using all or a combination of audio, images, video, animation and text.  To demonstrate the effectiveness of multimedia in self-paced courseware take a look at Dale’s Cone of Experience.  The more interactive you can make your training, and the higher fidelity of the multimedia (the more real it is), the more effective it will be.

(3) Interactivity

Interactivity is more than just delivering content in an online format.  Just because you use multimedia, doesn’t make it interactive.  You have to have things such as challenges, decision making and problem solving on the part of the learner integrated in the content.

Elements such as the following help make e-learning interactive:

• Activity (task)
• Case study (to provide context)
• Discussion Activity (with other learners)
• Quiz (with feedback from a moderator or automated by the learning module)

In the past, I’ve taken issue with e-learning that are "page-turners" and sit-and-view modules. By adding these elements you can support learning and provide rich – interactive experience.

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So there you have it, my recap of the class and what I took away from it.  Of course, this post is repurposed from previous posts, but the three main points discussed here are what I feel are the highlights of IPT 523.

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