E learning,How to develop eLearning from start to end.

E-learning
methodologies
A guide for designing and
developing e-learning courses

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expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations
(FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or
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The views expressed in this information product are those of the author
and do not necessarily reflect the views of FAO.
ISBN 978-92-5-107097-0
All rights reserved. FAO encourages the reproduction and dissemination of the material in this information product.
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© FAO 2011

This guide was prepared in the context of the FAO Trust Fund Project GCP/GLO/279/GER entitled:
“Improving the abilities of Regional Organizations to develop, implement and monitor food security
training programmes”. The project is funded by the Government of Germany and implemented by FAO.
Food and Agriculture Organization of the United Nations
Rome, 2011
E-learning
methodologies

2
This guide was authored by Beatrice Ghirardini, Instructional Designer, FAO.
The guide was developed as part of the FAO Trust Fund Project GCP/GLO/279/GER entitled: “Improving the abilities
of Regional Organizations to develop, implement and monitor food security training programmes” which is funded by
the Government of Germany and implemented by the Food and Agriculture Organization of the United Nations.
Chapter 7 - Courseware development and Chapter 9 - Learning platforms were authored by Jasmina Tisovic.
Mehmet Korkmaz and Ute Eberhardt provided content and advice on online learning tools and facilitation.
A major part of the examples used to illustrate e-learning processes and products are based on the experience
of the FAO Office of Knowledge Exchange, Research and Extension (OEK) and on the e-learning component
of the EC-FAO Programme on “Linking Information and Decision Making to Improve Food Security”, funded
by the European Union’s Food Security Thematic Programme (FSTP) and implemented by FAO.
The document integrates comments from Fabiola Franco, Cristina Petracchi, Peter
Bruggeling, Riccardo Santilli, Andrew Nadeau and Cecilia de Rosa.
Many of the glossary terms in this publication are reproduced with permission
from the American Society for Training & Development (ASTD).
An expert review was conducted by Franco Landriscina.
Brett Shapiro edited the final manuscript.
Original illustrations by Daniele Blundo and Massimiliano Martino.
Graphical design and page layout by Curt Wagner, Skiprock Creative.
Acknowledgements

3
Overview
The purpose of this guide is to provide detailed guidance on designing and developing an
e-learning course for trainers and instructional designers who are new to e-learning design. It also
provides basic concepts and information on the processes and resources involved in e-learning
development, which might be of interest to capacity-development managers.
The information in this guide is based on consolidated instructional design models and learning theories and
incorporates FAO’s experience in delivering e-learning courses in development contexts. While there are several
definitions of e-learning which reflect different perspectives, e-learning in this document is defined as follows:
This guide focuses on formal learning, specifically on structured courses designed to meet job-related training goals.1
It
does not address needs assessment or evaluation stages of a training project, but rather the design, development and
delivery activities which are specific to e-learning. Its focus is on e-learning solutions suitable for development contexts
characterized by technology constraints, such as limited hardware capabilities and low-bandwidth Internet connections.
Although much of what is covered in this document can be applied to e-learning in primary and
secondary school education, these guidelines have been developed mainly for adult learners, i.e. learners
who have completed their formal education, but who are still motivated to improve their job-related
tasks and knowledge. Adult learners share some characteristics that are different from those of full-
time students, which influence the design of learning programmes. In particular, adult learners:
>> need to know the benefits of learning (why they have to learn something);
>> like to learn experientially;
>> approach learning as problem-solving;
>> learn better where they can see the immediate value and application of content; and
>> prefer to study at a time, place and pace convenient for them.
The guide is articulated into four main sections:
Part I: Introduction
Part I (chapters 1 and 2) provides an introduction to e-learning characteristics, benefits, activities and resources needed
to develop an e-learning project. It mainly addresses training and capacity-development managers and those who are
interested in starting an e-learning project or integrating e-learning components in their organization’s training programmes.
Part II: Designing an e-learning course
Part II (chapters 3 and 4) provides guidance on how to design an e-learning course (from the needs, target and task/topic
analysis to the definition of learning objectives, sequencing, choice of learning strategies and delivery formats). This mainly
addresses trainers and instructional designers who aim to create learning projects that really match learners’ needs.
E-learning can be defined as the use of computer and Internet technologies to deliver
a broad array of solutions to enable learning and improve performance.
1
However, e-learning is not limited to formal, well-defined courses. It also encompasses other forms of learning,
such as learning at home or learning at work through e-mentoring and e-coaching, for example.

4
Part III: Creating interactive content
Part III (chapters 5, 6 and 7) provides detailed guidance on creating interactive content (from the
application of learning strategies and media to courseware development). This chapter addresses
instructional designers and subject matter experts involved in content development as well as all those
who want to know more about the methodology and tools used to create e-learning content.
Part IV: Managing and evaluating learning activities
Part IV (chapters 8 and 9) provides an overview of online collaborative learning, evaluation methods
and learning platforms used to host online courses. This addresses training managers, facilitators and
instructional designers who want to know how to conduct and evaluate an online course and how
learning platforms can support course delivery and communication among participants.
The guide also includes a glossary, a bibliography, and a number of templates and tables.

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Table of contentS
Part I – Introduction 7
1. Getting started 8
1.1 Why develop e-learning? 8
1.2 E-learning approaches 10
1.3 E-learning components 11
1.4 Synchronous and asynchronous e-learning 13
1.5 Quality of e-learning 14
1.6 Examples of FAO e-learning courses 14
1.7 Blended learning 17
1.8 In summary 19
2. What is needed to develop an e-learning course? 20
2.1 The activities 20
2.2 The team 22
2.3 The technology 24
2.4 Case study: The IMARK work flow to produce and deliver e-learning content 24
2.5 In summary 26
Part II – Designing an e-learning course 27
3. Identifying and organizing course content 28
3.1 Needs analysis 28
3.2 Analysing the target audience 29
3.3 Identifying course content 30
3.4 Defining learning objectives 34
3.5 Defining the course sequence 36
3.6 Case study 38
3.7 In summary 43
4. Defining instructional, media, evaluation and delivery strategies 44
4.1 Defining instructional methods 44
4.2 Defining the delivery strategy 54
4.3 Good practices 55
4.4 Defining the evaluation strategy 56
4.5 In summary 56
Part III – Creating interactive content 57
5. Preparing content 58
5.1 How subject matter experts contribute to e-learning development 58
5.2 Tips for content development and language style 60
5.3 In summary 61

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6. Creating storyboards 62
6.1 What is a storyboard? 62
6.2 Structure of an interactive e-lesson 64
6.3 Techniques for presenting content 66
6.4 Adding examples 72
6.5 Integrating media elements 75
6.6 Developing practice and assessment tests 82
6.7 Additional resources 88
6.8 In summary 89
7. Courseware development 90
7.1 What does courseware development imply? 91
7.2 Authoring tools 91
7.3 Types of authoring tools 95
7.4 Selecting an authoring tool 98
7.5 In summary 100
Part IV – Managing and evaluating learning activities 101
8. Course delivery and evaluation 102
8.1 Components of an instructor led or facilitated course 102
8.2 Planning and documenting activities 106
8.3 Facilitating learners’ activities 107
8.4 Using communication tools for e-learning 108
8.5 Course evaluation 115
8.6 In summary 117
9. Learning platforms 118
9.1 What are learning platforms? 118
9.2 Proprietary vs. open-source LMS 120
9.3 Moodle and other open-source LMS solutions 122
9.4 Solutions for limited or no connectivity 126
9.5 In summary 128
Bibliography 129
Glossary 130
Appendix 135
Template for task analysis 135
Learning taxonomies 136
Types of content 137
E-learning methods and delivery formats 137

This section reviews the reasons for developing
e-learning and provides an overview of those situations
in which e-learning is a good solution. It also discusses
the stages of developing an e-learning course, the
resources and technology required, the main types of
e-learning and e-learning components and some examples
of e-learning courses developed by FAO and its partners.
Part I – Introduction

8
1. Getting started
This chapter will introduce you to the following topics:
>> The main reasons for developing e-learning;
>> The basic types of e-learning courses and their components;
>> How to combine e-learning with traditional face-to-face training; and
>> Examples of e-learning courses developed by FAO.
1.1 Why develop e-learning?
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Developing e-learning is more expensive than preparing classroom materials and training the trainers,
especially if multimedia or highly interactive methods are used. However, delivery costs for e-learning
(including costs of web servers and technical support) are considerably lower than those for classroom
facilities, instructor time, participants’ travel and job time lost to attend classroom sessions.
Salim is a senior manager in a
non‑governmental organization.
Among its activities, the organization provides
training on food security to practitioners
from several developing countries.
Because of the increasing number of requests for training
from different countries, Salim is considering the option
of including e-learning in the organization’s training plan.
He now would like to know if e-learning is a convenient
option for the organization, and if it can ensure
the same effectiveness as traditional training.
Salim, senior manager
Is e-learning a worthwhile option?

9
Moreover, e-learning reaches a wider target audience by engaging learners who have
difficulty attending conventional classroom training because they are:
>> geographically dispersed with limited time and/or resources to travel;
>> busy with work or family commitments which do not allow them to attend courses on specific dates with a fixed schedule;
>> located in conflict and post-conflict areas and restricted in their mobility because of security reasons;
>> limited from participating in classroom sessions because of cultural or religious beliefs;
>> facing difficulties with real-time communication (e.g. foreign language learners or very shy learners).
E-learning can offer effective instructional methods, such as practising with associated feedback, combining collaboration
activities with self-paced study, personalizing learning paths based on learners’ needs and using simulation and games.
Further, all learners receive the same quality of instruction because there is no dependence on a specific instructor.
Some questions to ask when choosing among e- learning, face-to-face instruction
or other types of informal or on-the-job learning include:
>> What is the relative cost of each type of training?
>> Is learning best delivered in one unit or spread out over time?
>> Does it address a short-term or a long-term learning need?
>> Do participants have access to needed computer and communications equipment?
>> Are participants sufficiently self-motivated for e-learning or self-study modes of learning?
>> Do target participants’ time schedules and geographic locations enable
classroom‑based learning or other types of synchronous learning?
A training program may aim at developing different types of skills:
>> cognitive skills, which can involve knowledge and comprehension (e.g. understanding
scientific concepts ), following instructions (procedural skills), as well as applying
methods in new situations to solve problems (thinking or mental skills);
>> interpersonal skills (e.g. skills involved in active listening, presenting, negotiating, etc.); as well as
>> psychomotor skills, involving the acquisition of physical perceptions
and movements (e.g. making sports or driving a car).
How can e-learning address these diverse domains?
Most e-learning courses are developed to build cognitive skills; the cognitive domain is the
most suitable for e-learning. Within the cognitive domain, thinking skills may require more
interactive e-learning activities because those skills are learned better “by doing”.
Learning in the interpersonal domain can also be addressed in e-learning by using specific methods. For
example, interactive role playing with appropriate feedback can be used to change attitudes and behaviours.
Can e-learning be used to develop any type of skill?

10
2
Developing an e-learning programme requires more time than preparing a traditional training course.
When instruction needs to be provided urgently, a series of training sessions might be the right solution.
Since e-learning is not ideal for all purposes, it is unlikely that it will replace classroom training
completely in an organization. The most cost-effective application of e-learning may be to
complement conventional training in order to reach as many learners as possible.
1.2 E-learning approaches
There are two general approaches to e-learning: self-paced and facilitated/instructor-led.
Self-paced learners are alone and completely independent, while facilitated and instructor-led e-learning
courses provide different levels of support from tutors and instructors and collaboration among learners.
Often, e-learning courses combine both approaches, but for simplicity it is easy to consider the two separately.
>> there is a significant amount of content to be delivered to a large number of learners;
>> learners come from geographically dispersed locations;
>> learners have limited mobility;
>> learners have limited daily time to devote to learning;
>> learners do not have effective listening and reading skills;
>> learners have at least basic computer and Internet skills;
>> learners are required to develop homogeneous background knowledge on the topic;
>> learners are highly motivated to learn and appreciate proceeding at their own pace;
>> content must be reused for different learners’ groups in the future;
>> training aims to build cognitive skills rather than psychomotor skills;
>> the course addresses long-term rather than short-term training needs2
;
>> there is a need to collect and track data.
E-learning is a good option when…
Self-paced e-learning
Learners are offered e-learning courseware (also called Web-based training (WBT)),
which can be complemented by supplemental resources and assessments.
Courseware is usually housed on a Web server, and learners can
access it from an online learning platform or on CD-ROM.
Learners are free to learn at their own pace and to define personal
learning paths based on their individual needs and interests.
E-learning providers do not have to schedule, manage or track learners through a process.
E-learning content is developed according to a set of learning objectives and is delivered using different media
elements, such as text, graphics, audio and video. It must provide as much learning support as possible (through
explanations, examples, interactivity, feedback, glossaries, etc.), in order to make learners self-sufficient. However,
some kind of support, such as e-mail-based technical support or e-tutoring, is normally offered to learners.
When self-paced e-learning is offered through an Internet connection, there is
the potential to track learners’ actions in a central database.

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1.3 E-learning components
As we have seen, e-learning approaches can combine different types of e-learning components, including:
(a) e-learning content;
(b) e-tutoring, e-coaching, e-mentoring;
(c) collaborative learning; and
(d) virtual classroom.
Let’s have a quick look at these components.
(a) E-learning content
E-learning content can include:
>> simple learning resources;
>> interactive e-lessons;
>> electronic simulations; and
>> job aids.
Simple Learning Resources
Simple learning resources are non-interactive resources such as documents, PowerPoint
presentations, videos or audio files. These materials are non-interactive in the sense
that learners can only read or watch content without performing any other action.
These resources can be quickly developed and, when they match defined
learning objectives and are designed in a structured way, they can be a valuable
learning resource even though they don’t provide any interactivity.
Interactive e-lessons
The most common approach for self-paced e-learning is Web-based training consisting
of a set of interactive e-lessons. An e-lesson is a linear sequence of screens which
can include text, graphics, animations, audio, video and interactivity in the form
of questions and feedback. E-lessons can also include recommended reading and
links to online resources, as well as additional information on specific topics.
Instructor-led and facilitated e-learning
In this model, a linear curriculum is developed that integrates several content
elements and activities into a chronological course or syllabus.
The course is scheduled and led by an instructor and/
or facilitator through an online learning platform.
E-learning content for individual study can be integrated with instructor’s
lectures, individual assignments and collaborative activities among learners.
Learners, facilitators and instructors can use communication tools such as e-mails, discussion forums, chats, polls,
whiteboards, application sharing and audio and video conferencing to communicate and work together.
At the end, a final step typically includes an exercise or assessment to measure learning.

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Electronic simulations
Simulations are highly interactive forms of e-learning.
The term “simulation” basically means creating a learning environment that
“simulates” the real world, allowing the learner to learn by doing. Simulations
are a specific form of Web-based training that immerse the learner in a
real‑world situation and respond in a dynamic way to his/her behaviour.
Job aids
Job aids provide just-in-time knowledge.
They can take several forms and be delivered on different platforms (e.g. computer,
printed document, mobile phone). They usually provide immediate answers to
specific questions, thus helping users accomplish job tasks. Technical glossaries
and checklists are a few examples of simple job aids, but sophisticated expert
systems can also be developed to assist workers in complex decision-making.
(b) E-tutoring, e-coaching, e-mentoring
Services which provide human and social dimensions can be offered to
learners to support them through the learning experience.
E-tutoring, e-coaching,
e-mentoring
E-tutoring, e-coaching and e-mentoring provide individual support and
feedback to learners through online tools and facilitation techniques.
(c) Collaborative learning
Collaborative activities range from discussions and knowledge-sharing to working together on a common project.
Social software, such as chats, discussion forums and blogs, are used for online collaboration among learners.
Online discussions
Synchronous and asynchronous online discussions are designed to facilitate communication
and knowledge-sharing among learners. Learners can comment and exchange ideas
about course activities or contribute to group learning by sharing their knowledge.
Collaboration
Collaborative project work implies collaboration among learners to perform a task.
Collaborative activities can include project work and scenario-based assignments.

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(d) Virtual classroom
A virtual classroom is the instructional method most similar to traditional
classroom training, as it is led completely by an instructor.
Virtual classroom
A virtual classroom is an e- learning event where an instructor teaches remotely and
in real time to a group of learners using a combination of materials (e.g. PowerPoint
slides, audio or video materials). It is also called synchronous learning.
This method requires the least amount of effort to convert materials (but instructors still
have to prepare them). Appropriate technology must be in place for both the learners
and providers (e.g. software for the virtual classroom and good connectivity).
1.4 Synchronous and asynchronous e-learning
E-learning activities can be synchronous or asynchronous.
Synchronous
Synchronous events take place in real time. Synchronous communication between
two people requires them to both be present at a given time. Examples of
synchronous activities are chat conversations and audio/video conferencing.
Asynchronous
Asynchronous events are time-independent. A self-paced course is an example of
asynchronous e-learning because online learning takes place at any time. E-mail
or discussion forums are examples of asynchronous communication tools.
The flexibility of Internet technology creates gray areas
around the concepts of synchronous and asynchronous.
For example, video and audio sessions can
be recorded and made available for learners
who cannot attend a live event.
Synchronous
> Chat and IM
> Video and
audio conference
> Live webcasting
> Application sharing
> Whiteboard
> Polling
Asynchronous
> E-mail
> Discussion forum
> Wiki
> Blog
> Webcasting

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1.5 Quality of e-learning
The quality of an e-learning course is enhanced by:
>> learner-centred content: E-learning curricula should be relevant and specific to learners’ needs, roles and
responsibilities in professional life. Skills, knowledge and information should be provided to this end.
>> granularity: E-learning content should be segmented to facilitate assimilation of
new knowledge and to allow flexible scheduling of time for learning.
>> engaging content: Instructional methods and techniques should be used creatively
to develop an engaging and motivating learning experience.
>> interactivity: Frequent learner interaction is needed to sustain attention and promote learning.
>> personalization: Self-paced courses should be customizable to reflect learners’ interests and needs; in instructor‑led
courses, tutors and facilitators should be able to follow the learners’ progress and performance individually.
1.6 Examples of FAO e-learning courses
The following e-learning solutions were designed to incorporate low bandwidth and technical PC requirements.
1 - Self-paced courses on food security
An e-learning curriculum on food security, developed by international experts to support capacity development, is part
of the “EC/FAO Programme on Linking Information and Decision-making to Improve Food Security”. It is led by FAO
and funded by the European Union’s Food Security Thematic Programme (FSTP). The media (e.g. images and small
animations) can be viewed by low‑performing computers. The curriculum is comprised of a set of courses3
in English,
French and Spanish, and is available free of charge from the programme Web site (http://www.foodsec.org).
In 2010, an international quality standard for e-learning programmes – “Open ECBCheck” – was officially
released. ECBCheck is an accreditation and quality improvement scheme for e-learning programmes
which supports organizations in measuring the success of their programmes and allows for continuous
improvement though peer collaboration. It was developed through an innovative and participative process
involving more than 40 international, regional and national capacity-development organizations.
ECBCheck provides a set of quality criteria to assess e-learning programme
design, development, management, delivery and evaluation, as well as the quality
of learning materials, methodology, media, technology and e-tutoring.
For more information: http://www.qualityfoundation.org/openecbcheck/
Assessing the quality of e-learning programmes
3
The following courses are available as of August 2011: Food Security Information Systems and Networks; Reporting
Food Security Information; Availability Assessment and Analysis; Baseline Food Security Assessments; Food Security
Concepts and Frameworks; Collaboration and Advocacy Techniques; Livelihoods Assessment and Analysis; Markets
Assessment and Analysis; Nutritional Status Assessment and Analysis; Food Security Policies - Formulation and
Implementation; Targeting; Vulnerability Assessment and Analysis; Communicating for Food Security.

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Learners need to
register in order to
take the courses
and can choose
between studying
online, downloading
the course on their
computers or ordering
a CD-ROM.
Courses consist of
interactive lessons
including text,
images, animations
and interactions.
Different instructional
techniques are
used, such as
storytelling, case
studies, examples,
questions and practice
with reinforcement
feedback.
Additional resources
include links to
online resources,
recommended
reading, job aids
and a glossary.

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Trainers can easily adapt a set of provided resources to design and deliver classroom sessions
using high-quality content which was developed and reviewed by international experts.
Course lessons also can be integrated in facilitated courses on different e-learning platforms.
Minimum technical
requirements are:
>> Software: Windows
98 or above,
Acrobat PDF reader
version 4.0, Mozilla
Firefox 1.0 or later,
Netscape version
4.0 or later, or
Internet Explorer
version 4.0 or later
>> Hardware:
Pentium‑class
processor, 64 MB
RAM, 800x600
screen resolution
with 16-bit
colour depth
Software required to
display the course is
provided as part of the
CD-ROM resources.
Material developed
for the e-learning
course has been
used to create:
>> a set of slide
presentations that
trainers can use;
>> a printable
document with the
complete e-lesson
content that trainers
can distribute to
participants after
the training session.

17
4
Bersin J. (2004). The Blended Learning Book. San Francisco: Pfeiffer.
2 - Online facilitated course about knowledge sharing
The online course, “Knowledge Sharing for Your Work: Techniques and Tools,” focuses on the concepts behind a
suite of techniques and tools for knowledge sharing. The course adopts a facilitated and collaborative approach,
using a combination of learning materials and asynchronous collaboration tools. The course is delivered through the
Modular Object-Oriented Dynamic Learning Environment (Moodle), an open-source web-based learning platform.
Learners have weekly deadlines to accomplish activities and assignments, but they are free to schedule study
sessions anytime during that week. The course uses a variety of tools, including learners’ profiles; discussion
forums; wiki spaces; glossaries; class bulletins; chats (using Skype); podcasts; videos; short e-lessons; and
support materials (e.g. getting started, editing the profile, using discussion forums, and a course syllabus).
1.7 Blended learning
Bersin (2004) identifies two main models of blended learning:
>> Programme flow model: Learning activities are organized in a linear, sequential order and learners have deadlines to
accomplish the various assignments; this is similar to traditional training, but some of the activities are conducted online.
>> Core-and-spoke model: A major course (e-learning or F2F) is provided and a set of supplemental
materials are available to reinforce the main course; these materials are optional and not scheduled.
From the left-hand menu,
learners can access
sessions, activities (e.g.
for discussions or to share
reflections) and resources.
The main section, in
the middle of the page,
shows learning activities
in chronological order.
Blended learning combines different training media (e.g. technologies, activities and events)
to create an optimum training programme for a specific audience. The term “blended” means
that traditional instructor‑led training is being supplemented with electronic formats.4

18
The programme flow model is more suited for observable outcomes and assessment purposes (including
certification), since it enables formal tracking of learners’ progress. Each step can be easily monitored
by instructors and facilitators. Programmes can be designed using one of several approaches:
F2F classPre-class
event (online)
An online pre-class event can be used to bring
learners with different levels of knowledge and skill
to the same level before the F2F class begins.
The online event can be an assignment. The instructor
can review the results of the pre-class assignment for
each learner and adjust the programme for the F2F
class by focusing on knowledge and skills gaps.
This approach has several advantages over a traditional F2F
approach: it forces learners to come prepared to the classroom;
allows the design of more efficient classroom activities which
are tailored to the specific needs or interests of the participants;
and reduces the total time in classroom, which reduces costs.
Another approach consists of starting with a core
classroom event, followed by online independent
experiences which can include, for example, interaction
with online resources or e-mentoring services for
continuous reinforcement. This approach could be used to
develop communities of learners or to engage in further
discussions on advanced topics of individual interest.
Pre-assessment
(online)
Pre-assessment
(online)
F2F class
Online events can also be used to introduce and
conclude a blended learning programme.
For example, they could be used to assess participants’
knowledge prior to and after a course.
To optimize the efforts to design and produce e-learning courses, the materials designed for e-learning can be
adapted and reused by trainers in classroom sessions and training workshops. Media elements, such as illustrations and
diagrams, as well as textual content, can be reused to create presentations for trainers and materials for learners.

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1.8 In summary
An FAO blended learning programme for country teams and food security working group members
A blended learning programme was designed to provide members of national food security teams with the
knowledge and skills required to design and implement country agriculture and food security investment plans5
.
The programme includes the following components:
>> Pre-workshop preparation: A questionnaire is submitted to participants a few days before the
online phase. Participants are asked to describe their role in the national food security system and
their areas of expertise. The questionnaire helps facilitators tailor the activities to participants’
profiles and allows participants to understand each other’s roles and responsibilities.
>> Online workshop (core component): The workshop includes individual study with interactive e-lessons
on food security topics and online activities supported by facilitators and subject matter experts. Both
synchronous and asynchronous communication are used for online discussions and group work. The
main outcome of the online component is an individual work plan that will help participants reflect on
their country situation and will serve as a supporting resource for F2F workshop activities.
>> Bridge period: This is a period between the two core components of the course. Online support
is provided to participants to complete their preparation prior to the F2F workshop.
>> Face-to-face workshop (core component): The F2F workshop consists of classroom events where
participants can present and discuss their previous work, practise communication principles and
techniques and further develop their work plan with the assistance of a subject matter expert.
>> E-mentoring service and online resources: After completion of the course, a question-and-answer service
and additional online resources are available to facilitate the transfer of knowledge to the job setting.
PRE-WORKSHOP
PREPARATION
(1 WEEK)
ONLINE
WORKSHOP
(2/3 WEEKS)
BRIDGE
PERIOD
(3 WEEKS)
E-MENTORING
(3 MONTHS)
F2F
WORKSHOP
(2 WEEKS)
>> E-learning is a convenient option for organizations in certain situations (e.g.
when there is a need to reach many geographically dispersed learners).
>> In a self-paced e-learning course, learners can study course materials
at any time they wish. This requires that learners have access to a set
of interactive and self-contained materials. Facilitated or instructor‑led
e-learning takes place at a specific time and usually integrates self-study
with collaborative activities such as discussions or group work.
>> Facilitated and instructor-led e-learning courses use communication
tools which allow learners to communicate with facilitators and other
participants. Tools can be asynchronous, such as e-mail or discussion
groups, as well as synchronous, such as chat and audio conference.
>> Both facilitated and self-paced e-learning activities and content should conform to
a set of quality standards to ensure the effectiveness of the learning programme.
>> In a blended approach, e-learning sessions can be integrated with
face-to-face traditional activities using a variety of approaches.
Key points for this chapter
5
The learning programme has been developed by FAO in collaboration with the German Agency for International
Cooperation (GIZ) and in consultation with regional organizations (CILSS, NEDAP, ASEAN) as part of the project “Improving
the abilities of Regional Organizations to develop, implement and monitor food security training programs”.

20
2. What is needed to develop
an e-learning course?
This chapter will introduce the following topics:
>> The ADDIE model for e-learning;
>> The professional roles in an e-learning project; and
>> The technology needed to produce and deliver e-learning.
2.1 The activities
Good design and planning, while crucial for every type of training programme, are even more
important for e-learning projects. In traditional training, the largest effort is in the delivery of training
sessions, while in e-learning, it is in the design and development of structured materials which must
be self‑contained and able to be used multiple times without making ongoing adjustments.
An instructional design model can be used to define the activities that will guide e-learning development projects.
Salim, the senior manager, has decided that e-learning
is a good option for covering some training needs.
Clara, the training manager, is in charge of initiating
and coordinating an e-learning project which
will reach dozens of food security professionals
living in different countries around the world.
Clara needs to know the process to follow and the
resources required to develop e-learning content
and deliver the course through the Internet.
Well-developed e-learning courses can be delivered many times to different learners using the same materials.
In addition, individual course components (e.g. units, lessons and media elements such
as graphics and animations) can be reused in different contexts. For example, interactive
e-lessons developed for a given self-paced e- learning course can be integrated into
facilitated courses or can become part of another self-paced e-learning curriculum.6
Reusing course components
Instructional design is the systematic development of specifications using learning and instructional
theory to ensure the quality of training. In job‑related training, the aim of instructional design is to
improve employee performance and to increase organizational efficiency and effectiveness.
6
Reusable course components are also called “reusable learning objects (RLOs)”. A learning object is the
smallest reusable collection of content supporting a specific learning concept or objective.
Clara, training manager
Who should be on the e-learning team?

21
There are many instructional systems design models, most of which are based on popular
ones such as the ADDIE model, which is diagrammed below. The ADDIE model includes
five stages: Analysis, Design, Development, Implementation and Evaluation.
The ADDIE model for e-learning
The five stages in the ADDIE process are described below:
1 - Analysis
A needs analysis should be conducted at the start of any development effort to determine whether:
>> training is required to fill a gap in professional knowledge and skills; and
>> e-learning is the best solution to deliver the training.
The needs analysis allows the identification of general, high-level course goals.
Target audience analysis is another crucial step. The design and delivery of e-learning will
be influenced by key characteristics of the learners (e.g. their previous knowledge and
skills, geographical provenience, learning context and access to technology).
Analysis also is needed to determine the course content:7
>> Task analysis identifies the job tasks that learners should learn or improve and the knowledge
and skills that need to be developed or reinforced. This type of analysis is mainly used in
courses designed to build specific job-related skills (also called “perform courses”).
>> Topic analysis is carried out to identify and classify the course content. This is typical of those
courses that are primarily designed to provide information (also called “inform courses”).
2 - Design
The design stage encompasses the following activities:
>> formulating a set of learning objectives required to achieve the general, high-level course objective;
>> defining the order in which the objectives should be achieved (sequencing); and
>> selecting instructional, media, evaluation and delivery strategies.
INSTALLATION
AND DISTRIBUTION
MANAGING
LEARNER’S ACTIVITIES
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
DEVELOPMENT EVALUATION
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
INSTRUCTIONAL STRATEGY
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
Adapting existing models to match specific needs is wiser than proceeding without any
plan. However, flexibility is needed to select and adapt a model to a given situation.
E-learning projects vary considerably in complexity and size. The process described below
is comprehensive – it covers all the options that can be included in a complex learning
project. However, some of the steps can be skipped or simplified according to project’s
objectives and requirements, such as budget, expertise or organizational constraints.
A note on the process
7
See R.E. and Clark, R.C. (2005). e-Learning and the Science of Instruction: Proven Guidelines for
Consumers and Designers of Multimedia Learning. 2nd edition. San Francisco: Pfeiffer.

22
The outcome of the design stage is a blueprint that will be used as a reference to develop the course.
The blueprint illustrates the curriculum structure (e.g. its organization in courses, units, lessons, activities);
the learning objectives associated with each unit; and the delivery methods and formats (e.g. interactive
self‑paced materials, synchronous and/or asynchronous collaborative activities) to deliver each unit.
3 - Development
In this stage, the e-learning content is actually produced. The content can vary considerably, depending on
the available resources. For example, e-learning content may consist of only simpler materials (i.e. those
with little or no interactivity or multimedia, such as structured PDF documents) which can be combined
with other materials (e.g. audio or video files), assignments and tests. In that situation, storyboard
development and the development of media and electronic interactions would not be conducted.
The development of multimedia interactive content is comprised of three main steps:
>> content development: writing or collecting all the required knowledge and information;
>> storyboard development: integrating instructional methods (all the pedagogical elements needed to support the
learning process) and media elements. This is done by developing the storyboard, a document that describes all
the components of the final interactive products, including images, text, interactions, assessment tests; and
>> courseware development: developing media and interactive components, producing the course in different formats
for CD-Rom and Web delivery and integrating the content elements into a learning platform that learners can access.
4 - Implementation
At this stage the course is delivered to learners. The courseware is installed on a server and made accessible for
learners. In facilitated and instructor-led courses, this stage also includes managing and facilitating learners’ activities.
5 - Evaluation
An e-learning project can be evaluated for specific evaluation purposes. You may want to
evaluate learners’ reactions, the achievement of learning objectives, the transfer of job‑related
knowledge and skills, and the impact of the project on the organization.
2.2 The team
Participation in e-learning projects requires capabilities in certain areas – such as technology
and media-related skills – that are not essential in traditional education or training.
Moreover, people may have to diverge from their traditional roles and perform new tasks. For example, a subject
matter expert (SME) in an e-learning project still provides the required knowledge for the course, but does
not directly teach the learners. Instead, the SME interacts with another professional, the instructional designer
(ID), who defines the activities and e-learning content formats and develops the e-learning products.
Some of the roles described in this section could be combined into a single job profile.
In fact, the composition of the team depends on factors such as:
>> the size of the project;
>> the amount of work outsourced;
>> the capacity of team members to cover different roles; and
>> the specific media and technologies required.
The roles described below are required to perform the ADDIE model’s activities:
>> Human resources/Capacity development manager
This managerial-level person conducts needs and audience analyses before starting the e-learning
project, coordinates all activities and roles in the different stages of the process and evaluates
the degree of transfer on the job and the results for the organization/institution.

23
>> Instructional designers (IDs)
IDs are responsible for the overall instructional strategy. They work with managers to understand the training
goal, collaborate with SMEs to define which skills and knowledge need to be covered in the course, choose
the appropriate instructional strategy and support the team in defining delivery and evaluation strategies.
IDs also are responsible for designing specific e-learning activities and materials that will be part of the course,
including storyboard development8
. At this stage, content provided by SMEs is pedagogically revised and integrated
with instructional techniques and media elements which will facilitate and support the learning process. In large
self-paced e-learning projects, a lead ID may delegate the design of specific lessons to other designers.
>> Subject matter experts (SMEs)
SMEs contribute the knowledge and information required for a particular course. They
collaborate with IDs to design a course and define evaluation strategies.
In self-paced e-learning, SMEs can be charged with writing the text of e-learning lessons (i.e. content development),
while in facilitated or instructor-led e-learning, SMEs can act as online instructors leading or supporting online
classroom activities. They can prepare and present material, assign tasks to participants and answer their questions.
>> Web developers and media editors
Web developers and media editors are responsible for developing self-paced courses; they assemble
course elements, develop media and interactive components, create the courseware, adapt the
interface of a learning platform (e.g. Moodle) and install the courseware on a Web server.
Servers/database programmers may be needed to install and configure databases and to collect learners’ data.
>> Course administrators, online facilitators and tutors
These are roles involved in the implementation stage. Course administrators manage learners’ subscriptions.
Online tutors and facilitators support participants’ learning activities and motivate learners during the course. They
create an environment that inspires participants’ confidence in the learning process, assure the flow of information
among the different stakeholders, motivate participation and facilitate and mediate participants’ exchanges.
>> Technical support specialists
Technical support specialists usually are required to assist both producers and
users of e-learning courses at every stage of the process.
Areas of responsibility for key roles in the ADDIE process
8
See chapter 6 of this guide for more information on storyboard development.

24
2.3 The technology
Technology is required to produce and deliver e-learning. Different tools can be used to produce e-learning
content, depending on which file formats will be used and the nature of the desired final product.
Microsoft PowerPoint or even Word can be sufficient to create simple learning resources like a presentation
or a tutorial. However, more sophisticated tools are required if you want to create interactive content.
Courseware authoring tools are special-purpose tools that create interactive e-learning content. They add
text, graphics and other media, but also provide a framework to organize pages and lessons for reliable
navigation. While most of these tools are stand-alone packages that incorporate assessment and quiz
capabilities, some integrate those functions from other programs. To create media components, authoring
tools need auxiliary software (e.g. Adobe Photoshop for bitmap graphics, Adobe Illustrator for vectoral
images or Adobe Flash for animations) and other tools for video and sound creation and compression.9
Organizations and education institutions increasingly are turning to learning platforms to deliver courses
to learners and manage their online activities. A learning platform is a set of interactive online services
that provide learners with access to information, tools and resources to support educational delivery
and management. They provide access and services to a wide user base through the Internet.
Learning platforms are usually referred to as a learning management system (LMS) or a learning content management
system (LCMS), terms which often are used interchangeably. There are a variety of learning platforms with different levels of
complexity, and despite their differences, they also have many features in common.10
Their most important features include:
>> learning content management: creation, storage, access to resources;
>> curriculum mapping and planning: lesson planning, personalized learning paths, assessment;
>> learner engagement and management: learner information, progress tracking; and
>> tools and services: forums, messaging system, blogs, group discussions.
2.4 Case study: The IMARK work flow to produce
and deliver e-learning content
The ADDIE model was adopted by the Information Management Resource Kit (IMARK), an e-learning initiative in
agricultural information management developed by FAO and partner organizations (www.imarkgroup.org).
The following steps were taken to design, develop and deliver the IMARK self-paced e-learning modules and
are presented here as a suggested process that could be followed when developing a similar course:
1 - Analysis and curriculum design
FAO and its partners analyse the learning needs and characteristics of the target learner groups and
produce a module outline which defines the areas of content to be addressed in each module.
An SME, who has a broad understanding of the content areas to be addressed, is hired or appointed as a module
coordinator to develop a draft module plan in consultation with an ID, other experts and institutions.
A consultative workshop with SMEs and potential partners is held to review, revise and approve the draft
module plan, incorporating the views of a wide range of external experts and potential users.
2 - Content development, storyboard development and translation
The approved plan is revised by the module coordinator with the guidance of the ID into a series of
stand-alone lessons of fixed length (30 minutes) suited to asynchronous self-paced learning.
SMEs are commissioned as content authors to develop lessons, or a series of lessons, in their area of
expertise. Authors also are needed to provide knowledge assessment tests, glossary terms and a list of
resources for each lesson. Content authored by SMEs is peer reviewed by other experts in the field.
9
See chapter 7 for more information on authoring tools.
10
See chapter 9 for more information on learning platforms.

25
The materials are then provided to one or more IDs who determine the overall approach and instructional
strategy to be used for each lesson. The lesson is then storyboarded and subjected to an SME review. The
SME reviews the storyboards to check that the content has been correctly reworked by the ID.
An English version of the storyboard is provided to experts to adapt and translate it into the other four FAO
languages. This is followed by limited testing and proofreading for each of the language versions.
3 - Courseware development, CD production and roll-out
The lessons are then embedded in the IMARK learner interface, along with the glossary terms, software and
manuals, resources, case studies and sample datasets. The IDs will check the work of graphic artists and
developers to make sure that the final product conforms to the instructions provided in the storyboard.
A CD is published for alpha testing in-house at FAO. Once tested, and revised
if necessary, the Version 1.0 CD is produced in English.
The module CDs are disseminated directly by FAO and through: i) partner organizations, ii) national,
regional, and international agricultural and food security organizations, iii) distance education
faculties and universities, and iv) selected development projects and programmes.
The module release is announced on the IMARK and partner institution Web sites, and
through the IMARK on-line community. A learner support e-mail is set up at FAO.
The IMARK work flow for e-learning development
IMARK work flow

26
2.5 In summary
>> A series of activities are required to develop e-learning. According to the
ADDIE model for instructional design, they can be grouped into five main
stages: Analysis, Design, Development, Implementation, Evaluation.
>> The following roles are generally required at different stages of the process (but some of them can
be combined into a single job profile): project manager; instructional designer; subject matter expert;
online administrator; e-tutor/facilitator; web developer; media editor; technical support specialists.
>> Technology is needed both to create e-learning material and make it accessible to
learners. Big projects may require the use of an LMS or other type of learning platform
to track and administer learners’ activities and manage e-learning content.

The analysis and design stages are essential to ensure
course effectiveness and learners’ motivation and
participation. Analysing learners’ needs and learning
content, and finding the appropriate mix of learning
activities and technical solutions is crucial to creating an
effective and engaging course.
Course effectiveness and participants’ motivation depend
on several elements, including the:
>> relevance of the content and course
objectives for the participant:
do they meet existing needs?
>> type of learning activities offered
by the course: are they interesting,
inspiring and well‑matched to
the level of the participants?
>> course duration, timing and number
of hours to be invested: do they fit
with the participants’ availability?
>> technical aspects: is the technical
solution appropriate to learners? Are
the technical elements (e.g. the learning
platform and its functions) clear and
understandable to participants?
This section will illustrate the analysis and design
activities involved in course design.
Part II – Designing an e-learning course
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS

28
3. Identifying and organizing course
content
This chapter provides guidance on how to define the course content and
organize it into a structure. It will introduce the following topics:
>> Identifying course content based on learners’ needs;
>> Defining learning objectives; and
>> Defining the course structure.
3.1 Needs analysis
This document does not focus on conducting needs analysis; however, this kind of analysis is crucial to
validate the need for an e-learning intervention and to provide important information regarding which
gaps need to be addressed to ensure that the intervention is targeted to organizational needs.
Before designing an e-learning course, a needs analysis should be conducted to determine whether:
>> training is required to fill a gap in professional knowledge and skills; and
>> e-learning is the best solution to deliver the training.
In fact, there might be several causes of a capacity problem, and an organization’s
capacity to achieve its goals can be affected by many factors, including:
>> factors in the enabling environment: policy and legislative frameworks, rules
and norms internal to an organization and political will;
>> organizational aspects: the organization’s formal and informal incentive
and support structures, staff, equipment and finances;
>> individual capacity: the skills, knowledge and attitudes of individuals working in the organization.
Jin, the SME, and Richard, the ID, are brainstorming
about which topics to cover in an e-learning
course aiming to improve food security analysis
and promote its use in decision-making.
Jin asserts that there are several crucial topics – ranging
from climate change to communication techniques
– that are relevant to the course objective. However,
not all of them can be covered by a single course
and probably not all of them are really needed.
Richard suggests a few methods to prioritize the
content and organize it into a logical flow.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
Jin, food security expert Richard, instructional designer
Which topics will the course cover? And in which order?

29
Moreover, not all individual capacity problems are learning problems. The traditional assumption is that if an individual
is not performing well, then training or other learning activities are the solution. Frequently, however, performance
problems result from a lack of support in the work environment, such as bad data, worn-out tools or poor incentives.11
Also, not all learning problems can be addressed through e-learning. It is crucial to
understand whether e-learning is appropriate for the identified learning goals.12
3.2 ANALYSING THE TARGET AUDIENCE
Let’s assume that a learning goal has been defined and e-learning has been
indicated as an appropriate solution to achieve that goal.
For example, the course goal could be “improving food security analysis and promoting its use in decision-making”.
At this point, analysing the target audience is required to identify a variety of factors that
will influence the course design. Some of these factors are shown below.
FACTOR TO BE CONSIDERED WHY IS IT IMPORTANT?
Region or geographic area in which learners reside. This is needed to define language and cultural issues
and to inform choices between synchronous and
asynchronous tools (learners located in different time
zones will have difficulty communicating in real time).
Kind of organization or institution in which learners
work and their professional role(s) within them.
This will help to identify specific learning
objectives for each target audience group.
Learners’ previous knowledge and expertise on the subject. In general, learners with a lot of prior knowledge do not
need the same kind or level of training support as novices.
Learners’ computer skills and technical expertise. This will help to define the complexity of the
computer-based interactive activities.
The amount of time available for e-learning
and the learning context .
This information influences the amount of content to be provided
and the need for chunking the content into small units.
The location where learners will participate in e-learning
and from where they can access the Internet; can they
study at home, at work or in e-learning centres?
This determines how much connection time is
required for the course and whether learners
can download plug-ins from the Internet.
Network bandwidth. Bandwidth limitations may slow application
performance and decrease user productivity. In
certain situations, low bandwidth applications may be
preferred since they take less time to transmit.
Computer and software capabilities, such as screen size,
number of colours they can display, sound playback, RAM
(amount of memory), processor type and speed .
Technical requirements, including multimedia capabilities,
influence the selection of the media mix and plug-ins.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
11
de Rosa C., FAO’s Reference Manual on ‘Good learning practices for effective capacity development’. Learning Module 3 of the
Capacity Development Learning Programme series, Office of Knowledge and Capacity for Development (OEKC), FAO 2011.
12
See chapter 1 of this guide.

30
3.3 IDENTIFYING COURSE CONTENT
A course goal, such as “improving food security analysis and promoting its use in decision‑making”,
provides an initial definition of the content and a focus for the course design.
Now, it is very important for the ID to identify the detailed course content in order to achieve that goal.
Content analysis is probably the most critical step in the instructional design process. If the
designer does not include accurate and relevant content, then there is little value in finding
the best instructional methods and media to transfer the information to learners.
The analysis must consider the learners’ relate factors (e.g. previous knowledge
and skills) which emerged from the target audience analysis.
Content analysis is a prerequisite for developing specific learning objectives and the curriculum outline.
SMEs and IDs work together to perform the analysis. This process helps the ID to familiarize with the
content; moreover, it forces the SME to work through each individual content element and indicate
the most important and challenging aspects that should be considered. During this process, both
of ID and SME have the opportunity to view the content from the learner’s perspective.
Content identification and analysis can be done by applying the following methods:
>> Task analysis identifies the job tasks that learners should learn or improve and the
knowledge and skills that need to be developed or reinforced.
>> Topic analysis is carried out to identify and classify the course content.
Depending on the circumstances, one of these methods may be preferred:13
>> Task analysis is used mainly in courses designed to build specific job-
related or interpersonal skills (also called “perform courses”).
>> Topic analysis is appropriate for courses that are primarily designed to provide information
or achieve broader educational objectives (also called “inform courses”).
Task analysis
Task analysis helps to define content for job-oriented learning courses that aim to develop or reinforce job-related skills.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
What is a task analysis?
Task analysis is defined differently in different contexts. In the context of instructional design, a task analysis is
a detailed analysis of actions and decisions that a person takes to perform a job task (i.e. a well-defined unit
of work), which includes identifying the knowledge and skills needed to support those actions and decisions.
13
Clark R.C., Mayer R.E., e-Learning and the Science of
Instruction - Proven Guidelines for Consumers and Designers
of Multimedia Learning, Second Edition, Pfeiffer 2005

31
Identifying course content through task analysis allows designers to:
>> create a learning course that is job centred;
>> focus attention on skills; and
>> create case-based scenarios that build on realistic job contexts.
As a result, learners can better integrate the new knowledge into their daily practice.
The task analysis consists of four main steps:
Step 1: Identifying tasks
Identify and describe the tasks that learners should learn or improve to achieve the course goal.
Step 2: Classifying tasks
Classify tasks as either:
>> procedural (i.e. tasks that are performed by executing an ordered sequence
of steps , such as “Create a table in Microsoft Word”); or
>> principle-based (i.e. tasks requiring judgments and decisions to be applied in different situations
and under conditions that change every time, such as “Organizing a conference”).
Step 3: Breaking up the tasks
Break each task into:
>> steps (for procedural tasks); or
>> guidelines that should be applied to perform the tasks (for principle-based tasks). For complex tasks, requiring
the application of strategic or interpersonal skills (such as “adapting” or “solving group conflicts”), different
points of view may be needed to identify the guidelines. These can be collected through interviews with
several experts, e.g. by asking them about the approach they adopt in challenging situations and looking
for commonalties among the various approaches to identify the skills that can help in those situations.
Step 4: Identifying required knowledge and skills
Identify the knowledge and skills needed to best perform those steps or apply those guidelines.
Let’s use an example of an e-learning course aimed at improving food security
analysis and promoting its use in decision-making.
The course audience is composed of mid-level managers, technical staff and field personnel who
are involved in collecting, managing, analysing and reporting food security information.
Step 1: Identifying tasks
Discussions with several food security experts reveal that the most critical aspects to be improved relate to:
the selection of assessment methods and indicators; the analysis of the collected data; and, importantly, the
preparation of effective food security reports to communicate research findings to decision-makers.
Therefore, in this case, the following job tasks need to be performed:
1 - Select the most appropriate method to assess food security in a given context.
2 - Select indicators for different food security dimensions.
3 - Analyse assessment results using standardized analysis methods.
4 - Design and produce effective reports for decision-makers, providing
them with recommendations based on analysis results.
Example of a task analysis

32
Step 2: Classifying tasks
These tasks are quite complex; the manner in which they are carried out depends on the given
context. This means that they are principle-based rather than procedural tasks.
Therefore, we want to provide learners with guidelines they can apply to specific
situations, rather than give them step-by-step instructions on what to do.
Step 3: Breaking up the tasks
Next, we need to describe each task and a set of guidelines that learners should follow to
correctly accomplish the task. As an example, let’s focus on the fourth task:
Task: Report results to decision-makers Guidelines
Task description:
Design effective reports for decision-makers, providing
them with recommendations based on analysis results.
Define the communication purpose.
Identify users’ information requirements.
Construct a message in a logical and persuasive manner.
Choose a report format according to the context.
Write the report clearly and concisely.
Step 4: Identifying required knowledge
What do the food security professionals need to know to apply these guidelines?
Task: Report results
to decision-makers
Guidelines Required knowledge
Task description:
Design effective reports
for decision-makers,
providing them with
recommendations based
on analysis results.
Define the communication
purpose.
Difference between explanation and advocacy
Identify users’ information
requirements.
Potential readers of a food security report
Difference between primary and secondary audience
Methods to interact with users
Timeliness of reporting
Construct a message in a
logical and persuasive manner.
Which recommendations are relevant and feasible
Structure of a message: current situation,
problem, questions, response needed
Consistency, relevance and brevity of supporting data
Choose a report format
according to the context.
Components of: Baseline or Research Report, Early
Warning Bulletins, Emergency Needs Assessments, Policy
Papers or Briefs, Monitoring and Evaluation Reports
Write the report clearly
and concisely.
Report elements: summary, introduction,
main body and conclusions
How to write clear and concise sentences
The editing process
The guidelines and associated knowledge elements will form the content of a unit on “Reporting food security information”.

33
Topic analysis
The task analysis is usually completed by conducting a topic analysis.
If the course is intended primarily to provide information or achieve educational objectives
broader than improving job performance, the ID will skip the task analysis and directly
conduct a topic analysis to define the major topics and subtopics for the course.
The topic analysis aims to:
>> identify course content, and
>> classify content elements.
Identifying course content
For example, in a course entitled “Climate change and food security”, the ID first can ask
the SME to identify the main content categories for the course, such as:
>> Climate change and its effects; and
>> Impacts of climate change on food security
Then, the ID can ask the SME to further detail each category. For example, this would result in a draft outline such as:
>> Climate change and its effects
>> Climate variability
>> Climate related disasters
>> Impacts on agriculture
>> Impacts of climate change on food security
>> Effects on rural livelihoods
>> Specific impact on different locations and conditions
>> Examples, such as the impact of water scarcity in Mauritania, the impact
of extreme weather events in Bangladesh, etc.
Visual instruments, such as mind maps, concepts maps and process diagrams can help the ID and the SME
clarify connections among content elements. Mind maps can be used to visualize and organize ideas. They
can represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea.
Concept maps and causal maps are diagrams used to illustrate connections among concepts and cause-effect
relationships, while process diagrams are commonly used to indicate the general flow of processes.
Classifying content elements
Classifying content elements helps to further recognize connections among them
thus contributing to the refinement of the draft course outline.
Content elements can be classified according to the types of content they represent.

34
The following example14
identifies six main types of content: facts, procedures,
concepts, principles, interpersonal skills and attitudes.
Types of learning content
Facts Unique, specific information that answers the questions: who,
where, when? Facts are shown, exhibited or indicated.
Examples: data, lists, historical events
Procedures A procedure is a series of clearly defined steps, aiming to perform
a task. Procedures answer the question: “How to …?”
Example: “instructions for creating a table in Microsoft Word”
Concepts A concept is a group of objects, entities or ideas that: are defined by a single
word or term; share common characteristics; differ in unimportant characteristics;
require a definition; and answer the question: “What is …?”
Example: the concept of “climate change”
Principles A principle (or rule) describe a relationship between two concepts. For example:
“As price increases, the supply increases” . Some principles can be translated
into strategic guidelines which can guide decisions and complex tasks.
Example: “guidelines for facing price volatility”
Interpersonal skills Verbal and non verbal skills for interacting with other people.
For example, content related to “negotiating” or “solving group conflict”
Attitudes Predispositions to behaviour.
Example: content related to appreciate the “importance and urgency of
adopting measures for limiting the negative impacts of climate change”
3.4 DEFINING LEARNING OBJECTIVES
By looking at the tasks and content elements identified in the task and topic analyses, it is
possible to translate the overall course goal into more specific learning objectives.
Learning objectives define the expected outcome of each learning unit. For example, will learners
be able to memorize the steps of a procedure or will they actually be able to perform it?
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
What is a learning objective?
A learning objective is a statement describing a competency or performance capability to be acquired
by the learner. Objectives should be specified for the course as well as for each single activity.
14
A content classification should be seen as a pragmatic tool to support
course design. Several classifications have been developed by various
authors (such as Horn, Merrill, Anderson & Krathwol, Morrison, Kemp
& Ross, Clark) according to specific needs. The one presented here is a
simplified version of the classification of Morrison, Kemp & Ross (2001).

35
Let’s take an example from our task analysis table:
Task: Report results
to decision-makers
Guidelines Required knowledge
Design effective reports for
decision-makers, providing
them with recommendations
based on analysis results.
Construct a message in a
logical and persuasive manner
Which recommendations are relevant and feasible
Structure of a message: current situation,
problem, questions, response needed
Consistency, relevance and brevity of supporting data
From this information, we can develop the following learning objectives:
>> Construct a logical and persuasive message.
>> Explain the concept of relevance.
>> Explain the concept of feasibility.
>> Describe the elements of a message (current situation, problem, questions, response needed).
>> Distinguish consistent from inconsistent data.
>> Explain the concept of brevity.
Learning objectives combine two main elements:
>> the expected level of performance (through an action verb, such as “describe” or “explain”); and
>> the learning content (i.e. the type of knowledge or skills that must be learned, such
as “the main objectives of a food security information system”)15
.
According to the revised Bloom’s taxonomy of the cognitive domain, learning objectives can imply six different
types of cognitive performance, ranging from the lowest performance level (remember) to the highest (create).
Performance levels for the cognitive domain16
Remember The learner is able to recognize or memorize information.
Understand The learner is able to reformulate a concept.
Apply The learner is able to use the information in a new way.
Analyse The learner is able to decompose and define relationships among components.
Evaluate The learner is able to justify a decision according to a criterion or standard.
Create The learner is able to realize a new product or approach.
Other taxonomies have been developed for the affective and psychomotor domains17
.
Verifying the alignment of learning objectives, activities and tests
Clear learning objectives allow the development of learning activities which are really
focused on learners’ needs and provide the basis for evaluation tests.
It is important to ensure that learning activities and evaluation tests aim to develop and
assess the same type of performance and learning content as expressed in the learning
objectives; in other words, they need to be aligned with the learning objectives.
15
Learning objectives can also include performance conditions
(i.e. the context in which the behaviour will be performed, such
as “orally”); and performance criteria (i.e. how well the behaviour
will be performed, such as “with a maximum of five errors”).
16
Adapted from: Anderson and Krathwohl, 2001
17
See the Appendix of this document

36
For example, if the learning objective is to “understand the main components of a food security information
system (FSIS),” the course designer should adequately illustrate the FSIS concept and develop tests to assess
the learners’ understanding (not only the memorization) of that concept, as shown in the table below:
Learning objective: Learning activity: Test:
Learners will understand the
main components of an FSIS.
After reading the definition of
FSIS, learners will look at two
examples of an FSIS and will
identify their main components.
Learners will describe the
main components of their
own country’s FSIS.
Remember
Understand X X X
Apply
Analyse
Evaluate
Create
3.5 DEFINING THE COURSE SEQUENCE
How should the learning objectives be sequenced when structuring a course? One of the methods
used to define the course sequence is the prerequisite method. That method uses a learning
objectives hierarchy, teaching first those skills that seem to be prerequisites for all other skills.
It is possible to create a hierarchy among learning objectives by using the results of the task and topic
analyses. The diagram below shows the hierarchy among the objectives that were formulated in the
above example. The learning objective “Construct a logical and persuasive message” is at a higher
level than the others. In fact, the other learning objectives (e.g. “Explain the concepts of relevance and
feasibility”) are all prerequisites to being able to construct a logical and persuasive message.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS

37
Learning objectives hierarchy
Other sequencing methods
There are several other methods that can be used to organize and sequence the content, and different methods can
be integrated to design the best structure for your course. Some of these other methods include the following:
>> In a job-oriented course (perform course), the content can be organized to follow the order
of the actions in the real job environment; this is the job-context principle.
>> In a non job-oriented course (inform course), concepts can be organized
according to their structural connections, such as by:
>> describing the characteristics of a class before describing its members;
>> providing examples first, then definitions; or
>> starting with concrete or simple information and then proceeding to abstract or complex concepts.
>> If learners’ profiles (e.g. general characteristics, job profiles, educational background) are well-known, concepts
that are most familiar to learners can be presented before those that are far from learners’ experience.
>> The curriculum can start with a more general overview, then focus on specific topics, and
at the end go back to the general conclusion; this is the zoom principle.
>> The curriculum can revisit the basic ideas, repeatedly building upon them until
the learner understands them fully; this is the spiral curriculum.
Design effective reports for decision-makers
Define
the communication
purpose
Explain the
concept of
relevance
Explain the
concept of
feasibility
Describe the
elements of a
message
Distinguish
consistent from
inconsistent data
Explain
the concept
of brevity
Identify user’s
information
requirements
Construct a logical
and persuasive
message
Choose a report
format according
to the context
Write the report
clearly and
concisely

38
The outcome of sequencing is a course structure where each element corresponds to a specific
learning objective and contributes to the achievement of the overall course goal.
3.6 Case study
Task analysis can be a very time-consuming activity, especially when it involves multiple interviews and document
analysis. However, there are some techniques to reduce the time needed for the analysis. The following case
study shows how a task analysis was conducted in a few days and its results used to develop a course outline.
Course structure
The diagram on the left is an example of
a structure for an e-learning course.
A course can include several units which
include a number of sessions.
In a self-paced e-learning course, each session
is a learning object18
made by a set of screens
including text and media elements.
Unit
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Unit Unit Unit Unit
Course
Personal learning paths
Developing the course using a modular19
approach allows the definition of a number of
personal learning paths that respond to different
individual interests and learning needs.
The task analysis helps to establish a connection
between learners’ needs and specific course
elements. This enables learners to select a
subset of sessions under the main course.
Entry tests or task-related questions can be
submitted to learners to help them identify the
right subset of relevant course elements.
Unit
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Unit Unit Unit Unit
Course
18
A learning object is the smallest reusable collection of content
supporting a specific learning concept or objective.
19
A modular curriculum is made up of standardized units that can
be separated from each other and rearranged or reused.

39
An e-learning course on “Impact Assessment of Large-scale Food Security Programmes”
FAO and Wageningen International collaborated in the development of a self-paced e-learning course on
“Impact Assessment of Large-scale Food Security Programmes”. The goal was to design an e-learning course
providing guidance to programme designers, programme managers and monitoring and evaluation officers
on how to organize and implement impact assessments of large-scale food security programmes.
Prior to the workshop, a team of three SMEs and an ID developed a draft outline of a task analysis. A
two‑day consultative workshop then was organized to bring together field practitioners, trainers, experts
and/or institutional representatives to review and complete the draft task analysis, and to consider
which organizations or individuals could best assist in developing the learning materials.
Results of the discussions
The group divided the primary target audience into two main professional profiles:
>> Group 1: National programme directors, designers and managers, decision-makers and donors; and
>> Group 2: Monitoring and evaluation officers of food security programmes, technical
advisors to the programme, statistical officers and external evaluators.
Lists were prepared for each target audience group that described the major tasks related to
impact assessment and the fields of knowledge required for successful task performance.
The following are a few of the identified tasks and associated knowledge for Group 2:
Tasks Knowledge needed
Recommend the most
appropriate approach
according to the context
The different options for assessing impact, including tools (e.g. household
survey to measure quantitative indicators; existing data to monitor
nationally‑defined indicators; Participatory Impact Assessment - PIA)
Advantages and disadvantages of each approach, including costs
The most important information that can be obtained from the different approaches
How to determine the best approach to measure the impact of the
programme, taking into consideration the financial, technical and human
resources available, as well as the main questions we want to answer
How to present the proposal in a user-friendly form
How to combine different approaches (triangulation)
As part of the process, a consultative workshop
was organized in 2009 at FAO headquarters in
Rome with 21 professionals working in national
programmes for food security (from Central America,
Indonesia, Nigeria, Pakistan and Sierra Leone),
staff members from FAO and professionals from
other international organizations (e.g. IFAD).
©FAO/Beatrice Ghirardini

40
Tasks Knowledge needed
Design and conduct
a sound survey
The definition of the attribution gap and how to overcome it in a survey
(How can we answer the question about whether the programme had
impact, considering other influences/events and conditions?)
The characteristics of a survey, including the different types of surveys (e.g.
sampling methods) and how to choose among them (e.g. criteria)
How to choose a comparison group
The biases inherent in the survey design (e.g. selection bias) which may limit the ability
to make plausible links between the programme and outcomes (attribution)
How to ensure that the collected data and information are of high quality
How to analyze the data (e.g. skills and software required)
Design and conduct a
Participatory Impact
Assessment (PIA)
and analyse data
The definition of participatory impact assessment
The definition of the attribution gap and how to overcome it in a PIA
(How can we answer the question about whether the programme had
impact, considering other influences/events and conditions)
What PIA can tell us that other approaches and methods cannot;
what can we learn by implementing a PIA
What types of indicators can be used for a PIA
What resources are needed to carry out a PIA
Use existing data
from national data
collection systems
What types of data are available in the country
The definition of the attribution gap and how to overcome it when using
national data (How can we answer the question about whether the programme
had impact, considering other influences/events and conditions)
How to use existing data to measure programme impact on food security
Workshop participants produced drawings and diagrams to illustrate relationships among tasks and concepts.
©FAO/Beatrice Ghirardini ©FAO/Beatrice Ghirardini

41
Design of the course plan
After the workshop, the lead SMEs and the ID analysed worksop results to define a set
of learning objectives and developed the following course structure:
Course: Impact Assessment of Large-scale Food Security Programmes
Unit and lesson title Description
Unit 1. Impact Assessment in
Food Scurity Programmes
The unit illustrates the relevance of impact assessment in food security programmes. It provides
basic concepts of food security, describes different types of food security programmes and
explains the importance of integrating impact assessment into programme design.
Lesson 1.1 - Introduction
to Impact Assessment
The lesson outlines the basic concepts of impact assessment, why it is done and the
importance of being able to attribute observed change to the programme.
Lesson 1.2 - Food Security
Concepts and Frameworks
The lesson reviews different food security-related conceptual frameworks used
by programme planners for designing food security programmes.
Lesson 1.3 –Large-scale
Food Security Programmes
The lesson reviews different types of food security programmes
and discusses implications for assessing their impact.
Lesson 1.4 - Impact
Assessment in
Programme Design
The lesson describes the importance of integrating impact assessment into programme
design in order to be able to measure major achievements of the programme.
Unit 2. Methods
and Approaches for
Assessing Impact
The unit illustrates principles of quantitative, qualitative and participatory
methods and approaches to assess impact and shows the main elements
to consider when deciding on the impact assessment design.
Lesson 2.1 - Overview of
Methods and Approaches
The lesson reviews the main features of a rigorous impact assessment
and the different methods and approaches.
Lesson 2.2 - Quantitative
Methods: Household Surveys
The lesson describes the main issues to consider when designing
and carrying out a quantitative household survey.
Lesson 2.3 - Quantitative
Methods: Secondary Data
The lesson outlines when and how to use secondary data in assessing programme impact.
Lesson 2.4 - Qualitative
Methods
The lesson introduces qualitative assessment techniques, their advantages and
drawbacks in impact assessment and the importance of stakeholder participation.
Lesson 2.5 - Selecting
Methods and Approaches
The lesson provides a rationale for choosing the most appropriate methods and approaches
to carry out impact assessment within the context and constraints of the programme.
Unit 3. Interpreting and
Communicating Impact
Assessment Results
The unit provides guidance on drawing conclusions from the impact
assessment and communicating the results to stakeholders.
Lesson 3.1 – Analysing and
Interpreting Impact Data
The lesson illustrates basic concepts of analysing and interpreting quantitative and
qualitative data in order to attribute observed changes to the programme.
Lesson 3.2 - Documenting
and Reporting Results
The lesson provides guidelines for presenting results of impact assessment in the
most appropriate way to respond to the needs of programme stakeholders.
The first unit provides basic concepts as common prerequisites for all the
other units of the course (i.e. the prerequisite method).
The other units follow the order of the actions in the real-word (i.e. the job-context principle).
In Unit 2, both the prerequisite and zoom principles have been applied:
>> Lesson 2.1 provides an overview of the three methods which are individually
analysed in lessons 2.2, 2.3 and 2.4 (i.e. the zoom principle).
>> Lesson 2.5 covers the higher level objective of selecting an assessment method. Thus, the information
provided in lessons 2.1 to 2.4 is a prerequisite for the objective of lesson 2.5 (i.e. the prerequisite method).
Considerations on sequencing

42
An outline document was produced and used afterwards by the authors as a model for developing lesson content.
In order to assist authors in formulating
and developing learning content,
the course plan provides details and
guidance for each lesson as follows:
Unit objectives describe the
main skills learners will have
acquired by the end of the unit.
Lesson learning objectives describe
the knowledge and skills that
the learners will have acquired
by the end of the lesson.
Main target audience indicates the
primary target audience group for
the lesson (Group 1 and/or Group 2,
according to the previous definition
of the target audience groups).
Guidelines for the author
help define the scope and the
approach of the lesson.
Scope notes for each learning step,
which provide advice to authors on the
information to include and the topics
and concepts to be developed in detail.
Resource pointers for each lesson,
which provide additional sources of
information which might be useful to
both content authors and the learners.
Course Plan

43
3.7 In summary
>> A first step is to develop a clear statement of the goal of the e-learning course.
>> The likelihood of developing an effective e-learning course increases when more relevant
information is collected on learners (e.g. job profiles, prior knowledge, learning context).
>> When a course is job-oriented, conducting a task analysis is a good way to ensure
that you are including relevant content. If the course is not job-oriented, a topic
analysis must be conducted to clarify relationships among concepts.
>> Defining learning objectives clarifies expectations about outcomes from learners.
>> Learning objectives and relevant topics are then organized in a
logical structure using various sequencing methods.

44
4. Defining instructional, evaluation and
delivery strategies
This chapter provides guidance on how to make decisions about the overall
course design. It will introduce the following topics:
>> Instructional methods for e-learning;
>> Delivery formats; and
>> Evaluation methods.
4.1 DEFINING INSTRUCTIONAL METHODS
Once the course structure has been defined, the ID must propose the best mix
of methods and techniques for a specific e-learning course.
The content for the course has been decided.
But before starting the development stage,
decisions must be made about the way in which
the course will be made accessible to learners.
Richard, the instructional designer, suggests
creating interactive content for self-study,
with graphics, animations and tests, and also
providing some opportunities to learners
for online socialization and discussion.
Clara is concerned about development time and
budget constraints. The team is also aware that
there are some technology constraints to verify. For
example, it would be completely useless to provide
the course through a synchronous virtual classroom
if learners don’t have a good Internet connection!
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
Are we providing a self-paced or an online workshop
using online communication tools? Which level of
interactivity will the course have? What kinds of media
will be used? Audio, video or just text and graphics?

45
The design of an e-learning course will involve using a combination of the following instructional methods:
>> Expositive methods - which emphasize “absorption” of new information. Expositive
methods include presentations, case studies, worked examples, demonstrations.
>> Application methods - which emphasize the active processes learners use to perform procedural and principle-
based tasks and build new knowledge. Application methods include demonstration-practise method, job aids,
case-based or scenario-based exercises, role play, simulations and serious games, guided research, project work.
>> Collaborative methods - which emphasize the social dimension of learning and engage learners sharing knowledge and
performing tasks in a collaborative way. They include online guided discussions, collaborative work and peer tutoring.
Instructional methods
EXPOSITIVE METHODS APPLICATION METHODS COLLABORATIVE METHODS
Presentations
Case studies
Worked examples
Demostrations
Demostrations-practise methods
Jobs aids
Case-based exercises
Role plays
Simulations and serious games
Guided research
Project work
Online guided discussion
Colaborative work
Peer tutoring
Each method can be delivered in different formats, using different types of media and communication
tools. For example, a presentation can be delivered as a Power Point file or as a recorded (or live) video
presentation. An online discussion can be carried out in a discussion forum or through a Skype call.
Delivery formats are selected based on additional factors related to learners, technological
and organizational constraints (e.g. budget) and available time.
Expositive methods
Expositive methods require learners to listen and read or observe. A SME or instructor
delivers knowledge on a given topic, which can be complemented by tests and exercises
to evaluate learners’ memorization and/or understanding of the content.
Expositive methods are used for acquiring information, but they can be combined with other methods to
create different types of learning courses. In those courses, the expositive component is normally used
to provide orientation and basic concepts before going into more practical and complex stages.
Presentations, especially in video formats, can also be used to sensitize and
influence learners’ attitudes toward specific subjects.
Expositive methods include:
>> presentations: organized information on a specific topic
>> case studies: real, significant cases related to the topic
>> worked examples: examples of the topic with comments and explicit reference to the theory
>> demonstrations: illustrations of how a task can be performed

46
In e-learning, these methods can be delivered through a number of formats, as shown below.
Delivery formats for expositive methods
Simple learning content, such as documents and PowerPoint presentations, with no interactivity.
Interactive e-lessons using text, images, audio, animations
and practice (i.e. questions and feedback).
Presentations made by an expert or instructor which are broadcast in
real time or recorded for learners to watch at any time. The lessons can
be recorded in both video and audio formats (podcasts).
Webinar and virtual classroom
The instructor presents the content to a group of learners who are connected to the
platform at the same time. Learners can interact with the instructor, ask questions
and receive feedback using video conference, audio conference or chat.
The instructor can use special software called “virtual classroom software”. These
programs usually include a range of synchronous tools such as whiteboard, application
sharing, audio conference and chat. Learners can use these tools to interact with
the instructor and other learners, ask and answer questions, vote, etc.
Application methods
Application methods involve the learners in practical activities which can range from simple exercises (such as
the demonstration-practise method) to more complex methods like simulations or research activities.
When using these methods, it is helpful to have a tutor or instructor to
provide guidance and facilitate reflection for learners.
>> Demonstration-practise method
This method is used to teach a procedure – usually a software procedure, such as how to generate a map using
geographic information system (GIS) software – using directive learning. A procedure is first demonstrated by an expert
or instructor, and then learners are asked to practise the procedure by interacting with the system or software.

47
In e-learning, this method can be realized through two formats, as shown below.
Delivery formats for demonstration-practise methods
Interactive e-lessons using a combination of animations and operational
simulations (based on a sequence of operations) that allow learners to
interact with the system and receive feedback on his/her actions.
Virtual classroom in which the instructor shows the application using application-
sharing tools and allows learners to take control of the application to practise it.
>> Job aids
Job aids provide just-in-time knowledge. They usually provide immediate answers to specific
questions, helping users accomplish job tasks. For example, learners may be provided with
a checklist to help them draft a communication strategy for a specific audience.
This method can be realized through the following delivery format.
Delivery formats for job aids
Printed documents such as checklists, technical glossaries and manuals
Online help or more sophisticated interactive online systems
>> Case-based or scenario-based exercises
Case-based exercises are used to develop cognitive skills in a specific domain. Learners are asked to apply
knowledge and principles to a concrete situation. Typically, this method is built around a scenario, e.g. a
challenging situation where learners are required to make decisions by choosing among different options.
For example, learners may need to select the best method for assessing the impact of a food security
programme. They are provided with an overview of the different assessment methods, criteria and information
about the specific programme to be assessed. An expert then comments on the learners’ choices.

48
This instructional method can be realized through the following delivery formats.
Delivery formats for case-based methods
E-learning linear lessons using text, images, audio, animations and practise
(questions and feedback); feedback is provided to learners by comments on the
appropriateness of their choices, after which they proceed to the next situation.
Electronic simulations, based on branched scenarios (also called experiential
simulations); each learner’s choice produces a consequence that generates feedback.
The feedback is provided through a follow-up situation that produces more choices.
Tutored individual activities in which a challenging situation is presented together
with the information and tools required to develop a solution to the problem; each
learner is asked to develop his/her own solution by using the available information.
The tutor can provide feedback during and at the end of the work.
Activities that are performed by a group rather than an individual; this also provides
the opportunity to practise interpersonal skills (e.g. negotiation skills).
>> Role play
Role play is used to develop interpersonal skills. Learners are asked to apply behaviour-related principles (e.g.
communication principles) to a concrete situation. Feedback is provided to learners about their behaviour.
For example, learners may be divided in groups of two people – one is designated as the policy-maker and
the other as the food security expert. The expert must convince the policy-maker to take action based on the
expert’s recommendations. After the simulation, the tutor/instructor comments on the learners’ performance.
In e-learning, this method can be realized through two delivery formats.
Delivery formats for role-play
Electronic simulations, based on branched scenarios (also called experiential simulations);
each learner’s choice produces a consequence that generates feedback. The feedback
is provided through a follow-up situation that produces some more choices.
Role plays conducted as a group activity by learners using communication tools such as chats,
audio or video conferences and discussion forums; a specific role is assigned to each learner.
Learners interact with each other to achieve individual objectives and/or a common goal.

49
>> Symbolic simulations and serious games
Symbolic simulations are used to develop scientific understanding of complex systems (e.g. ecosystems) or strategic
management skills in organizations. Learners can interact with the system to understand the underlying dynamics.
For example, if learners need to analyse crop status through seasons, they can play with the system to see the main
crop stages based on rainfall and vegetation data, and to observe the consequences of vegetation stresses.
In e-learning, this method can be realized through the following delivery formats.
Delivery formats for simulations and serious games
Symbolic simulations, based on the mathematical model of a
system, simulate a natural, social or economic system.
Learning games are simulations involving a competitive component,
a challenging goal and a set of rules and constraints.
>> Guided research
The learners are charged by the tutor or the instructor to conduct research on a specific subject. The instructor
can guide the learner in collecting and organizing information. For example, learners may be asked to conduct
research on the food security information systems (FSIS) in their own countries. The instructor provides suggestions
to learners on how to find the required information and how to illustrate the FSIS using a Venn diagram.
Delivery formats for guided research
Discussion forums, e-mails, chats and audio or video conferences for
communicating between learner and instructor or tutor.
Wikis, blogs and shared documents for presenting results.
>> Project work
The learner is charged by the tutor or the instructor to develop a product or a project by applying
learned principles and concepts to his/her specific context. For example, learners may be asked
to develop a food security report by applying the principles learned during the course.
Delivery formats for project work
Discussion forums, e-mails, chats and audio or video conferences for
communicating between learner and instructor or tutor.
Wikis, blogs and shared documents for presenting results.

50
Collaborative methods
Collaborative methods are based on dialogue and discussion among facilitators and learners. They add a
social dimension to the learning experience, applying the principles of social constructivism and collaborative
learning. They allow learners to benefit from having discussion partners and getting personal feedback.
>> Online guided discussions
Guided discussions are designed to facilitate learning and improve knowledge and skills. The facilitator
asks learners questions to stimulate and guide reflection and critical thinking. These discussions usually
complement other methods, such as a presentation, research or a case-based exercise.
Guided discussions also facilitate communication and knowledge sharing among learners. For example,
after individual research on food security information systems, learners may be asked to describe
to the facilitator and the other learners how those systems work in their own countries.
In e-learning, this method can be realized through the following delivery format.
Delivery formats for guided discussions
Discussion forums, e-mails, chats or audio or video conferences.
>> Collaborative work
Learners work together to perform different types of activities, such as evaluation, analysis or development
of an assignment or a project. This method requires learners to collaborate, listen to each other, argue and
negotiate; they develop interpersonal skills other than domain-specific and problem-solving skills.
For example, learners may be divided into small groups and charged to evaluate the impact
of a food security programme by applying the principles learned during the course. Each
group must provide an evaluation report as an outcome of the assignment.
Delivery formats for collaborative work
Discussion forums, e-mails, chats or audio or video conferences to communicate among learners.
Wikis, blogs and shared documents for collaborative work.

51
>> Peer tutoring
Learners monitor and support each other. They have the opportunity to learn from each other’s work
and to practise tutoring methods. This is a useful method for train-the-trainer projects.
For example, each learner may be asked to review a food security report developed by another learner, and to
provide suggestions on how to improve the document according to the principles learned during the course.
Delivery formats for peer-tutoring
Discussion forums, e-mails, chats, audio or video conferences, wikis, blogs and shared documents.
A summary of the instructional methods and formats
The following table summarizes the main uses and the pros and cons of the various instructional methods.
Most courses combine two or more e-learning methods, using different types of e-learning formats.
Method Used to Delivery formats Pros Cons
Expositive methods Presentations,
case studies,
worked examples,
demonstrations
Facilitate
knowledge
acquisition (mainly
conceptual and
factual knowledge),
orientation,
motivation,
attitudinal change
Simple learning
resources
(documents and
PPT presentations)
Quick to develop No
interactivity‑passive
learning
Interactive
e-learning lesson
Flexible: allows
the use of various
instructional
techniques
Low/ medium
interactivity‑risk of
passive learning
Correct use of
instructional
techniques and
media elements
is needed to
avoid this risk
Webcasting
(video lessons
and podcasts)
Quite easy to
develop
No
interactivity‑passive
learning
Need to consider
available learners’
Internet connection
Webinars (video
conference, audio
conference,
chat-based)
Allows interaction
between instructor
and learners
Requires low
effort to convert
materials
The instructor
must be prepared
to teach online
and use adequate
supporting
materials
Need to consider
Internet connection
Virtual classroom

52
Application
methods
Demonstration
-practise method
Develop
procedural skills
Combination
of animation
and operational
simulation
Allows learners
to practise
Mainly used for
software and simple
medical procedures
Virtual classroom
(using application
sharing)
Need to consider
Internet connection
Job aids Provide just‑in‑time
information and
guidance
Printed documents
such as checklists,
technical
glossaries,
templates, manuals
Promote transfer
of learning
to workplace
performance
Sophisticated
expert systems
require complex
design
Online help and
expert systems
Case-based
exercises
Develop
job-specific
cognitive skills
Interactive
e-learning lesson
Good level of
interactivity
Quite
time‑consuming
to design
Electronic
simulation based
on branched
scenarios
Highly interactive Time-consuming
to design
Multimedia
simulations can be
costly to produce
Need support of
an online tutor
or instructor
Individual
tutored activity
Highly interactive
+ personalised
feedback
Time-consuming
to design
Need support of
an online tutor
or instructor
Need to consider
Internet connection
Online group
activity
Highly interactive
+ social dimension
Time-consuming
to design
Need active
support of an
online facilitator
Need to consider
Internet connection
Role plays Develop
interpersonal skills
Stimulate
attitudinal change
Interactive
e-learning lesson
Good level of
interactivity
Quite time-
consuming
to design
Electronic
simulation based
on branched
scenarios
Highly interactive Time-consuming
to design
Multimedia
simulations can be
costly to produce
Online group
activity
Highly interactive
+ social dimension
Time-consuming
to design
Need for
considering
Internet connection
Need active
support of an
online facilitator

53
Application
methods
Simulations and
serious games
Develop deep
understanding of
complex system
Symbolic
simulations
Highly interactive
Allow to practice
high cognitive
performance level
(apply, analyse)
Time-consuming
and costly to design
and produce
Need active
support of an online
tutor or SME
Learning games Highly interactive
Allow to practice
high cognitive
performance level
(apply, analyse)
Time-consuming
and costly to design
and produce
Need appropriate
design to be
effective
Need active
tutor or SME
Guided research Active knowledge
construction
Discussion forum,
e-mail, chat,
audio and video
conference
Wiki, blog, shared
documents
Allow to practice
high cognitive
performance level
(analyse, create)
Need active
facilitator to provide
help and feedback
Project work Active knowledge
construction
Discussion forum,
e-mail, chat,
audio and video
conference
Wiki, blog, shared
documents
Allow to practice
high cognitive
performance level
(analyse, create)
Need active
help and feedback
Collaborative
methods
Online guided
discussion
Stimulate critical
thinking and
reflection
Facilitate
communications
among learners
Develop
Stimulate
attitudinal
change
Discussion forum,
e-mail, chat,
audio and video
conference
Allows for
reflection,
socialization and
knowledge sharing
Less effective than
collaborative project
work to achieve
learning objectives
Need to consider
Internet connection
Collaborative work Stimulate critical
thinking and
reflection
Develop problem
solving skills
Develop
Stimulate
attitudinal change
Discussion forum,
e-mail, wiki, blog,
chat, audio and
video conference,
shared documents
Allows learners
to make their
knowledge
explicit through
argumentation
Need active
help and feedback
Need to consider
Internet connection
Peer tutoring Stimulate critical
thinking and
reflection
Develop
Stimulate
attitudinal change
Discussion forum,
e-mail, wiki, blog,
chat, audio and
video conference,
shared documents
Good for train-the
trainer projects
May need to
be facilitated
Need to consider
Internet connection

54
4.2 DEFINING THE DELIVERY STRATEGY
When selecting delivery formats, a number of factors must be considered, including:
>> learner-related factors;
>> technology aspects; and
>> organizational requirements.
Learner-related factors
The following are important factors to consider about learners:
>> their comfort with delivery channels – Audio and video conferencing can be frustrating for non-native language learners;
e-mail or discussion forums are more appropriate since they allow learners to take the time they need to read and write.
>> their level of technical expertise – If they have only recently experimented with e-mail, they may have difficulty working
with whiteboards and video conferencing. It is important to consider how much technical support can be offered to them.
>> their available time – If learners are busy, are located in different time zones or cannot conform to rigid schedules
because they can only access a shared computer during certain hours, asynchronous tools will be preferred.
Technology aspects
Learners’ computers’ capabilities, infrastructure and connectivity need to be considered before making
any technology decisions. Understanding whether learners have easy access to network systems is
important. Some activities can be carried out only with the support of an Internet connection, while
others can be developed for self-paced e-learning. If there is limited Internet connectivity, consider using
CD‑ROMs and other offline formats to allow learners to take all or parts of the course offline.
Knowing bandwidth limitations helps you to choose the right delivery format. The following
is a rough estimate of connection speeds required by various e-learning formats:
E-learning format Speed of Internet connection required to display/use
Video conferencing, live webcasting From 100 Kbps to 2 Mbps
Audio conferencing From 56 Kbps to 128 Kbps
Application sharing, animations From 256 Kbps to 1 Mbps
Whiteboard, slides From 56 Kbps to 384 Kbps
Chat, instant messaging 128 Kbps
E-mail, discussion forums, screens with text and images From 56 Kbps to 128 Kbps
Source: http://support.apple.com/kb/ht2020 - Last visited: 30 June 2011
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS

55
It is also important to consider what kind of computers and software programs learners use,
especially when creating e-learning courses in development contexts. Technical requirements,
including multimedia capabilities, influence the selection of the media mix and plug-ins.
A multimedia training course can require the learners to have special hardware configurations (e.g. a large amount of
memory, fast processors, high-resolution monitors, audio and video cards). Media players, also called plug-ins, (e.g.
Adobe Acrobat Reader or Flash Player plug-ins) may be needed to display media and interact with the learner. If these
are required, learners should be able to freely download them from the Web. Try to limit the number of media players
needed by learners so that they don’t have to do too many downloads. Alternatively, if you provide offline courses,
such as on a CD-ROM, you can embed in the CD all the media players that are needed to display the course.
Using several media does not necessarily improve the effectiveness of an e-learning activity. Good instructional design
is more critical to achieving learning effectiveness than special multimedia effects. For example, while audio is generally
recommended, video and complex animations might not be required and could instead be replaced by a series of images.
Organizational requirements and constraints
A range of organizational requirements and constraints, such as the available
time and budget, will influence the choice of delivery formats.
Developing self-paced learning, especially with a lot of multimedia, can require much more time than preparing a
virtual classroom. When instruction needs to be provided to as many people as possible in the least amount of time, a
series of large virtual classes might be the right solution. Investing in the development of a complete self-paced course
makes sense to meet long-term training goals more than immediate, urgent training needs. However, development
costs for interactive content have dramatically decreased because of the development of new authoring tools.
Instructor-led courses are cheap to develop but expensive to deliver, while self-paced
courses based on interactive content are expensive to develop but cheap to deliver. Thus,
knowing the number of learners is important in assessing the cost impact.
4.3 Good practices
By making use of asynchronous and synchronous learning and collaborative tools, it is possible to
define e-learning solutions which match specific needs. Some good practices include:
>> Combining structured and ad hoc solutions: For example, an extensive curriculum on food security
analysis can be developed as a stand-alone course, while short virtual workshops can be used to
illustrate updates to a methodology or guidelines to face a recently emerged problem.
>> Localization: If you have a diverse and geographically dispersed learner group for which translation and cultural
adjustments are required, you might decide to develop a large self-paced e-learning course in English for all
learners, followed by virtual classes in the local language to deal with local issues and cultural differences.
>> Allowing downloads: Even in contexts with highly developed infrastructures, learners do not have continuous
access to the Internet. They should be able to download online content and work on it offline.
>> Asynchronous courses: E-learning materials developed for self-paced e-learning can be combined with asynchronous
collaboration facilities such as discussion forums and e-mail. This works well for learners who cannot conform to the
rigid schedule of classroom training but want to enrich learning through discussion with other learners and a facilitator.

56
4.4 DEFINING THE EVALUATION STRATEGY
Another important decision relates to the evaluation strategy for your course.
It is very important to think about this from the design stage.
First, you should establish the purpose of the evaluation. The purpose might be to: check the quality
of the course to improve it before it is implemented (formative evaluation); measure the effectiveness of
training and learning immediately after the course has been implemented (confirmative evaluation); or
evaluate an old course to see if it is still valid or needs to be modified (summative evaluation).
Then, you will need to define if you want to evaluate learners’ progress and/or provide certification. This
will also influence the choice of the assessment tests that will be integrated into the course.
In fact, you may want to assess learners’ knowledge and skills before the course starts, at a certain
point in the course (e.g. middle evaluation) and/or after the completion of the entire course.20
As already stated, it is important to ensure that the assessment tests are aligned with the learning
objectives. For this reason it is advisable to start drafting the assessment tests from the first stages
of the project, just after the definition of the learning objectives for each learning unit.
4.5 In summary
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
>> The ID must propose the best mix of e-learning methods and formats to match specific learning
needs. Special attention must be given to technological and resource constraints.
>> Learning objectives can be achieved through a wide range of learning methods, such as
self-paced interactive lessons, case-based or operational simulations, online discussions,
collaborative activities, virtual classrooms, assessment tests and surveys.
>> Different media elements can be used to create e-learning content, such as text, graphics,
animations, audio, photographs and video sequences. The choice of the right media mix
depends on the instructional approach as well as on technological and resource constraints.
>> When deciding between using offline and online, synchronous or asynchronous approaches, it is
important to consider learner-related factors (e.g. their technical expertise and available time) and
technical aspects (e.g. hardware and software requirements and speed of Internet connection).
>> The overall evaluation strategy and the methods for assessing learners’
progress should also be defined as part of the design stage.
20
See chapter 8.4 for more details on the different types
of evaluation and on methods to assess learning.

E-learning content must be accurately prepared and
presented in order to be effective. Instructional
techniques should be used creatively to develop an
engaging and motivating learning experience.
While e-learning content can consist of different
elements, ranging from simple learning resources
(e.g. documents and PPT presentations) to interactive
content, simulations and job aids, this section will focus
mainly on the development of interactive e-lessons.
Interactive e-lessons are the most common method for
delivering e-learning content. They offer a medium level
of interactivity and allow designers to use a variety of
instructional techniques and media.
This section will illustrate the process of developing
e- lessons, including preparing the content, applying
instructional techniques and media and creating the
final interactive product using appropriate software and
authoring tools.
PART III – CREATING INTERACTIVE CONTENT
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS

58
5. PREPARING CONTENT
This chapter provides suggestions to SMEs on how to prepare and write
content for e-learning. It will introduce the following topics:
>> How SMEs can provide the required information and knowledge; and
>> How to write content for e-learning.
5.1 How subject matter experts contribute
to e-learning development
In traditional training, SMEs assemble material for learners and teach them directly, while in e-learning,
SMEs provide IDs with the information and knowledge they need to prepare e-learning materials and
activities. For courses where domain-specific knowledge and skills must be developed (e.g. for an e-learning
course on food security analysis), SMEs must provide IDs with high-quality content. However, the extent
of an SME’s contribution can vary, depending on the amount and quality of existing material.
In fact, it is very likely that a set of materials for a specific subject is already available. These can consist of:
>> user manuals and technical documentation;
>> classroom course handouts and lecture notes;
>> presentations, such as PowerPoint slide shows;
It’s time to take action!
The e-learning course will include a set of self-paced
e-learning lessons to illustrate basic concepts.
Jin, the SME, is in charge of preparing all the required
knowledge and information –the “heart” of the course.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
So, I am responsible for developing the
course content. How should I proceed?
Jin, food security expert

59
>> documented case studies;
>> photographs, images, graphs, tables and other illustrative materials;
>> training materials, such as self-study guides, web guides and other distance learning materials; and
>> reference materials, such as specialized thesauri and glossaries.
Two main situations can occur:
If… …the SME may be required to provide: …the ID will:
1) Existing materials provide
high-quality content sufficient
to cover each outlined e-lesson
>> linkages between existing source materials and outlined
e-lessons (for example, Chapter 1 of a manual on
vulnerability analysis can cover the content for lesson
2.3 of an e-learning course on food security analysis).
>> practice exercises (i.e. questions and feedback) and
additional examples where required by the ID.
>> glossary terms and relevant descriptions.
>> recommended reading and resource pointers for the lesson(s).
>> develop lesson storyboards
which integrate content
taken from different source
materials, with practice
exercises and examples
provided by the SME.
2) Existing materials do
not adequately cover the
content of outlined lessons
>> core content for the lesson which ensures that the learning
objectives of the lesson are adequately covered.
>> practice exercises (i.e. questions and feedback) and
additional examples where required by the ID.
>> glossary terms and relevant descriptions.
>> recommended reading and resource pointers for the lesson(s).
>> develop lesson storyboards
which integrate lesson
content, practice exercises
and examples prepared
“ad hoc” by the SME.
Unfortunately, existing training materials and documents cannot be automatically
transformed into e-learning materials by just making them available from a Web site.
E-learning differs from face-to-face training and requires specific formats. For self-paced
e-learning in particular, material must be carefully designed and must embed adequate
instructional support to allow learners to function independently throughout the course.
For example:
>> a PowerPoint presentation developed for face-to-face training sessions is not
e-learning content, because it does not include all the explanations and examples
which are supplied by the presenter in a traditional classroom; or
>> a 20-page article made available online is not e-learning content because the way it is designed doesn’t
match specific learning objectives and because scrolling text pages is not the best way of reading online.
Although preparing materials is less demanding in instructor-led synchronous learning,
it is still necessary to adapt existing materials to the new learning environment.
Can existing materials be used without making any changes?

60
In either case, the SMEs also must review the storyboard to verify that the ID has correctly interpreted the content.
5.2 Tips for content development
and language style
When SMEs are in charge of developing content for e-learning lessons, they should refer to the course
outline (or course plan) to be informed about the topics to cover and the approach to take in illustrating
those topics (e.g. the level of detail, the language to use, the preference for illustrating concepts through
examples or case studies). With those instructions, SMEs can begin to write the content.
The following are some tips for SMEs on authoring lesson content.
How much content should an e-lesson include?
A single e-lesson should not take more
than 30 minutes of learning time.
How many pages of content should the SME
submit to create a single e-lesson?
There are no precise rules on this; it depends on
the level of complexity and on the number of
questions and interactions in the lesson. For a
30-minute e-lesson that included 30 screens (using
an estimate of 1 minute per screen of, for example,
a text/image or a feedback window), approximately
10-15 pages of content would be required.
>> Before developing the content for the assigned lessons, review the proposed learning objectives.
>> Make sure that the content and knowledge assessment tests and exercises
“match” the lesson objectives at every step in the work flow process.
>> Provide all the knowledge needed to meet the learning objectives, including
information that may seem obvious to you but may be unknown to learners.
>> Use examples that are likely to be familiar to most, if not all, learners. People
taking the course may have different backgrounds, so use a variety of examples.
This will help learners understand and remember concepts.
>> Classify topics for each lesson as follows:
>> Must know: a core part of the content; the learner needs to understand these concepts.
>> Nice to know: the learner could get by without this information, but it could help
develop a better understanding of the subject, or add interest for the learner.
Tips for content development

61
Authoring content for e-lessons is not the same as writing books or scientific articles. The following
tips on language style could be useful to SMEs when authoring content for e-lessons.
5.3 In summary
>> Write directly, simply and clearly. To accomplish this, keep sentences short. One rule
of thumb is that a sentence should not be longer than 25 words. It is important to not
give the reader more ideas or information than can be handled at one time.
>> Avoid jargon.
>> If you are addressing a multicultural audience, avoid culture-specific slang, colloquialisms and examples.
>> Be sensitive to the fact that many learners are not native English speakers. Write as
you talk. Informal language and contractions (e.g. don’t, we’re) can be used.
>> Minimize the use of compound sentences. When you see a colon or semi-colon, examine the
sentence to see if it could be made simpler and clearer by breaking it into shorter sentences.
>> Use personal pronouns (e.g. “you”) to refer to learners. This
personalizes instruction and involves your reader.
>> Use bulleted lists when appropriate.
>> Use gender-inclusive, non-sexist language (e.g. sexist: “Over the years, men have continued
to use non-renewable resources at increasing rates;” gender-inclusive: “Over the years,
people have continued to use non-renewable resources at increasing rates.”)
>> Use the active voice. In a passive construction, the agent of the action often disappears
from the scene. Use the passive voice only when the active voice is unduly awkward.
>> Spell out acronyms in full the first time they are used. Consider adding them to the glossary if appropriate.
Tips on language style
>> There are two main ways in which SMEs can provide the knowledge required for an e-learning course:
>> they can provide IDs with references to source documents and materials; and
>> they can actually write the content for an e-lesson.
>> In either case, they must check the storyboards and provide additional
information where needed (for example, they might provide feedback on
exercises or complete examples and scenarios created by the ID).
>> Content development is based on the course (or curriculum) plan, which
describes learning objectives and topics to be covered.
>> In authoring the content, SMEs should provide all the knowledge needed to
meet the learning objectives and avoid unnecessary information.
>> The language should be direct, informal, easily understood by
diverse people and culture- and gender-sensitive.

62
6. CREATING STORYBOARDS
This chapter provides concrete guidelines on how to develop storyboards for e-learning interactive lessons
by applying different instructional techniques and media elements. It will illustrate the following topics:
>> How to structure a lesson storyboard;
>> How to use instructional techniques to present lesson content;
>> How to add examples;
>> How to use media elements (e.g. text, graphics, audio, video, animations); and
>> How to develop practice and assessment tests.
6.1 What is a storyboard?
The ID works on the content provided by the SME to design each e-learning lesson. The lesson’s
storyboard (also called the script), is the design document resulting from this activity.
Jin, the SME, has passed information for
each outlined lesson to Richard, the ID.
It is time for Richard to transform that information
into engaging e-learning content!
He will use instructional techniques, media and interactive
elements to develop the lessons’ storyboards.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
What is a storyboard?
The term “storyboard” is taken from movie production where it indicates a visual representation
of the various scenes of a film. In e-learning, the storyboard describes screen by screen what
will happen in the final e-lesson. The storyboard is not a final product. It is an intermediate
product which is then used by Web developers to create the final interactive e-lesson.
How can I structure and present this content to
facilitate learning? How can I best explain and
engage the learner at the same time?
Richard, instructional designer

63
More specifically, for each lesson, the ID:
>> reviews the content provided by the author;
>> selects the instructional technique which is more appropriate to present that
type of content (e.g. storytelling, scenario-based approach, etc.);
>> determines the lesson’s content sequence;
>> creates a storyboard which specifies which elements will appear in each screen of the e-lesson. These elements
include: text, images and other media, interactive questions, “more information” windows and annexes.
The following is an example of a storyboard created with PowerPoint. However,
storyboards also can be created using a word processing program.
The next sections provide some guidance on how to use instructional techniques and
integrate media elements and interactive questions to create a lesson storyboard.
The main PowerPoint
slide presents the
visual elements (text
and graphics) that will
appear in the screen
of the final lesson.
It also shows the
screen number and the
titles of the unit, lesson
and learning step.
In the notes section
of the page, the ID
writes information
for developers
about interactions,
animations and
audio associated
with that screen.

64
6.2 STRUCTURE OF AN INTERACTIVE E-LESSON
In creating the storyboard for an interactive e-lesson, the ID reorganizes the content provided by the
SME into a sequence of slides, which will correspond to the screens of the final interactive lesson.
For example, the following is a typical e-lesson structure:21
Let’s see a lesson’s components in more detail:
Lesson component Example
1) Learning objectives
A first screen
containing a clear and
informal description
of learning objectives
for the lesson.
(1 to 3 Screens)
INTRODUCTION
(1 Screen)
LEARNING
OBJECTIVES
(4 to 25 Screens)
CONTENT
(1 Screen)
SUMMARY
21
The standard structure of an e-learning lesson reflects Gagné’s nine
events of instruction: 1) Gain attention; 2) Inform learner of objective; 3)
Stimulate recall of prior knowledge; 4) Present the material; 5) Provide
guidance for learning; 6) Elicit performance; 7) Provide feedback; 8) Assess
performance; and 9) Enhance retention and transfer (See Gagné 1985)

65
2) Introduction
One or more
introductory screens
describing how the
knowledge gained
from the course will
be used and the
benefits of having
that knowledge.
The purpose of the
introduction is to
motivate learners
to proceed with
the lesson.
3) Content (core
of the lesson)
A set of screens (from
4 to 25) which make
up the core of the
lesson. These combine:
>> text;
>> media elements;
>> examples; and
>> practice questions.
Their purpose is to
facilitate learning of
knowledge and skills.
A range of instructional
techniques can be used
to present the content.
These techniques,
as well as guidelines
on how to use media
elements, examples
and exercises, are
presented later
in this chapter.

66
4) Summary
List of key points
in the lesson.
The purpose of the
summary is to help the
learner memorize the
lesson’s key points.
6.3 Techniques for presenting content
When creating storyboards for e-lessons, IDs may choose among diverse techniques for presenting
content, according to the type of content and the desired instructional approach.
This section presents an overview of the following techniques, including
descriptions and guidance on when and how to use each one:
>> storytelling;
>> scenario-based approach;
>> toolkit approach; and
>> demonstration-practise method.
Storytelling
>> What is storytelling?
Storytelling provides information through a story narrative which places content in a realistic context and illustrates
actions and decisions of one or more characters. It can use illustrations, pictures or video sequences.

67
The following is an example of an e-lesson using storytelling:
Example: An e-lesson using storytelling
This lesson is part
of a course entitled
“Communicating for
Food Security”.
The lesson follows
the story of two
communication
specialists, Nur and
Samir, and Paulo, an
NGO communication
officer, who is helping
them to promote
a new technology
to raise yields.
Paulo will guide his
colleagues through the
process of organizing
a communication
campaign. The story
provides learners with
guidelines and relevant
conceptual knowledge
for organizing such
a campaign.
>> When should storytelling be used?
The storytelling technique can be useful when you need to:
>> provide job-specific knowledge;
>> describe complex processes, where different actors perform different actions. The story
can clarify who does what and helps learners follow the flow of events;
>> add a human aspect to the lesson, since learners can follow the stories of real people; and
>> highlight the usefulness of the knowledge, because through storytelling you can
show how this knowledge can be integrated into a real situation.

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Scenario-based approach
>> What is a scenario-based approach?
Lessons using this approach are built around a scenario. Typically, the scenario is a challenging
situation in which learners are required to make decisions by choosing among different options.
Learners are provided with all the information required to make the right decisions.
Feedback is provided to the learners for each option to explain why their choices are correct
or incorrect. The feedback can also show the consequences of their decisions.
Example: An e-lesson using the scenario-based approach
Let’s consider a lesson on the steps involved in creating a digital library collection for a given scenario.
The lesson deals with
creating a digital
library collection of
student dissertations in
an engineering college.
At the beginning,
the case is presented
and the problem
is introduced.
>> Create a realistic and credible context. This is very important for motivating learners, as it enables
them to identify with the characters in your story. Learners need to feel that the story is similar to
their own experience, and that the challenges faced by the characters could also happen in real
life. This will help them appreciate the usefulness of the knowledge that you are presenting.
>> Characters do not need to be present in every screen. “Story screens”, which show characters’ actions and
dialogue, can be alternated with “theory screens” – i.e. screens providing concepts and guidelines. Story
screens can be used to focus learners’ attention on specific issues. For example, you can use them to:
>> introduce a new topic: a story screen can introduce a topic (e.g. a specific task or a new
problem that characters have to address) which is then followed by two or three theory screens
to illustrate the topic; then, a story screen can be used again to introduce the next topic;
>> illustrate critical actions or decisions – a story screen can describe important
actions and decisions which often lead to common mistakes and doubts;
>> develop practice exercises – a story screen can be used to ask the learner to answer
questions about the story, applying guidelines to that specific situation.
>> Be careful about gender and cultural issues when developing your characters. Know your
target audience to better define the story characters’ geographic provenience, names and
style of dress. Dialogue among characters should be gender- and culture-sensitive.
>> Try to make dialogue realistic by keeping sentences short and using informal language. Complex
explanations should be provided in theory screens rather than included in a dialogue.
Tips for using storytelling

69
The learner is asked
to help Paula, the
college librarian, make
a number of decisions.
These decisions
should be made
according to presented
information as well as
colleagues’ reactions.
Conceptual
information is provided
through feedback in a
very succinct manner.
>> When should a scenario-based approach be used?
This approach allows learners to learn strategic principles by applying them to a
concrete situation and observing the consequences of their decisions.
The scenario-based approach can be useful when you need to:
>> develop problem-solving or interpersonal skills;
>> teach strategic principles rather than conceptual and factual knowledge; or
>> develop an interactive exercise at the end of a conceptual unit, i.e. as a practice lesson
following a set of lessons which provide underlying concepts and principles.
This type of approach requires strong collaboration between the ID and the SME, as the ID needs
to have enough information to design a realistic situation, provide learners with the information
for the decisions they have to take and provide appropriate feedback on their choices.
>> Create a scenario. Think about how learners will use the information in the lesson, and build
the scenario around it. Involve an SME to ensure that the scenario is relevant and credible.
>> Work with the SME to understand which decisions a person would make in that
scenario. SMEs can share different experiences and possible outcomes.
>> Provide learners only with the information required to make decisions. This can be given as part of
the scenario description; as part of the feedback to learners’ responses; or as part of information
available on demand (e.g. through a “more information” link to additional information).
>> Define possible choice options for each critical decision. Choices should not be obvious.
>> Each choice generates a consequence; provide detailed feedback
for each option by showing its consequences.
Tips for using a scenario-based approach

70
Toolkit
>> What is a toolkit lesson?
An e-lesson can take the form of a toolkit which allows learners to select from among a set of independent topics,
rather than follow a sequential approach. Learners are invited to choose the topics that interest them the most.
Example of a toolkit lesson
This lesson illustrates
the main characteristics
of several collaboration
tools. Learners
can access tool
descriptions from the
menu screen. Each
tool is presented
in a systematic way
by providing main
features, potential
applications, limitations
and examples.
>> When should a toolkit lesson be used?
Toolkit lessons are a good option when you have to present short pieces of content which belong to the
same category, but are quite independent from each other. The content pieces can be descriptions of
tools, steps of a procedure, stages of a process or frequently asked questions on a given topic.
Learners are invited to navigate the toolkit in a non-linear fashion, since a logical order
is not necessary and learners might be interested only in some of the tools.
>> Provide an introduction before the menu page with an overview of the
various tools to orient learners in selecting the menu options.
>> Present each tool in a systematic way, such as by providing the same categories of
information (e.g. description; purpose; example; strengths; weaknesses) for each tool.
Tips for developing a toolkit lesson

71
Demonstration-practise method
>> What is the demonstration-practise method?
The demonstration-practise method is used to teach a procedure. You first demonstrate the procedure,
and then you ask the learner to practise the procedure by interacting with the system.
Example: E-lesson using the demonstration-practise method
The lesson teaches how
to import documents
into a digital collection
using the digital library
software, Greenstone.
First, the task is shown
both verbally and
through an animation…
...then the learner is
asked to perform the
task by interacting
with the system.
The system provides
specific feedback on
incorrect choices or
final positive feedback
if the learner makes
no mistakes.

72
>> When should the demonstration-practise method be used?
This method can be used to teach procedures, typically software procedures.
6.4 Adding examples
Adding examples is key to ensuring that learners can make sense of the illustrated
concepts. Examples can be used in deductive and inductive ways:
>> to illustrate a concept or show the steps of a procedure which has been previously introduced (deductive); or
>> to stimulate thinking and reflection before providing definitions and principles (inductive).
Examples can help bridge the gap between theory and practice. You can give learners an example of how to
accomplish a task together with an explanation of the underlying procedure or principle; afterwards, you can ask them
to answer questions about the examples to stimulate their reflection and prepare them for actual performance.
>> You can use an animation (e.g. a flash animation) to demonstrate the procedure. This should be
accompanied by a detailed verbal explanation, in the form of written text or audio comment.
>> Allow the learner to control the animation by providing play, pause, stop and reload buttons.
>> Develop an operational simulation to have learners practise the procedure.
>> The operational simulation allows the learner to perform a number of actions (e.g. selecting options or
typing text). If the learner does a wrong action, the system provides an error message, and if the learner
does the right action, the system allows the learner to go to the next step until the end of the procedure.
Tips for developing a demonstration-practise lesson
Deductive sequences reflect a behavioural approach, which emphasizes response
strengthening, while inductive sequences reflect a constructive approach, where
emphasis is on the active processes learners use to build new knowledge.
Deductive and inductive sequences

73
Example: Selecting livelihood indicators
Let’s consider a lesson that provides guidance on how to select livelihoods indicators in specific contexts.
First, a sample
situation is provided.
Learners can open
the PDF and read the
situation of the Nias
mountain people.
Learners also are
provided with a list
of indicators that
an expert analyst
has selected for
that situation.
Then, the underlying
principles used by
the expert to select
those indicators
are presented.

74
Now, three new
examples are provided,
together with the list
of indicators selected
in each situation
and an explanation
of the reasons for
that selection.
Finally, using a new
example, learners
are asked to answer
a set of questions
regarding the selection
of indicators in that
specific situation.
>> Integrate different media to present the example (e.g. a picture and text or audio narration).
>> If the example is long or complex, break it up into smaller components.
>> Try to also use non-examples, e.g. examples of incorrect application of principles.
>> Use a realistic job context for your example; this will support transfer of the knowledge to the job.
>> For strategic skills, use at least two examples which illustrate the same underlying principle in
different contexts. Then, ask learners to compare them and identify the common principles.
Tips for developing examples

75
6.5 Integrating media elements
There are a number of different kinds of media elements that can be combined to create compelling
e-lessons. Pay careful attention when integrating media elements into your storyboard to avoid
overloading learners’ working memory, as this can be detrimental to the learning process.22
Media elements: Text
Written text is an important “media” for communicating course content. Great attention
should be given to its graphic display and integration with images.
The following principles apply when displaying text on a lesson screen:
Media elements: Graphics
Graphics include illustrations, pictures, diagrams and icons. They can range from
photographic realistic images to schematic representations or even tables.
Graphics can serve different communication functions, including the following:23
>> decorative: to add aesthetic appeal or humor;
>> representational: to depict an object in a realistic fashion;
>> mnemonic: to provide retrieval cues for factual information;
>> organizational: to show qualitative relationships among content;
>> relational: to show quantitative relationships among two or more variables (e.g. pie charts, line charts);
>> transformational: to show changes in objects over time or space (normally realized through animations and video); and
>> interpretive: to illustrate a theory, principle or cause-and-effect relationships.
Graphics can play a crucial role in promoting learning. They should not only be used to add
visual interest to a screen. In e-learning, relevant graphics can facilitate learning by:
>> drawing attention to a specific content element;
>> suggesting analogies between new content and familiar knowledge;
>> supporting the understanding of concepts;
>> simulating the work environment and real situations; and
>> motivating learners by making materials more interesting.
>> Display on-screen text to provide the best readability and clarity.
>> If possible, use diagrams, graphs and flow charts to help the learners understand the content.
>> Use graphic conventions consistently; for example, italic style must always be used for the same purpose.
>> Use lists or tables to help learners organize the information.
>> Use list points or blank spaces to separate items in a list or focus the attention on them.
>> Consider word and row spacing to improve text readability.
Tips for using text
22
Guidelines presented in this chapter take into account the cognitive load
theory. Cognitive load theorists assert that since working memory is limited,
cognitive overload will result if the complexity of instructional materials is
not properly managed, and this will interfere with the learning process.
23
Clark R.C. and Lyons, C. (2010). Graphics for Learning:
Proven Guidelines for Planning, Designing, and Evaluating
Visuals in Training Materials. Wiley & Sons Ltd.

76
The following examples of graphics serve some of the communication functions listed above.
Example: graphics with representational function
These realistic
pictures illustrate
plant components
for a course on
plant genetics.
The illustration on
the right describes a
realistic situation in a
work environment.

77
Example: graphics with mnemonic function
This visual list is
provided at the
beginning and at the
end of each lesson to
have learners recall
the various steps
of the process.
Example: graphics with organizational function
This simple
diagram clarifies
the relationships
between the concepts
of malnutrition and
food insecurity.

78
Example: graphics with interpretive function
This diagram
illustrates cause-effect
relationships among
food security elements
at national, household
and individual levels.
This flow chart
illustrates a set
of guidelines for
deciding which type
of data should be
used for food security
analysis depending
on the context.

79
Media elements: Animations
An animated illustration can show a series of procedural steps or transformations.
>> Try to avoid graphics that have no real function in complementing the information in
your text. Purely decorative graphics do not help learners understand the text and
should be minimized. Adding extraneous pictures can interfere with the process of
understanding presented materials, thus jeopardizing the learning process.
>> If you use printed words to comment upon the graphics, place them near the parts
of the graphics to which they refer, so that learners’ attention is not divided.
>> If you use spoken words (narration), present corresponding graphics and spoken
words at the same time so that learners’ attention is not divided.
>> Use digitized photographs when creating a realistic context and suggesting analogies to real-life situations.
>> An animated illustration can be used to show a series of procedural steps or the stages of a process.
>> A matrix, a conceptual map or a tree diagram can show relationships among content.
>> Line charts can demonstrate trends and allow learners to make
comparisons between two or more variables.
>> Bar graphs are useful for comparing quantities and dimensions.
>> Pie charts show relationships between the parts and the whole, and are
particularly useful for showing proportions and ratios.
>> Flow charts are recommended to describe complex procedures.
>> Diagrams can provide organization and meaning and are therefore recommended
when you are trying to help the learner store and retrieve verbal information.
>> When developing a text table, ensure that sequential relationships are accurately reflected,
and arrange sequences so that they are represented from left to right and from top to
bottom on the page. Working contrary to that “natural” flow can create confusion. When
using text tables, provide instructions on how to interpret and use the table.
>> Ensure that diagrams, graphics and screenshots correspond to their descriptions.
Tips for using graphics
>> Allow learners to focus on only one object at a time.
>> Use arrows to steer attention to selected details or motion direction.
>> Segment long or complex animations and allow learners to access each chunk at their own pace
rather than playing all the steps continuously (e.g. by adding Play and Pause buttons).
>> Limit the use of animation effects on text because they do not have
any instructional function and can irritate learners.
Tips for using animations

80
Media elements: Audio
Effective use of audio greatly increases the effectiveness of a course. Audio can be used in combination
with on-screen text to summarize or expand key points or to accompany video sequences.
Audio narration is more effective than printed text when providing comments on animations, video
sequences or a series of static frames showing a transformation. Indeed, learners’ visual channel can
become overloaded if they have to process graphics and the printed words that refer to them.
Media elements: Video
Video is the only media that makes it possible to reproduce behaviour, processes or procedures
the way they appear in real life. It can be used to present a case study and is especially
effective in role plays to illustrate interpersonal communication situations.
Video requires a lot of bandwidth. In many cases, graphics or animation can be an effective substitute for video.
>> Keep the audio short.
>> Use audio to complement the visual elements of the screen. For example, during a
procedural demonstration, audio can be used to explain animated steps.
>> If you use audio to comment on graphics and animations, present corresponding graphics
and spoken words at the same time so as to not split the learner’s attention.
>> Avoid redundant audio. Do not use it to “read” the text on the screen;
instead, combine audio narration with textual summary.
>> Use written text for key messages which need to remain on the screen as long
as desired so that learners can refer to that information over time.
>> Avoid adding “extraneous” audio, such as background music and sounds, to a narrated animation.
If learners pay attention to sounds and music, they will pay less attention to the narration.
Tips for using audio
>> Video sequences should always be accompanied by comments in either written text or audio narration.
>> In situations with limited bandwidth connections, a video sequence
can be replaced by a sequence of pictures.
>> Avoid using video only to show a teacher speaking.
Tips for using video

81
Example of a course using video
This United Nations
Development
Programme course
entitled “Prevention
of Harassment, Sexual
Harassment and Abuse
of Authority in the
Workplace” allows
learners to display
a role play scenario
as a video or as a
sequence of images.
Learners who select
the “Images” version
will see the scenario as
a sequence of pictures
with dialogue balloons.

82
6.6 Developing practice and assessment tests
Practice and assessment questions should be designed to reinforce the achievement of
learning objectives. Questions play an important role in involving learners and keeping their
attention, so you should try to use them as much as you can in your storyboard.
In a job-oriented course, the questions should be placed in a job-realistic context
to build knowledge and skills that can be transferred to the job.
Developing practice and assessment tests for different types of knowledge
Different types of practice and tests are required for different types of content.
The table below offers some tips for promoting and assessing:
>> memorization of facts;
>> understanding of concepts and processes; and
>> application of procedures and strategic principles.
Tips for developing practice and tests
Type of content Tips
Fact >> Have learners recall features or specifications
>> Have learners identify pictures or objects
Concept >> Have learners discriminate between examples and non-examples
Procedure >> Have learners practise through operational simulation
>> Have learners actually perform the procedure
Principle >> Ask questions about the principles underlying a worked example
>> Have learners apply guidelines to solve a job‑contextualized problem or case study
Example of practice: application of a communication principle
The lesson provides
guidance on how to
communicate with
policy‑makers to
sensitize them about
your initiative.
The screen on the
right provides some
guidelines on listening
to a negotiation…

83
...and the exercise
shows what happens
when those guidelines
are applied correctly
and incorrectly.
Questions formats
In self-paced e-learning, practice and tests mainly consist of questions associated with
response options and feedback. They generally have the following structure:
>> a question or statement;
>> an operational message that indicates to the learner how to perform the
required operations (e.g. click, drag, press a key);
>> a series of options;
>> the correct answer; and
>> feedback for the correct and incorrect answers.
The most frequently used question formats include:
>> multiple choice;
>> multiple responses;
>> matching;
>> ordering;
>> fill-in-the-blank; and
>> short answer/essay.

84
The table below provides a short description and an example for each one of these formats.
Type of question Example
True or False
A statement with two
options (true/false
or yes/no), where
only one is correct.
Multiple choice
A statement that
provides different
options; only one
is correct.
This type of interaction
allows for providing
different feedback for
each selected option.

85
Multiple responses
The correct answer
consists of more than
one option, all of which
must be selected.
Matching
This type of interaction
presents two series of
elements. The learner
must associate each
element of the first
series with an element
of the second.
The example shows
a drag-and‑drop
exercise.

86
Ordering
The learner has to
order several elements
in a sequence, e.g.
the logical sequence
of several phases,
steps or operations
to be performed.
Fill-in the blanks
This can be an
incomplete statement
to be completed
by learners; or a
sentence with one or
more missing words
or numbers. The
learner must fill in the
blank spaces with the
appropriate terms.
The response is
checked by the
system which provides
relevant feedback.

87
Short answer/
short essay
The learner is free to
choose his/her own
words to formulate
the response to the
question. This makes it
more difficult to check
the learner’s output
as it is impossible to
foresee all the possible
answers. However,
an answer developed
by an expert can
be proposed for
comparison (see
the example) or the
essay can be saved
and submitted to
an online tutor.
The following table summarizes the main characteristics of each type of question:
Pros Cons
True or False Easy to create
Can differentiate feedback
for each option
Learners have a 50 percent chance
of selecting the right option
The answer is not created by the learner
Multiple choice Very flexible (can be used
for several purposes)
Can differentiate feedback
for each option
Difficult to create (you have to develop credible wrong
options and write different feedback for each of them)
Multiple responses Very flexible (can be used
for several purposes)
Quite difficult to create (you have to
develop credible wrong options)
Matching Quite easy to create Risk of being too easy for learners
Ordering Quite easy to create The answer is not created by the learner
Fill-in the blanks Easy to create Rarely appropriate
Difficult to measure
Short answer/short essay The answer is created by the learner Very difficult to measure

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Developing questions
The following guidelines are valid for every type of interactive question:
6.7 Additional resources
Additional instructional support can be designed as part of the lesson or
the course. These resources may include, for example:
>> printable versions of the lesson content;
>> “getting started” tutorials, providing an overview of navigation features for new learners;
>> downloadable job aids (e.g. checklists, if/then tables);
>> glossary providing key terms and related explanations;
>> bibliography and/or links to Web resources, for learners to find out more about the topic; and
>> pop-ups or “mouse-overs” which provide additional information on specific
topics without interrupting the flow of the lesson.
>> Practice questions should be created for all critical topics or tasks.
>> The text of the question must be as clear and unambiguous as possible.
>> Incorrect options should be plausible. An obviously wrong option does
not play any useful role and decreases the learner’s interest.
>> Incorrect options should aim not to distract learners, but to anticipate common
errors so that useful information can be provided in the feedback.
>> Provide textual responses for each option of about the same length. If one of the responses
is much longer than the others, the learner will think that is the correct one.
>> Provide explanatory feedback: after the learner responds to a question, provide feedback
saying whether the answer is correct or incorrect with a succinct explanation.
Tips for developing questions

89
Example: More information icon
By clicking on the “i”
icon, learners get more
information through
a pop-up window.
6.8 IN SUMMARY
>> The typical structure of a storyboard for an e-lesson includes the following elements: learning
objectives; introduction; content and practice (the core of the lesson); summary.
>> The core of the lesson is composed of a combination of text, media elements, examples and exercises.
>> A range of instructional techniques can be used to present the content, such as storytelling,
scenario-based approaches, toolkits and the demonstration-practise method.
>> Adding examples is crucial to facilitate understanding of concepts and application of strategic principles.
>> Different media can be used to illustrate the content. It is very important to use
them appropriately to avoid overloading the working memory of learners.
>> Practice and assessment tests facilitate the achievement of learning objectives. In self-
paced e-learning, practice exercises and tests mainly consist of questions associated
with response options and feedback. Questions should be created for critical topics
or tasks and should use explanatory feedback to reinforce learning.

90
7. COURSEWARE DEVELOPMENT
This chapter provides information on the last step of the development stage, which is the creation
of the final interactive courseware. The chapter will illustrate the following topics:
>> Authoring tools for producing e-learning courseware; and
>> How to select the right authoring tool.
Clara is evaluating whether to use one of
the existing authoring tools to make the
course interactive and publish it online.
The development team will use this tool to
create the final interactive e-lessons and embed
them in a nice graphic interface which allows
learners to access the course content.
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS
Which suite of tools should we use to create
the final interactive version of the course?

91
7.1 What does courseware development imply?
Once the storyboards are ready, the development team creates the final interactive e-lessons. Alpha and beta
versions are prepared for testing and review before distributing the course online and/or through CD-Rom.
Courseware development may require the work of a group of professionals. Specifically:
>> a course integrator to assemble all the course components and set up the course
interface; this person may also be responsible for quality assurance testing;
>> graphics developers to create graphics and animations, including navigation buttons and icons;
>> multimedia developers for audio and video editing;
>> HTML/XML coders if there is a need to develop tailored templates; and
>> programmers to develop complex interactions.
Not all these roles are required in every case. It depends on the mix of media and on the required level of
interactivity. For example, only a course integrator and graphics developers would be needed for courses
composed of only text and images, with a medium level of interactivity and created using an authoring tool.
7.2 Authoring tools
Various tools can be used to produce e-learning content, depending on the file
formats you are going to use and the final product you aim to deliver.
In a very broad sense and at the simplest level, slide-based tools, like Microsoft PowerPoint or even
word processors, are regarded as e-learning tools. While those tools are not appropriate to present
interactivity, testing and scoring, they can be sufficient to create simple learning resources.
To develop interactive content, various elements are assembled (e.g. text, illustrations,
animations, audio, video, interactivity). There are two main ways to do that:
>> use programming tools which have been created to develop web content (not only
for e-learning) and customize them to specific e-learning needs; or
>> use special tools – known as authoring tools or authorware – which have
been created specifically to develop e-learning courses.
Generally, programming tools (particularly those that are sophisticated and complex) require professional expertise and
considerable development time, while authoring tools can be used by people without programming skills. The main
advantage of authoring tools is that they are easier and faster to use, and they therefore shorten development time.

92
Other characteristics and differences between the two approaches are summarized in the table below.
Programming tools Authoring tools
Skills required Not user-friendly; requires
advanced programming skills
User-friendly; programming skills are not necessary
Users Used by developers/programmers Used by content developers, IDs, non-technical staff
Ease of use Difficult to use Relatively easy to use
Learning curve24
High Relatively low
Development time Require a lot of development time Fast to develop and transfer; reduce technical overhead
Development cost Inexpensive Expensive if proprietary, but free software offerings exist
Instruction set architecture Low-level program; needs
to be compiled
High-level program with high-level visual tool
Run time Program runs quickly Programs runs slowly
Purpose of use Can be used for open-
ended, multi‑purpose tools
(such as Web sites)
Used to facilitate multimedia and instructional design
Control over e-learning
environment
Complete control; source files
are available for customization
Less control; no/limited access to source files
There are many categories of authoring tools which differ by their features, level of complexity, installation site (i.e.
desktop or web-based) or visual graphic interface. These tools range from very simple Microsoft PowerPoint converters
to powerful toolboxes for rapid e-learning. These more complex authoring tools, referred to as self-contained
toolboxes, do not rely on other tools; the entire e-learning course is created within just one integrated toolset.
All authoring tools must have some key capabilities, including:
>> interactivity and navigation – menu-driven content and ability to move throughout the content;
>> editing – content publisher for easier changes/updates;
>> visual programming – use of buttons, icons, drag-drop graphic;
>> preview/playback – ability to see or test an ongoing project;
>> cross-platform interoperability – able to run on all platforms;
>> cross-browser interoperability – able to run on different browsers;
>> integration – with leading e-learning applications and compliance models, such as Sharable Content Object Reference
Model (SCORM) and Aviation Industry CBT [Computer-Based Training] Committee (AICC), for LMS delivery; and
>> delivery of learning content in multiple formats – able to use SCORM for LMS, Web, CD-ROM and Microsoft Word.
24
Learning curve represents the period of time
necessary to learn how to use the tool.

93
In their early phases, many authoring tools were simple PowerPoint “add-ons”, able to convert a set of slides directly from
PowerPoint. For example, iSprint Presenter25
or Articulate26
transform standard PowerPoint presentations into Flash.
Example: Articulate Presenter
The articulate tool is nested inside PowerPoint.
Pressing on Preview > Preview slides or Publish, a PPT presentation is automatically converted into Flash.
Navigation options
People may use different approaches to study: some may prefer to have a quick and overall look
at the content and then go back to a specific unit, while others may want to follow a predefined
order. Allowing learner’s control over the process is particularly relevant in adult learning.
Course interfaces usually allow the following navigation techniques:
>> course and lessons menus, which allow learners to select specific lessons and topics within the course; and
>> previous, next and reload buttons to permit control of pacing within a lesson.
The SCORM model
In order to be appropriately uploaded and made accessible from an LMS, e-learning
lessons and courses must conform to a set of technical and instructional standards.
For example, the SCORM (Sharable Content Object Reference
Model) model encompasses the following standards:
>> packaging standards that allow courses to run under different LMSs;
>> runtime specifications on how LMSs can launch courses and how
they can report results back to the system; and
>> metadata standards to create and publish metadata records about courses, lessons and topics.
25
http://www.ispringsolutions.com/products/ispring_presenter.html
26
http://www.articulate.com/products/studio.php

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As authoring tools evolved, they integrated many other useful features and new easy-to-use templates to accommodate
rich media interactions, quiz makers, video converter, etc. for more engaging and complete learning experiences.
Authoring tools generally allow choice among different outputs depending on the required product
format. Several outputs can be produced by authoring tools: Web, CD-ROM or SCORM-compliant format
for LMS (SCORM 1.2, SCORM 2004) delivery, and MS Word for hardcopy reference materials.
Moreover, some online user-friendly hosted services, like those set up by the Articulate or Course Lab communities,
allow content to be published, delivered and tracked online. In this case hosted services act as LMS and allow
users to set course parameters, course structure and eventually invite other users to view published courses.
Example: Articulate Engage publishing options
Articulate publishing
options in Articulate
Engage include: Web,
hosted online service,
LMS, CD or MS Word.
Example: CourseLab publishing options
Apart from CD/SCORM
outputs, CourseLab
offers a hosting service
on My CourseLab.
com server for course
testing and learning.

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Example: Articulate look and feel and navigation
Articulate offers the
opportunity to change
the look and feel
(e.g. colours, test,
layout, navigation)
of the player.
Another tool, Adobe Captivate27
(now part of the complete toolbox for developing professional
e-learning content) was born as a simulation and demonstration software, but thanks to object
styles and rich interactive elements, it has become a multipurpose development tool.
Some tools are directly incorporated into LCMSs, such as eFront28 or aTutor.29 They include
authoring components and are able to create or add content and build online tests.
7.3 Types of authoring tools
Authoring tools can be grouped under three main categories according to the architecture they use for authoring:
>> template-based tools;
>> timeline-based tools; and
>> object-based tools.
Many recent tools combine some of these. CourseLab30
, for instance, provides both template
and object elements. Rapid Intake31
is a template-driven tool, but it also provides timeline-driven
template source files (Flash FLA files), which enables developers to customize templates.
27
http://www.adobe.com/products/captivate/
28
http://www.efrontlearning.net/
29
http://atutor.ca/
30
http://www.courselab.com/
31
http://www.rapidintake.com/

96
Template-based tools
The idea behind the template-driven system is to offer a gallery of pre-built, default templates for different types of
screens, both static and interactive (e.g. tests and question screens. In template-based authoring systems, authoring/
editing starts by selecting the right template which later will be filled with content using the visual content editor.
Interface, formatting and layout of the final product (player) are fairly easy to control by using customizable skins.
Templates provide visual and cognitive consistency - all screens in one course will not be identical, but they will have very
similar features, color schemes, themes, layout, etc. The template based system is beneficial for both course designers
and learners. Using templates and skins dramatically reduces production time and simplifies workflow. For designers this
ensures that course elements are consistently and appropriately added in each screen, while learners become familiar
with course elements and structure, thus avoiding unnecessary efforts while navigating from one screen to another.
Example: Course Lab
Selection of design
template
Despite the variety of templates, template-based systems may present certain limits to creativity and design.
First of all, template layout may be rigid and inflexible with fixed dimensions and positioning of screen elements.
More serious problems occur when a pre-made template collection does not meet some instructional needs.
Recent editions of software packages (e.g. Rapid Intake32
and CourseLab) manage to overcome this
problem by embedding customization capabilities that can generate new, custom templates.
32
http://www.rapidintake.com/index.php?option=com_cc
board&view=forumlist&Itemid=110

97
In addition, there are services which offer high-quality, interactive template solutions for e-learning professionals.
E-Learning Templates33
is a template market place that provides fully customizable Flash templates which
are compatible with most authoring tools (e.g. Articulate, Captivate, Rapid Intake, Adobe Presenter).
Timeline-based tools
Timeline-based tools, such as Adobe Flash,34
are widely used to create animations and robust interactive
applications with their own scripting languages and timeline that organizes and controls content over time.
Example: Adobe Flash used for an animated splash screen in IMARK courses development
In the Flash screenshot below, content is organized into layers (see the column on the left side). Layers are
positioned one after another, each containing a piece of content, images, text, etc. The central part represents
an action divided into frames, each containing only a part of action. The playhead is an indicator of the
frame currently visualized in the preview, where it moves from left to right along the timeline.
Object-based tools
Object-based tools build content using a set of ready to use objects that can be easily modified by changing their
properties. Object library covers all screen elements, such as: forms, simulations, buttons, titles, textboxes, scenarions, etc
Object-based tools, such as SmartBuilder35
or Course Lab, offer creative and flexible approaches to
course design because they eliminate constraints imposed by templates. The authoring phase starts
with empty on-screen real estate that is then populated by easily created, moved, resized or reused
objects. However, object-based tools require more development time than template-based tools
33
http://e-learningtemplates.com/
34
http://www.adobe.com/products/flash.html
35
http://www.suddenlysmart.com/

98
Example: Creation of a popup with the CourseLab Object Library
This example illustrates how to build a standard popup with the use of a popup object from the
object library (Course Lab). A popup object is selected and dragged onto the screen. You can modifiy
the objects appearance and beahaviour by opening the object’s property window..
7.4 Selecting an authoring tool
There is no right or wrong authoring tool – the best choice is the one that meets
your needs and best supports your instructional approach.
The best way to select an authoring tool would be to create a requirement sheet, grouping all
prerequisites and functions that are required to support all instructional patterns.
If you opt for your own code-based authoring tool, this list may serve as the software requirements
specifications. If you need to choose one or more off-the-shelf solutions, you can compare your
requirements with the products’ features. Almost all vendors give detailed descriptions of their product’s
main characteristics and components, organize demonstrations and offer trial versions.

99
The following are some important factors to consider when evaluating authoring tools:36
>> Editing/updating capabilities – These can allow rapid editing through a content
publisher. Fast editing and easier updating is time efficient.
>> Development or product costs – Your budget needs to cover proprietary license costs, hardware,
infrastructure and deployment costs, or development costs, in the case of self-developed
product. If the budget is tight, open-source authoring tools could also be considered.
>> Delivery outputs – Determine how an e-learning course is going to be delivered to
end users. Authoring tools use one or more of the following outputs:
>> LMS, if deployed on a learning management system. This output requires
courseware to comply with SCORM technical standards;
>> CD-ROM for stand-alone deployment;
>> Web browser (interoperability should be considered);
>> podcast;
>> mobile devices; and
>> MS Word – produces a printable version of reference materials.
>> Learning curve – This represents the amount of time needed to learn how to use the tool. Each tool requires time to
understand how it works, its main characteristics, the actions it is able to perform, etc. While authoring tools reduce
the time required to programme systems, they perform very complex tasks and therefore take some time to learn.
>> Training opportunities – You can learn about the tool through online guides, webinars, online support and
forums. Also, many vendors deliver Web-based or on-site training sessions. With an internally developed
authoring solution, prepare a well-documented training manual to allow other people to work with the tool.
>> Integration – This specifies whether a tool integrates well with leading LMS or/and
other software, such as PowerPoint, or other media programs and tools.
>> Creative freedom – This is the ability to express and accommodate interactions, navigation elements, quizzes and other
features into course design. Some tools without customization capabilities can impose constraints on your creativity.
>> Team in charge of courseware production – The number of team members, their expertise
and their ability to handle different tasks are crucial factors in any selection process.
>> Industry and community support – Having available support is essential for troubleshooting, problem solving and
getting useful tips. The more widely used tools are better supported by online forums and user groups, which provide
free technical support to users, publish manuals and guidelines and organize Web seminars and online classes. Some
examples of product communities or forums are: Articulate Community,37
CourseLab Community,38
and Rapid Intake.39
Specialized reviews and e-learning research institutes perform exhaustive studies of all currently available
authoring tools. They establish criteria to guide you through the selection process and provide profiles and
information on each tool’s authoring process and rapid development features. Some examples include:
>> The eLearning guide;40
>> Centre for Learning and Performance Technologies;41
and
>> Brandon Hall Research.42
36
The list is not complete, as there may be other decisive elements to
examine (e.g. localization abilities for multilingual content or mobile
device output). Items are not ranked according to their importance.
37
http://www.articulate.com/community/
38
http://www.courselab.com/db/cle/forum.html
39
http://www.rapidintake.com/index.php?option=com_cc
board&view=forumlist&Itemid=110
40
http://www.elearningguild.com/
41
http://c4lpt.co.uk/Directory/Tools/instructional.html
42
http://www.brandon-hall.com/publications/LCRapidAT/LCRapidAT.shtml

100
7.5 In summary
>> Interactive e-lessons are created by the development team and assembled in courseware.
>> A number of authoring tools exist for producing courseware. Authoring tools are specifically
designed for producing e-learning content without needing programming skills. However,
media editors are usually needed to develop graphics and other media elements.
>> There are three main kinds of authoring tools: template-based, timeline-based and
object-based. Compared with template-based tools, object-based tools offer more
flexibility for content developers but require more development time.
>> When selecting your authoring tools, consider important factors such as team expertise,
development costs, desired output, creative freedom and community or vendor support.

The implementation stage is the actual course delivery.
The courseware is installed on a server and made
accessible for learners. In facilitated and instructor‑led
courses, which integrate content with e-tutoring and
collaborative learning components, this stage also
includes managing and facilitating learners’ activities.
Evaluating learning activities is crucial for both
self‑paced and facilitated online courses. Evaluation
allows you to assess learners’ progress, the quality and
effectiveness of the course, and improve future learning
activities and content.
This section will provide an overview of online
collaborative learning activities and facilitation tasks,
and how assessment tests can be used to evaluate
learners’ progress. The section will also review learning
platforms which can host your course..
PART IV – Managing and evaluating learning activities
INSTALLATION
AND DISTRIBUTION
MANAGING
IMPLEMENTATION
CONTENT
DEVELOPMENT
STORYBOARD
DEVELOPMENT
COURSEWARE
DEVELOPMENT
REACTIONS
LEARNINGS
BEHAVIOUR
RESULTS
DESIGN
LEARNING OBJECTIVES
SEQUENCING
DELIVERY STRATEGY
EVALUATION STRATEGY
ANALISYS
NEEDS
ANALISYS
TARGET AUDIENCE
ANALISYS
TASK AND TOPIC
ANALISYS

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8. Course delivery and evaluation
This chapter provides guidance on how to manage and evaluate learning
activities. The chapter will introduce the following topics:
>> Structure of an online course;
>> Online facilitation tasks;
>> Using online communication tools, including social media (e.g. blogs, chat, podcast) for e-learning; and
>> Evaluating e-learning courses.
8.1 Components of an instructor led or
facilitated course
Online facilitated and instructor-led courses are usually organized into sessions, which can be daily
or weekly, depending on the duration of the course and on learners’ available time.
The following are typical components of an online course:
>> Kickoff event
>> Pre-course learning activity
>> Cycle of learning events
>> Final assessment
>> Feedback and conclusion
Clara has invited a new person to join the team. It’s
Sandra, an online tutor. Sandra has experience in
designing and conducting online workshops and courses.
She will use synchronous and asynchronous
communication tools to facilitate knowledge
sharing and collaboration among learners.
How will you manage and facilitate the course?
What type of activities do you have in mind?
Richard, ID, to Sandra, online facilitator

103
>> Kickoff event
The kickoff event introduces the course goals and the agenda. It should motivate the participants and
provide an overview of the activities and methods that will be used through the course. This event can
be an audio conference or a set of e-mails, and it can include a video or a podcast message.
>> Initial or pre-course learning activity
An initial learning activity can be proposed to participants before the course officially starts. This pre-course
activity could be, for example, studying the first interactive lesson. It is very important that the initial learning
activity makes a good impression on participants, since it will be their first experience with the course and
will help them decide if they like the course or not. This is also a good opportunity for participants to get
used to the online learning platform and for administrators to see if there are any technical problems.
Pre-course preparation in a facilitated e-learning course on Online Communities
A week before the course starts, a pre-course session provides a welcome message,
the workshop agenda and some preparatory activities.

104
>> Cycle of learning events (core)
The course consists of a series of learning activities that can be scheduled on a weekly or daily basis. Learning
activities may include self-study as well as a range of individual and collaborative activities, such as:
>> Readings, watching and self-study: This can include different types of content, such as simple learning
resources (documents and presentations), video and audio content and interactive e-lessons.
>> Individual assignments and collaborative project work: The facilitator asks learners to conduct project work or an
assignment, either in a group or individually. Learners also may be asked to comment on each other’s assignments.
An assignment should be well-structured and followed by a discussion on the strategies used to complete it.
>> Sharing reflections: Learners can comment and exchange ideas about course activities or
contribute to group learning by sharing their knowledge about a specific domain.
>> Asking questions: Learners can ask specific questions to the facilitator or SME.
>> Discussions initiated by the online facilitator: The facilitator can ask learners coming from different organizations or
contexts to bring concrete examples of how the concepts learned during the course apply to their specific situations.
>> Spontaneous discussions: Discussions can be initiated by participants. It is important
that the system track conversations so that online facilitators can review them
afterwards and evaluate participants’ involvement in the course.
Example of a discussion initiated by the facilitator in a e-learning course on rural finance
After reading
documents on
agricultural
development and
poverty reduction,
learners are invited to
answer some questions
by considering
their own country
context and personal
experiences.

105
>> Final assessment
Some e-learning courses include a final assessment of learners and some intersperse assessments
throughout the course. Assessments can vary – they can consist of a set of questions (assessment
tests) and/or be an evaluation of learners’ final assignments made by the instructor.
>> Feedback and conclusion
The last session of an online course usually includes the completion of an evaluation survey that will provide course
designers and facilitators with feedback from participants. This is a very useful step as it allows designers to improve the
course over time. It also gives participants the feeling that designers are interested in making the course more effective.
Feedback and conclusion in a facilitated e-learning course on Online Communities
Once the course has finished, participants are asked complete an evaluation survey. They also have the
opportunity to review course content, access additional resources and listen to the after action review, that is
the analysis of what happened during the course and how things can be done better in the future.

106
8.2 Planning and documenting activities
Planning and documenting activities is essential in facilitated and instructor-led courses. Documentation will be used by
facilitators as a guide to implement the activities and can be shared with learners at the beginning or throughout the course.
First, a course syllabus needs to be developed which describes session topics and learning objectives.
Example of a course syllabus for an online facilitated course
Based on the course syllabus, a storyboard specifies the activities that will be carried out and the materials
that will be provided to learners in each session. In synchronous learning, such as e-conferences or
virtual classrooms, special attention must be dedicated to the technology set-up requirements.

107
A Word document or an Excel spreadsheet can be used to develop the storyboard.
Example of a storyboard for the first session of the course
8.3 Facilitating learners’ activities
In collaborative online-learning, a group of participants creates synergy around common
learning goals. The online facilitator is responsible for ensuring that this process is organized,
stimulating and efficient. The online facilitator performs the following tasks:
>> provides information on tasks, deadlines and places to upload or download files;
>> accompanies participants during their work by checking workflow and individual or group results, composing
working groups and interfering if necessary into group dynamics in case of conflicts or production blockades;
>> provides summaries at the end of units or phases;
>> answers questions concerning tasks, deadlines or use of learning tools;
>> motivates participants to produce, reflect, animatedly exchange ideas and initiate discussions;
>> assures links to other partners in the process (e.g. administrator, subject matter expert, technician); and
>> organizes the final evaluation of the e-learning event.
The online facilitator personalizes the online course, giving pace and rhythm to the learning
event. The facilitator is the one who participants approach with any questions; therefore,
he or she has to be available throughout the course and respond to questions as quickly as
possible so that participants can proceed with their work and remain motivated.
The facilitator’s continuous presence throughout the process is crucial to assure
participants’ motivation and reduce abandon rates considerably.
The facilitator’s continuous presence

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8.4 Using communication tools for e-learning
E-learning activities can be realized by using a range of communication tools – both synchronous and asynchronous.
Some of these tools, such as wikis, blogs and chats, are called “social media” or “Web2” tools, because they have
a strong social component and allow people to work together to create products, such as a project document.
The most common tools are:
>> e-mail based tools
>> discussion forums
>> wikis and other shared writing/editing tools
>> blogs
>> webcasting
>> chat and instant messaging (IM)
>> polling
>> whiteboard and screen-sharing tools
>> application sharing
>> audio and video conferences
These tools and their applications in e-learning courses are described below.
Generally speaking, asynchronous tools, such as forums and wikis, are more appropriate for tasks that
require reflection and more time to accomplish. Asynchronous discussions are especially valuable where
learners are too shy or lack language fluency to collaborate effectively in real time conversations.
However, synchronous tools, like chats or audio conferences, provide higher social presence. For example, in
virtual classrooms, learners can use chats to offer comments and answer questions during the presentation.
Synchronous
> Chat and IM
> Video and
audio conference
> Live webcasting
> Application sharing
> Whiteboard
> Polling
Asynchronous
> E-mail
> Discussion forum
> Wiki
> Blog
> Webcasting

109
E-mail based tools
E-mail continues to be the most basic and popular way to communicate over
the Internet. It works well in low and high bandwidth situations.
E-mail-based tools allow groups of people to be easily connected for discussions and information exchange.
Specifically, mailing lists are used for group discussion and e-newsletters are used for one-to-many communication.
Discussion forums
Discussion forums (also called message boards) are the primary tool for online discussion. They allow a number of
participants to hold conversations in the form of posted messages. In other words, participants can communicate
at different times by writing comments that remain in the forum for other participants who can read and respond to
them. Each forum can contain one or more discussions, which are comprised of one or more posts and replies.
Wikis and other shared writing/editing tools
A wiki is a Web site which can be edited online. Unlike common Web pages, which are created
offline and then uploaded to a Web server, wikis are edited “live”. Users do not need any
special technical knowledge to modify existing wiki pages or to add new pages.
The administrator of a wiki can specify who may view and edit the site or subsections of the site. The administrator
can make the wiki open for anyone to use and edit, or restrict editing permissions to registered users.
How e-mail-based tools can be used for e-learning
>> E-mail is the simplest mechanism for direct, one-to-one communication between the facilitator/instructor
and learner. E-mail is used for asking and answering individual questions rather than for questions of general
interest. If responding is optional and the subject is not critical, it is better to post the question in a forum.
Also, e-mail can be used for responses which might embarrass the recipient if posted in a public space.
>> Newsletters can be used for broadcasting a message to the group, such as to announce a change or an event
to all participants (e.g. urgent class announcements and reminders, approaching tests, imminent deadlines,
schedule changes). Only the instructor should broadcast messages this way, and should not do so too often.
>> Mailing lists can be used for discussions and sharing documents in small groups (especially for those
with limited Internet access). They facilitate group project work and collaborative activities.
How discussion forums can be used for e-learning
>> Forums are used for topic-specific discussions, case study collaborative work, post-class commentaries, etc.
>> Both learners and facilitators/instructors can leave messages, read and reply.
>> Compared with mailing lists, discussion forums can be more appropriate for large groups as participants can
freely joint discussions by connecting to the learning platform instead of receiving many email messages.
How wikis can be used for e-learning
Wikis can be used by learners for collaborative work on the same
document or to share ideas and resources on a topic.

110
Blogs
A blog (shortened from Web log), is a tool that allows people to share, access and easily update information, without having
any knowledge of computer programming. Blogs were created to present content as a simple list of entries, just like a diary.
A blog allows users to easily post content onto a Web site on a regular basis, in a standardized
format. The posted information forms a commentary or stream of frequently updated ideas.
The key element of a blog is that it gives a voice to the blogger (individual or
group) and allows a secondary “voice” from those who comment.
Webcasting
The term “webcasting” refers to audios and videos sent from a single source to multiple passive
receivers. The typical application is the video lesson, where an expert talks to many learners
simultaneously, without any interaction. Webcasting uses streaming media to transmit audio and
video over the Internet. However, recorded webcasts can be provided for asynchronous use.
Podcasts are audio programs that are broadcast over the Internet. They are audio files (such as MP3 or
.wav formatted) which can be downloaded to a compatible digital audio player or a computer.
What is the difference between a blog and a wiki?
Both blogs and wikis allow users to publish Web content “live” via a Web
browser, without any knowledge of programming languages.
The difference between them is that:
>> blogs allow only a simple “diary-like” format; while
>> wikis do not impose any particular page structure, and allow users
to create new pages and edit existing ones.
How blogs can be used for e-learning
>> Blogs allow sharing, accessing and easily updating information. Learners can use them for
submitting their own assignments and for commenting on those of the other participants.
>> Participants can also use blogs as learning logs – a place for reflecting, gathering
ideas and having smaller conversations among themselves. Blogs are a place
to help participants “make sense” of what they are learning.
How webcasting can be used for e-learning
>> Videos can be used by the facilitator to provide content (e.g. short video lessons where an expert talks),
motivation or orientation. They are used to show moving objects or processes (e.g. assembling components
of a machine), present real people talking (e.g. the instructor) and deliver emotional messages.
>> Podcasts can be used by the facilitator to provide orientation and motivation. Audio can bridge literacy
gaps, and the relatively small file sizes are easier to transmit in low bandwidth situations than video files.

111
Example of podcasting from the facilitated course “Knowledge Sharing for Your Work”
For example, the following podcast is used at the beginning of a facilitated course to provide background information.
Example of a video lesson from the facilitated course “Knowledge Sharing for Your Work”
In the same course, a short video is used to introduce course topics.

112
Chat and instant messaging
Instant messaging (IM) is one of the most popular applications on the Web. It allows two or more
people to exchange text-based messages in real time, using a Web or desktop application.
A group of people can start a text conversation online in a space commonly called a “chat room”. In a typical chat session,
everybody sees all the messages. However, some chats allow private messaging between two session members.
Polling
Instructors can ask learners to respond to a displayed poll, usually consisting
of a question and two or more possible answers.
Whiteboard and screen-sharing tools
Whiteboards allow instant visual communication. They allow instructors to
display content and learners to interact with that content.
How chat can be used for e-learning
>> Chat may be used as a back channel for questions and feedback during an online presentation or a meeting.
>> Alternatively, chat can be used for a separate event (e.g. a study-group meeting or role-playing simulation).
>> With some tools, instructors can create “break out” sessions where small groups of learners conduct their
own meetings. This approach can be used, for example, for competitive problem solving, brainstorming,
preparing debates with pro and con groups or developing alternative scenario resolutions.
>> Chat sessions have the advantage of keeping track of the textual dialogue in a discussion.
How polling can be used for e-learning
>> Polls can be used by the facilitator to collect learners’ opinions by asking them
to vote on issues and make choices concerning course activities.
How whiteboards can be used for e-learning
>> Instructors can use whiteboards for synchronous presentations, when content is
changing right up the last minute and when the visual component is important
(e.g. to brief about activities). The presentation can also been recorded.
>> Whiteboards allow two-way interaction. Learners can complete a drawing started
by the instructor, make annotations on specific parts of the screen, vote visually by
indicating their choice on a graphic, write their names and arrows in a map, etc.

113
Application sharing
Application sharing lets the presenter share programs, windows or screens with learners. Learners can
watch the presenter’s actions and can take control of the display with permission from the presenter.
Audio and video conferences
Audio and video conferences are audio and video sessions between two or more users at different
locations, in real time. They are primarily used for meetings and project updates.
Some Instant Messaging applications incorporate video and voice conversations. Voice over Internet
Protocol (VoIP) applications and services allow users to make high-quality, low-cost calls over the
Internet. One of the most popular programs using VoIP is Skype. Skype allows free calls to other Skype
members connected by their computers, and charges a small fee for calls to regular phones.
Telephones ensure better audio quality and are more reliable; VoIP is cheaper
and easier when there are more than a few people talking.
How application sharing can be used for e-learning
>> Instructors can use application sharing to teach a software procedure.
>> Application sharing should be used only for demonstrations which require
simple movements, so as to not lose fluidity in the presentation.
How audio and video conferences can be used for e-learning
>> Audio conferences can have great application in mobile learning (i.e. through cell phones).
>> Audio conferences are well-suited for training topics where speaking
and listening are crucial (e.g. language skills courses).
>> Recorded audio conferences can be made available as podcasts.
>> Video conferences emulate face-to-face experience and human presence.
>> Video conferences are particularly appropriate for training topics where visual clarity is crucial (e.g. medicine).
>> Video conferences require very fast network connections.

114
Virtual classroom
A virtual classroom mimics a traditional instructor-led classroom by integrating different types of
synchronous tools, such as whiteboard, chat, audio conference or application sharing.
Most virtual classroom tools incorporate similar functions, although the screen interface may be different.
Example of virtual classroom functions
The largest portion of
the screen is devoted
to the whiteboard, on
which the instructor
can project slides and
learners can write
and draw using text
and drawing tools.
On the left side of
the screen, there is a
participant window
that shows the name of
everyone attending the
session, a set of tools
to use for interaction
(comparable to a
traditional classroom,
such as for raising
hands), the instant
messaging window
to send messages to
other learners and
the instructor and
the audio control
for the microphone
and speaker.

115
8.5 Course evaluation
As already stated in chapter 4, the evaluation strategy should be defined at the design phase of your e-learning project.
What is the purpose of the evaluation?
Evaluation can be done to accomplish specific evaluation purposes. First, you should decide if you want to evaluate the
course during the development stage to improve it before it is finalized, or do an evaluation at the end of the course
to measure its effectiveness, or examine a past course to see if it is still valid and can be reused in a new context.
In other words, you may want to evaluate a course:
>> during the development stage, to improve instructional courses or products (formative evaluation);
>> during or immediately after the implementation stage, to measure the effectiveness
of education, training and learning (summative evaluation); and
>> some time after the course has been implemented, to understand if it is still valid
or needs to be updated or modified (confirmative evaluation).
Case study
A formative evaluation of the first IMARK module entitled “Management of Electronic Documents” was undertaken by
FAO during the later stages of the development phase of the module. The evaluation focused on usability, media, content,
and instructional design. Questionnaires with open- and closed-ended questions were submitted to learners, SMEs and
IDs. The results of the formative evaluation were used to improve the module prior to the release of version 1.0.
After the first IMARK module had been available at least for two years, FAO and the Technical Centre for Agricultural and
Rural Cooperation (CTA) undertook a confirmative evaluation. The evaluation focused on the uptake and use of the first
IMARK module and used questionnaire-based surveys of learners, with additional inputs from distribution partners. The
results of the confirmative evaluation were used to update the content for developing a new version of the module.
What can be evaluated?
According to the Kirkpatrick43
model, evaluation can encompass four levels:44
>> learners’ reactions
>> learning
>> behaviour
>> results
Evaluating learners’ reactions means understanding how those who participate in the program react to
it, if they participate actively and if they like the course. This can be measured through questionnaires
and surveys, which are usually submitted to learners at the end of the course. In facilitated e-learning,
learners’ participation is monitored by the facilitator throughout the course period.
Evaluation (or assessment) of learning measures the achievement of intended learning objectives. Depending on the
type of course, this can imply that participants have increased knowledge, developed skills, and/or changed attitudes
as a result of attending the course. Learning can be assessed through direct observation, assignments and tests.
43
Kirkpatrick D.L. and Kirkpatrick J.D. (2006). Evaluating Training
Programs. The Four Levels. San Francisco: Berrett-Koehler Publishers.
44
A fifth level of Kirkpatrick’s evaluation model, the Return on Investment
(ROI), has been introduced by Jack J. Phillips. According to Phillips, the
ROI is a comparison between benefits and costs: ROI = Net Programme
Benefits/ Programme Costs. See J.J. Philips (1997). Return on Investment
in Training and Performance Improvement Programs, Gulf Pub Co.

116
It is very important that assessment is aligned with learning objectives, i.e. that
it measures the expected outcomes set in the design stage.
According to the type of learning objectives, different methods can be used to evaluate learning.
Changes in attitudes and development of relational skills can be measured through
interviews, surveys or direct observation of participants’ behaviour.
Thinking and cognitive skills can be measured through assessment tests. Assessment tests can consist of sets of
questions or assignments designed to verify the achievement of a specific objective or the mastery of a given skill.
Assessment tests can be used for different purposes:
>> Prerequisite tests: used to verify if learners have the minimum required
knowledge to participate in a certain learning course
>> Pre-assessment tests (or entry tests): used to assess a learner’s knowledge and skills
before beginning a course, in order to personalize learning activities
>> Diagnostic tests: used to assess the achievement of a unit’s learning
objectives after the completion of a specific learning unit
>> Post-assessment test: used to assess the achievement of the course’s learning
objectives after the completion of the entire course
>> Certification tests: used to verify specific skills and knowledge inside the
organization and are not necessarily related to a learning course.
In self-paced e-learning, assessment tests mainly consist of “closed-ended” questions associated with response options45
.
The most frequently used question formats include: multiple choice; multiple responses; matching; ordering; fill-in-the-blank;
and short answer/essay. Learning platforms often include editors to create tests, questions and tools for reporting results.
In facilitated and collaborative e-learning, “closed-ended” questions are integrated with different types of assignments
which are carried out during and/or at the end of the course. Questions and assignments are evaluated by the facilitator
or instructor. This is often associated with continuous monitoring of individual and group activities during the course.
Evaluating behaviour means understanding the extent to which participants’ behaviour has changed
because of the training program: for example, if they use the acquired knowledge and skills on the job
or in other practical situations. This can be done by observing learners’ performance on the job.
Finally, evaluating results consists of identifying the final results that occurred in the
organization because the participants attended the programme. The final results can include
increased production, improved quality, decreased costs, and fewer accidents.
Assessing learning
45
See chapter 6 for guidance on how to develop practice
and assessment tests for self-paced e-learning.

117
8.6 In summary
>> Online facilitated and instructor-led courses can include the following components:
a kickoff event, core learning activities (e.g. self-study, online discussions, group
work, virtual classroom), final assessment, conclusion and feedback.
>> A course syllabus needs to be developed which reports sessions and learning objectives. A
set of storyboards should detail the activities that will be carried out in each session.
>> Activities can be realized by using a range of tools, both synchronous and asynchronous,
which are selected according to learners’ preferences and technical requirements. Some
of them, such as wikis, blogs and chats, are called “social” or “Web2” tools.
>> Evaluating learning activities is crucial for both self-paced and facilitated online courses.
Evaluation allows you to assess learners’ progress, the quality and effectiveness
of the course, and improve future learning activities and content

118
9. Learning platforms
This chapter illustrates the different types of learning platforms which can be used to host
e-learning courses and make them available to learners. It includes the following topics:
>> Different types of learning platforms (VLE, LMS and LCMS);
>> Proprietary and open-source learning management systems; and
>> Solutions for limited Internet connectivity.
9.1 What are learning platforms?
A number of organizations and educational institutions use learning
platforms to deliver and manage their learning processes.
A learning platform is a set of interactive online services that provide learners with access to information,
tools and resources to support educational delivery and management through the Internet.
There are a variety of learning platforms with different levels of complexity, but their most important features include:
>> learning content management – creation, storage, access to resources
>> curriculum mapping and planning – lesson planning, personalized learning experience, assessment
>> learner engagement and management – learner information, progress tracking
>> tools and services – forums, messaging system, blogs, group discussions
Learning platforms are usually referred to as virtual learning environments (VLEs), learning management
systems (LMSs) or learning content management systems (LCMSs). These terms are often used interchangeably,
and despite differences between these platforms, they have many features in common.
Virtual learning environments, or VLEs, are used to simulate traditional face-to-face classroom activities and facilitate
teaching and learning with a strong collaborative component. Examples of VLEs are Moodle46
and Blackboard.47
A learning management system, or LMS, solution facilitates delivery and management of all learning offerings, including
online, virtual classroom and instructor-led courses. It automates the learning course and easily delivers training, manages
learners and keeps track of their progress and performance across training activities, which reduces administrative overhead.
Clara has to choose the platform
for delivering the course.
She has heard about Moodle, an open-source
online platform that is widely used, but she would
like to know more about what Moodle and other
learning platforms can offer to her organization
to support the delivery of e-learning courses.
46
http://moodle.org/
47
http://www.blackboard.com/
How will we make the courses accessible to learners?

119
Another type of platform – learning content management systems, or LCMSs – focuses mainly on creating e-learning
content. In other words, developers and administrators create content material, such as articles, tests, games, video and
small units of digital content (content chunks), which then are rapidly assembled, reused and tailored into different courses
according to learners’ needs. LCMSs reduce development efforts and allow digital content to be easily repurposed.
Both LMSs and LCMSs are designed to manage course content and track learner performance and learning
objects, but they differ in their purposes. While LMSs manage and track online activities, classrooms and all sources
and events, LCMSs do not manage blended learning, but only the digital content, even at its lowest levels.
These differences are summarized in the table below.
LMS LCMS
Benefits who? All learners; organization Content developers; learners
who need personalized content
Primarily manages Learner performance; learning
requirements; learning
programs and planning
Learning content
Manages e-learning Yes Yes
Manages traditional forms of training, such as instructor-led Yes No
Tracks results Yes Yes
Supports learner collaboration Yes Yes
Includes learner profile management Yes No
Allows human resource and enterprise resource
planning (ERP) systems to share learner data
Yes No
Schedules events Yes No
Offers competency mapping/skill gap analysis Yes No
Includes registration, prerequisite screening
and cancellation notification
Yes No
Creates test questions and test administration Yes Yes
Basically, there are no functional differences between LMSs and VLEs, but the distinction comes more from
the setting in which they operate. LMSs are primarily for training while VLEs are primarily for education.
For example, Moodle is considered to be an LMS within corporate e-learning, but it is referred to as
a VLE in the education sector where it promotes a communicative and collaborative approach.
An LMS is used by training administrators to manage all aspects of learning and development, such as
skill/competency, personal development plans, learning content management, reporting and workflow.
A VLE, instead, supports facilitated online learning within education institutions and allows
tutors and students to share content. This means that VLEs do not necessary contain
all the content within them – they may only provide links to content outside.
VLEs are increasingly being adopted as LMS replacements; products like Moodle
or Blackboard originally adopted for the education institutions are now widely
used by the corporate market for online and blended solutions delivery.
HOW DO VLEs DIFFER FROM LMSs?

120
LMS LCMS
Supports dynamic pre-testing and adaptive learning No Yes
Supports content creation No Yes
Organizes reusable content Yes Yes
Includes tools to manage content creation process (workflow) No Yes
Develops content navigation controls and user interface No Yes
Source: http://www.brandon-hall.com/
It is difficult to draw a fine line between these platforms. New generations of platforms are modular – they consist
of “plug-ins” and “add-ons”, software components that extend platforms’ basic functionalities. For example,
some LMS applications integrate plug-ins that extend performance management capabilities and support job
competency databases, while others include content management capabilities for central storage of all forms
of content (e.g. media assets, learning objects). Web 2.0 add-ons add social networking functionalities.
Finally, enterprise resource planning software companies (such as Oracle or SAP)
tend to extend their human resource offerings with LMS components.
Hosted vs. internally handled LMS
LMS platforms, both proprietary and open-source platforms, can be hosted externally
by a vendor or handled internally within the organization’s IT structure.
The table below shows some characteristics of both service models to consider when choosing a deployment modality
option. More often than not, the chosen modality depends on whether an organization’s policy is flexible or strict.
Internally handled LMS Hosted LMS
LMS licence cost per user per user
LMS configuration and deployment internally on-premises off-shore hosted on the vendor’s server
Web site for LMS installation required not required, installed on the vendor’s site
Dedicated internal IT team required not required, the vendor’s IT
team handles all IT activities
Technical knowledge required requires substantive technical/
programming knowledge
limited
IT support cost high low
Hardware & software cost (cost of
scalability, reliability, fail over)
high, especially in case of
stand-alone setup
low, costs are shared across customers
Maintenance & upgrade cost high much lower
LMS customization time long short
LMS implementation policy strict flexible
9.2 Proprietary vs. open-source LMS
Learning platforms exist as proprietary software or open source:
>> Proprietary LMSs are licensed under exclusive legal right, restricted from modification, further distribution,
reverse engineering and other uses. They are closed-source with licence costs per user.
>> Open-source LMSs instead work under the terms of the GNU General Public License. The licence is intended
to guarantee freedom to share and change the program and ensures that it is free for all users.

121
Open-source software packages in e-learning include LMS and LCMS platforms, as well as course
and media elements authoring tools. Benefits of open-source software packages include:
>> free distribution and licensing to unlimited users;
>> modification and derived works are allowed;
>> users worldwide are engaged in their development (i.e. community participation);
>> ability to run on multiple platforms; and
>> better and easier communication with other open-source languages, platforms and databases.
LMS open-source initiatives are usually backed by non-profit associations and consortiums, such as: .LRN consortium,48
Claroline Consortium,49
and the Sakai Foundation.50
The associations are committed to innovation in education
technology through open-source principles and provide a base for software development and quality.
The open-source LMS initiative is constantly evolving with new reliable, interoperable and extendable packages and trends.
The basic “core system files” are easily accessible and offered to the community licence-free. This open
model architecture means that developers and contributors can customize a platform according to the
client’s needs or develop new software components, known as modules and add-ons, to extend basic system
functionalities. Many plug-ins and add-ons that enhance platforms are freely downloadable. For instance,
Moodle offers themes that enable users to personalize the look and feel of the Moodle platform.
On the other hand, some code extensions are suitable only for clients with specific needs. As such, they
are commercial and not covered under a free licence. For instance, a core community edition of the
“eFront” platform has been significantly extended with various administrative and report tools. The newly
extended version led to the creation of two commercial editions, Education and Enterprise.
Besides numerous advantages related to code modification and customization, open source packages have a few
drawbacks. Although there is no licence fee, certain cost elements are usually ignored. First of all, open-source programs
require a dedicated IT team with advanced technical and programming skills to handle set up, installation and customization
(e.g. installation of database and operating system). In some cases, the total running cost of open-source LMS, including
administration, support and maintenance costs, can even exceed the initial licence cost of proprietary LMS software.
Proprietary LMS Open-source LMS
Licence fee cost-based no cost
Source code encrypted, developed by a
professional developed team
open, developed by the community
Development team professional developers freelance developers, with
different levels of expertise
Ownership owned by vendor owned by community
Ease of LMS implementation
and deployment
fairly easy can be very difficult and requires
advanced technical skills
Client support/maintenance services dedicated support services
provided by vendor
relies on community forums, online
documentation, development community
Support/maintenance cost included in licence paid support
Risk of product discontinuation yes no
Ease of customization performed only by a vendor’s developers assured, performed by freelance
skilled developers according to
specific needs. Strong link with
end-user groups/communities who
suggest changes and modifications
Release process slow rapid
48
http://dotlrn.org/about/index
49
http://www.claroline.net/consortium/consortium.html
50
http://sakaiproject.org/sakai-foundation

122
Based on their underlying instructional approaches, open-source LMS packages may be more suitable
for education/academia, governments or business/corporate. In addition, some of them integrate
social learning features that include chats, forums, RSS feeders and wikis (e.g. Sakai).51
Every year, leading experts in technology and market research (e.g. Brandon Hall Research,52
Bersin and
Associates53
or Forrester Research54
) issue the LMS knowledge base, with in–depth profiles of the whole
e-learning industry. Such resources offer structured and proven methodologies and advisory tools that
help organizations/institutions identify their own requirements when selecting an appropriate LMS.
9.3 Moodle and other open-source LMS solutions
Moodle55
is a widely used, free of charge, open-source learning platform.
Moodle promotes a collaborative approach. It was originally made for education, training and
development environments to help educators create online courses with a focus on interaction
and collaboration, although lately it has been extended to business settings as well.
Moodle has more than one million users and almost 50 000 registered sites around the world. Numerous
modules extend its functionalities (e.g. graphical themes, authentication and enrolment methods, games
and activities and resources). Moodle runs without modification on Unix, Windows, MacOS and many
other systems that support PHP scripting language and a database compliant with SCORM and AICC
standards. However, its installation requires certain technical proficiency of PHP technology.
Moodle platform for “Collaborate and Learn at FAO - Virtual workshop: Introduction to Online Communities”
Prior to the start of this
course, participants
are given access to
the course space.
In the central area, where the course is actually taking place, participants find a list of tasks and activities to do. In this
case, they are invited to introduce themselves or make their first postings to get used to the whole area. On the left,
they are given access to the tools, such as Discussion Forum, Cybrary, Case studies Wiki and Learning logs, and can
listen to the podcasts or take self-paced courses. Those listed in the section “People” are all workshop participants.
“The Weeks” (top right) shows a course structure divided by weeks. Each week has its own agenda and activities.
51
http://sakaiproject.org/
52
http://www.brandon-hall.com/
53
http://www.bersin.com/
54
http://www.forrester.com/rb/research
55
http://moodle.org/

123
In addition to Moodle, there are other open-source LMS solutions:
Docebo (http://www.docebo.org/doceboCms/) - Three versions: Community (basic), Reseller, Enterprise. Customizable
according to clients’ specific didactic needs (i.e. cognitivism, constructivism and blended learning). Used in large
companies and across the sectors: finance and insurance, health, government, universities and schools.
eFront (http://www.efrontlearning.net/) – Three versions: Community (basic), Educational, Enterprise.
Visually attractive and highly expandable with various modules. Educational and enterprise extensions are
enriched with more powerful administration, performance management and reporting features.
Dokeos (http://www.dokeos.com/) – Contains all features necessary for e-learning and blended learning. Available
as: Free, Education, Pro and Medical editions. Dokeos E-learning Studio offers free resources, templates for rapid
content authoring and a test builder, image gallery. Live collaboration through video conferencing, tracks learner
progress, time and collaborative interaction. Language tool (DLTT) provides a workable language management tool.
Claroline (http://www.claroline.net/) – More for educational than corporate environments, this system
allows teachers to build online courses and to manage learning and collaborative activities on the Web.
Translated into 35 languages, it has a large worldwide users’ and developers’ community.
ATutor (http://www.atutor.ca/) - The “A” stands for Accessible and it has excellent support for key accessibility
standards (Atutor, Acontent, ATutor social). ATutor social is a social networking module that allows ATutor
users to connect with each other. They can gather contacts, create a public profile, track network activity,
create and join groups and customize the environment with any of the thousands of OpenSocial gadgets
available all over the Web. ATutor Social can be used as a stand-alone social networking application.
ILIAS (http://www.ilias.de/) - Provides testing and assessment tools as well as collaboration tools (e.g. chat and forums) and
distribution technologies (e.g. RSS and podcasts). Learners can personalize their desktops and collect all resources needed
to fulfil the daily learning tasks. The personal desktop features News, Personal Messages, Learning Resources, Personal
Notes, Bookmarks, External Web Feeds and other information. A learner can rearrange these blocks of information
according to his or her needs. Content management and authoring is limited to xml modules, glossaries and wikis.
OLAT (http://www.olat.org/website/en/html/index.html) – While it was developed by the University of Zurich, especially for
public institutions such as universities, academies or colleges, it is also suitable for other businesses. It is Java based, Web
2.0 enabled, user-friendly and flexible; however, it is not easy to set up because of quite complex server requirements. It
can handle more than 700 students simultaneously on one standard Linux server. If higher performance requirements for
up to 30 000 users are needed, OLAT’s fully scalable system allows it to be deployed on multiple servers. Users are able
to set their own personal home portal, course structure and navigation. It contains an editor for simple OLAT courses
with OLAT course elements. Won the “Leadership Award 2009” in the category “Best Open-source Learning Platform”.
Sakai CLE (Collaboration & Learning Environment) (http://www.sakaiproject.org/) – This is a robust system
for education based on collaboration and open sharing of knowledge. It includes features of LMSs and VLEs
and contains a full set of “core” capabilities (e.g. blogs, calendar, forums, glossary news, wiki, RSS reader).
Users can easily create rich and collaborative documents and share them with others using integrated
Google-powered tools (Docs and Google Apps). Used by Yale, Stanford, Boston, Oxford, Berkeley and
Cambridge universities and more than 350 small private and public colleges and universities.
.LRN (http://www.dotlrn.org/) – This is one of the world’s widely adopted, open-source, full-featured applications for
rapidly developing Web-based learning communities. It supports a variety of learning styles, ranging from traditional
structured learning to group collaboration. Its customizable layout allows users to personalize learning space. It is built
as a platform for “learning communities” rather than a narrow system for “course management” or online learning.
open Elms (http://www.openelms.org/) – This is flexible and robust, designed for corporate business.
It is a complete e-learning solution which contains Jackdraw, a free e-learning creator. Courses created
with this tool can be published onto any SCORM compliant Learning Management System.

124
Functionality matrix of open-source LMS (core packages)
Functional area Docebo eFront Dokeos Claroline ATutor
Multilanguage
support56
√ √ partly √
Easy to setup √ √ √ √ √
Programming
langauge
PHP PHP PHP PHP PHP
Course
management57
√ √ √ √ √
Reporting tools √ √
Content
management58
√ √ √ √ √
Authentication √ √ √ √ √
SCORM 1.2
compliance
√ √ √ √ √
Group setup and
management
√ √ √ √
Course authoring √ √
Communication
tools59
√ √ √
Modular √ √ √ √ √
Online assessment
tools
√
Enterprise or
Pro edition60
√ √ √
56
Interface is available in many languages
57
Create, delete, modify course, assign it to learner, groups, create course category
58
Manage/import/upload content
59
Blogs, wikis, instant messaging, podcasting, etc.
60
Commercial versions of LMS

125
ILIAS Moodle OLAT Sakai LRN open elms
√ √ √ √
√ √ √ √ √
PHP PHP Java Java OpenACS ASP/Java Script
√ √ √ √ √
√
√ √ √ √ √ √
√ √ √ √ √ √
√ √ √ √ √ √
√ √ √ √ √
limited limited √
√ √ √ √ √
√ √ √ √ √
√ √ √ √

126
9.4 Solutions for limited or no connectivity
Faced with technical constraints, such as very limited or no online access and an unreliable supply of
electricity, organizations and institutions need to evaluate those solutions that will allow users to work with
a lack of connectivity and limited information and communication technology (ICT) infrastructure.
Local-area network-based LMS
In cases with limited or no connectivity, a potential solution is to run an LMS on a local-area network (LAN) in the
client‑server architecture. In this model, a server provides resources or services, while client PCs request and retrieve
content from the server via a computer network. In some rural secondary schools in Tanzania,61
students used a LAN
configuration without Internet to access e-learning resources from their client PCs where the LMS application was installed.
The local server would receive content updates from removable storage devices, like CD-ROMs, DVDs or memory sticks.
A constraint of using this approach is that it requires knowledge of client-server architecture.
Offline player possibilities for LMS
Offline players are another potential solution in cases with limited or no connectivity. These applications can download
and play offline course content and track learners’ progress and preferences. Learners can take the course without
having to access the Internet. Once an Internet connection is established, it automatically synchronizes with the LMS and
updates data. The offline players that have been tested are: Meridian,62
blackboard Agilix backpack63
and Harbinger.64
M-learning technologies
E-learning facilitated by hand-held devices, such as mobile phones, Palms, pocket PCs and personal digital
assistants (PDAs), is called “m-learning”. These technologies offer communication channels via e-mail, access
to the Internet and voice and text messaging. Learning and teaching via mobile devices also is growing rapidly
because they offer certain advantages (e.g. they are cheaper and easier to carry and handle than desktops
and provide instant access to educational material). Learners can share lessons plans, exchange advice,
opinions and tips or immediately apply their knowledge, such as in on-the-job and just-in-time training.
Interest in “anytime” and “anywhere” learning via mobile devices is growing rapidly in developing countries:
>> In West Africa mobile learning solutions are being spread to schools, corporations and government by a mobile
dealer, Ad-Connect65
.The Ad-Connect platform that supports voice, pictures, text and audios was used in schools
and pilot projects with Central University College in Ghana and University Nsukka in Nigeria. The system enables
teachers to publish lecture notes, examinations and other material and to get feedback from learners directly.
>> Health workers in remote areas of Kenya66
use mobile devices to obtain information about
difficult cases of HIV/AIDS. They download tests and reference materials and go to the
forum to make postings and exchange experiences with their colleagues.
61
http://www.waset.org/journals/waset/v54/v54-139.pdf
62
http://www.meridianksi.com/products/mobile_lms/
63
http://backpack.blackboard.com/Default.aspx
64
http://www.harbinger-systems.com/offlineplayer.htm
65
http://www.mobileafrica.net/2787.htm
66
http://www.infodev.org/en/Article.551.html

127
>> In three districts in Punjab67
province in Pakistan, participants, mostly women, engaged in a very interesting
mobile-enabled post-literacy pilot project to reinforce their newly acquired literacy skills. After completing a
basic literacy course, they were given mobile handsets and received nearly 600 SMS messages. They had to read
messages, copy them into their workbooks and read them repeatedly. Finally, they would reply to the messages
and answer questions. The whole programme was very motivating and their skills were significantly improved.
>> The Commonwealth of Learning launched the LIVES (Learning through Interactive Voice Educational System)68
education
system to deliver learning components via voice to multiple users over the existing telephony/mobile infrastructure.
The system is able to assess user performance via stored numeric feedback from the users. It has full working LMS
and LCMS features able to deliver and manage education materials and manage student profiles and progress.
>> Initially launched in Nigeria and Tanzania, Vodacom’s mobile social network, The Grid,69
has expanded
globally, offering mobile chat and content-sharing features to their users and learners.
Despite the potential and capabilities of mobile devices, m-learning experiences are currently
limited and fragmented because of some technological and pedagogical issues:
>> Their small size makes them easy to lose and damage.
>> It is difficult to input or scroll because of the small user interface. There is a lack of technical standards across
platforms and mobile devices; e-learning is easier to deliver when mobile devices are more standardized.
>> There is a lack of appropriate instruction strategies.
>> No tools exist to evaluate the learning process.
>> Telecom infrastructure is undeveloped.
>> The cost of mobile devices can be a barrier to widespread use.
Approaches to working around these constraints include the following:
>> Optimize and downsize applications and Web sites for portable devices; eliminate
multicolumn design with simple navigation and no graphics.
>> Adopt adequate instructional approaches and make m-learning more collaborative and learner-
centred. Because e-learning content created for desktop devices cannot be delivered via mobile
devices, m-learning is suitable for accessing knowledge, reminders, reviews and support; learning
through play; or inquiring or constructing knowledge. Learners should be allowed to access and
create content and communities of practitioners to exchange tips and best-practice solutions.
>> Elaborate evaluation and assessment tools in order to understand the learning process.
>> Bridge the Internet divide and lack of telecom infrastructure by using the initiative and efforts of mobile operators in
the region. For example, the leading mobile operator in Angola offers quicker Internet access through Opera Mini
software, and in Nigeria, Nokia’s Ovi Life Tools give access to a wide range of healthcare, agriculture and education
services and information, such as Learn English, in which learners acquire general knowledge or access exam results.
67
http://www.unesco.org.pk/education/documents/Project%20Brief%20Paper_ICT.pdf
68
http://lives.cs.ubc.ca/
69
http://www.thegrid.co.za/

128
9.5 In summary
>> Learning platforms are used by organizations and institutions to deliver and manage their learning
processes. A learning platform is a set of interactive online services that provide learners with
access to information, tools and resources to support educational delivery and management.
>> Learning platforms are usually referred to as VLEs (virtual learning environments), LMSs (learning
management systems) or LCMSs (learning content management systems). These terms are often used
interchangeably, and despite differences between these platforms, they have many features in common.
>> Learning platforms exist as proprietary or open-source software. Proprietary LMSs are licensed under
exclusive legal rights, restricted from modification, further distribution, reverse engineering and other
uses. They are distributed as closed-source programs with LMS licence costs based on a per user fee.
Open-source programs, work under the terms of the GNU General Public License, which is intended
to guarantee freedom to share and change the program, and ensure that it remains free for all users.
>> Solutions for low Internet connectivity can be considered, such as LAN (local area
network)-based LMS, offline players and mobile-learning technologies.

129
>> Anderson, L.W., Krathwohl, D.R. (Eds.), A Taxonomy for Learning, Teaching and Assessing.
A Revision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley, 2001
>> Bersin J. The Blended Learning Book. San Francisco: Pfeiffer, 2004
>> Clark R.C., The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning, Pfeiffer 2007
>> Clark R.C. Evidence-Based Training Methods. A Guide for Training Professionals. Alexandria, Virginia: ASTD Press, 2010
>> Clark R.C., Lyons, C. Graphics for Learning: Proven Guidelines for Planning,
Designing, and Evaluating Visuals in Training Materials, Pfeiffer 2011
>> Clark R.C., Mayer R.E., e-Learning and the Science of Instruction - Proven Guidelines for
Consumers and Designers of Multimedia Learning, Second Edition, Pfeiffer 2005
>> Crandall B., Klein G. and Hoffman R.R. Working Minds. A Practitioner’s
Guide to Cognitive Task Analysis. The MIT Press, 2006
>> Dessinger, J.C. & Moseley, J.L. Confirmative Evaluation: Practical Strategies
for Valuing Continuous Improvement. San Francisco: Pfeiffer, 2004
>> Gagné R. M., The conditions of learning and theory of instruction, Rinehart and Winston, 1985
>> Gronlund N. E., Assessment of Student Achievement, Allyn & Bacon, 2002
>> Gronlund N. E., How to write and use Instructional Objectives, Prentice-Hall Inc., New Jersey, 2000
>> Horton W., Designing Web-Based Training, John Wiley, 2000
>> Jonassen D. H., Learning to solve problems – An instructional design guide, Wiley & Sons 2004
>> Kirkpatrick D.L. & Kirkpatrick J.D. Evaluating Training Programs. The
Four Levels. San Francisco: Berrett-Koehler Publishers, 2006
>> Mager R. F., Preparing instructional objectives, CEP Press, Atlanta,Third Edition 1997
>> Merrill, M.D. Component Display Theory in Reigeluth, C.M. Instructional Design
Theories and models, 1st vol., Hilldale (New Jersey, USA), Erlbaum 1987
>> Morrison D., E-Learning Strategies - How to Get Implementation and Delivery Right First Time, John Wiley 2003
>> Morrison G.R., Ross S.M., Kemp J.E., Designing Effective Instruction, Wiley & Sons, Inc., Third Edition 2001
>> Quinn C.L., Conner M.L., Engaging Learning: Designing e-Learning Simulation Games.
Pfeiffer Essential Resources for Training and HR Professionals, 2005
>> Shrock, S. A. & Coscarelli, W. C., Criterion-referenced test development: Technical and legal
guidelines for corporate training and certification. (3rd.ed.). San Francisco, CA: John Wiley & Sons, 2007
>> Sokolowski, J.A.& Banks, C.M., Modeling and Simulation for Analyzing Global Events. John Wiley & Sons, 2009
>> Westgaard O., Tests That Work: Designing and Delivering Fair and Practical
Measurement Tools in the Workplace, Pfeiffer & Co, 1999
BIBLIOGRAPHY

130
*Source: American Society for Training & Development, www.astd.org
>> ADDIE model*: Classic model of an instructional system design process that includes the steps Analysis,
Design, Development, Implementation, and Evaluation from which the acronym is taken.
>> Add-on (LMS extension): Software components that add specific capabilities to a larger software application.
>> Animation*: The rapid sequential presentation of slightly differing graphics to create the illusion of motion.
Animation can have greater purpose in illustrating a process than a static visual, but it requires more information
to be processed by the computer and thus higher bandwidth. Compare to audio, video, text, and graphic.
>> Assessment*: The process used to systematically evaluate a learner’s skill or knowledge level.
>> Asynchronous learning*: Learning in which interaction between instructors and students
occurs intermittently with a time delay. Examples are self-paced courses taken via the
Internet or CD-ROM, Q&A mentoring, online discussion groups, and e-mail.
>> Audio conferencing*: Voice-only connection of more than two sites using standard telephone lines.
>> Bandwidth*: The information carrying capacity of a communication channel.
>> Bitrate: Speed of Internet connection or Bitrate describes the rate at which bits are transferred from one
location to another. In other words, it measures the transmission of data in a given amount of time. Bitrate is
commonly measured in bits per second (bps), kilobits per second (Kbps), or megabits per second (Mpbs).
>> Blended learning*: Learning events that combine aspects of online and face-to-face instruction.
>> Blog (Weblog) *: An extension of the personal Web site consisting of regular journal-like
entries posted on a Webpage for public viewing. Blogs usually contain links to other Web
sites along with the thoughts, comments, and personality of the blog’s creator.
>> Bps (bits per second) *: A measurement of data transmission speed in a communications
system; the number of bits transmitted or received each second.
>> Browser*: A software application that displays World Wide Web pages originally written
in the text-based HTML language in a user-friendly graphical format.
>> Byte*: A combination of 8 bits.
>> CD-ROM* (compact disc read-only memory or compact disc read-only media): A computer storage
medium similar to the audio CD that can hold more than 600 megabytes of read-only digital information.
>> Chat*: Real-time text-based communication in a virtual environment. Chat can be used in
e-learning for student questions, instructor feedback, or even group discussion.
>> CMS (content management system) *: A centralized software application or set of applications that facilitates and
streamlines the process of designing, testing, approving, and posting e-learning content, usually on Web pages.
>> Coaching*: A process in which a more experienced person, the coach, provides a worker
or workers with constructive advice and feedback with the goal of improving performance.
(See also mentoring, which focuses on career development and advancement.)
>> Courseware*: Any type of instructional or educational course delivered via a software program or over the Internet.
>> Delivery*: Any method of transferring content to learners, including instructor-
led training, Web-based training, CD-ROM, books, and more.
>> Discussion boards*: Forums on the Internet or an intranet where users can post messages for others to read.
>> Distance education*: Educational situation in which the instructor and students are separated by time, location,
or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means
of instruction, including written correspondence, text, graphics, audio- and videotape, CD-ROM, online learning,
audio- and videoconferencing, interactive TV, and FAX. Distance education does not preclude the use of the
traditional classroom. The definition of distance education is broader than and entails the definition of e-learning.
>> Distance learning*: The desired outcome of distance education. The two terms are often used interchangeably.
GLOSSARY

131
>> E-learning (electronic learning) *: Term covering a wide set of applications and processes, such as Web-based
learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via
Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.
>> E-learning 2.0: Refer to new ways of thinking about e-learning inspired by the emergence of Web 2.0.
>> E-mail (electronic mail) *: Messages sent from one computer user to another.
>> E-mail list*: A form of one-to-many communication using e-mail; a software program
for automating mailing lists and discussion groups on a computer network.
>> ERP (Enterprise Resource Planning) *: A set of activities supported by application software that helps a company
manage such core parts of its business as product planning, parts purchasing, inventory management, order
tracking, and customer service. Can also include modules for finance and HR activities. The deployment of an ERP
system can involve considerable business process analysis, employee retraining, and new work procedures.
>> Evaluation*: Any systematic method for gathering information about the impact and effectiveness of a
learning offering. Results of the measurements can be used to improve the offering, determine whether
the learning objectives have been achieved, and assess the value of the offering to the organization.
>> F2F (face-to-face) *: Term used to describe the traditional classroom environment.
>> Facilitator*: The online course instructor who aids learning in the online, student-centered environment.
>> Feedback*: Communication between the instructor or system and the learner resulting from an action or process.
>> Firewall*: A technology that gives users access to the Internet while retaining internal network security.
>> Flash*: Software by Macromedia that enables designers to use simple vector graphics to create
computer animations, which can be viewed by any browser with the correct plug-in.
>> GNU General Public Licence: A free license for software and other kinds of works.
>> Host*: (noun) A computer connected to a network; (verb) To store and manage
another company’s technology and/or content on your own servers.
>> Icon*: A simple symbol representing a complex object, process, or function. Icon-based user
interfaces have the user click on onscreen buttons instead of typing commands.
>> ILT (instructor-led training)*: Usually refers to traditional classroom training, in which an instructor teaches a
course to a room of learners. The term is used synonymously with on-site training and classroom training.
>> Informal/formal learning*: Formal learning is a class, a seminar, a self-study course. Informal learning is not formally
defined learning at home, work, and throughout society, such as over the water cooler, at the poker game, asking the
guy in the next cube to help out, collaborative problem solving, watching an expert, or sharing a terminal for e-learning.
>> Infrastructure*: The underlying mechanism or framework of a system. In e-learning, the infrastructure includes
the means by which voice, video, and data can be transferred from one site to another and be processed.
>> Instant messenger (IM) *: Software that lists users’ selected “buddies” (friends, family, co-workers,
and so forth) who are online and enables users to send short text messages back and forth to them.
Some instant messenger programs also include voice chat, file transfer, and other applications.
>> Instructional design: The systematic development of instructional specifications using learning and
instructional theory to ensure the quality of instruction. In job-related training, the aim of instructional design
is to improve employee performance and to increase organizational efficiency and effectiveness.
>> Instructional designer (ID)*: An individual who applies a systematic methodology
based on instructional theory to create content for learning.
>> Internet*: An international network first used to connect education and research networks, begun by the
US government. The Internet now provides communication and application services to an international
base of businesses, consumers, educational institutions, governments, and research organizations.
>> Intranet*: A LAN or WAN that’s owned by a company and is only accessible to people working internally.
It is protected from outside intrusion by a combination of firewalls and other security measures.

132
>> Job aid*: Any simple tool that helps a worker do his or her job (for example, a flow chart to follow when answering
a customer service call). Job aids generally provide quick reference information rather than in-depth training.
>> LAN (local-area network)*: A group of personal computers and/or other devices, such as printers or servers, that are
located in a relatively limited area, such as an office, and can communicate and share information with each other.
>> LCMS (learning content management system)*: A software application (or set of
applications) that manages the creation, storage, use, and reuse of learning content.
LCMSs often store content in granular forms such as learning objects.
>> Learning*: A cognitive and/or physical process in which a person assimilates information and
temporarily or permanently acquires or improves skills, knowledge, behaviours, and/or attitudes.
>> Learning environment*: The physical or virtual setting in which learning takes place.
>> Learning game*: Learning games are simulations involving a competitive component, a
challenging goal and a set of rules and constraints. The term “learning game” is also used to
indicate simpler game-show quizzes used to support memorization of factual knowledge.
>> Learning object*: A reusable, media-independent collection of information used as a modular
building block for e-learning content. Learning objects are most effective when organized by
a metadata classification system and stored in a data repository such as an LCMS.
>> Learning objective*: A statement establishing a measurable behavioural outcome, used as an advanced
organizer to indicate how the learner’s acquisition of skills and knowledge is being measured.
>> Learning platforms*: Internal or external sites often organized around tightly focused topics, which contain
technologies (ranging from chat rooms to groupware) that enable users to submit and retrieve information.
>> Learning solution*: 1) Any combination of technology and methodology that delivers learning. 2)
Software and/or hardware products that suppliers tout as answers to businesses’ training needs.
>> Line chart: diagrams displays quantitative information or illustrates relationships between two changing
quantities (variables) with a line or curve that connects a series of successive data points.
>> LMS (learning management system)*: Software that automates the administration of training. The LMS registers
users, tracks courses in a catalog, records data from learners; and provides reports to management. An LMS
is typically designed to handle courses by multiple publishers and providers. It usually doesn’t include its own
authoring capabilities; instead, it focuses on managing courses created by a variety of other sources.
>> Localization*: The tailoring of an offering to meet the specific needs of a geographic area, product, or target audience.
>> Mentoring*: A career development process in which less experienced workers are matched with
more experienced colleagues for guidance. Mentoring can occur either through formal programs
or informally as required and may be delivered in-person or by using various media.
>> Modular*: Made up of standardized units that can be separated from each other and rearranged or reused.
>> Multimedia*: Encompasses interactive text, images, sound, and color. Multimedia can be
anything from a simple PowerPoint slide slow to a complex interactive simulation.
>> Navigation*: 1) Moving from Webpage to Webpage on the World Wide Web. 2) Moving through the pages
of an online site that may not be part of the WWW, including an intranet site or an online course.
>> Offline*: The state in which a computer is in operation while not connected to a network.
>> Online*: The state in which a computer is connected to another computer or server
via a network. A computer communicating with another computer.
>> Online learning*: Learning delivered by Web-based or Internet-based
technologies. See Web-based training and Internet-based training.
>> Online training*: Web- or Internet-based training.
>> Open-source software*: 1) Generally, software for which the original program instructions, the
source code, is made available so that users can access, modify, and redistribute it. The Linux
operating system is an example of open source software. 2) Software that meets each of nine
requirements listed by the non-profit Open Source Initiative in its Open Source Definition.
>> OS (Operating System): Programs and data that manage computer hardware resources and
provide a software platform on top of which other programs (applications) can run.

133
>> PDA (Personal Digital Assistants): Also known as palmtop computer, it is a mobile device
functioning as a personal information manager; able to connect to Internet.
>> PHP: Scripting language designed for web development to produce dynamic web pages.
>> Plug-in*: An accessory program that adds capabilities to the main program.
Used on Web pages to display multimedia content.
>> Podcast*: A series of digital-media files which are distributed over the Internet using syndication
feeds for playback on portable media players and computers. The term podcast, like broadcast, can
refer either to the series of content itself or to the method by which it is syndicated; the latter is also
called podcasting. The term derives from the words “iPod” and “broadcast;” the Apple iPod being
the brand of portable media player for which the first podcasting scripts were developed
>> Post*: To place a message in a public message forum. Also, to place an HTML page on the World Wide Web.
>> Proprietary software: Software owned by a vendor and licensed under exclusive legal rights
that restrict users from modification, distribution, reverse engineering and other uses.
>> Rapid e-learning: A methodology to build e-learning courses rapidly. For example, an instructional designer or a
subject matter expert can create slides in Powerpoint, record narration on top of the slides, use some easy-to-use
software to add tests, and then upload the whole package to a learning management system or a Web site.
>> Real-time communication*: Communication in which information is received at (or nearly at) the
instant it’s sent. Real-time communication is a characteristic of synchronous learning.
>> Reusable*: E-learning content that can be transferred to various infrastructures
or delivery mechanisms, usually without changes.
>> RLO (reusable learning object)*: A collection of RIOs, overview, summary, and
assessments that supports a specific learning objective. (Pronounced “R-L-O”)
>> ROI (return on investment)*: Generally, a ratio of the benefit or profit received from a given investment to the cost
of the investment itself. In e-learning, ROI is most often calculated by comparing the tangible results of training
(for example, an increase in units produced or a decrease in error rate) to the cost of providing the training.
>> Role play*: (noun) A training technique in which learners act out characters in order to try out behaviours, practice
interactions, communicate for a desired outcome, and/or solve a dynamic problem. Role plays can reinforce
learning and help people apply new information, skills, and techniques; (verb) To participate in a role play.
>> RSS (Really Simple Syndication): A method of sharing and broadcasting content such as
news from a Web site. Using XML markup language, items such as news articles can be
automatically downloaded into a News Reader or published onto another Web site.
>> Saas (software-as-a-service)*: A model of software deployment where an application is hosted as a service provided
to customers across the Internet. By eliminating the need to install and run the application on the customer’s own
computer, SaaS alleviates the customer’s burden of software maintenance, ongoing operation, and support.
>> SCORM (Sharable Content Object Reference Model)*: A set of specifications that, when applied
to course content, produces small, reusable learning objects. A result of the Department of Defense’s
Advance Distributed Learning (ADL) initiative, SCORM-compliant courseware elements can be easily
merged with other compliant elements to produce a highly modular repository of training materials.
>> Self-assessment*: The process by which the learner determines his or her personal level of knowledge and skills.
>> Self-paced learning*: An offering in which the learner determines the pace and timing of content delivery.
>> Serious games*: A software application developed with game technology and
game design principles for a primary purpose of learning.
>> Simulations*: Highly interactive applications that allow the learner to model or role-play in a scenario.
Simulations enable the learner to practice skills or behaviours in a risk-free environment.
>> SME (subject matter expert)*: An individual who is recognized as having proficient
knowledge about and skills in a particular topic or subject area.
>> Storyboard*: (noun) An outline of a multimedia project in which each page represents
a screen to be designed and developed; (verb) To create a storyboard.

134
>> Synchronous learning*: A real-time, instructor-led online learning event in which all participants are
logged on at the same time and communicate directly with each other. In this virtual classroom setting,
the instructor maintains control of the class, with the ability to “call on” participants. In most platforms,
students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction
may also occur via audio- or videoconferencing, Internet telephony, or two-way live broadcasts.
>> Task analysis: In instructional design, it is a detailed analysis of actions and decisions that a person takes to perform
a job task, including the identification of the knowledge needed to support those actions and decisions.
>> Template*: A predefined set of tools or forms that establishes the structure
and settings necessary to quickly create content.
>> Training*: A process that aims to improve knowledge, skills, attitudes, and/or behaviours in a person
to accomplish a specific job task or goal. Training is often focused on business needs and driven by
time-critical business skills and knowledge, and its goal is often to improve performance.
>> Videoconferencing*: Using video and audio signals to link participants at different and remote locations.
>> Virtual*: Not concrete or physical. For instance, a completely virtual university does
not have actual buildings but instead holds classes over the Internet.
>> Virtual classroom*: The online learning space where students and instructors interact.
>> VoIP (voice over IP)*: Voice transmitted digitally using the Internet
Protocol. Avoids fees charged by telephone companies.
>> Web 2.0*: The use of Internet technology and web design to enhance information sharing and, most
notably, collaboration among users. These concepts have led to the development and evolution of
web-based communities and hosted services, such as social-networking sites, wikis, blogs.
>> Webcast*: (Web + broadcast) (noun) A broadcast of video signals that’s digitized and streamed on the World Wide Web,
and which may also be made available for download; (verb) To digitize and stream a broadcast on the World Wide Web.
>> Web conference*: (noun) A meeting of participants from disparate geographic locations that’s held
in a virtual environment on the World Wide Web, with communication taking place via text, audio,
video, or a combination of those methods; (verb) To participate in a Web conference.
>> Webinar: The term is a short version for Web-based seminar. A presentation, lecture, workshop
or seminar that is transmitted over the Web. Can be video, audio or chat-based.
>> Web site*: A set of files stored on the World Wide Web and viewed with a browser such as Internet
Explorer or Netscape Navigator. A Web site may consist of one or more web pages.
>> Whiteboard*: An electronic version of a dry-erase board that enables learners in a virtual classroom to view what
an instructor, presenter, or fellow learner writes or draws. Also called a smartboard or electronic whiteboard.
>> Wiki*: A collection of web pages designed to enable anyone who accesses it to contribute or modify content, using a
simplified markup language. Wikis are often used to create collaborative Web sites and to power community Web sites.

135
The following section summarizes some taxonomies and design tools presented throughout the guide.
—— Template for task analysis
The task analysis can be used to identify knowledge and skills to be addressed.
Step 1: Job and task inventory
What is the overall goal of the learning initiative? [This should relate/
be aligned with the organizational goals of the target audience.]
What are the target audience’s major responsibilities in relation to the goal?
What are the critical aspects/tasks that should be improved with the target
audience, for the overall goal to be accomplished?
Write the critical aspects/tasks here:
1.
2.
3.
4.
5.
Step 2: task classification
How are these tasks going to be accomplished?
Do tasks imply the mechanical execution of steps? [Y/N]
Do tasks require judgment and decisions to be taken for which some guidelines are required? [Y/N]
Step 3: breaking up the tasks
Describe each task and list the type of judgment, decisions or the steps that are required
for each of the tasks. These represent how each task is accomplished.
Task: Guidelines / Steps
Task description:
APPENDIX

136
Step 4: identification of required knowledge
What does the target audience need to know to make those judgments, take decisions or undertake steps?
Task: Guidelines/Steps Required knowledge
—— Learning taxonomies
Learning taxonomies can be used to:
>> formulate learning objectives; and
>> develop practice and tests.
Cognitive domain
Remember The learner is able to recognize or memorize information.
Understand The learner is able to reformulate a concept.
Apply The learner is able to use the information in a new way.
Analyse The learner is able to decompose and define relationships among components.
Evaluate The learner is able to justify a decision according to a criterion or standard.
Create The learner is able to realize a new product or approach.
Adapted from: Anderson and Krathwohl, 2001
Affective domain
Receiving phenomena The learner is aware, willing to hear, attentive.
Responding to phenomena The learner participates actively. He/she attends and reacts to a particular phenomenon.
Valuing The learner attaches worth or value to a particular object, phenomenon or behaviour.
Organization The learner organizes values into priorities by contrasting different values,
resolving conflicts between them and creating a unique value system.
Internalizing values (characterization) The learner has a value system that controls his/her behaviour. The behaviour
is pervasive, consistent, predictable and characteristic of the learner.
Adapted from: Krathwohl, David R.; Bloom, Benjamin S.; and Masia, Bertram B. 1964. Taxonomy of Educational
Objectives: The Classification of Educational Goals; Handbook II: The Affective Domain. New York: David McKay.
Psychomotor domain
Imitation The learner observes and patterns behavior after someone else.
Manipulation The learner is able to perform certain actions by following instructions and practicing.
Precision The learner refines his/her behavior, becoming more exact.
Articulation The learner is able to coordinate a series of actions, achieving harmony and internal consistency.
Naturalization Having high level performance become natural.
Adapted from: Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R.
J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press.

137
—— Types of content
The classification of different types of content can be used to:
>> define a course outline;
>> define the instructional strategy; and
>> develop practice and tests.
Types of learning content
Facts Unique, specific information that answers the questions: who,
where, when? Facts are shown, exhibited or indicated.
Examples: data, lists, historical events
Procedures A procedure is a series of clearly defined steps, aiming to perform
a task. Procedures answer the question: “How to …?”
Example: “instructions for creating a table in Microsoft Word”
Concepts A concept is a group of objects, entities or ideas that: are defined by a single
word or term; share common characteristics; differ in unimportant characteristics;
require a definition; and answer the question: “What is …?”
Example: the concept of “climate change”
Principles A principle (or rule) describe a relationship between two concepts. For example:
“As price increases, the supply increases” . Some principles can be translated
into strategic guidelines which can guide decisions and complex tasks.
Example: “guidelines for facing price volatility”
Interpersonal skills Verbal and non verbal skills for interacting with other people.
For example, content related to “negotiating” or “solving group conflict”
Attitudes Predispositions to behaviour.
Example: content related to appreciate the “importance and urgency of
adopting measures for limiting the negative impacts of climate change”
Based on: Morrison G.R., Ross S.M., Kemp J.E., 2001
—— E-learning methods and delivery formats
The following table summarizes the main uses and delivery formats of the various e-learning methods.
Method Used to Delivery formats
Expositive methods Presentations,
case studies,
worked examples,
demonstrations
Facilitate knowledge
acquisition (mainly conceptual
and factual knowledge),
orientation, motivation,
attitudinal change
Simple learning resources
(documents and PPT
presentations)
Interactive e-learning lesson
Webcasting (video
lessons and podcasts)
Webinars (video conference,
audio conference, chat-based)
Virtual classroom

138
Method Used to Delivery formats
Application methods Demonstration-
practise method
Develop procedural skills Combination of animation
and operational simulation
Virtual classroom (using
application sharing)
Job aids Provide just-in-time
information and guidance
Printed documents such as
checklists, technical glossaries,
templates, manuals
Online help and expert systems
Case-based exercises Develop job-specific
cognitive skills
Electronic simulation based
on branched scenarios
Individual tutored activity
Online group activity
Role plays Develop interpersonal skills
Stimulate attitudinal change
Electronic simulation based
on branched scenarios
Online group activity
Simulations and serious games Develop deep understanding
of complex system
Symbolic simulations
Learning games
Guided research Active knowledge construction Discussion forum, e-mail, chat,
audio and video conference
Wiki, blog, shared documents
Project work Active knowledge construction Discussion forum, e-mail, chat,
Wiki, blog, shared documents
Collaborative methods Online guided discussion Stimulate critical thinking
and reflection
Facilitate communications
among learners
Develop interpersonal skills
Discussion forum, e-mail, chat,
Collaborative work Stimulate critical thinking
and reflection
Develop problem solving skills
Discussion forum, e-mail, wiki,
blog, chat, audio and video
conference, shared documents
Peer tutoring Stimulate critical thinking
and reflection
Discussion forum, e-mail, wiki,
blog, chat, audio and video
conference, shared documents

The “E-learning methodologies” guide aims to support
professionals involved in the design and development of
e-learning projects and products. The guide reviews the
basic concepts of e-learning with a focus on adult
learning, and introduces the various activities and roles
involved in an e-learning project. The guide covers
methodologies and tips for creating interactive content
and for facilitating online learning, as well as some of
the technologies used to create and deliver e-learning.
E-learning
methodologies

E learning,How to develop eLearning from start to end.

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