Orchestrating E-Learning Projects: Gain a Harmonious Mixture of Technology, Teaching, and Timing

Developing an e-Learning project isn’t just about using the latesttechnology and tools or designing extravagant interactions. Aneffective e-Learning program incorporates proven instructional designprinciples to help students meet learning objectives. In fact, it canbe a bit like conducting an orchestra, in which many players, tools,and instruments must work together harmoniously. What really mattersis the final product. Is it music to your ears? Or is it just a lotof noise that doesn’t deliver on its promises?

While e-Learning courses must incorporate elements of entertainment,you must also build them around clearly defined learning objectives.The aim of any learning tool should be to make the objectivesattainable for every student.

Project managers play an essential role

A good project manager knows how to keep the team focused and intune. In addition to monitoring budgets, schedules, and objectives,the project manager ensures that the selected technology solutionshelp the team meet their goals.

“Authoring tools all have advantages and disadvantages,”says Aaron Reid, manager of interactive media at nSight. “We usea variety of tools based on each client’s needs and technologyrequirements. As long as the content is presented in such a way thatstudents can learn from it, and that keeps their attention, we havedone our jobs.”

Whether delivering an XML- or HTML-based storyboarding solution to aclient for implementation, or executing a start-to-finish coursedesign in a solution such as Lectora,Blackboard, WebCT, eCollege, Moodle, Angel Learning, or AdobeCaptivate, team members need to stay focused on the learning goals.That’s important whether converting existing text into an onlinecourse or creating material from scratch.

Creating harmonious teams

E-Learning teams may include instructional designers, technicalwriters, graphic designers, technical editors, proofreaders,developers, coders, and subject matter experts. If there are gaps inthe original text — say someone made a new scientific discovery —subject matter experts can write supplemental content to update thee-Learning course. When the content is developed from the ground upspecifically for e-Learning, the team may take an entirely differentapproach when developing interactions and learning modules. Thee-Learning team should also be able to create the interactions andcourse materials needed for specific training modules in areas suchas regulatory compliance, certification, risk management, or customerrelations.

Creating various e-Learning courses

“The biggest difference between a classroom-based course and ane-Learning course is the need for the content to be entertaining,”says Rozanne Whalen, nSight instructional designer. “In aclassroom, the instructor can use humor and anecdotes to keepstudents’ attention, but with e-Learning, we must build it into thecontent with interactions.” E-Learning interactions mightinclude video, clickable areas, polls, and narrations.

Synchronous e-Learning courses often incorporate a virtual classroomenvironment in which students can have online discussions using suchtools as bulletin boards, forums, and chat rooms. These courses mayalso include ways to share files, view folders, comment on oneanother’s work, and give feedback or hold breakout sessions.

When e-Learning is part of a blended learning program, it may havevery different requirements. Ensuring that the program design, fromthe ground up, meets its objectives requires a team of professionalswho understand and can work with a variety of technologies,methodologies, and pedagogical styles.

The flexibility to add subject matter experts and programmers asneeded for each project makes it possible to design an e-Learningcourse around essential learning goals and to effectively employwhatever technologies are selected, rather than have the team’sskills or available technologies dictate how the course is developed.

E-Learning tips

Keep these best practices in mind when you create your nexte-Learning course:

• Get input from IT at the outset to ensure that the technology and formats you plan to use are compatible.
• Know what features your authoring tool supports before you begin (such as narration, Flash, or video).
• Create a template that estimates word counts (especially for reveals).
• “Chunk” content to keep it short, simple, and flexible.
• Avoid excessive use of clicks and scrolling.
• Remember to entertain and to encourage interactivity.