Rapid e-Learning Design and Development Part 2: Introduction to e-Learning Architecture

In the first part of this series, published October 3, 2005, I reviewed the issues surrounding rapid e-Learning design and development. After looking at the issues created when e-Learning designers try to inappropriately apply instructional systems design (ISD) to e-Learning, and giving a brief overview of more effective standards, I introduced my view of e-Learning architecture.

A rapid e-Learning design system must provide flexible, nimble procedures, produce e-Learning that meets the needs of e-Learners, and support e-Learning behaviors (different from those seen in a classroom). E-Learning reality is uniquely different and has its own realities. These require a good architecture that can stand up to the speed of change. Specifically, a good e-Learning architecture has several desirable characteristics:

• It identifies the quality outcomes suitable to e-Learners
• The components and its purposes are specific
• It is easy to replicate and transfer from one person to another
• It is documented, shared, and distributed
• The software selected fits a specific function
• It is easy to tweak and improve
• It is easy to determine the cost and to manage it
• It aids in meeting timelines
• The skill sets required are easy to determine and assess

In this article, we will continue to explore e-Learning architecture. As part of the exploration, you will discover guidelines for implementing organic e-Learning design, including writing modules, lessons, and pages, interviewing subject matter experts, developing images, and writing review questions.

Approaches to e-Learning architecture

There are essentially five general approaches to e-Learning Architecture that provide the foundations for many e-Learning programs, however, the effectiveness of each approach varies greatly. Through this series of articles, you will learn how to develop e-Learning with a basic architecture that works, and then how to use each of these four additional architectures:

• Simulation, discovery, cases, scenario-based
• Virtual classroom, e.g. WebEx, LiveMeeting, HP Virtual
• Online help and references
• Performance support systems and/or knowledge Management

In the remaining articles of this series, I review the last four to determine how well they meet the characteristics of a good e-Learning architecture. In this article, I discuss the basic architecture and the reasons for its effectiveness. I also discuss the eternal struggle with subject matter experts (SME), and I provide guides for:

• Writing modules, lessons, and pages
• Helping SMEs and instructional designers organize content for rapid e-Learning
• Developing images that reinforce the content
• Helping content developers and writers
• Writing reviews and evaluations of e-Learning
• Selecting software that supports your architecture decision

How the different architectures relate

Figure 1 illustrates some possible relationships between the different approaches. Your entry points or approach may vary depending on your needs. However, it is best that you construct an e-Learning architecture that matches your learners’ needs and business requirements.

Figure 1 E-Learning architecture: different approaches.

Understanding the various e-Learning architectures may help you choose an approach that best meets your rapid development and quality needs. Before looking at the basic e-Learning architecture, let’s briefly consider the “default” approaches chosen by developers who have not understood the concept of effective e-Learning architectures.

Defaults that don’t work: Talking heads, page turners, lectures, and PowerPoint

The “talking head” approach is a universal method in which one records a lecture or a presentation (usually as video) for delivery to learners. One often sees this in e-Learning programs because it is an easy transition from traditional training techniques to an e-Learning format. On the other hand, training manuals or PowerPoint files are often simply converted into e-Learning page-turners and slideshows. Unfortunately, there is no critical thinking applied to reorganizing, prioritizing, or categorizing content to support the e-Learning behaviors discussed in Part 1 of this series.

These methods are expedient and there is plenty of software that converts them for online delivery as “e-Learning” (e.g. Breeze, Producer, Trainersoft, etc.). However, they are the least effective methods because they result in linear, non-interactive presentations. They merely convert training manuals and PowerPoints so they are viewable online. Many are software-driven, not driven by e-Learner needs.

Basic e-Learning architecture — lightweight and effective

We should note, however, that one can transform page turners and slideshows effectively, provided they are organized to support e-Learning behaviors. The content must be categorized, organized, written, and displayed in order to:

• Present must-learn content in main pages or immediately apparent pages
• Make principles, objectives, and key ideas immediately visible and where they “must be seen”
• Make references, guides, tools, and resources secondary links
• Keep the number of pages (“screens”) per lesson short (3 to 5 pages — never 10, 20, or more)
• Present a small amount of text per page (50 words)
• Use an image to aid a message
• End each short lesson of 3 to 5 pages with a short review (not a test, but a review)
• Eliminate scrolling
• Use stories, anecdotes, and metaphors as a writing approach; lecture or telling tone is avoided
• Limit slideshows to no more than one minute tops; allow e-Learners to move in and out, forward and backward, and to stop easily
• Maintain a conversation in guiding (instructing) e-Learners
• Allow e-Learners to move randomly anywhere they want to go, any time

Organic e-Learning design: A six-step process

To prepare, write, edit, convert, modify, or adjust content for e-Learning that makes best use of the basic architecture, I recommend a six-step process. Before starting this process, review your organization’s readiness and any e-Learning strategy decisions you have made. See Part 1 of this series (October 3, 2005) for some thoughts on these preliminary considerations.

Step 1: Structure of content

Categorize the content into:

• Goals, principles, key ideas
• Processes, tasks, steps, procedures
• Tools, references, forms
• People, relationships, coordination

Step 2: Analyze content

Rate the content based on its depth and value to the learners. Use this guide: Separate the “must learn” and high-value content from secondary, reference, or detailed knowledge. Remember the 80/20 Rule.

Step 3: Type of content

Differentiate the “Mechanics” of the content (factual statements, descriptions, functional or structural details) from the “Organics” (stories, anecdotes, testimonials, examples, metaphors).

Step 4: Delivery methods

Based on the objectives, and structure and type of content, select the appropriate delivery methods. There are four types of delivery:

• Presenting
• Obtaining knowledge
• Applying skills
• Enabling capabilities Performance tracking needs are included in each of these. (See Figure 2.)

Figure 2 The Organic e-Learning design process shapes the architecture.

Step 5: Learning cues/guides

Introduce methods that extend trainer facilitation processes into the e-Learning design. Use tools like “Directions” for learner actions, designing an interface as a form of content.

Step 6: System side requirements

Convert course design into a document that shows your requirements, features, and functions. This document is the basis for initial RFPs and project development.

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