Do you work in e-Learning? Do you have tight deadlines, short development times, and even tighter budgets? More importantly, do these problems keep popping up, no matter how you try to fix them? Would you like to know what you can do about it?
Consider moving to a template-based approach that builds on previously developed content. By reusing work you’ve already done, you can make worry about time and budget a thing of the past. It's not that you will have more of each, it's that you won’t be unnecessarily re-doing work!
Templates can solve many of your development problems. Such an approach can standardize the process of designing and developing e-Learning, and it can provide learners with the same consistency in the learning experience that browsers provide to the Web-surfing experience.
This article explores the practical challenges of adopting a template-based approach to e-Learning design. I will begin by describing this approach, and its advantages for training organizations. Then I will identify eight challenges for implementing template-based training design, and offer a list of additional resources you might check to learn more about using templates.
What is a template-based approach?
A template-based approach to e-Learning design uses a limited number of fill-in-the-blank-like forms to create a learning program. (See Microsoft's recent Learning Gateway article, in the References at the end of this article.) These forms prompt instructional designers to describe the purpose of a lesson, provide learning objectives, present learning content with interactive activities, and test learners. In doing so, the templates guide the instructional designers through the content development, as Jin Feng and Claude Martel point out (see References). Figures 1 and 2 provide two examples of different template styles.
Templates, according to Merriam-Webster's Collegiate Dictionary, are “something that establishes or serves as a pattern.” As Eddy Boot (see References) says, using templates should lower the technical complexity of the development process.
Organizations use templates in a number of situations. For example, formats for reporting citations in American Psychological Association (APA) and Modern Language Association (MLA) styles are templates that simplify the work of preparing bibliographic entries. Forms for recording lesson plans simplify the work of classroom instructors in the same way.
Some templates primarily focus on visual design, such as the templates that magazines and newspapers use every day for their layouts. These templates do more than provide a means for organizing content. By indicating where to place particular types of information, they shape the expectations of readers. As a result, readers become accustomed to finding particular types of content in particular locations, and this, in turn, speeds the reading process. The process works as well for learners as it does for readers.
In addition, templates for e-Learning also include technical features, reducing, or, in some cases, eliminating the need for additional content coding. By removing the need for significant knowledge of authoring tools, template-based approaches make it possible for a larger number of professionals to design e-Learning. This includes instructional designers who have not yet developed e-Learning, and subject matter experts without significant authoring experience.
Templates are often part of Learning Content Management Systems (LCMSs), which provide resources for creating templates, but templates are available for other types of authoring software. Because there are so many authoring tools, no standard template can exist. Terence Parr notes, therefore, that there can’t be an official list of rules to tell designers how to build a template. This makes it even more important to consider the needs of an organization before adopting the use of templates.
To simplify this article, I will mainly address applying templates to the design and development of asynchronous e-Learning, which is e-Learning intended primarily for use by individuals working alone, and at different times, regardless of whether it is Web-based or run from a CD or DVD. Templates do exist, and are effective for creating other kinds of e-Learning (for example, synchronous, simulations, and games), but these are beyond the scope of this discussion.
Advantages of Taking a Template-Based Approach
For a number of reasons, training organizations should consider moving to a template-based approach for e-Learning development.
First, a template-based approach addresses the high costs of developing asynchronous e-Learning. One way in which it does this to help an organization establish and re-use a basic course design, including a course structure, screens, and programming for controls used on screens, such as menu options, buttons, and similar features. Designing and coding these are expensive, but, by capturing these elements in a template, an organization can reduce or eliminate graphic design and programming costs.
Consider the savings in one government organization. It developed several e-learning courses, but never re-used the course structure, screen design, or programming of the controls. As a result, each of these elements required a separate development effort, and the Web developer typically needed a month to produce a first draft of the programming for a course. (Someone else was designing the content.) Since implementing templates, the bulk of the programming is ready-made before an instructional designer begins work on a course. The organization no longer needs a Web developer to do intensive coding. The Web developer now focuses on assuring the programming quality, and the compatibility with each new course developed. In addition, the Web developer occasionally adds programming for new interactive features not included in the template. Not surprisingly, the organization cut development time for most e-learning courses by roughly two months. I will refer to other aspects of this organization’s experience throughout this article.
A second advantage of a template-based approach is that it lets instructional designers focus on developing content, rather than on designing interfaces and screens (the “look and feel”). Because creating the look and feel of a course is not the core skill of most people who prepare e-Learning content, spending time on these activities comes at the expense of the content – which could easily result in errors. Designers are not programmers. According to Terence Parr, expecting designers to have programming knowledge is unrealistic. The government agency I just described found that, by implementing a template-based approach for the instructional designers, they could reduce errors in content, since designers were able to better ensure its accuracy.
Standardizing the design of the screens and the interface of e-Learning courses offers a third set of advantages for a template-based approach. Standardizing the look and feel creates “branding,” similar to a consumer product, which learners can recognize from course to course. For people developing the content, standardizing the screens and the interface ensures that, even when people come and go from a team, revised courses and new courses work the same as earlier ones, no matter who is in a team.
Challenges of implementing a template-based approach
Although a template-based approach offers a number of advantages, implementing it presents several challenges. I will start this section with the broad technical issues underlying the choice of authoring software for which we will develop the templates, and close with some of the human issues that this approach raises.
Challenge 1: Finding software that meets the business requirements
David Wiley shows how a successful template design depends on the chosen software being easily manageable throughout the different levels of complexity. There are several types of software for creating e-Learning and nearly all of them support a template-based approach. The type chosen, then, depends on the nature of the e-Learning content and the process for developing it. This involves first choosing desired software output for creating e-Learning, then choosing the software needed for creating templates.
Software for creating e-Learning
Choosing the software for creating e-Learning involves a making choice from among four general types of software:
- Flash-based, which is software that developers install on their computers, and that publishes e-Learning content in a Flash format (.SWF files). The advantage of Flash-based software is that it generally produces slick-looking animations and movies. The disadvantage of a Flash format is that it requires extensive programming and technical experience on the developer's part. Learners will need to install the player in order to view the content. (Editor's note: Over 90% of computers world-wide have Flash installed, according to Adobe. At the same time, some IT departments have policies in place that may preclude use of Flash to deliver e-Learning.) Developers generally use Flash to create animation, demonstrate the use of software, and to display converted PowerPoint slides.
(Editor's Note: Recent developments, such as Microsoft's SilverLight, Adobe's Flex/AIR, and SproutCore – possibly Apple Computer's method of choice for delivering animated and interactive applications on the iPhone – may encroach on the dominant position that Flash enjoys. They may also eventually form one or more new categories of software for creating e-Learning. At this point, it is too early to tell.)
- Hyper Text Markup Language (HTML) -based, which refers to software that produces traditional Web pages (ones with a file format of HTM or HTML). The advantage of HTML-based software is that it works without plug-ins and with all browsers. The disadvantage is that plug-ins are required for playing video and audio-clips, and the look of the screens may be less attractive than those produced in Flash. HTML-based formats are generally used when creating low-cost tutorials.
- Proprietary Learning Content Management Systems (LCMSs), which are software applications for creating and managing e-Learning content. The advantage of LCMSs is that they are designed for template-based e-Learning, and they support e-Learning in HTML, Flash and executable point and click files (file type .exe on Windows platforms). The disadvantage of producing e-Learning content on LCMSs is that, despite the use of standards to ensure that content is inter-operable; content created in one LCMS might not work with another (Brogan, 2008). LCMS-based formats are generally used to create e-Learning in large organizations and ones in which Subject Matter Experts play a significant role in creating the content.
- Software plug-ins, which are add-on programs that are integrated into other software such as word processors and Web development tools. Examples of software plug-ins include those for office or graphic software. They may also use installed drivers like Flash or Java. to launch their interfaces. The advantage of using plug-ins is they are generally free (though they require a download) and do not have significant hardware requirements (such as specialized sound and video cards). The disadvantages of using plug-ins are they do not come with many advanced features and are available for a limited set of software. Plug-ins generally publish content in either Flash or HTML.
Software for creating templates
After choosing software for creating e-Learning programs, decision-makers need to determine their choice of software for template creation. There are four types of software for creating templates. These are:
- Step-by-step, or wizard-based software, which takes users through a sequential process for creating an e-Learning course. The software breaks up the process into manageable chunks for the user to develop, such as learning objectives, topic and sub-topics and assessment. These wizards follow a road map to help users focus on choosing the appropriate content and accurately describing it, rather than on how to present it. Subject Matter Experts who only develop e-Learning occasionally and novice instructional designers usually benefit from the structure of these wizards. But experienced instructional designers might find wizards too rigid and quickly become frustrated with them. Indeed, some experienced designers might not accept surrendering control over how they design their content.
- Forms-based software, provides lets users enter e-Learning content into fields on a form. Like wizards, forms-based software provides a fill-in-the-blank interface. However, forms-based software do not constrict users to a step-by-step approach for designing and developing e-Learning content. But the text-fields in these forms are often small, leaving less space to physically enter content that e-Learning developers often need. In some instances, e-Learning developers might first prepare content in a word processor and copy it into the forms. But special characters such as bullets and dashes, and styles with fonts are rarely transferred when the content is copied, requiring that it be formatted again. Also, these forms are often less clear than wizards, and users may feel overwhelmed in where to start building their course.
- HTML-based software, which often presents templates through forms. The fundamental difference between forms-based software and HTML-based software is that HTML forms-based software is not installed on users’ computers. Instead, information is saved and published on an external server, though files can be downloaded. (With forms-based software, the software and resulting information are stored on users’ computers.) HTML-based software is useful when e-Learning developers want to collaborate online in developing a course. e-Learning developers can simultaneously login and work on a course , thus avoiding the need to periodically send copies of the file to everyone developing the course and waiting for each edit (or risking a problem of two people editing at once, and having to reconcile the different versions). But e-Learning developers need an Internet connection to use these forms (and a connection which is secure, fast and reliable). As well, they might need experience in HTML code to perform advanced tasks, such as adding video and 3-D simulations.
- Plug-in –software, which is software that is installed on users’ machines and integrated into software already in use, such as word processors, graphic software and PowerPoint. By adding features that are not in the software, plug-ins give e-Learning developers additional capabilities while working with familiar software. This reduces the amount of additional learning needed to use the template and new software. Plug-ins are the least expensive software to use but are usually available only for popular or often expensive software. Also, plug-ins are limited in the features they offer and usually do not let users create cutting edge e-Learning products that integrate features such as video and 3-D modeling.
Challenge 2: Determining who should develop the template
Because look and feel are an important part of the “brand” of an organization’s e-learning, most organizations only trust template design to the most qualified person. Some organizations want expert advice for making key decisions about the templates, and find that only an experienced person can prepare clear instructions for the people who actually develop the templates. In other words, the designer's experience reduces the risks of developing a usable template and usable instructions.
Ideally, organizations should hire a graphic designer who specializes in interface design to lead the effort. These professionals sometimes use the title, “user experience designer.” Such individuals bring a unique variety of experience to the online environment, including:
- Interface design, which refers to creating effective navigation and interaction that is intuitive from a learner’s perspective (See the Agelight Technologies design guidelines in the References).
- Interaction design, which includes tools to make the learning experience more engaging by incorporating simulations, puzzles, games, and sounds. (See Ruth Clark's, 2002 article in Learning Solution Magazine.)
- User experience design, which refers to the overall experience and satisfaction a learner has when using a product or system. (See the definition of “user experience design” in Wikipedia.)
- Graphic design, which refers to the visual appearance of the screens. Note that graphic design does not refer to creation of illustrations and still images, such as line drawings, charts, photographs, or to creation of motion graphics, such as animation and video. Illustrators and artists prepare illustrations. Illustrators and videographers prepare motion graphics. (Ruth Clark's article also discusses this.)
Finally, an experienced designer can provide clear instructions to others involved in the process.
Web developers also contribute to the process, although primarily to prepare the programming for the templates. The graphic designer (user experience designer) provides the instructions for the template programming. Web developers are not as strong a choice to lead the effort to design templates, because most only have experience programming Web interfaces, not designing them.
Instructional designers also have a role in designing the template. They can inform the template design in two ways. As experts in learning, instructional designers can comment on the learner’s experience, or they can provide advice about learning issues relevant to the interface. Instructional designers can also comment on their experience as users of the templates, and about how easy it was to work with the templates. Since most instructional designers have limited familiarity with the technical issues of the authoring software, they are not the best choice to lead template development work. This is consistent with one of the purposes of moving to templates: To further reduce the software knowledge needed by instructional designers.
