Learning Experience Design Lab - D299

A Note About Section 1

For your performance assessment, you will create an original e-learning module that addresses a
specific instructional problem in your professional setting. To accomplish this, you will apply the
concepts and skills you have learned throughout the program up to this point.

This section is unique in the way it is structured and the learning resources presented. As you work
through this section, you will notice that there are a lot of resources available to you. Use these
resources as you need to, either as reminders of concepts and skills learned earlier in the program, or to
explore new tools and technologies. Consider the resources as a menu, and select the ones that will
support you in your efforts to build your module.

Section 1: Creates an E-Learning Experience

Section Introduction

Learning experience designers cannot simply jump into designing an e-learning experience. Preparation
is necessary. Designers must answer some very important questions to guide the design and
development of an e-learning solution:

Who are the target learners, and what do you know about them?

What instructional problem is the e-learning experience going to address?

What are the learning goals and learning objectives of the experience?

How will different design elements impact the experience?

In this section, you will review how learning experience designers use their knowledge of learners,
learning theories, instructional strategies, visual design, usability, accessibility, and educational
technology to develop effective e-learning experiences. You will also learn how to evaluate e-learning
solutions using a quality rubric to ensure that you are developing an experience that meets your
instructional goals and the needs of all learners. Additionally, learning experience designers should use a
quality rubric to guide their design and development and to evaluate the e-learning experience while
also considering which e-learning and engagement tools to use to create e-learning solutions that will
meet the needs of all learners.

Lesson 1: Learner Analysis, Instructional Problem, and E-Learning Solution Design

Lesson Introduction

When creating an e-learning experience, learning experience designers must consider the learners,
assess the instructional problem and learning goals, and design solutions to fill gaps in learners'
knowledge or skills.
In this lesson, you will learn about the human-centered design process. This process begins with
identifying and analyzing the target learners to ensure that the e-learning experience will meet learners'
needs. Then, you will define a clear instructional problem and create supporting instructional goals and
learning objectives to guide the e-learning experience. Finally, you will learn how to apply various design
elements and learning theories to create effective e-learning experiences. Many of the elements of
design in this lesson may be reviewed for you; use the learning resources provided to review important
concepts or build your skills in areas for growth.

Connection to Assessment
In Task 1 of the performance assessment for this course, you will design and develop an e-learning
module for target learners with whom you are familiar. You should use the design thinking process,
which you will review in this lesson, as you plan and design your module. Using design thinking will help
you use a human-centered approach to e-learning design, where empathy with your target learners is at
the center of your process. It will also help you discuss how you purposefully implemented learning
theories, instructional design models, instructional strategies, and design elements in your performance
assessment.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner analyzes target audiences, defines instructional problems, and designs an e-learning
solution.

Lesson 1.1: Analyzing Target Learners

Essential Question

How can learning experience designers ensure the solution they design will meet the needs of target
learners?

Overview

In this lesson, you will learn about how analyzing learner characteristics can help create an e-learning
experience that meets the needs of the target learners.

Learner Characteristics

You should have a thorough understanding of target learners' characteristics to ensure that your design
supports the learners' success. More specifically, you must discover which skills, knowledge, and abilities
the learners need to achieve the learning outcomes.

Read "Chapter 5: Conducting a Learner Analysis" (new tab) from Design for Learning: Principles,
Processes, and Praxis. This chapter focuses on identifying learners' characteristics, prior knowledge, and
demographics. These demographics include the environment in which the learner lives and works,
ethnicity, access to technology, and educational background. Considering learner motivation, personal
learning style, and access to content are also important aspects of learner characteristics.

Components of a Learner Analysis

When designing learning environments, there needs to be a birds-eye view of the entire process from
who the learner is, the environment, background of the learner, and the goal of the learning
environment. An educator cannot make assumptions about learners based on the educator’s
experience. The following are key factors of the learner analysis to consider.

1. Learner Characteristics

Understanding the characteristics of learners can help shape the design of the course. For example, if
your class is an executive-level course for Fortune 500 high-level officers, you may expect learners with
professional experience, and who have different goals for learning and their careers, which is different
from a class of undergraduate students who have little to no work experience.

In examining factors of learner characteristics, these are key questions to think about (Adams Becker et
al., 2014; Dick et al., 2009; Jonassen et al., 1999; Fink, 2013):

Who are the learners?

What personal characteristics do these learners possess?

What are the dimensions of the learner?

What contributes to the reason for learning about the topic?

What is the reason for enrolling in the course?

What is it about the topic that motivates the learner?

2. Prior Knowledge

Time is a finite resource for most people, so instructional time should not be wasted covering material
that learners already know, but instead building on their prior knowledge. Students’ prior knowledge
influences how they interpret and filter new information given in the classroom (Ambrose et al., 2010;
Cordova et al., 2014; Dochy et al., 2002; Umanath & Marsh, 2014).

In examining factors of prior knowledge, there are key questions to think about:

What do learners already know?

How might this information contribute to the content and order of what you teach?

3. Demographics

Understanding who the learners are and their demographics can directly impact the instructional
material. It is important, for example, not to include instructional material that may be culturally
insensitive or that has no connection to students. This is particularly important when using media such
as film that could be considered historic to one group and offensive to another. Culture is integral to
learning and plays a central role in “determining the learning preferences, styles, approaches and
experiences of learners” (Young 2014, p. 350). It is worth noting that culture can also relate to
organisational cultures. For example, using learning materials or illustrations that promote collaboration
amongst employees in an organization that does not have or prioritize such a practice, may run contrary
to the typically established culture.
In examining factors of demographics, key questions to think about are:

Where are the learners coming from in terms of their education level, ethnicity, demographic, hobbies,
area of study, grade level?

Why are these demographics important for the material you will be teaching?

4. Access to Technology

In education, it is important to make sure that all learners have access to the educational material. As
technology becomes a necessity to participate in learning opportunities, it is also important to gauge
whether or not students have access to technology. Material should be flexible, but you can imagine if
you are assigning work through an app that is only available for Apple devices, how this can affect
learners who own Android phones. Thus, make sure that throughout the course, educational material is
universally accessible.

Sometimes issues of access can be tricky or surprising. For example, if there is only one computer, or
limited internet bandwidth, but two parents and two children all need to access it for their job or
homework, then there is not sufficient access. Similarly, the computer or internet access may be too old
to play the instructional multimedia in a module. Thus, it is important to look beyond the statistics to
truly understand the level of access.

In examining factors of access, key questions to think about are:

How accessible is technology to every learner in my class?

Are learning materials universally accessible for individuals with disabilities?

If access is not universal, how can I adapt my course curriculum to include all learners?

Put Your Skills to Use: The Learner Analysis Worksheet

When conducting a learner analysis, a collection of learner information will help develop a positive
learning environment. The Learner Analysis Worksheet below is one way to collect and record key
factors and general information about the learners, using information available from student enrollment
data. This worksheet can be adapted for designing instruction for various learning environments.
Student information is often provided when a student enrolls, and academic advisors or student
enrollment professionals may also be able to share this information with you. Another way to gather
demographic information is to speak with the colleagues in your department. Who are the students who
usually register for this course?

Demographic Characteristics Learner Details

Size of target audience
Are there any subgroups that may
participate?
Age ranges
 Educational/grade level, or academic
program year. How long have they
been out of an educational setting?
Gender breakdown
Cultural backgrounds
Primary language
Employment status
Socioeconomic status
Traditional/non-traditional/first
generation learners?
Geographic location(s)
Internet connectivity?
Access to technology?

There are various approaches, but here we suggest the following ethical framework developed by
Mathur and Corley (2014) which suggests considerations and questions to ask:

Fact-finding – Most conflicts are related to communication or lack thereof. Hence one of the first steps is
to engage in fact-finding exercises. What are the facts? What is known and what is not known?

Who is involved – who are the people that care about this case or incident? What has been
(mis)communicated? Who are the individuals involved?

What is the conflict? – Is the conflict about the frameworks being used? If so, what are those
frameworks and what is conflicting? If the conflicts concern the values, morals, or policies, establish
what those are and what needs to be adhered to.

Potential consequences to actions — What are some of the possible consequences for any actions taken
to solve the dilemma? How would the people involved like to be treated? What is the role of the
designer in solving the conflict (whether or not the designer is involved in causing this conflict)?

Reflection – Lastly, reflect on the actions taken. What are the repercussions, if any, to the actions taken
from the difficulty?

Educators have a responsibility entrusted upon them when educating learners. The duties include but
are not limited to, creating a safe environment and being professional not just in virtual space but also in
digital space. When educators neglect their responsibility to be professional and ethical (an expectation
that we often have for students), this can be detrimental to learners.

Effective personas do five things (from the following website: https://edtechbooks.org/-bXV):

Represent the majority of learners

Focus on the major needs of the learner

Provide clear understanding of the learners’ expectations

Provide an aid to uncovering universal features

Describe real individuals

A learner analysis helps you understand who your learners are. A needs analysis turns your focus to
what these learners need to know (conceptual knowledge) or need to know how to do (skills). A
shorthand way of referring to these two basic ideas is to use the phrase skills/knowledge.

Needs analysis is a process. You do not just state the skills/knowledge learners need to know; you also
look at what learners need to do to learn what they need to know. In needs analysis, the process you
follow asks these essential questions:

What do learners need to know?

What do learners currently know?

What is the gap between what learners know and what learners need to know?

What evidence will show me that learners have closed the skills/knowledge gap?

Which e-learning experience activities will close the gap and provide the evidence needed to
demonstrate the gap has been closed?

Read "How to conduct a learning needs analysis: a step-by-step guide" (new tab) from HowNow. This
guide provides a general description and outline of a needs analysis for future practice. You will see the
steps outlined in this reading cover the five questions listed earlier.

Key questions it will help you answer

Before we dive into the steps and template for your learning needs analysis, it’s important to
understand the questions the process will encourage you to answer.

Who needs a learning pathway?

What is it that they need to learn to help achieve company goals?

How do those relate to their personal learning and development objectives.

How are you going to create effective learning courses for them?

What impact is it going to have on your business and their development?

Where does this fit into your learning and development budget?
Designing for a Target Audience

When designing for a target audience, remember that empathizing with your learners is an important
first step in e-learning design and is the first phase of the design thinking process. Empathy is the ability
to recognize, understand, and share in the thoughts and feelings of others—experiencing another
person's point of view rather than just one's own. When designing your e-learning module, incorporate
empathy into a learner analysis to help you design equitable learning experiences that anticipate and
remove barriers to learning.

Read "Empathy Field Guide" (new tab) from the Institute of Design at Stanford. This guide provides
guidance on strategies for observation, interviews, using the product as a probe, and exploring the
perspectives of learners. Remember, there are myriad ways to learn about a target population, and an
experienced learning experience designer will use different strategies to understand the learners'
perspectives, motivations, and learning needs.

Lesson 1.2 Defining Instructional Problems

Essential Question

How can instructional problems guide the design of an e-learning module?

Overview

In this lesson, you will learn about the importance of defining an appropriate instructional problem and
creating clear instructional goals and learning objectives that drive the design of an e-learning
experience.

Defining an Instructional Problem

After analyzing target learners and conducting a needs analysis, it is important to define the
instructional problem. Remember, a great solution to the wrong problem can result in wasted design
and development resources.
An instructional problem is a gap in learner knowledge or skills—usually identified from a learner
analysis and needs analysis—that the e-learning experience aims to address. Knowing and empathizing
with the target learners enables the development of impactful learning experiences that align with
learners' learning needs, styles, motivations, and perspectives. In other words, the instructional problem
drives the design and development of the e-learning solution.

Read "Define: Reframe the Problem" (new tab) in The Design Thinking Handbook. This reading helps you
to learn to define the problem you aim to solve. Note that the article may refer to "user experience
design" which, like learning experience design, is focused on the target audience. Recall that this
practice empathizes with learners by defining an instructional problem using reframing processes to
state the problem from the target audience's point of view.

Point of view (POV) checklist

Your POV should:

Provide focus and frame the problem

Inspire your team

Provide a reference for evaluating competing ideas

Empower team members to make decisions in response to the high level goals of the team

Fuel brainstorms by suggesting “how might we” statements

Capture the hearts and minds of people you meet

Save you from the impossible task of developing solution concepts that are all things to all people

Allow you to revisit and reformulate the POV as you learn by doing

Guide your innovation efforts

In the remaining sections of this chapter, we will dive into a case study where developing a POV
provided inspiration for a healthcare project with a lot of impact. Then, we’ll share an exercise to help
you quickly generate POVs of your own.

Creating an Instructional Goals and Learning Objectives

After identifying learner characteristics, conducting a learner needs analysis, and identifying an
instructional problem, you must create instructional goals and learning objectives. These allow learning
experience designers to plan and organize learning experiences and evaluate learner progress along the
learning journey.

Read "Writing Course Goals/Learning Outcome and Learning Objectives" (new tab) from Iowa State
University Center for Excellence in Teaching and Learning. Bloom's taxonomy and its associated action
verbs are an effective guide to follow when ensuring that instructional strategies and assessments are
aligned with the learning objectives. This article explains how a designer can use the combination of
cognitive processes and knowledge levels to identify the appropriate action verbs for the learning
objective. These action verbs will guide the designer in selecting instructional strategies that are aligned
with the learning objectives.

https://www.celt.iastate.edu/instructional-strategies/preparing-to-teach/tips-on-writing-course-
goalslearning-outcomes-and-measureable-learning-objectives/

Applying Bloom’s Taxonomy to Learning Objectives

Effective learning objectives need to be observable and/or measurable, and using action verbs is a way
to achieve this. Verbs such as “identify”, “argue,” or “construct” are more measurable than vague or
passive verbs such as “understand” or “be aware of”. As you design your course focus on creating clear
learning objectives and then use these objectives to guide class assignments, exams, and overall course
assessment questions.

Action Verbs

Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These
are useful in writing learning objectives, assignment objectives, and exam questio

Remember
Choose
Describe
Define
Label
List
Locate
Match
Memorize
Name
Omit
Recite
Select
State
Count
Draw
Outline
Point
Quote
Recall
Recognize
Repeat
Reproduce
Understand
Classify
Defend
Demonstrate
Distinguish
Explain
Express
Extend
Give Examples
Illustrate
Indicate
Interrelate
Interpret
Infer
Match
Paraphrase
Represent
Restate
Rewrite
Select
Show
Summarize
Tell
Translate
Associate
Compute
Convert
Discuss
Estimate
Extrapolate
Generalize
Predict

Apply
Choose
Dramatize
Explain
Generalize
Judge
Organize
Paint
Prepare
Produce
Select
Show
Sketch
Solve
Use
Add
Calculate
Change
Classify
Complete
Compute
Discover
Divide
Examine
Graph
Interpolate
Manipulate
Modify
Operate
Subtract

Analyze
Categorize
Classify
Compare
Differentiate
Distinguish
Identify
Infer
Point out
Select
Subdivide
Survey
Arrange
Breakdown
Combine
Detect
Diagram
Discriminate
Illustrate
Outline
Point out
Separate
Evaluate
Appraise
Judge
Criticize
Defend
Compare
Assess
Conclude
Contrast
Critique
Determine
Grade
Justify
Measure
Rank
Rate
Support
Test

Create
Combine
Compose
Construct
Design
Develop
Formulate
Hypothesize
Invent
Make
Originate
Organize
Plan
Produce
Role Play
Drive
Devise
Generate
Integrate
Prescribe
Propose
Reconstruct
Revise
Rewrite
Transform

Lesson 1.3: Designing Elements of an E-Learning Solution

Essential Question

How can design elements guide the design of an e-learning module?

Overview

In this lesson, you will learn about various design elements that can help guide learning experience
designers when creating learning experiences. It discusses learning theories, instructional design
models, content and design strategies, visual design principles, usability, accessibility, and prototyping.

Using Learning Theories and Instructional Design Models

Learning experience designers use learning theories and instructional design models as powerful
learning design tools that inform the designer's work. Used in all phases of design from the beginning to
the launch, these theories and frameworks provide context and guidance for the process of designing
and delivering e-learning experiences.

When creating your e-learning module, use these steps to help align learning theories and instructional
design models to learners' needs and instructional goals:

Start with a clear understanding of your learner, including their cognitive, social, and emotional needs.
This ensures you are designing in a way that aids in learner success.

Ensure you have a clear understanding of your instructional goals, educational setting, skills and
knowledge to be taught, and the desired demonstration of learning.

Choose a learning theory that best matches the learners and the educational context.

Identify an instructional model or framework that can both effectively structure and present the
learning experiences to these learners.

LEARNER NEEDS What will close the gap between what learners know and can do and the learning goals.

CONNECTING LEARNER NEEDS, INSTRUCTIONAL GOALS, LEARNING THEORIES, AND INSTRUCTIONAL

DESIGN MODELS

Examples of connecting needs, goals, learning theories, and instructional

design models
Instructional goals and Instructional design
Learning theory
learner needs models

A learning designer has Mastery learning Fink's Taxonomy

been asked to improve
technology skills among Teachers already have This model provides a set
seventh-grade science some competencies and of dimensions that
teachers. Learners need can work at individual supports both technical
to be able to use paces to demonstrate knowledge and teaching
productivity software, knowledge of each tool knowledge and aligns
access lesson resources through varying levels of objectives with
and use classroom difficulty. Teachers will be assessment. Fink's
activity software. Using supported by targeted Taxonomy allows the
technology requires an feedback and can find learning experience
understanding of frequent success through designer to focus on
technology use per state small achievements. changing the learners'
standards. In this school, reluctance by changing
many of the teachers are their values and
reluctant technology perceptions of learning
learners, believing they new technologies.
are too old to be tech-
savvy.

The learning design team Behaviorism Gagne's 9 Events of

at a state public health Instruction
system was tasked with Feedback will reinforce
creating e-learning that effective behaviors and This model provides a set
would help to limit improve performance of steps (events) that
contagious diseases in and health. guide instruction and
public spaces. Learners ensure that the learning
need to know how process is supported
common illnesses throughout.
spread, proper
disinfection techniques,
and procedures to
minimize infection.
 The learning designer at a Constructivism Merrill's First Principles of
small college will introduce Instruction
the learning management Faculty receive challenges
system (LMS) to new faculty related to exploring and This model focuses on real-
using an e-learning module. navigating the new LMS. world, task-based learning
Learners must know how to Faculty can connect their that involves problem-
log in and fill in a course learning through the solving. This instructional
shell with appropriate experience to prior design model will help
semester details. Faculty knowledge of learning learners work and learn in a
members are curious, and management systems. context that reflects real-life
most are self-directed problems.
learners.
Developing a Content Strategy to Support the Learning Goal
When creating your e-learning experience, it is important to develop a content strategy that
supports the e-learning goal.
Content Strategies that Support Learning Goals
When creating your e-learning module, it is important to develop a content strategy that supports
the e-learning goal.

To begin the content strategy process, start by considering how your content will support the
learning goal and begin to think about the learning resources you will use in your e-learning
module to teach those concepts and skills.

Continue the content strategy process by considering the following:

• Types of content selected to support the learning goal
• Evaluation of the quality and accuracy of the content
• Sourcing of content
• Chunking and scaffolding of content
• Ethical and legal use of content
The content you select and how you organize and present it will comprise an important part of
the learners' experience. Ensure you have a strategy that supports your instructional goals and
learning objectives.

Planning Instructional Design Strategies

The following are some instructional strategies that instructors use to help make learning more
effective. Instructional design strategies are those that work well in e-learning environments.
While this is not an exhaustive list of effective instructional design strategies, you can recall how
these strategies allow instructors to approach learning in different ways, depending on the
educational context and needs.
Scenario-based learning
Scenario-based learning presents learners with a real-life situation in a safe environment.
Learners are given choices that help in understanding decision-making and consequences.
Scenario-based learning is used to provide practice without placing people or property in harm's
way.
Problem-based Learning
Problem-based learning is a type of scenario-based learning in which learners are presented with
a complex, open-ended problem. Learners are guided through the process of designing a
solution, each of which is unique to the individual learner or group. Learners fully examine the
problem and use personal experience.
Case-based Learning
Case-based learning often focuses on stories with details and data and is a specific form of
scenario-based learning where learners work with case studies. Learners use critical thinking
skills to understand and analyze the case studies and ultimately make decisions.
Learning through exploration and discovery (LEAD)
LEAD supports learning through a virtual setting where learners discover knowledge by
engaging with elements of the course. LEAD learning experiences ask learners to decide what to
explore—in e-learning settings, this includes different media and both virtual and physical
resources.
Micro-learning
Micro-learning is a form of learning that delivers small, self-paced learning experiences focused
on developing one specific concept or skill. In other words, it focuses only on essential learning.
Micro-learning can use videos, games, job aids, podcasts, and a variety of other media. Though
two to five minutes is most effective, micro-learning can range from one minute to about ten
minutes of learning time.
Personalization
As technology advances, there is more opportunity for personalization. Learners can choose an
avatar, change a screen's look and feel, and customize the learning experience. Technology and
curriculum architecture also allows learners to choose their own learning path, moving through
topics at individual paces and accessing learning resources that suit the learner's needs.
Personalization also allows organizations to identify learning gaps and offers opportunities to fill
those gaps.
Gamification
Gamification is an intentional design strategy where the elements of game design are used for
learning activities. Gamification engages learners by balancing content and gameplay. The main
purpose of gamification is to provide a learning environment that mimics the elements of what
makes games so successful: challenge, experimentation, risk, and reward, often with points,
leaderboards, and badges.

Applying Visual Design Principles

Visual design skills help learning experience designers improve the learner experience by
increasing learner enjoyment, engagement, and retention. You can use visual design principles to
create appealing, effective, and professional on-screen experiences that not only look good but
also work well to facilitate learning.

Read "The Principles of Design and Their Performance” (new tab) from Toptal Designers, to
review some basic design principles.
Planning Usability and Accessibility
Usability is a measure of how easily a user can use a tool or technology. As you create your e-
learning module, you want to focus on learner usability by creating a functional e-learning
experience that allows learners to easily navigate the module and effectively perform tasks.

As you design e-learning experiences, you will also want to consider accessibility—ensuring that
all learners can use the technologies, tools, content, media, and activities in an e-learning
solution. The following are a series of four links from the W3C Web Accessibility Initiative that
explain best practices for creating web experiences that are accessible to all learners.

Note: To review all four accessibility principles, you can open the first link and scroll through
the page.

Explore "Perceivable Information and User Interface" (new tab), which discusses alt text,
captions, and different ways information can be presented accessibly.

Perceivable information and user interface

Text alternatives for non-text content

Text alternatives are equivalents for non-text content. Examples include:

Short equivalents for images, including icons, buttons, and graphics

Description of data represented on charts, diagrams, and illustrations

Brief descriptions of non-text content such as audio and video files

Labels for form controls, input, and other user interface components

Text alternatives convey the purpose of an image or function to provide an equivalent user
experience. For instance, an appropriate text alternative for a search button would be “search”
rather than “magnifying lens”.

Text alternatives can be presented in a variety of ways. For instance, they can be read aloud for
people who cannot see the screen and for people with reading difficulties, enlarged to custom
text sizes, or displayed on braille devices. Text alternatives serve as labels for controls and
functionality to aid keyboard navigation and navigation by voice recognition (speech input).
They also act as labels to identify audio, video, and files in other formats, as well as applications
that are embedded as part of a website.

Captions and other alternatives for multimedia

People who cannot hear audio or see video need alternatives. Examples include:

Text transcripts and captions for audio content, such as recordings of a radio interview

Audio descriptions, which are narrations to describe important visual details in a video

Sign language interpretation of audio content, including relevant auditory experiences

Well-written text transcripts containing the correct sequence of any auditory or visual
information provide a basic level of accessibility and facilitate the production of captions and
audio descriptions.

Content can be presented in different ways

For users to be able to change the presentation of content, it is necessary that:

Headings, lists, tables, input fields, and content structures are marked-up properly

Sequences of information or instructions are independent of any presentation

Browsers and assistive technologies provide settings to customize the presentation

Meeting this requirement allows content to be correctly read aloud, enlarged, or adapted to meet
the needs and preferences of different people. For instance, it can be presented using custom
color combinations, text size, or other styling to facilitate reading. This requirement also
facilitates other forms of adaptation, including automatic generation of page outlines and
summaries to help people get an overview and to focus on particular parts more easily.

Content is easier to see and hear

Distinguishable content is easier to see and hear. Such content includes:

Color is not used as the only way of conveying information or identifying content

Default foreground and background color combinations provide sufficient contrast

When users resize text up to 400% or change text spacing, no information is lost
Text reflows in small windows (“viewports”) and when users make the text larger

Images of text are resizable, replaced with actual text, or avoided where possible

Users can pause, stop, or adjust the volume of audio that is played on a website

Background audio is low or can be turned off, to avoid interference or distraction

Meeting this requirement helps separate foreground from background, to make important
information more distinguishable. This includes considerations for people who do not use
assistive technologies and for people using assistive technologies who may observe interference
from prominent audio or visual content in the background. For instance, many people with color
blindness do not use any particular tools and rely on a proper design that provides sufficient
color contrast between text and its surrounding background. For others, audio that is
automatically played could interfere with text-to-speech or with assistive listening devices
(ALDs).

Explore "Operable User Interface and Navigation" (new tab), which discusses keyboard
navigation, providing ample time, and seizure warnings.

Operable user interface and navigation

Functionality is available from a keyboard

Many people do not use the mouse and rely on the keyboard to interact with the Web. This
requires keyboard access to all functionality, including form controls, input, and other user
interface components.

Keyboard accessibility includes:

All functionality that is available by mouse is also available by keyboard

Keyboard focus does not get trapped in any part of the content

Web browsers, authoring tools, and other tools provide keyboard support

Meeting this requirement helps keyboard users, including people using alternative keyboards
such as keyboards with ergonomic layouts, on-screen keyboards, or switch devices. It also helps
people using voice recognition (speech input) to operate websites and to dictate text through the
keyboard interface.

Users have enough time to read and use the content

Some people need more time than others to read and use the content. For instance, some people
require more time to type text, understand instructions, operate controls, or to otherwise
complete tasks on a website.

Examples of providing enough time include providing mechanisms to:

Stop, extend, or adjust time limits, except where necessary

Pause, stop, or hide moving, blinking, or scrolling content

Postpone or suppress interruptions, except where necessary

Re-authenticate when a session expires without losing data

Content does not cause seizures and physical reactions

Content that flashes at certain rates or patterns can cause photosensitive reactions, including
seizures. Flashing content is ideally avoided entirely or only used in a way that does not cause
known risks. Also animations and moving content can cause discomfort and physical reactions.

Examples of avoiding causing seizures and physical reactions:

Do not include content that flashes at particular rates and patterns

Warn users before flashing content is presented, and provide alternatives

Provide mechanisms to switch off animations, unless they are essential

Users can easily navigate, find content, and determine where they are

Well organized content helps users to orient themselves and to navigate effectively. Such content
includes:

Pages have clear titles and are organized using descriptive section headings

There is more than one way to find relevant pages within a set of web pages

Users are informed about their current location within a set of related pages

There are ways to bypass blocks of content that are repeated on multiple pages

The keyboard focus is visible, and the focus order follows a meaningful sequence
The purpose of a link is evident, ideally even when the link is viewed on its own

Meeting this requirement helps people to navigate through web pages in different ways,
depending on their particular needs and preferences. For instance, while some people rely on
hierarchical navigation structures such as menu bars to find specific web pages, others rely on
search functions on websites instead. Some people may be seeing the content while others may
be hearing it or seeing and hearing it at the same time. Some people may be using the content
with only a mouse or a keyboard, while others may be using both.

Users can use different input modalities beyond keyboard

Input modalities beyond keyboard, such as touch activation, voice recognition (speech input),
and gestures make content easier to use for many people. Yet not everyone can use each of these
input modalities, and to the same degree. Particular design considerations maximize the benefit
of these input modalities. This includes:

Gestures that require dexterity or fine movement have alternatives that do not require high
dexterity

Components are designed to avoid accidental activation, for example by providing undo
functionality

Labels presented to users match corresponding object names in the code, to support activation by
voice

Functionality that is activated by movement can also be activated through user interface
components

Buttons, links, and other active components are large enough to make them easier to activate by
touch

Meeting this requirement makes the content easier to use for many people with a wide range of
abilities using a wide range of devices. This includes content used on mobile phones, tablet
computers, and self-service terminals such as ticketing machines.

Explore "Understandable Information and User Interface" (new tab), which discusses presenting
content that is readable, understandable, and predictable.

Understandable information and user interface

Text is readable and understandable

Content authors need to ensure that text content is readable and understandable to the broadest
audience possible, including when it is read aloud by text-to-speech. Such content includes:

Identifying the primary language of a web page, such as Arabic, Dutch, or Korean

Identifying the language of text passages, phrases, or other parts of a web page

Providing definitions for any unusual words, phrases, idioms, and abbreviations

Using the clearest and simplest language possible, or providing simplified versions

Meeting this requirement helps software, including assistive technology, to process text content
correctly. For instance, this requirement helps software to read the content aloud, to generate
page summaries, and to provide definitions for unusual words such as technical jargon. It also
helps people who have difficulty understanding more complex sentences, phrases, and
vocabulary. In particular, it helps people with different types of cognitive disabilities.

Content appears and operates in predictable ways

Many people rely on predictable user interfaces and are disoriented or distracted by inconsistent
appearance or behavior. Examples of making content more predictable include:

Navigation mechanisms that are repeated on multiple pages appear in the same place each time

User interface components that are repeated on web pages have the same labels each time

Significant changes on a web page do not happen without the consent of the user

Meeting this requirement helps people to quickly learn the functionality and navigation
mechanisms provided on a website, and to operate them according to their specific needs and
preferences. For instance, some people assign personalized shortcut keys to functions they
frequently use to enhance keyboard navigation. Others memorize the steps to reach certain pages
or to complete processes on a website. Both rely on predictable and consistent functionality.

Users are helped to avoid and correct mistakes

Forms and other interaction can be confusing or difficult to use for many people, and, as a result,
they may be more likely to make mistakes. Examples of helping users to avoid and correct
mistakes include:

Descriptive instructions, error messages, and suggestions for correction

Context-sensitive help for more complex functionality and interaction

Opportunity to review, correct, or reverse submissions if necessary

Meeting this requirement helps people who do not see or hear the content, and may not recognize
implicit relationships, sequences, and other cues. It also helps people who do not understand the
functionality, are disoriented or confused, forget, or make mistakes using forms and interaction
for any other reason.

Explore "Robust Content and Reliable Interpretation" (new tab), which discusses content
compatibility.

Robust content and reliable interpretation

Content is compatible with current and future user tools

Robust content is compatible with different browsers, assistive technologies, and other user
agents. Examples of how this can be achieved include:

Ensuring markup can be reliably interpreted, for instance by ensuring it is valid

Providing a name, role, and value for non-standard user interface components

Meeting this requirement helps maximize compatibility with current and future user agents,
including assistive technologies. In particular, it enables assistive technologies to process the
content reliably, and to present or to operate it in different ways. This includes non-standard
(scripted) buttons, input fields, and other controls.

Prototyping an E-Learning Module

Prototyping helps stakeholders understand how an e-learning solution will work, the content it
will contain, the instructional design strategies it will use, and the look and feel of the final
product. Prototyping helps identify strengths, weaknesses, and potential problems early in the
design process.

The terminology in this infographic is commonly used in many industries, but your organization
may use different terms for the different prototypes. Generally, learning experience designers
will develop a series of prototypes of increasing fidelity, starting with a rudimentary paper
prototype and ending with a fully functional prototype. Regardless of the name, remember that
all prototypes include information necessary to plan, understand, and visualize the final product.
This important step in design allows the learning experience designer and stakeholders to see and
manipulate the design. Feedback on and refinement of the prototype will inform the development
of the e-learning experience.
Use this infographic to help with prototyping your e-learning module.

Lesson 1 Summary and Assessment

Lesson 1 Summary

In this lesson, you learned a learning designer's first considerations when preparing to design a learning
experience. One must identify target learners and conduct a learner analysis, define an instructional
problem and develop goals and objectives, and consider how design elements will impact the
development of the learning experience.

Review the main points of this lesson:

It is important for learning experience designers to define a target learner and identify learner
characteristics in order to ensure that the content developed will meet the learners' needs.
Learning experience designers use instructional problems to guide the design of a learning experience to
ensure that the content of the experience addresses the problem. Creating clear instructional goals and
learning objectives helps keep the experience focused.

When designing a learning experience, it is important to consider learning theories, instructional design
models, content and design strategies, visual design principles, usability, and accessibility before
development begins.

Lesson 2: Implementing Quality Rubrics

Lesson Introduction

What makes a quality e-learning experience, and how do learning experience designers ensure high-
quality experiences? A good way to do so is through the use of quality standards that guide the design
process and help build fully developed e-learning experiences. Often, a rubric tool is used as a tool for
articulating the standards and for providing an assessment and feedback on the quality of a learning
experience.

In this lesson, you will learn how to use Learning Experience Quality (LEQ) Standards. The standards you
will use are designed to work for learning experiences created for K–12, college or university, or
workplace learners. The standards are provided in a spreadsheet that also serves as a rubric tool. As you
work through this lesson, you will learn about the LEQ Standards, with readings and advice that will
guide you on what each standard statement means and how to assess whether the standard is met.
Because many of you will be familiar with these standards from prior course work or prior professional
experience, the resources discussing the standards are given as a reference for you to consult as
needed. So, as you progress through this lesson, review the resources that support the quality standards
in order to hone your skills in design and development in areas where you would like to improve.

Connection to AssessmentIn Task 1 of the performance assessment for this course, you will design and
develop an original evidence-based e-learning module for target learners. To support this effort, you will
use the E-Learning Experience Quality Standards. Keep in mind that in future tasks, your e-learning
module will be evaluated against this standard. Thus, the standards should also serve as a design and
development guide. Use the standards to self-assess your work as your design and build your e-learning
experience. Consistent evaluation, reflection, and improvement are central to the design thinking
process.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner uses a quality rubric to guide the development of an e-learning module.

Lesson 2.1: Applying a Quality Rubric

Essential Question

How can a quality rubric guide e-learning development?

Overview
In this lesson, you will learn how to use a quality rubric as a guide when developing e-learning
experiences.

Using Professional Standards to Guide Development

What is quality? If you wanted to buy a "quality" car, you might define quality differently than another
buyer. You might care more about gas mileage, whereas another buyer might care more about towing
power. But while each consumer has different preferences about what makes a car right for them, all
cars share some common vehicle standards, such as seat belts, mirrors, brakes, emissions, and other
elements of the automobile that must meet safety and environmental standards.

The same is true for e-learning design. One individual learner may prefer a self-paced, no discussions
needed course, and another may prefer a learning experience that includes online required discussions
with fellow learners. Learning experiences can be designed to meet either approach.

But beneath those differences, just as with automobiles, course quality is an essential consideration in
the learning experience design process. Both the self-paced course and the discussion-centric course can
be built to the same learning experience quality standards.

To create a quality e-learning experience, you must know exactly what quality means. To make quality
more concrete and measurable across courses, institutions and organizations select, or write, standards
that define what quality is for the standard and describe or prescribe how that standard should be met.

Using quality standards to guide your design choices is a best design practice when creating e-learning
solutions. Using a quality rubric, a tool that lists the standards and provides a means for rating
accomplishment on meeting the standard and a place to write notes (for self-assessing) or to provide
feedback (for reviewing) helps to ensure that your e-learning experience solution will have measurable
impacts on targeted learners.

While this course will ask you to use the Learning Experience Quality Standards Rubric, there are many
available quality standards and quality standards rubrics for e-learning experiences that are preferred by
given institutions and companies. When you take a learning experience designer position, you can use
the one that best aligns with your learning context, setting, and target learners.

Use these links below to revisit two common sets of quality standards intended for different learners:

Explore “The SUNY Online Course Quality Review Rubric OSCQR” (new tab) to review a quality rubric
designed for adult learners.

https://oscqr.suny.edu/

Explore “The National Standards for Quality Online Learning” (new tab) to review quality rubrics for K–
12 learners.

https://www.nsqol.org/

Lesson 2.2: Applying a Sample Quality Rubric

Essential Question

How do the standards in a rubric inform e-learning development?

Overview

While you may use a different quality rubric in your organization, you will use the E-Learning Experience
Quality Standards Rubric (new tab) throughout the remainder of this course. There are 26 quality
standards organized by category, which can be applied in different settings and contexts and will help
you develop your e-learning experience and evaluate the e-learning experiences of your peers. You will
learn about each rubric standard in this lesson.

1. Learning Design

The first standard category in the E-Learning Experience Quality Standards Rubric is titled “1. Learning
Design.” It focuses on the effective use of e-learning design principles to organize and convey instruction
that meets learner needs. Its intention is to ensure that the e-learning solution aligns measurable
outcomes and goals with content and activities. This category has four standards:

1.1 Learning objectives or learning goals are clearly defined and measurable.

1.2 Content, resources, and activities are aligned to and support learning objectives.

1.3 Instructional design strategies are used effectively to enhance learning.

1.4 Information is divided into manageable sections and scaffolded to support learning.

To learn more about this category and its standards, read the following resources.

Read "Why should assessments, learning objectives, and instructional strategies be aligned?" (new tab)
from Eberly Center Teaching Excellence and Innovation at Carnegie Mellon University. This reading—
which focuses on the first two standards—discusses the importance of aligning assessments, learning
objectives, and instructional strategies and provides examples of well-aligned assessments, resources,
and activities.

Type of learning objective Examples of appropriate assessments

Recall Objective test items such as fill-in-the-blank,
Recognize matching, labeling, or multiple-choice
Identify questions that require students to:
• recall or recognize terms, facts, and
concepts
Interpret Activities such as papers, exams, problem
Exemplify sets, class discussions, or concept maps that
Classify require students to:
Summarize • summarize readings, films, or
Infer speeches
Compare • compare and contrast two or more
theories, events, or processes
 Explain • classify or categorize cases, elements,
or events using established criteria
• paraphrase documents or speeches
• find or identify examples or
illustrations of a concept or principle
Apply Activities such as problem sets,
Execute performances, labs, prototyping, or
Implement simulations that require students to:
• use procedures to solve or complete
familiar or unfamiliar tasks
• determine which procedure(s) are
most appropriate for a given task
Analyze Activities such as case studies, critiques, labs,
Differentiate papers, projects, debates, or concept maps
Organize that require students to:
Attribute • discriminate or select relevant and
irrelevant parts
• determine how elements function
together
• determine bias, values, or underlying
intent in presented material
Evaluate Activities such as journals, diaries, critiques,
Check problem sets, product reviews, or studies
Critique that require students to:
Assess • test, monitor, judge, or critique
readings, performances, or products
against established criteria or
standards
Create Activities such as research projects, musical
Generate compositions, performances, essays,
Plan business plans, website designs, or set
Produce designs that require students to:
Design • make, build, design or generate
something new
This table does not list all possible examples of appropriate assessments. You can
develop and use other assessments – just make sure that they align with your
learning objectives and instructional strategies!

Read "#34: Three Types of Scaffolding: There’s a Scaffold for That" (new tab) from WIDA’s Essential
Actions, Teacher Collaboration. This article—which focuses on the third and fourth standard —explains
three forms of scaffolding: sensory, interactive, and graphic, and it discusses examples of each.
2. Learning Materials and Resources

The second category in the E-Learning Experience Quality Standards Rubric is "2. Learning Materials and
Resources." This category encompasses standards that help the learning experience designer focus on
content, resources, and activities. This category has five standards:

2.1 Designing factually correct content and resources

2.2 Presenting content with minimal grammatical or mechanical errors

2.3 Integrating both ethically and legally sourced materials and resources

2.4 Using culturally diverse content and resources

2.5 Incorporating content, resources, and activities appropriate to target learners

Learners need to be presented with factually and grammatically correct resources that are ethically and
legally sourced. These learning materials should be relevant to learners and should reflect the
experiences of all learners.

To learn more about this category and its standards, read the following resources.

Read "9 Common Mistakes Instructional Designers Should Avoid for a Perfect Course" (new tab) from
Comm Lab India about common instructional design mistakes. This reading focuses on the first three
standards.

9 common mistakes to avoid in eLearning course design:

1. Improper Analysis of Inputs/Content

2. Lack of Clear Instructions
3. Illogical Flow
 4. Improper Content Chunking
5. Confusing Navigation
6. Errors in Grammar and Spelling
7. Inconsistent Use of Fonts
8. Improperly Labeled Illustrations
9. Copyright and Plagiarism Concerns

The following selections focus on standards four and five in this quality category:

Read "Abstract" to the end of "Professional Development Needs of Faculty" (new tab) from "Chapter 7:
Learning Design Strategies that Promote Student Inclusivity and Accessibility" in Connecting the Dots:
Improving Student Outcomes and Experiences with Exceptional Instructional Design to learn about the
prevalence of students with different abilities and the designer's responsibilities when creating a
learning experience that is culturally diverse.

Abstract
Learning designers are often consulted as campus experts with respect to designing quality instruction for a
broad student population. Since many institutions lack individuals who have the requisite expertise and
certification in accessibility, accommodation, and Universal Design for Learning, these designers often
shoulder the added responsibility of adapting course content to meet legal and regulatory compliance.
Moreover, they often serve as the primary campus contact to train faculty regarding the importance of
proactive course design that promotes inclusivity and accessibility for an increasingly older and more diverse
student population who are choosing to enroll in online courses. This online enrollment trend is the result
of demographic and workforce changes, the convenience of online courses, and ready access to powerful
new technologies that provide these students with equal-access online course content. Data from the 2016
National Center on Educational Statistics (NCES) Fast facts indicates that traditional-aged disabled students
(≤23 years of age) accounted for 9% of the total student population, whereas those 24–29 years of age and
disabled accounted for more than 11%, and those ≥30 years of age and disabled accounted for nearly 16%.
As the number and age of (online) students increase, so too does the chance that these individuals will
present with a variety of accessibility challenges. This chapter provides insight into how learning designers
can adapt their skill set and professional development approach to promote inclusivity, accessibility, and
Universal Design for Learning in support of online learning.

Read "Content and Activities" (new tab) from OSCQR Suny Online Course Quality Review Rubric. This
rubric specifically targets course design from a learner-centered focus. This rubric can be used
formatively to guide new designers and faculty in design creation and is non-evaluative.

CONTENT & ACTIVITIES

Course offers access to a variety of engaging resources to present content, support learning and
collaboration, and facilitate regular and substantive interaction with the instructor.

Course provides activities for learners to develop higher-order thinking and problem solving skills, such
as critical reflection and analysis.
Course provides activities that emulate real world applications of the discipline, such as experiential
learning, case studies, and problem-based activities.

Where available, Open Educational Resources, free, or low cost materials are used.

Course materials and resources include copyright and licensing status, clearly stating permission to
share where applicable.

Text content is available in an easily accessed format, preferably HTML. All text content is readable by
assistive technology, including a PDF or any text contained in an image.

A text equivalent for every non-text element is provided (“alt” tags, captions, transcripts, etc.), and
audio description is provided for video-only content.

Text, graphics, and images are understandable when viewed without color. Text should be used as a
primary method for delivering information.

Hyperlink text is descriptive and makes sense when out of context (avoid using “click here”).

Read "Chapter 5: Content Development" (new tab) from the E-Learning Department of One for a review
of how to prepare for content design and development.

Read pages 68–69 (new tab) (Summarizing Use of Text) from Chapter 5: Text and graphics from Learning
Experience Design: How to Create Effective Learning that Works.

3. Presentation and Layout

The third standard category in the E-Learning Experience Quality Standards Rubric is "3. Presentation
and Layout." This category includes standards that address visual design principles, including headers
and consistency in organization.

This category is composed of three standards:

3.1 Presenting titles and subtitles clearly

3.2 Integrating consistency in organization, theme, color scheme, text size, font color, and page layout to
improve readability and to help learners navigate to relevant learning materials

3.3 Applying visual design principles

To facilitate learning, learning experience designers need to consider presentation and layout—such as
consistency of design elements like titles and subtitles—while designing.

Explore these resources to review important concepts related to presentation and layout:

Read pages 52–57 ("Design") (new tab) from "Chapter 4: Interface design" in Learning Experience
Design: How to Create Effective Learning that Works, which covers learning experience design
conventions.
Read "Design and Layout" (new tab) from OSCQR, which lists the components of quality design and
layout in learning experiences. This rubric specifically targets course design from a learner-centered
focus. This rubric can be used formatively to guide new designers and faculty in design creation and is
non-evaluative.

A logical, consistent, and uncluttered layout is established. The course is easy to navigate
(consistent color scheme and icon layout, related content organized together, self-evident titles).

Large blocks of information are divided into manageable sections with ample white space around and
between the blocks.

There is enough contrast between text and background for the content to be easily viewed.

Instructions are provided and well written.

Course is free of grammatical and spelling errors.

Text is formatted with titles, headings, and other styles to enhance readability and improve the
structure of the document.

Flashing and blinking text are avoided.

A sans-serif font with a standard size of at least 12 pt is used.

When possible, information is displayed in a linear format instead of as a table.

Tables are accompanied by a title and summary description.

Table header rows and columns are assigned.

Slideshows use a predefined slide layout and include unique slide titles.

For all slideshows, there are simple, non-automatic transitions between slides.

Read "Chapter 4: Organizing Graphic Space" (new tab) from Visual Design Solutions: Principles and
Creative Inspiration for Learning Professionals to learn more about how to apply the visual design
principles addressed in the Quality Rubric.

4. Usability and Accessibility

The fourth standard category of the E-Learning Experience Quality Standards Rubric is "4. Usability and
Accessibility." This category includes the navigation and user organization of the site and the
accessibility of the materials. This category calls upon learning experience designers need to focus on
these six standards:

4.1 Creating navigation that is logical, consistent, and efficient for all learners

4.2 Providing a text equivalent for every non-text element

4.3 Supplying accurate captions and transcripts for all videos

4.4 Using graphics that can be understood without color

4.5 Integrating technology that meets accessibility and usability standards

4.6 Indicating access to technical and academic support

Key accessibility and usability principles center on the ability of each target learner to be able to access
every component in an e-learning solution. Through clear accessible navigation and technology that
provides support for learners as appropriate.

For advice on standard 4.1:

Read "9 Common Mistakes Instructional Designers Should Avoid for a Perfect Course" (new tab) from
Comm Lab India about common instructional design mistakes.

9 common mistakes to avoid in eLearning course design:

10. Improper Analysis of Inputs/Content

11. Lack of Clear Instructions
12. Illogical Flow
13. Improper Content Chunking
14. Confusing Navigation
15. Errors in Grammar and Spelling
16. Inconsistent Use of Fonts
17. Improperly Labeled Illustrations
18. Copyright and Plagiarism Concerns

The following resources focus on standards two, three, four, five, and six in this quality standard:

Read "Chapter 11: Accessibility" (new tab) in the E-Learning Department of One about how to address
accessibility when designing a learning experience. This chapter also introduces some accessibility tools
that learners use.

Explore "Accessibility Principles" (new tab) from W3C Web Accessibility Initiative, which provides web
accessibility requirements.

Web accessibility standards

Web accessibility relies on several components that work together. Some of these
include:

• Web content - refers to any part of a website, including text, images, forms,
and multimedia, as well as any markup code, scripts, applications, and such.
• User agents - software that people use to access web content, including
desktop graphical browsers, voice browsers, mobile phone browsers,
multimedia players, plug-ins, and some assistive technologies.
 • Authoring tools - software or services that people use to produce web
content, including code editors, document conversion tools, content
management systems, blogs, database scripts, and other tools.
Perceivable information and user interface
Text alternatives for non-text content
Text alternatives are equivalents for non-text content. Examples include:

• Short equivalents for images, including icons, buttons, and graphics

• Description of data represented on charts, diagrams, and illustrations
• Brief descriptions of non-text content such as audio and video files
• Labels for form controls, input, and other user interface components
Text alternatives convey the purpose of an image or function to provide an
equivalent user experience. For instance, an appropriate text alternative for a
search button would be “search” rather than “magnifying lens”.

Text alternatives can be presented in a variety of ways. For instance, they can be
read aloud for people who cannot see the screen and for people with reading
difficulties, enlarged to custom text sizes, or displayed on braille devices. Text
alternatives serve as labels for controls and functionality to aid keyboard
navigation and navigation by voice recognition (speech input). They also act as
labels to identify audio, video, and files in other formats, as well as applications
that are embedded as part of a website.

Captions and other alternatives for multimedia

People who cannot hear audio or see video need alternatives. Examples include:

• Text transcripts and captions for audio content, such as recordings of a

radio interview
• Audio descriptions, which are narrations to describe important visual details
in a video
• Sign language interpretation of audio content, including relevant auditory
experiences
Well-written text transcripts containing the correct sequence of any auditory or
visual information provide a basic level of accessibility and facilitate the production
of captions and audio descriptions.

Content can be presented in different ways

For users to be able to change the presentation of content, it is necessary that:
 • Headings, lists, tables, input fields, and content structures are marked-up
properly
• Sequences of information or instructions are independent of any
presentation
• Browsers and assistive technologies provide settings to customize the
presentation
Meeting this requirement allows content to be correctly read aloud, enlarged, or
adapted to meet the needs and preferences of different people. For instance, it can
be presented using custom color combinations, text size, or other styling to
facilitate reading. This requirement also facilitates other forms of adaptation,
including automatic generation of page outlines and summaries to help people get
an overview and to focus on particular parts more easily.

Content is easier to see and hear

Distinguishable content is easier to see and hear. Such content includes:

• Color is not used as the only way of conveying information or identifying

content
• Default foreground and background color combinations provide sufficient
contrast
• When users resize text up to 400% or change text spacing, no information is
lost
• Text reflows in small windows (“viewports”) and when users make the text
larger
• Images of text are resizable, replaced with actual text, or avoided where
possible
• Users can pause, stop, or adjust the volume of audio that is played on a
website
• Background audio is low or can be turned off, to avoid interference or
distraction
Meeting this requirement helps separate foreground from background, to make
important information more distinguishable. This includes considerations for
people who do not use assistive technologies and for people using assistive
technologies who may observe interference from prominent audio or visual
content in the background. For instance, many people with color blindness do not
use any particular tools and rely on a proper design that provides sufficient color
contrast between text and its surrounding background. For others, audio that is
automatically played could interfere with text-to-speech or with assistive listening
devices (ALDs).

Operable user interface and navigation

Functionality is available from a keyboard
Many people do not use the mouse and rely on the keyboard to interact with the
Web. This requires keyboard access to all functionality, including form controls,
input, and other user interface components.

Keyboard accessibility includes:

• All functionality that is available by mouse is also available by keyboard

• Keyboard focus does not get trapped in any part of the content
• Web browsers, authoring tools, and other tools provide keyboard support
Meeting this requirement helps keyboard users, including people using alternative
keyboards such as keyboards with ergonomic layouts, on-screen keyboards, or
switch devices. It also helps people using voice recognition (speech input) to
operate websites and to dictate text through the keyboard interface.

Users have enough time to read and use the content

Some people need more time than others to read and use the content. For
instance, some people require more time to type text, understand instructions,
operate controls, or to otherwise complete tasks on a website.

Examples of providing enough time include providing mechanisms to:

• Stop, extend, or adjust time limits, except where necessary

• Pause, stop, or hide moving, blinking, or scrolling content
• Postpone or suppress interruptions, except where necessary
• Re-authenticate when a session expires without losing data
Content does not cause seizures and physical reactions
Content that flashes at certain rates or patterns can cause photosensitive
reactions, including seizures. Flashing content is ideally avoided entirely or only
used in a way that does not cause known risks. Also animations and moving
content can cause discomfort and physical reactions.

Examples of avoiding causing seizures and physical reactions:

• Do not include content that flashes at particular rates and patterns

• Warn users before flashing content is presented, and provide alternatives
• Provide mechanisms to switch off animations, unless they are essential
Users can easily navigate, find content, and determine where they are
Well organized content helps users to orient themselves and to navigate
effectively. Such content includes:

• Pages have clear titles and are organized using descriptive section headings
• There is more than one way to find relevant pages within a set of web pages
• Users are informed about their current location within a set of related pages
• There are ways to bypass blocks of content that are repeated on multiple
pages
• The keyboard focus is visible, and the focus order follows a meaningful
sequence
• The purpose of a link is evident, ideally even when the link is viewed on its
own
Meeting this requirement helps people to navigate through web pages in different
ways, depending on their particular needs and preferences. For instance, while
some people rely on hierarchical navigation structures such as menu bars to find
specific web pages, others rely on search functions on websites instead. Some
people may be seeing the content while others may be hearing it or seeing and
hearing it at the same time. Some people may be using the content with only a
mouse or a keyboard, while others may be using both.

Users can use different input modalities beyond keyboard

Input modalities beyond keyboard, such as touch activation, voice recognition
(speech input), and gestures make content easier to use for many people. Yet not
everyone can use each of these input modalities, and to the same degree.
Particular design considerations maximize the benefit of these input modalities.
This includes:

• Gestures that require dexterity or fine movement have alternatives that do

not require high dexterity
• Components are designed to avoid accidental activation, for example by
providing undo functionality
• Labels presented to users match corresponding object names in the code, to
support activation by voice
• Functionality that is activated by movement can also be activated through
user interface components
• Buttons, links, and other active components are large enough to make them
easier to activate by touch
Meeting this requirement makes the content easier to use for many people with a
wide range of abilities using a wide range of devices. This includes content used on
mobile phones, tablet computers, and self-service terminals such as ticketing
machines.

Understandable information and user interface

Text is readable and understandable
Content authors need to ensure that text content is readable and understandable
to the broadest audience possible, including when it is read aloud by text-to-
speech. Such content includes:

• Identifying the primary language of a web page, such as Arabic, Dutch, or

Korean
• Identifying the language of text passages, phrases, or other parts of a web
page
• Providing definitions for any unusual words, phrases, idioms, and
abbreviations
• Using the clearest and simplest language possible, or providing simplified
versions
Meeting this requirement helps software, including assistive technology, to
process text content correctly. For instance, this requirement helps software to
read the content aloud, to generate page summaries, and to provide definitions
for unusual words such as technical jargon. It also helps people who have difficulty
understanding more complex sentences, phrases, and vocabulary. In particular, it
helps people with different types of cognitive disabilities

Content appears and operates in predictable ways

Many people rely on predictable user interfaces and are disoriented or distracted
by inconsistent appearance or behavior. Examples of making content more
predictable include:

• Navigation mechanisms that are repeated on multiple pages appear in the

same place each time
• User interface components that are repeated on web pages have the same
labels each time
• Significant changes on a web page do not happen without the consent of
the user
Meeting this requirement helps people to quickly learn the functionality and
navigation mechanisms provided on a website, and to operate them according to
their specific needs and preferences. For instance, some people assign
personalized shortcut keys to functions they frequently use to enhance keyboard
navigation. Others memorize the steps to reach certain pages or to complete
processes on a website. Both rely on predictable and consistent functionality.

Users are helped to avoid and correct mistakes

Forms and other interaction can be confusing or difficult to use for many people,
and, as a result, they may be more likely to make mistakes. Examples of helping
users to avoid and correct mistakes include:

• Descriptive instructions, error messages, and suggestions for correction

• Context-sensitive help for more complex functionality and interaction
• Opportunity to review, correct, or reverse submissions if necessary
Meeting this requirement helps people who do not see or hear the content, and
may not recognize implicit relationships, sequences, and other cues. It also helps
people who do not understand the functionality, are disoriented or confused,
forget, or make mistakes using forms and interaction for any other reason.

Robust content and reliable interpretation

Content is compatible with current and future user tools
Robust content is compatible with different browsers, assistive technologies, and
other user agents. Examples of how this can be achieved include:

• Ensuring markup can be reliably interpreted, for instance by ensuring it is

valid
• Providing a name, role, and value for non-standard user interface
components
Meeting this requirement helps maximize compatibility with current and future
user agents, including assistive technologies. In particular, it enables assistive
technologies to process the content reliably, and to present or to operate it in
different ways. This includes non-standard (scripted) buttons, input fields, and
other controls

5. Technology and Tools

The fifth standard category in the E-Learning Experience Quality Standards Rubric is "5. Technology and
Tools." In many learning experience contexts, the technology platform and tools may already be
determined. However, if you are choosing a platform and the tools to use, this category will guide your
thinking with these three standards:
5.1 Stating, supporting, and scaffolding appropriate technology tools

5.2 Addressing all issues of learner confidentiality and privacy while clarifying all course policies

5.3 Maintaining flexibility in the use of tools for learner needs and preferences

Key to this standard is the importance of providing scaffolding on the use of learning tools, balanced
with the need for confidentiality and privacy in tool choice.

When selecting technology and tools for your e-learning module, consider the Five Question Approach
outlined below.

Is this digital tool or technology necessary?

Could learners complete the e-learning module without this tool and have similar learning outcomes?

Will the tool or technology improve learner outcomes?

If the answer is no, do not use the tool. Adding unjust tools or technology only adds to your learners'
cognitive load.

If the answer is yes, move on to the following questions.

What do I need the learning tool or technology to do?

Make a list of things that the learning tool can do to improve the e-learning experience for your targeted
learners. List critical needs and elements that are simply nice to have.

What do fellow colleagues have to say about the tool or technology?

Read blogs about the tool or technology. To ensure an unbiased opinion, check that the blogger is not
being paid to write the review.

Ask colleagues or friends in the e-learning design industry about their experience with the tool or
technology.

Is the tool or technology accessible to my targeted learner audience?

Can my learners access the tool or technology on the devices they will use to complete the e-learning
module?

Is the tool or technology accessible for neurodivergent learners?

Does the tool or technology account for cultural inclusion?

Which tool or technology choices are affordable?

Is there a cost to use the tool or technology? If so, can I afford the tool and possible charges to maintain
access?

Explore these resources to review how to use educational technology effectively:

Read "Technology and Tools" (new tab) from OSCQR, which lists requirements for quality e-learning
experiences in regard to technology and tools.
 • Requisite skills for using technology tools (websites, software, and hardware) are clearly stated
and supported with resources.
• Technical skills required for participation in course learning activities scaffold in a timely manner
(orientation, practice, and application – where appropriate).
• Frequently used technology tools are easily accessed. Any tools not being utilized are removed
from the course menu.
• Course includes links to privacy policies for technology tools.
• Any technology tools meet accessibility standards.

Read "Privacy and E-Learning: A Pending Task" (new tab) from Information Systems, E-learning, and
Knowledge Management to learn more about addressing learner confidentiality and privacy when
designing your e-learning module.
6. Conclusions
These challenges we currently face need to be addressed at different levels: social and cultural, organizational,
and technical.
First of all, we need to solve at a social and cultural level the ethical dilemma presented by data privacy. On the
one hand, there are the possible benefits of the usage of personal data and metadata fed to big data, analytics,
and machine learning systems. On the other hand, there are the downsides of forfeiting citizens’ personal privacy
and providing unrestricted massive access to personal data to government and corporations. Different societies
will have different views and priorities. It is obvious that western liberal democracies might have a different
position on the issue than the People’s Republic of China.
It is important to have a discussion at the social and cultural level. It starts with education about privacy and
raising awareness of the dilemma of data privacy. In recent years, we have seen a proliferation of books,
documentaries, fiction movies, and series, which signal that western culture is raising its awareness on the
privacy problem.
We, the people, need to solve this ethical dilemma have an informed social debate about what are the accepted
uses of personal information, online activity records, and surveillance data. When this issue is settled in the
culture, the proper laws will follow, fueled by popular pressure on the politicians.
Second, on the educational institution (organization) level, we need to develop best practices for privacy and
include these practices in the business processes and training. We need to create quality standards to measure
how the privacy best practices are followed. These quality standards can be certified to ensure the compliance
of privacy best practices when outsourcing to third parties. Then, we will truly comply with the principle of data
privacy and by default.
Last but not least, the problem needs solutions at a technical level. We are dealing with a complex problem with
many legacy systems, codes, and standards in place. Additionally, we have also to beware of partially effective
solutions such as data depersonalization in learning analytics data warehouses or plain bad ideas such as
Google’s Federated Learning from Cohorts [51]. Security researchers have shown time and again that
depersonalized data can be accurately be re-personalized with very few data points
After several years of research, the authors propose the following preliminary list of technical issues and possible
solutions in the context of LMS, AMS, and learning tools:
• Encryption of personal data on the server datastores—The personal information of the students is stored
plain and unencrypted in many database systems. Any superuser, developer, sysadmin, or hacker who
made it into the system has full access to it. This is a complex technical problem because many legacy
codes and systems access these datasets, and we have also to address performance and scalability
issues. A data storage system such as the “personal data broker” could be used to encrypt sensitive
data in the LMS. The authors developed a prototype running on Moodle [53].
• Apply differential privacy techniques to the data logs—The LMS usually logs all the activity in the system.
Every action every user (student, teacher, admin) has performed is recorded with a unique identifier for
every user, which can be easily traced to the user identity. These logs feed learning analytics systems
 and are unencrypted of course. These logs should be anonymized, and differential privacy techniques
should be applied when recording these logs, inserting noise, which would prevent the depersonalization
of the information while allowing for statistical inferences to those researchers who are entrusted with
the noise pattern [54].
• Masking the student’s identity under an alias—If students wish, for whatever justified reason, to make
use of their right to object to this kind of exposure of their data, they would not be able to use the system.
The current GDPR compliance implementations of most systems require the acceptance of terms of use
to access the LMS. Therefore, this right is violated. Let us point out that the personal information of the
student is not only accessed by academic staff. LMS programs are designed for interaction between
students and teachers. The students gain access to a lot of personal information of their peers: access
to course rosters, fellow students’ profiles, forum posts, wiki edits, etc. The authors developed a Moodle
plugin prototype that enables the students who want or need to exercise their right to oppose to not lose
their right to education, by enabling a system of alias profiles. Students can show themselves under
alias identities to their peers [55].
• We need to establish privacy practices for the learning tools that interoperate with LMS. The privacy
features present in protocols such as IMS LTI need to be enabled in the default configurations and
strengthened. For untrusted LTI providers, web-bots acting as fake students could feed noise to the
provider implementing a kind of differential privacy.
Open source implementations of these and many more privacy measures need to be included in the open source
LMS and reference implementations of interoperability standards.
Data privacy is a second-order problem that has arisen after decades of moving part of the education system
online. Similar to most of the effects of digitized activities, this impact follows an exponential pattern: deceptive
at first until it starts to display disruptive effects when it reaches the knee in the hockey-stick-like curve [56].
Currently, we are at a point where the issue has been noticed, but very few and incomplete measures have been
taken to address it. The data from students are being massively gathered, used with little or no supervision, and
often leaked to unknown actors. These data will be bound to digital profiles of the students for countless years to
come.

Read "How to Improve eLearning Course Design Usability by Adopting the 10 Usability Heuristics" (new
tab) from eLearning Industry to help you deploy flexible technology to meet learner needs.

6. Assessment

The sixth and final standard category of the E-Learning Experience Quality Standards Rubric is "6.
Assessment." This standard involves grading policies, student assessment and feedback, and learner
support within the assessment realm. This category has these five standards:

6.1 Aligning assessments to support objectives

6.2 Stating scoring and/or grading policies

6.3 Creating valid course assessments that measure learner progress toward content mastery

6.4 Ensuring learners have easy access to information about learning progress

6.5 Provides an assessment that is timely, targeted, and supports learners

Explore the following resources to review important concepts related to assessment in e-learning:

Read "Assessment and Feedback" (new tab) from OSCQR, which reviews important aspects of providing
assessment and feedback in a rubric.
 19. Course grading policies, including consequences of late submissions, are
clearly stated in the Course Information/ Syllabus materials.
20. Course includes frequent, appropriate, and authentic methods to assess the
learners’ mastery of content.
21. Criteria for the assessment of a graded assignment are clearly articulated
(rubrics, exemplary work).
22. Course provides opportunities for learners to review their performance and
assess their own learning throughout the course (via pre-tests, self-tests with
feedback, reflective assignments, peer assessment, etc.).
23. Learners are informed when a timed response is required. Proper lead time
is provided to ensure there is an opportunity to prepare an accommodation.
24. Learners have easy access to a well-designed and up-to-date gradebook.
25. Course includes the opportunity for learners to provide descriptive feedback
on their experience in the online course, the course design, content, user
experience, and technology.

Read pages 96–97 ("Audio feedback and assessment") (new tab) from "Chapter 6: Audio for learning" in
Learning Experience Design: How to Create Effective Learning that Works, which discusses giving audio
feedback to learners.

Read pages 144–163 (Chapter 8: Engagement, questions, and feedback) (new tab) in Learning
Experience Design: How to Create Effective Learning that Works, which covers how to engage learners,
create questions, and provide feedback.

Applying a Quality Rubric

How to Apply a Quality Standards Rubric

How do you actually go about applying the E-Learning Experience Quality Standards Rubric (EEQSR)
when developing an e-learning experience?

Learning experience design is an iterative process where designers constantly plan, design, review, and
re-design. Use the standards from the EESQR as part of each of these steps. When using this rubric, keep
the target learner in mind, ensuring the design meets the learner's needs rather than your own
preferences. While designing, review a standard to check if you have met its components and then
revise accordingly. Put it aside, return to the design with "fresh" eyes, and review it again.

Quality rubrics can be used at any point during the design or development processes and can also be
used by stakeholders to evaluate e-learning experiences. All stakeholders should be designing and
evaluating using the same quality rubric to ensure that their goals for the final product are aligned. Your
worksite may have its own quality rubric for e-learning experience designers to use, but it will likely
share common themes and standards with other popular quality rubrics.

What do you want your target learners to be able to do after completing your e-learning experience?
Knowing this will guide the entire development of your solution. Applying the standards of the E-
Learning Experience Quality Rubric while you design will help you create a stronger prototype for
review, hopefully necessitating less revision later.

To learn more about this iterative process, read the following resource.

Read "Design Iteration brings powerful results. So, Do it Again, Designer!" (new tab) from Interaction
Design Foundation, which explores the process of iterative design.

The Benefits of Iterative Design

There are some simple benefits of the iterative design approach over
and above its cost-effectiveness including:

• It allows for rapid resolution of misunderstandings within the

project team and established clarity early in the development
lifecycle.
• It brings out user feedback to ensure that system requirements
meet user needs.
• It can help with client relationships to show the evolution of a
design rather than “dumping” a finished product on them.
• It gives the development team some certainty that their efforts
are being focused on adding value for users.
• It provides regular testing which can provide a strong desired
performance framework for acceptance testing.
 • It allows for easy incorporation of “lessons learned” in the final
product.
• It gives stakeholders better visibility of progress at each
iteration.

Lesson 2 Summary and Assessment

Lesson 2 Summary

In this lesson, you learned about the important role and purpose of a quality rubric when designing an e-
learning experience, and you were introduced to the E-Learning Experience Quality Rubric.

Review the main points of this lesson:

A quality rubric consists of standards that state the expectations of "quality" learning experiences.

Learning experience designers use a quality rubric during the design process to ensure that learning
experiences are of high quality.

The E-Learning Experience Quality Rubric establishes standards for learning design, learning materials
and resources, presentation and layout, usability and accessibility, technology and tools, and
assessments.

Lesson 3: Developing an E-Learning Module

Lesson Introduction

Once you have applied best practices for designing an e-learning solution, it is time to begin the exciting
process of developing the actual product. As you start to develop your e-learning module, you will need
to consider the tools you will use to build an engaging and effective learning experience.

In this lesson, you will learn how to use rapid e-learning authoring tools, learning management systems,
multimedia tools, and learner engagement tools in e-learning development. As you learn, you will
explore different options so you can weigh them against your needs and the needs of your learners. Of
course, you are not limited to these tools in your development and can use any tools that are available
to you.

In this lesson, many e-learning tools are presented for you to explore. Keep in mind that you are not
expected to become proficient in using the different tools. Rather, you should evaluate each tool to see
how suitable it is for your educational context and setting, instructional goals, target learners, intended
instructional strategies, and content and materials presented. Ultimately, you will select the tools that
best help your learners succeed.
Connection to Assessment
In Task 1 of the performance assessment for this course, you will design and develop an original
evidence-based e-learning module for target learners by using e-learning tools: rapid e-learning
authoring tools, learning management systems, multimedia tools, and learner engagement tools. You
may already have access to these or other learning technologies, either through your own accounts or
through your organization, and you may use those technologies if doing so is okay with your
organization. You may also access a technology of your choice, some of which are free and some of
which offer free trial periods. With any technology that you select, be prepared to discuss why you
selected it compared to any other tools you considered.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner develops an e-learning module.

Lesson 3.1: Rapid E-Learning Authoring Tools

Essential Question

How can a rapid e-learning tool be used to develop an e-learning module?

Overview

In this lesson, you will learn about the purpose of rapid e-learning authoring tools and explore potential
tools that can be used in the e-learning experience that you are designing.

Using Rapid E-Learning Authoring Tools that Work for You

A rapid e-learning authoring tool is an online development software used to create e-learning courses,
training, or solutions. These tools offer a variety of features that simplify the creation of an e-learning
solution. This is great for learning experience designers who do not have a lot of programming skills but
want to create a well-designed experience for their target learners as these tools can greatly decrease
development time. Note: Check with IT at your organization to see what rapid e-learning authoring tools
you may already have access to.

To learn more about using rapid e-learning authoring tools, read the following resources.

Read "The Huge Role of Authoring Tools in Rapid eLearning Development" (new tab) from the eLearning
Industry. This page explains the types of e-learning tools and what features to look for when making a
decision.

Types Of Authoring Tools

1. PowerPoint-based Authoring Tools
These authoring tools work as plug-ins for MS PowerPoint. They are very easy to use
with almost no learning curve. You can develop simple digital learning assets with a few
basic interactivities.
Examples: Adobe Presenter, Articulate Studio
2. Desktop-Based Authoring Tools
These are the most used tools for eLearning design and development. They are so
named because they need to be installed in a dedicated system. They offer a variety of
features and are ideal for designing courses with high-level interactivities and
customization. However, they have a steeper learning curve than PowerPoint-based
authoring tools.
Examples: Articulate 360, Adobe Captivate, Lectora Inspire, iSpring Suite Max. 26
3. Cloud-Based Authoring Tools
These are online authoring tools that don’t need to be installed in a particular system.
They are usually offered as Software as a Service (SaaS) and need a license to be used.
They allow collaborative authoring where more than one person can log in and work on
the tool simultaneously.
Examples: Articulate Rise, Lectora Online, Easygenerator

Features To Look For In A Rapid eLearning Development Tool

There are many popular authoring tools today in the market today – Articulate 360,
Lectora 19, iSpring Suite Max, Adobe Captivate, Easygenerator, and more. While most of
the authoring tools offer more or less the same features, you will find it easier to choose
your best authoring tool if you consider these five key features needed for rapid
eLearning development.
1. Built-in Media Library
Unlike classroom training, eLearning relies more on visual elements such as images,
animations, and videos to deliver information. But creating them from scratch or
buying them from commercial sites like Shutterstock or Getty Images can be tedious
and expensive.
That is why having a built-in library of stock media assets such as buttons, clip arts,
locations, and characters can be quite handy. These media assets are royalty-free and
come as part of the authoring tool suite. More importantly, they cut down on the time
and cost of rapid eLearning development.
2. Customizable Templates based on New-age Design
Templates act as ready-to-use blueprints for eLearning courses and help create a
consistent and professional look and feel across courses. These templates can be used
for:
• Common screens
 • Games
• Assessments
Going for an authoring tool that has an en-suite template library with a wide variety of
layouts, built-in interactivities, and new-age learning design elements significantly
reduces the time and cost of development. And having customizable templates that can
be adapted to accommodate specific needs means they can be reused multiple times.
3. Interactivities Based On New-Age Learning Design
Although rapid eLearning depends heavily on authoring tools, that in no way means it
lags behind when it comes to creativity. Or that you have to spend more to create
engaging courses. Courses based on new-age learning design appeal to modern adult
learners. This new-age eLearning design involves highly interactive strategies like
storytelling, branching scenarios, personalization, gamification, and augmented and
virtual reality.
You can add personalization by asking learners their names right at the start of the
course or to choose a character/avatar based on their job roles. You can use gamified
templates for formative assessments and assign points (for every correct answer) and
rewards (based on their confidence level or response time). You can also leverage the
screencast and recording features to build watch-try-do simulations.
Authoring tools such as Storyline, Lectora Inspire, and Adobe Captivate are compatible
with tools like BrachTrack that enables building branching scenarios. Authoring tools
like Adobe Captivate 2019 and Lectora CenarioVR have features that make it easy to
develop VR-based eLearning for an immersive learning experience.
4. Responsive Design For Multi-device Accessibility
Responsive design is a crucial feature to look for in an authoring tool, as it allows for
the rapid development of mobile learning courses. Most modern rapid eLearning
authoring tools publish mobile-friendly courses in the HTML5 format. But it is the
extent of responsiveness to screen size and orientation that makes all the difference.
Articulate Storyline 360 offers responsive design, but the responsive element works
only up to certain screen sizes and orientations. Adobe Captivate has an adaptive
design with a feature called ‘Fluid Boxes’. All you need to do is fit your content in these
fluid boxes and the content will automatically realign itself when there is a change in
screen size or orientation.
Lectora’s ‘Responsive Course Design’ feature allows content to tailor-fit mobile screens,
without any need for tweaking from the developers’ end.
5. Assessment Types and Templates
Assessments are an indispensable part of eLearning courses. They play an important
role in evaluating learners’ understanding at regular intervals during the course
(formative assessments) and verifying if they have achieved the set performance-based
learning objectives at the end (summative assessments).
Having built-in assessment templates in an authoring tool can help in rapid
development – of quizzes, drag and drop activities, fill in the blanks, matching activities,
flashcards, etc. Many authoring tools also allow randomizing the sequence of questions
and providing feedback in creative ways. You can also use customizable game-based,
scenario-based, and simulation-based templates for engaging eLearning assessments.
6. Online Review Apps
These are key for a hassle-free review/feedback-implementation cycle. These review
tools provide a common platform for all stakeholders and SMEs to share their feedback.
Read "Rapid eLearning Authoring Tools: 5 Pros and 3 Cons to Consider" (new tab) from eLearning
Industry to learn more about the pros and cons of using these tools.

Benefits Of Using Rapid eLearning Authoring Tools

Faster turnaround.
Without a doubt, one of the most notable benefits of using a rapid eLearning
authoring tool is the rapid turnover time. You can create eLearning content in a
fraction of the time, thanks to the eLearning templates, themes, and online asset
libraries that the eLearning authoring tool provides. You also don't have to scour the
web for additional online resources, such as images and graphics, because you have
access to all of these items via the software interface. This makes rapid eLearning
authoring tools the ideal choice for eLearning projects with tight deadlines. Such as
compliance online training courses that need to be updated in a hurry to incorporate
new regulations and policies.
User-friendly
Most of the rapid eLearning authoring tools available today are extremely
intuitive and user-friendly. You don't have to worry about a steep learning curve,
which adds to the time-saving benefits. eLearning professionals of all experience levels
can use the tool to quickly create powerful eLearning content, even if they've never
used rapid eLearning authoring tools in the past. If you're working with a L&D team,
you can rest assured that every collaborator will be able to utilize the features and
functions throughout the eLearning development cycle.
Lower eLearning cost.
Faster turnaround times and built-in resources translate into lower costs out of
pocket. You also don't have to pay to train your eLearning team on how to use the
rapid eLearning authoring tool, nor foot the bill for maintaining the system over
time. Many rapid eLearning authoring tools even come with free upgrades,
meaning that you'll always have access to the latest and greatest features.
Easier to scale and update.
When you outsource your eLearning content you typically have to pay for
updates and regular maintenance. This also takes time, especially if your
eLearning software vendor is in high-demand. With a rapid eLearning authoring tool,
you have the ability to make additions to your eLearning course design, update
eLearning modules, and make revisions whenever you see fit. There is no need to wait
until your eLearning software vendor is available or take a chunk out of your eLearning
budget to have them do it on your behalf. Additionally, many rapid eLearning authoring
tools offer optional add-ons that you can purchase when the need arises, such as when
it's time to add more interactivity.
More efficient use of resources.
In most cases, using a rapid eLearning authoring tool will significantly improve
your eLearning ROI. You are handling all of the eLearning development in-house, which
means that you have control over every stage of the eLearning development process.
The Subject Matter Expert is typically in charge. They can tell you exactly what you
need to include and how to convey the information. There are no miscommunications
between your organization and a third-party eLearning developer, such as an eLearning
software vendor, which allows you to manage your resources more efficiently.

Limitations Of Rapid eLearning Authoring Tools

Lower quality.
Producing a lower quality finished product is actually one of the most common
misconceptions about rapid eLearning authoring tools. The eLearning software
that is available today typically features high-end images, graphics, eLearning
templates, and other online resources. These assets can be transformed into
amazing eLearning content in the right hands. Many rapid eLearning authoring tools
require very little training, and virtually anyone can use them. However, those who
don't have basic eLearning development skills, experience, or know-how, will probably
end up with lackluster results. But that rule applies to ANY eLearning authoring tool,
rapid or not.
Lack of creative control.
Rapid eLearning authoring tools usually have fewer customizable features. Many
allow you to integrate your own branding, graphics, and eLearning templates. However,
the thing that makes them rapid is their user interface. You simply drag-and-drop
interactions or choose from a wide range of themes, and the rapid eLearning authoring
tool takes care of the rest. This leaves little room for creative control, which can be
problematic for eLearning professionals who like to take charge of every detail. On the
upside, you don't have to know coding or programming language.
Decreased learner engagement.
A lower quality product leads to decreased learner engagement, interest, and
motivation. Lack of customization can also diminish the value of the eLearning
experience. For example, eLearning activities that aren't aligned with learners' goals
can reduce the value of the eLearning course and prompt learners to disengage. This is
yet another reason why it's so important to know how to use a rapid eLearning
authoring tool effectively. You must also research the backgrounds, goals, and
preferences of your audience so that you can personalize every aspect of your
eLearning course design. Last, but not least, look for a rapid eLearning authoring tool
that offers all of the features you need, including themes that suit your subject matter.

Possible Rapid E-Learning Authoring Tools

There are dozens of rapid e-learning authoring tools available. Those listed here are some of the more
common tools used in the e-learning industry, but this list is by no means exhaustive. You should select
the tool that meets both your and your learners' needs.

As you explore the following rapid e-learning authoring tools, there are a few things that you might want
to consider:

How much does this tool cost? Is a free trial available? If so, for how long?

What features do you need in this tool? What features does it offer?

How quickly can I learn to use this tool?

Does this tool meet the needs of my target learners? Is it something learners can access easily?

What type of support system is available to me as a designer (video, chat, email)?

What tools are available in my workplace that I might use?

With that in mind, now spend some time exploring a few popular, specific rapid e-learning authoring
tools and their features.

Explore "Articulate Storyline 360" (new tab) — (Transcript) (new tab), which is a cloud-based authoring
tool that is accessible via PowerPoint and Rise 360, along with a text description of its features. This
webpage features a video that highlights the available features. Free 30-day downloads are available.

Explore "Adobe Captivate Prime" (new tab), which is an e-learning authoring tool from Adobe. This tool
offers a free 30-day trial.

Explore "EasyGenerator" (new tab), which is a rapid authoring tool that allows designers to create a
course directly from a PowerPoint, among other options.

Explore "iSpring Suite" (new tab), which is another cloud-based rapid e-learning authoring tool that is
PowerPoint-based. iSpring Suite consists of the iSpring authoring tool, iSpring learning management
system (LMS), and iSpring Cam Pro. It has a 30-day free trial.

Explore "Nearpod" (new tab), which is a platform that provides multiple ways to teach or train. Primarily
used by teachers, the tool also works well with an adult learning audience. Nearpod Silver Edition is
entirely free, while the Gold and School Editions are not free but offer many more features for both
teachers and administrators.

Explore "Pear Deck" (new tab), which is another rapid e-learning authoring tool. This tool is often used
in K–12 but also with adult learners.

To learn more about how these tools compare, read the following resources.

Read "Adobe Captivate versus Articulate: Which is Best for your L & D Efforts?" (new tab) from Capsim.
This blog post provides an overview of each tool while comparing and contrasting them.

Read "Comparing 2 E-learning Authoring Tools Software Products: iSpring Suite vs. Easygenerator" (new
tab) from Capterra. This site compares and contrasts iSpring Suite and Easygenerator.

Read "Pear Deck vs. Nearpod: Comparison" (new tab) from Modern Web, which compares these two
tools.

Lesson 3.2: Learning Management Systems

Essential Question

How can LMSs be used to develop an e-learning module?

Overview

In this lesson, you will learn about the purpose of learning management systems (LMS) and explore
some that may work for the e-learning experience you are designing.

Using a Learning Management System that Works for You

A learning management system (LMS) is a software application that houses the e-learning experience.
Although this sounds similar to the rapid e-learning authoring tool, the two are quite different. An
authoring tool is a program that allows learning experience designers to create course content while the
LMS is a platform where the course content is published for learners to access.

To learn more about using a learning management system to create your e-learning module, read the
following resources.

Read "Learning management system (LMS)" (new tab) from TechTarget, which explores how an LMS is
used as well as features, benefits, types, and examples of an LMS.

Read "Discovering Learning Management Systems: Basic Functions and Benefits" (new tab) from the e-
Learning Industry, which provides more information on the purposes, benefits, and features of an LMS.

11 Benefits Of Learning Management Systems

Stream lined training process.

Using a Learning Management System makes things easier for you, as it helps plan the training activities
calendar which you can share with your learners, trainer, and co-administrators. By doing this you can
maintain and improve your training process. An LMS also helps in getting trainer reports, which is a time
consuming process when done manually.

Ability to deliver engaging and motivating training.

This is a fact that each individual learns in a unique manner. If you apply different learning approaches,
they increase your success rate. LMSs help in communication and balance the whole system.

Technology leverage.
In this digital world the working system has totally changed. Today every employee is engaged with a
laptop or desktop, and with the help of Learning Management Systems you make the training future
ready; plus it becomes interesting and exciting for your target audience.

Centralized learning.
It becomes easy to offer centralized source of learning to multiple users and the training, performance,
and content can be accessed from the same source.

Tracking and reporting features.

Another benefit of using an LMS is that you can enhance performance through tracking and reporting
tools. New users’ progress can be tracked, records can be reviewed, and users can register for more
than one course. Learning can be done through web based training. Management can access the records
and calculate which area needs improvement. The learners also become aware of the areas that need
improvement and additional efforts, as the weak performance areas, can be identified easily.

Evaluation capabilities.
Users can evaluate courses before joining, and employers can keep a track of the retention levels and
real time performance by periodically scheduling assignments.

Easy upgrades.
Content and information can be easily upgraded, as Learning Management Systems offer a centralized
location for information which makes it simple to implement changes; plus, all users get the same
upgraded information at the same time.

Simplified learning process.

An LMS refines the learning process. The systems are easy to use and a new user can figure out
everything very easily, since help is built into the system.

Reduced cost and time saved.

The right LMS can reduce the training costs in multiple ways as the trainer doesn’t need to travel now,
so there are no boarding and lodging charges involved. The teaching cost reduces to great extent.
Learning Management Systems save organizations’ and instructors’ valuable time and money through
web based training.

Interactive environment.
Through new online tools, the interaction and communication part improves. Learners get the answers
in real time and the engagement is more geared toward being interactive.

Anytime, anywhere learning.

Centralized uploading and online access ensures this. You can learn whenever and wherever you want
to.
8 Learning Management System Features

Finally, some common features found in the majority of Learning Management Systems include:

Managing users, courses, roles, and generating reports.

This helps uploading courses, assigning roles, and generating various reports.

Making a course calendar.

This feature helps in managing the course activities.

Messaging and notifications.

Users and trainers can send reminders and notifications, including upcoming training and events.

Assessments that can handle pre/post testing.

Certification and display employees’ score and transcripts.

This helps in maintaining training records of the learners, performance of the individual, and providing
certificates to those who have completed training successfully.

Instructor-led course management.

Administration.

Competency management.
With the help of this feature one can track and check the skills set of the team members and compare
then against business goals.

Possible Learning Management Systems

Many popular learning management systems (LMS) are flexible in their design and can be used for K–12,
higher education, and workplace learning. Some corporations may opt to have their own learning
management system designed for them.

Although dozens of learning management systems are available, the following are some of the most
popular. Spend some time exploring them:

Blackboard (new tab)

Brightspace (D2L) (new tab)

Canvas (Instructure) (new tab)

Moodle Cloud (new tab)

The rapid expansion of e-learning has pushed the industry to evolve. E-learning companies and products
must adapt quickly to meet market demands and learner needs. Keep in mind that the products listed
will continuously change.

To learn more about popular learning management systems, review the following options.

Blackboard
30-day free trial

Allows video-conferencing through Blackboard Collaborate

Blackboard Ally offers the ability to personalize the LMS for learners

Brightspace (D2L)

30-day free trial

Can embed YouTube videos

Can create checklists for learners

Canvas (Instructure)

A free version can house multiple courses and training with limited features

Can also create pages as tabs

Offers Big Blue Button to create conferences in the LMS

Moodle Cloud

45-day free version available

Integrated video conferencing with Big Blue Button

Open-source

Once learning experience designers have selected an LMS that best fits their needs, the design work can
begin. Most of the above-mentioned systems provide support for the designer (sometimes referred to
as faculty), and YouTube and Vimeo provide a variety of videos to assist in the design phase.

In most instances, the best way to start is to have a plan and to begin creating pages accordingly. The
design phase takes less time as designers become more familiar with the interface. These systems tend
to use a "what you see is what you get" approach, so just begin typing as though you are using a word
processing program.

While the text will likely be created within the LMS, videos, and audio can be created outside and
embedded when ready.

Read "13 Must-Have Features of a Learning Management System" (new tab) from People Fluent to help
you determine which features you want in an LMS.

What Features Should an LMS Have?

In order to get an ROI and to build a better business case within your organization, it’s important to
come prepared when sourcing the best LMS vendors. That includes a good understanding of your
company’s training goals and how you can help achieve them. For L&D pros eager to solidify a better
learning experience for your teams, find a platform with the following 13 must-have features of an LMS:

1. LMS integrations
Having an LMS that seamlessly integrates with other systems, like association management software or
talent management systems, enables L&D pros to supplement learner information with important
course completion data.

2. Data tracking

The ability for learning professionals to track a learner’s journey via stored data helps them better
understand how the courses and learners are performing, all in the same place. This allows L&D pros to
better track and design their learning programs. Furthermore, having the ability to recognize where
learners need to build their skills or where they’re excelling helps speed along the training process.

With the ability to categorize training content and tag them by skill, learning professionals can provide a
more individualized learning environment.

3. Personalized user experience

To encourage wider adoption, a capable LMS should provide content based on a learner’s history within
the software, as well as their role. For instance, if a learner is in a sales role, they should easily be able to
find more sales-related training content in the LMS. Adaptive assessments and quizzes that reflect a
learner’s performance throughout a course will enable users to prioritize improvement areas. If an LMS
is more personalized to a user’s learning preferences and/or job function, they become more invested in
the process.

4. Offline learning trackers

For roles that require training and assessments in a real-world setting, like those that involve manual
and technical activities, learning professionals may find it challenging to track and store learning data. In
order to bring this offline learning back online, an LMS should allow L&D pros to capture offline
assessment results. This can be done through electronic record creation and the ability to edit and
personalize assessment checklists that suit specific capabilities or skills that require evaluation.

5. Automated alerts and notifications

Even with the use of a feature-rich learning management system, managers and L&D pros cannot
properly identify a learner’s needs without the necessary oversight. In order to ensure trainers and
managers are aware of how their learners have been engaging and completing course materials,
automated alerts and notifications are a necessary LMS feature. By sending auto-alerts to learners about
their training deadlines or notifying trainers on a user’s completion rates, an LMS can provide feedback
to the right people at the right time

6. Centralized learning materials

An LMS isn't just for eLearning. It should be capable of housing videos, slide decks, written instruction,
and various other learning materials in a user-friendly, centralized location. Centralized learning
materials allow users and L&D pros to stay organized and provide consistency, two foundational
elements of increasing learner engagement. Having a space for different types of learning materials also
gives way to blended learning, which is a useful tool for L&D pros working with a distributed team.

7. Flexible reporting and analytics

In order to properly gauge effectiveness of your learning programs, an LMS should have flexible
reporting and analytics that align with your eLearning objectives. Visual representations of learner data
and customizable reports help L&D pros create better training programs by seeking out specific pain
points to solve for. Being able to quickly identify patterns allows learning pros to adjust their training
programs. This is especially important for industries where remaining compliant is a top priority.

8. Remote or mobile-workforce ready

Workforces are changing rapidly and popularity in remote work continues to grow. On-site training may
be inconvenient or even impossible for companies with a global presence. An LMS must be remote or
mobile-ready to ensure learners have access to materials at all times and that companies have the
ability to train their talent, no matter where they are in the world.

Furthermore, mobile-ready training programs are especially effective for the healthcare, construction,
and retail industries that typically train on the go and within the flow of work. This ensures high-
consequence industries do not sacrifice training, even under pressure.

9. Compliance

For many businesses, it’s vital to remain compliant with government regulations or corporate policies.
This includes ensuring the right people are trained at the right time and that learners are properly
assessed in their understanding and awareness of regulatory requirements. As further protection for the
company, a top LMS should be able to track and record training activities as well as provide notifications
for management when issues arise.

10. Assessment tools

Although LMS reports and analytics can help learning professionals track their learner’s engagement, it’s
important to also gauge retention and comprehension. To do so, an LMS should support a wide range of
assessment tools, like exam engines, simulations, or branching scenarios. In addition to providing these
assessments, an LMS should also allow trainers to provide immediate feedback to their learners.

11. Smart scheduling tools

Even before most workforces went fully remote following COVID-19, it was difficult to schedule face-to-
face sessions that accommodated the entire team. With an LMS that provides a smart scheduling tool,
instructors can offer their learners multiple dates and times for their training sessions. This flexibility
benefits learners by ensuring they have access to important training when they are available, rather
than expecting them to juggle multiple tasks in the midst of learning new skills.

12. Test-out options

Gauging what your learners already know can be challenging, even for experienced L&D professionals.
At the same time, getting new employees up to speed as efficiently as possible helps them add value to
the organization faster. That’s why offering learners the ability to ‘test out’ of a training module can
reduce their time spent on training and give learning professionals a better understanding of where
individual learners are in their journey.

You can still provide learners with the course materials necessary to complete their training but a test-
out feature gives them the option to complete a final assessment rather than take an entire eLearning
module. If they pass the assessment, there’s no need to take (or re-take in the case of some annual
compliance training) the training.

13. Hosting options for maximum security

Regardless of the LMS vendor, there should be data security protocols set up to ensure your company’s
sensitive information is safe. Single-tenant solutions can provide the flexibility and security to train
learners while lowering your risk of data breaches. Unlike a multi-tenant LMS, a single-tenant server
hosts only one tenant (or customer), and this single tenant has sole access and greater control over their
data, security, and storage.

NOTE: Do not forget to return to the E-Learning Experience Quality Rubric during the design process.

Lesson 3.3: Multimedia Tools

Essential Question

How can multimedia tools be integrated into an e-learning module?

Overview

In this lesson, you will learn how to apply multimedia tools when designing an e-learning experience.
You will also explore how to use multimedia tools to increase learner engagement, create interactive
experiences, and present information to learners via multiple modalities.

Accessibility

Accessibility is crucial in developing an e-learning experience—text, graphics, and videos must be

accessible to all learners. An e-learning experience that is not accessible to certain learners is in jeopardy
of those learners losing interest, misinterpreting, and dropping out.

Although not always complete, most learning management systems (LMS) will have some type of
accessibility checker available to learning experience designers while designing. Accessibility
requirements update regularly, so it is imperative that the designer stays current.

Review the following resources as needed to ensure that your multimedia is accessible.

Read “Easy Checks - A First Review of Web Accessibility" (new tab) from W3. This reading helps
designers begin to assess webpage accessibility. These few steps can give learning experience designers
an idea of whether or not their design addresses the basics of accessibility.

Read "Create and Verify PDF Accessibility (Acrobat Pro)" (new tab) from Adobe, which shows users how
to make PDFs accessible.

Read "Top 20 Accessibility Testing Tools for Web Applications" (new tab) from Software Testing Help,
which discusses different accessibility testing tools.

What is Accessibility Testing?

• Basically, Accessibility Testing is the subset of Usability Testing.

 • Accessibility Testing is performed to check whether the system is accessible even by people with
physical disabilities mentioned above.
• There are some good applications which are one step ahead to check for,
• The performance of a system in areas with poor communication infrastructure
• People with less computer literacy and restricted access
• People who are still using old systems without advanced equipment

What is WCAG?

WCAG is an acronym for Web Content Accessibility Guidelines published by Web Accessibility Initiative
(WAI) and World Wide Web Consortium (W3C).

WCAG is a set of guidelines that specify the manner which has to be followed to check the system
accessibility especially for people with disabilities.

The current version of WCAG is 2.0 published in December 2008 till now.

Some Principles defined by WCAG for system accessibility are as follows

Perceivable

Operable

Understandable

Robust

Following tasks are being verified by Accessibility Testing Tools:

Descriptive Link Text

Avoid Pop-ups

Small and simple sentences

Simple language

Easy navigations

Use of CSS layouts instead of HTML

According to working specifications, Accessibility Testing Tools are categorized as:

Screen Reader Software: Read out the contents on the screen

Speech Recognition Software: Converts the spoken words into text

Special Keyboard: Ease of typing using this keyboard especially people with motor impairments

Screen Magnification Software: Dedicated to vision-impaired users thus it is used to enlarge the display
such that the reading will be easier
Watch "Accessible vs. Inaccessible: Can you Hear the Difference?" from Normandale Online Education's
YouTube channel, which provides insight into what screen readers actually read.

Read "Alternative Text" (new tab) from WebAIM, which explains alt text as well as why and how to use
it.

NOTE: Some of the above readings and links will make more sense for those actively designing, so be
sure to return to these frequently.

Licensing and Copyright

Sometimes, learning experience designers see a video or graphic on the internet and just know it is
perfect for their needs. But is it legal to use this content?

Just because designers can copy an item does not mean they should. It is important that you, as the
learning experience designer, are familiar with the laws and guidelines of content use.

To learn more about licensing and copyright, read the following resources.

Read "Copyright and License Issues In eLearning You Should Be Aware Of" (new tab) from eLearning
Industry to learn more about these issues. This website also provides a list of free web sources and their
terms of use.

With the availability of the internet, learning designers or media designers can simply obtain free
resources online with just one click. Learning designers cannot deny that visuals are an important aspect
of eLearning courses. With the use of icons, graphics, and images in eLearning courses, the key concepts
of the learning content could be easily communicated to the learner. In addition, a good visual
presentation can also engage learners. However, are all the designers aware that the act of "click" and
"save" on those pictures is legit? Do we check the terms of use before we click the "save" button?

Sometimes, designers are too attracted to the word "free". Remember that finding something free to
download does not mean that you have the right to publish those resources on your learning material.
The same is implied in free access. The word "free" does not imply that it is always free to use. Check
the terms of use before you decide to use the images. Always cite the sources and the author if you are
unsure about the copyright. Please, take note of whether they are free to use, limited to educational
purposes and not commercial purposes too. If you intend to sell your product to your client, you should
be aware of this.

Now, where can the free-to-use resources be found? The list below suggests some useful and popular
websites, along with simple descriptions of their terms of use.

1. Photos/Images/Artwork

Pixabay or Unsplash
Most of the photos carry CC0 license and no attribution is required. Free to use even for commercial
purpose.

Freepik
No charges implied for the artwork, but attribution is required. If you find making citations troublesome,
you can purchase the license.
Flaticons
It is a project by Freepik. The usage rules are the same as Freepik. Artwork under Premium selection can
only be used by paid users.

Flickr
Some images carry Creative Commons licenses. Attribution is required for all the resources under a
Creative Commons license. You need to remember to indicate the license type and the author, as well as
the source.

Shutterstock
A paid website. You need to purchase their images to use those resources. However, the pool of images
is huge!

2. Videos

YouTube
Most of the YouTube videos are under a standard license. In other words, they are copyrighted.
However, you still can find some copyright-free video from YouTube. You can filter your search list by
selecting "Creative Commons" under the "feature" section.

3. Text-Based Resources

Some well-written articles and learning material could be used for free too.

OER Commons
Content available from preschool to adult education. The subject areas cover Applied Sciences, Business,
Law, English Language, Mathematics, and Social Science.

Open textbook
The books fall under an open license which is copyright-free for anyone to use and alter the content,
either in print or digital form.

You can always use Google advanced search engines to help you search and sort out the free resources
under different usage rights. They are "free to use or share", "free to use or share, even commercially",
"free to use, share or modify" and "free to use, share or modify, even commercially". On the other hand,
Wikimedia Commons also contains a large pool of Creative Commons licenses that could be used for
free and even commercially.

Remember, "free" does not indicate that it is free from copyright. Thus, before using what you find on
websites for your eLearning project, especially ones for commercial use, do consider which category the
license falls into:

Copyright

The owner has all the right on his or her work. Permission must be granted before using the copyrighted
work. Some may argue that they can just cite the author and indicate where the sources are from.
Nonetheless, it is still copyright infringement. Remember, acknowledging and obtaining permission are
two different things. Designers have to be extra careful if your eLearning project is commercial.

Creative Commons
It is a license that is free of charge to the public. However, there are various types of such Creative
Commons (CC) license. Some licenses allow the user to modify the work, while some licenses do not.
Some could be used for commercial purposes, whereas some may restrict usage to personal use.
Attribution and citation are still required for the work under all the Creative Commons licenses.

Here is a summary of the types of CC licenses, from the most unrestricted to the most restricted:

CC-BY
You can distribute, remix and modify the work under this license, even commercially.

CC-BY-SA
SA stands for Share Alike. The terms of use are similar to CC-BY, but the work of creation by you must
also be licensed under CC-BY-SA or CC-BY (a more unrestricted license).

CC-BY-ND
ND stands for non-derivatives, which means unchanged. You are not allowed to modify any of the
content or artwork that fall under this license. You can only redistribute the work for personal use and
also for commercial purpose.

CC-BY-NC
NC stands for non-commercial. You can distribute, remix and modify the work under this license, but not
for commercial purpose.

CC-BY-NC-SA
You can distribute, remix and modify the work under this license, but not for commercial purpose. Also,
your new creation must also be licensed under CC-BY-NC-SA.

CC-BY-NC-ND
This is the most restrictive license type. You can only share the author’s work without making any
alterations. You are not allowed to use them for commercial purpose.

Public Domain

When a work is in the public domain or CC0, it is copyright-free. The work is free for use by anyone for
any purpose. You do not have to credit the owner of the work.

If the license is not stated or is unclear, it would be better to recreate the artwork or consider not to use
them at all. Don’t land in jail for misusing artwork online.

Read "What is Copyright Licensing?" (new tab) from Copyright Alliance to access links to the Copyright
Office’s Licensing Guide along with guides for athletics, books, music, photography, television, and
motion pictures.

What is Copyright Licensing?

A copyright, or aspects of it, may be assigned or transferred from one party to another
creating a “license to use.” One very common example of copyright licensing is when a
musician records an album for a record company, and agrees to transfer all copyrights in
the recordings to the record company in exchange for royalties and other forms of
compensation.

For general licensing information, please visit the Copyright Office’s licensing guide. For
licensing information for specific types of works such as music, books, photography, and
motion pictures, please visit any of the following licensing resources from members of the
Copyright Alliance:

ATHLETICS:

• NCAA Licensing FAQ

BOOKS:

• Authors Guild Contract Guide

MUSIC:

• American Society of Composers, Authors and Publishers (ASCAP) Licensing FAQ

• Broadcaster Music, Inc.(BMI) Licensing FAQ
• SESAC Licensing FAQ
• Recording Industry Association of America (RIAA) Licensing Resources

PHOTOGRAPHY:

• Getty Images Licensing FAQ

• Getty Images License Term Summary
• National Press Photographers Association (NPPA) Licensing FAQ

TELEVISION & MOTION PICTURES:

• Motion Picture Licensing Corporation Licensing FAQ

• Sony Pictures Film Clip and Still Licensing FAQ
• Walt Disney Studios Licensing FAQ

Read "More Information on Fair Use" (new tab) from the U.S. Copyright Office, which explores fair use
permitting the unlicensed use of copyright-protected works in certain circumstances such as education.

About Fair Use

Fair use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of
copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the
statutory framework for determining whether something is a fair use and identifies certain types of
uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of
activities that may qualify as fair use. Section 107 calls for consideration of the following four factors in
evaluating a question of fair use:

Purpose and character of the use, including whether the use is of a commercial nature or is for nonprofit
educational purposes: Courts look at how the party claiming fair use is using the copyrighted work, and
are more likely to find that nonprofit educational and noncommercial uses are fair. This does not mean,
however, that all nonprofit education and noncommercial uses are fair and all commercial uses are not
fair; instead, courts will balance the purpose and character of the use against the other factors below.
Additionally, “transformative” uses are more likely to be considered fair. Transformative uses are those
that add something new, with a further purpose or different character, and do not substitute for the
original use of the work.

Nature of the copyrighted work: This factor analyzes the degree to which the work that was used relates
to copyright’s purpose of encouraging creative expression. Thus, using a more creative or imaginative
work (such as a novel, movie, or song) is less likely to support a claim of a fair use than using a factual
work (such as a technical article or news item). In addition, use of an unpublished work is less likely to
be considered fair.

Amount and substantiality of the portion used in relation to the copyrighted work as a whole: Under this
factor, courts look at both the quantity and quality of the copyrighted material that was used. If the use
includes a large portion of the copyrighted work, fair use is less likely to be found; if the use employs
only a small amount of copyrighted material, fair use is more likely. That said, some courts have found
use of an entire work to be fair under certain circumstances. And in other contexts, using even a small
amount of a copyrighted work was determined not to be fair because the selection was an important
part—or the “heart”—of the work.

Effect of the use upon the potential market for or value of the copyrighted work: Here, courts review
whether, and to what extent, the unlicensed use harms the existing or future market for the copyright
owner’s original work. In assessing this factor, courts consider whether the use is hurting the current
market for the original work (for example, by displacing sales of the original) and/or whether the use
could cause substantial harm if it were to become widespread.

In addition to the above, other factors may also be considered by a court in weighing a fair use question,
depending upon the circumstances. Courts evaluate fair use claims on a case-bycase basis, and the
outcome of any given case depends on a fact-specific inquiry. This means that there is no formula to
ensure that a predetermined percentage or amount of a work—or specific number of words, lines,
pages, copies—may be used without permission.

NOTE: Some of the above readings and links will make more sense for those actively designing, so be
sure to return to these frequently.

Graphic Design
While graphic design can certainly add to the enjoyability and appeal of an e-learning solution, it can
also be an important tool for improving learning. Graphics tools allow for creative design that aid in
sustaining learners' attention and motivating learners to stay engaged in the e-learning experience.

Effective graphic design can help do the following:

sustain learners' attention,

activate prior knowledge,

minimize cognitive load,

build mental models,

support transfer of learning, and

motivate learners.

As you consider graphics, ask yourself the following questions:

Is this graphic adding to the content and the learning? If not, do not use it.

Does this graphic meet accessibility requirements?

Is this graphic useful or is it distracting to the learner?

To learn more about popular graphic design tools, view these resources.

Explore "Canva" (new tab), a popular and widely used graphic design tool. The free version is very
versatile, and most users discover there is never a need to upgrade. Users can create social media
graphics, presentations, badges, posters, logos, flyers, infographics, and more. Consider using this tool
when you need to reduce cognitive load by providing graphics that build mental models, activate prior
knowledge, and organize learning material.

Explore "Visme" (new tab), which also offers a free version with limited templates and can be used to
create presentations, social media graphics, infographics, charts and graphs, and more. Consider using
this tool when you need to reduce cognitive load by providing graphics that build mental models,
activate prior knowledge, and organize learning material.

Note: When creating and using graphics, learning experience designers need to refer frequently to
issues of accessibility and copyright. Knowing the software helps. Canva images, for example, are all
available legally for use.

Video

Video has been made popular by websites such as YouTube, Vimeo, and TikTok. Many learners are
more comfortable absorbing information through a video than through reading or listening.

Everyone has probably once been bored by a PowerPoint presentation, so imagine the appeal that a
designer can breathe into content by integrating video.
While learning experience designers can certainly use premade video content, designers also need to
decide just how much of a video is truly needed, along with all of the legal and ethical ramifications. It is
usually easier to create an original video and its transcript than to check or use the closed captioning of
YouTube videos that are not always accurate.

Some learning management systems (LMS) allow videos to be embedded directly into the LMS, reducing
the learner's number of selections required to access the content.

When considering the use of a video, ask yourself the following questions:

Does the use of video enhance the learning experience?

Is the video short enough to hold the learner's attention span?

Does the video require any additional usability instructions for the learner?

To learn more about popular video tools, review the following resources.

Read "Two Ways to Quickly Turn Writing into Videos" (new tab) from Free Technology for Teachers to
learn how to use Canva to create a video.

Explore "Vimeo" (new tab), a video maker and video sharing platform.

Explore "Animoto" (new tab), a video maker that includes stock images and music.

Explore "Screencast-O-Matic" (new tab), a well-known free video creation tool. Users can record up to
fifteen minutes per video for free, or upgrade to a Deluxe or Premier account for unlimited recording
time. Users can record an unlimited number of videos with both the free and paid versions of the screen
recorder.

Explore "Camtasia" (new tab), a video creation and editing product. Offering a 30-day free trial, this
software is often considered one of the best all-in-one screen recorders and video editors. Designers can
add captioning directly into the video, call-outs and other animations, quizzes, and even music.

Note: Learning experience designers need to remember all legal and ethical issues of using videos
sourced from hosting platforms.

Screen Captures

A screen capture, also known as a screenshot or screengrab, is a digital image that shows the contents
of a screen display. These screen captures can be of a website, content featured on the device's screen,
or images grabbed from a computer or mobile device. Screen captures are often used to show the
various issues learners will encounter in a learning experience.

To learn more about screen captures, read the following resources.

Read "9 Ways Screen Capture Will Make Your Life Easier" (new tab) from TechSmith, which explains
when to use screen captures.
Capture the whole screen on Mac

Let’s take a look now at how to take a screen capture on an Apple Mac. The macOS has slick built-in
features for taking screenshots quickly and easily. However, when it comes to trying to capture an entire
web page, things can get a little tricky.

As most web pages don’t fit cleanly into the window of a web browser, if you want to take a screenshot
of a whole page, you need to adjust the magnification levels by zooming out until the whole page fits.

Here are the steps to follow when taking a screenshot of a webpage on a Mac:

Open the webpage you want to screenshot;

Click the green button in the top-left corner of your browser window to make it full-screen;

Hold the Command (Cmd) key and press the minus key to zoom out until the whole page is visible
without scrolling;

Next, press Cmd-Shift-4 to open the screen capture tool. You’ll notice that your cursor arrow will turn
into crosshairs;

Click the mouse button (don’t let go yet!) to drag the crosshairs and highlight the parts of the webpage
that you want to capture;

When you’ve selected everything you want to screenshot, release the mouse button.

A screenshot of the highlighted area will be taken and saved to your desktop.

Once the screenshot has been taken, you can either click on the preview that appears in the bottom-
right corner of your screen or open it from your desktop to edit and/or share it.

The downside to taking a screenshot on a Mac like this is that even if the entire webpage fits on your
screen once you’ve zoomed all the way out (which it might not), there’s always a chance that the text
won’t be legible and the images will render unclear.

Capture parts of the screen on Mac

Depending on what you need to do, there are several ways to take screen captures on a Mac. Firstly,
you can use the various built-in tools, which we’ll talk more about in a moment.

Alternatively, you can use Snagit, which offers a variety of advanced features for capturing, editing, and
sharing. With Snagit, you have the ability to easily capture entire web pages, as well as images, videos,
and GIFs. Each screenshot can be saved in a range of formats and shared quickly and easily with your
colleagues and contacts.

As well as capturing entire web pages, Snagit can be used to quickly create mock up websites. You don’t
need a degree in design, you just need some screenshots – it couldn’t be easier!

Screen capture on Mac using the built-in tool

To capture a screenshot on a Mac, press the Cmd-Shift-5 simultaneously to open the screenshot tool.

With the screenshot tool open, you’ll have several options for taking different types of screen captures,
including:

The entire screen (which can be done by pressing Cmd-Shift-3 at the same time);

A portion of the screen (which can be done by pressing Cmd-Shift-4 simultaneously before clicking and
dragging to highlight the portion you want to screenshot);

A single window (which can be done by pressing the keys Cmd-Shift-4 together. You’ll then need to
press the Space Bar and click on the window you want to capture);

Record the entire screen (possibly in order to complete a “lecture capture”);

Record a portion of the screen.

Expert Tip: If your MacBook has a Touch Bar, you can capture that in your screenshot too by pressing
Cmd-Shift-6.

The screenshots you take will automatically save to your desktop, but unlike Windows devices, they
won’t be copied to your clipboard.

If you only want the screenshot to be copied to your clipboard (rather than saved to your desktop), you
will need to press the Control (Ctrl) button when using one of the keyboard shortcuts described in the
list above. For example, to copy a screenshot of your entire screen to your clipboard you need to press
Cmd-Shift-Ctrl-3 at the same time.

This is a quick way to take a screenshot and have it on your clipboard, ready to be pasted into another
application. It’s worth noting, however, that a screenshot taken with the Control button held down will
only go to your clipboard and won’t be saved to your desktop.
Read "What are the Benefits of Screen Capturing Software?" (new tab) from Ninja Capture, which
addresses the benefits of using screen capture in the workplace.

Benefits of Screen Capturing Software

However, the possible advantages of screen capturing software are listed in this article
and this could convince you to have a screen recorder or capturer for your business.

1. Review End-to-end Employee Performance

As a business owner, it’s crucial to know the status of employees, especially in the case of
customer service. Employees may work hard but to clearly understand their
performance, screen recording or capturing gives you detailed insight. Integrate call
recording with screen recording software and you can promise yourself to provide top-
notch customer service.

Moreover, the playback feature of the software enables you to track and monitor the
status of the performance of the employees. From handling customers to knowing
employee productivity, a screen capturing tool is all you need.

2.PCI and HIPAA Compliance

Dealing with sensitive information, however, is a challenge for every business and the
significance is utmost towards confidentiality and compliance with PCI and HIPAA
policies. The policies describe the password protection for the sensitive information that
your organization has. Unless the screen recording software meets these policies, it’s not
considered the right tool for your business.

3. Conduct Effective Training for Employees

The effectiveness in training is greatly observed with the use of screen capturing
software. As you monitor employee performance, the next focus is on training them.
Record the tutorials on your own and conduct training sessions by giving practical
examples. This helps the trainees to adjoin the concept clearly thus boosting the
knowledge training implementation throughout the organization.

Instead of choosing the dictating or oral approach, the practicality helps them to go
deeper in learning the concepts and this is how the software is used widely from a small
business to a large organization.
4. Creation of How-to Guides
The IT infrastructure is huge and training every individual personally involves a lot of pain,
time, and effort. The wide use of online recording software helps you to create guides to
follow while installing an application. The possible how-to-guides in a software
environment can be:

• Desktop workspace building guides

• On-cloud operations
• Commands to be passed while installing an application
• High-end UI designing or code developing applications
• Creation of basic templates for the websites
• The basic tutorials about how an application works for the new joiners, etc.
• It’s the simplest and most effective tool to create such tutorials or guides as it
enables the learners to play, pause, or playback the videos whenever they get
stuck.
5. Save the Content for Future Use
As you record or capture the videos, the best option that NinjaCapture provides is you
can save them for future use. Bring high quality into the images or videos by utilizing the
in-built editor that comes with many optimizing options. Moreover, trim the videos as per
the requirement and choose the resolution. All these features enabled the software to
remain uncompromised in recording the screens.

6. SImplify Explaining the Problems & Solutions

Screen recording serves its purpose in case of giving a solution or explaining the
problems digitally. You can showcase the problems you’re facing to the others and on
the other hand, give a solution too. On a clear note, technical assistance would be
quicker in the corporate world. Share it across the teams and it would be resolved soon
by clearly defining the techies the problem you’re facing.

7. Share to Collaborate With the People

The virtual meetings have gone wild and to connect more with the people, the
interaction must be more. So, to make the people understand your business, record a
video using the screen recording software and share your video for effective
collaboration. The clients remain for you with the same interest and look forward to a
longer relationship.
The screen capturing software by 500apps is here to make all these happen in an
instant. NinjaCapture benefits your company in every corner of these 7 shades or more of
it as it comes at just $14.99 along with 30+ apps. 500apps offers an infinity business suite
of 30+ SaaS applications thus taking your business to the next level.

Read "List of Free Screen Capturing Tools" (new tab) from eLearning Industry, which provides links to
and descriptions of 17 different screen capture tools.

Lesson 3.4: Learner Engagement Tools

Essential Question

How can learner engagement tools be integrated into an e-learning module?

Overview

In this lesson, you will explore different tools used to increase learner engagement in e-learning
experiences.

Native Rapid E-Learning Application Tools

Each learning management system (LMS) provides a native toolset that designers can use to enhance
the learning experience. The tools vary across different LMSs and sometimes change every few months.
A common feature is an ability for learners and designers to create video and audio within the LMS—
limiting that content's access to only those enrolled—that do not live on YouTube or any other platform.
Although discussion forums are another common feature, these vary by LMS. Moreover, some platforms
provide options for group collaboration, but the tools' functions vary.

Learning experience designers should become acquainted with the LMS being used, including reading
available handbooks or watching videos about the LMS's native tools.

As you peruse your LMS, ask yourself:

What features do I really need in a learning management platform?

What features does this platform offer?

Does this platform meet my learners' needs?

Is there a compatible tool that works better?

Does this platform give me the flexibility to do what I need or want to do? If not, will this platform allow
me to embed other tools?
Assessments

Assessments help learners track individual progress and target areas for improvement, acting as a guide
for the learners to better stay focused and successful during the learning experience. Assessments can
also help learning experience designers better understand how to improve a design to meet learners'
needs. Aligning assessments with learning objectives or goals helps learning experience designers
determine both if learners met electives and goals and if the learning experience allowed for this.

As you develop your e-learning module and are considering assessments, ask yourself:

How might I use these tools to best meet the needs of my target learner?

Which tools are the most appropriate for use with my target learner? (i.e., although some adult learners
like games, some may not have been exposed to them in the past, so a game-based tool might not be a
good choice.)

How else might these tools be used in my e-learning module? (for example, to deliver content, support
learner-to-learner interaction, use in presentations, etc.)

How might I use these tools to align with my learning goals and objectives?

How might I use these tools as part of the design evaluation?

To learn more about popular assessment tools, view the resources listed below.

Explore "Edpuzzle" (new tab), a free online assessment tool that allows users to create interactive online
videos by embedding either open-ended or multiple-choice questions, audio notes, audio tracks, or
comments on a video.

Explore "Flipgrid" (new tab), a video discussion tool.

Explore "Kahoot!" (new tab), a game-based learning platform that allows learning experience designers
to create, share, and play learning games or trivia quizzes in minutes. Learners join Kahoot! with a code
shared by the host. It works on most devices with a browser, making it easier to access even on older
computers, tablets, and smartphones.

Explore "Nearpod" (new tab), an interactive classroom tool designed to engage learners with lessons by
adding activities such as polls, collaboration boards, and game-based quizzes. Learners can interact and
submit responses through any mobile device or laptop. Nearpod Silver Edition is free, while Gold and
School editions are not.

Explore "Newsela" (new tab), an instructional content tool that connects engaging content with
integrated assessments. Content is based on student interest and connects to the state core curriculum,
aligned to state standards. Many articles are available in both English and Spanish and each article on
Newsela is published at five reading levels so that every article is accessible regardless of reading ability.
Assessments are integrated directly into articles to help students engage with the content and to give
faculty actionable insights into students' activities. Access to news content is free, but additional
content, standards, and instructional resources on ELA, social studies, and science have a fee.
Explore "ProProfs" (new tab), an online tool designed to offer quizzes and training with analytics for
teachers to see exactly how a class, group, or individual student is doing based on answers. There is a
free version.

Explore "Socrative" (new tab), which gives immediate feedback for education or office settings by
providing tools to gauge learner understanding in real-time. Socrative allows instructors to modify
instruction to more effectively drive learning. A free version is available with fewer features, while
Socrative PRO for K–12 and Socrative PROS for higher education and corporate are fee-based.

Explore "VoiceThread" (new tab), an interactive collaboration and sharing tool that enables users to
build online presentations by adding images, documents, and videos. The resulting "thread" is then
available for users to add comments by text, audio, or video. Participating in a VoiceThread conversation
is free once a user has created an account, making it useful for learning experience designers to
generate discussions of content. An interesting feature is the ability to pose a question on a slide and
have learners respond with hidden comments, visible only to the instructor which is an effective method
to track usage and check comprehension. K–12, higher education, and business licensing options are
available. Under the current plan, it is still free to create three web-based VoiceThreads with up to fifty
slides each and unlimited commenting.

Explore "Wakelet" (new tab), a digital curation platform that lets teachers and students organize a mix
of content for easy access. Users above the age of thirteen can save content and organize it in folders or
wakes (e.g., student portfolios). Users younger than thirteen can access a Wake that instructors have
curated. Wakelet is free to all users and contains no ads.

Animation Tools

Animations can be used to deliver content, introduce material, or interact with learners. Animations can
be videos or can stand alone. In fact, many of the animation-generating software publish on YouTube as
videos. Animations add humor and entertainment to e-learning experiences while creating a more
positive and engaging e-learning environment.

In choosing any animation tool, consider the following:

Does using an animation provide value to your learners?

Is this animation appropriate for your learners?

How might you use this tool? (deliver content, open an assignment, make a course announcement,
engage learner-to-learner comments in a forum, view learner presentations, etc.)

How might this be used as an assessment tool?

How might you use this tool to assist in design assessment?

A variety of animation tools are currently available. To learn more about popular animation tools, view
the following resources.

Explore "Powtoon" (new tab), a web-based animation software that allows users to create animated
presentations by manipulating pre-fabricated objects, imported images, provided music, and user-
created voice-overs. Powtoon's basic features, which include creating a Powtoon and uploading it to
YouTube, and sharing it with others, are free. A paid subscription plan is also available and provides
more features, including the removal of the Powtoon watermark and more download options.

Explore "Vyond" (new tab), which allows users to create professional, branded animated videos quickly
with free templates. Vyond provides a library of thousands of pre-animated assets controlled through
drag-and-drop. Users can also upload personal assets, record dialog or narration directly into the
platform, and download finished videos as MP4 files, GIFs, or video presentations. Videos can also be
exported to a variety of video-hosting sites such as YouTube and Vimeo.

Explore "Voki" (new tab), a tool to enhance instruction, engagement, and lesson comprehension. Voki
can be used in class for student work, as an animated presentation tool, for student assignments, and as
a virtual supervised discussion forum. Voki has both a paid version and a free option with limited
features.

Learner Usage and Performance Data

Learning experience designers need to frequently collect data to help improve e-learning solutions.
Although grades and other assessment results are vital, designers also need data regarding learner
usage and performance.

Learning management systems (LMS) often collect overall learner usage and performance data but so
do many of the aforementioned tools. Learning experience designers might want to ask themselves:

How might this tool assist in collecting data about learner usage or performance?

How might this tool assist in creating a better course design?

To learn more about learner usage and performance data, read the following resources.

Read "How Teachers Use Student Data to Improve Instruction"(new tab) from Resilient Educator to
learn how data helps learning experience designers improve instruction.

Read "The Importance of Data Analytics in eLearning" (new tab) from eLearning Industry to explore
using data to leverage training outcomes by using analytics to look at social learning and animated
content.

Read "Using LMS Data to Inform Course Design" (new tab) from CAST, which explores an LMS's types of
available data and how to use it.

Lesson 3.5: Publishing E-Learning Modules

Essential Question

How can e-learning modules be published?

Overview
In this lesson, you will learn about the importance of previewing your e-learning experience before
publication as well as how to release the experience to learners. Learning experience designers preview
an experience first, which means reviewing all of the content and settings to check for mistakes and
ensure accuracy. After verifying that the experience is ready, designers can then publish the content so
that it is now accessible to learners.

Previewing from Intended Learner Perspective

Previewing Best Practices

Learning experience designers need to repeatedly preview everything. Then, check it all again. Ideally,
this preview needs to be completed using as many different browsers, operating systems, and devices as
possible in an effort to duplicate what a learner will experience.

Some learning management systems (LMS) provide learning experience designers an opportunity to
view pages from the learner's point of view. Using this function allows designers to see, at a glance,
what is and is not working well in the design. A functioning hyperlink in the designer's view does not
necessarily mean it works for the learner.

All embedded content and activities need to be previewed before and after embedding. The target
learner may need details about how to set up an account, register, or download software. Always
remember the technology skills of the target learner and add instructions as necessary. Also, keep in
mind how this learner will view the experience—is it visible and functioning properly across different
devices, and should the learner use a specific operating system or browser? The goal here is to
troubleshoot to identify and fix as many problems as possible before publishing.

Releasing the E-Learning Module

Once designers have reviewed, revised, and reviewed again (remember that it is an iterative process)
and have checked the module against the E-Learning Experience Quality Rubric, it is time to publish.

How to publish varies with each learning management system (LMS), but the publishing option is usually
easy to find. Once the designer has published, it is time to review all of the links, videos, etc. again to
ensure that everything operates the way it is intended.

This does not mean all is finished. Maintaining the site is crucial to ensure that links continue to work
and have not been inadvertently removed during an update.

To learn more about releasing an e-learning module, read the following resources.

Read "8 Steps to Deploy a Responsive Learning Management System with Minimal Stress" (new tab)
from e-Learning Industry, which provides additional tips on successfully publishing a module.

1. Conduct A TNA

Determine what your current online training strategy lacks and how your new mobile training solutions
can bridge the gaps. Conduct a detailed Training Needs Analysis to get to the root of the change. Why
did you decide to switch platforms in the first place? Was it a matter of low employee engagement or
on-the-job proficiency because they couldn’t access JIT resources? A TNA allows you to create a
shopping list of features you need and adjust your L&D plan to suit your current online training
objectives.

2. Develop A Budget And Deployment Schedule

Set a realistic budget that covers everything from mobile LMS and authoring tools to seat time and L&D
payroll. There should also be a deployment schedule that outlines the entire process—which this article
will map out in greater detail. Make certain to leave some room in your budget and timeline for the
unexpected. For example, learning the new mobile training tool takes longer than you thought. Or there
are additional setup fees you forgot to include.

3. Choose A Platform That Delivers All The Essentials

There’s a difference between must-have features and those that might be nice to have. You should
never compromise when it comes to the former because these functions impact your ROI. Choose a
responsive LMS that delivers all the essentials your team needs to get the job done. You must also
consider front-end user preferences. For instance, does the Learning Management System support
downloadable mobile training content or offline access? Are your employees able to use the latest
mobile devices to access the platform, then move to the PC to complete the task?

4. Evaluate Your Existing Online Training Resources

Which eLearning authoring tools or CRM software do you already own and are they compatible with
your new responsive Learning Management System? Is your online training library full of valuable assets
you need to reuse to reduce costs? Evaluate your online training resources to see what you have to
work with and how you can stretch the L&D budget. This also helps you do a clean sweep of outdated
assets that no longer serve a purpose in your employee development strategy.

5. Create Mobile-Friendly eLearning Content

Another reason to analyze your repository is to view everything through a mobile-first lens. In most
cases, you must revise existing online training content to make it multiplatform-friendly, such as resizing
images, adding buttons instead of text hyperlinks, and optimizing videos. The responsive LMS does not
convert this online training content for you. It merely displays the most suitable layout based on the
user’s device. It’s your job to ensure that the PC resources are ready for their small screen debut.

6. Launch A Mobile Learning Support Library

One of the main benefits of mobile training solutions is that employees can get the training they need
when they need it. This usually involves JIT mobile training resources that are bite-sized and available on
the go. Launch a mobile learning support repository that is convenient and gathers all the information in
one place. You can even compile existing assets or break them down to create a microlearning mobile
training library without going over budget.

7. Roll Out A Testing Round

Don’t dive right into the deep end and roll out your comprehensive mobile learning strategy on day one.
It’s best to conduct a test session to identify areas for improvement, then implement your holistic
mobile-first plan. Start with a few employee training participants who can test out the mobile training
tool on different devices. Then ask for their input regarding the overall mobile training experience,
accessibility gaps, and mobile training content quality. You can even host a live event where back-end
developers and admins can field questions or concerns from the test-round employee training
participants.

8. Assess LMS Success

Success means something different for every organization. It greatly depends on your expectations,
objectives, and desired outcomes. Thus, you must be ready to evaluate effectiveness periodically and
make necessary adjustments. Assess LMS success to determine if the platform truly aligns with your
mobile training needs and training requirements. You may have to purchase add-ons or upgrades to
improve functionality. This is why it’s so essential to sign up for free trials and demos. They allow you to
gauge the mobile training tool’s practicality for your use case, instead of simply relying on ratings and
reviews that are based on someone else’s experience. Schedule weekly reviews, in the beginning, to
discuss issues with your L&D team and ensure you’re on the right track. The move it to once every
month/quarter, depending on your goals and implementation metrics.

You can always build on this deployment schedule to suit your organizational needs and budget. For
example, you may have to go slow to free up funds or alleviate the workload on your L&D team. It all
depends on your in-house assets, mobile training objectives—and deadlines—and employee
preferences. However, the important thing is to iron out a schedule in advance so that you allocate
resources effectively as well as map out potential delays and make a backup plan to avoid L&D disasters.

Read "3 Real-World Examples Where Cloud Publishing Can Save you Time on Maintenance" (new tab)
from the e-Learning Industry, which guides designers through what to look for during maintenance.

Why eLearning Maintenance Can Be Time Consuming And Frustrating

When you begin a new eLearning project, always make sure you think about how you intend to maintain
it into the future. There are 3 common challenges that can come to frustrate you down the track:

Controlling changes and future versions.

Make sure you agree on a scope of changes before starting a new product. For example, will changes be
made on an annual or bi-annual basis? Will text, media, resources, and links need updating and if so, to
what extent? How will you manage the project files on an ongoing basis? And do you have the resources
and budget for future changes?

Republishing and testing.

Don’t forget that any changes and additions will require a thorough testing of the whole module. That
means if you’re publishing a SCORM (Sharable Content Object Reference Model) package, you’ll need to
run it through testing to make sure everything conforms and works.

Deploying to Learning Management System.

If you manage your client’s Learning Management System (LMS) or Learning Record Store (LRS), you’ll
need to factor in deploying the module(s) and then testing again in the environment. The added costs
and resources required to maintain eLearning cannot be ignored. To streamline your eLearning
maintenance, you should consider using a tool with inbuilt cloud publishing.

How To Maximize eLearning Maintenance

Let’s look at 3 ways modern authoring tools with inbuilt cloud publishing -like Elucidat- can help you
maintain eLearning more efficiently.

Changes can be logged and managed within the tool. This reduces the need to maintain separate
documentation.

Project files are all together in the cloud. This removes the burden of maintaining files on your network
and allows access to anyone with a login to work on the project.

Changes can be pushed to the Learning Management System without the need to republish project files
and redeploy them.

Let’s look at some real world examples of how Elucidat’s cloud publishing feature can help you
efficiently maintain eLearning courses without draining your budget.

1. Product training: Product name has changed.

Imagine your marketing team changes the name of a product and you need to make the change to your
eLearning in several instances that have been translated into different languages.

This would generally mean you either go through and change each instance by hand or you write and
run a script to make the changes across all the courses. In both cases, you’ll need to republish the
courses, retest, and redeploy.

With Elucidat, instead of redoing it all and then re-uploading, you can quickly make the change to the
product name at the Course Master level and the changes will be automatically pushed to all the
courses that belong with that Master.

What’s more, these changes can be pushed directly to courses on a Learning Management System. This
saves you heaps of time because you don’t need to republish or redeploy the courses.

2. Induction training: Fire safety procedures have changed.

Your fire safety procedures change. Only one resource in your eLearning needs updating, but you have
to re-do it all!

With Elucidat, you don’t have to redo it all. Since all the project files are kept together in the cloud, you
just need to replace the single resource with the change. Provided the file name remains the same,
that’s all you have to do!

No need to republish and retest the whole module: the change is automatically pushed out to your
Learning Management System.

3. Compliance training: Company policies need to be updated.

Imagine your information-security and fraud-awareness courses for the whole business need to be
updated on an annual basis and whenever there is a change in the law or policy.

If you don’t proactively make these changes, you’ll be legally liable and your business will be at risk.

Typically, you’ll need to change the course material and the accompanying assessment. Once this is
done, all your staff will need to confirm they have understood the amendments and for auditing
purposes, you’ll need to report this in your Learning Management System.

With Elucidat, all of this can be managed simply and quickly in the ways described in scenarios one and
two above.

What’s more, using Elucidat’s system of badges, you can attach an achievement badge to the course
updates. This is useful so you can track which of your staff members have taken the new course and
passed the assessment. When a learner visits a screen or answers a question (or set of questions)
correctly, an achievement badge is awarded and the test results tracked in your Learning Management
System.

Summary: Cloud Publishing Can Save You Time On eLearning Maintenance

Tools with cloud publishing can save you time and money because they intuitively help you run and
maintain eLearning courses more efficiently.

All your files are kept in one place. Your projects are always up to date and available to everyone with a
login.

Changes can be made once at the Course Master level and then pushed out to all courses that are built
from the Master (including courses with translations).

Changes are automatically pushed out to SCORM courses in your Learning Management System. This
saves you the time and cost of having to separately republish, test, and redeploy.

NOTE: Individual pages within the LMS may need to be published as well as all embedded content. For
example, Nearpod can be viewed by the designer at any time, but no one else can view it until it has
been published. Be sure to embed the correct link as well.

Lesson 3 Summary and Assessment

Lesson 3 Summary

In this lesson, you learned about the tools that learning experience designers use during the design
process and were provided with examples of rapid e-learning authoring tools, learning management
systems, multimedia tools, and learner engagement tools.

Review the main points of this lesson:

Rapid e-learning tools can be used to develop learning content, either from scratch or from a
PowerPoint file.
Learning management systems (LMS) are used to house an e-learning experience. LMSs help with
organization and some feature internal tools used to design learning content.

Multimedia tools can be integrated into e-learning experiences. Videos, graphic designs such as
infographics, and screen captures diversify content and engages learners.

Learner engagement tools can be integrated into e-learning experiences to increase learner-to-content
engagement. These kinds of tools offer learners opportunities to engage with the content in novel ways
besides traditional readings or multiple-choice tests.

It is important to review an e-learning experience from the perspective of the target learner in order to
check for publishing errors and to evaluate the layout and ease of use of the learning experience.

A team of learning experience designers have created an e-learning module to train

tutors in building relationships, teaching strategies, and policies and procedures.
The designers have just completed the module, previewed it, and are ready to
publish. Part of publishing, however, is maintenance.

How might the learning experience designers look at maintenance as part of

publishing e-learning modules?

Our Answer:
E-learning design is an iterative process where learning experience designers
design, review, design, preview, re-design, then move to publishing and
maintaining. Maintenance is part of the publication process because it describes
what the designers do with the published design. During maintenance, designers
frequently review all links and activities to ensure that the module is flowing as
intended. Sometimes, the act of publishing can break a link or content might need
to be adjusted for certain screens. User assessment data is also collected during
maintenance and used to continue to re-design the course to ensure it is accessible
to and meets the needs of all learners.

A learning experience designer is creating a module on Developing a Culture of

Learning for an organization. The designer has created learning outcomes,
activities, and much of the content for this module. However, since the content is
only text-based and lacks interaction opportunities, the designer feels that it is not
engaging enough. How does the learning experience designer determine which
tools will present content that is engaging and interactive?

Our Answer:
Considering the needs of the target learner—as well as the type and level of desired
interaction—are key components when choosing appropriate tools. In selecting
tools, the learning experience designer should consider a series of questions:

• Which tools are the most appropriate for the target learners?
• Which tools meet target learners' needs?
• Which tools meet accessibility standards or can be easily adjusted to do so?
• How do free tools manage confidentiality and data exchange?
• Does the product created by this tool add to the content and the learning
process?
• Is the tool possibly distractive to the learner?
• Which tools enhance the learning experience?
• Do these tools require any additional usability instructions for the learner?
• How else might these tools be used in an e-learning module? (deliver
content, support learner-to-learner interaction, use in presentations, etc.)?
• How might these tools be used to align with learning goals and objectives?
• How might these tools be used as part of design evaluation?

Choosing tools based upon the answers to these questions will help the designer
decide on the most effective ones to deliver engaging and interactive content. In
addition, the designer may also discover other ways to use these tools to create an
e-learning module.

A learning experience designer has just completed a module Working Together as a

Team for an organization's staff. The designer feels it is ready to publish, but a
coworker has suggested that the designer preview the module prior to publishing.
What steps does the learning experience designer take in handling the preview
process?

Our Answer:

Previewing allows the designer to view the module through the eyes of the learner.
The first step is to locate the learning management system option that allows a
preview or learner view. Once in the learner view, the designer must review every
single page: checking text spacing, white space, functionality of all external and
internal hyperlinks, ensuring that all videos have closed captioning and transcripts,
and ensuring that all pages are published internally.
The preview mode prepares the module for publishing, allowing the designer to
identify and fix many issues before the module is available to learners. Once the
module moves into the publishing and maintenance phase, fewer fixes will need to
be made.

Section 1 Summary

Section Review

Section one outlined the process of creating an e-learning experience. Lesson one covered the
importance of evaluating and designing for target learners' characteristics. It focused on the importance
of clearly defining an instructional problem and the corresponding instructional goal and learning
objectives. Lesson one also explored how design elements can help guide the design of an e-learning
experience.

Lesson two discussed the importance of using a quality rubric, such as the E-Learning Experience Quality
Rubric, when designing an e-learning experience. The lesson also examined each standard in the E-
Learning Experience Quality Rubric.

Lesson three provided examples of rapid e-learning authoring tools, learning management systems,
multimedia tools, and learner engagement tools used when designing an e-learning experience. The
lesson also explored the importance of previewing and reviewing an e-learning experience from the
perspective of the intended learner.

Showcase Employability Skills

This section helped you build career-relevant skills that current employers are looking for when hiring
learning experience designers. To showcase your employability, use the following skills in any job
application, résumé, online profile, or interview.

Develop a prototype to reach the desired outcome.

Create solutions to problems.

Employ industry-standard e-learning authoring tools.

Integrate multimedia assets into e-learning products.

Implement evidence-based instructional strategies with a range of resources and technological tools.

Deploy prototypes of educational materials.

In this course, you can demonstrate these skills by passing a final assessment that measures whether
you are proficient in the competency for this section:

The learner creates an e-learning experience that addresses a specific instructional problem.
Section 2: Provides Quality Feedback and Recommendations
Lesson 1: Evaluating Using Quality Rubrics

Introduction

It is important that learning experience designers can objectively evaluate learning experiences and
offer quality feedback. In this lesson, you will learn how to professionally and effectively communicate
with peers while conducting an evaluation of an e-learning experience.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner applies best practices in evaluating using quality rubrics to provide feedback and
recommendations for an e-learning experience.

Lesson 1.1: How to Evaluate E-Learning Solutions

Essential Question

How can learning experience designers evaluate e-learning modules to provide peer feedback and
recommendations?

Overview

In this lesson, you will learn about the importance of using a rubric to guide feedback. Rubrics help
foster objective evaluations.

Using a Rubric to Begin Module Analysis

Learning experience designers can learn a great deal by examining the work of other designers. In a
workplace setting, designers frequently review one another's work and provide feedback, sometimes as
part of the evaluation process.

Because you did not create the module you are evaluating, you can be more objective about the work
itself, particularly because you have also designed a module using the same standards.

Using a standards-based rubric aids in providing comprehensive and intentional peer feedback. This
process helps strengthen your feedback skills and gain knowledge to improve your design practice.

Read "Best Practices for a Peer Review at Work" (new tab) from Indeed to learn more about what a peer
review might entail. As you read the article, also consider how you would use the E-Learning Experience
Quality Rubric to provide module analysis.

How to manage the peer review process

Managers and HR professionals can follow these steps when implementing a peer review
process in the workplace:
1. Make it anonymous
One of the most important parts of a successful peer review is making it anonymous.
Since colleagues may know each other's handwriting, consider doing online peer reviews.
Having full anonymity gives people the freedom to be open and honest about their
feelings toward their coworkers. While people should still be respectful, being anonymous
prevents them from being overly gracious.
2. Outline expectations
Before your team fills out their peer reviews, make your expectations for this exercise
apparent. Let your team know that the purpose of peer reviews is to help each other
become their best professional selves. While including criticism is helpful, remind your
team to give each other praise as well. When people learn what they are doing well, this
can help boost their morale and feel more committed to their work.
3. Leave room for feedback
Peer reviews often include a Likert scale where employees can rank their peer's efforts on
a five- or seven-point scale. While these number scales can be helpful, make sure you also
include some room for employees to write in their own opinions and thoughts. Having
actual written feedback is much more helpful than simply receiving a number score.
4. Review the documents before distributing them
While you may be able to trust that your team is respectful, it is best to review each
document before handing them out. This way, you can ensure the feedback each
employee receives is helpful. The peer review process should ultimately be an inspiring
one. Make sure your team members are giving each other additional feedback and plenty
of praise.
5. Meet with each employee one-on-one
After everyone has a chance to read through their peer reviews, meet with each employee
for a one-on-one performance review. You can use this meeting as your chance to go over
what an employee's colleagues have to say about them. You can also share your own
thoughts about their performance. Use this meeting as a chance to identify each
employee's strengths and weaknesses. You can also help them come up with goals
moving forward.

How to complete a peer review

Follow these steps to complete a peer review about one of your colleagues:
1. Reflect on their work
Before you begin your peer review, think about your colleague's efforts and successes.
Ask yourself the following questions:
• What did they accomplish recently?
• What are their strengths?
• What are their weaknesses?
 • What skills could they work on?
• What do they contribute to the team?
• What do I wish they would do more often?
• What do I appreciate about them?
2. Be honest and respectful
While you want to share your honest thoughts on a peer review, continue to be mindful of
your coworker's feelings. Rather than solely highlighting their weaknesses, think of ways
you can motivate them to do better. Always use professional and polite language, like you
would in any other work-related correspondence.
3. Make it comprehensive
While you may want to focus on a certain area of your colleague's work performance, try
to evaluate everything that they do at work. For example, rather than discussing one
particular project they worked on, you can include that plus how they operate on a daily
basis. A more comprehensive review can help them understand how others view their
work all the time.
4. Write in clear sentences
Instead of jotting down brief bullet points, try to answer all of the questions on your peer
review form in full sentences. Summarize what you have noticed about your colleague's
performance during a specific period of time. Make notes of what they have improved and
what you hope to see them work on in the future.
5. Balance feedback and praise
Try to include an even amount of feedback and praise throughout your peer review. While
it's helpful to let people know what they could do better, it's also important that they get
enough feedback to feel good about themselves. If you know your colleague quite well, try
to figure out whether feedback or praise is more helpful for their motivation levels.

Lesson 1.2 Effective Communication

Essential Question

How can learning experience designers apply best practices in professional communication when
providing peer feedback and recommendations?

Overview

Communicating effectively is a crucial workplace skill. In this lesson, you will learn how to professionally
and effectively communicate when delivering feedback to your colleagues.

Professional Disposition

Communication is vital in the workplace, and positive communication can lead to strong workplace
culture. This is particularly true when part of the workplace is virtual or when written communication is
necessary.
When communicating face-to-face, body language becomes important as you can observe the other
person's reactions.

Digital communication, however, does not provide you with the luxury of nonverbal cues. Have you ever
written something that you meant to be humorous, only to have the recipient miss the joke? When
providing written feedback, you need to communicate clearly to ensure that the recipient understands
the intent of your comments.

Read "The Top Characteristics of Effective Communication and How to Apply Them" (new tab) from
Grammarly, to learn about the nine characteristics of effective written and verbal communication. The
nine characteristics outlined are as follows:

Clarity

Conciseness

Correctness

Completeness

Coherence

Consideration

Courtesy

Concreteness

Consistency

Clarity
If your writing is clear, your reader is much more likely to understand and act on your message.

Consider this the ultimate characteristic of effective communication.

If, on the other hand, your reader has to wade through irrelevant information or unnecessary

jargon, they’re probably going to struggle to get through your message. Start with a clear

communication goal and use concrete, precise language to get your point across.

Conciseness
As George Orwell wrote in his essay “Politics and the English Language,” if it is possible to cut

a word out, always cut it out. Your goal is to communicate your message as quickly and directly

as possible. By doing this, you’ll save your reader time and trouble.
Correctness
Proper grammar and syntax increase the effectiveness and credibility of your message. Mistakes

might affect clarity, create ambiguity, and raise doubts. In addition, the message’s information

needs to be accurate. Misinformation can derail productivity in the workplace and compound

disorganization.

Completeness
Effective communication requires the whole picture. Leaving information out can lead to

unnecessary guesswork for readers. Comprehensive yet concise messages reduce follow-up

questions and prevent delays.

Coherence
Coherent communication is logical. Your points should be relevant to your thesis, and the text’s

tone and flow should be smooth. To make your writing coherent, stick to the topic by keeping

each point connected with transition words and phrases. Staying organized will prevent any

confusion or misunderstandings. If you need to touch on multiple points in a single message,

compartmentalize each one.

Consideration
Empathy is a critical pillar of good workplace communication. Before you speak, consider your

words and their potential effects on your listener.

Courtesy
Being courteous is as much a necessity in a corporate setting as anywhere. Your team is working

together to achieve the same goals of success and growth. Inside jokes, insults, or an aggressive

tone work against teamwork.

Concreteness
A concrete message is tangible, supported by facts for enhanced credibility, and helps your

audience better understand what’s being conveyed. It also mitigates the risk of misunderstanding,

a common struggle in the workplace. Try to include specific examples or explanations.

Consistency
Following the tips above will ensure that your communication is effective. Once you’ve improved,
however, don’t let your quality slip. Your teams and operations are valuable and should always be
treated as such. Effective communication depends on a steady and efficient workflow from everyone.

To keep communication in your workplace effective and consistent, create a company style guide that
aligns with your culture, values, voice, tone, and internal environment. It can provide the structure and
guidelines for internal and external communication, giving you the confidence and security that all team
members are collaborating in a positive environment.

These must be implemented in every form of communication you use. To learn more about these skills,
read the following resources.

Read "Digital etiquette is crucial in workplace communications: here's why" (new tab) from Business
Woman Media to learn more about the importance of digital etiquette.
Read "Digital Communication Etiquette: Do's and Don'ts of Workplace Interactions" (new tab) to explore
guidelines for digital communication.

Lesson 1 Summary and Assessment

Lesson 1 Summary

In this lesson, you learned how to communicate effectively and professionally, as well as how to engage
in peer review.

Review the main points of the lesson:

When evaluating e-learning experiences, learning experience designers should use a quality rubric to
guide feedback and recommendations.

Learning experience designers should provide clear, concise, complete, and courteous feedback.

Lesson 2: Providing Feedback to Improve an E-Learning Module

Introduction
Learning experience designers need to provide colleagues with accurate, detailed, and actionable
feedback. This lesson explores how to give feedback using the E-Learning Experience Quality Rubric.
(new tab) In this lesson, you will learn how to give valuable quantitative feedback using a Likert scale
and qualitative feedback using the Praise, Pose, Polish (PPP) method.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner provides quality feedback and recommendations for improving an e-learning experience
based on analysis.

Lesson 2.1: Providing Quantitative Feedback

Essential Question

How can learning experience designers use a quality rubric to provide peers feedback and
recommendations for improving e-learning experiences based on quantitative analysis?

Overview

In this lesson, you will learn how to use a Likert scale to give quantitative feedback. You will also review
examples of quality quantitative feedback.

Providing Quantitative Feedback Using a Likert Scale

Imagine you are a student given a performance task that is scored with a rubric. The rubric has a list of
standards and a numbered rating scale where each rating corresponds to a brief description. The
description details the accomplishment level in meeting the measured standard and is a form of
qualitative information. The rating number itself is a form of quantitative information.

Here is an example of a writing rubric from a task where learners use evidence from "good"—defined as
"supporting the argument"—academic sources. This rubric's rating scale uses points because it will
ultimately calculate a grade.

Standard 0 points 2.5 points 5 points 7.5 points 10 points

Use of No sources Sources Sources are Sources are All sources
academic are cited or used are mostly all are
sources as used. uncited academic academic, academic,
evidence and/or are and cited cited with are all cited
non- with minor minor correctly,
academic. errors, but errors, one and all
not all are or two do provide
good not provide good
evidence evidence.
 for the good
argument. evidence.

Now compare the writing rubric excerpt to an excerpt from this course's rubric that learners will use to
give feedback on classmates' one-hour learning experiences.

Rating Scale Key

1 = not evident yet, 2 = present but not developed, 3 = developed but needs improvement, 4 = good,
will help learners, 5 = excellent

1. Learning Design , 1, 2, 3, 4, 5, Comments

1.1 Learning objectives or learning goals are clearly defined and measurable., , , , , ,

These two rubrics have several aspects in common, which you will find in all rubrics that support
quantitative feedback.

There is a defined standard for quality or accomplishment.

Note that the standards often are not fully clarified in the rubric tool itself. For example, the expectation
is that both the reviewer and reviewee share an understanding of the meaning of "learning objectives or
learning goals are clearly defined and measurable."

There is a rating scale that involves numbers that are essential for quantitative purposes.

The rating scale numbers correspond to an explanation so that the feedback has tangible meaning. In
the first example, the standard row provides a description for each point threshold. In the E-Learning
Experience Quality Rubric excerpt, a rating scale key is provided.

Both scales are progressive. A progressive scale measures upward, reading from left to right and lower
to higher scores—emphasizing achievement and growth. A progressive scale tacitly urges the reviewer
to look for accomplishments. In contrast, a regressive scale measures downward, reading from left to
right and higher to lower scores—emphasizing diminishment and failure.

The two rubric examples have some differences as well. The writing task rubric uses points, but the
writing under review was being graded. As with many task-based rubrics, the standard description is
defined to match that task. In the example, it calls for using academic sources as evidence. But in a
different assignment, the standard and the description will change. For example, evidence might come
from data that the writer generates from doing original research.

The rating scale used in this course for giving feedback to classmates on their e-learning module uses a
five-point scale of accomplishment based on a Likert scale format. The purpose of the scale is not to
grade, as was done in the course rubric example. Instead, the scale increases from lesser to greater
accomplishment, describing a path of growth and achievement. The reviewer's rating demonstrates to
learners both success and room for improvement within a design. Thus, the purpose of the scale is to
guide revision and to verify accomplishment if the reviewer believes a standard is met.

When a learning experience designer gets feedback from more than one reviewer, the multiple sources
of quantitative feedback provide a snapshot that will help to create a revision plan. For example, if two
of three reviewers provide the same rating on a standard, then the designer can use that to gauge the
standard's priority.

As you see from the example, the E-Learning Experience Quality Rubric used in this course also includes
a comment field. The comment field is for providing qualitative feedback, which is explored in the next
microunit.

Hint: When you use a rubric instrument that includes both quantitative and qualitative fields, it is best to
write qualitative feedback before choosing a quantitative rating. The writing of the qualitative feedback
helps reviewers assess and weigh how well the learning experience meets the evaluated standard.

Examples of Quantitative Feedback

This unit has five versions of a learning objective, each corresponding to a Likert rating number used in
the E-Learning Experience Quality Rubric that provides feedback to fellow learning experience designers.
A brief annotation for each example shows the reviewer's assessment and rationale while evaluating the
learning objectives. Note that these annotations, however, are not examples of qualitative comments
that a reviewer should write.

For reference, the category and standard for the E-Learning Experience Quality Rubric are provided
before the scenario.

Rating Scale Key

1 = not evident yet, 2 = present but not developed, 3 = developed but needs improvement, 4 = good, will
help learners, 5 = excellent

Standard 1 2 3 4 5
1. Learning Design
1.1 Learning objectives or learning goals are clearly
designed and measurable.
1.2 Content, resources, and activities are aligned to and
support learning objectives
1.3 Instructional design strategies are used effectively to
enhance learning,
1.4 Information is divided into manageable sections and
scaffolded to support learning
As you review, ask yourself these guiding questions that encompass the highlighted standard.

Learning objective: Learners will improve calls.

Rating score: 1

The learning objective is too broad of a statement to really be considered a learning objective—it is both
unclear and unmeasurable. What does "improve calls" mean? Improve does not specifically indicate that
a learner demonstrates a cognitive process or a call skill. This objective earns a value of "1" because, as
written, it is not evident that it even qualifies as a learning objective.

Learning objective: Learners will decrease call times for call specialists.
Rating score: 2

It appears that decreasing call times is the only addressed item here, but this is vague and
unmeasurable. What will learners be doing? How will learners know if call times have decreased and
how will this outcome be measured? Scoring just this one learning objective on the Likert scale earns a
"2."

Learning Objective: Learners will understand call specialists' techniques used to decrease call times.
Rating Score: 3

Parts of this learning objective are still vague. What does "understand" mean and how is it measured?
How will the reviewer know when the learners "understand"? Scoring just this one learning objective on
the Likert scale it earns a "3" because it is still too vague to be measured as written.

Learning objective: Learners will design call scripts for a team of call specialists to use to decrease call
times.
Rating score: 4

The learning objective clearly articulates how learners will demonstrate techniques but is still a little
vague as to what exactly those techniques are. How many techniques? How will success be measured?
Scoring just this one learning objective on the Likert scale, it earns a "4" because, while it is clearer than
the previous objectives, it cannot be fully measured.

Learning objective: Learners will use a provided call-script rubric to design five call scripts that will
decrease call times for call specialists.
Rating score: 5

This learning objective is clear and measurable. Learners will write five scripts (quite easy to measure) to
decrease call time. Scoring just this one learning objective on the Likert scale, it earns a "5" because it is
clear, concise, measurable, and exemplary.
NOTE: You will revisit this scenario later to explore the qualitative component.
Lesson 2.2: Providing Qualitative Feedback

Essential Question

How can learning experience designers use a quality rubric to provide peers feedback and
recommendations for improving e-learning experiences based on qualitative analysis?

Overview

In this lesson, you will learn how to give qualitative feedback by providing meaningful comments and
suggestions using the Praise, Pose, Polish (PPP) method. You will also review examples of quality
qualitative feedback.

Providing Qualitative Feedback Using Comments and Suggestions

Reviewers are required to supply written feedback for each of the learning experience's applicable
scored standards. These written comments add context to the rating and comprise qualitative feedback.

The learning experience designer will receive both a 1–5 rating and a constructive comment per scored
standard. To be useful, reviewers must supply "quality" feedback. A reviewer should write the comment
before determining the rating so that the rating is based on the comment rather than using the
comment for justification.

Effective Feedback

Effective feedback is descriptive and supportive, emphasizing strengths while making suggestions for
improvement. Quality feedback should be constructive and help the recipient improve the product.

To ensure that you are providing effective feedback, your feedback should do the following:

identify an area of strength

provide specific examples to support comments

include actionable suggestions for improvements

focus on the product, not the person

The PPP Model

There are many models you can use to help provide effective feedback that includes the characteristics
listed above. Praise, Pose, Polish (PPP) is one such model.

The PPP model uses the following framework:

Praise

Provide praise for following best practices or effectively using educational principles. Be specific and use
examples. "Good learning objective" praise is not as useful as saying, "This is a good learning objective
because it uses a verb that aligns with the learning goal, addresses the instructional problem, is
observable, and is measurable."

Pose a question

Posing a question can both identify areas for improvement and provide autonomy to the learning
experience designer in deciding how to address it. Questions help prompt the designer. For example,
"How could I complete this activity from a mobile device?" may help the designer to improve
unconsidered aspects.

Polish

Offer at least one actionable suggestion with examples of how to polish or improve the learning
experience. These suggestions should be based on accurate information and best practices. Consider
this comment: "A transcript should be provided for this video because videos with captions and
transcripts are more accessible to all learners." The suggestion is supported by best practices for
accessibility.

Keep in mind that if you use the PPP approach, you still want to include the characteristics of effective
feedback.

Descriptive and Prescriptive Feedback

Descriptive feedback simply describes a performance. A common example is the comment "awkward" in
the margin of a writing assignment. It describes the performance but does not suggest how to correct it.

Prescriptive feedback explains how to address an area for improvement. Generally, prescriptive
feedback is more beneficial. For example, rather than pointing out an awkward sentence, a prescriptive
(and more helpful) comment might say, "This sentence would be clearer if it included an antecedent for
the pronoun 'they.'"

Examples of Qualitative Feedback

Here is an opportunity for you to examine how to use the comments portion of the E-Learning
Experience Quality Rubric to provide peer feedback that aligns with the assigned Likert scale score. This
scenario depicts examples of three different peers providing qualitative feedback for standard 1.1,
"Learning objectives or learning goals are clearly designed and measurable." Guided explanations
provide clear, meaningful feedback using the Praise, Pose, Polish (PPP) approach.

PPP is only one of several available feedback approaches. All approaches require the same components
to provide quality feedback: it is descriptive, prescriptive, clear, motivating, supportive, and
constructive, emphasizing the strengths while making suggestions for improvement. Quality feedback
should be constructive and help the recipient improve the product.

Now, review and analyze some examples of quality feedback.

Example 1

Learning objective: Learners will improve calls.

Rating score: 1

Qualitative feedback from reviewer

Praise: You are off to a good start—the need for call improvement is established in the content and
activities. I have some ideas for making this a clearer, measurable learning objective.

Pose: Can you list the main way(s) that calls need to be improved? Answering this question will help you
pinpoint a more measurable objective.

Polish: Polish this after you create the list. Think about using a "will...by" learning objective, such as
"Learners will demonstrate X by doing Y," to create a measurable objective.

Evaluation of feedback

The reviewer offered quality feedback by

identifying strength and praising the recognition of the need for call improvement,

offering an actionable and prescriptive suggestion to make the objective clear and measurable, and

providing an example of listing the way(s) to improve calls to specify a measurable objective.

Example 2

Learning objective: Call center staff must understand the need for call time reduction.

Rating score: 3

Qualitative feedback from reviewer

Praise: This learning objective is definitely a useful one. You have identified the need for the call center
staff to better understand the necessity for call time reduction. I have some ideas of how to make this
more measurable to increase the clarity of this objective for your trainees.

Pose: Have you identified the actual reason(s) for call time improvement?? Listing them will help this
objective become more specific. Then, you can identify what and how to measure it.

Polish: To polish this learning objective, you might consider how you will measure it and how you will
know when your trainees have met it. Consider how learners will demonstrate that the need for call
time reduction was understood.

Evaluation of feedback

The reviewer offered quality feedback by

offering descriptive suggestions for improvement,

suggesting a prescriptive solution to improve the objective by clarifying what will be measured, and
complimenting the purpose of the objective.

Example 3

Learning objective: Learners will use a provided call-script rubric to design five call scripts that will
decrease call times for call specialists.

Rating score: 5

Qualitative feedback from reviewer

Praise: This learning objective identifies precisely how learners will accomplish a specific goal and how
to measure learners meeting the objective. I have some ideas as to how to make this an even more
precise learning objective.

Pose: Have you considered decreasing the number of scripts for call center staff to design? Is it doable
to design five scripts in one module? What various scenarios might the call team need to consider?

Polish: After you identify possible scenarios, you might want to decrease the script requirement to three
and consider how that objective modification might look.

Evaluation of feedback

The reviewer offered quality feedback by

highlighting that the objective is clear and measurable and detailing the rationale,

proposing considerations for possible revisions depending on the module's time constraints, and

focusing praise on and suggestions for the product instead of the learning experience designer.

Example 4

Learning objective: Learners will use a provided call-script rubric to design five call scripts that will
decrease call times for call specialists.

Rating score: 5

Qualitative feedback from reviewer

You did a great job on the objective! There are no suggestions for improvement.

Evaluation of feedback

The reviewer did NOT offer quality feedback because

it addresses the learning experience designer rather than the objective,

praise is not supported by examples,

suggestions are not provided, and

it does not offer motivation for possible improvement.

NOTE: The PPP method can be used to offer quality feedback but is not the only approach to crafting it.
Quality feedback must identify strengths, provide specific examples that support comments, include
actionable improvement suggestions, and focus on the product instead of the designer all while
motivating and building the learning experience designer's confidence.

Lesson 2.3: Examples of Quality Feedback

Essential Question

What are examples of using a quality rubric and analysis to provide peers feedback and
recommendations for improving e-learning experiences?

Overview

In this lesson, you will learn how to pair quantitative and qualitative feedback—and review examples of
feedback—using standards found in the E-Learning Experience Quality Rubric.

Examples of Quality Feedback

Now that you have been introduced to Likert scale feedback and to qualitative feedback using the
praise, pose, polish (PPP) approach, it is time to combine them in this training review, "Helping Your
Course Meet 508 Compliance." Though this E-Learning Experience Quality Rubric exemplar depicts
feedback for an entire course rather than a single module, it offers valuable examples of PPP quality
feedback that aligns with Likert scale scores and comments. In this training review, a teacher for a
community college setting was asked to design an online training course for other teachers on how to
design both face-to-face and online courses that meet all standards of 508 compliance. The resulting
courses would then be accessible to all learners and meet Americans with Disabilities Act (ADA)
requirements.

Read "Completed Quality Standards Rubric Sample" (new tab) created by WGU to view examples of
feedback that use both the Likert scale and the Praise, Pose, Polish (PPP) method.

Lesson 2 Summary and Assessment

Lesson 2 Summary

In this lesson, you learned how to provide quality quantitative and qualitative feedback.

Review the main points of the lesson:

Learning experience designers can provide quantitative feedback by using a Likert scale.

When giving qualitative feedback, learning experience designers should praise at least one thing that
was done well, pose at least one question, and suggest as least one way to polish the experience.
Quantitative feedback should be paired with qualitative feedback to provide an explanation for the
quantitative rating.

Section 2 Summary

Section Review

In Section 2, you learned how to provide quality feedback and recommendations while using the E-
Learning Experience Quality Rubric.

In Lesson 1, you learned that using a rubric to help guide feedback creates a more objective review
process. It is important to communicate using professional and concise language. The goal is to be
supportive while helping fellow learning experience designers improve their work.

In Lesson 2, you learned how to provide quantitative and qualitative feedback. Quantitative feedback is
numerical in nature and generally more objective. This type of feedback can be delivered using a Likert
scale. Qualitative feedback is expository in nature and should praise what was done well, pose questions
about components that can be improved, and offer ways for learning experience designers to polish
their experiences. Quantitative and qualitative feedback should be used together for a review to be
effective.

Showcase Employability Skills

This section helped you build career-relevant skills that current employers are looking for when hiring
learning experience designers. To showcase your employability, use the following skills in any job
application, résumé, online profile, or interview.

Gather data and perform inspections of products, services, or processes to determine quality or
performance.

Develop recommendations for improvements based on analysis.

Give recommendations for educational program improvements.

In this course, you can demonstrate these skills by passing a final assessment that measures whether
you are proficient in the competency for this section:

The learner provides quality feedback and recommendations for improving an e-learning experience
based on peer evaluation.

Section 3: Plans How to Implement Feedback and

Recommendations
Section Introduction
Once learning experience designers receive feedback on an e-learning experience design and
development, designers need to prioritize and implement feedback for improvements. However, before
jumping into subsequent iterations, designers should develop an intentional and thoughtful plan to
improve learner experience and outcomes.

Lesson 1: Considering Feedback to Improve an E-Learning Experience

Lesson Introduction

As a learning experience designer, you will participate in many e-learning experience reviews, so it is
important that you can analyze your received feedback. In this lesson, you will learn how to evaluate
and reflect on e-learning module feedback by identifying themes within and prioritizing revisions to
improve your design.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner considers feedback and recommendations to improve an e-learning experience.

Lesson 1.1: Considering Feedback

Essential Question

How can analyzing peer feedback and recommendations be used to improve an e-learning experience?

Overview

In this lesson, you will learn how to analyze quantitative and qualitative peer feedback and identify
themes within it. You will learn how to prioritize feedback and reflect upon it.

Preparing to Analyze Peer Feedback

After receiving feedback on an e-learning solution, it is crucial to set aside uninterrupted time to analyze
and make sense of it. Keep in mind that receiving feedback may result in feeling mixed emotions, which
is completely normal. You put a lot of time and energy into the design and development of your e-
learning module and receiving constructive feedback might be difficult to navigate. Stay calm,
remember it is about the design and not the designer, and keep an open mind as you review your peers'
recommendations.

As you review peer feedback, recall that your peers or other stakeholders have evaluated your e-
learning experience to determine if quality standards have been met. If standards are not met, you must
analyze the quantitative and qualitative feedback data to consider possible improvements. To make the
necessary revisions, analyze the feedback using valid and reliable research methods such as quantitative
analysis methods, qualitative analysis methods, or a combination of both in a mixed-methods approach.

It is helpful to think of feedback as data. As you know from what you have learned thus far, data analysis
is a learning experience design skill. You will eventually discover, however, when working on your
capstone courses and conducting a research project, that data analysis is also an essential research skill.
Data analysis provides the evidence used to make decisions.

Strategies

Here are some questions to consider while analyzing feedback data used to revise and plan an e-learning
experience:

Are the data reliable? (Do reviewers agree?)

Are the data valid? (Does it apply the standard correctly?)

Are the data actionable? (Are there suggestions and ideas you can apply or questions that help you
brainstorm?)

What patterns emerge? (Are there standards with similar scores across reviews?)

What themes emerge? (Are there similar peer comments emerging for standards?)

Is your interpretation of the data affected by confirmation bias? (Are you ignoring or downplaying
feedback that calls for improving work that you deem good as is)?

Is your interpretation of the data affected by negativity bias? (Are you focusing too much on feedback
that exposes shortcomings and ignoring the strengths?)

Analyzing Quantitative Patterns in Peer Feedback

Quantitative data in the context of a rubric rating scale that uses Likert-like terms (not evident, present
but not developed, developed but needs improvement, good, and excellent) is useful as a snapshot or
summary and a way to identify patterns.

In fact, you will receive the quantitative data in a spreadsheet that you could merge into a single data
sheet to better examine those patterns and areas of agreement.

Patterns

What exactly is a pattern and how will you recognize one?

If reviewers agree on weak areas (2s and 3s), that suggests looking to those qualitative comments as a
possible revision priority.

If reviewers agree on strong areas (4s and 5s), you might explore those areas as perceived strengths,
which you can either build on or use as proof and motivation to persevere with this work.

If reviewers disagree (ratings of 2, 3, and 5 on an area), you will want to compare the qualitative
comments. Often, a disagreement among reviewers indicates that the work is complex and open to
interpretation.
Finding the mode—the score that appears most often for any aspect on the rubric—can help you quickly
identify patterns.

Averaging

You can easily determine averages in feedback's quantitative data. For example, a 3.5 is not a 4, but it is
close and within reach. Of the three comments given, consider which will help you get to a level 4 score.

After analyzing your module's quantitative feedback and identifying patterns in the data, you can then
move on to the qualitative feedback provided in the comments section.

Analyzing Qualitative Themes in Peer Feedback

Quantitative data helps identify patterns, while qualitative data helps identify any feedback themes that
emerge from topics, ideas, and sometimes recurring words in reviewers' written feedback. These
themes will help to determine the feedback's order of importance for addressing and crafting a revision
plan. In a context where each reviewer is individually rating your design and writing feedback without
consulting each other, the emergence of themes indicates that reviewers have identified the same
necessary revision. This helps you evaluate and analyze the feedback to make iteration decisions.

To find themes in written comments, use these strategies.

Look for a word or phrase repetition. For example, if two of three reviewers mention "not measurable,"
then that becomes a theme.

Consider implied meaning or different ways of saying the same thing. One reviewer might mention "not
measurable" and another might state, "cannot be quantified."

Examine related standards. Most standards in a category are related and could become a theme, such as
feedback mentioning "content."

Note: Ensure that you examine each line of the E-Learning Experience Quality Rubric. What patterns are
emerging? Your module has three reviews: notice what ideas repeat in other comments. Keep in mind
that these emerging themes will become priorities for module improvements.

Prioritizing Feedback

After identifying feedback themes, it is important to prioritize feedback to identify high-priority action
items.

Note that any recurring patterns or themes become priority items. You will then need to prioritize
improvements to be made based upon the following:

Impact on learner experience: Improvements that will help learners grow and succeed or make their
learning more engaging and enjoyable

Alignment to learning goals: Improvements that will correct misalignment among goals, objectives,
activities, content, and assessments
Feasibility: Improvements that can be made with the knowledge, skills, time, and tools you have at your
disposal

Cost vs. Reward: Improvements that can create a high value in relation to the time, resources, and effort
invested

The following example will demonstrate the prioritization process and present three different themes
that appeared in a module's feedback. As you read the examples, consider the following questions:

What is each theme?

How can the themes be prioritized?

Scenario: A learning experience designer received feedback on a module designed to teach servant
leadership skills.

Example: Learning Material and Resources, Standard 2.2

Reviewer 1: Score of 3. The module's content was interesting and attention-grabbing. Sometimes
grammatical errors and misspellings—even a few awkward sentences—made me stumble as I read.
Have you considered looking for a spell checker in your learning management system (LMS)? If your LMS
does not have one, you could write your content in a word processor and then paste it into an LMS
page. I think fixing grammar, spelling, and sentence structure would improve the readability and clarity
of the content.

Reviewer 2: Score of 4. An interesting read! There were a few misspellings and punctuation errors, but I
do not feel these errors were really distracting. Where did you find all of your resources for the content?

Reviewer 3: Score of 3. I really enjoyed reading your content. It was intriguing. Have you considered
either using a spell checker or finding a friend to proofread the content? Some of the misspelling and
grammar issues could confuse a reader.

Learning experience designer reflection: "Obviously grammar is an issue here, but I wonder if I should
maybe hold that to the end because it does not have a big impact on student learning. Well, it has some,
but..."

Example: Learning Design, Standard 1.1

Reviewer 1: Score of 3. I liked some of the ideas you are addressing in your learning objectives but one
of them made me stop and think—how do you plan to measure the third learning objective? How will
your learners know when that objective regarding the characteristics of servant leaders has been met?
Perhaps you can add something about being able to list 5 characteristics of servant leaders—or some
number of characteristics—to make it more measurable.

Reviewer 2: Score of 3. I like how you have created measurable objectives. The last one, though, makes
me wonder how you are going to measure "understanding the characteristics of servant leaders." Will
you give learners a quiz? Will learners have to list the characteristics of a servant leader? How will you
measure this? It might be fun to create some sort of drag-and-drop activity where learners must "drop"
the correct characteristics into a virtual bucket or something. That would be easy to measure and
learners might not even realize you were assessing them.
Reviewer 3: Score of 3. Learning objectives are tough to write, but I do know objectives must be
measurable. I like the idea of your learners identifying servant leader characteristics, but I do not see
how that is being measured. Have you considered turning it into a game? You could use Kahoot or
Quizizz to both present materials and assess at the same time. Or, you could have learners design a
scenario demonstrating the characteristics of a servant leader. I am not sure how to measure that, but I
bet you could figure it out!

Learning experience designer reflection: "In addition to grammar, one of the objectives is not being
measured. I have some good ideas on how to design a formative assessment that is creative and
measures the objective. I need to, however, consider various assessment tools that would be useful in
doing so. It directly impacts learner outcomes, so that makes it more of a priority than grammar..."

Example: Assessment, Standard 6.1

Reviewer 1: Score of 2. Personally, I need to stop thinking about assessments as only being quizzes or
tests. I like how you used a few case studies to demonstrate servant leadership. What is missing for me
is the alignment between the learning objectives and assessments. While two of your learning outcomes
seem solid, I do not see an assessment component that supports those objectives. Given one objective is
not measurable, consider revising that first so you can then decide how to assess it. What did you have
in mind for assessments? There are many ways to embed assessments.

Reviewer 2: Score of 3. Assignments aligning with and supporting your module's learning outcomes
need some work. The way you presented content is so creative; I am sure you can develop engaging
ways to assess learner outcomes.

Reviewer 3: Score of 2. Again, I am really enjoying this module and topic and I am learning a lot from it.
The assignments piece, though—do these assignments line up with or support your learning outcomes?
I am unable to identify how these align. Consider making this connection clear.

Learning experience designer reflection: "It looks as though I need to review my assessments and ensure
that these align with and support my learning objectives. Previously, reviewers pointed out that one of
the module's learning objectives was unmeasurable. I cannot align my assessments with the learning
objectives until I have addressed the objective that needs revision. Without these fixes, learners cannot
be successful."

Main takeaways

Grammatical and mechanical errors need to be addressed.

One learning objective needs to be revised.

Assessments do not align with or support the learning objectives.

All of these items need to be addressed in my revision plan. To prioritize, I need to

make the third learning objective measurable. This is a high priority as it impacts learner success and
directly feeds into the next priority item.

align module assessments to support the learning objectives. This is another high-priority revision item
given that clear assessment and learning objective alignment are needed to gauge learner outcomes.
revise grammar and mechanics issues. This was another theme that emerged in reviewer feedback.
Given the two revision items listed above directly impact learner outcomes and may impact further
grammar and mechanics issues, I can save this revision item for last.

Examples of Peer Feedback Reflections

Now, look at some e-learning module sample feedback. After reading each piece of feedback, think
about how useful it is and how you would (or would not) use it to guide revision and refinement. Then
read some sample reflections while keeping in mind that your reflections may differ from the samples.

Scenario: A learning experience designer has created a robotics education module to prepare a youth
scout group for the Level 1 Robotics Badge.

The learning objective is as follows:

After exploring several ways to use robots, the youth scout group will start thinking about using robots
to solve problems.

Feedback from peers on Learning Design, Standard 1.1

Feedback 1:

A score of 3. Wow! This sounds like such a fun project! This learning objective does a great job of
preparing what the scouts will do first (explore the ways to use robots). I am a little confused with the
last part "start thinking about using robots to solve problems." Is that what you want the scouts to
accomplish? I am not sure how you will measure this. How will the scouts (and you) know when this
objective has been met? Perhaps it would work better to set a limit and have the scouts select, for
example, 3 problems that could be solved using robots.

Feedback 2:

A score of 5. Awesome job. I don't see anything here that you need to change.

Feedback 3:

A score of 3. This is an interesting topic. The learning objective starts out clear, but then it fizzles out.
How were you considering measuring this objective? Do you want the scouts to merely think about
problems robots could solve? Do you want the scouts to identify a specific number of problems that
robots could solve? I think that addressing this part could strengthen this learning objective.

What do you do with this feedback? Examine each piece of feedback individually and reflect on it.
Notice reflective statements are added.

Feedback 1 (with the reflective piece):

A score of 3. Wow! This sounds like such a fun project! This learning objective does a great job of
preparing what the scouts will do first (explore the ways to use robots). I am a little confused with the
last part "start thinking about using robots to solve problems." Is that what you want the scouts to
accomplish? I am not sure how you will measure this. How will the scouts (and you) know when this
objective has been met? Perhaps it would work better to set a limit and have the scouts select, for
example, 3 problems that could be solved using robots.

"So, something about this learning objective confused this reviewer. I want the scouts to start thinking
about ways to use robots given that the scouts will design a robot for a future badge. Here, though, I am
not sure. I could have the scouts identify a specific number of jobs that robots currently do. Or, I could
have the scouts identify a specific number of problems that a robot could solve. This feedback provided
thought-provoking guidance on how I might improve my learning objective. Given the learning objective
sets learner outcome expectations, creating a clear and measurable learning objective is a high priority
for my revision plan."

Feedback 2 (with the reflective piece):

A score of 5. Awesome job. I don't see anything here that you need to change.

"While this is great to hear, it is not very useful to help me improve this learning objective. It also seems
out of line with the other two pieces of feedback I received. There is nothing here to really prioritize."

Feedback 3 (with the reflective piece):

A score of 3. This is an interesting topic. The learning objective starts out clear, but then it fizzles out.
How were you considering measuring this objective? Do you want the scouts to merely think about
problems robots could solve? Do you want the scouts to identify a specific number of problems that
robots could solve? I think that addressing this part could strengthen this learning objective.

"There is, even more, to think about here. Again, the objective needs to be measurable, so I need to look
at that. This reviewer also asks the same questions mentioned by a previous reviewer. This is now an
emerging theme in my module feedback. It looks as though I need to decide exactly what I will measure
and how. Creating a strong learning objective that is clear and measurable is a high priority for my
revision plan."

Main takeaways

By reflecting on the feedback, the learning experience designer learned that:

an unclear objective emerged as a theme,

changes to the objective need to be made to make it measurable and clear, and

updating the objective is a high priority because this issue impacts learner outcomes.

This module received three pieces of feedback, two of which were useful and one that provided empty
praise and nothing to help the learning experience designer. Now the learning experience designer
needs to decide how to apply the feedback to revise the learning objective, which should be a high
priority during revision.

Lesson 1 Summary and Assessment

Lesson 1 Summary

In this lesson, you learned how to analyze quantitative and qualitative feedback you may receive.
Review the main points of the lesson:

Analyzing quantitative and qualitative feedback can help you identify areas for revision.

Identifying and prioritizing peer feedback patterns and themes are helpful in determining revision items.

Lesson 2: Planning to Improve an E-Learning Module

Lesson Introduction

Planning revisions to improve your learning experience is just as important as creating your original
design plan. In this lesson, you will learn about creating a plan for the revision process. You will also view
an example plan to reference as you create your own.

Learning Objective

Consider the following learning objective as you move through the lesson:

The learner plans how to apply feedback and recommendations to improve an e-learning experience.

Lesson 2.1: Creating an Improvement Plan

Essential Question

How can peer feedback and recommendations be incorporated in an e-learning experience

improvement plan?

Overview

In this lesson, you will learn about creating an improvement plan to help revise your e-learning module.

Creating an Improvement Plan

How to Create an Improvement Plan

After receiving, analyzing, and prioritizing feedback about your e-learning experiences, you will need to
consider what to do with the information you gleaned. The next step is to create a plan, sometimes
called an action plan, improvement plan, revision plan, or a Quality Enhancement Plan (QEP), that
addresses the prioritized feedback.

An improvement plan is a document that details how you are going to improve your e-learning design
process after analyzing and prioritizing your module's feedback. This plan provides a framework in which
to improve your e-learning module. This gives you a chance to identify and explore resources or
training—whatever you might need to polish your module.

In the workplace, this plan could take the form of a three-page report, a one-page memo, or even a 10-
page document. Each organization has its own needs and policies, and you may even be provided an
improvement plan template. Regardless of the documentation, the goal is the same: use a framework to
organize and prioritize tasks and include documented rationale for all changes.

The following plan outlines a framework to help guide your improvement plan.

Step 1: Frame it
The begin this process, first identify and select what needs improvement. This information is determined
by the patterns and themes you have noted during your quantitative and qualitative analysis.

Step 2: Analyze it

This step addresses how you plan to prioritize the feedback your module received. Consider:

high priority items that impact learner outcomes, accessibility, and learner experience;

what you can accomplish in the allotted revision time frame; and

possible expenses and training needs.

Step 3: Understand it

The next step is to confirm you understand every piece of feedback and every item you decide to
change. Think through how you might strengthen any weaknesses noted in your module's feedback.
Dive deeply into the suggestions made in the qualitative feedback and consider how you might make
those revisions to strengthen the module.

Step 4: Draft it

Once you have prioritized all items, identified solutions and ways of strengthening every or most items
noted in the feedback, and identified any resources you may need (training, software, etc.), you can
create an action or revision plan. Creating a detailed process will help ensure that you address every
item in your plan. Be sure to provide a rationale for all decisions.

Consider:

reasons for task prioritization,

feedback suggestions for various solutions, and

resources needed to complete tasks (specific software, training, budget).

As with any plan, expect to revise as new ideas emerge and after discussions with colleagues. Once you
have a well-developed plan, you can take action in revising your e-learning experience.

Improvement Plan Example

Here is how you might approach creating this plan using the four-step process noted previously. Please
note the following is not complete but just an example to demonstrate how to work through the
process.

A team of learning experience designers created a module on Employability Skills to be used by adults
attending a local One-Stop Career Center. The overall purpose of the module is to help adults both
review employability skills and develop new ones. The designers previewed and published the module
and have received feedback from three reviewers. The designers' supervisor requested the designers
analyze the data and prioritize and submit an improvement plan for module revision before opening it
to Career Center visitors.
The following is a partial planning document to help the learning experience designers prepare the
actual improvement plan for revision.

Step 1: Frame it

In this step, the learning experience designers begin to identify patterns and themes.

Just make notations first, such as:

Pattern 1: Learning objectives

Scores of 2, 2, and 3 on Learning Design, Standard 1.1

Scores of 3, 2, and 2 on Learning Design, Standard 1.2

Scores of 2, 3, and 2 on Assessment, Standard 6.1

Theme 1: Revise learning objectives

"Learning objective 3 is not measurable as written."

"I am unable to see the connection between your learning objectives and some of the assignments."

"Great activities, but I do not see how some of them support the learning objectives."

"Learning objective 3 is unclear."

Pattern 2: Tools

Scores of 3, 3, and 3 on Usability and Accessibility, Standard 4.5

Scores of 3, 4, and 4 on Usability and Accessibility, Standard 4.6

Scores of 3, 2, and 3 on Technology and Tools, Standard 5.1

Scores of 3, 3, and 4 on Technology and Tools, Standard 5.3

Theme 2: Address accessibility and support with tools

"Love the variety of tools, but I do not know if your learners will know how to access them. Have you
considered adding more tech support information?"

"You did a great job ensuring that your tools meet all accessibility and usability requirements."

"Great job in providing tech support phone numbers and chat information. Have you considered adding
some video explanations of some of the tools?"

"It is a great idea to give learners a choice of tools to use for creating presentations! Are there links to
support platforms for each tool?"

Pattern 3: Videos

Scores of 3, 3, and 3 on Learning Materials and Resources, Standard 2.4

Scores of 3, 2, and 3 on Usability and Accessibility, Standard 4.3

Scores of 2, 2, and 2 on Technology and Tools, Standard 5.3

Theme 3: Video redesign

"I like how you tried to be as inclusive as possible with your videos, but a few groups are still not
represented."

"The video captions were well done. I often watch videos without headphones, so it was nice to turn off
the volume and just watch without bothering folks around me. I searched for but could not find
transcripts for all videos. Are transcripts available?"

"Some learners really enjoy videos but need the option to just view transcripts instead. I could not find
any. It is important to be flexible in catering to different learning methods."

NOTE: It is common for feedback to cross the various standards as all parts of a design interact, so these
learning experience designers looked for patterns and themes across and within standards. For step 1,
the designers examined the quantitative data for emerging patterns and the qualitative data to identify
themes. Adding in small pieces of the qualitative support here will be helpful later. Notice this is just a
list at this point.

Step 2: Analyze it

In this step, the learning experience designers address the plan for prioritizing tasks based on the
received and analyzed data. The designers will consider

high-priority items that impact students' learning, accessibility, and learner outcomes;

what learners can accomplish in the allotted time frame; and

possible expenses and training needs.

Based on the quantitative and qualitative data, the designers have determined all three items were high
priority, impacting student learning, student accessibility, and learner outcomes. The priority list is as
follows:

The first priority is to revise the learning objectives to ensure all are both clear and measurable. This
needs to be completed before other tasks because the learning objectives guide the remainder of the
module design or redesign. The designers feel this can be easily accomplished without needing
additional resources.

The learning experience designers chose the videos and transcripts redesign as the second priority. The
videos modeled good employability skills and ensuring that those videos represent a diverse group is
extremely important for the workplace representation of targeted learners. Having models to identify
with increases the likelihood of learner success in this training. During this phase of the redesign, the
designers can address the need for video transcripts, particularly since the designers still have the
storyboards for these projects. Although creating additional videos will take some time, the designers
can use previously developed scripts and have access to a variety of people among the career center’s
employees and volunteers who can be actors in the videos. The budget should not be an issue.

The third priority is to address the issue of tools and accessibility support. This also impacts learner
success and, of course, accessibility. However, as the learning experience designers revise a learning
objective and create more videos, this may necessitate a change in provided tools and support—the
designers must provide written support in addition to connecting learners to chat and video support.
Center employees will be somewhat available during the day to assist as needed, but this module needs
to perform on its own as it will live online and be accessible 24/7.

All three tasks here were high priority and must be addressed prior to making the module available to
career center visitors, but prioritizing the items makes it easier to adjust resources, plan out the tasks,
and design more efficiently. Keep in mind, that these designers will have other tasks to do, but this is
just an example.

Step 3: Understand it

In this step, the learning experience designers ensure understanding of every piece of feedback related
to every item being revised. The designers will begin investigating how to strengthen each weakness,
looking more closely at the qualitative data for specific suggestions and ideas.

Task 1: Revise learning objectives

The learning experience designers have reviewed each learning objective and have identified:

how to measure each objective.

how to align each assignment with a learning objective.

Remove one assignment that did not align,

revise one existing assignment to better align, and

scaffold one assignment to increase the likelihood of learner success.

The designers also discovered the need to add content to support the revised learning objectives.

In adding an assessment, the designers decided to integrate a new piece of software, requiring that it be
added to task 3.

Task 2: Redesign videos

In reviewing qualitative data, the learning experience designers realized the need to be more culturally
inclusive. Not being sure what that meant, the designers re-watched the videos to see what cultures
were already included. To better understand the composition of the clients, the designers spoke with
career center staff regarding the demographics of the client base. The designers discovered it was
necessary to include more cultural diversity in the videos, integrating a variety of ages and educational
backgrounds. This will result in creating three new videos (a wheelchair-bound veteran, a 50-year-old
female, and an 18-year-old male, all diverse culturally). The designers spoke with staff and volunteers
who will be actors in the videos. The designers expect to have completed the recording in a week with
another week to produce. Since all recording and production will be done in-house, there will be no
additional costs.

The designers are generating video transcripts using storyboards.

In addition, the learning experience designers are researching alternative ways to provide the
transcripts, ensuring that everything will be accessible with a screen-reader and for those who might
have hearing impairments or low vision.

Task 3: Tools and accessibility support

This module will be available through the career center's website, so it has to be fully asynchronous with
all support built-in. Additional discussions with career center staff clarified the need for technical
support of all types, from chat to text to video.

Notice the learning experience designers did not rely solely on the data for clarification —the designers
researched, reviewed their own work, and spoke with others to better understand what was needed.

Step 4: Draft it

The learning experience designers have now prioritized all items, identified solutions and ways of
strengthening most items noted in the feedback, and identified any necessary resources. Now the
designers can move on to creating an action or revision plan. Creating a detailed process will help
ensure that every item in the plan is addressed while also providing a rationale behind decisions.

The designers must provide:

reasons for task prioritization,

feedback suggestions for various solutions, and

resources needed to complete tasks (specific software, training, budget).

As with any plan, expect to revise frequently as new ideas emerge and perhaps after additional
discussions.

The learning experience designers already generated this information in steps 1, 2, and 3. In step 4, the
learning experience designers collate it all, being careful to emphasize the reasons, feedback, and
resources. The resulting plan should be specific, detailing all themes and patterns that arose from the
data, along with the rationale for additional prioritization and incorporating the specific feedback.

Reasons behind task prioritization

Task 1: Revise learning objectives to ensure that all are both clear and measurable. This needs to be
completed before other tasks because the learning objectives guide the remainder of the module design
or redesign. This task impacts students' ability to learn, access, and be successful, and is the framework
for the rest of the module.

Task 2: Revise videos and provide transcripts to ensure that videos are inclusive and represent diverse
cultures. This, again, impacts learner outcomes but is dependent upon the clear and measurable
objectives that guide the design. Providing transcripts will add to the learning success of the viewers.

Task 3: Tool and accessibility support also impacts learner success and, of course, accessibility. However,
revising a learning objective and creating additional videos may necessitate a change in provided tools
and support—the designers must provide written support in addition to connecting learners to chat and
video support.
Examining feedback for suggestions

The learning experience designers have analyzed both quantitative and qualitative data, spoken with
career center staff for additional clarification, researched various topics in more depth, and even
revisited the module to ensure their understanding of all feedback.

Resources needed to complete tasks

No financial resources will be needed as the learning experience designers have the necessary software
and all additional videos can be produced in-house. The designers will need additional actors for the
videos but have identified those through career center staff and volunteers and can use preexisting
scripts with some minor changes. So in most instances, the storyboards will change little. All the
designers need is time to institute these revisions.

Being faced with a lot of data requires strong analytical and organizational skills as you try to make
sense of the feedback. Following this four-step plan of framing it, analyzing it, understanding it, and
drafting it is one way to help learning experience designers craft a useful action, revision, or
improvement plan.

Lesson 2 Summary and Assessment

Lesson 2 Summary

In this lesson, you learned about quality enhancement plans and how to use them to prepare for
revisions.

Review the main points of the lesson:

When planning for revisions, learning experience designers can analyze the feedback received and then
prioritize the necessary changes. Creating a revision plan for a learning experience can save the learning
experience designer time and effort when revising begins.

Section 3 Summary

Section Review

In Section 3, you learned about implementing peer feedback and recommendations.

In Lesson 1, you learned about all aspects of using feedback: analyzing its quantitative and qualitative
data, finding themes, and prioritizing. You also learned about the importance of reflecting on feedback.

In Lesson 2, you learned not to just jump right into revisions. Instead, you should create a plan for your
revision process.

Showcase Employability Skills

This section helped you build career-relevant skills that current employers are looking for when hiring
learning experience designers. To showcase your employability, use the following skills in any job
application, résumé, online profile, or interview.

Improve existing curricula by incorporating feedback from students and other stakeholders.
Target key aspects of a project for improvements to meet the expected outcome.

Refine solutions to problems through iteration.

In this course, you can demonstrate these skills by passing a final assessment that measures whether
you are proficient in the competency for this section:

The learner plans how to implement feedback and recommendations to improve an e-learning
experience.