Instruccional Design - For Elearning Designers

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Table of Contents
1. Basics of Learning
2. Instructional Design Process
10
3. E-learning Standards
14
4. Content Comprehension
24
5. Learning Objectives
27
6. Content Chunking
31
7. Elements of Audio in E-learning courses
35
8. ID Strategies
39
9. Interactivities
45
10. Assessments
48
Summary
Test Your Self
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Preface
It is common knowledge that online training is self-paced. Many digital courses are boring and pedantic. Dropout rates in eLearning are a bane of the corporate
training world. Therefore, the greatest challenge before instructional designers (IDs) is to design highly effective courses that teach as well as sustain the interest
of the learner.
Some IDs have a formal qualification in instructional design, while others are self-taught. All of them agree that what is taught in a university is not sufficient
to create a good digital course. This is because eLearning courses of high quality can be built only through efficient application of learning design principles, and
this requires excellent knowledge of and exposure to ground realities of online training.
This eBook primarily illustrates the practical approach of designing a digital course. It deals with the various aspects of the instructional design process and shares
the best practices in this field.
The comprehensive eBook has 10 chapters and helps you

Analyze the learning content efficiently

Apply instructional design principles to create excellent online courses

Ensure adherence to eLearning standards to develop eLearning curricula of high quality

Set effective learning objectives for digital courses

Chunk the content into digestible information nuggets effectively

Formulate appropriate strategies to present the content in a captivating manner

Create first-rate assessments
We hope that this endeavor will assist you in designing top-notch eLearning courses that spellbind your learners and meet your learning needs very effectively.
*All brands, logos and trademarks used in this eBook belong to their respective owners. We acknowledge them with thanks.
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1. Basics of Learning
4
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Why do we need to get back to the basics of learning?

Learning design professionals strive hard to make their courses highly engaging.
They use scenarios, case-studies, videos, graphics, other multimedia elements,
games and interactivities of various kinds such as click-on-tab and rollover to
hook their learners to their courses. In their quest to create excellent digital
courses, they often lose sight of THE LEARNING FUNDAMENTALS building
blocks necessary to create the edifice of effective online training. That is the
reason why they need to go back and revisit the basics.
The Merriam Webster dictionary defines learning as the activity or process

of gaining knowledge or skills by studying, practicing, being taught or
experiencing something.
Learning can also be defined as a relatively permanent change in an individuals
behavior arising from experience. (source: Wikipedia)
These are some definitions of learning. But, how does learning actually take
place? To find out, we need to look at the 5 elements of learning.
We shall begin by looking at the answer to a fundamental question.
What is learning?
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1. Drive
Drive refers to the motive or reason why a person learns something. Motivation is the key to learning. Even the best
of courses fail, when the learner is not motivated.
If the learning solves a problem or makes the learners job easy, then there is a reason to learn. As learning designers, it is
your responsibility to identify the motive and connect it to training.
2. Stimulus
A stimulus reduces a drive, by meeting the learners need. In a classroom training session, the trainer is the main source
of the stimuli. On the other hand, in eLearning, the digital course takes the place of the instructor.
The course or lecture, as a stimulus, reduces the drive of the learner by satisfying the need. It is therefore essential to link
your stimulus with his need or drive.
3. Cues
Cues are minor stimuli or props which exist in classroom training as well as eLearning. In the classroom, your cues are the
whiteboard, chart papers and even the ambience which reinforces or facilitates learning.
In an online course, cues take the form of GUI or the user interface and animations; they all support and prop-up the main
course content. And, together with the main stimuli, they facilitate learning.
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4. Response
If there are stimuli and no response from the learner, then it means learning didnt take place. There must be a response.
In a classroom, you can elicit a response from the learner by asking questions. The learner will answer and thus you get a
response, and the learning moves forward.
In a digital course, you can do the same thing. How you format your assessment questions, in between a course to elicit a
response from the learner is very important.
5. Reinforcement
It is something that you tend to forget. You may think that if you give the stimulus and then elicit a response, the learning
is complete. But, unless the response is reinforced, the learning will not get cemented. It will not become a relatively
permanent change in behavior.
In an instructor-led situation, the learner response is appreciated. The instructor may correct or add some information to
his response. In an eLearning course, the feedback is given for whatever the learner has clicked in response to a formative
assessment. Feedback should always explain why the response is correct or wrong. It needs to be more comprehensive
than mere thats right or oops!
You also need to remember that recognition and reward are very important, even in eLearning. By saying, Bravo, youve
done it well or Wonderful performance, or Im sorry, why dont you try again, or anything similar, you recognize the
learners efforts. This is very essential, irrespective of his stature, experience, job, or educational background.
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Result of Learning
Thus, we can classify the kinds of learning into knowledge-based learning,

skills-based learning and attitudinal or behavioral type of learning.
We have seen how learning takes place. But, what are the results of learning?
Let us see.
Principles of Adult Learning

You must be aware that pedagogy is the science and art of teaching children.
Most learning designers follow principles of pedagogy while teaching adults.
But, this makes the teaching very ineffective. This is because the way the
children learn is very different from the way adults acquire knowledge and
skills. Children learn by experiencing and exploring. They dont have any filters;
they learn everything that comes their way. This is not the case with adults.
To help adults learn effectively, you need to keep 5 principles in mind.
a. Learning could result in acquiring knowledge, which would help the

learner perform a task.
b. It also helps gain skills i.e. expertness and ability to do something. This
leads to unconscious and automatic actions.
c. Learning also results in a change of attitude. Attitude refers to the estab-
Adult learners need to know why they should

learn something. It is important to tell them
the purpose of the learning before you assign a
course or invite them to a classroom session.
lished way of responding to people and situations. The manner in which a

person responds to situations and behaves is a reflection of his attitude.
For instance, when you learn how to drive a car, knowing where the steering,
clutch, brake and gear are is knowledge. But, being able to drive on the road is
a skill. And how you drive safely or recklessly is a reflection of your attitude.
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Adults, irrespective of their intelligence

and experience, have a very deep need to
be self-directing. They hate to be directed,
unlike a child.
Click through the arrows to know more about Kolbs learning styles
Adults become ready to learn when they
experience a need to know or be able to
do in order to perform more effectively
and satisfyingly.
Adults come in with a problem-centered orientation.

They want learning to solve problems in their life or
at their workplace. So, your training program needs
to help them resolve their issues
Adults are motivated by external reward such as increase in

wages, promotions, etc. they are also motivated by intrinsic
factors such as need for self-esteem and power, increase in
responsibilities and so on.
In the next unit, we will look at the key players in eLearning development and
understand the instructional design process.
Kolbs Learning Styles

Learning style is an individuals natural or habitual pattern of acquiring and
processing information in learning situations. People learn primarily by seeing,
hearing or by doing it themselves.
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2. Instructional Design Process

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Do all companies follow the same process to develop online courses? Well, if
you key in the words instructional design process in Google, you find several
processes. Each company has its own process tweaked to their requirements.
This chapter identifies the steps, common to all eLearning development
processes.
Let us begin by looking at the people involved in the development of digital
courses.
5. Authoring Tool
Experts
6. Technology Experts
Adept in Rapid Authoring Tools
Learning Management System Experts
Possess excellent knowledge of
Make courses AICC/SCORM
audio/video editing software tools
Key Players in E-learning Development

E-learning development is not a one man show. A good digital course is the
product of the efforts of various people. They are:
7. Translators
Real time experience in Translations
Domain/Subject Knowledge
1. Stakeholder
2. Project Manager
Clear training vision
Impeccable Planning and Execution
Initiative and direction
Excellent Rapport with Team members
3. Trainer and
Subject Matter Experts
Understand eLearning as a
complementary medium
Capitalizes on the potential of eLearning
for wider reach
Command over respective Languages
8. Audio Narrators
Real time experience in Recording
Accuracy of pronunciation and
narration
Thus eLearning development is not a one man show. An online course is the
product of the efforts of several people.
4. Learning Design
Experts
Have sound knowledge of
instructional design principles
Understand different learning styles
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Instructional Design Process
reviewed by a professional editor to ensure the correctness of language.
As you can see, the IDP consists of 6 phases.
3. Development of a Prototype
A prototype is a complete representation of the course in terms of instructional
design, assessments, the GUI, activities, interactions and audio. As a thumb
rule, the prototype needs to contain 10% of your course. So, for a 50 slide
course, you may prepare a prototype with 4 to 5 screens. You need to focus
on:
1. Creation of Instructional Design Document (IDD)

The IDD is a high level plan and decisions are taken on the global instructional
approach. Many a time, organizations develop not one course but a curriculum
comprising about ten courses. So, you may need to take a decision on the
instructional strategy for all the courses.
Your IDD needs to focus on global instructional approach. It needs to bring
clarity on screen level treatment and standardize the entire curriculum
instructionally and visually. You also need frame learning objectives of each
course effectively. You can use Google to get a comprehensive understanding
of the content.
2. Scripting
Once you get the complete content from the SME, you need to divide it into
modules based on the learning objectives. You then need to decide on how to
present the content on each screen. You also need to finalize the interactivities,
assessments, activities and resources in each module. This step also involves
the creation and finalization of the audio script. We need to get our work
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Instructional design strategies

Finalization of the audio narration
Technical standardization
Animations, colors and images
AICC/SCORM and browser compatibility
4. Development of the Course without Audio

Develop a fully functional course without audio to get the complete picture.
As the stakeholder will continue to change your content and a number of
things in your course, it is better not to record audio until the course is totally
signed off.
You need to finalize the audio script, visuals and animations at this stage. The
entire course has to be checked in terms of specifications and functionality to
ensure quality.
5. Development of the Course with Audio

Once the complete course has been signed off, you need to add audio to the
course. Now the course is ready in all respects, except for uploading on LMS.
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6. Creation of the LMS Version

This is the final step. You need to make the course SCORM/AICC/Tin can API compliant to ensure that it runs smoothly on any LMS.
This picture below gives a more detailed view of the process.
We have looked at the roles of various people involved in eLearning development. We have also seen the instructional design process, in detail. In the next
chapter, we will look at various standards of eLearning.
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3. E-learning Standards
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What Are Standards?
There are hundreds of organizations in this world that are involved in

eLearning courseware development. With so many organizations designing
and developing eLearning, it is imperative that there should be a standard.
Without standards, it is not possible to compare courses objectively because
each company follows its own standards.
The ASTD has come up with certain standards of eLearning courseware
development. The standards we are going to discuss here are heavily drawn
from these standards.
The eLearning courseware development standards can be categorized into 4
groups.
The Merriam Webster dictionary defines a standard as something that is very

good and used to make judgments about the quality of other things. In other
words, a standard is a frame of reference, which qualifies, what is good and
what is bad.
Why Are Standards Important in E-Learning

Development?
1. Interface standards
These standards help the learners to know where they are now and where
they have been. At any given time, the learners should know where they
are and be able to navigate to any desired location with the help of clear
navigation or the course menu.
They address the relationship of the learner with the courseware. Let us see
what these standards address.
I. Orientation
II. Tracking Features
III. Required Navigational Functions
IV. Optional Navigational Devices
V. Operational Support
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I. Orientation
II. Tracking Features
It specifies that the courseware needs to provide clear orientation and display
features that indicate the learners current location within the course. In other
words, this standard addresses the question- where is the learner now? This
standard is usually implemented in courses by including a course map or a
menu and a navigation frame.
According to this standard the courseware needs to provide functional tracking

features that accurately document the course sections such as units, modules,
etc. that have been completed by the learner. This standard addresses a very
critical aspect the progress of the learner.
You see some highlighted red boxes in above screenshot. These boxes indicate
those features in a course, which comply with the standard. That is the
orientation standard. So, you can see the menu and the topic to the right and
then you can see slide 5 of 19 at the bottom, and also the navigation buttons.
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Usually, in eLearning courses, these questions are addressed in the form of

checkmarks, progress bar and screen counters. These are some of the essential
features, which every course needs to have.
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III. Required Navigational Functions
IV. Optional Navigational Devices
This standard specifies that the learner should be allowed to start the course
or exit it without any hassles. It should also allow him to move back and forth
and return to the main menu, easily.
This is primarily about bookmarking. To comply with this standard, you need
to allow your learner to resume the digital course from the point where he
had left.
The standard also specifies that navigational functions should not conflict
with standard browser buttons in terms of name, icon, or function. It also has
a sub-standard about hypertext. The sub-standard tells how the files should
be linked to a URL.
You can see in the above screen shot a pop-up box which says, Would you
like to resume your presentation where you left off?. This is bookmarking we
all are familiar with. This complies with that optional navigational standard.
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2. Compatibility Standards
V. Operational Support
The compatibility standards address the relationship between the courseware,

operating system and related applications. There are four standards under
this group. They address:
I. Installation and Initial Launch
II. Compliance to SCORM
III. Compatibility to AICC Specification
IV. Tin Can API
Initially, there was a lot of difficulty for the learners to install online courses
because all eLearning was computer-based training unlike the web-based
training of today. So, operational support was very essential. But, most software
applications available today are easy to use. However, you may still need to
support your learners in certain aspects such as interactivities or videos. For
instance, you may ask the learner to download the recommended players
which provide operational support. You need to make sure that operational
support is consistent and available at all locations.
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I. Installation and Initial Launch

We have seen that in the early years of eLearning, it was quite a challenge to
install and launch the course on a network or a computer system. But, nowa-days, most digital courses are hosted on a Learning Management System
(LMS). So, from the LMS point of view, this becomes a standard. When an
online course is installed and initially launched, learners should not find it
difficult to login and start the course.
II. Compliance to SCORM
SCORM is the acronym of Sharable Content Object Reference Model, which is
the most widely used technical standard for eLearning. Adherence to SCORM
ensures interoperability and portability. By interoperability, we mean that this
course will be able to communicate with any other SCORM related course
or an LMS. Portability is the other side of interoperability in that it can be
ported on various technical platforms, which are again SCORM compliant.
SCORM tracks not just the courses, but also keeps a record of the employees
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course progress, completion status, assessment scores, percentages, points

gained and number of times a course has been accessed. You can even
know the time spent by the learner on each screen with this standard.
I. Legibility of Text and Graphics
III. Compatibility to AICC Specification

Coming to the Aviation Industry CBT Committee (AICC) standard, it is very
similar to SCORM. However, there are minor technical differences. There are
some LMSs, which continue to follow the AICC format. So, you may need to
make the courses compatible to it. The AICC standard also throws up very
valuable technical data that needs to be used by learning professionals.
IV. Tin Can API
Tin Can API is the successor to SCORM. It tracks and records learning
experiences, which occur anywhere, through any device. Tin Can API can
track most of the learning activities such as mobile learning, gamified
learning, offline learning, collaborative learning, experiential learning
and simulations. This API can also track responsive eLearning, efficiently.
We will now look at the third group of standards production quality standards.
3. Production Quality Standards

There are two standards in this group. They are about:
I. Legibility of Text and Graphics
II. Formatting and Internal Consistency
This standard says that text should be legible and graphics should be clear.
But, several courses violate these fundamental principles. Sometimes, you
may find a black background and white fonts on the screen, and this is not
recommended. You need to use a white or light background and dark font.
But, many people are not aware of this. They confuse eLearning courses with
promotional presentations or advertisements.
You also need to ensure the legibility of text and graphics in terms of
backgrounds, callouts, graphics, text, text-labels, headings, sub-headings and
style.
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II. Formatting and Internal Consistency
4. Instructional Design Standards

There are seven standards in this group. They deal with:
I.
Expression of the Course Purpose
II.
Presence of Instructional Objectives
III.
Consistency of Objectives with Course Content
IV.
Presentation, Demonstration and Facilitation of Learning
V.
Practice with Feedback
VI.
Engagement Techniques
VII. Assessment of Learning

I. Expression of the Course Purpose
If a course complies with this standard, it means that the course exhibits
appropriate language, formatting and internal consistency to minimize
distractions from learning. If there is an inconsistency in formatting, spelling
or font size/color, the learner gets distracted. It is important to remember that
people tend to find out or get distracted by mistakes, more than anything else.
As you can see in the above screen shot, the main heading, the sub-heading,
the screen content and the audio text have their own standards. This kind of
consistency in formatting will help the learner focus on the learning content,
rather than get distracted by certain aberrations in the formatting and internal
consistency.
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This standard says that the course purpose should explicitly describe the
intended outcome,the target audiences and the scopeof the course what it
covers and what its syllabus is.
III. Consistency of Objectives with Course Content
II. Presence of Instructional Objectives
According to this standard, it is very important to ensure that the content of

your course is aligned with its objectives. You need to remember that extra
or insufficient content in the course does not help achieve the instructional
objectives. It is better to frame the instructional objectives first and then
proceed to collect the content. This way, you can map the content accurately
to the instructional objectives.
IV. Presentation, Demonstration and Facilitation of Learning
There is a lot of difference between the course purpose and instructional
objectives. Instructional objectives should state what the learners will be
able to do after completing the course
This standard says that the course should have well-framed instructional
objectives, which should be performance based. They should be clearly
stated and describe specific, measurable and observable skills or knowledge
that the learner will acquire in each unit, module or lesson of the course.
This standard says that you need to use two or more instructional methods
to support the objectives and provide new information to learner. You need
to help the learner internalize, synthesize and apply the new information.
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V. Practice with Feedback

According to this standard, it is very important that your learners have
opportunities to practice with feedback. The course needs to provide practice
opportunities with feedback and guidance, allowing the learners to apply the
newly acquired knowledge or skills. Most of the time, the learner is just told
whether he answered a question correctly or not. But, he is looking for more;
he wants to know why he is right or wrong. So, we should make sure that
feedback is given in a constructive manner and tell him why he is right, even if
he answers the question correctly. By doing so, you reinforce the learning. In
case he gets it wrong, you need to guide him to the right response in a gentle
manner.
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VI. Engagement Techniques
This standard says that you need to have engaging interactivities in the course.
You can have any number of interactions and sky is the limit for your creativity.
But then, you need to keep costs in mind. Sometimes, implementing novel
engagement techniques could be expensive.
Now a days without any programing knowledge authoring tools allow creating
wide variety of interactivities. Though the options are limited you can use
them creatively.
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VII. Assessment of Learning
When it comes to the final quiz, make sure that each question is linked directly to a learning objective. If the learning objective is to describe an object, then
the question should ask the learner to describe it. Likewise, if the learning objective is to compare two phenomena, then the quiz question should be about the
comparison. Many a time, the instructional objectives do not sync well with the questions in the final quiz. This needs to be avoided. You need to test only what
the instructional objectives say.
These are the various eLearning standards that help us create better eLearning courses. In the next chapter, let us look at content comprehension in detail.
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4. Content Comprehension
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What is Content Comprehension and why is it

important?
Process of Content Comprehension

You can comprehend the learning content, very efficiently, by following these
7 steps.
In eLearning, the learning content is generally provided by subject-matter

experts. These inputs can be in the form of word documents, PPTs, PDFs,
videos, existing courses, etc. They generally lack a proper structure. As an
instructional designer, it is your job to make sense out of the given content.
So, you need to comprehend the content to identify the relevant content and
distinguish it from the irrelevant. Content comprehension also helps you find
out gaps in the content, if any.
Good content comprehension helps you acquire sound knowledge of the
subject, and you will be able to teach and assess learners better.
Clarification of doubts or queries will be easy, only if you have a strong hold
on the content. It also helps you prepare a rough outline with a logical flow
of topics that makes teaching more effective.
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There may be times when you get the content in bits and pieces and various
formats. So, the first thing you need to do is keep all these inputs at one place.
While analyzing the content, you may come across many new words and
concepts. While it is not necessary that you have to know them all, it is
advisable to conduct some research on the unknown terms in the content.
This helps you comprehend it better.
Once all content is gathered, you need to survey it thoroughly. This goes a long
way in helping you identify the gaps in the content, if any.
The next step is to prepare a summary of the content. This helps you get a
clear picture of what the content says or is all about.
A broad learning objective is the main goal of the entire course. By setting
broad learning objectives, you can choose the content selectively based on
what the course intends to achieve.
The final step in this process is to prepare an outline of the entire content. It
is better to prepare a PowerPoint presentation of your understanding of the
content and present it to your peers. You can revise the outline if necessary.
Understanding and evaluating the content with reference to your needs can
be defined as active reading. After setting the broad learning objectives, you
need to give the content an active reading.
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Content comprehension is the most important thing every instructional

designer should do before he/she starts the development of the course. By
comprehending the content efficiently, you can develop the course effectively.
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5. Learning Objectives
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Why are Learning objectives Important in

E-learning?
How to set learning objectives?
The essence of any activity is the objective of doing that particular activity.
However, we get so caught up with the activities that we lose the sight of
the objective. To ensure that the learning content is purposeful, we need to
first identify the learning objective before designing the eLearning course.
Learning Objectives form the basis for deciding what content to keep and
what to leave out in the curriculum. It also decides the instructional design
strategy and form the basis for evaluation.
Robert Magers Learning Objectives

Dr. Robert F. Mager is an accomplished author and world-renowned expert on
training and human performance improvement issues. According to him an
ideal learning objective has 3 components: performance, condition and criteria.
At the initial stage of the project, it is important to consult stakeholders to

understand and identify the training objectives. You need to understand
what the stakeholder expects the learners to do after the training
increase the sales, able to convince customers on companys products
vis--vis those of the competitors, etc. This enables in giving the relevant
solutions to meet the training goals.
There are 3 simple steps for setting up learning objectives
It describes what the learners is expected

to be able to DO
It refers to the situation or environment
under which the performance is expected to
occur.
It describes the level of competence that
must be reached or surpassed.
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Step 1: Create a stem
Example:
The stem or how you start a learning objective is

important. Here you can address the learner and
tell when they will achieve the objectives (after
completing the unit, lesson, etc.
After completing the lesson, you will be able to list

On completion of this unit, you will be able to explain
By the end of this course, you will be able to identify
Example:
After completing the lesson, you will be able to
On completion of this unit, you will be able to
By the end of this course, you will be able to
Step 2: Add a verb
The second step is to add verb to the stem. Adding
verb to the learning objective specifies clearly
observable and measurable action.
Action verb is critical for the learning objective. It
should be measurable in terms of eLearning. You
can always refer to the
Blooms Taxonomy for choosing the appropriate
verbs.
You can take the help of Blooms Taxonomy chart to pick up the right action
verb based on the given context.
Step 3: Determining the Outcome
Once you have a stem and a verb, you need
to determine the actual product, process or
outcome. This step basically revolves around
the performance of the learners after taking
the course. You should define the process,
procedure, or outcome the learner will
achieve after completing the course.
Example:
After completing the lesson, you will be able to list the steps to
shutdown the computer.
By the end of this course, you will be able to identify the key steps in
project management.
On completion of this unit, you will be able to explain the
communication process.
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Ways of Presenting Learning Objectives in

E-learning courses
2. Learning objectives in the form of info-graphics
Learning objectives in eLearning courses are presented in the form of bulleted

lists. There are some other ways to present the learning objectives. Those are
as follows
1. Learning objectives in the form of thought bubbles asking icebreaker
questions that relate to the leaning objectives
3. Learning objectives in the form of text + images
These are essential in building the right objectives; write your objectives,
bearing these facts in mind, and you are more likely to succeed in getting your
point across quite effectively.
30
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6. Content Chunking
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What is Content Chunking?
1.
Course level chunking:
Use chunking strategy while determining the content hierarchy of a course.

Determine how to break the content into:
Modules
Lessons/ Units
Screens/ Topics
Continue the process until content is broken to the screen level
Chunking is a method of presenting information which splits information
into small pieces or chunks that ensures faster and easier reading and
understanding.
It is one of the techniques that helps form mind maps and improves recall.
Content chunking gives bite-sized information to the learners, making learning
easy and manageable.
How to Chunk Content?

Chunking is done at two levels:
1. Course level
2. Screen level.
32
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2. Screen-level
1. When to chunk content
At this level chunk the screens where each screen explains one learning point
or unit. A learning point or learning unit is one chunk of learning that
cant be broken any further. Limit to 3-5 learning points per screen.
You must also prioritize the information in the inputs and identify need to
know and nice to know information in every topic. Place need to know
points on-screen and nice to know information can be given in resources.
Screen level chunking can be done in many ways and it usually contains:
If the course has adequate audio:

Chunk the content more
Show small stand-alone sentences on the screen
Give detailed descriptions in the audio
When explaining a process of Procedure:
Bulleted lists
Show chunked content using interactivities
Explain process in detail in audio
Short sub-headings
Tables
Short sentences with one or two ideas per sentence
If the Course has more Visuals:
Short paragraphs, even one-sentence paragraphs

Easily readable text, with key phrase in bold font
Chunk the content more

Let the visuals speak
Not chunking in such case leads to redundancy
Images
Factors Influencing Chunking

As already discussed, when chunking content, consider factors such as the
audio and visual strategies used, content type, etc. Here are a few guidelines
on when to chunk content.
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2. When not to
When the course is not audio dominant:
Give more explanation on-screen

Use audio to highlight important points
When explaining facts and principles:
Chunk the content as little as possible without

changing the meaning
When the course has more text/ less visuals and no audio:
Show the entire content on-screen
Content chunking is a very important task that should never be ignored during
eLearning course development. Effective chunking of content ensures courses
are better understood and information retained longer ensuring course
objectives are met well.
34
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7. Elements of Audio in
E-learning courses
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Elements of Audio in E-learning courses

Audio component in an eLearning course can be defined as the set of elements
of narration, music, and sounds used to enhance learning effectiveness.
There are three elements of audio in an eLearning course. They are,
1. Narration
Used in:
Principles of Multimedia
How audio should be used is based on Principles of Multimedia Design. They are:
1. Modality Principle
Learners can learn better from animation
and narration than only from animation
and on-screen text
Main content
Introduction
On-screen instructions
Summary
2. Redundancy Principle
2. Music
Used While:
Learners can learn better from animation

and narration than from animation,
narration, and on-screen text
Reading a content
Performing an activity
3. Sounds
Inclusion of audio cannot be taken in isolation. It is not a garnishing that

can be sprinkled over a dish. It is an integral part of an eLearning course
and has to be understood and used as a part of an overall learning strategy.
Used in:
Demonstrating an equipment
Providing feedback
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Some Typical Audio Decisions
2. In-house Narrator
1. How much narration?
Advantages:
It is generally recommended that we shouldnt narrate text thats

displayed on the screen
Short lesson on graphics ( less than 20 minutes) use narration rather
than text to explain a graphic
Big lesson ( say, more than 1 hour) use minimal audio
Less expensive than a professional recording
May have subject matter expertise
May establish a personal connection with

audience
Disadvantages:
Not professionally trained
May not be appropriate
Difficult to get time commitments
2.Who should narrate?

Types of narration:
3. Professional Narrator
Who is the professional narrator?
1. Machine Voice
Advantages:
Less expensive and easy and quick route
Use in alpha and beta version of an

eLearning course
Disadvantages:
Sounds robotic, fake, and without personal

touch
Uniform pitch; monotonous
Example:
Does it as his primary job
Understands the content
Does it in studio
Modulates his voice according to the

requirement
Advantages:
Provides a high quality audio
Provides the desired tone, pitch, and adds a

personal touch
Disadvantages:
Is more expensive (follow pay-per-minute/

number of words)
NaturalReader 11
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3.How to choose the narrator?

Click through the arrows to know how to choose a narrator
Audio in eLearning courses consists of narration, music and sound. All these
elements need to be carefully considered to enhance the effectiveness of an
eLearning course. Having standardized templates enables smooth interaction
with professional narrators and multimedia designers to ensure courses have
the desired impact.
Some Dos and Donts of Audio
38
Explain animations using audio
Do not use audio for animations

which already have text descriptions
Vary audio pitch according to the

content
Do not use audio throughout the

course
Should be in a conversational tone
Do not use audio in assessments

and feedback
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8. ID Strategies
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What is a strategy?
What is Instructional Strategy?

Learning Objectives and Design Goals
Design Strategy
Instructional
Media
Strategy
(Audio/Visual) Strategy
Learning Devices
Presentation Patterns
Course Structure
Course Features
Functional Specifications
Look & Feel
Course Deployment
Types of Media
Standards Compliance
Client/Server Environment
Assessment Specifications
Development Tools/Technology
Detailed Content Outline
Proof of Concept
A strategy is a high level plan to achieve one or more goals under conditions
of uncertainty. It is focused on long term objectives and is not changed
often. It impacts all aspects of operations in an organization. Strategy
involves the art and science of planning and marshaling resources for
their most efficient and effective use. Therefore, it is important to have
a strategy in order to achieve the chosen goals because the resources
available are usually limited and one has to work with these limitations.
40
Instructional Strategy is a high level approach of how we are going to teach

a particular subject. To be more specific, it constitutes a set of events which
are designed to support the internal processes of learning with the given
resources and parameters.
A pre-requisite of any instructional strategy is to have clear learning
objectives and design goals, which will help formulate the design strategy.
The design strategy includes the instructional strategy and the audio/visual
strategy. These are guided by various elements such as the learning devices,
presentation patterns, assessments, media elements, standards compliance
and other functional specifications as mentioned in the diagram below.
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Components of ID strategy
The various components of an ID strategy include:
1. Content: Content is the main raw material for
the course. The way it is to be used forms a part of
the instructional strategy. It involves activities such
as chunking into manageable units, segregating
into need to know and nice to know resources and
present in a logical flow.
2. Visual: The visual component includes the

Graphic User Interface (GUI), Graphics and Pictures.
The GUI represents the various elements and the
physical environment that a learner encounters in a
course. The graphics include illustrations that can be
used for depicting scenarios, characters, expression
etc. Photographs and color set the mood of the
content and help in explaining concepts better.
4. Assessments: Assessments can be formative

or/and summative and help inculcate analytical
thinking and creative problem solving skills. The
different types of assessments used in an online
course are word puzzle, matching the following,
drag and drop, jigsaw puzzle, fill in the blank, tictac-toe etc.
5. Technical: Technical Specifications include

functional specifications (what you can do and
cannot do in the course), course deployment (LMS,
LCMS considerations), standards compliance (AICC,
SCORM, Tin Can), client/server environment and
development tools or authoring tools that are to be
used.
Given these components, how do you come up with an instructional strategy?
The answer lies in understanding the types of strategies.
3. Media: Media elements are animations, audio

and video elements. Animations can be used to
explain a concept, idea or process better. Similarly
audio and video elements can be used strategically
and tactically to enhance learning experience and
ensure effective knowledge exchange.
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Types of Strategies
2. Guided Learning (Avatars etc.)
Here are a few instructional strategies which have been effectively used in the
online learning environment
1. Story-telling (theme)
In eLearning, we use real characters, vector images, avatars, etc., for guided
learning. These characters lead the learners throughout the course. They play
the role of a virtual instructor, in the absence of a physical instructor.
Storytelling can alter boring data into captivating information and

consequently makes it easy for the learners to remember the subject matter.
Storytelling connects learners to the subject, transfers information to the
learners in a unique way and also enables learners to get involved with the
subject matter emotionally. The end result is an effective knowledge transfer.
42
In this strategy the Characters or Avatars act like guides and make sure your
learner takes home the important points. They are most apt for guided
learning as they bring about a tutor-learner environment in eLearning.
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3. Case Study
4. Scenario-based
Case studies are one step ahead of scenarios; they are real-life situations that
have taken place and are used as a reference for instructional purpose. To teach
problem-based situations, we use case studies. A case study is an incomplete
story about a situation or event, which holds solution for a problem. A case
study includes a systematic research of the how and why of a particular
situation. Case studies add a sense of realism to your learning material.
The scenario approach works well to teach learners a task they need to perform
on their job. Scenarios work well as learners can relate to something that they
do on a day to day basis. You can teach by creating a series of questions with
simple drag and drop making learners use their knowledge and take decisions.
This causes the learners to think through a situation and make connections.
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5. LEAD Learning through Exploration and Discovery
6. Watch Try Do
This approach shows the process, and then invites the learner to try and
perform the required operations with some guidance and finally, allow
him to try the process all by himself. It provides a smooth transition in
learning-from watching, to trying and finally, executing the operations.
LEAD strategy enables learners to gain mastery over the core concepts
in the course. Embedding interactivities such as click on images,
tabs, numbers, hotspots, rollovers, slide shows, FAQs etc., enables
learners to explore, discover, try, practice and perform various tasks.
Click here to see the view a demo of simulation

http://bit.ly/1tQfaKE
The right strategy to choose depends on your target audience, subject matter,
learning environment and the constraints such as time, money and resources
available. It is not necessary that you adopt only a single strategy throughout
the course and at times based on the need of the content, you may have to
combine two or more strategies to ensure better learning for your audiences.
44
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9. Interactivities
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Interactivities are helpful to make learners positively involved with the course and participate actively in the learning process. It is particularly
beneficial to kinesthetic learners, who learn better when they are involved in some form of activity where they get to do something.
Types of interactivities
Interactivities can be classified into two types, based on the purpose for which they are used.
1. Those used for teaching
2. Those used for assessing
Here is a table that gives a list of interactivities based on their function.
S.No
1
2
3
4
5
6
8
9
Click on images
Hotspots
Rollover
Tabs
Timeline
Numbers/Process
Slide Show (Media
Tour, Guided)
FAQs
Flip cards
10
Flip book
11
Video
46
To Teach
To Assess
Single Select
Multiple Select
Drag and Drop
Matching
Drop Down
Quiz
Word Builder
Jigsaw Puzzle
Gaming
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It is important to ensure that there is a variety in the interactivities used in the course. At the same time, you have to make sure that the interactivities are
relevant to the course content and are not included just for the sake of including them. They also should take into account the target group and their ability to
participate in the interaction.
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47
10. Assessments
48
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Assessment is the measurement of the learners achievement or the learning

outcomes. The purpose of assessments is to evaluate the learner and reinforce
learning. They also serve as a means to organize a course by providing a
transition between major sections.
The performance of the target group in the assessments enables the training
managers to measure the training outcome and its success. This allows them
to make suitable adjustments in future.
Formative Assessments
Summative Assessments
Purpose
Purpose
Not to grade the learners but to support

their learning by receiving immediate
feedback and determine how to remedy
any learning deficiencies.
Comes after every enabling objective
Diagnostic in nature
Used to aid learning
Carried out throughout the course and
we should ALWAYS provide Feedback
for the assessment
Types of Assessments
Measure to what extent the students have

reached the goals in the course
Mastery quiz should be aligned with the
lesson objectives
Evaluative in nature
Used to grade learners and in associated
with Pass and Fail
Carried out at the end of the course and
we SOME TIMES provide Feedback for
the assessment
In an eLearning course, we generally use two types of assessments:

1.
Formative Assessments
They refer to the measurement of learning achievement during the learning.

They form an essential component of learning as it reinforces learning.
2.
Summative Assessments
They refer to the measurement of learning achievement at the end of the

learning. Act as an indicator of the learners final achievement in the course
or program.
Question Types used in Formative

Assessments
In formative assessments the following
question types are typically used.

Single select
Multiple select
Match the following
Drag and Drop
Drop Down
Word builder
Jigsaw puzzle
Gaming
Question Types used in summative

Assessments
In formative assessments the following
question types are typically used.

Single select multiple choice

questions
Multiple select multiple choice

questions
It is preferable NOT to have multiple select multiple choice questions in

summative assessments.
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Best Practices to Develop Assessments

Assessment questions need to be perfectly aligned with the learning objectives. The alignment increases the opportunities to learn and practice the knowledge.
Here are some tips to develop effective assessments.

Course should have at least 1 question to test the knowledge for each objective.
Shape of a well-constructed question includes:
50
Question stem should be created in such a

way that it should map the learning objective.
Options should include the answer and

the plausible distractors.
Use appropriate action verbs to form

learning objectives.
Try to avoid clues that would reveal an option

as being the correct answer.
Questions should be created based on the

importance of the topic.
Do not use none of the above or all of the

above as one of the distractors, because this
becomes a giveaway.
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Tips for Developing MCQs

MCQs are most preferred question types used in mLearning. Click through the arrows to know some tips on constructing MCQs.
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How to Give Feedback?

Feedback has a significant impact on learning. It has been described as the most powerful single moderator that
enhances achievement (Hattie, 1999). The objectives of Feedback are to
* Guide learners on what steps to take to improve
* Motivate learners to act on their assessment
* Develop learners capability to monitor, evaluate, and regulate their own learning
(Source: Hattie, J. (1999). Influences on student learning. Inaugural lecture given on August, 2, 1999.)
Feedback should be given in such a way that learners learn from it. It is a good practice to state why the answer is
correct or incorrect. Just telling you are correct or sorry, you are wrong does not serve any purpose. It reinforces
learning and instills confidence in the learner.
For the benefit of learners, feedback needs to be constructive, timely and meaningful. Such feedback encourages learners to think critically about their work and
reflect on what they need to do to improve it.
Assessments are added in the courses not only for evaluating the learners understanding of the concept but also to make eLearning engaging and effective.
Research shows that learning is dramatically improved when learner is asked to respond to question or problem which requires him to recall, analyze, or
synthesize new information presented. So, while designing the assessments, these are the certain things to be followed for making the courses impactful.
52
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53
Summary
You can develop an excellent online course by applying learning principles. It is very important to follow a well-defined instructional design process and eLearning
standards to enhance the quality of the digital course.
You need to comprehend the content efficiently to present it in a learner- friendly manner. It is essential to chunk the content suitably and set effective learning
objectives for your eLearning course.
The choice of the appropriate instructional design strategy goes a long way in the creation of a top-notch online course. Proper visualization and use of
interactivities play a key role in the making of a highly engaging digital course. You need to develop effective assessments to evaluate your learners. You also
need to make the right use of audio to enhance the efficacy of the eLearning course.
Well-designed instructional courses go a long way in helping your people comprehend the content and apply it to their work, very efficiently. Indeed, effective
instructional design is the heart of a good eLearning course!
54
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Test your self

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55
Test Your Self
4. What should we focus on in the prototype stage?

A. Finalizing global strategy
1. What is learning?
B. Standardizing instructional and visual curriculum
A. A temporary change in an individuals behavior arising from

experience
C. Finalizing onscreen and audio script content

D. Ensuring AICC and browser compatibility
B. A permanent change in an individuals behavior arising from

hands-on training
C. A relatively permanent change in an individuals behavior arising
5. Which of the following standards address the relationship between

the learner and the courseware?
A. Interface Standards
from experience
D. A sudden change in an individuals behavior arising from the
B. Compatibility Standards
C. Production Quality Standards
training
D. Instructional Design Standards

2. Colors, graphics, and voice of the narrator in an eLearning course
are a part of:
A. Drive
6. Which of the following standards address the relationship between

the courseware, the operating system, and related applications?
B. Stimuli
A. Interface standards
C. Cues
B. Compatibility standards
D. Response
C. Production quality standards

D. Instructional design standards
3. Screen wise content chunking is done in which stage of the ID process?

A. IDD
7. What should the course exhibit to minimize distractions from learning?
B. Scripting
A. Formatting and internal consistency
C. LMS
B. Optional navigational devices
D. Course without Audio
C. Required navigational functions

D. Expression of course purpose
56
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8. Which of the following standards examine the relationship between

the course purpose, objectives, instructional content, instructional
methods, and the learner?
D. Explains the level of competence that must be reached on completion of the activity
12. Identify the statement that has all the characteristics of an ideal
learning objective.
A. Interface standards
B. Compatibility standards
A. Be able to write a description of the steps involved in making a
C. Production quality standards
blue print
D. Instructional design standards
B. Be able to run the hundred-yard dash on a dry, level track within

9. What is the first step in the SQ3R method?
fourteen seconds
A. Summarize
C. Without memory aids or other assistance, demonstrate a knowl-
B. Scrutinize
edge of the rules of grammar
C. Survey
D. When you complete this section, you will know the history of
D. Search
money as a medium of exchange
10. The main objectives of content comprehension is to
13. What is the need for content chunking? (Select any TWO options)
A. Create a storyboard
A. To reduce cognitive load on the learner
B. Make a rough outline with a logical flow
B. To make the screen look visually appealing
C. Design interactivities
C. To make learning easy and manageable
D. Formulate assessments
D. To avoid explaining complex concepts
11. A learning objective is a statement that:
14. Chunking is done at:

A. Scope and content analysis level
A. Provides the purpose or intent of the activity

B. Describes what the learner will be able to do after a learning
activity
C. Sets the minimum criteria to complete the activity
B. Unit and screen level

C. Course and screen level
D. Evaluation and feedback level
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57
15. The components of ID strategy are_________________,

__________________and_______________.
18. The purpose of assessments is to:

A. Evaluate the course material
A. Visual
B. Evaluate the functionality of the course
B. Assessments
C. Evaluate the learner
C. Design
D. Evaluate the feedback
D. Content
19. Usage of which of the following question type is recommended in
summative assessments?
E. Storyboard
16. Which of the ID strategies, can be used to connect learners to subject, transfer information to the learners in a unique way and also
enables learners to get involved with the subject matter emotionally.
A. Guided Learning
A. Summary
D. Case Study
17. What interactivities are used to assess the learners? (Select any TWO
options)
C. Quiz
D. Timeline
E. Flip cards
58
C. Match the following
20. Assessment questions should be directly linked to:
C. Story-telling
B. Hotspots
B. Single select
D. Drag and Drop
B. Scenario-based
A. Matching
A. Multiple select
B. Introduction
C. Learning objectives
D. Client input
Key
1. C, 2. C, 3. B, 4. D, 5. A, 6. B, 7. A, 8. D, 9. C, 10. B,
11. B, 12. B, 13. A,C, 14. C, 15. A,B,D, 16. C, 17. A,C,
18. C, 19. B, 20. C.
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References

Principles of Marketing
By Gary Armstrong, Stewart Adam, Sara Denize, Phillip Kotler
e-Study Guide for: Educational Psychology: Developing Learners

By Cram101
ASTD eLearning course certification standards
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm
http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/
https://www.nhi.fhwa.dot.gov/resources/docs/Adult%20Learning%20Considerations.pdf
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction Paperback May, 1997
by Robert F. Mage
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59
CommLab India helps you meet your training needs through highly interactive and effective e-learning solutions.
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Fore more eBooks on eLearning ........
...... visit : http://bit.ly/1ndxLaf
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Instruccional Design - For Elearning Designers

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2. Instructional Design Process

7. Elements of Audio in E-learning courses

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Why do we need to get back to the basics of learning?

The Merriam Webster dictionary defines learning as the activity or process

We shall begin by looking at the answer to a fundamental question.

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Thus, we can classify the kinds of learning into knowledge-based learning,

Principles of Adult Learning

a. Learning could result in acquiring knowledge, which would help the

Adult learners need to know why they should

lished way of responding to people and situations. The manner in which a

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Adults, irrespective of their intelligence

Adults come in with a problem-centered orientation.

Adults are motivated by external reward such as increase in

Kolbs Learning Styles

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2. Instructional Design Process

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Adept in Rapid Authoring Tools

Learning Management System Experts

Possess excellent knowledge of

Make courses AICC/SCORM

audio/video editing software tools

Key Players in E-learning Development

Clear training vision

Impeccable Planning and Execution

Initiative and direction

Excellent Rapport with Team members

Command over respective Languages

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Instructional Design Process

reviewed by a professional editor to ensure the correctness of language.

As you can see, the IDP consists of 6 phases.

1. Creation of Instructional Design Document (IDD)

Instructional design strategies

4. Development of the Course without Audio

5. Development of the Course with Audio

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6. Creation of the LMS Version

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What Are Standards?

There are hundreds of organizations in this world that are involved in

The Merriam Webster dictionary defines a standard as something that is very

Why Are Standards Important in E-Learning

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II. Tracking Features

According to this standard the courseware needs to provide functional tracking

Usually, in eLearning courses, these questions are addressed in the form of

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III. Required Navigational Functions

IV. Optional Navigational Devices

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The compatibility standards address the relationship between the courseware,

I. Installation and Initial Launch

2. Instructional Design Process

7. Elements of Audio in E-learning courses