eLearning design is an emotional topic. Training professionals who develop eLearning tend to have strong opinions about what approaches work best. It's a good idea  to keep an open mind, because the answer to some important considerations can vary depending on numerous factors. There are a number of myths and misconceptions in eLearning design, so it is advisable to be on guard against making decisions based on faulty assumptions.

eLearning development is traditionally very labor-intensive, and thus expensive. Various techniques and tools have emerged that shorten the development cycle, and therefore the selection of  development tools can have ripple effects on a variety of decisions, including whether or not eLearning or ILT should be used (or perhaps a more diverse blended approach).

Some general considerations and best practices include the following:

• The decision on whether or not to use eLearning should take into consideration the number of prospective users, the potential cost of travel when comparing to ILT, all possible development tool choices, and the frequency with which content needs to be updated.

• The least expensive form of eLearning involves simply recording presentations and demos. It may be recorded as a presentation to an online audience (a “webinar”), or as a solo recording. This technique is now quite common, and clearly is very different from "traditional" eLearning. However, it can be effective and the best choice in some cases, even though it involves no formal hands-on activities. Each lesson developed in this manner should not exceed 45 minutes. Do not rule out eLearning as a possibility based on cost until this approach has been considered. Remember the rule of thumb that motivated learners can and will learn effectively from materials that are not of the best quality, as long as the required information is included.

• Interactivity is clearly a big plus when feasible. Simulation tools available on the market today allow you to capture procedures as you perform them on a PC, and then quickly convert the capture file into an interactive exercise.

• There has been much research on how to make eLearning effective. For example, the best techniques for incorporating audio have been extensively studied. It is very useful to be familiar with the results of this body research. A highly recommended, comprehensive summary of research in eLearning is e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (October 2002) by Ruth Colvin Clark and E. Mayer Richard.

eLearning design is an emotional topic. Training professionals who develop eLearning tend to have strong opinions about what approaches work best. It's a good idea  to keep an open mind, because the answer to some important considerations can vary depending on numerous factors. There are a number of myths and misconceptions in eLearning design, so it is advisable to be on guard against making decisions based on faulty assumptions.

eLearning development is traditionally very labor-intensive, and thus expensive. Various techniques and tools have emerged that shorten the development cycle, and therefore the selection of  development tools can have ripple effects on a variety of decisions, including whether or not eLearning or ILT should be used (or perhaps a more diverse blended approach).

Some general considerations and best practices include the following:

• The decision on whether or not to use eLearning should take into consideration the number of prospective users, the potential cost of travel when comparing to ILT, all possible development tool choices, and the frequency with which content needs to be updated.

• The least expensive form of eLearning involves simply recording presentations and demos. It may be recorded as a presentation to an online audience (a “webinar”), or as a solo recording. This technique is now quite common, and clearly is very different from "traditional" eLearning. However, it can be effective and the best choice in some cases, even though it involves no formal hands-on activities. Each lesson developed in this manner should not exceed 45 minutes. Do not rule out eLearning as a possibility based on cost until this approach has been considered. Remember the rule of thumb that motivated learners can and will learn effectively from materials that are not of the best quality, as long as the required information is included.

• Interactivity is clearly a big plus when feasible. Simulation tools available on the market today allow you to capture procedures as you perform them on a PC, and then quickly convert the capture file into an interactive exercise.

• There has been much research on how to make eLearning effective. For example, the best techniques for incorporating audio have been extensively studied. It is very useful to be familiar with the results of this body research. A highly recommended, comprehensive summary of research in eLearning is e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (October 2002) by Ruth Colvin Clark and E. Mayer Richard.