Long e-learnings

Hi there,

I think was makes e-learning feel long and tiring is if it's filled with information that's not relevant to the learner. I would concentrate on making sure the content is useful to the learner first and then worry about the interactions, etc. :)

Hi Allison, :) thanks a lot for the information, it is sure true. Actually I already have the materials and it is not me deciding on the materials, my job is to make it more interactive, that was the reason that I asked.

Hi,

So...how long are we talking?  That context will help guide answers.

In general, I'd say that scenario-based learning doesn't necessarily add time, but it does add engagement.  I'd also look for opportunities to build out a job aid and link to that from your course rather than have an exhaustive list of learning objectives.

Gotcha! In that case, I would just concentrate on making sure the interaction adds value and isn't just there for "fun".

I would group related content into topics and create a visually interesting hub menu. Structure the menu in a way that your learners can complete the topics in any order - once they complete a topic, they are returned to the menu where they can make another selection. This kind of structure gives learners a semblance of more control over their learning.

I agree with Allison about pairing down the content to what is relevant to the learner, but if you are not in a position to cut content then I would at least try to separate it into need to know vs nice to know information. Make the nice to know information optional by placing it in pop-ups and clearly signal that it is additional info for people who want to know more.

If the content is passive, I would rewrite it to make it active. I would eliminate redundancy, go light on adjectives and heavy on action verbs. I would use questions or open loops to instill curiosity.

I had to do something like this with a banking compliance course that was massive.  I approached it in a similar way as to what Nancy suggested by allowing the users to pick their own learning path, move the 'nice to know' information away from the main bulk of the course and have it as an extra that the learner can look at (or have to look at if its something like compliance).

The way I did all this was that I gave the learner a virtual iPad in the course, with virtual apps for videos, the content, notes for extra information, games, etc.  We had to force the learner down a linear path for this unfortunately but the concept was sound.  When the learner got to a certain point where they needed more information to progress, they would open the iPad, select the videos or notes app and then watch or read about what they needed to know.  They would then close the iPad and go back to the main course which they could now progress through with all the information they needed.

The content on the virtual iPad was not locked down so the learner could choose when and what they viewed.  If they wanted to they could watch all the videos and read all the supporting materials before even getting into the course itself (although some of it would be out of context if they did it that way).

All of these are great ways of dealing with massive courses. This worked for me once: 

If the subject warrants a meaningful, provocative story, create some video vignettes, or nicely narrated series of stock images (Ken Burns documentary style) for your material. An associate and I were once tasked with a very math heavy electrical principles set of courses for incoming electrical workers/engineers to a power distributor. It was very dry material and very technical. We used a character (a gritty seasoned electrical worker) to talk about an intense storm and how his team overcame obstacles. The events he talked about were loosely related to the content they had to learn. We placed the vignettes in the lesson as a sort of break from the content and as a way to introduce more material. We were also hoping that they would want to know more of the story and keep working through the course to find out more. The character also served as a bit of a guide which research shows, people do respond to.   

So then, think creatively and thematically about the content--sometimes content is only half of the story...our videos also helped set the tone that our clients wanted to convey. "Our work is dangerous, exciting, and challenging. We are responsible for powering people's homes, etc." Doing it this way might not cut down on time for the learner but they will have a great experience. 

Hi Diane, Thanks for your comment, you are right. It is about 100 slide content.

Hi Alison, Thanks for your reply. Sure, you are right.

Dear Nancy, David and Issac, Thanks for your comments, I got good information out of your comments and experiences. Thanks.