Effective e-learning development

Effective competency development has never been more important, as companies struggle to keep up with the ever increasing pace of change. To remain competitive and retain high-performing employees, companies need to ensure easy, fast, and on-demand development activities. One way to do this, is to design, develop and distribute bite-sized e-learning modules, that can be consumed by employees on demand.

This is a simple 10-step end-to-end approach to develop e-learning modules.

End-to-end e-learning development

Step 1: Module design

Step 1 focuses on defining the underlying learning objectives, i.e. what knowledge and information do the module aim to convey to the learner/user. Defining the learning objectives must rely on a specific and well-documented audience selection.

In this step, an impact case is developed to document two primary elements of expected impact of the e-learning module; behavioural impact and business impact. The behavioural impact outlines how the learners are expected to change their behaviour based on the content, while the business impact outlines the efficiencies expected to arise from said behavioural changes.

Finally, this step is also where relevant subject matter experts get together to align on the development process and expected outcomes.

Step 2: Script writing

Step 2 is all about outlining the core story and key learning points to be conveyed throughout the e-learning module. This is where SMEs and e-learning developers work together to construct a logical narrative with a proper flow through a range of relevant topics.

Script writing is the first part of the creative process to transform subject matter expertise into a logical and intuitive narrative. The aim is to bring key learning points to light through story telling techniques that engage the learner.

Step 3: Story-boarding

Step 3 concerns the transformation of the narrative from step 2 into a visual storyboard.

A key element in this step is to define the underlying visual identity, i.e. “slide-master”. This entails outlining colour codes, icons, photos and other visual aids. It is particularly important to align on the visual identity early on if multiple e-learning modules are developed as part of a broader learning journey.

Story-boarding is often done as a series of iterative workshops, where creative ideas are tested using best practices for fast prototyping.

Step 4: Audio

Step 4 concerns audio production for any voice-over to be used in the module. In some cases, audio is produced in order to have a narrator explain each section in line with the script. In such cases, the voice-over audio supports the visual storyboard section-for-section. In other cases, audio and sound effects are used to support only certain sections and videos throughout the module. Professional agencies can provide cheap and quick voice-over audio in different languages, e.g. BunnyStudio.

To ensure proper sound quality, it is important to use proper studio equipment and professional native speakers. Poor sound quality and narrative is worse than no sound at all.

In rare cases, audio is omitted and this step can be skipped.

Step 5: Video

Step 5 focuses on video production to be embedded in the e-learning module.

Video material usually falls into one of the following categories.

1. Recorded videos: key individuals expressing their opinion on, or simply explaining, a topic in the e-learning module. A manager outlining the importance of the organization’s must win battles is an example of a recorded videos.
2. Animation videos: stories told using animation characters, visual icons, avatars and the like. A stick-figure character explaining a business process is an example of this kind of video.

Step 6: Development

Step 6 concerns the actual programming of the e-learning module. Thus, this step is about combining the storyboard, voice-over and video material from step 3-5 into an cohesive e-learning module.

Production does not happen in isolation, but relies on frequent touch-points with SMEs and other stakeholders. However, production time relies heavily on the extend to which the former steps where performed adequately. An unclear storyboard and visual identity will inevitably lead to multiple iterations and prolonged production times.

E-learning modules are created in specific software suits, often referred to as authoring tools. Common authoring tools include Articulate Storyline or Rise.

Step 7: Quality control

Step 7 aims to ensure a proper review and user-testing of the e-learning module before the official launch. User-testing, quality-control and feedback allow end-users/learners to test the e-learning experience (incl. functionality and formatting) and provide their input. This allows for potential updates before the e-learning module is finalised.

This phase often relies on input from both SMEs, e-learning designers, end-users, management and other relevant stakeholders.

Step 8: Deployment

Step 8 is about uploading and providing access to the finalised e-learning module.

E-learning modules are usually stored as file-packages in one of the following formats: SCORM or AICC. File packages in these formats can be uploaded to most learning management systems (LMS). The specific formats allow the e-learning module to submit data to the LMS when the learner interacts with it, e.g. test scores, user input etc.

When an e-learning module is uploaded to an LMS, it will be enriched with meta-data describing the content.

Step 9: Tracking

Step 9 concerns the monitoring of users and their completion of e-learning modules.

User access and tracking is managed through the LMS, which often includes a range of features such as automatically sending diplomas after completion, e-mail reminders etc. Some LMS’s have gamification elements as well.

LMS’s have specific interfaces for users/learners and administrators. Administrators have access to uploading new e-learning modules, assigning access to e-learning modules, updating meta-data and reviewing completion rates and other reports for each e-learning module.

Step 10: Effectiveness

Step 10 concerns activities to track if the desired impact is reached as described in the impact case outlined in step 1.

This steps includes reporting on key performance indicators such as completion rates and test scores. These data points are readily available in most LMS’s.

This steps is also about testing the business- and behavioural impact by other means, such as user surveys, interviews and performance ratings etc.

Need help?

Reach out to me at chrh@implement.dk to learn how we can assist you with design and development of exciting e-learning modules.