The e-Learning Design Challenge

Technology, models and design principles

The e-Learning Design Challenge

Technology, models and design principles
For or against?
The promise of e-Learning generates as much criticism as applause. This is
not because e-Learning lacks the potential to dramatically change the way
teachers teach or learners learn, but because the design and implementation
of e-Learning applications remains in its formative years.
Resistance is futile.
E-Learning affords a lot of opportunities. In one hand, enhancing classrooms
with computer-aided instruction offers innovative ways of delivering
information and stimulates collaborative learning. In other hand, e-Learning
provides an economic advantage for higher education: less costs and more
value in running a class (Twigg, 2002).
Cutting corners.
Sometimes the attitude toward cost-effectiveness has resulted in building
cheaper, less effective e-Learning courses. Information is expensive to
produce, but cheap to reproduce (Shapiro and Varian). But e-Learning
courseware is not just about content, but the delivery of that content.
Be effective.
As e-Learning continues to evolve, it is important to remember how people
learn. Developers must consider and understand instructional design and its
integration into building e-Learning courses. The quality and value of eLearning applications is also dependent on:
1. The use of available technology
2. The design and development of applications.

In the next sections, we will explore what developers need to know about
design and technology for e-Learning solutions:

1. E-Learning functional philosophy

There are several key concepts in developing E-Learning courses and
applications. These concepts not only distinguish web-based learning from
traditional classroom environments, but also demonstrate its strength as a
scalable and distributive network technology.

Standardization
An increasingly popular idea in networked industries is the idea of setting
standards to encourage universal recognition and distribution among
competing developers. If an industry can agree upon standards in the
language and components of software design, it fosters interoperability
between systems and applications. In this way, developers and educators
can interconnect content and tools from different vendors.
Successful Standards: HTML, XHTML and XML
The most ubiquitous and accepted standards involve the language of building
web sites. The World Wide Web Consortium (W3C) continues to evolve the
Web development language from HTML, which is universally interpreted by
all web browsers, toward XHTML and XML, markup languages that allow
more flexibility in tag creation for style and content management, as well as
the ability to modularize and extend traditional HTML content.
Standards Organizations
There are several organizations that are leading development in setting
standards for E-Learning. The key groups are listed below with a brief
summary and links to their web sites (Rosenberg, 2001:169):
Airline Industry CBT Committee (AICC)
Although this organization focuses on developing guidelines for the aviation
industry for delivering Computer-Based Training, its efforts to promote
interoperability are widely successful.
EDUCAUSE Instructional Management Systems Project (IMS)
More and more vendors are following the guidelines set for by the IMS, which
define open specifications for using educational content, tracking learner
performance, and maintaining administration and record-keeping.
IEEE Learning Technology Standards Committee (IEEE LTSC)
This organization certifies and accredits contributions from other
organizations to publish official industry technical standards,
recommendations and guidelines.
Challenges in Standardization
Of course achieving interoperability does not occur quickly. Although
advances are increasing the use of standards, industry awareness is still a

concern (Rosenberg,2001:170). If more buyers become aware of the need

to use standardized software and hardware, then vendors will be encouraged
to conform to standards practice, rather than build proprietary systems in
hopes of market lock-in.
Perhaps a larger concern for standards integration involves an infrastructure
needing an overhaul in order to interconnect with newer systems. The
legacy systems that were implemented before Internet-architecture
dominated may not be compatible with new software, or inexpensive to
replace or modify.

Modularization

Another exciting achievement in software and web development involves

breaking down content and language into reusable parts. At first this was
thought of as a successful model for rapid development now it is
understood as a powerful way to manage and repackage information.
Information Objects
Granularizing information by breaking it down into discrete units allows
another level of interoperability. Independent, self-contained modules make
lessons self-sufficient (Horton, 2001:174), and provide the ability to
assemble courses from a series of reusable components, making E-Learning
solutions easy to design and cost-effective.
Component Parts
Creating discrete units involves the identification of the component parts of a
course. This includes text objects that highlight specific concepts or media
that reinforce or demonstrate particular topics.
Sharing Objects
Once information objects have been defined, object libraries can be created.
Educators and developers can choose from a library to create customized,
highly scalable sequences for various E-Learning applications. The benefits
are manifold: lowered costs through recycling; personalized content based on
learner-needs and flexible design that can be reconfigured quickly
(Rosenberg, 2001:171).
Modularization redefines the relationship of information and knowledge and
the linear construction of content developers are used. Eric Parks, Ph.D.,
President and CEO of ASK International calls this a new language of
learning. Click here to learn about this language.

Scalability

Although the idea of scalability remains inherent in most networked

industries, scalability does not just involve a flexible infrastructure. For E-

Learning, scalable content is equally important. The previous notions of

standardization and modularization leads to scalability, and certainly most ELearning packages could reach 100 or 100,000 participants similarly, but as
the rising need for understanding education in a global context becomes
paramount, redefining scalability in terms of content is the next step.
Product Portability
All applications must remain complete flexible to a new product line and
transition effortlessly into new technology infrastructures. In one case, this
involves underdetermined design; that is, design that meets the
requirements of the lowest common denominator.
Market Entry
Fitting into a new market involves more than product portability, it also
involves strategically assessing how E-Learning fits into global domains and
leveraging government support with commercial partnerships (Eduventures,
2001).
Language Barriers
Another level of creating knowledge objects is making them scalable to
multiple languages. Although proper translation of material, as well as using
standardized knowledge for math and science concepts (ex. meter vs. foot,
or celsius vs. farenheit) is essential, preparing discrete units so content can
be easily changed might be one of the most difficult challenges for the
developer.

Synchronous v. Asynchronous Technologies

A very important design decision regarding E-Learning applications involves

whether the content should be synchronous or asynchronous, or more
importantly, how to blend the two (Horton, 2001:55).
Synchronous Examples
Synchronous technologies involve real-time ritualistic communication. All
participants are responsible to perform activities at the same time. Examples
include instant messaging or chat rooms, audio/video conferencing or white
board sessions.
Asynchronous Examples
Asynchronous technologies follow the anytime-anywhere model of ELearning more closely, and allow a self-paced approach. These typically
include multimedia presentations, message boards, web pages or online
quizzes. The learner can access the information whenever needed.
Hybrids
Each model has benefits and challenges. While synchronous models
encourage the social side of learning and create less isolated learning spaces,

they demand that all learners work at the same pace, and remove some of
the time/space freedoms E-Learning is so often associated with. Perhaps
most importantly, however, synchronous models are more costly and require
more technology: higher network speed, such as broadband; and more
complex apparatus such as web cams.
Synchronous models allow the student to enjoy self-paced study, repetition
and more personalized content, but can create the feeling of remoteness.
What the developer should keep in mind is that the hybrid of these two
models creates exciting possibilities for E-Learning. By defining which
components of a course should be delivered as knowledge objects and which
components should foster social learning remains imperative.

CASE STUDIES
MIT OpenCourseWare
Open sourcing the curriculum of popular classes, MIT pioneers a new way to
deliver E-Learning without brand dilution.
http://ocw.mit.edu/index.html

Macromedia dives into e-Learning

Macromedia Extreme combines Flash with modularized components to allow
customizable E-Learning applications that are learner-driven. Choose from
synchronous and asynchronous models.
http://www.macromedia.com/desdev/contribute/extreme/extreme001.
html
Macromedia Contribute allows all students and faculty with no web building
experience to build collaborative web sites.
http://www.macromedia.com/resources/education/special/contribute/
hed.html
Columbia Universitys Use of Live Experts
Columbia University offers live webcasts from distinguished lecturers,
professionals or experts from various fields.
http://www.ccnmtl.columbia.edu/

2. Models of e-Learning
After assessing the goals of a course, the material that will be used and the
methods of evaluation, the developer can choose between three distinct
models of E-Learning. These can be used stand-alone or as hybrids to
provide a diverse learning experience. They include:
1. Presentation Model
2. Interactive Model
3. Collaborative Model

Presentation Model

In this asynchronous model, information is presented one-way to the learner

via text, graphics and sound. It is a demonstration, a simulation, a story or
a movie.
Watching television or going to movies is a favorite activity for Americans, so
the presentation model should be quite effective, as this is the medium
people are used to. Using production techniques that capture the learners
attention is the key to making effective presentations.
The obvious advantage for using Presentation models is the lack of individual
hardware requirements to deliver the information to a large audience, but
critics might argue presentation models are not as engaging as the other
models.

Interactive Model

The interactive model takes presentation of materials a step further by

requiring users to interact directly with the material. This can be as simple
as clicking buttons to navigate themselves through the course content or
more involved such as answering test questions, running experiments, or
connecting objects and concepts. A biology class, for example, might have a
learner use the mouse to build an endocrine systems in a blank human body.
A chemistry class might have the learner experiment with mixing chemicals
with polymers in a simulated environment.
This model might have more impact on learning, as learners become directly
involved in material. Learners make active choices, navigating their own
path and understanding the building blocks of their studies. The new science
of learning, as presented by the National Research Council, states the most
important aspects of learning and knowledge, involve active learning,
where learners control their own learning, metacognition, where learners
are monitor their mastery of skills, and transfer of learning, where learners
reuse previously learned material in new arenas (National Research
Council, 2000). The interactive model of E-Learning supports each of these
notions.

Collaboration Model

The collaboration model encourages the social aspect of learning, as it

creates online communities which share information and discourse, or
complete collaborative work and projects.
Message boards, for instance, foster an archived knowledge base of a
community of practice. It allows multiple topics with threads that can be
collapsible or expandable, demonstrating an easy way to organize the
discourse.
Document repositories allow a central database to store and organize
documents, offering excellent accessibility to course materials, or for peers to
file-share when working on a collaborative project.
A more synchronous example might be the web-based video conference,
where multiple participants from various geographical locations use real-time
audio/video transmissions to have class or foster discussion.
Even email can be effective in allowing the discourse to continue anytimeanywhere. Professors become more available and peers have an easy, nonintrusive way to contact each other and promote the completion of the
project.
Case Studies:
ExploreMath.com
ExploreMath uses unique multimedia applications for educators to introduce
mathematical concepts in classroom settings. Each concept is an interactive
simulation or puzzle to accompany a lesson plan.
http://www.exploremath.com/activities/index.cfm
Humans in the Natural World
An E-Learning zoology course at the University of Guelph. This application
won the NaWeb 2001 award for best single course.
http://www3.open.uoguelph.ca/de/ideaExchange/zoo1500/
MIT Media Lab: The Future of Learning Group
Project: Re-thinking Mentor Development
This project proposes the use of educational technologies that have the
following characteristics: they not only allow, but also encourage people to
produce (vs. consume) information and content; they invite people to
collaborate and communicate with others who share the same interests,

goals and needs; they are functionally or conceptually transparent (vs.

opaque) because they allow deeper level of understanding; and finally, they
allow reflection.
http://learning.media.mit.edu/projects.html

3. Design Tips for E-Learning

Designing E-Learning applications involves several components:
1.
2.
3.
4.

Designing the user interface and multimedia to suit learner needs and
maximize the learning experience.
Constructing content which is personalized and effective.
Structuring the system to allow continuous evaluation from and for
the learner.
Incorporating innovative ways to manage and explore large and
complex amounts of information.

In the following sections, we will explore some basic principles in the above
categories and list some simple design guidelines for building E-Learning
applications.

Interface Design
The medium is the message is one of the distinct realizations of
contemporary media studies. As our mediums continue to evolve and
converge, the interface remains the crossing point. Some of the basic
principles of metaphor and iconic representation developed by pioneers in
human-computer interface design such as Xerox PARC or the Apple
Computer Group still dominate the inputs and outputs of digital technologies.
For purposes of E-Learning applications, understanding how to build these
interfaces and representations is essential.
The Lowest Common Denominator
Although computer hardware and software gets faster and cheaper, a digital
divide permeates all development. The platforms, networks and bandwidth
varies with each institution and individual. When understood in a global
context, even the training and understanding of using technology contrasts
between countries.
By designing each application to the lowest common denominator, one that
supports various platforms and bandwidth issues, the E-Learning application
becomes more usable and accessible. However, much of the excitement
surrounding E-Learning involves intense graphics or sound, and dumbing
down the design could prove to be a constraint. Delivery methods such as
Macromedia Flash are examples of how complex graphics and animation can
be delivered via Internet with bandwidth in mind, producing high-level

content and interactivity with small file sizes and complete browser
compatibility.
Another aspect of designing for the lowest common denominator is
simplifying the design elements and removing any information and iconic
clutter on an interface. As Theodor Holm Nelson, a Distinguished Fellow for
Autodesk, Inc. states, The relationship between power and flexibility for the
user and simplicity at the interface need not be inversethe best software
design assimilates all its functions to a few clear and simple principles
(Nelson, 2001).
Menus as Advance Organizers
In order for the learner to conceptualize an E-Learning applications structure
and functionality, the interface menu is typically the map. This map allows
the user to understand the domain (Nicol, 1999). The developer, or mapmaker must carefully organize and group menu items according to what
tools, objects or actions are required, as well as incorporate traditional menu
items such as File or Edit.
Use of Multimedia
Finding the right blend of text, graphics and sound can mean the difference
between E-Learning success or failure. Combining graphics and sound create
engaging environments, while real-time simulations provide real-world
applications for students.
Words and graphics in combination are more effective than words alone.
Action and graphics serve as production techniques that not only emphasize
a point, but also capture the attention of the learner (Doolittle, 2002).
Narration in combination with text words work better than words alone (The
E-Learning Developers Journal, 2002: 4). The repetition helps the learner to
retain information better. In effect, repeating similar content through a
variety of media engages the attention and motivation of the learner.

Personalizing content
myLearningExperience
The first way for software to engage a learner is to recognize their name.
Storing user profiles and allowing customizable components, including style
and color schemes is essential to making the learner embrace the
technology.
The learner should also be able to customize the front page of the application
to provide quick links to the tools she uses most, or news and information
she finds most important. This is another level of modularizing components
so the structure remains accommodating and adaptable.

The Tone of the Writing

The tone and voice has a significant impact on the way learners respond to
and retain information in E-Learning scenarios. Conversational tone removes
resistance to technology and often leads to more comfortable environments
and better information retention (The E-Learning Developers Journal,
2002:7).

Continuous Evaluation
Feedback Loops
In all stages of the learning process, E-Learning packages should generate
feedback to test progress and allow the learner to monitor their mastery of
skills or information. This occurs by featuring quizzes and permitting areas
to practice. Navigation that allows a learner to move to new material or
previous material also encourages a sense of efficacy that enriches the
experience.
Testing the Market of Learners
The only way to improve E-Learning design is to build a flexible structure and
incorporate continuous feedback from learners. From an apparatus
perspective, creating user interfaces that are intuitive often occur when the
leaner asks What does that tool do? or states You need a way to click
here
By getting feedback in the initial stages of design, better E-Learning
packages are built. After each successful course, getting feedback results in
constant improvement of the system.

Knowledge Management
Knowledge that resides in people is not as effective as knowledge that
resides in organizations. In education, this not only allows an institutional
history, but a more efficient work flow and sets of tools that make learning
more effective.
Tacit and Explicit Knowledge
Explicit knowledge, such as the textbook, syllabus or class notes can be
easily captured and retrieved. But tacit knowledge, such as the skills
developed in the classroom, the enhancements and experience a professor
has added to the curriculum or the milestones of solving a problem prove to
be one of the biggest challenges in imparting knowledge. Knowledge
management has a unique model for handling both tacit and explicit
knowledge: the ability to share and create knowledge as a group, archive
that knowledge, and provide an easy space for future learners to retrieve it.

Models of Knowledge Management

Knowledge is often considered in three levels (Rosenberg, 2001:70):
1. Document repository
The first efforts of knowledge management involve the ability to store
and manage documents in a central location.
2. Information creation and sharing
As people create and contribute information, the knowledge database
continues to expand. Correctly organized, it becomes faster to find
information online than to sift through books. The information can be
continually updated so its always contemporary.
3. Enterprise intelligence
The highest level of Knowledge Management occurs when a highly
complex and robust database of knowledge is organized and accessible
to learners, increasing system performance through the use of proper
tools (i.e. help features, wizards, design templates), exceptional
search engines and collaboration components which allow seamless
communication.

Case Studies
Google.com
An advanced search system that ranks pages by their importance,
linguistic relevance and incorporates a unique math algorithm.
Autonomy.com
This company implements knowledge management for enterprise level
company with sophisticated math principles to capture a documents
essence and intelligently manage documents across different
software packages and platforms.

ABOUT THE AUTHOR

David Huffakers interests surround education and technology, exploring betters way
to build learning tools and to implement technology in K-12 and Higher Education.
He is a Masters Candidate in the Communication, Culture and Technology program
at Georgetown University, and a graduate research assistant at the Childrens Digital

Media Center, which considers the impact of information technologies on child

development. David has worked professionally as a designer and web developer.

WORKS CITED
National Research Council. (2000) How People Learn: Brain, Mind,
Experience, and School. John D. Bransford, Ann L. Brown, and Rodney R.
Cocking (Eds.) Washington D.C.: National Academy Press.
Doolittle, Peter. (2002) Multimedia Learning: Empirical Results and
Practical Applications. White Paper.
Eduventures (2001) "A Global Education Market?" Corporate White Paper.
Hanna, Donald E., Michelle Glowacki-Dudka, and Simone Conceicao-Runlee.
(2001) 147 Practical Tips for Teaching Online Groups : Essentials of WebBased Education.
Horton, William K. (2001) Designing Web-Based Training: How to Teach
Anyone Anything Anywhere Anytime.
Nicol, Anne. (1999) Interfaces for Learning: What Do Good Teachers Know
That We Dont? The Art of Human-Computer Interface Design. Laurel,
Brenda (Ed.)
Nelson, Theodor Holm. (2001) The Right Way to Think About Software
Design. The Art of Human-Computer Interface Design. Laurel,
Brenda (Ed.)
Shapiro, Carl and Varian, Hal R. (1998) "Pricing Information," Information
Rules: A Strategic Guide to the Network Economy.
The E-Learning Developers Journal. (2002) Six Principles of Effective ELearning: What Works and Why.
Twigg, Carol (2002). Quality, Cost and Access: The Case for Redesign. The
Wired Tower. Ed. Matthew Serbin Pittinsky.
Rosenberg, Marc J. (2001) E-Learning: Strategies for Delivering Knowledge
in the Digital Age. New York: McGraw-Hill.

Fall 2003