Sometimes the day-to-day pressures when designing an eLearning course lead us to develop training sessions forgetting among the most crucial elements: the students. Do not produce courses that merely satisfy the expectations of the teacher or other stakeholders involved, it will frequently wind up being 'on message' but inadequate - a course which says all the right things but fails to tackle the real problems.

The only method to define what is to be taught, when and how is to understand the target audience of your course. According to the attributes of your learners, you can specify the most suitable teaching strategies and resources. Without a concentrate on the learner, their needs, and aptitudes, eLearning cannot happen.

Do not: Mix Different Graphic Styles

Utilizing different colors, styles, sizes, typefaces, logo designs and designs in your courses stops students from identifying with your company. Whether your task is focused on clients or your own workers, you should provide it a personality in order to differentiate and place your company in the audience's mind.

A course for new workers ought to be in ideal sync with your company's brand name design. Bottom-line: your eLearning courses need to differentiate and be appealing to the eye, however do so in a way that also supports your corporate brand.

Do not: Evaluate Only At the End of the Course

Often it can be a (bad) practice to include a test at the end of your course, just because your stakeholder would like to know that individuals discovered something after completing the course. However, you shouldn't asses for the sake of it. Assessments in eLearning should respond to particular learning goals and students should be able to get something from them. Consisting of these simply at the end of the course is insufficient. An evaluation at the end of every module for example can truly help students: continuously make students think, strengthens what they've simply found out, increases retention, and keeps them awake and interested.

Including review concerns throughout the course will permit you to determine the level of understanding and assimilation of new understanding at different levels. Make the most of the vibrant and interactive nature of the eLearning environment to include different kinds of assessments for example: fill in the blanks, matching, drag and drop, engaging learning games, scenarios followed by numerous option questions and/or simulations in which students overcome a treatment, or true or false cases. The key is asking thought-provoking concerns and offer tough issues.

Don't: Lock Navigation

Why force every student to view what just some requirement? Even when students have been forced to read every screen of the course, that does not imply they're "getting" all the details. Locking the navigation and exposing students to every piece of material does not make material more understandable ... on the contrary, it might trigger students to focus just on the progress of the course (wishing to complete ASAP!), rather of taking note of the material of each screen. If you wish to prevent this, create a course that matters and encouraging enough for students to continue till the end.

Wake student's interest and let them learn in their own method! Students should be able to accelerate or slow down if needed, and have the ability to pick content and tools suitable to their interests, requirements and skill levels.

Fairly simply, the more limited you make the course, the more opportunities you need to disengage and frustrate learners. By developing an environment where students have as much freedom as possible, where they can click around and explore content as they wish, you are enhancing the learning experience.

Do not: Take Traditional Curriculum and Simply Move it Online

Among the most typical errors people make is to take a conventional face-face class and move it online, saying it to be eLearning. Imagine for a moment ... what would students learn if we use a Power Point presentation that a trainer made use of as a recommendation in a presential classroom as an online course? Probably nothing! It would simply be an uninteresting slideshow that doesn't describe details clearly. If you desire to convert standard training sessions into eLearning courses you have to transform and adapt the content, not just change its format. Online courses must to be more than just online reading.

Do not: Overdose Your Learners With Interaction

Interaction has actually constantly been seen as a key element of an eLearning course to get learners included. An extreme usage of interactive methods can become an interruption for the student and lower the effectiveness of the course.

Find various ways to perk up the course with the ideal measure of interactivity and to have learners do more than just checked out. Interaction is everything about getting them sensation, acting and connecting. Some ways you can do this are through storytelling, examples, videos, avatars or learning agents, simulations, put students in real-life scenarios where they can try on their abilities, or encourage interactive discovery and exploration in your course with case studies or success stories.

Do not: Try to Cram In Everything

You're excited about your content and everything you can do with it - and you wish to tell the students as much as you desire. That's fantastic, but make certain the quantity of content does not overwhelm the design of the course.

Utilizing an affordable font style size and leaving a decent amount of white space on the screen will help make the content much easier to ate. Get your design team included early in the material creation procedure to help set expectations for the amount of text that can be supported without jeopardizing readability.

The key is to feed the learners a bit at a time by chunking material, using bullet points or breaking info into steps. The approach of aiming to stuff as much information as possible nearly never ever works! So focus less on disposing information on the learner and more on exactly what info they have to do their daily tasks.