Creating an E-Learning Module - What does it take?

When well versed with all the theory and considering kickstarting a career in e-learning, one might be wondering what all does it take to complete any given project. Well, answer is - it depends! On what you ask? Well, the product type, its timeline, duration, manpower and budget. Once answers to all of these are clear then starting work can be considered. Some line of thoughts discussed here will help you understand this in detail.

One of the best references is Chapman Alliance. Post an extensive research study, they concluded that all results are shown as ratios, showing number of hours of development to create 1 finished hour of learning (output).

Instructor-Led Training (ILT) - including front end analysis, design, lesson plans, handouts, workbooks, PowerPoint, SME reviews of content to be used during live, face-to-face learning events.

22:1 - ILT training, Simple learning content, possible repurposing of learning source material, with minimal learning support materials.

43:1 - ILT training, average project for creating corporate ILT class with well documented deliverables (Lesson Plan, Handouts, Workbooks, PowerPoint Visuals)

82:1 - ILT training, Complex subject matter, very custom, extended time spent on formatting classroom deliverables.

Level 1 eLearning (Basic) - Including content pages, text, graphics, perhaps simple audio, perhaps simple video, test questions. NOTE: PowerPoint-to-eLearning often falls into this category. Basically pages with assessment

49:1 - eLearning output, Rapid Development, Simple Content, Specialized Authoring Tools (i.e. PowerPoint to eLearning tools)

79:1 - eLearning output, Most typical (average) Level 1 eLearning Content

125:1 - eLearning output, Complex projects, difficult to produce, more media production

Level 2 eLearning (Interactive) - Level 1 eLearning content plus 25% (or more) interactive exercises, allowing learners to perform virtual "try it" exercises, liberal use of multimedia (audio, video, and animations)

127:1 - eLearning output, Rapid development through templated interactions, simple animation, efficient or low-end media production

184:1 - eLearning output, Most typical (average) Level 2 projects

267:1 - eLearning output, advanced and custom interactions, embedded simulation activities and lots of media

Level 3 eLearning (Advanced) - Highly interactive, possibly simulation or serious game-based, use of avatars, custom interactions, award-winning caliber courseware

217:1 - eLearning output, templated interactions, templated games and simulations, efficient simulation development practices (rapid development)

490:1 - eLearning output, Most typical (average) Level 3 projects

716:1 - eLearning output, complex projects, advanced learning simulations and games, extensive media production NOTE: Several respondents listed times greater than 2000+ hours of development per finished hour (very advanced learning simulations and games).

Another reference to adopt the results found from Dr. Karl Kapp's studies. 

Type of Training per 1 hour	Low Hours Per hour of Instruction (2009)	High Hours Per Hour of Instruction (2009)	Low Hours Per hour of Instruction (2003)	High Hours Per Hour of Instruction (2003)
Stand-up training (classroom)	43	185	20	70
Self-instructional print	40	93	80	125
Instructor-led, Web-based training delivery (using software such as Centra, Adobe Connect, or WebEx-two-way live audio with PowerPoint)	49	89	30	80
E-learning Developed without a Template
Text-only; limited interactivity; no animations	93	152	100	150
Moderate interactivity; limited animations	122	186	250	400
High interactivity; multiple animations	154	243	400	600
E-learning Developed within a Template
Limited interactivity; no animations (using software such as Lectora, Captivate, ToolBook, TrainerSoft)	118	365	40	100
Moderate interactivity; limited animations (using software such as Lectora, Captivate, ToolBook, TrainerSoft)	90	240	150	200
High interactivity; multiple animations (using software such as Lectora, Captivate, ToolBook, TrainerSoft)	136	324	60	300
Limited interactivity; no animations (using software such as Articulate)	73	116	NA	NA
Moderate interactivity; limited animations (using software such as Articulate)	97	154	NA	NA
High interactivity; multiple animations (using software such as Articulate)	132	214	NA	NA
Simulations
Equipment or hardware (equipment emulation)	949	1743	600	1000
Softskills (sales, leadership, ethics, diversity, etc.)	320	731	NA	NA

The question that still remains is that can these values be followed as they are? Answer is not really. They set a benchmark for us and we can work ahead using these values. And most importantly, these values dont include the following:

• Writing an eLearning script or developing a storyboard

If you’re creating a software simulation, you’ll need a step-by-step recording script. If you’re creating soft skills content (lessons such as conflict resolution or onboarding), I've found that it could take between 1-2 hours to write a single minute of content.

• Rehearsing the Script

Once you're written the software simulation script, you'll likely need to run through it multiple times to ensure it's accurate.

• Writing an Audio Script

If you're going to include voiceover audio, you should create an audio script. It could easily take you 40 hours or more to prepare an audio script.

• Recording the Software Simulation or Video Demo

Once you've written a script, recording screen actions in any of the eLearning tools is simple and shouldn't take more than the actions detailed in the script. For instance, if the script has you recording a 3-minute process in Microsoft Word, it should only take 3-minutes to record the process. And while recording screen actions doesn't take a lot of time or special skills, if there are a lot of simulations to record, you'll need to factor the time in your budget.

• Developing Assets Externally

You can save production time in your eLearning tool by creating as much of the course assets as possible outside of the eLearning tool. Many people create the content in PowerPoint and simply import the content into the eLearning tool. While that means there will be less content to create in the eLearning tool, don't overlook the fact that the content still needs to be created in that other tool. The production clock begins ticking after you create a blank project, open a project containing previously-recorded content, or import external content such as a PowerPoint presentation. Production includes, but is not limited to: 

• Adding/editing text content such as callouts/captions
• Adding images
• Adding animations
• Adding interactivity (Buttons, clickable hotspots, menus, etc.)
• Creating quizzes
• Publishing to an LMS or web server
• Testing the published content
• Fixing errors found during the testing process
• Republishing and retesting

Inspite of taking so many precautions, it can happen that there is a mismatch between what is estimated and what happens at actual. One of the biggest reasons being client project managers, SME(s), and their organizations, do not have a firm grasp on their own needs. Expectations of what the project would look like as a finished product causes delays as does the desire to add additional content at the last minute. Within the scope of work there were also sub-factors, such as:

• Lack of understanding of one’s responsibility to project; which included not allotting enough time to review work, SME unavailability, provision of materials in a timely manner
• Organizational changes; changes impacting either resources for the project or the overall project
• Incompatible technology and/or lack of knowledge of a technology. It was noted several times that the clients’ technology was incompatible and/or there was a learning curve to using the new tools. To a lesser degree it was also mentioned that software quirks also lent to development time being impacted.

Nevertheless, a trick to address the above challenges can be freezing the script initially and adding a cost per minute of extra changes made. Its business after all! :)

Microlearning

A decade back, e-learning would be associated with simple videos and websites. As time moves ahead, methods of design and training have kept evolving. Modern learners are short on free time and even shorter on attention spans. That’s why microlearning (delivering educational material in bite-sized chunks) is growing in popularity.  Microlearning content can come in any format (text, video, pictures, etc.) and is relatively cheap to make.  A quick answer that solves a pressing problem is exactly what microlearning is all about. Bite-sized learning materials that can be quickly accessed whenever they are needed is an important part of the LXP approach.

You might be wondering what is meant by 'LXP'. Well, the full form is 'Learning Experience Platform'. You may have heard of the term 'LMS'. It means 'Learning Management System'. The difference between the two systems is relatively easy to sum up. The fundamental difference between LXP vs. LMS comes down to administration and control, Whitbeck said. An LMS focuses more on the administration of learning than the experience, while an LXP focuses on the ability to facilitate personalized learning.

Coming back to the latest ongoing trend of Micro Learning, it has become popular for multiple reasons. This learning solution presents small chunks of information in brief modules (maximum of 10 minutes in duration) to learners and allows them to revisit at any time. These easy to consume bits of information are designed with the intent to help learners meet a specific goal on their learning path. In addition to being an effective tool for learning, there are a variety of benefits to using microlearning, to include:

• Cost and Time Efficient
• Personalized to Learners
• Unbiased and Purposeful Knowledge
• Can be used on any device in any location
• More comprehensible for learners

Microlearning is the perfect method of teaching for organizations who have a limited amount of disposable time for training, these brief modules can deliver high quality information without becoming a distraction. The adoption of microlearning has become a popular phenomenon in eLearning, and instructors anticipate the trend will continue to accelerate within the industry. In recent years, Micro-learning has supplemented and in many cases, even replaced the traditional method of learning which was time-consuming and primarily focused on theory. Microlearning, on the other hand, focuses more on the application and is largely self-driven, thus, producing effective and measurable results. 

One of the most well received methods of creating microlearning modules is to create instructional videos or podcasts.

Instructional videos can be a great way to give information as they are engaging and brief. Micro-learning can be used to create short videos about a particular product or developing a needed skill-set, which can then be shared across a variety of platforms like the company’s website and Youtube. This is convenient as the learners can access it whenever required.

Similarly, educational podcasts make it easier for the learners to gain information from the comfort of their own house or while traveling, without taking up too much of their time during work hours. It makes the process more learner-centric as they have control over their learning and can easily set their own pace for receiving the necessary information.

Not only are microlearning videos ideal to provide effective just-in-time (JIT) learning support to your people, instead, they can also be personalized according to the needs of a learner. Most importantly, from a business perspective, microlearning modules can be created quickly and at low cost. This is because it takes less time and money to develop these modules compared to “conventional” eLearning courses. Furthermore, the high degree of efficacy of bite-sized modules ensures your staff members are provided with the learning of the best quality.

To keep it short, quick in design and delivery where as high on revenue!