What is e-learning?

Since the term e-learning was first coined back in 1999 several different labels have emerged to describe the same thing. Additionally,  there are some new definitions which differ from the original to address new applications that are now possible due to advancements in technology.  As a result of all these different labels and definitions, the term e-learning can be very confusing for beginners.  This video will provide you with a better understanding of the term e-learning and its definition.               Click on the image above to view the video.

What is rapid e-learning?

Rapid e-learning is defined as online self-paced instruction that can be created using rapid authoring software. Rapid authoring software was originally invented to enable subject matter experts with little or no technical skills to quickly, easily and economically create and share  multi-media digital content online. Rapid authoring software allows users to build content and display it using a specific type of digital media player that is integrated into a web browser. (Most rapid authoring software programs also provide an option to save content to a desktop or CD to be displayed without a web browser.)  The digital media player can be customized to allow users to control pace, choose topics from a table of contents, interact with the content, play embedded videos, and take knowledge quizzes. (Click here for examples) In short, rapid e-learning is godsend for those of us who love technology, have a technical bent and artistic flair, don’t want to become programmers.  However, there are some downsides to rapid e-learning that every user needs to understand and be able to address to maximize its incredible potential.

Why the term rapid e-learning is a misnomer?

Early rapid authoring tools were very basic, but today they offer robust features that can be used by virtually anyone to produce highly interactive e-learning content.   Prior to the introduction of rapid authoring software, most e-learning content was created by programmers who worked for custom design shops. Today, most e-learning content is built by training professionals using rapid authoring tools. Oddly enough, many of today’s custom design shops, aside from building content from scratch, also employ rapid authoring tools.  As a result, the line between rapid e-learning and custom e-learning has been blurred, and this is part of the reason why many e-learning practitioners feel that the term no longer valid because it does not reflect its true capabilities.  Moreover, being able to create good quality and highly interactive e-learning content using rapid authoring tools requires many specialized skills – both technical and non-technical. Reaching full proficiency on these skills can take up to a year depending on the amount of time one dedicates to developing them and more importantly, depending on the level of e-learning content someone wants to be able to produce. (See e-learning content levels below) Naturally, the higher the level of e-learning content desired the more skills that are required. Additionally, users may also need to learn more than one piece of software to be able to produce more complex content. For example, to add narration they will need to learn how to use audio editing and recording software, and for customizing graphics they will need to learn how to use graphic editing software. To add a video it will require someone to learn video recording and editing software. In some cases, a user may also need to learn how to build custom flash animation. All of these considerations have added to training professional’s angst over the term rapid e-learning because it is no longer consistent with the original objective of performing “rapid authoring”.  Regardless, it is the defacto standard used to describe most multi-media e-learning content with the exception of custom e-learning content which is built from scratch.

On the plus side, rapid e-learning makes it no longer necessary for training professionals to farm work out to custom design shops. (Some exceptions may still apply such as the need for high quality custom 2D or 3D graphics, animations, or simulations.)  Additionally, rapid authoring tools have afforded training professionals more control over their e-learning content and development costs. However, rapid e-learning is not necessarily less expensive than custom development, particularly in the short-run. Until a user has honed all of their skills and refined their development process, rapid e-learning can be very expensive. This site provides valuable information to minimize rapid e-learning start-up costs and ramp up costs as well as streamline the  development process. In the long-run, rapid e-learning can be far less expensive than custom development provided the right e-learning strategy is in place and that it is being properly executed. (See e-learning strategies)

Here is a list of the different skills required to develop high quality and highly interactive rapid e-learning.

Why do I need to learn about e-learning content levels?

If you are going to start developing e-learning content, you will need to have some idea of what is possible. E-learning content can be categorized into different levels that range from basic to complex. The level of complexity depends on factors such as the amount of interactivity, the type and quality of graphics and animation used, and whether audio narration has been added. The idea of using a framework to define e-learning content was first introduced by Bersin & Associates back in a 2007. The Bersin model grouped e-learning courses into 4 levels. It was developed to make it easier for buyers of customized e-learning content to compare e-learning development costs between vendors.  The Bersin model focused on “levels of interactivity” which was loosely defined. I have adapted this model to include more encompassing definitions that make it easier for e-learning beginners to distinguish between levels. I have also provided examples of e-learning content for each level except level 4. Typically, level 4 type content is considered custom development which is outside of the realm of this site. The four levels of e-learning content do not necessarily imply a specific level of quality. Quality is a separate attribute that can vary dramatically within each level. Moreover, quality is very subjective so defining it is difficult, if not impossible.

Levels of e-learning content
Level 1 – May include: Linear formatted flash presentation with basic graphics and no audio narration.	Example of Level 1: This is a straight forward conversion of a basic PowerPoint presentation to flash. The animation in this sample is slow because it has been converted using the software’s default timing sequence.  Also, this particular module has been programmed to give the user full control of moving between screens. Click on the forward arrow at bottom right of the screen to move forward. The animation timing can be changed to speed up and the screen control can be programmed to advance automatically. Please be patient with this version.   Click here
Level 2 – May include: Linear formatted flash presentation with some animated graphics, and with or without audio narration.	Example of Level 2: This example contains photos and text that fly-in using PowerPoint’s custom animation feature. Click here . There is another example of  a Level 2 e-learning course in one of my posts.(E-learning-Making sense of its meaning!) This second sample contains static graphics of characters that I created myself using PowerPoint’s drawing tools. Although using drawing tools require slightly more advanced skills, you can see that the graphic images in the post sample are not professional quality, but they are adequately effective in delivering my desired message using an e-learning format.
Level 3 – May include: Non-linear formatted flash presentation with branching scenarios and some interactive graphic animation, screen captures, off-the shelf video, and with or with audio narration.	Example of Level 3: This is a basic level 3 e-learning course. Click here.
Level 4 – May include: Real life or game simulations, custom videos and 3D graphics and animation.	Examples of Level 4: