STEP 01 : BASELINE

1. Check if, Content can help you build the authority of your training.

2. Check if, Content can encourage learners’ engagement.

3. Check if, Content can add value to your training.

STEP 02 : SETTING UP

1. Check if, You’ve defined the learning goals.

2. Check if, You’ve analyzed your target audience and its training needs.

3. Check if, You’ve defined the learning objectives.

STEP 03 : TOPIC ANALYSIS

1. What do learners need to know to meet the learning objective?

2. What skills do learners need to perform the learning objective?

3. What are the activities (tasks, exercises, case studies, scenarios) that can help learners understand the content?

4. What are the most common mistakes people make (related to the topic)?

5. What are the most common questions that people ask (related to the topic)?

6. What is the information that is considered “obligatory”?

7. How will you assess the learners’ knowledge?

STEP 04 : RESOURCE ANALYSIS

1. Are there any existing training materials that can ease the content development process (presentations, documents, manuals, specifications, videos, etc.)?

2. Do these materials contain all the necessary information? Are they outdated? Are there any inaccuracies? Are they interesting and engaging?

3. Is there any previous feedback on the quality of the training materials? What learners liked/disliked before?

4. Is there any missing information?

5. Why wasn’t the training considered successful before?

STEP 05 : CONTENT DEVELOPMENT

1. Your text should be easy to understand, clear and consistent throughout the training.

2. Don’t use phrases or jargon that some learners may not understand.

3. Use consistent formatting—choose one font and font size for titles, one font and font size for paragraphs, use consistent row length, use consistent font color, etc.

4. Place instructional text in the same place on each screen.

5. Leave enough white space between text blocks.

6. Each screen in your eLearning course should contain a limited amount of text, but enough to present all the necessary information.

THE THEORY of Malcolm Knowles

• Adults need to know that the training will have a direct and immediate impact on their daily job duties.

• The training needs to be problem-oriented. Your content has to focus on defined problems and how they can be solved.

• Adults prefer to learn through their experiences. Your job is to provide them with a safe environment where they can test new things, make mistakes, progress, and use their knowledge.

• Adults prefer to have a say in the training development and assessment process.

STEP 06 : THE THEORY of Robert Gange for Successful Environment Management

1. Gain learners’ attention right at the beginning of the training. To achieve this, you can use an interesting example or a task that they need to complete.

2. Present the learning objectives. Your learners are adults, and adults want to know why they need to take the training, what’s in it for them, how the training will ease their day-to-day job duties, etc.

3. Make learners use their current knowledge. Include activities that will make them apply what they already know.

4. Present the content. Provide learners with new information.

5. Guide the learners. Supplement the content with examples.

6. Make learners use what they’ve just learned. Include tasks and exercises that relate to the real-life.

7. Provide feedback. Give learners regular feedback about their performance.

8. Test learners’ knowledge. Assess what they have learned during the training.

9. Help learners remember and use their new knowledge and skills. Provide learners with additional resources—documents, web resources, etc.

NOTE

• If Providing a Training Material, The provided training materials might be well-structured, clear and organized. However, the situation might be the opposite. Keep this in mind and don’t panic if the second happens to you.

• If delivering a training on Specific Terminology, The training might cover a topic that includes very specific terminology. Take time to understand it. Make a dictionary to serve you as a reference, if necessary.

• If the training plan includes a narrator, keep in mind that it is a good practice for the on-screen text and the narrator’s script to be different.

• If the training will include audio and video files, you are the one that will be responsible for their text development.

• If there will be a dialogue scene in your training, you need to change the tone. You have to create a conversation that sounds easy and natural.

• If adding ETT, All Exercises, Tasks, and Tests should be related to the training content. Instructions should be short and clear.

• If Criticised while developing or delivering, Don’t take criticism personally. On the contrary, ask for feedback. This will help you succeed in your job and create effective eLearning content.

• Of course, proofread and edit your text.

• Use tools such as Google Drive, Google Docs, Grammarly, etc. They will help you create, archive and edit your content.

• Don’t include information that is not related to the problems that the training aims to solve. Any unnecessary information will overwhelm the learners. It may even irritate them, and your efforts will be in vain.

FOOTNOTE

In nutshell, an E-Learning Content is to be an E-LEARNING

• ENTHRILLING

• LUCID

• EASY TO ACCESS

• ADAPTABLE

• RESONATING

• NUBILE

• INCISIVE

• NICHENESS

• GLAMOUROUS