Many decisions are generated from the front end analysis of an eLearning project. Some of the decisions could be user interface look and feel, flow of the content, media, audience analysis, and the learner experience related to navigation. By making decisions from the analysis of the learners, technology, project requirements, content and other areas, the process of development will be smoother and more learner-centric.
An important decision that may need to be made concerns the learner leaving the content, whether intentionally or unintentionally. When the learner leaves the content prematurely, a decision will have to be made on whether or not to suspend the learner’s attempt on the content. Will this suspension of the learner attempt on the content, allow the data that has been tracked on previous learner sessions to be retained? Or will re-entry into the content be considered a new learner session?
Deciding what action will be taken when the learner re-enters is primary to bookmarking. Will they be allowed to return to where they left off or will they be returned to the beginning of the content? These decisions, when made early in the analysis phase of the design, make for an easier development process.
There are many ways a learner can and should return to the content, but the decisions for this return must be made early in the process. Making the decisions and notating them in the design document enables the whole team to make adjustments to the process prior to development.
Some factors for this kind of decision could involve the project requirements, the sequencing plan for the course, the learner experience, the content requirements or other aspects. It is vital that these factors be taken into consideration during the planning of the project. The retention of data can enable the learner to return to the content again to the same location during the next learner session.
The following are just a few examples of questions and decisions to be discussed about the persistence or keeping of data in regards to the suspension of a learner attempt:
The questions can be varied and many, but they must be not only be asked, but well thought out to determine the way the learner will be able to interact with content, especially when the learner attempt is suspended.
There are two common types of re-entry in the content:
These decisions need to be made prior to the development of the content. An Instructional Designer, working with the Content Developer, can determine which the best method is for the learner, content and project. The early decisions will help eliminate confusion later in the development and implementation process.
In basic sequencing, a learner may be directed through the content in a flow (linear) manner. The learner will go from SCO to SCO.
When a learner leaves the content and re-enters, the decision would be for the learner to re-enter at one of the following:
It is possible, due to project or instructional requirements, such as in a testing situation, the designer does not want the information persisted. In an assessment, it may be desirable that the learner have a new learner attempt when re-entering the content.
If the learner navigates to a different section of the content (using navigation internal to the content), such as using the back and next buttons to review content, decisions also need to be made about what will happen if the learner decides to return to the original location. An example of this would be the learner is participating in the content. While on a screen, they remember something they want to review on a previous page, possibly four or five screens earlier. The learner then uses the next button to page through to the original location. The learner then uses the next button to page through to the previous location. The decision is if the location of the last learner session data will be persisted (kept).
Early project decision making is vital to the smooth transition from design to development in any learning project. In an eLearning project, to save time, money and make the experience more seamless and learner-centric, thinking the bookmarking process through in detail will make this possible.
For more information about the Sharable Content Object Reference Model (SCORM®) and Advanced Distributed Learning (ADL), please visit the ADL Website at ADLNet.gov.