TIO and AIT LearnScope Project 2003

One of the main goals for our LearnScope Project was to: Expose team participants to new online learning and development services that link participants, learning material and the training provider in a flexible information technology environment.

One of our strategies for achieving this goal was for our training staff to become students in an online course about teaching online.  While I have learnt a lot from the course content, it has actually been participating in the course that has taught me the most.  Some of the things I have learned are listed below.

 Prior to the course starting

• Provide all participants with an induction to the online learning environment as well as to the course they are participating in.  Where possible, make this a face to face induction to create a ‘class atmosphere’.  If this is not possible, create a class atmosphere by getting participants to introduce themselves via an e-mail, discussion thread or chat room.  The introduction should preferably include photos, the participant’s department, reason for attending the course and hobbies.  In particular, the trainer needs to provide their photo and details about themselves.
• As part of the induction suggest ways the participants can complete the course.  This may include going to a ‘breakaway’ or online learning room to avoid distractions in the workplace.  If participants choose this option, provide them with a list of items they may want to take with them (such as liquid paper, notepad, pens, dictionary, sticky tape).  Where possible, supply these items in the online learning room.
• Give really clear instructions about how to start the course.  Instead of just telling them to ‘familiarise themselves with the screen setup’, their first activity should be to move around different parts of the course and answer questions such as: ‘When is your first assignment due?’, ‘What is the name of the third module?’ and ‘What are the three ways you can get help if you get stuck?’.  It could also include tasks for them to complete such as: ‘Write a brief description of yourself and post it to the discussion thread’ and ‘Send an e-mail with your answers to the trainer once you have completed all these tasks’.
• Ensure all participants have access to the required software (eg. Flash Player) and hardware (eg. Headphones).
• Make sure participants are aware of who they can get help from and make sure there are a variety of ways to get help (eg. FAQ’s, Technical Support Helpline, other participants, online trainer).

The layout of the online course

• Break the course material into manageable chunks (units/modules).  Each chunk should then be split into screens with links on the first screen of the module to all of the screens in the module.  This will make it easy for participants to come in and out of the course (flexible entry/exit points).  The links to the different modules should change colour once they have been opened to help participants visually track where they are up to.
• Provide regular practice/revision opportunities, preferably at the end of every 3 ‑ 6 screens.
• Make sure the screens are quick and easy to navigate between.  This requires clear navigation buttons at the top of screen (permanently fixed, regardless of the length of the screen) and also being able to jump between the course content and tools (such as discussion threads or e-mail).  End and Back buttons should also be placed at the bottom of each screen so participants know they have reached the end of the screen.
• Include in the course a list of resources such as books, journals and websites.
• When a new term is used in the course, link it to a definition.
• To make navigation easier, use pictures or icons.
• Have the page number (such as ‘5 of 16’) at the bottom of each screen so participants can see at a glance how much further they have to go to finish the module.
• Use numbering for all instructions.
• Make sure all audio files have a corresponding transcript (in case audio is not working).
• Make sure the online course is printer friendly, or supply a printer friendly copy.
• Make the outcomes for each activity very clear so participants know when they are finished and whether they have met the required standard.
• Use humour in the course where appropriate.
• Give examples where possible, both good and bad.
• Make sure all exercises/activities require the participants to apply what they have learnt back to their own workplace.  This will make it relevant to them.
• Give participants a final activity at the end of the course to check they have remembered and understood all that has been covered.  Make sure participants are advised of this final activity before starting the course.

The delivery of the online course

• Provide clear instructions about how to use a discussion forum and if participants post to the wrong area, let them know immediately so they can post correctly in future.
• Set dates for exercises/activities to be completed.  Follow up participants who don’t complete by the due date straight away.  While you should be flexible with due dates, participants need to know they will be contacted.  Otherwise, it becomes very easy to procrastinate.
• Even if the online course contains a separate e-mailing system, use the participants ‘normal’ e-mail program.  It is too hard to remember to keep checking the course e-mail system.  If it is necessary to keep the course e‑mails separate, get the course e-mail system to send an e-mail to the participant’s normal e-mail program every time new mail is received.
• Keep instructions simple and when they have to be changed, make sure all participants have received and understand the changes.
• Encourage participants to take notes in an exercise book when completing the course.  However, keep in mind that some participants won’t find this useful and may prefer to print each screen instead.
• Provide participants with feedback at the end of each activity.  This should be specific feedback that highlights what they did well and what they can improve.