Rail Training Conference - Best Practices Guidelines for Developing E-learning Modules

8/7/2019 Rail Training Conference - Best Practices Guidelines for Developing E-learning Modules

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June 2010-Project financed in the frame of the European Leonardo da Vinci programme 1

BEST PRACTICE GUIDE FOR DEVELOPING E-LEARNING MODULES

Refresher tool on the basics of safety on or along tracks

A glossary with definitions of e-learning terms can be found at:http://www.cybermediacreations.com/elearning/glossary.html

This guide aims to offer good tips and hints for the development of a successful e-learning course on safety on or along tracks.The current best practice guide is the result of exchanges on good practice betweenvarious partners.It is not meant to represent an exhaustive list of tasks required to develop an e-learning course.
http://www.cybermediacreations.com/elearning/glossary.htmlhttp://www.cybermediacreations.com/elearning/glossary.htmlhttp://www.cybermediacreations.com/elearning/glossary.html


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Parties agree to use the WBT (Web Based Training) development model below as areference:

Figure 1. Development model from the book Planning And Design For High-Tech Web-

Based Training (David E. Stone)

1. Analysis

Needs analysis Define the stakeholders and together

Establish why e-learning is the most suitable option for this training (for

example: size of target group, frequency of changes in regulations,..) andcommunicate these reasons

determine their needs

Task analysis / Performance objectives Check content with railway technical experts, target groups and teachers

Audience analysis Employees working on / or along tracks

Study the labour force and identify groups with special needs (such as needfor other language versions)

Check the target audiences learning culture (familiarity with e-learning?Learning style? Self responsibility? Homogeneity of the target group,..)


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Technical analysis Check availability of computers and their suitability

Make sure the module is SCORM (international standard) compatible andcompatible with different LMS (glossary)

Supply a printable version of the programme (at least in the initial phase)

Cost-benefit analysis Size of target groups (critical mass) Learning anytime and anywhere.

Tailoring of training to best meet individual needs.

Cost effectiveness. E-learning cost effectiveness depends very much on thenumber of trainees

For further details, please see appendix about a Hungarian cost benefit analysis

2. Strategic planning

Management summary- Offer customers several possible levels of interactivity- use of media - relative tocost, by presenting a range of versions (basic or extended version Germanexample given in the appendix)

Training strategy

Define which part should be e-learning and which should be classroom teaching

Try to offer blended learning If using e-learning, decide the stage at which it will be employed in the learning

programme (before, during and/or after)

Designing instructionsThe following items are given as examples. The list is not exhaustive.

Separate the exercises and the instructions: to be able to meet the needs ofdifferent levels (beginners or experienced workers). See example in picture 1below.

Better to have short sentences written in large script

One picture says more than 1000 words! (animations, slide show)

Each page of instructions should have a relevant picture

Mix media types

Make the programme interactive Show the structure of the programme; all the subjects need to be visible

Ensure navigation is user-friendly

Provide exercises with explanatory feedback (not only yes or no)

Vary type of question (multiple choice, matching, drag & drop, etc..) Vary type and timing of tests (tests to reproduce and practice taught material;

tests at end of lessons or chapters), and a final test, to measure overallknowledge on completion of course).


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Picture 1 (

Dutch example): The beginner can choose the tab Instruction (uitleg).The experiencedworker can decide to skip the instructions and test his knowledge directly by selecting the tabExercises (oefening)

Financial plan The financial plan will depend on the team you have or your internal training

strategy. Some training centres (usually bigger ones like DB training and MAVBaross Gabor training centre,) have internal interdisciplinary teams including:developers, programmers, designers and training experts.

Time & action plan If you have an interdisciplinary team (including developers), try to buy/make an

authoring system, which allows you to work from a rough concept to a detailed

programme. This saves time. Plan some moments (mile stones) for your customer to give feedback

Begin as soon as possible (customers dont realise how much work isinvolved!)

Plan extra time for trouble shooting or extra, unforeseen activities (X2)!

Keep in mind the triangle:time

money quality


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Acceptance criteriaThe main question to ask the customer is: What result do you expect?Make a check-list to be agreed upon with the customer. For example:

One uniform version for all target groups?

Printable screens?

Languages?

Charge/no charge for the participants? Who is paying the development, thehosting?

3. Development

Templates If you use templates, work with limited number of them (about 10 standards).

Picture 2

Example of a template (Dutch version) Safety along the tracks

The developer uses more than one computer screen/monitor for thedevelopment

For acceptance of the programme, bear in mind user culture/preferences (forexample, cartoons and caricatures should generally be avoided in Hungary)

Do not automatically use the company colours. Be aware of the pedagogicalimpact of each colour used


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Do not frustrate the learner with system features- Use pop ups as little as possible- Do not scroll pages- Avoid too many links

Pictures should be on the left side of the screen and text on the right side

The menu should look like:

Picture 3

Example of a template (Dutch) Trainweb

Storyboards Customers generally find it difficult to read storyboards. Find a way to show

the actual screen and contents during development.

If possible, make the storyboard together with the customer.

MediaText and /or speakers voice

Let the learner choose whether he wants audio: learner must not be sloweddown by audio

If you use audio, then make it short

If you use audio be aware that any change to content can entail high costs

If you use speakers voice, then offer learners a voice option (male or female)

Limit the number of font sizes used. A minimum of font size 12 isrecommended


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Use letter types without serif. For example: use m in stead of m To emphasise words: do not underline (except for hyperlinks, of course). In

stead, use bold letters.

Screens have to be calm (no distractions)

Avoid negative formulation in a question. Or, if it is unavoidable, put thenegative word in bold.

Sound No background music

Animations, pictures Do no put pictures for decoration, only for information (it must be instructive!) Plan enough time/people to review the suitability of pictures (sometimes there

are details which are no longer correct!)

Note the copyright of the photographer and permission from personsappearing on photos

Make a library of pictures which may be reused in several e-learning modules.Hire a student to categorise the photos and pictures, with indication of- Name of category- 3 characteristics (for example: name of location, work, people)- Year

Use slideshows instead of video. When there is a mistake, it is easier tochange one photo than to produce a whole new video.

Use professional photographers/movie shooters

SCORM / compatibility Perform a test on different systems, before the programme is ready

Internet accessibility, downloads, CDs When content change rapidly, CDs are not easy to update. Internet accessibility will depends on the target group. Make sure you

understand their profile.

LMS (Learning Management System, Learning Content ManagementSystem)

Choose what you need and not what the industry wants to sell you!

LCMS is of interest when there is a high volume of e-learning content

LMS is of interest for following up learner results both for management and thelearner himself

Development tools


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Germany uses the development tool Sumatra, which offers the advantage ofcovering all phases of development and programming

The Netherlands have experience using the development tool LectoraPublisher, which has the advantage of displaying results directly on screenwhile developing. (Sumatra also)

Hungary use SAP LSO Authoring Tool, which has the same advantage asLectora Publisher, and is also able to send results immediately to the HRdatabase.

An analysis of the advantages and disadvantages of each partners authoring tool isin the appendices National practices.Choose tools:

with plenty of interaction and feedback features

which give an immediate view of what is being developed

which is developer friendly. The less user-friendly, the greater the timerequired for a developer to understand and use the tool.

which are compatible!

Content management Takes a lot of time to do it right

Probably in the end itll save time

Printing texts/screens

In case of long texts, its better to have blended activities: e-learning combinedwith printing long texts

Print the text and not the screen (it is easier to read)

Prevention of cheating/fraud (exams) Identification (finger print)

Supervision: personal/ web camera

There is new software available where the computer recognises the typingpattern of the candidate

User must click the field I confirm I have done the test without any help

Flow chart Work from main concept to detailed concept

Agree the flow chart with the customer

Interaction design Make the use simple for the learner

Test the structure on the learners, not only on the customers/stakeholders!

To make the interaction design, you require separate functions:- Developer / learning expert


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- Programmer- Graphic designer

Curves (for example in buttons) feel nicer

PrototypeOne chapter is ready and shown to the team and the customer

Depending on the programming tool used, employ other means forexplanation to the customer (for example PowerPoint)

Alpha versionThe alpha version is the complete version given to the team for a technical review

Involve the trainers in the testing to foster a positive attitude towards theprogramme and help them get fully acquainted with the programme to make it

easier for them to answer participants questions

Beta versionThe beta version is the complete version reviewed by subject matters experts

It is helpful to have the beta version checked by experts from the fields forwhich the programme is new.

The beta version should be available on internet (not only on CD), so feedbackis easier to obtain.

4. Deployment

Change management

Inform the higher levels of management and the Human ResourcesDepartments of the companies, by giving demonstrations and showing theprototype versions.

Emphasise the advantages for the companies, for example: by using e-learning, training time can be shortened by one day. It reduces the time spentaway from the job and costs.

Emphasise the advantages for the target group: they are learning preciselywhat they need, in their own time and at their own pace.

It is advisable to build a team comprising an e-learning expert and oneaccount manager who understands the customers needs.

Involve both trainers and the target group from the outset of the deploymentphase (see national good practices)

Testing use

Plan practical tests in the training centre to observe participants as much aspossible during the trials. This delivers extra, non verbal information, besides

written feedback.


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Choose target groups with different levels of experience to receive a widerrange of feedback.

Installation

Try to have installation finished towards the end of a holiday. You can use theholiday time to make the final updates. Another advantage is that the userscan start with a fresh mind with something that is new to them.

Make sure that the installation allows the target group to start to learnimmediately. Avoid other necessary requirements like Java plug-ins ordifficulties with pop-up blockers. Prepare instructions to help participantsovercome these kinds of technical difficulties.

Give detailed information about the minimum technical requirements neededto run the programme.

PilotPilot and roll out

- It is not always necessary to have a pilot. Run a pilot if requested by thecustomer, for technical reasons, for example.

Roll out- Define with the customer the date from which the programme is to be made

available online for the participants.A hotline or help-desk must be provided to handle unforeseen questions from thetarget group.

5. Summative evaluation

Design of instructions

- Look at the effectiveness of the programme & carry out an evaluation withthe target group.- Overall analysis of correct and wrong answers- Interview the customer and the target group- Quality assessment questionnaire (on-line version to be considered)

Record all phone calls it is a source of feedback /information on how toimprove the programme

ROI (return on investment) is important for the training centre

Financial evaluation

Check the NPV (Net Present Value)

Bear in mind that financial evaluation is not everything!

If possible try to demonstrate possible cost savings for the customer.


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Strategic evaluation

Evaluate customers satisfaction against the criteria set up at the beginning of

the project. Evaluate the acceptance of e-learning in the company.

Technical evaluation

- Evaluate how many and which technical problems were encountered duringthe pilot phase and after the roll out.

6. Maintenance

Instruction maintenance

Make clear who has responsibility (developer, customer) and when fortechnical maintenance and content updating

Make clear agreements for who is responsible for what

The customer is usually the one to decide

Technical maintenance

It is advisable to work together with a reliable and competent service provider

Please look at the national good practices for more information

Documents

Rail Training Conference - Best Practices Guidelines for Developing E-learning Modules