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Content Design This page contains suggestions to think about when creating content for an e-learning educational or training tool.

Is the content developed in such a way that its use facilitates individual e-learning?

• Are overall goals of the content stated clearly?
• Are there easily identifiable and measurable objectives, possibly pre- and post-testing?
• Can the learner monitor and evaluate their progress?
• Verify that the content is developmentally appropriate for the intended audience.
• Does the content accommodate different learning styles, visual, auditory and tactile / kinesthetic?
• Can a learner easily re-arrange or re-sequence the material to meet their needs?
• Should questions be linked to corresponding content screens so learners can easily review needed material?
• Are the transitions between content sections smooth? 

Is using this content important to the user in some fundamental way?

• Is knowledge of the content of significant value to the user?
• What is the desired outcome of learning this material or skill?
• Can the content be easily refreshed to develop updated products?

Is the content presented in such a manner that its mere method of presentation is likely to enhance the user experience?

• Does the content utilize multiple learning styles to engage the user?
1. Visual learners learn through seeing, visual displays are very helpful. In a classroom environment, these learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson. They may want to take detailed notes to absorb information. In e-learning experiences, multimedia is plentiful, body language can be incorporated through live video or animated instructors and learners can pause and replay as necessary to absorb at their own speed.
2. Auditory learners learn through listening such as verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. In e-learning, auditory testing can benefit learners that have difficulty with written examinations.
3. Tactile / Kinesthetic learners learn through moving, doing and touching. They learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. Project based learning is ideal for them.

• Is multimedia used creatively? Does it effectively heighten learner interest and facilitate learning?
• Is the narrative interesting and compelling?
• Are there reasons for learners to want to return to this content?  

Are the skills presented in the content likely to help the user learn to do something and to do it better than if the user had not encountered this learning experience?  

• Does the content provide assistance in developing online computers skills necessary for the user to enjoy this learning experience and for future skill development?
• Are there skills taught as part of this content? Skills should be presented and taught in a systematic fashion, gradually building on each other. Are there opportunities for learners to apply and to use the skills that are taught?

Does the technology effectively deliver and present the content to the user population?

• Is the technology content compatible with STI’s technology?
• Is the content efficient and scalable to STI’s software?
• Version Control is a term used in the software industry that refers to keeping an eye on the number of features you put into any one version of your software. It is often tempting to put as many features in your product as you can but you have to balance this with CD/DVD space, developmental costs and how long it will take to produce the final product.

Does the content provide valuable resources for educators?

• If this product is to be used in educational settings, it is imperative to have the content reviewed by teachers who will be supporting it.
• Is there philosophical and instructional background for the content available to teachers? Teacher-training programs may be needed.
• Does the program allow for teacher modification to fit the needs of their classroom?  

 Has the validity of the content been tested in other learning environments and determined to be successful?