Course Content
Preparing to design eLearning resources
1.1 Identify and clarify purpose, target group and mode of delivery relevant to learning resource design 1.2 Analyse target group characteristics and identify their foundation skill and learning support needs relevant to e-learning resource design 1.3 Access and analyse nationally recognised training products to identify the skills and knowledge requirements 1.4 Identify organisational procedures for designing and developing e-learning resources
Plan & design e-learning resources
2.1 Review own skills and knowledge and plan to address identified gaps in subject matter expertise, industry relevance and industry currency according to organisational procedures 2.2 Determine steps and estimate time needed for the design and development of e-learning resources 2.3 Document and confirm the e-learning resource development plan 3.1 Review and select options for e-learning resource design appropriate for purpose, target group, mode of delivery and required skills and knowledge 3.2 Experiment with traditional and digital methods to create required visual learning opportunities 3.3 Analyse and break required skills and knowledge into manageable sessions and arrange and sequence the sessions to support learner progression 3.4 Document and confirm the e-learning resource design approach
Developing eLearning materials
4.1 Develop course content shell, interactive media components, sequences, interactivity and content templates 4.2 Develop e-learning material content and activities to progress, support and engage learners 4.3 Embed digital e-learning tools for asynchronous learning 4.4 Use classification techniques to develop content inventory and detail levels of hierarchy 4.5 Develop e-learning training material content to guide VET teachers, trainers and assessors 4.6 Document e-learning resources and maintain an amount of training register according to organisational procedures
Trialling and finalising your eLearning resources
5.1 Plan for trial of e-learning resources with potential users 5.2 Trial e-learning resource and collect and record trial feedback 5.3 Analyse and use trial feedback to improve e-learning resources 6.1 Check and confirm e-learning resources are industry relevant and industry current 6.2 Check and confirm e-learning resources are clear and tailored to target group 6.3 Map e-learning resources to nationally recognised training products to confirm validity 6.4 Check and confirm resources comply with legislative and regulatory requirements and are accurate and free of spelling, grammar and formatting errors 6.5 Check and confirm third-party content is attributed according to organisational procedures 6.6 Check and confirm content, links and interactive media components are displayed and error free
TAEDES513 – Design and develop e-learning resources
About Lesson

One of the biggest concerns for instructional designers, is the rapid changes in technology. How do you keep on top of it? One school of thought is to decide upon the technology that can do the job for you now, and develop an expert-level of understanding. Another school of thought is to be open to all new technology and experiment with it to see what is and is not useful.

Each has its merits and ultimately, the decision is yours. One thing is for sure, the rate of change is increasing, and having access to channels that can keep you updated is essential. 

Current and Emerging Digital Technologies for eLearning:

Here’s a breakdown of some exciting digital technologies and tools being used in eLearning, along with their strengths and limitations:

1. Artificial Intelligence (AI):

  • Strengths:
    • Personalised Learning: AI can personalise learning paths based on individual learner needs and progress, adapting content and difficulty levels.
    • Intelligent Tutoring Systems: AI-powered chatbots or virtual tutors can provide learners with on-demand support and feedback.
    • Automated Grading: AI can automate the grading process for certain types of assessments, freeing up instructor time for personalised feedback.
  • Limitations:
    • Development Cost: Creating sophisticated AI-powered features can be expensive for eLearning projects.
    • Explainability: Understanding how AI systems reach conclusions can be challenging, hindering transparency in feedback for learners.
    • Ethical Considerations: Biases in data used to train AI systems can lead to unfair or discriminatory learning experiences.

2. Virtual Reality (VR) and Augmented Reality (AR):

  • Strengths:
    • Immersive Learning Experiences: VR creates a fully immersive environment, allowing learners to simulate real-world scenarios (e.g., practicing surgery in a VR simulation).
    • AR Overlays Real-world Information: AR overlays digital information onto the real world, enhancing learning through visualisation (e.g., AR instructions for equipment maintenance).
    • Increased Engagement and Motivation: Interactive VR and AR experiences can make learning more engaging and memorable.
  • Limitations:
    • Hardware Cost: VR headsets and AR equipment can be expensive for learners and eLearning developers.
    • Content Creation Challenges: Developing high-quality VR/AR content requires specialized skills and resources.
    • Accessibility Concerns: VR/AR experiences might not be accessible for learners with motion sickness or visual impairments.

3. Microlearning and Mobile Learning:

  • Strengths:
    • Bite-Sized Learning: Microlearning delivers content in short, focused modules, ideal for busy learners with limited attention spans.
    • Accessibility on Mobile Devices: Mobile learning allows access to eLearning content anytime and anywhere on smartphones or tablets.
    • Flexibility and Scalability: Microlearning modules can be easily updated and adapted for different learning needs.
  • Limitations:
    • Limited Content Depth: Microlearning may not be suitable for complex topics requiring in-depth exploration.
    • Potential for Information Overload: Delivering a series of short modules needs careful planning to avoid overwhelming learners.
    • Learner Self-Discipline Required: Microlearning relies heavily on learners’ self-discipline to complete modules consistently.

4. Gamification:

  • Strengths:
    • Motivation and Engagement: Game mechanics like points, badges, and leaderboards can motivate learners and make learning feel more fun.
    • Positive Reinforcement: Gamification provides a reward system that reinforces desired learning behaviors.
    • Enhanced Problem-Solving Skills: Gamified learning can encourage healthy competition and problem-solving skills.
  • Limitations:
    • Focus on Mechanics Over Content: Overly gamified experiences may prioritize game mechanics over the actual learning content.
    • Not Suitable for All Learners: Gamification might not appeal to all learners who may prefer a more traditional learning approach.
    • Design Complexity: Developing effective gamification elements requires careful design and integration with the learning objectives.

5. Social Learning and Collaboration Tools:

  • Strengths:
    • Peer-to-peer Learning: Online forums, discussion boards, and collaborative projects encourage knowledge sharing and peer learning.
    • Building Community: Social learning tools can foster a sense of community and belonging among learners.
    • Developing Communication Skills: Collaboration tools allow learners to practice communication and teamwork skills in an online environment.
  • Limitations:
    • Potential for Off-Topic Discussions: Online forums may be misused for off-topic discussions, hindering focused learning.
    • Need for Moderation: Social learning platforms require active moderation to ensure respectful and productive interactions.
    • Technological Barriers: Unequal access to technology or internet connectivity can disadvantage some learners in collaborative activities.


These are just a few examples, and the eLearning technology landscape is constantly evolving. By understanding the strengths and limitations of these tools, eLearning developers can create engaging and effective learning experiences that cater to diverse learner needs.