3 Myths about Rapid eLearning

3 Myths about Rapid eLearning

rapid eLearning myths

In some blogs and LinkedIn discussions I have seen people opine that rapid eLearning is a poor quality eLearning and it skips most of the instructional design steps to create faster eLearning. Some would make you believe that you need technical knowledge to work on. I think most of them are baseless and inaccurate. I backup my claim by sharing below the three biggest myths about rapid eLearning.

Myth 1: Rapid eLearning is poor quality eLearning

It is a common myth that rapid eLearning can devalue the learner experience with poor quality eLearning. Poor quality eLearning is due to lack of creativity and effort by the developer and rapid authoring tools are really not the fault. Even a plain PowerPoint can produce interactive and engaging eLearning course. Tom Kuhlman in his blog PowerPoint for E-Learning has shared how you can successfully use PowerPoint for Rapid eLearning.

If a classroom training Is boring, it is because the instructor failed to engage the students. In the same way if rapid eLearning is boring, it is because the developer either has less skills at his disposal or his creativity is limited. Therefore boring, mind numbing, ineffective page turning eLearning courses are produced not because these tools are incapable of producing anything better. On the contrary, it is because the people who use rapid authoring tools are not adroit in using and harnessing the potential of these tools to their utmost extent.

With rapid authoring tools you can create Interactivities like slide shows, roll over, Click on Numbers, Hotspots, Media tour, simulations, scenarios.

Myth 2: Only specialists can develop courses

Rapid Authoring tools are easy to work with, anyone can work on these tools, anyone who has an idea of working with Word and PowerPoint can also work with rapid authoring tools. Unlike traditional authoring tools which require programmers to develop a course, rapid authoring tools are easy to maneuver and do not demand any programming knowledge. You can change the structure of the course, if you are simply good at cut, copy and paste of the content. The authoring tools have inbuilt instructional rich templates that help in creating pages with rich text, media and also help in building assessments quickly.

I wrote a blog on Tips and Tricks of Lectora, where I shared how one can create Interactivities and games without having any knowledge in programming.

Myth 3: Instructional designers profession at risk

As with the success of any earning, the instructional designer play a vital role in rapid e-learning. It’s a myth that instructional designers are kept out of the process in rapid eLearning. Just last year we successfully converted more than 800 ILT courses into learning mode and the contribution of our 8 Instructional designers was remarkable. Our Instructional designers helped us with analyzing and identifying the learning needs of the target audience. They have added value to the ILT materials by addressing different learning styles and also by adding interactivities, audio and video where ever necessary to the course

As you know the existing ILT materials like PPTs or handouts contain only 50% of what actually is conveyed by the instructor and rest 50% is shared by the instructor in the form of examples, elaborations and stories. Here an instructional designer covers up the missing 50% by interviewing the instructor and also doing some research to add the missing content.

These are the 3 biggest myths about rapid eLearning which I thought of busting out with this blog. Remember that every allegation against rapid eLearning is also an allegation against the developer. Rapid e-learning can be an ideal solution and blessing for every training manager.

View Presentation on Rapid eLearning Development