How to make an effective

eLearning module
I want to make a module that will be an effective
learning resource. But …

Where do I start? How can eLearning

make the content
more interesting?
How will the learner track
their progress – so that they
will be confident that they
have achieved something?

If you would like help with these questions,

this module is for you!
 Background -1
eLearning modules aim to fill several gaps:
Provide health-care students and front-line
health workers in resource poor countries
with learning resources that will be effective
in improving health outcomes
Involve health staff in resource-poor
countries in making “home-grown” learning
resources so that
• the resources are directly familiar to
“real-life”, day-to-day health care in their
own setting
• they build their expertise in developing
effective resources for adult learners
Take advantage of digital technology
and copyright-free content to:
• develop short learning modules that
actively engage the learner
• include formative assessment so that
the learner can track their progress
• use simple, widely available software
so that others can adapt the materials
for teaching other target groups

The modules are usually designed to be studied mainly by a single learner

sitting at a computer screen. However, they can be used to generate discussion
topics or exercises that can be suitable for groups of learners.
 Background -2
This module describes some basic principles and approaches that may help you to
develop a learning resource that is effective for adult learners.

It complements the module by Jess Griffiths that covers the technical “How to do it”
issues using MS PowerPoint.

But beware! This module is for guidance only. There are many different ways to teach –
and you should feel free to develop your own style and innovative methods for
eLearning!

Remember that the overall aim is to build the

confidence of your learner to deliver health care more
effectively. The learner should enjoy your module
and feel that they have achieved something valuable
by completing it. Therefore, make sure that the
learning outcomes are appropriate for your learner
and that the module allows them to achieve new
knowledge and skills with confidence.
 Learning outcomes
By the end of this module and the accompanying
module by Jess Griffiths, you should be able to:
• Write concise learning outcomes (LOs) that state
clearly what the learner should be able to do
after completing your module
• Present content in an interesting way that will
engage the learner
• Design an assessment that will allow the learner
to assess what new knowledge and skills they
have acquired
 Before you start
• Have a clear idea of who your learner is. What
knowledge and skills do they have already?
How should your module be designed to be
most appropriate for their learning needs?
• Always keep in your mind’s eye a mental image
of your learner sitting at the computer studying
your module.
• Of course, we all learn from multiple sources
(textbooks, websites, conversations with
experienced colleagues and, most importantly,
from patients themselves). You should
encourage your learner to seek-out other
information to complement your module.
However, the module must be self-contained
and contain all that the learner needs to meet
its specific learning objectives.
 Title slide
• The title should state clearly what your module is
about.
• This first slide is the advertisement for your
module. It is your best chance to capture your
learner’s attention and make them want to study
the module.
• So make it as attractive and informative as
possible!
 Learning outcomes (LOs): start here!
This is the most difficult bit! Although you may have a clear idea of what
your module aims to achieve, writing down clear LOs needs careful
thought and is the essential first step in module development.

Do not start to develop your module

until you have identified a few (usually
3-4) clear LOs – and perhaps agreed
them with your supervisor

The LOs are vital because they

• determine precisely the content of
the module
• determine precisely the assessment

Once you are happy with your LOs –

stick to them and do not allow the
module to wander into other areas
 What are good LOs?
• Good LOs should clearly state what the
learner should be able to do by completing
the module
• They should be “active” - so that the
learner will be able to assess for
themselves whether or not they have
achieved the LOs
• But how do you write a good LO?
 Are these LOs good or bad?
A module aims to improve knowledge of the diagnosis of tuberculosis (TB).
Decide whether each of the following LOs is good or bad.
Then click on the square to see our assessment.

At the end of this module, you should:

a. Know about the diagnosis of TB a
b. Understand how TB is diagnosed
b
c. Be able to describe the methods
used to diagnose TB c
d. Be able to describe how CXR and
sputum examination are used in the d
diagnosis of TB
 LOs – a few tips
Try rewording the LOs a few
different ways to get the
balance right between
sufficient detail but not too
long-winded
It is often useful to include
numbers in LOs; for
example “describe the 3
major ways that…”
Tempt the learner to
continue with the module.
Say enough to interest
them, but keep the best
bits for the content!
Use “active” words
such as “discuss” and
“explain”
 Content
• The content is the information that you want the
learner to acquire.
• Clearly, this information has to be accurate and
up-to-date.
• The content should also be clearly referenced so
that the learner is able to check the source of the
information.
• Start by identifying a small number of reliable
and up-to-date sources of information. It is often
useful to use a recent review as the main source
of your content.
 Copyright
Always a controversial area!
There is no problem with reproducing other Your own simple images that
people’s material as long as you reference its directly show what you are trying
source to teach are usually much better.
You can make these by using
The main problem comes with the simple autoshapes and
reproducing images (figures, drawing tools available in MS
photographs etc.) PowerPoint or draw them on
Although it is tempting to “cut and paper and scan the image.
paste” highly polished images from Simple scanned line diagrams
books or the internet into your can be coloured easily using MS
module, these are usually not quite PaintBox to get very professional
right for the point you want to make results!
or are too complicated. Although “a
picture is worth a thousand words”, If there are existing images that are
complex diagrams without adequate exactly right for your purpose, then you
explanation are just confusing. must get permission from the author or
publisher to use it in your module.

Click here for an example request to use an image for your module
 Clinical images
Carefully-selected, high-
quality images that
demonstrate key clinical
signs greatly improve the
effectiveness of learning
resources.
Digital photography has
made obtaining clinical
images much easier.
Taking clinical images that are
effective for teaching is not
easy - but we all improve with
practice!
Click here for an example of a
consent form for medical
photography.
Wherever possible, avoid images that allow the
person to be identified. For example, if you want to
demonstrate pallor by showing the palm of the
hand, then just show the palm rather than the
whole person.
We consider that it is
only acceptable to
show clinical images if
the patient or their
parents or carers have
given you permission
to use the image for
teaching purposes.
Click here for an example of a statement to
use in your module regarding permission to
use clinical images.
How to make content interesting
There are many ways of presenting information in an interesting way. The key
is to actively involve the learner – rather than just “spoon feed” information.

The following slides give 3 suggestions as to how

to present information in a way that engages the
Remember that the learner.
information is probably
already available in a An example about the fluid management of
book or on a website. severe dehydration in severe acute malnutrition is
Your module needs to used to illustrate each approach. Incorrect
go beyond just
presenting information. management is common and may result in the
It needs to be an active death of the child. This example aims to change
learning tool. practice by increasing understanding of the
underlying principles.

The LO for this example is: “Be able to discuss the

pathophysiological principles that underlie the fluid management
of severe dehydration in severe acute malnutrition”
 Engaging the learner - 1
This approach is best
when the learner has
little or no existing
knowledge of the topic.
Click here for an
example of this “Show and test”
approach
Use the answers as an
opportunity to further re-
enforce and extend the
learning
First, present the information just as
it might appear in a book or on a
website. Remember to include good
images to make the information as
engaging as possible!
Then, re-enforce the
learning by repetition by
engage the learner in some
interactive formative
assessment
 Engaging the learner - 2
This approach is
appropriate if the
learner already has
some knowledge of the
topic and you aim to
build on this existing
knowledge
“Have a go”
Click here to see the
same severe dehydration
in SAM example
presented in this way
Ask them to provide some
information “from scratch”
and then compare their
answers with the correct
answers
Set the level of difficulty so
that the learner performs
fairly well (gets about 60%
right). He/she is then
encouraged to learn more
(up to 100% correct) and
continue with the module.
 Engaging the learner - 3
This is a higher level of
learning which requires
the learner to apply their
existing knowledge to
solve a problem
You present a “real life”
scenario which mimics as
closely as possible the
learner’s day-to-day work

You present a problem and

Click here to see the
same severe dehydration “Making it real” then ask the learner to work
through to a solution
in SAM example
presented in this way

This prompts the learner

to think about the
This also provides an opportunity to
information carefully and
promote good clinical practice (e.g.
work-out for themselves
multidisciplinary team working,
the important “take-
clinical audit)
home” messages
Engaging the learner - summary
These are only a few suggestions and there are many different approaches. Do
invent your own methods for presenting information in an engaging way!

A few general comments on presenting information:

Think carefully about the
likely learning style of
your learners and also
how best this particular
information might be
presented.
Do not use too many
different methods within a
single module. To avoid
confusing the learner, allow
them to become familiar with
just 2-3 different methods in
your module.

Remember that the aim Although effective,

“active” learning is quite
of the module is for the tiring. Including some
learner to achieve the “spoonfeeding” of
learning outcomes – not information as well as
to demonstrate your one or two more
skills as a teacher! demanding methods is
often best.
 Assessment - 1
• In most cases, the assessment for the module
should be “formative”. This is purely for the
learner’s benefit – so that he or she can track
their own progress.*
• The assessment should be limited to the LOs.
The purpose is to allow the learner to confirm
that they have achieved the LOs.
• The learner should perform well in your
assessment. This confirms that your module
has been effective!
* “Summative” assessment is for formal examination purposes and will
not be covered here
 Assessment - 2
You have already met some
examples of formative
assessment in this module.
The accompanying module by
Jess Griffiths provides you with
a simple template for writing
“pick the best of 5 options”
questions. This can easily be
adapted to “true or false” or
other simple formats.
Now use Jess
Griffiths’ module
“International Health
Template Module”
These simple formats can be used
just to test recall of facts. At a more
advanced level, your questions can
test the learner’s understanding of
the information.
Two simple techniques to make
these simple formats more effective
• provide the leaner with
explanations when they select the
wrong answer
• take advantage of a correct
selection by providing some
additional information
 Beyond individual learning
• Although eLearning modules are usually designed for study by an
individual sitting at a computer, most topics demand the extension of
the learning to group activities.
• In our example regarding the management of severe dehydration in
SAM, it is likely that many of the staff working in a health centre
would benefit from the module – and not just the person who has
managed to get time on the computer.
• Try to think of ways that the key messages acquired by the
individual learner might be passed-on to their peers. Provide the
person who has completed your module with some help in
spreading the word.
• Examples might be
– providing a case scenario for discussion at a team meeting
– including a simple questionnaire that captures information about current
knowledge and practice and identifies gaps
– including a simple management protocol that could be adapted and then
printed-out and posted in the ward or treatment room
 Some final remarks
• Please remember that there are no right answers to
eLearning. You should look at as many other examples
as you can, experiment and develop your own
approaches.
• The key to success is to have a clear idea of the needs
of your target audience, carefully designed and clearly
stated LOs and then an engaging module that allows the
learner to achieve the LOs with confidence.
• Finally, we hope that you have found this module useful
and enjoy developing your own eLearning module. We
would be very grateful for any comments, corrections or
suggested additions to this module. Please send an
email to s.j.allen@swansea.ac.uk
• And, most important of all, good luck!