Discover key skills to create engaging online learning experiences. Learn how to design and develop online learning materials. Digital education is expanding faster than ever before, and learning online has become an essential part of how we teach and learn. On this two-week course, you’ll learn how to create online learning materials that are open, accessible, and engaging.
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You will complete practical activities to explore key topics such as target audience, writing style and narrative, active learning, and digital tools.
You’ll be equipped to create targeted, interactive, and inclusive content to thrive in the eLearning sector. The knowledge and skills you develop will enable you to confidently begin your own course design process.
What topics will you cover?
Understanding Your Learners- Discover what a persona is, what the characteristics of a typical online learner are and the differences between them. Identify how to create content that is targeted to your learner audience.
The Power of Active Learning and Narrative - Learn the differences between passive and active learning types, and examine storytelling techniques like narrative and readability.
How to Make Content Engaging - Explore ways to create content that is engaging to online learners. Practise techniques for producing materials that are bitesize, open and accessible.
Your Digital Toolbox - Find out how to use digital tools and media to enhance your learning materials, and explore useful resources for creating an online course.
What will you achieve?
By the end of the course, you‘ll be able to...
- Create personas to gain a clear understanding of target audiences for short online courses.
- Describe the value of active learning and narrative in digital education, and write concise content using appropriate language and tone.
- Identify suitable formats for creating engaging online materials in line with accessibility and open licensing guidance.
- Evaluate a range of current digital education tools and explain some of their benefits and limitations.
