1. 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!

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

3. 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.

4. 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

5. 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.

6. 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!

7. 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

8. 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?

9. 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

10. LOs – a few tips
Try rewording the LOs a few Tempt the learner to
different ways to get the continue with the module.
balance right between Say enough to interest
sufficient detail but not too them, but keep the best
long-winded
bits for the content!
It is often useful to include
numbers in LOs; for Use “active” words
example “describe the 3 such as “discuss” and
major ways that…” “explain”

11. 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.

12. 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

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

14. 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”

15. Engaging the learner - 1
This approach is best First, present the information just as
when the learner has it might appear in a book or on a
little or no existing website. Remember to include good
knowledge of the topic. images to make the information as
engaging as possible!
Click here for an
example of this “Show and test”
approach
Then, re-enforce the
learning by repetition by
Use the answers as an engage the learner in some
opportunity to further re- interactive formative
enforce and extend the assessment
learning

16. Engaging the learner - 2
This approach is Ask them to provide some
appropriate if the information “from scratch”
learner already has and then compare their
some knowledge of the answers with the correct
topic and you aim to answers
build on this existing
knowledge
“Have a go”
Set the level of difficulty so
Click here to see the that the learner performs
same severe dehydration fairly well (gets about 60%
in SAM example right). He/she is then
encouraged to learn more
presented in this way (up to 100% correct) and
continue with the module.

17. Engaging the learner - 3
This is a higher level of You present a “real life”
learning which requires scenario which mimics as
the learner to apply their closely as possible the
existing knowledge to learner’s day-to-day work
solve a problem
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-home”
clinical audit)
messages

18. 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:
Do not use too many
Think carefully about the different methods within a
single module. To avoid
likely learning style of confusing the learner, allow
your learners and also them to become familiar with
how best this particular just 2-3 different methods in
information might be your module.
presented.
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.

19. 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

20. Assessment - 2
You have already met some These simple formats can be used
examples of formative just to test recall of facts. At a more
assessment in this module. advanced level, your questions can
test the learner’s understanding of
The accompanying module by the information.
Jess Griffiths provides you with
a simple template for writing
“pick the best of 5 options”
questions. This can easily be Two simple techniques to make
these simple formats more effective
adapted to “true or false” or
• provide the leaner with
other simple formats. explanations when they select the
wrong answer
• take advantage of a correct
Now use Jess selection by providing some
Griffiths’ module additional information
“International Health
Template Module”

21. 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

22. 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!