e-learning didactics:

What is e-learning didactics and why is it important?

didactics is "the science of teaching and learning in theory and practice". This sounds a little vague at first and covers many subject areas. In this article, we focus on the conception and creation of digital learning content and give you practical tips on how to create didactically valuable learning content.

How do I plan an e-learning project correctly?

Before content is created, the e-learning project should be well planned. Only a professionally set up project will be successful. First of all, all those involved in the project, such as L&D or HR, technical experts, project management, training authors and IT, should be brought on board. The following needs to be clarified initially: What are the overarching goals of the e-learning project and what are the specific training needs? What is the learning strategy? How will the learning content be made available? Only when this framework is in place can the conception begin.

How do I design didactic e-learning content?

As the basis for a didactically meaningful e-learning concept, we are guided by the "model of knowledge acquisition". This reflects how people learn.

What is the knowledge acquisition model?

According to the knowledge acquisition model, learning can be divided into four phases:

• Acceptance: “Why should I learn this?”
• Knowledge acquisition: Absorbing new information
• Application/reflection: Testing knowledge in practice
• Knowledge transfer: Transferring knowledge into everyday work

The learning format matrix: The right learning format for each learning phase

Certain training methods and suitable learning formats are particularly suitable for each of these phases. For example, a blended learning scenario can start with an explainer video as a teaser to create acceptance for the topic. Knowledge can then be built up in a targeted manner using didactic combinations of small learning units (learning nuggets). This knowledge can then be applied and deepened through interactions or a quiz app. And recap formats or on-the-job tutorials, for example, are ideal for knowledge transfer.

As a second dimension alongside the phases, we look at the training content. These can be divided into six different types: Regulatory, Process/Software, Technical, Product, Skill/Behavior, Change/Transformation. We have developed a topic/module matrix in which we compare the learning phases from the knowledge acquisition model with these six types of training. Depending on the training content and learning objectives, there are different areas in the matrix for which we derive recommendations regarding suitable training methods.

How do I create a basic concept?

When designing digital learning units, a rough concept is developed first, followed by a detailed concept. The rough concept consists of the target group, the learning objectives and the structure tree, i.e. the structure of the training. AI can provide good support, particularly in generating learning objectives, but also in creating the structure tree, and help to ensure that the content is well tailored to the needs of the learners.

How do I analyze my target group?

In addition to the learning objectives, analyzing and defining the learners well is the most important prerequisite for a didactically valuable learning measure. When developing learning content, it is particularly important to take the perspective of the target group. One would think that technically competent people in particular would be best placed to explain things. However, the exact opposite is often the case: experts are often stuck in the so-called "curse of knowledge". It is very difficult for a well-informed person to put themselves in the shoes of someone who does not have the same level of knowledge. As a result, experts often explain things at a level that is incomprehensible to the layperson - and don't even realize it. In this respect, the first step towards simple explanations is to realize that in many cases your own level of knowledge does not correspond to that of the other person.

How do I set measurable learning objectives?

The second step of the rough concept is to define the learning objectives. A practical method of developing and structuring learning objectives is to divide them into directional, broad and detailed learning objectives. Indicative learning objectives describe the overarching training objective and are then subdivided into broad and detailed learning objectives. Rough learning objectives already specify the skills and knowledge that are to be taught. The next step is to develop detailed learning objectives for each broad learning objective, which are formulated as skills and activities and must be measurable. After all, corporate learning should ultimately deliver reliable results.

An example:

• Indicative learning objective: I want to further my education in the field of e-learning.
• Rough learning objective: I want to gain a deeper understanding of storytelling in the field of e-learning.
• Detailed learning objective: I want to be able to apply the storytelling tips in my next e-learning course.

Bloom's taxonomy for learning objectives

One tool that helps with the formulation of learning objectives is the Learning objective taxonomy according to Bloom.

It is particularly helpful for formulating detailed learning objectives in such concrete terms that they can also be checked at the end. First of all, the detailed learning objectives are assigned to a cognitive category: remember, understand, apply, analyze, evaluate or create. Depending on the category, certain verbs then help to formulate suitable detailed learning objectives. The first level of the taxonomy is "remember". A suitable learning objective for this could be: "Learners can list all four criteria for a secure password".

The learning objective matrix

In practice, it is advisable to set up a simple learning objective matrix for orientation. This could look like this, for example:

At the end, the completed matrix shows measurable learning objectives corresponding to the taxonomy levels and provides ideas for checking them in the form of interactions.

Structure tree

Once the learning objectives have been defined, the next step is to shape them with the help of the structure tree. The structure tree represents the basic framework of the training concept as concisely as possible and is very helpful for coordination with the project team. A tried and tested procedure is to turn the broad learning objectives into individual chapters - this gives you a clear focus in terms of content. The detailed learning objectives can be used within the chapters to monitor learning success, i.e. they can be checked in the form of interactions.

On the one hand, the rough concept is a helpful tool to give all stakeholders of the e-learning project a uniform picture of the training concept. At the same time, it is also an important basis for a didactically sensibly structured training course.

How do I create a great detailed concept?

Once the basic concept has been agreed on, the detailed concept follows. This collects all the content and records which interaction options are available. Texts are formulated in this step and images, illustrations, slide designs, etc. are created - this results in the storyboard (or script).

So much for the duty, now comes the practical part: How do you create didactic learning content and thus ensure lasting learning success?

6 expert tips for creating didactically effective learning content

From concept to implementation: these scientifically proven techniques ensure long-term learning success.

Didactic tip 1: Know your target audience and address them correctly

As already mentioned, it is essential to know the target group well and to analyze it in detail. The prior knowledge level plays a particularly important role here. The why-how diagram serves as an aid to categorize the target group. The less prior knowledge the target group has, the more time should be devoted to the "Why?". The learners must first understand WHY they should learn something specific, i.e. what added value it has for them. Only when the target group includes experts should more time be devoted to the "how".

The next keyword is "key messages ". The why-how diagram also helps to find out what the key messages are for the target group and to condense the content to what is relevant. Because less is often more.

Didactic tip 3: Use simple and understandable language

"Keep it simple stupid" – this applies above all to language, as it is one of the most important tools for creating comprehensibility. The following tips will help you to formulate comprehensible learning content:

• Active sentences: These are – as the name suggests – more activating and it becomes clear who is acting.
• Verbs instead of nouns: Verbs activate the brain more comprehensively ("action word").
• Short, less convoluted sentences – in order to understand the meaning, the brain has to keep the beginning of the sentence in mind until the end.
• Delete adjectives – this ensures greater comprehensibility and content is rarely lost.
• Avoid technical language, especially for lay target groups.
• Avoid negative formulations: So instead of "it's not difficult", it's better to say "it's easy". Otherwise, the brain automatically thinks of "difficult".

You can find even more tips on how to explain complex things simply in this blog post: Read post now

Didactic tip 4: Use storytelling methods for long-term knowledge retention

Storytelling is a helpful way of packaging learning content in such a way that learners really absorb it and remember it for a long time. Facts are just as important for giving the content substance, but only a story makes facts tangible. And: Stories stay in the mind There are various studies that always come to the same conclusion, such as this one: If you communicate bare facts, 5% of people still remember specific content after 10 minutes. If these facts are packaged in a story, the figure is 75% - i.e. 15 times more. You can find specific tips on the use of storytelling in this article: Storytelling tips

Didactic tip 5: Use visual elements correctly for better understanding

Our brain has always been programmed to learn with images. In contrast to language, we process images largely automatically - which saves time and energy. In addition, images have a direct effect: they speak directly to the visual centers of our brain and do not have to be decoded like text. And last but not least, we remember content better when it is visually supported. The following tips will help you to visualize digital training in a didactic way:

• Use images and illustrations: They can make text partially superfluous, especially when it comes to making processes or contexts clear.
• Fonts: As few fonts, font sizes and font styles as possible should be used. If possible, texts should be left-aligned, as this makes them easier to read.
• Support content visually with infographics: Infographics should present the most important content in a large and striking way. Ideally, an infographic is a short story, for example with the help of a person who guides you through the graphic. More tips on infographics
• Diagrams are suitable for visualizing figures, proportions, structures, developments and relationships.
• Interactions: These should contain clear instructions that tell learners what they need to do. Small animated instructions are particularly suitable as they save text and support quick understanding.
• Color and size of elements: These can be used to guide learners in a targeted way. For example, it is helpful to highlight buttons in color that should be clicked.
• And last but not least: The "Law of Simplicity": Learning interfaces should be designed as simply as possible to keep the cognitive effort to a minimum - so learners can concentrate fully on the actual content.

Didactic tip 6: Combine gamification and accessibility for maximum impact

Only learning that is fun will catch users. The integration of playful elements increases the motivation and engagement of learners.

Proven gamification elements:

• Progress bars: Visible learning progress
• Badges/Achievements: Celebrate successes
• Leaderboards: Social comparison (optional)
• Story quests: Learning journey as a mission
• Micro-feedback: Immediate positive reinforcement
• Choice paths: Learners determine their own path

Last but not least: Make sure that accessibility is always taken into account when producing learning content. The Web Content Accessibility Guidelines (WCAG) provide good guidance here. Accessibility enables all learners to access knowledge and not only increases the acceptance and handling of training, but also the attractiveness of an employer