The Development Zone shares new e-learning course design

The team at UKGI Learning solutions are constantly seeking ways to innovate our approach to creating e-learning courses on our Learning Management System, The Development Zone, to enhance user experience and engagement. Recently, the team have been experimenting with course design templates with a view to helping learners retain information more effectively.

In this article, our Learning and Design Specialist, James Best, explores recent considerations made in course design, and how they aim to increase the value for learners.

Breaking the mould

Traditionally, our e-learning modules have employed a distinct design which enabled a diverse presentation of a variety of information and learning material and showcased the depth and breadth of our content offering.

However, we have recently re-evaluated whether the abundance of information offered, whilst valuable, and for some complex regulatory topics, necessary, could be overwhelming for some users, and cause difficulty in retaining learning and motivation.

The team have begun to tackle these challenges head on, exploring ways in which learning can be made accessible and valuable to everyone. Employing educational theory aimed at enhancing learning processes, the team have explored how course design could better support cognitive processes, such as information organisation, retrieval, and application, to boost learning.

Chunking and Cognitive Load Theory

One of the core elements we are trialling in our new course design is the chunking of objectives. According to Cognitive Load Theory (Sweller, 1988), learners have a limited capacity to process new information. By breaking information down into smaller, more manageable chunks, cognitive overload can be reduced, allowing learners to process and retain information more effectively. Course designs which enable us to deliver information in more digestible segments make it easier for users to grasp and remember key concepts.

Subtle Visual Cues and Subconscious Learning

We are also exploring how incorporating subtle visual cues within course design can help learners to transition smoothly between topics and objectives. These carefully integrated cues enhance attention and facilitate the encoding and retrieval of information (Gegenfurtner and Vissers, 2013). By subtly signalling a transition between topics, learners are subconsciously prepared to receive new material and are better equipped to retain previously covered information. This approach aligns with the theory of dual coding (Paivio, 1986), that both visual and verbal information processing enhances learning and memory retention.

A True Learning Experience

Our continuous evaluation of course design and willingness to explore new ways to improve it demonstrates our commitment to providing a true, authentic learning experience for users of the Development Zone. Integrating principles of cognitive psychology and educational theory into our approach to course development, ensures that our courses are not only informative, but conducive to long-term retention and application of knowledge.

At UKGI, we believe that learning should be a transformative journey, and our approach to course design is a testament to this. We are confident that our learners will continue to reap the benefits of the learning strategies embedded within our courses.

The team continue develop our e-learning material to ensure that our users are empowered with the best tools to continue to develop and grow professionally. As ever, we welcome feedback from existing Development Zone users, and encourage those new to the platform to get in touch with the team to find out more.

Get in touch 

New to the Development Zone? Discover all of the system features, with no commitment, by signing up to a FREE 14-week trial:Free Trial | The Aviva Development Zone (mydevelopment.zone). Or, get in touch with the team at devzone@ukgigroup.com.