Looking to the future of e-learning

CPD is a regulatory requirement; engaging learning material that provides real value for the learner is not. The Development Zone team pride themselves on developing content that is relevant, up to date, engaging and imparts real value to users. As a result, we are continuously looking for ways to enhance the experience of learners.

Traditionally, courses on the Development Zone, and indeed across the market, have followed a reading and comprehension model, which typically involves a learner reading written content on a subject before completing an assessment, to demonstrate understanding of the material. Incorporating strategies to improve vocabulary, critical thinking and analytical skills, this model is designed to allow the learner to self-pace and caters to a range of proficiencies and learning styles.

Whilst this model remains valuable, and is sometimes necessary to cover more in-depth, nuanced subjects, or those requiring a thorough regulatory understanding, could there be other, more effective ways of delivering a more engaging experience?

Reading and comprehension can be challenging for some learners, leading to a lack of engagement, motivation, and hindering meaningful learning. How does well does this model test that learning is transferrable and applicable, for instance? Does it serve those who struggle to concentrate on and engage with vast amounts of information for long periods? Is the end assessment a true test of knowledge, or simply a test of memory?

A Fresh Approach to Course Format

The Development Zone content team have been experimenting with alternative course models to explore how learning can be delivered in different ways to complement a range of learners and topics.

Bitesize Learning Model

The Bitesize learning model is best suited to short, less detailed courses, or courses which explore soft skill topics; the model serves primarily as a refresher, or opportunity to build a learner’s knowledge in a specific area. Notably, these courses feature no more than two learning objectives, meaning that the information provided in each module is concise and focused on salient points.

The learning methodology of the Bitesize model differs significantly from other models; the combination of small chunks of easily digested information with tasks creates an innovative approach to learning, especially when gamification is used. This model is especially complementary to neurodiverse learners, such as those with ADHD, who may struggle to concentrate on and digest vast amounts of information at once.

The vision for this course model is to create an interactive approach which, through presenting short, easy to follow, to-the-point information, increases the chance that the learner remains engaged and can retain key points.

Bitesize courses also make it easy to fit learning into a busy working day; courses of this nature are not daunting, densely packed behemoths that require considerable time and concentration to complete. Instead, learners can consume the information faster, allowing them to progress onto implementing what they have learnt into their day-to-day role, increasing the relevance and applicability of the course.

Immersive Learning Models

Departing from a traditional reading and comprehension format, this model integrates assessment activities within the learning material, ensuring that the learner remains actively engaged throughout the course and breaking up the volume of information given to the user.

Whereas, traditionally, assessments on The Development Zone have taken place at the end of a course, the immersive model seeks to embed assessments throughout the learning process, supporting active, engaged learning and ensuring that the material is fully understood and can be applied.

This model allows users to take an active role in their learning, and integrated tasks and assessments can capture attention and engagement, keeping the learner motivated. The ebb and flow created by the combination of information and tasks can help to captivate a range of learners; it is suited to those who may be uncomfortable with a more academic style of learning with a formal assessment at the end, and to those who may struggle to remain engaged in vast amounts of information.

Complex Learning Model

A complex learning solution is, essentially, generative learning; the process of making a meaningful connection between pre-existing knowledge and new information. This course model aims to give learners the opportunity to apply existing knowledge and to use this to support further learning.

This form of learning is solely completed through scenarios and case studies, without traditional online learning strategies (a complex module would not follow the structure of information-to-activity as an immersive lesson would, for instance). To complete this course model, a learner would require prior knowledge to review and analyse case studies, ultimately reinforcing learning and demonstrating competence.

If learning is not applied, it is not only irrelevant, but will be forgotten, defeating the point of an individual undertaking CPD to develop professionally and nurture competence in their role. The Complex Learning model is designed to ensure learning is applicable to relevant scenarios and remains memorable past the point of course completion.

Conclusion

The Development Zone team are continuously exploring ways to increase the variety of users’ experience and innovate traditional practices to enrich learner experiences. There is much to look forward to as we continue to develop new and exciting strategies to keep you motivated and aid your learning.

As ever, our approach to e-learning is centred in our drive to deliver value to users and enhance learning and development across firms. Get in touch with the team at devzone@ukgigroup.com to discuss our approach and how we can support CPD in your organisation or sign up for a FREE 14-day trial https://mydevelopment.zone/free-trial.

 

About the author

Rebecca recently joined us in 2024 as a Senior Content Writer and has experience researching and creating multimedia content. With a keen interest in current and emerging industry affairs, Rebecca responds through a critical lens and, by promoting thought and discussion, aims to increase awareness of UKGI’s work.

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