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Although online learning is hardly new, it’s still a bit of a bandwagon issue for some organizations. Some companies feel compelled to go with online learning because it’s “the thing to do.” But for other organizations, it’s a vital mode of learning that can supplement face-to-face-instruction or even stand in place of it.

But we’re not here to debate whether or not elearning is superior to classroom learning. The fact is elearning is here to stay. The demand is growing for mobile training that’s accessible anywhere, anytime. In fact, one of the most popular requests we receive is to transform classroom materials for online learning.

Before starting the process of converting materials, the big question is: what’s the actual purpose of the elearning? Will it replace the classroom training, or will it supplement it? This is a very important question, because it affects the overall direction you take.

For example, the curriculum might require participants to complete a classroom portion first, with the elearning available as a refresher or as a just-in-time resource. In this case, the online course doesn’t need to include every detail from the face-to-face training materials. But if the elearning is designed as a standalone experience that replaces the classroom learning, you’ll need to carefully construct the course so that all the essential details are included—without overwhelming the learners.

Here some of our strategies for adapting classroom materials for a fun, engaging online learning experience:

• Organize the content in a logical manner for elearning. This doesn’t mean copying the script from the PowerPoint file onto the screen and inserting the “Next” button every now and then. Start with writing learning objectives, and organize your course so that each section maps to an objective. You don’t necessarily need to reveal the objectives on screen. Consider “what’s in it for me?” language to pique their interest. For example, compare these two:

“At the end of this course, you should be able to create your intuitive exercise program using our four-part proprietary method.” versus “How do I create a custom exercise program that’s easy to follow?”

• Adapt the tone for online learning. If you’re addressing a wide range of learners with various levels of experience, the elearning should be broad enough to engage them all without isolating anyone. Adjust the tone accordingly if you know your audience is primarily made up of either experts or novices.

• Create content layers. One of the great benefits of elearning is that it easily accommodates people’s various learning modes. People read differently online than on paper; online, they rarely scroll down past the “fold” of the page. Unlike chapters in a book, elearning content doesn’t need to be available on the same level. The essentials should be included in the main content areas of an online course. Secondary information can be discovered through rollover or clickable areas. And third-level content can be organized as PDF files in a resource library for on-demand access. Keep in mind that arranging content into layers doesn’t mean you should bury it; an intuitive navigation design makes it easily accessible.

• Give learners choices for exploring content. It’s fine to provide a map, but forcing learners down a one-way road with no opportunity for side trips just promotes falling asleep at the wheel. There are exceptions, however, such as when you’re trying to teach a compliance process that must be followed in a particular order.

• Give learners the chance to practice what they’ve learned. We can’t emphasize this enough. Just like with classroom training, practice doesn’t just entail answering multiple-choice questions. It could be a game, a scenario, or a quest. A good online practice exercise sets up an appropriate context, gives the learners a challenge to solve, and helps connect what they’ve learned to real-life ways they can apply that information.

• Take advantage of the opportunity to give learners feedback on their progress. Although scripted feedback can’t really replace real, live human feedback, try to make it as meaningful and relevant as possible. For example, in a branching scenario that gives learners multiple options, create custom feedback for each option they choose. In other words, don’t just tell them the choice is correct or incorrect, but tell them why.

No matter what your reason is for converting classroom materials to online learning—budget, time, efficiency, or geographical constraints—working with a team that specializes in elearning development will help you create the best experience for your learners.

“Know your audience” is the first rule of learning. When designing a learning experience, it’s not only helpful to know something about learners’ skills or backgrounds, but also their frame of mind. How invested are they in learning, especially if they need to work together? Do they seek solutions to challenges, or do they tend to take a more passive “wait and hope” approach?

 Recently I facilitated a workshop with a group of preschool educators. I chose the Ladder of Accountability metaphor to help guide our discussion about peer coaching and team-building.

We started with an activity in which the participants completed a simple task together. Although on the surface the exercise seemed easy to accomplish, it was actually deceptively difficult. They attempted to do the task several times together, only to discover that the result was exactly the opposite from what they expected.

The group was permitted to talk to each other to solve the challenge. It’s amazing how differently people respond! Those who have not completely bought in to the experience will often make excuses, blame and complain, or just wait for someone else to figure it out. And those who are allies in the experience tend to own the situation. They seek solutions…they find constructive ways to make it happen.

So what do you do with the information you discover about people on the Ladder of Accountability? Knowing where your learners stand on the ladder will greatly inform the approach you take to build a meaningful curriculum or modify one to better suit the audience, no matter what type of learning experience you’re creating.

Posing a challenging activity is a great way to find out how accountable your learners are. It’s about awareness of where people are coming from. Obviously the ladder is there to be climbed. If you find yourself hanging around on a lower rung with others who make excuses or wait and hope for a solution to materialize, think about stepping up to a higher level to make more of a team effort.

I introduced a three-part process for giving peer feedback: Describe the situation, the behavior and the outcome. I was so impressed when one of the clients demonstrated her new coaching skill when she flew a paper airplane toward me. Inside it simply read “Great job Jillian.” She then used the Situation, Behavior, Outcome model to tell me specifically what she liked about the training, and how she would be applying it in her job.

After the session, other participants reported that they felt emotionally engaged, that they enjoyed the physical activity as a complement to the more academic content we discussed, as well as the opportunity to practice solving a challenge together.

To me, this feedback supports an important phase in the IdeaLearning Group’s process that we use to frame our curriculum: Think, Feel, Move. We believe in supporting a variety of learning approaches, from jumping right in to reading instructions first. We believe humor is an important part of the learning experience. And we understand the strong connection between movement and learning.

It’s hard to believe, but once upon a time doing research required much more time and effort than it does today. Now most of us carry entire libraries of information in our bags or pockets. For many of us, LBI—life before the Internet—seems like a faraway memory.

The steady development of innovative mobile devices brings exciting opportunities for mobile learning, also known as “mlearning.” Tablets, gaming consoles, smartphones, and other types of handheld units all offer mlearning opportunities. What makes mlearning especially powerful is that it enables easy access to relevant information on demand and on the go.

The concept of mobile learning has already become ingrained in the minds of the youngest generation. (Just observe the baby who can’t get a magazine to “work.”) Although “digital natives” are easily catching on to mobile learning, it’s not gaining widespread traction in schools yet; with limited budgets, it’s not always possible to implement schoolwide mobile learning programs. Still, 40% of teenagers have smartphones and the number is growing. Think of the possibilities!

For students who do have access to mlearning resources, here’s how they’re using them:

• Taking notes at school using mobile apps
• Reinforcing learned content through podcasts, videos, and other supporting resources
• Taking on-the-spot quizzes to measure knowledge
• Exploring interactive graphics, charts, and timelines online

Mobile learning is also very promising for businesses. In his “Five Steps to Mobile Learning” article in Learning Solutions magazine, Brian Taliesin reports that by 2013, mobile workers will account for 35% of the workforce worldwide. Naturally, mobile workers will need more mobile ways to learn as the remote workforce continues to expand.

The International University Consortium for Executive Education (UNICON) recently issued a report that outlines some of the promising benefits for business-related mobile learning:

• Just-enough learning: Provides relevant, easily understood content for time-crunched professionals.
• Just-in-time learning: Offers convenient, flexible information exactly when it is needed.
• Just-for-me learning: Allows access to content on mobile devices in flexible ways, which makes it appealing to many different types of learners.
• Collaborative learning: Facilitates working together through use of texting, as well as knowledge-sharing and question-based forums, which can strengthens interaction between participants and instructors.

Like with students in school, the possibilities for workplace learning are enormous. Imagine a forklift driver with easy mobile access to a loading plan, which was updated after his shift began. Or emergency responders who need up-to-the-minute details that helps them maximize their effectiveness on the job. Or a retail sales rep who can order products for customers on the spot. Some of these technologies are already in place, but there is much more room to grow.

Mobile learning doesn’t need to be intensely interactive to be effective. Remember, the focus is to give learners the information they need when they need it an in easily accessible format. That can mean simple text-based instructions, a how-to video, a map, or a reference drawing. For content managers and instructional designers, it’s important to keep in mind that mobile learning usually draws form existing resources. The strategy is to pull together the most relevant information and organize it in a way that maps to how and when the learners need it. Build in practice opportunities to help reinforce learned content.

What mobile learning resources have you used? What do you find most exciting for the future of mlearning?