SOLE Guide 4: Methodologies and Instruments For Planning and Developing Online Modules

Leonardo da Vinci
Programme
GUIDE 4
Methodologies and instruments

for planning and developing
online modules
Project N° I/01/B/F/PP-120550
This is a product of the SOLE Project partnership, developed by ITSOS “Marie
Curie” (Cernusco sul Naviglio, Milan, Italy): Pierfranco Ravotto.
English version provided by ITSOS and checked by Cork College of Commerce

(Ireland)
SOLE Partnership
Promoter ITSOS “Marie Curie” – ITALIA – Cernusco sul Naviglio, ITALY
GREECE Lambrakis Research Foundation - Athens
FRANCE GIP-FAR/CAFOC - Rennes
ITALY ADECCO - Milano

CEP - Torino
CGIL - Formazione e ricerca - Roma
CISL – Studi e ricerche - Roma
CONFAPI - Roma
IMQ - Milano
ITCS “Mario Pagano” - Napoli
ITIS “Vito Volterra” - Ancona
SCIENTER - Bologna
UIL - Servizio Politiche del lavoro e FP - Roma
Università Roma3, Facoltà di Scienze della Formazione - Roma
IRELAND Chambre of Commerce - Cork

College of Commerce - Cork
DEIS – Cork Institute of Technology - Cork
ROMANIA Camera de Comert si Industrie - Galati

Consiliul National Al Intreprinderilor Private - Galati
University “Dunarea da Jos” - Galati
© The content of the SOLE Project - “Leonardo da Vinci” Programme, Contract

I/01/B/F/PP-120550 - can be freely used by Schools, Universities and Training
Institution provided that the SOLE logo is maintained and the source fully cited.
No part can be published for commercial use without formal permission of the
Project promoter.
INDEX
EXECUTIVE SUMMARY ......................................................................................1
1. INTRODUCTION ............................................................................................3
1.1 THE AIMS OF THE GUIDE ..............................................................................................3
1.2 GUIDE TARGETS..............................................................................................................3
1.3 STRUCTURE......................................................................................................................4
1.4 HOW TO USE THE GUIDE ..............................................................................................6
2. ONLINE METHODOLOGIES .......................................................................7

2.1 ONLINE LEARNING: LEARNING FROM ERRORS .....................................................7
2.2 ONLINE LEARNING RELATIONS..................................................................................9
2.2.1 Self-learning ............................................................................................................9
2.2.2 Supported Self-learning .........................................................................................10
2.2.3 Learning in a virtual class.....................................................................................11
2.2.4 Collaborative learning...........................................................................................11
2.3 LEARNING METHODOLOGIES ...................................................................................12
2.3.1 The North West Sector ...........................................................................................13
2.3.2 The South West Sector ...........................................................................................14
2.3.3 The North East Sector............................................................................................14
2.3.4 The South West Sector ...........................................................................................15
2.4 METHODOLOGY, MATERIALS, ENVIRONMENT, PROGRAMME OF WORK.....16
3. LEARNING MATERIALS ............................................................................19

3.1 PLANNING AND PRODUCTION OF LEARNING MATERIALS...............................19
3.2 MODULAR LEARNING PATHS....................................................................................21
3.3 MODULARITY ................................................................................................................22
3.4 MODULE DEFINITION ..................................................................................................24
3.4.1 The module which can be accredited.....................................................................24
3.4.2 The module as a learning path ..............................................................................25
3.5 LEARNING OBJECTS: COMPOSABLE CHUNKS ......................................................27
3.6 SHARABLE CONTENT OBJECTS (SCO) AND SCORMS ..........................................28
3.6.1 Research Bodies and standardisation process ......................................................29
3.6.2 SCORM: SCO Reference Model............................................................................31
3.6.3 SCO: Sharable Content Object..............................................................................33
3.6.4 META-DATA..........................................................................................................33
3.6.5 SCORM Run Time Environment............................................................................34
4. THE LEARNING ENVIRONMENT ............................................................36
4.1 TOOLS FOR ONLINE LEARNING ................................................................................36
4.2 LEARNING MANAGEMENT SYSTEM ........................................................................38
4.2 PLANNING AND IMPLEMENTATION OF THE LEARNING ENVIRONMENT......39
5. CONCLUSIONS.............................................................................................41
5.1 THE NETWORK: NEW POSSIBILITIES OF LEARNING ...........................................41
5.2 THE ROLE OF TECHNOLOGY .....................................................................................42
BIBLIOGRAPHY...................................................................................................44
GLOSSARY ............................................................................................................46
TOOLS ....................................................................................................................48
A. TEMPLATE FOR DEFINING A “CONCEPT”...............................................................48
B. EXAMPLE OF A “CONCEPT” .......................................................................................50
C. TEMPLATE FOR PLANNING A LEARNING PATH ...................................................52
D. EXAMPLE OF A LEARNING PATH .............................................................................53
SOLE Project – GUIDE 4 1
EXECUTIVE SUMMARY
This first chapter summarises the key-points of the guide.

It particularly targets policy makers, principals of training
institution; schools, universities, and vocational centres as
well as online service providers willing to deliver training.
This Guide deals with planning and developing online learning paths, namely:
• learning materials, the “contents” of learning/teaching
• the learning environment, where interactions between trainees and tutors take
place.
First of all the Guide takes into consideration online learning/teaching methodologies,
starting with the analysis of the most typical errors to avoid in online learning
activities such as:
! merely transferring materials developed for different contexts to online
environments without understanding the specific features of media
! putting technology before methodology
! ignoring the system of relations and focussing only on contents
! undervaluing the problem of transportability and re-usability of the materials
As far as learning materials, the relational system and technology are concerned, four
online scenarios are to be taken into consideration:
! self-learning
! supported self-learning
! virtual class
! collaborative learning
Referring to the DISC model, the Guide analyses the role of the teacher, of learning
materials and features of the communication environment for each of the
methodologies suggested by the model.
Again with reference to methodology, learning materials, learning environment and

work programme, the Guide proposes a comparison with online learning, face-to
face learning and traditional distance learning.
There follows a focus on planning and developing learning materials which can be
modulated, adapted and re-used.
Two different levels are taken into consideration:
a macro level: modules, that are significant blocks leading to the acquisition of
competencies, which may be certified
a micro level: sharable learning objects, namely “basic mini blocks” or “chunks”
that, if assembled, allow reaching the macro level.
The most advanced research on e-learning (online learning represents a sub-field

of this) focuses just on the latter, the most relevant elements of which are dealt with
in the present Guide.
Eventually the Guide faces the problem of the learning environment.

While self-learning and supported self-learning do not require a specific environment,
the creation of a virtual class asks for a “virtual place” where the various relations
between the subjects of the learning path are developed.
The Guide presents the typical features of such an environment and the Learning
Management Systems that represent the technological implementation of such an
environment.
The recommendation of putting methodological-didactic choices first followed by the
technological ones is consistently repeated throughout the Guide.
1. INTRODUCTION
This chapter offers those who wish to go beyond the

executive summary, a presentation of the aim, target and
structure of the Guide.
Delivering online learning paths requires the planning and development of learning
materials and – in most cases- of the learning environment.
This Guide deals with the theme – “Methodologies and instruments for planning and
developing online modules” - and therefore deals with the following
! features of learning materials in relation to the adopted methodology (self-
learning, supported self-learning, virtual class, collaborative learning,
! modularity of learning materials,
! re-usability and standardisation of learning materials,
! features of the learning environment,
! technology to be used in order to develop learning materials and learning
environments.
1.1 THE AIMS OF THE GUIDE
The main aims of the Guide are:

! to present, in a synthetic way, the “state of the art” online learning materials and
learning environments
! to provide more pedagogical rather than technological suggestions for the
development of materials, suitable for online learning, which may be transferable
and re-usable.
! to encourage, while developing materials, the use of technologies and resources
generally available in any training institution
1.2 GUIDE TARGETS
This Guide primarily addresses all those who are involved in planning and
developing learning materials and learning environments suitable for online learning.
In most cases, they are school teachers, university lecturers, company or vocational
centre trainers willing to use, online learning in conjunction with traditional face-to-
face classes in order to:
• provide trainers /educators with a wider range of training opportunities and

resources
• diversify the training opportunities by providing tailored learning paths
• promote a wider flexible schedule and an easier entry to learning
• meet new learning needs.
Those who employ traditional face-to-face learning , need to be led to recognise the
value of some traditional elements and the potential of others typical of online
learning.
Obviously such a public is required to be open to innovation and the use of ICT
(Information and Communication Technology), even if they do not presently have the
required IT competencies.
In some cases, a possible target can be represented by developers of learning

materials working in companies which deliver distance learning by means of a wide
range of aids: hard copy, audiovisual, electronic media.
They are generally knowledge experts who consider the net as a new, useful aid in
the provision of access to materials.
Also in this case it is advisable to make such developers think about continuity
between the two systems.
Another target is represented by companies who have web designers and IT experts
either specifically devoted to online learning or delivering online learning along with
other Internet services.
They generally get learning materials from qualified experts.
It is important, in this case, to draw their attention more to pedagogical matters than
to technological aspects.
1.3 STRUCTURE
The Guide is divided in the following sections:
Executive Summary It summarises the key-ideas that will be illustrated in the

following chapters.
It particularly addresses policy makers, principals of
training institutions – schools, universities, vocational
training centres – and online services providers also
willing to deliver training paths.
1. Introduction This section illustrates the aims of the Guide and its
targets and provides instructions how to use it.
Furthermore it offers individuals who wish to go beyond
the executive summary a presentation of the aim, target
and structure of the Guide.
the executive summary a presentation of the aim, target

and structure of the Guide.
2. Learning scenarios This chapter, along with the following two, represents
the core of the Guide.
It illustrates the specific features of online learning with
reference to traditional and distance learning and it also
highlights the continuity of some pedagogical issues,
(how some pedagogical issues affect both systems.)
3.Learning materials This chapter deals with the production of learning

materials.
The first paragraph provides some general information,
while the subsequent paragraphs analyse two themes
related to one another:
! paragraphs 3.2 and 3.3 deal with the planning of a
complex learning path – the Module- aiming at the
acquisition of well defined competencies that can be
certified
! the following paragraphs are devoted to the planning
and use of didactic “small bricks”,” chunks”, relative
to their potential for rearrangement. This represents
the current focus of research and initiatives of
standardisation.
Readers can focus on such themes in a non-sequential
way, according to their own personal interests or the
needs of their institutions.
4. Learning environment This chapter is devoted to the development of the

environment, namely the context, both structural and
relational, where learning/teaching occurs.
The first paragraph highlights how different
communication tools correspond to different learning
contexts.
The second paragraph presents the Learning
Management Systems.
The third paragraph draws the reader’s attention again to
didactic and pedagogical issues.
5. Conclusions This last chapter confirms some key-points dealt with in

the previous chapters and draws a few conclusions
concerning the necessary technology to be used to
develop both learning materials and the learning
environment.
App1. Bibliography List of publications and Internet sites connected to the

matters investigated in the Guide.
App2. Glossary Terminology used in the Guide.
App3. Tools It contains charts useful for planning online modules.
1.4 HOW TO USE THE GUIDE
The three central chapters – Online Learning Methodologies”, “ Learning Materials”

and “Learning Environment” – and their internal paragraphs are self-standing.
This allows, apart from an ordinary sequential reading, also a direct access to single
chapters or paragraphs of interest.
2. ONLINE METHODOLOGIES
This and the two subsequent chapters represent the core of
the Guide.
It illustrates the specific features of online learning with
reference to traditional and distance learning and it also
highlights the continuity of some pedagogical issues (how
(some pedagogical issues affect all the systems).
2.1 ONLINE LEARNING: LEARNING FROM ERRORS
The development of networks, in general, and particularly the Internet, has made
online learning possible on a mass level.
Numerous and diversified experiments have been carried out by companies, training
centres, universities and schools in recent years.
From these experiments it is possible to draw conclusions on both the positive and
negative effects.
Let’s start with the latter in order to focus on the kinds of errors that have previously
been made but that should now be avoided while planning and delivering online
courses.
! In some cases learning materials already developed for face-to-face learning, have
been merely transferred online in the form of web pages, or even more simply as
texts to be downloaded.
They were then provided with undefined tutorial support.
These attempts have often been impromptu initiatives that have turned out to be a
failure and they have neither fostered the dissemination of online learning nor
validated its potential.
Planning good online learning paths requires, on the contrary, a completely

new re-development of learning materials and learning paths, which must be
relevant both to new media and to new learning environments.
! Another recent trend has seen technology experts take centre stage, but they have
been entirely wrapped up in the “special effects” made possible by the network.
In this case, unlike the former, the materials have been developed in tune with the
new media and have fully exploited its potential.
Nevertheless, it is evident that a pedagogical element is missing.
Such materials, very often highly sophisticated from the technological point of
view and attractive because of sounds and images, have been proven to be valid
only in the case of simple objectives like the delivery of basic information or the
teaching of simple procedures. However they have been unsuccessful in the
acquisition of complex knowledge and competencies.
Online learning, apart from a completely new planning of learning paths relevant
to new media and environment, demands more attention to pedagogical concerns
rather than to technology and it should also treasure the positive acquisitions of
traditional face-to-face learning.
! Furthermore, some experiences have shown that much emphasis has been put on
materials, as if they could, on their own, perform all the functions needed in a
learning activity.
The relations between the teacher and the learner and inter-learners relations have
been neglected; in short, the relational environment has not been taken into
consideration.
In this way the potential of the network has been diminished, in the sense that it
has been used as a means of delivering home lecture notes or the content of a CD-
ROM in real time.
The error has been to think of the Internet as an instrument to deliver distance
training, while, on the contrary, the Internet cancels distance, making the concept
of distance obsolete. The Internet is not only a system of swift mail or the place
where you can find a book in electronic format without going to a library. The
Internet is a meeting point where people create a virtual community by
exchanging opinions, ideas, etc.
This is its main potential as a learning environment.
Concerning the planning of online learning paths, it is essential to be aware

that online learning is the result of a relational/communicative system.
The focus on such a
relational system, is
represented, in an O D L
environment, by the learner
relating with
o learning materials
o a teacher/tutor
o a group of peers.
First the developer has to

choose the kind of relational
system s/he wishes to create
and only secondly must s/he
identify the relevant technology useful to develop materials.
It would be wrong if technological choices influence the relational model.
! Obviously, some good products have been developed, but with resources and
money out of proportion relative to their use.
This happens when the problem of their re-usability is not posed during the
implementation phase. In fact, the developer should take the following into
consideration:
o the range of technological platforms (LMS) and their swift evolution,
o the variety of targets’ needs and the problem connected to the personalisation
of learning paths,
o the possibility of using sections of the material in different contexts.
The developer of online learning materials and learning paths should be

aware, at the outset, that the product needs to be
o transportable to different contexts,
o transportable onto different platforms,
o modifiable,
o adaptable.
2.2 ONLINE LEARNING RELATIONS
There are four possible actors in a learning path:

• the one who learns (trainee-learner),
• the learning materials,
• the teacher /trainer,
• the group of peers.
The learning can take place- starting from the learner’s needs or from choices made
by the trainer – according to procedures foreseeing different relations between the
“actors” and creating different learning contexts:
! Self-learning
! Supported self-learning
! Learning in a virtual class
! Collaborative learning
2.2.1 Self-learning
The learner is only in contact with online learning

materials.
Such materials must be “complete” and “self-sufficient”
as they must perform various and different functions.
They must
! be interactive
! provide and support motivation
! provide all the necessary support
! foresee monitoring and feedback activities
As a consequence, the technology chosen is required to provide materials performing

all the functions listed above.
Furthermore it must also offer a user-friendly interface since the learner is alone
while using the materials.
The main advantage of such an environment is a reduced requirement for
trainers/teachers/tutors. But at the same time the lack this support is a limiting factor.
This kind of online learning is the same as the traditional study of a book: for some
learners it could be sufficient and may be suitable for simple topics.
But in the same way as publishing a book or giving it to a student does not mean a
student is being taught, so online learning can’t confine itself to editing contents.
2.2.2 Supported Self-learning
The learner is provided with online materials and individual tutorial support.
A wide range of tutorial situations exist: from contacting
the tutor only when needed, to a systematic relationship
with him/her, from a tutor that plays a guidance role only
in the final evaluation phase, to a personal tutor that
monitors and supports the learner throughout the whole
learning path.
The increased tutor presence in the learning path , reduces
the need to develop complete and self-consistent learning
materials, as they are not required to perform the functions performed by the tutor.
The technology chosen must facilitate communication between the learner and the
tutor by means of e-mail, chatting, web-conferencing , ….
The online technology is equivalent to a one-to-one relationship, that is a relationship
between the teacher and the learner.
There are two limitations:
! high costs, unless the relationship with the tutor is occasional
! the absence of any communication with the peer group namely those with whom
the learner shares his/her learning path.
Supported self-learning can be particularly suitable for online adult learning, where it
is important to provide tailored paths and the tutor intervenes as a counsellor, above
all, in the definition of the learning path.
2.2.3 Learning in a virtual class
The learner is not alone in this activity. He belongs to a

group, a virtual classroom that is provided with online
learning materials and tutorial support.
Also this scenario is made up of different situations:

! the group shares the same learning objectives, or
each learner follows his/her own learning path
! the course has got either a fixed schedule and
deadlines, or each learner can freely go at his/her own pace and use his/her own
methods of learning (in this case the class is destined to change throughout the
course)
In any case the existence of a group of peers performs important functions such as
support, motivation and promoting successful learning. The peers can exchange
advice, suggestions and compare solutions.
As far as learning materials are concerned, what has been said for the previous
model is also valid for this one.
The technology chosen must favour the members of the group and the creation of a
relational system by means of e-mailing, forum, databases, case studies, chatting, a
free space -“a chat room” -devoted to socialising.
Such a scenario corresponds to the classroom in the traditional sense: each member of
the classroom benefits not only from the teacher’s attention but also from the
attention he gives to others, he/she learns not only from materials but also from
his/her classmates, from their mistakes as well.
The peer group is a social outlet, as well as a support (and unlike traditional face-to-
face classes it is not a source of distraction).
2.2.4 Collaborative learning
The context is the same as the one just described, i.e. with a group of peers, but the
learning environment changes considerably .In models 1, 2 and 3 the “contents” to be
learnt, are essentially pre-defined:
! in model 1 they are strictly conveyed by the materials
! in model 2 they are still delivered by the materials and in any case are mastered by
the tutor so that he can help the learner
! in model 3 the contents are still conveyed by the materials and supported by the
tutor, but the learner can rely on the help of a group of peers.
In a collaborative learning scenario, however, learning becomes the result of a

collective search where each learner becomes the creator/provider of the contents to
be learned.
At the initial stages the learning material does not exist in full it is developed by the
student through the process.
Initial activities accompanied by some basic materials, will be enriched during the
online learning path, with new materials developed by individual teachers and/or
groups of learners themselves.
The technology chosen must, even more than in model 3, provide the suitable
learning environment, that is to say a virtual space where learners can communicate,
search and share resources.
Such a scenario corresponds to the individual or group involved in project work.
It represents one of the environments which is most coherent to the features of
the network and its potential: it gives value to the role of individuals within a
learning environment.
2.3 LEARNING METHODOLOGIES
Coomey and Stephenson, have proposed a model for the analysis of online learning
scenarios, based on the following elements
! dialogue
! involvement
! support
! control.
According to their analysis, the possible scenarios of a learning path place themselves
in one of the four quadrants defined by two axes:
• the horizontal axis concerns
the control of the learning
path; on its left hand side, we
have the teacher’s control and
on the right hand side the
learner manages the learning
path.
• the vertical axis concerns the
definition of objectives/tasks;
specified tasks are on the top
and open-ended strategic
learning are at the bottom.
Each of the four quadrants – indicated with a geographical notation- represents a

specific teaching-learning paradigm:
! North-West – specified tasks/ teacher controlled

NW NE
! South-West - Open-ended strategic learning/
teacher controlled
! North-East- specified tasks/Learner managed SW SE
! Southeast – Open-ended strategic learning/learner

managed
2.3.1 The North West Sector
Specified tasks/teacher’s control
Dialogue The communication is oriented to a task that is well defined

and controlled by the teacher.
The possible interaction of the peer group is included in the
task.
Involvement The students are provided with instructions specifically
targeted towards the task.
Support It is provided either by the materials themselves or by the
teacher, generally along with pre-defined deadlines for face-to-
face meetings, telephone calls or e-mail contacts.
Control The control is essentially on the task performed and on the
deadlines given.
The teacher mostly performs the role of an Instructor.
The learning materials self-contained and must be arranged before the beginning of
the work.
They may be developed as WEB pages or e-mails (with files attached if needed).
As far as the learning environment is concerned; it sufficient for trainees to be

provided with an Internet connection in order to read the web pages of the learning
path, to download materials, to communicate with the teacher, and if required, with
the other trainees.
2.3.2 The South West Sector
Open-ended strategic learning/ teacher controlled
Dialogue It is up to the teacher to promote the communication process

and fix the schedule, but then the exchanges between the
trainees prevail and the teacher plays the role of promoter,
facilitator, and moderator.
Involvement The development of the discussion and/or problem solving
activities requires a strong personal involvement as a basis for
effective group work.
Support The tutor’s support generally addresses the virtual class and
not the individual trainee. It occurs face-to-face and online (in
this case it is provided in the forum and not in the personal
mail-boxes) The tutor provides advice, suggestions, guide
lines, and proposes in-depth search methods rather than
answers.
Control The tutor controls the development of the activities, the
schedule and each trainee’s work.
The trainee can verify the relevance of the activities to his/her
own specific interests.
The teacher mainly plays the role of a Guide.
The learning materials are not self-sufficient. They are used to present the learning
theme and to provide basic knowledge from which learning by discovery ensues,
sometimes problem solving methodology and other times a discussion approach may
be used .
Other materials, found on the net or developed by the trainees themselves, will be
added, step-by-step, to the initial ones.
In order to work it is necessary to provide a work/communication environment where

the trainees can discuss and send their own solutions, see other trainees’ solutions and
interact with the tutor.
Not only e-mails but above all forum and possibly chats are advisable.
2.3.3 The North East Sector
Specified tasks/Learner managed
Dialogue The teacher gives the task and then intervenes on requests.
The communication within the peer-group finalises the
organisation and development of the assigned task.
organisation and development of the assigned task.

Several groups of trainees can exist; they communicate their
own results to one another.
Involvement The group of peers are fully responsible for the tasks assigned,
starting from the pre-defined task that can be adapted to
circumstances or to their own interests if needed.
Support After defining the objectives, the tutor mainly intervenes on
request.
Supportive learning materials as “tools” such as FAQs,
databases etc. are envisaged.
Control The trainees themselves control the development of their work:
each of them makes reference to his/her own objectives.
The teacher mainly plays the role of a Coach.
The learning materials are like consultancy tools, we can’t expect them to be self-
consistent and complete, on the contrary they should be open for the following
reasons:
! they can/must be enriched on the basis of the activities – FAQS, new lessons –
carried out both by the teacher and the trainees themselves.
! they must have links with other sites and provide a bibliography .
In such a scenario the working/communication environment is essential: the

trainees are to be provided with the possibility to discuss- among themselves and with
the tutor- both in a synchronic and an asynchronic way.
Chats are essential and Web-conferences are advisable.
It is important to be able to create forum/discussion areas and the trainees should be
allowed to play the role of moderators (included the functions of deleting and shifting
messages)
2.3.4 The South West Sector
Open-ended strategic learning/learner managed.
Dialogue The communication mainly occurs between the groups of

peers; sub-groups can form according to their own interests.
The communication can be open to “experts”
The teacher takes part, as a member of the group, giving
his/her own input.
Involvement It is up to the individual learner to decide on his/her learning
activities according to his/her own interests and to agree on the
procedures with the others.
procedures with the others.

Support The teacher is always available, but he helps more in the
definition of the procedures rather than solving specific
problems.
The group of peers constitutes the main support, even if it is
also possible to ask experts for help.
Control Objectives and guidelines are defined by the trainees who, as a
consequence, control the pace of work and results, and if
needed make changes.
Each trainee can monitor his/her own results.
The teacher mainly plays the role of a facilitator.
At the initial stage there can be learning materials, but gradually as the work proceeds
the trainees themselves will search online information, useful tools and will produce,
if needed, new lessons.
No collaborative learning is possible without a working/communication environment.

Such an environment has got the same characteristics as that of the Northeast sector:
! discussion forums, simple to create, with different access levels
! chats and web-conferences.
2.4 METHODOLOGY, MATERIALS, ENVIRONMENT,

PROGRAMME OF WORK
Planning online learning paths means more than planning learning materials, just as
planning face-to-face learning paths means, even in ODL, more than writing a book
or lecture notes.
Apart from the context, that can be either face-to-face or online, planning a learning
path, suitable either for students, or young people in initial vocational training, or for
adults re-entering training paths, implies the definition, according to a pedagogical-
didactical choice, of the following items:
! the didactic methodology one wishes to adopt
! learning contents and related learning materials
! the relational system to be adopted and as a consequence, the suitable learning
environment
! the work plan, in terms of schedule and procedures
Didactic
path
Didactic Programme
methodology of work
Didactic Learning
materials environment
Let’s analyse the characteristics of such elements of planning in

face-to-face learning
! traditional distance learning (before the diffusion of the network by means of
lecture notes, CD-ROMs ….)
! online learning
Face-to face Distance Online

Didactic It is the teacher who The range of As far as individual
methodology chooses the methodological choices is learning, self-learning
methodology to be used narrow. or supported self-
according to his own Most of the time the learning are concerned,
convictions, type of trainee is alone, relating the situation is the same
target, available only with the learning as distance learning.
resources. materials. In case of group
He can choose between If the latter are hard copies activities the procedures
lectures and individual or use sounds and movies, are mostly the same as
or group guided the trainee can’t be offered face-to-face learning as
activities, between with anything else but it is possible to use a
deductive or inductive “study activities” “virtual” environment
procedures. He can opt On the contrary, if the use that guarantees possible
for learning by of the computer is relations and
discovery or case study foreseen, simulation, self- interactions similar to
or project works… check and interactive the ones in a face-to-
He may often use activities can be proposed. face classroom.
different Nevertheless neither
methodologies, activities between groups
according to the of peers nor collaborative
moment or the topic. activities can be planned,
unless lots of face-to-face
activities are foreseen.
Learning The teacher orally Learning materials Also in this case materials
materials conveys the contents of represent the main represent the main
the learning path. channel of content communication tool.
It is obviously transmission. Due to the characteristics of
important to plan what Thus, they require the media, they can be
to say, how to say it being exhaustive, multimedia and interactive,
and what exercises to clear, motivating and A higher level of interaction
provide students with, they are generally between learners and
but it is not necessary defined before the teachers and between
to formalise the plan in beginning of the learners themselves, and the
a written form; in some course. rapidity of the system, make
cases the teacher can The developer’s main the materials suitable to be
also rely on task is to develop modified or developed during
improvisation on the learning materials with the learning path. In this way
basis of his/her such characteristics. these materials can meet the
students’ feedback. learning needs as they arise.
Learning It is necessary to have The focus on the “ The environment is the

environment a physical place, but it environment concerns learning itself,” we could say,
is not generally the the definition of the paraphrasing Mc Luhan.
teacher’s concern as he relations to be put in The environment that is put
is only requested to action: face-to-face in action determines the
communicate his meetings, relations that are to establish
requests in terms of teleconferencing, and as a consequence the
special places telephone calls, e- process of building
(laboratories, overhead mails… knowledge
projectors..) or Therefore it is necessary to
different arrangements plan the environment starting
of the class, in case of from pedagogical and not
group work or technological choices.
individual work or….
Programme The teacher is The work plan is Also in this case a work plan
of work generally requested to mainly included in the is essential and requires to be
formalise his/her own materials, the choice of agreed on.
work plan. the schedule depends According to the context it
In any case it is on the context: it can can be strict or modifiable in
necessary to organise be either fixed by the compliance with the running
schedules, lessons, organisation or be left of the course.
exercises, interviews, up to the learner
etc. …
3. LEARNING MATERIALS
This chapter deals with the production of learning

materials.
The first paragraph provides some general information
while the following ones analyse two themes related to one
another:
• paragraphs 3.2 and 3.3 deal with the planning of a complex
learning path – the Module- aimed at the acquisition of
well defined competencies that can be certified;
• the following paragraphs are devoted to the planning and
use of didactic “small bricks” or ” chunks” which achieve
their potential when combined. This represents the current
focus of research and initiatives of standardisation.
Readers can face such themes in a non-sequential way,
according to their own interests or the needs of their
institution.
3.1 PLANNING AND PRODUCTION OF LEARNING

MATERIALS
The current ICTs allow the development and editing of online materials in a
manageable format:
! Hypertextual documents, enriched with images, sounds and filmed sequences
(Web pages)
! Forms that can be filled in and sent by the learner
! Interactive animations/simulations
This enables the development of lessons, questionnaires, and tests which encourage
learners ask questions and find answers.
The preparation of materials should move away from traditional classroom style
presentation to a more suitable online format incorporating such facilities as:
• automatic feedback
• Graphic animation
• Video etc
ICTs allow a level of interactivity the other media can’t provide.

The technology of Web pages is constantly growing and reaching new potential, the
increase in learning efficacy does not depend on “special effects”.
Learning materials must be graphically attractive and user friendly.
Learners’ motivation and learning efficacy are not only maintained by “special
effects”, but more specifically by
! Text clarity
! Conciseness
! Relevance of images
! Interactivity: the learner should be involved in each activity.
Graphic effects should complement the content and enhance communication rather
than distract from the learning environment.
This is why it is advisable that teachers themselves become developers, namely
experts in conveying contents rather than IT experts.
The development of materials itself should be carried out by the teachers or at least it
should be controlled by them.
The aim is to create simple pages that can easily be developed by “non experts” who
should ensure that the material are constantly changed.
From a modular point of view modules need to be maintained, updated, improved and
adapted to the target’s requirements.
It is possible to carry out such an operation if materials are considered from the very
start, not as finished but still “open” products suitable to be further implemented.
Nevertheless, they should be “open” also in terms of possible links to other www
sites where to search for further information, in-depth materials or different points of
view.
This matches the real nature of the Intenet as a web.
3.2 MODULAR LEARNING PATHS
When planning pedagogical paths, both whole curricula and simple courses, a block
formation should be implemented.
If speaking of planning learning materials (online or face-to-face) such a spilt is
determined by both pedagogical and practical reasons –so that elements can be re-
used and reassembled to form new learning paths.
The chart below offers an example of how a course may be structured:
Modules are macro-blocks that are self-contained, as they allow the acquisition of
definite competencies that can be certified.
The following two chapters will deal with Modules.
Generally Modules are structured in Units that are sub-divided into a set of
activities:
! lessons (namely explanation of facts, principles, laws, rules…)
! exercises (application of rules, list of facts, relations between items, …),

! individual or group activities (case-studies, project work, …),
! Assessment tests etc. …
Learning materials in a digital format can be defined as LO, Learning Objects.
A Learning Object consists of

• texts,
• images,
• sounds,
• films,
• …
These LO – generally referred to as assets – are like “small bricks”, “chunks”

constituting the courses.
Such a level of detail may appear excessive, but this is the direction taken by the most
advanced research in the e-learning field and in particular of Web based learning.
Organisations such as ADL (Advanced Distributed Learning), an initiative of the U.S

government, have identified rules that could guarantee the compatibility of online
learning courses and have also defined the procedures of single assets “declaration”
through meta data.
The rest of the Chapter will deal:

! first, with the macro level represented by the Modules and in particular with
o the objectives stated by an Institution whenever a training offer is to be
planned,
o the structure of the learning path;
! secondly with the micro level represented by the LOs and assets, namely the
elements that can or better must, according to the modern theories, be developed
as elements independent from any context, so that they could be used in a wide
variety of learning situations.
3.3 MODULARITY
An online learning environment, as any other ODL learning environment, requires a

well-defined set of modules defined in terms of competencies, in order to be able to
guarantee:
! tailored learning paths,
! an efficient training impact.
The learning process is characterised more and more by a life-long learning path,
which needs the support of suitable instruments.
Learning paths, organised in modules, meet people's new needs to the extent that they
provide them with tailored learning paths suitable to support their return to
education, to specific learning segments, useful for updating their skills and/or
cultural enrichment.
Modular learning paths guarantee an effective learning process as

! learner's motivation is kept alive thanks to a step-by-step path. The learning path
is able to satisfy different learning paces and styles and it is characterised by a
concrete description of the objectives to be achieved.
! learner’s freedom to choose his/her learning path and the awareness of its steps
help guarantee a conscious participation in the learning process.
! a strict definition of objectives, described in terms of competencies, permits a
rigorous check of the achieved results and the possibility to intervene on time and
to systematically modify the learning path (feedback).
From the point of view of planning, a modular structure is suitable as it allows

learners:
! to cope with professional knowledge becoming obsolete by either substituting or
updating it: a single module can be easily modified without damaging the whole
structure.
! to split and to re-create courses in order to adapt them to the rapidly changing
demand both of market and public.
! to investigate, in the relevant professional contexts, the necessary competencies
for developing and up-dating modules
! to choose learning materials developed by other countries which may be
transferred and adapted to national contexts
! to guarantee - thanks to final evaluation tests for each block of performances -
standard results in a learning context characterised by a different learning
schedule, varied methodologies and materials.....
3.4 MODULE DEFINITION
As far as modules are concerned it is important to take into consideration two

different but complementary aspects:
! The module which can be accredited
! The module as a learning path.
3.4.1 The module which can be accredited
The first point deals with the definition of modules as significant, certifiable and
containing mutually recognisable blocks of knowledge and competencies within
learning paths.
A module is a set of knowledge and competencies attainable through a learning path
and verifiable by means of suitable tests.
In order to avoid any ambiguities and to be able to verify the competencies to be
achieved in a module, in an “objective” way, it is necessary to provide an articulated
and verifiable definition of its objectives.
From the point of view of certification, the learning path followed is not significant.
It is not important that the stated objectives are attained either in a traditional or in an
online learning path.
It doesn’t matter the results are attained through formal, non-formal or informal
learning path (see Guide7)
In order to define modular learning paths, it is necessary to analyse the reference

context, both professional and /or cultural, which appears as a flow of information,
methods, procedures, and behaviours.
Such a context needs then to be split into blocks of knowledge and performances.
This operation should be carried out in such a way that each Module could represent
the smallest block of knowledge and performances still maintaining its meaning and
relevance to the referred context.
Each module, developed in such a way, can be certified and recognised by any
training institution.
Items characterising a Module, in terms of certification and recognition (features that

do not vary according to context, target, delivery and methodological procedures),
should be as follows:
1. Title It should describe, in a precise even synthesised way,

the object of the module in terms of activities and/or
contents.
2. Professional competencies The single performance or set of performances constituting
(or cross-skills) the object of certification. The objectives of the learning
path must be clearly defined
3. Objectives/Descriptors
3a. Knowledge The objectives supporting the competence to be achieved
must be detailed, in order to facilitate assessment
It is advisable to use verbs such as:
• describe, classify, report, define
(corresponding to a basic knowledge that can be
verified through the repetition of facts, laws,
principles, theories
1. deduce, link facts (corresponding to a higher level that
can be verified through debates and correlation of
facts/events..)
3b. Micro-competencies Skills, methods and procedures contributing to the

acquisition of the module competence must be detailed in
order to allow an analytical check
It is advisable to use verbs such as

use, calculate, measure, create, develop, elaborate, plan,
evaluate, test
4. Assessment procedures The assessment procedures, by means of which the

acquisition of the competence is assessed and certified,
must be made explicit
• written tests
• practical tests
• case-analyses
• etc …..
3.4.2 The module as a learning path
The set of modules, namely the blocks of knowledge and competencies to be

achieved, must first be defined – by a national or local body or a single training
institution .We can then proceed to define the learning path, or better the complex
system characterised by:
! a pedagogical model,
! teaching procedures,
! human resources,
! physical resources such as: classrooms, laboratories, computers, networks or

servers …
Such a plan will emanate not only from the typical characteristics and “mission
statement” of the training institution, but also from an analysis of the target groups
and of the available resources.
While planning, other elements will have to be defined:
5. Pre-requisites Knowledge and competencies suitable to begin the learning

path must be defined (also in terms of modules already
completed )
5. Duration The time requested for the completion of the module must
be mentioned, and if wished, for each of the following
activities:
• classroom
• laboratory
• online
• work-based experience
The amount of time necessary for the completion of the
module must be stated . Also each activity ,whether it takes
place in the classroom , laboratory , online or during work
experience should have a time limit .
6. Didactic units It is advisable , especially for long modules, to explain the
learning paths step by step and continuous assessment may
be used to evaluate progress.
7. Methodology The methodology chosen must be described also the

different methodologies must be agreed upon for each unit.
The elements to be defined are:
• face-to face/online classes
• laboratory/work group
• deductive/inductive method
• ….
The choice of methodology will depend on different
factors: specifications of the competence to be attained,
context, targets’ characteristics, teachers’ views.
8. Instruments/resources The bibliography that will be used, laboratories and

software packages necessary for the delivery of the module
are to be described here
3.5 LEARNING OBJECTS: COMPOSABLE CHUNKS
The material can be dealt with on a macro level; but can also be worked through in
single sections.
The most recent pedagogical research in the e-learning field focuses on the “chunks”,
namely blocks of knowledge, formally defined as learning objects.
The reason is essentially economical: to avoid doing the same thing several times and
using what has already been developed.
In order to make it possible it is

necessary to develop the chunks or the
Lego blocks (which is a concrete example
used on both sides of the Atlantic) so that
they can
• be arranged and rearranged .
• to make them easily transferable from

one technology to another so that
they can be re-used
All this may sound simple and obvious. But actually it is not often like that.
Whoever is planning a didactic path, i.e. a Module, generally is concerned about the
product at a macro level: s/he thinks of the house, its functioning, not of its bricks.
Or, if you prefer, s/he thinks of the bricks in relation to the house, and not of the
possibility of re-using them to build other houses.
While developing the Module, s/he will surely produce texts, images, sounds and
movies to create a Web page that will be linked to other Web pages and so on, but
s/he is thinking of the relevance of the final product, not of the single component.
The problem of re-using materials is a matter that arises later, when a new learning
path has to be developed and one realises that some already existing materials is
suitable but not reusable .
But this is not simple for the following two reasons:
! from a technological point of view; the original materials were implemented for a
specific platform and thus are not directly transferable to others,
! from the point of view of the content: the materials had been developed
specifically for a certain context, possible sections that could be used in other
contexts are indissolubly linked to other specific sections.
Unless planned for during the initial stages, sections of original modules cannot be
reused without a complete over-haul of the system and the modules.
The alternative is to reverse the approach: instead of creating single components for
the Module (mini versus macro), we should create mini components with the
following characteristics:
! independent of the technological platform (inter-operability),
! independent of the context,
! user-friendly,
! ease of accessibility.
While planning a learning path, we should ask ourselves which components -

Learning Objects – are available and which ones, need to be developed with the
above characteristics to make them, re-usable in other contexts .
We could discover that it is possible to use a complete module or a whole Unit or a
few activities or in some cases only movies, images, blocks of texts, …
The Learning Objects, in fact, can exist at different levels of complexity but, if
complex, they obviously derive from a combination of smaller LOs.
The interlinking of LOs presupposes a detailed analysis which leads to the creation
of minimal but self-consistent and identifiable units generally defined as assets.
3.6 SHARABLE CONTENT OBJECTS (SCO) AND

SCORMS
The several bricks of Lego – to come back to that example- from the elementary ones
(basic) to the most complex ones, fit together as they have been developed according
to common or standard rules: for example similar to the format and structure of the
jigsaw puzzle.
Thus the Learning Objects must follow certain rules in order to be assembled and re-
usable. Who is expected to define such rules?
Any organisation can establish its own rules, developing LO that are compatible with
other products of the same organisation, but not compatible with those of other
organisations.
But this is not cost effective for either the purchaser or the developer of online
services.
Research carried out on behalf of organisations like the U.S. Defence Department has
demonstrated that the incompatibility, swift obsolescence and non re-usability of both
hard and software purchased from various companies was evident. This lead to the
creation of organisations proposing the standardisation of LOs and other training
components, in particular of e learning.
3.6.1 Research Bodies and standardisation process
Recently several organisations have been involved in a research concerning the

components of training content and their standardisation:
ADL (Advanced Distributed Promoted by the U.S. Department of Defence in

Learning) initiative order to assure inter-operability (transportability)
of courseware.
They are responsible of the data concerning
SCORMs.
AICC An International Association of Companies that
(Aviation Industry Computer- develops training guidelines for aeronautical
based Training Committee) companies.
They develop standards for inter-operability
(transportability) in the field of CBT (Computer
based Training) and WBT (Web based Training).
ALIC A Japanese Association that researches learning
(Advanced Learning environments.
Infrastructure Consortium)
ARIADNE A project promoted by the European
(Alliance of Remote Instructional Commission focussing on tools and
Authoring and Distribution methodologies for the production of basic
Networks for Europe) pedagogical elements.
CEN/ISS The aim of this organisation is to promote the
(European Committee for marketing of services and products oriented to
Standardization /Information standardisation
Society Standardization System)
EdNA This organisation, financed by the Australian
(Education Network Australia) Government, promotes the use of the Internet in
the field of education and training in that country
DCMI This organisation in Dublin and Ohio is involved
Dublin Core Meta-Data Initiative in the development and diffusion of a standard
for meta-data
GEM It is a consortium aiming to offer
(Gateway to Educational teachers/trainers quick and easy access to
Materials) thousands of resources in the field of training. It
is developed by multifarious sources.
GEM is financed by the U.S. Department of
Education.
IEEE - LTSC IEEE is the main Certification Body in the
(Institute of Electrical and electrical/electronic field.
Electronics Engineers/Learning LTCS has, within itself, a committee in charge of
Technologies Standards developing technical standards and
Committee) recommendations concerning software
components, tools, technologies, methods of
planning in the training/learning field
Technologies Standards developing technical standards and

Committee) recommendations concerning software
components, tools, technologies, methods of
planning in the training/learning field
IMS (Instructional Management It is an international consortium of government,
System) Global learning educational and commercial companies aiming to
Consortium provide specifications for an open architecture
and inter-operability for e-learning
ISO It is the main international body for standards
(International Organisation for definition; 140 organisations in charge of
Standardization) standardisation participate in it.
Prometheus It is an initiative which aims to define a common
(PROmoting Multimedia access European approach for the production of e-
to Education and Training in the learning technologies and contents. It is funded
European Society) by the European Community.
Da Maisy Center Industry Report

“Making sense of learning Specifications and Standards”, 8 March 2002
They are, as one can see, numerous and different organisations that are not in conflict
with one another as seen in the MAISY Centre Industry Report “Making sense of
learning Specifications and Standards”, 8 March 2002, from which we have taken
the image:
“This graphic shows how the different organizations and groups are not in conflict or
competition with each other, as is often misunderstood. Instead these various
organizations have different roles and responsibilities in a very complimentary and

holistic model.”
3.6.2 SCORM: SCO Reference Model
The ADL (Advanced Distributed Learning) initiative, as referred to above, has been
promoted by the U.S. Department of Defence and by partner companies in order to
ensure that training technologies and contents could be used, shared and re-used in
the whole aeronautical sector.
ADL, along with other partners, has developed SCORM, SCO Reference Model,
which are guidelines for planning and developing training contents (defined as SCOs,
Sharable Content Objects).
Such a Reference Model allows contents, technologies and systems to communicate
with one another guaranteeing:
! inter-operability, that is independence from the Learning Management System
(LMS) used,
! re-usability,
! user-friendliness.
From ADL Site

The chart shows the “convergence approach” which has been developed in the
definition of SCORM between the activities of several organisations.
An initial agreement occurred in 1999 with the release 0.7.3 of SCORM, that
provided a definition of meta-data with a standard “launch” procedure which is the
“execution” of the learning objects
SCORM is a model that, due to its various aspects, addresses:

o developers of learning management systems and authoring tools

o planners and developers of contents
o providers of training services
The image given below shows the present structure of SCORM, composed of:
! Book 1: The SCORM Overview,
! Book 2: The SCORM Content Aggregation Model,
! Book 3: The SCORM Run Time Environment.
From ADL Technical Team

taken from Maisy Center Industry Report
“Making sense of learning Specifications and Standards”, 8 March 2002
3.6.3 SCO: Sharable Content Object
The ADL model focuses on the concept of Sharable Content Object, SCO.
A Sharable Content Object (SCO) is a Learning Object with the smallest level of
granularity of learning contents that can be tracked in a Learning Management
System1 (LMS) and developed according to the SCORM indications.
A SCO:
! contains one or more assets (texts, images, sounds, Web pages, assessment tools,
or any other information suitable to be delivered online)
! can be described by meta-data (see the following paragraph),
! can be launched by the SCORM run-time environment (see further) in order to
communicate with the Learning Management System,
! cannot, by itself, launch other SCOs
But, above all, a SCO with such characteristics can be used in different contexts, it
can be used repeatedly in the production of learning materials.
3.6.4 META-DATA
The exchange and re-utilization of Learning Objects, in terms of integration, are

possible not only if the model in the production phase is accepted but also if they are
traceable. They must be properly catalogued into Databases, in other words they
need to be quickly retraceable.
How to achieve such a result? By means of meta-data, namely data related to data
providing information on other data.
Meta-data, in the e-learning field, must describe the Learning Objects effectively in
order to find, assemble and deliver the right contents to the people who require them
at the right time. (“the right learning content to the right person at the right time”).
Meta-data can ideally describe all the different Learning Objects, from the smallest
ones, the Assets, to the SCOs up to the Modules (they can also be used for the
trainees (name, address, learning preferences, skills…)
In order for the meta-data to be used by different people/organisations there must be a

standard definition and there are institutions in charge of this: IMS for specific
definitions and IEEE for certification.
1
A LMS is a software that automatically manages the learning activities offering lists of
courses, registering users and storing information on their courseware activities.
3.6.5 SCORM Run Time Environment
“A goal of the SCORMT M – we quote directly from ADL “Sharable Content Object
Reference Mode-Version 1.2 - The SCORM Run-Time Environment” - is that
learning resources be reusable and interoperable across multiple Learning
Management Systems (LMS). For this to be possible, there must be a common way to
start learning resources, a common mechanism for learning resources to
communicate with an LMS and a predefined language or vocabulary forming the
basis of the communication. As illustrated in figure …, these three aspects of the
Run-Time Environment are:
! Launch
! Application Program Interface (API)
! Data Model.
The Launch mechanism defines a common way for LMSs to start Web-based learning
resources. This mechanism defines the procedures and responsibilities for the
establishment of communication between the delivered learning resource and the
LMS. The communication protocols are standardized through the use of a common
API.
The API is the communication mechanism for informing the LMS of the state of the
learning resource (e.g., initialized, finished or in an error condition), and is used for
getting and setting data (e.g., score, time limits, etc.) between the LMS and the
Sharable Content Object (SCO).
A Data Model is a standard set of data elements used to define the information being
communicated, such as, the status of the learning resource. In its simplest form, the
data model defines elements that both the LMS and SCO are expected to “know”
about. The LMS must maintain the state of required data elements across sessions,
and the learning content must utilize only these predefined data elements if reuse
across multiple systems is to occur.”
4. THE LEARNING ENVIRONMENT
This chapter is devoted to the development of the

environment, namely the context, both structural and
relational, where learning/teaching takes place.
The first paragraph highlights how different communication
tools correspond to different learning contexts.
The second paragraph presents the Learning Management
Systems.
The third paragraph draws the reader’s attention again to
didactic and pedagogical issues.
4.1 TOOLS FOR ONLINE LEARNING
Let’s analyse again the four online learning contexts, which we dealt with in
paragraph 2.2., from the point of view of the necessary tools for
working/communicating online
Supported self-
Collaborative
Self-learning
Virtual class
learning
learning
Browser •• •• •• ••
E-mail software •• •• ••
LMS recording accesses, login time/… • •• ••
Chat • • ••
Web-conference • • ••
Forum •• ••
LMS allowing the trainer/teacher to open • ••
conferences and define permissions
LMS allowing the trainer/teacher to edit learning • ••
materials during the course
LMS allowing trainees to edit learning materials • ••
LMS allowing the trainer/teacher to provide •
trainees with the possibility to open/manage
forums
In a self-learning context the trainee only needs a browser to navigate the learning
materials.
In the case of supported self-learning both the trainee and the tutor require to be
provided with e-mail software to exchange messages.
Also a chat system may be useful, or at least a Web-conf, but only if synchronic (pre-
defined contact time) communication is organised
The tutor may also need the learning materials to be inserted in a Learning
Management System to be able to track the trainee’s activities:
! read pages,
! answers to online tests
! login time
! …
A Virtual class, on the contrary, requires a larger number of tools in order to:
! navigate,
! send and receive messages,
! communicate in a synchronic way, chat and use web-conf (in this case it is not
necessary to have a previous agreement: the trainee can decide to chat with the
trainees he finds online)
! track single trainee’s activities
! create and manage group environments like a forum – where trainees and tutors
send questions, answers, solutions of problems/exercises,…
! provide different levels of access to the platform for example :
•trainee can read / write only
•tutor access but trainee access denied
•group access
! edit new learning materials during the course
The collaborative learning context requires the same tools suggested for the virtual
class but two more recommendations are needed:
! as the communication within the group of peers such as chats, web-conferences
and articulated forums increase in number and quality they also become more
importance
! Learner autonomy increases as trainees are responsible for the work development
and the achievement of the results and as a consequence they may be involved in
the management of the environment itself:
o “editing of learning materials, for example web pages
o opening up and management of forums.
4.2 LEARNING MANAGEMENT SYSTEM
Whenever we talk about a Learning Management System we refer to an automatic

system integrating all or most of the functions illustrated for virtual class and
collaborative learning. It is also provided with functions allowing the
“administrative” management of trainees (enrolment, attendance certificates….)
It can merely require either software to be installed on the server, or a server and a
client version to be installed on tutors’ and trainees’ computers.
The products existing on the market are diversified in format, tools and costs. The
chart given below offers an outline of the tools they can offer, organised according to
the “actors” of the training/learning process.
Actors Tools
All ! for synchronic communication
o sending of e-mails,
o mail-box to receive e-mails,
o access to forums (reading and sending e-mails);
! for synchronic communication
o possibility to know who and when someone is online
o chat,
o web-conf (only audio or video & audio),
o whiteboard;
! for navigation and search
Planners ! for courseware planning;
! for the planning and editing of
o lessons,
o exercises,
o online tests;
! for the development of databases of learning materials and the
access to them;
! for the implementation of learning “ environments”
o opening of forums
o definition of access permissions (only reading, reading and
writing, change or deletion of messages…)
Teacher/Tutor ! to monitor single trainee or group’s activities
o login track
o duration of online activities,
o activities performed (pages/messages read, messages sent,
exercises/tests done …),
o answers given to tests
! to edit new lessons during the course
! to modify the learning environment during the course
Management ! to enrol trainees;

! to register trainees (to a course, “class”…);
! to register/manage data;
! to provide attendance certificates/certifications.
Trainees ! for the navigation of courses and single multimedia lessons;

! to store/download or print learning materials;
! to add comments to learning materials or to insert
“bookmarks”
! to provide HELP;
! to monitor the learning path followed and the future learning
paths (progress tracking);
! to manage one’s own portfolio of competencies/one’ own
curriculum.
4.2 PLANNING AND IMPLEMENTATION OF THE

LEARNING ENVIRONMENT
Teaching and learning are social activities, in which not only the content delivered is
relevant but great importance is also given to:
! the mode of communication,
! the interactions that take place,
! the “emotional” climate
In a face-to-face environment teaching/learning takes place in a physical environment

i.e. classrooms and laboratories, where the choice/ arrangement of desks/tables and
their positioning is not accidental, where the people look or talk to one another and
communicate through voice and gestures.
All teachers know the importance both of the arrangement of the physical space and-
even more – of the construction of a relational environment.
By an online environment we mean a “virtual” space, that is also real as far as

relational aspects are concerned.
The implementation and organisation of such an environment is a didactic activity
and as such it can’t be performed by IT experts, nor subordinated to technological
choices.
As has been said in the previous chapter, several LMSs are available on the market
and some are very sophisticated.
But this is not the essence of the problem. It is possible to deliver online learning
without a pre-packed LMS.
It is possible to create an efficient and effective online environment also integrating
“simple” technologies:
! a BBS, Bulletin Board System,
! a chat and/or web-conference system,
! a software for the production of WEB pages
! a software for the construction of online tests
! simulation software
! databases.
It is important is to create a learning environment that is :

! compatible with the didactic and relational system one wants to promote
! internally organised where the system accesses is manageable
! has a built in system of checks in place
Such an environment will look, mainly, like a set of rooms devoted to specific
functions.
There could be, for example, areas devoted to:
! lessons of a specific unit
! tests solutions provided by the learners of a certain class
! tests solutions provided by other learners of other classes
! a discussion on a given topic carried out by learners belonging to different
classrooms
! research activities performed by a sub-group in a class
! secretarial communication
! chats, jokes and anything else that does not concern the module but that learners
wish to communicate to one another
But, as it has already been said, it is not only a matter to “virtually” create the
physical environment, but also to intervene into the relational environment.
This is why most of the online courses foresee a face-to-face meeting whose aim is
to foster a relationship between the users who will later interact online .
5. CONCLUSIONS
This last chapter focuses on some key-points dealt with in

the previous chapters and draws a few conclusions
concerning the technology necessary to develop both
learning materials and the learning environment.
5.1 THE NETWORK: NEW POSSIBILITIES OF

LEARNING
This Guide has been devoted to planning and developing online learning paths.
We indicated that this involves dealing with two interlinked elements
! learning materials, namely the format to provide the “contents” of
teaching/learning with
! the environment, namely the “virtual” organisation of the space that develops a
relationship between the trainee and the tutor and the trainees themselves
We explained how the net represents a new potential for learning.
The net has actually become one of the main tools to organise distance learning .In
fact it permits:
! The provision of learning material in an accessible way
! The monitoring of trainee activities by the tutor
! The development of learning materials that are interactive
! The carrying out of quick and effective communication between the trainee and
the tutor
But the net also offers possibilities that go beyond traditional distance learning, based
on self-learning and supported self-learning.
The net permits the creation of real classes of trainees and allows learning to happen
between groups of peers as also happens in traditional face-to-face learning.
Last, but not least, the net is perhaps the most suitable scenario for collaborative
learning, since it combines interaction between people easy access to the widest most
cost effective source of information
5.2 THE ROLE OF TECHNOLOGY
Materials which are developed must be accessible by means of a computer connected

to the internet : this requires the use of IT both for WEB pages, e-mails, data bases
and films.
Also the environment has to be developed, both to provide synchronic and synchronic
communication with the tutor and to check presences/absences in the virtual class,
and to develop a discussion area where trainees are free to read or write.
Which is the most suitable technology?

We are not suggesting any specific platform here, but we will confine ourselves to
some recommendations (a big company for instance could have a platform created ad
hoc, while a school is bound to use a product already on the market).
! Technology is constantly changing: let’s avoid a choice that can make the future
conditional.
! Technology is intended to be used by a public, therefore it must be user-friendly ,

reliable (there is nothing more disappointing, online, than software that “doesn’t
run” or a link that crashes) and able to guarantee swift connections (also a page
that is reluctant to appear is upsetting).
! Technology must be within teachers and tutors’ grasp. Technicians should be in

charge of managing the network and solving specific problems.
The developer should be able to master his/her own work without being dependent
on others; the tutor should be able to intervene directly into the learning
environment.
Technology must be user-friendly also as far as its implementation and
management are concerned; it must not require advanced computing competencies
so that they could be acquired in a short time. Thus teachers should be easily able
to master the technology.
! Technology must be open and flexible: what is needed for one module is, at least
partly, different from what is needed for another one, thus the system must be
usable in different ways and be integrated with new software.
! Technology must be subdued to didactics and not vice versa.
The technology, or better technologies suitable for being integrated, should allow:
! implementation and editing of Web pages containing interactive animations and

filmed sequences,
! implementation and publication of forms and databases collecting learners’

answers, with the possibility of an automatic feedback,
! exchange of messages enriched with images,
! management of conferences and forums with different levels of access,
! the possibility of tracking messages, web pages and records of each learner’s
activities,
! the possibility of establishing real time contacts –chats- and, if possible, organise
web conferences.
BIBLIOGRAPHY
Advanced Distributed Learning, ADL iniziative ( 3 0 - 1 2 - 2 0 0 3 )
<http://www.adlnet.org>
AICC - Aviation Industry CBT Committee, AICC ( 3 0 - 1 2 - 2 0 0 3 )

<http://www.aicc.org/>
ARIADNE: Foundation for the European Knowledge Pool, The ARIADNE

Foundation (30-12-2003) <http://www.ariadne-eu.org/>
BiTE Project, DEIS Department of Education Development Cork Institute of

Technology (30-12-2003) <http://www-deis.cit.ie/bite>
Bocchetti C. & Ravotto P. “Il Progetto SiR2: Intranet regionale per la didattica e la
formazione in rete - Documento Conclusivo” (2003). Sir2. ITSOS Marie Curie. (15-
12-2003) <http://www.tes.mi.it/sir2portale/documento_conclusivo.pdf>
:: CEN :: Learning Technology Work Shop, CEN, European Committee for

Standardization (30-12-2003) <http://www.cenorm.be/isss/Workshop/LT>
Coomey M. & Stephenson J. “Online learning: It's all about Dialogue, Involvement,
Support and Control - according to the research” in Stephenson J. Teaching and
Learning Online: new pedagogies for new technologies. London: Kogan Page (2001)
European Commission (2001) eLearning Action Plan,

Europa-The European Union on-line (22-11-2003) <http://europa.eu.int/eur-
lex/en/com/cnc/2001/com2001_0172en01.pdf>
IEEE LTSC, IEEE Learning Technology Standards Committee (30-12-2003)

<http://ltsc.ieee.org>
ISO/IEC JTC1 SC36, ISO/IEC Joint Technical Committee 1 Sub-Committe 36,

Standards for Information Technology for Learning, Education and Training (30-12-
2003 <http://jtc1sc36.org>
European Commission (2000), Lisbon European Council, 23 and 24 march 2000,

Presidency conclusions. Europa-The European Union on-line, (25-11-2003)
<http://europa.eu.int/european_council/conclusions/index_en.htm>
Masseroni M. & Ravotto P. “Guida per l’attivazione di un sistema formativo aperto e

flessibile – parte terza: La progettazione di moduli per percorsi formativi in
autoapprendimento con supporto tutoriale (Progetto SOFIA, Programma Leonardo da
Vinci 1995 – 3553” (1999)
(1/12/2003) <http://www.tes.mi.it/pfr/italiano/ricerca/SOFIA_parte3.doc>
Open Source Iniziative OSI, Open Source Iniziative (25-11-2003)

<http://www.opensource.org>
Paulsen M. F. Online Education and Learning Management Systems -Global E-

learning in a Scandinavian Perspective. Bekkestua: NKI Forlaget (2003)
Prometeus, Prometeus-European Partnership for a Common Approach to the

Production of e-learning Technologies and Content (30-12-2003)
<http://www.prometeus.org/>
Salmon G. E-moderating. The Key to Teaching and Learning Online, London: Taylor
& Francis Group (2000)
Sloan-C, The Sloan Consosrtium (A Consortium of Institutions and Organisations

Committed to Quality Online Education) (30-12-2003) <http://www.aln.org/>
The Maisie Centre/eLearning Consortium, Making sense of Learning, Specifications

and Standards, A decision Maker’s Guide to their Adoption, 2nd Edition (November
2003, (30-12-2003) <http://www.masie.com/standards/s3_2nd_edition.pdf>
Weinberger D. Arcipelago WEB. Milano: Sperling & Kupfer Editori (2002)

GLOSSARY
E-learning Covers a wide set of applications and processes such as

web-based learning, computer-based learning, virtual
classrooms, and digital collaboration. It includes the
delivery of content via internet, intranet/extranet, audiotape,
videotape, satellite broadcast, interactive TV, and CD-Rom.
Online learning Learners, tutors and technical staff mostly “meet”,

learn/teach and/or communicate through technological links
within a virtual learning environment
Learning environment The context, both structural and relational, where

learning/teaching takes place.
Self-learning The learner is responsible for his/her progress and develops

their own learning and problem-solving strategy being
provided only with online learning materials.
Supported self- The learner is provided with online learning materials and
learning individual tutorial support and feedback.
Virtual class An online implementation of classroom-based teaching

which may be (tutor-centred) through videoconferencing
and/or (learner-centred) where groups of learners are
supported on line course to achieve common objectives.
Collaborative learning Learners come together to produce shared understandings

and accomplish a joint goal or project. Technology is used
as a tool for learning, group work, communication and
collaboration.
Learning path The sequence of learning activities proposed to a learner (or

to a group of learners) sometimes to achieve specific
learning objectives.
Module Standardized, self-contained unit of content that can be

separated from each other and rearranged or reused.
Learning Object A reusable, media-independent collection of information

used as a modular building block for e-learning content.
SCO Sharable Content Object: a learning object with the

smallest level of granularity of learning contents that can be
tracked in a Learning Management System.
SCORM SCO Reference Model,: set of core specifications and

standards for planning and developing training contents
(defined as SCOs).
Such a Reference Model allows contents, technologies and
systems to communicate with one another guaranteeing:
! inter-operability, that is independence from the Learning
Management System (LMS) used,
! re-usability,
! user-friendliness.
Meta-data Data describing data. Meta-data, in the e-learning field,

describe the Learning Objects effectively in order to find,
assemble and deliver the right learning content to the right
person at the right time.
Learning management Infrastructure platform through which learning content is

system delivered and managed. A combination of software tools
perform a variety of functions related to online and offline
learning administration and performance management.
TOOLS
Find below the templates used in the BiTE2 project for planning online learning
materials.
A. TEMPLATE FOR DEFINING A “CONCEPT”
The first template has been used for defining concepts for online adaptation..
CONCEPT AND METHODOLOGY DEFINITION
Title of Concept <>

Type of Concept KEYWORDS:
! Paradox: concepts involving an apparent

contradiction between two of its “parts”.
! Abstract: concepts far from concrete or everyday
experience.
! Multivariant concepts which involve a number of
heterogeneous variables.
! Causality: concepts involving a complex
relationship between a cause (or causes)
and an effect (or effects).
! Multi-stage: concepts which involve a number of
progressive stages.
! No right Answer: concepts based on the premise that no
right answer or single conclusive truth
may exist in the relevant context.
! Fine distinction: concepts based on the grasping of a
subtle distinction between it and another
concept or other concepts.
2
Bridging the gap between the Traditional and the E-learning environment: Socrates/Minerva
project (2001-2003), promoter DEIS-Cork Institute of Technology (Ireland). See the site at the
address http://www-deis.cit.ie/bite.
Description To include an indication of:
! The context of the concept in terms of its place with a

discipline/subject.
! The importance of the concept and the rationale for
choosing it.
! Reason for teaching/learning the concept.
! The reason for the perceived difficulty of the concept.
! The level of the target group for the concept of learning
strategy (e.g. late-Secondary School, 3rd level certificate
Engineering etc.) and the prior knowledge/skill/ability they
need to possess.
! Learning outcome or objective of learning strategy (to be
stated quantitatively if possible, e.g. “at the end of the
activity/experience the learner will be able to
describe/solve/explain/carry out…”).
Existing KEYWORDS:
methodology simulation, game, collaborative activity, anecdote, analogy,
metaphor, real-life scenario, application, case study,
discussion, debate, problem-based learning, project learning,
individualised approach, thought experiment.
Proposed online Process: the activity being undertaken by

methodology teacher/trainer/facilitator and/or learner.
Tools: the technical tools required to support these activities

(e.g. audio-visual content delivery, asynchronous discussion
forum etc.)
B. EXAMPLE OF A “CONCEPT”
This is an example of a template filled in.
Title of Concept DIRECTION COEFFICIENT OF A STRAIGHT LINE
Type of Concept ! Abstract: concepts far from concrete or everyday

experience.
! Multivariant concepts which involve a number of
heterogeneous variables.
Description Context
Analytical Geometry: The straight line.
Importance of the concept, reasons for the choice.

The study of the direction coefficient of a straight line and its
geometrical meaning, is the first approach to the analysis of
the graph of that can represent several phenomena. The
direction coefficient of a straight line is connected with the
variations of the different sorts of quantities, which implies
equal variations.
Difficulty of the Concept

Catching the isomorphism between the geometric sphere and
the algebraic one, respecting each typical environment
procedure, often puzzles students. The directory coefficient
concept as constant incremental ratio is particularly difficult
because it implies an effective knowledge of the concept of
fraction.
Target
Secondary School Two-years course (14/15 years).
Prerequisites
Cartesian plane
Co-ordinates of a point in the Cartesian plane
Geometric concept of parallelism, perpendicularity
Learning outcomes
The student can:
! interpret by a geometrical point of view the variations of
the absolute value and of the direction coefficient signs,
! recognise, among a sheaf of straight lines the one with the
given direction coefficient,
! determine the direction coefficient of a straight line from
its graph,
! draw a graph of a straight line of an assigned equation
from the direction coefficient and from a point,
! identify if two straight lines are perpendicular, parallel,
incidental from their equation,
! find out, among the functions which describe real life
phenomena, those which can be represented by a straight
line i.e.those where the quantities are linked by a linear
proportionality law.
Existing Multimedial and class activities are supplied.

methodology In the lab series of cloze charts are provided to favour
learning by discovery. All the charts have been devised
according to the following scheme: use of the programme
(Derive) to represent the situation, observation of the
situation, guided deductions on what has been observed,
guided tabulation of the results obtained.
In the classroom the activities are integrated and
systematised by guided discussion.
Proposed online Process

methodology The charts can turn into filling-in test (hot potatoes)
The test don’t supply any sorts of assessment but they
propose activities aiming at an independent work of reflection
The analysis of the graphs is carried through adequate
Software. For instance a software which allows straight line
rotation or translation can be used to observe the
correspondent variation of the equation.
Tools
Maths software able to reproduce dynamic graphs; hot
potatoes, probable virtual class conference to compare with
the assigned topics.
C. TEMPLATE FOR PLANNING A LEARNING PATH
This second template has been used for planning learning paths.
Title of concept < >

Sequence Description Media Elements
Examples:
<3-4 words <what the teacher does
describing each step by step> • Text
step> • Graphics
<what the learner does • Audio
step by step> • Video
• Animation
• Simulation
• Web form
• Self-checked tests
• E-mail
• Chat
• Audio-conference
• Video-conference
• Discussion group
• Whiteboard/
Screen-sharing
D. EXAMPLE OF A LEARNING PATH
This is an example of how to fill the previous template in.
Title of concept: ANALYSIS OF A FUNCTION GRAPH
Sequence Description Media Elements
Introduction The TEACHER/TUTOR prepares Web page with text

and prerequisites learning environnement and links to test on
checking (conference, permissions...) and line.
records partecipants.
LEARNERS are welcomed to the
course and check prerequisites.
Proposal of a function graph (real- Web page with text

Assigning of a
life scenario) and a list of questions and graphic.
function graph
about phenomenon represented.
and questions
Answering LEARNERS post their answers to a e-mail; discussion

the questions discussion group where they review forum
a priori each other.
LEARNERS are guided through a Web page with text,

Graph analysis graduate path to discover animated graphics
mathematical characteristics of a and tests on line.
function graph.
Answering LEARNERS answer again to the e-mail; discussion

the questions initial questions but now they have forum
a posteriori to motivate and generalize by a
and mathematical point of view.
generalizing
Consolidation LEARNERS can analyse other Web page with text,

function graphs and do different graphics and tests
kinds of exercises. on line; e-mail;
discussion forum
Final check LEARNERS carry out a test. Test on line; e-mail

Feedback from the
TEACHER/TUTOR with possible
grading.

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Methodologies and instruments

English version provided by ITSOS and checked by Cork College of Commerce

Promoter ITSOS “Marie Curie” – ITALIA – Cernusco sul Naviglio, ITALY

GREECE Lambrakis Research Foundation - Athens

FRANCE GIP-FAR/CAFOC - Rennes

ITALY ADECCO - Milano

IRELAND Chambre of Commerce - Cork

ROMANIA Camera de Comert si Industrie - Galati

© The content of the SOLE Project - “Leonardo da Vinci” Programme, Contract

EXECUTIVE SUMMARY ......................................................................................1

2. ONLINE METHODOLOGIES .......................................................................7

3. LEARNING MATERIALS ............................................................................19

This first chapter summarises the key-points of the guide.

Again with reference to methodology, learning materials, learning environment and

The most advanced research on e-learning (online learning represents a sub-field

Eventually the Guide faces the problem of the learning environment.

This chapter offers those who wish to go beyond the

1.1 THE AIMS OF THE GUIDE

The main aims of the Guide are:

1.2 GUIDE TARGETS

• provide trainers /educators with a wider range of training opportunities and

In some cases, a possible target can be represented by developers of learning

The Guide is divided in the following sections:

Executive Summary It summarises the key-ideas that will be illustrated in the

the executive summary a presentation of the aim, target

3.Learning materials This chapter deals with the production of learning

4. Learning environment This chapter is devoted to the development of the

5. Conclusions This last chapter confirms some key-points dealt with in

App1. Bibliography List of publications and Internet sites connected to the

App2. Glossary Terminology used in the Guide.

App3. Tools It contains charts useful for planning online modules.

1.4 HOW TO USE THE GUIDE

The three central chapters – Online Learning Methodologies”, “ Learning Materials”

2.1 ONLINE LEARNING: LEARNING FROM ERRORS

Planning good online learning paths requires, on the contrary, a completely

Concerning the planning of online learning paths, it is essential to be aware

First the developer has to

The developer of online learning materials and learning paths should be

2.2 ONLINE LEARNING RELATIONS

There are four possible actors in a learning path:

The learner is only in contact with online learning

As a consequence, the technology chosen is required to provide materials performing

2.2.2 Supported Self-learning

2.2.3 Learning in a virtual class

The learner is not alone in this activity. He belongs to a

Also this scenario is made up of different situations:

2.2.4 Collaborative learning

In a collaborative learning scenario, however, learning becomes the result of a

2.3 LEARNING METHODOLOGIES

Each of the four quadrants – indicated with a geographical notation- represents a

! North-West – specified tasks/ teacher controlled

! North-East- specified tasks/Learner managed SW SE

! Southeast – Open-ended strategic learning/learner

2.3.1 The North West Sector

Specified tasks/teacher’s control

Dialogue The communication is oriented to a task that is well defined

The teacher mostly performs the role of an Instructor.

As far as the learning environment is concerned; it sufficient for trainees to be

2.3.2 The South West Sector

Open-ended strategic learning/ teacher controlled

Dialogue It is up to the teacher to promote the communication process

The teacher mainly plays the role of a Guide.