BP4ED: Best Practices Online for eLearning Content Development

Development Based on Learning Objects

Nivardo Ibarra-Florencio

, Jorge Buenabad-Ch

avez

and Jos

e Rangel-Garc

ıa

Departamento de Computaci

on, CINVESTAV-IPN, Mexico D.F., Mexico

Edusistemas, M

exico D.F., Mexico

Keywords:

eLearning, eLearning Content, Learning Objects, Online Support, Web Systems.

Abstract:

The development of effective eLearning content is complex. In addition to subject matter experts (SMEs), it

involves instructional design (ID) experts, technical design (TD) experts, and production personnel (PP). In

small projects, a single person with experience may take all of those roles on. Large projects usually involve

different people in each role, and a few eLearning ofﬁcers to help other participants’ interaction.

This paper presents the design of a web system that will facilitate the role and interaction of SMEs, ID experts,

TD experts and PPs through the use of best practices online. Our system is organised around a set of templates

of learning objects, designed after best practices regarding ID and TD in the literature, that will guide both

development and presentation of eLearning content. For some eLearning our system may prove less ﬂexible

than the software tools currently used for developing eLearning content. However, we argue that our system

will signiﬁcanly increase the chances of developing effective eLearning content in less time. Our system

is being developed as a cloud-based web system. The paper presents some implementation results on the

functioning of our system.

1 INTRODUCTION

eLearning continues to be adopted for educational and

training purposes in many ways: from simply sharing

ﬁles in a web server to serious games online, or from

a single course to academic programmes with ofﬁcial

value. Simple ways to organise eLearning are easy

to develop and deploy, and practically risk-free, but

complex organisations may become a rather difﬁcult

and costly project, and even unsuccessful.

Asynchronous eLearning, wherein learners (stu-

dents/trainees) can take a course anytime on their

own, is particularly complex to develop because

eLearning content must be organised following in-

structional design principles in order for such content

to be effective on its own, i.e.: content must facili-

tate learning and engage learners — and it should be

possible to determine whether learners do, or do not,

learn from such content. In contrast, content for syn-

chronous, teacher-led eLearning is complementary to

the central role of the teacher. The teacher is in charge

of making the class engaging, etc.; hence content for

this kind of eLearning does not need to be that effec-

tive on its own.

The focus of the paper is the development of effec-

tive eLearning content. Developing this kind of con-

tent is complex and costly because a team of special-

ists is required, typically:

1. SMEs specify and write adequate content for the

target learning unit such as a topic, lesson, etc.

2. ID experts (IDEs) design the best instructional ex-

periences: sequence of activities learners should

carry out for them to learn that content.

3. TD experts (TDEs; also known as technopeda-

gogues) design those activities into/around digi-

tal resources such as graphs, plots, sound, videos,

games, etc.

4. PPs (graphics designers, programmers) develop

those digital resources, using software tools such

as Flash, Photoshop, Powerpoint, etc. They

also organise all eLearning content into web

(HTML) pages within a learning management

system (LMS) such as Moodle and talenLMS.

Note that those software tools used by PPs are

rather good and ﬂexible. They can develop practically

whatever they can imagine regarding visual display.

However, those software tools do not cater for ef-

fective eLearning content development as a whole.

176

Ibarra-Florencio N., Buenabad-Chavez J. and Rangel-Garcia J..

BP4ED: Best Practices Online for eLearning Content Development - Development Based on Learning Objects.

DOI: 10.5220/0005106101760182

In Proceedings of the 9th International Conference on Software Engineering and Applications (ICSOFT-EA-2014), pages 176-182

ISBN: 978-989-758-036-9

 2014 SCITEPRESS (Science and Technology Publications, Lda.)

They do not manage courses, lessons, topics or sim-

ilar concepts. They are just too ﬂexible and, overall,

can only be used both to develop indivual elements

of content (e.g. a graph, video, etc.) and to collo-

cate such elements within web pages. Editors within

LMSs and other authoring tools, such as eXeLearn-

ing (eXe Project, 2014), are also too ﬂexible despite

having been developed for authoring eLearning con-

tent. Hence the need for a team of specialists to guide

development of eLearning content. Unfortunately, as-

sembling and running a team of specialists is also

complex and costly, and team joint operation tends

to be slow because participants’ expertise is usually

in different areas. Thus many companies and institu-

tions outsource eLearning content development.

This paper presents BP4ED (from Best Practices

for eLearning content Development), a cloud-based

web system designed to facilitate the role and inter-

action of SMEs, IDEs, TDEs and PPs through pro-

viding them with online best practices on ID and

TD. BP4ED embodies some of the best practices sug-

gested by (Horton, 2012) to organise eLearning con-

tent and by (Clark and Mayer, 2011) to present (dis-

play) such content.

Horton and Clark are well known for their work on

those issues; their books are now considered classics.

The book by (Pitman, 2011) is based on his “experi-

ence as an eLearning designer and developer applying

the wisdom from masters including William Horton,

Michael Allen and Ruth Clark, and many other.” (Pit-

man, 2011, p. i). We obviously agree with Pitman.

Horton has described in good detail a general

methodology to organise eLearning content applying

instructional design (Horton, 2012), which involves:

“selecting, organising, and specifying the learning ex-

periences necessary to teach somebody something”.

Figure 1 shows the general organisation of eLearning

content to be derived from Horton’s methodology:

Curricula are academic programmes composed of re-

lated courses that lead to a degree or certiﬁcate in a

subject area; a curriculum is composed of courses, a

course is composed of lessons, and a lesson is com-

posed of topics. Topics are designed to accomplish

a single low-level learning objective using learning

activities that provoke, each, a speciﬁc learning expe-

rience. Learning activities are designed using multi-

media: text, pictures, voice, video, etc.

Effective eLearning content is usually organised

into a similar hierarchy — perhaps using different

names for each eLearning unit in the hierarchy. Such

hierarchy is designed by SMEs, ID experts and TD

experts, and is implemented by PPs, and determines

the design of navigation through, and interactivity

with, eLearning content (web pages) by learners.

BP4ED consists of a set of templates designed

to correspond to the units of eLearning in Figure 1.

When eLearning content is designed with BP4ED,

selecting the desired units of eLearning entails to

automatically assemble the corresponding templates

into the corresponding hierarchy — SMEs will then

write or insert relevant content (text or multimedia

resources ) in the ﬁelds of the templates selected.

From the resulting structure of a course thus designed,

BP4ED determines both navigation and interactivity

by the user, thus eliminating the corresponding design

and implementation work. The paper presents results

regarding the use of templates corresponding to top-

ics and activities within topics — other templates are

being developed.

Note in Figure 1 that topics (designed to accom-

plish a single low-level learning objective) are to be

organised as learning objects composed of learning

activities that provoke, each, a speciﬁc learning ex-

perience. Other units of eLearning (lessons, etc.) are

organised as LOs of LOs. We will discuss in Section 2

our decision to organise BP4ED around LOs.

(Clark and Mayer, 2011) have minutely analysed

various issues involved in presenting multimedia con-

tent, and have synthesised a few principles for doing it

effectively so that learners feel more comfortable and

less overloaded. Some of those principles include:

• “Place printing words near corresponding graph-

ics” (idem). Both should apper in the same screen

(idem.) – it should not be necessary to scroll the

screen to read the text relevant to a graphic.

• “Present words as audio narration rather than on-

screen text.”(idem). Thus incoming information

is “split across two separate cognitive channels —

words in the auditory channel and pictures in the

visual channel rather than concentrating both in

the visual channel.” (idem)

• “Explain Visuals with Words in Audio OR Text:

Not Both ... learners may try to compare and rec-

oncile on-screen text and the narration, which re-

quires cognitive processing extraneous to learning

the content ” (idem).

BP4ED includes screen templates to organise

eLearning content around Clark and Mayer’s princi-

ples that facilitate formatting of content for adequate

display by browsers. This will reduce web page de-

sign and implementation work by TDEs and PPs. The

paper presents the use of some of our screen tem-

plates. Note that BP4ED does not help at all in the

development of individual elements of content such

as graphics, videos, sound, etc. This is work by PPs.

For some eLearning content, BP4ED may be less

ﬂexible than the software currently used. However,

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177

Curricula

Courses

Lessons

Topics

Activities

Media

include

teach

with

use

Learning Objects

May also be learning objects

Absorb

Connect

Test

are

Figure 1: Horton’s general organisation to develop eLearning content.

BP4ED can be improved, and we believe it can sig-

niﬁcanly increase the chances of developing effective

eLearning content in less time with online help as dis-

cussed in Sections 2.3 and 4.4.

The paper continues thus: Section 2 presents re-

lated work; Section 3 presents some functionality of

BP4ED as seen by users; Section 4 outlines the de-

sign of BP4ED. Section 5 presents our conclusions

and work in progress.

2 RELATED WORK

The development of effective eLearning content in-

volves both software tools and methodologies. In this

section we contrast BP4ED with other software tools

and methodologies currently in use.

2.1 Software Tools

eLearning content is mostly developed with the soft-

ware tools that are used to develop web content: web

page editors, paint editors, animation editors, content

editors. As mentioned earlier, these software tools are

powerful and ﬂexible but do not cater for eLearning

development as a whole. Work on designing and im-

plementing the overall layout of, for example, con-

tent for a course is the responsability of SMEs, IDEs,

TDEs and PPs. This work includes the speciﬁcation

both of navigation through and interactivity with web

pages by the user. BP4ED reduces this work.

eLearning content is also developed with editors

within LMSs such as Moodle, TalentLMS, Black-

board, etc. These editors are also rather ﬂexible. In

addition to text editing, these editors have functional-

ity to manage multimedia resources and to create and

organise a hierarchy of learning units such as courses,

lessons, topics, etc. However, it is up to SMEs, IDEs,

TDEs and PPs to design and implement a hierarchi-

cal organisation of content along with navigation and

interactivity by the user. As BP4ED manages upfront

a typical content organisation (Figure 1), that design

and implemention work is reduced.

There are many authoring tools available: eXe-

Learning, Adobe Presenter, Camtasia, Lectora, are

just a few, see (eLearning Atlas, 2014) and (C4LPT,

2014). They are good and ﬂexible, but focused in per-

fecting a particular aspect of content such as stories,

videos, etc. Hence, as above, there is no support for a

hierarchical organisation of content based on learning

objects (LOs), activities, and LOs composed of LOs

as proposed for BP4ED.

2.2 Off-line Best Practices

By off-line best practices we mean books and other

bibliography on eLearning design. We have some-

what introduced the best practices by Horton and

Clark. There are many other books on this subject.

The books by (Pitman, 2011) and (Vai and Sosulski,

2011) are good.

The purpose of BP4ED is to embody best prac-

tices for eLearning development so as to make them

ready to hand. We believe this approach will prove

successful because both such development involves

many issues and relevant helpful information is scat-

tered in many books. Anyone would have to read var-

ious sources in order just to make sense. In contrast,

BP4ED or a similar system serves as a guiding path

and can also provide relevant help when needed.

We chose mostly Horton’s approach to design

BP4ED for two reasons. It is the clearest methodol-

ogy that provides a comprehensive and coherent view

of the problem, and presented with plenty of exam-

ples and comments on relevant issues not to be over-

looked. So far, other books just complement it. In

addition, Horton makes eLearning to spin around the

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concept of learning objects; learning objects are the

building blocks of e-learning. This is a powerful con-

cept which he deﬁnes as

“... a chunk of electronic content that can be

accessed individually and that completely ac-

complishes a single learning objective and can

prove it.” (Horton, 2012, p. 47)

Recall that a topic is to be organised as a (base)

learning object (LO) composed of learning activi-

ties that provoke, each, a speciﬁc learning experience

(other units of eLearning are to be organised atop the

base LOs). Base LOs, being composed of learning

activities and tests, show complex navigation and in-

teractivity by learners. They are like computer pro-

grams whose behaviour depends on users input, the

ouput being the results of tests. This analogy led us to

think of somewhat automating Horton’s approach as

a set of programs/templates corresponding to LOs.

2.3 Horton’s Approach in Brief

We close this section outlining other concepts of Hor-

ton’s approach which are relevant to the design of

BP4ED. Figure 1 shows Horton’s general organisa-

tion of content; below is a speciﬁcation of a topic,

based on such organisation, taken from (Horton,

2012, p. 7):

Curriculum: Master’s of Business Administration

Programme.

Course: Accounting 101.

Lesson: Assets and Liabilities.

Topic: Evaluating Assets.

Activity: Using a spreadsheet to calculate the

values of assets.

Media: Voice-over animation explaining the

concept.

To arrive to the speciﬁcation of this topic and

related topics, Horton’s methodology comprise the

steps below — which he describes with loads of guid-

ance, some examples and relevant issues not to over-

look (Horton, 2012, p. 1-66):

a) identify underlying goal of eLearning.

b) analyse learner’s needs.

c) identify what to teach.

d) set learning objectives.

e) write these objectives.

f) identify prerequisites.

g) choose an approach to meet each objective.

h) decide the teaching sequence of objectives.

i) create a learning object (LO) to accomplish each

objective: for a high-level LO specify a structured

sequence of LOs for more speciﬁc objectives; for a

low-level LO specify activities that will directly ac-

complish the objective of the LO.

j) create tests to verify accomplishment.

k) select learning activities for each objective.

l) choose media for each learning activity,

m) then redesign again and again.

BP4ED embodies step i) above as a set of tem-

plates of LOs and LOs of LOs, including navigation

through, and interactivity with, those templates by

learners. BP4ED also provides templates to specify

tests and learning activities, step j) and k). The other

steps must be speciﬁed by SMEs, IDEs and TDEs.

However, we plan to extend BP4ED with online help

regarding Horton’s best practices and examples in or-

der to assist those experts in the other steps.

3 BRIEF TOUR THROUGH

BP4ED FUNCTIONS

BP4ED is being developed as a cloud-based web sys-

tem. eLearning developers (SMEs, IDEs, TDEs and

PPEs) will have an account at BP4ED web site where

they will develop and keep eLearning content. Once

some eLearning content is ready for use by learners,

a copy of it will either be accessed directly within

BP4ED web site or be exported to another web site.

We are currently designing these options.

We have already implemented some of the tem-

plates for developing base LOs. The functioning of

some of these templates is shown below.

3.1 Developing a Base LO

Figure 2 shows the options that are offered by BP4ED

to develop a base LO. The ﬁgure shows the options

to choose learning activities for the topic called In-

terrogative — see top of ﬁgure. On getting to the

screen shown, it is assumed that a containing lesson

(Simple Present), a containing course (English Level

III) and a curriculum (not shown) have already been

created. (BP4ED will also support development of

individual e-learning content not belonging to a full

hierarchy of LOs (Curriculum-Topics), such as an in-

dividual course or topic.)

A base LO can be conﬁgured with 4 different

types of learning activities: Absorb, Do, Connect,

and Test. These types of activities and their subac-

tivities shown in that ﬁgure are suggested by Horton.

Brieﬂy, in Absorb activities learners absorb knowl-

edge; in Do activities they apply that knowledge; in

Connect activities they connect what they are learning

with knowledge in their lives, work, etc; and Tests are

used to verify learners have learned.

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179

Figure 2: Options to conﬁgure base learning objects.

Title

Text

Title

TitleTitle

Title

Text

Slide templates

Figure 3: Slide types for Presentation subactivity.

We have ﬁnished the implementation of the ﬁrst

two subactivities of each type of activity. We will de-

scribe the workings of BP4ED for the case where a

Presentation (Absorb) subactivity is conﬁgured.

3.2 Creating a Presentation Activity

On selecting the subactivity Presentation, eLearning

developers (EDs) enter editing mode wherein they can

create a presentation composed of various types of

slides. BP4ED allows EDs to include in a presenta-

tion any of the types of slides shown in Figure 3.

On selecting a type of slide, EDs are presented

with an editor screen wherein they will insert the con-

tent (text, picture, video, etc.) for that type of slide.

For instance, if the type of slide chosen is the one

shown in Figure 3.b, EDs will then be shown the edi-

tor screen shown in Figure 4, which consists of a ﬁeld

Title

Text

Figure 4: Editor screen to conﬁgure a slide with a title at the

top and two ﬁelds below to insert text and a picture.

Title

Figure 5: A sample slide generated with Presentation sub-

activity.

for the title at the top, two ﬁelds below (at same hori-

zontal level), one for text (left) and one for a picture.

The types of slides that BP4ED manages are de-

signed according to (Clark and Mayer, 2011) princi-

ples for presenting multimedia content, so that learn-

ers feel more comfortable and less overloaded. The

principle underlying the design of slide type in Fig-

ure 3.b is “Place printing words near corresponding

graphics”. Reading the text relevant to a graphic

should not involve scrolling the screen. Figure 5

shows a sample slide of the slide type in Figure 3.b.

Why develop a presentation editor+software if

there are so many available, and more robust? Power

Point, Sofﬁce, Google Drive, for instance.

One reason is that, for learners’ sake, it is con-

venient to organise content after Clark’s best princi-

ples. As other presentation editors do not support

these principles, EDs may hence organise content into

inadequate layouts. Another reason is that our Pre-

sentation activity can manage questions and answers

along a presentation in order to support learners eval-

uation (i.e., EDs can specify questions to be answered

by learners) – recall that a basic LO should prove that

learners did or did not accomplish its learning objec-

tive. Hence we need to control navigation within a

presentation, which cannot be done with those pre-

sentation editors. For instance, eXeLearning cannot

return evaluation results.

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4 BP4ED ARCHITECTURE

4.1 Cloud-based Web Design

BP4ED is being designed as a cloud-based web sys-

tem. The main advantage of this design is ﬂexibility:

Users only need a web browser to use BP4ED

remotely from anywhere and from any machine; no

need to install BP4ED nor other complementary soft-

ware. This is important for general acceptance of

BP4ED, as some SMEs and IDEs may lack enough

technical knowledge to properly install and conﬁg-

ure software on their machines. BP4ED is be-

ing implemented with Apache server, MySQL, PHP,

JavaScript, CSS3 and HTML5. We considered using

Java instead of PHP for security reasons. However,

Java is much heavier to run than PHP and is not sup-

ported by providers of low-cost shared hosting, e.g.,

GoDaddy or Hostmonster. Our qconﬁguration allows

testing BP4ED in more cloud settings.

A web organisation also facilitates software up-

dates, as only the web server needs updating, and

monitoring user activity (mouse clicks, etc.) within

BP4ED in order to improve it. And it makes possible

access to BP4ED from, and eLearning content deliv-

ery to, mobile devices.

Further, as mentioned in Section 3, once units of

eLearning content are ready for use by learners, a

copy of them will either be accessed directly within

BP4ED web site or be exported to another web site.

That is, such units of eLearning will be made accessi-

ble through web links to the relevant resources within

BP4ED — see Section 4.2. These links can then

be followed from other resources such as a Moodle

course. However, we plan to add the facility to export

BP4ED content through standards such as SCORM.

4.2 Templates of LOs

Internally, BP4ED is organised around the manage-

ment of templates of learning objects (LOs). The

templates of both base LOs (topics) and composed

LOs are organised through mixing database and web

(HTML) pages functionality. There is a MySQL

database with a table for users, and for each user var-

ious tables, one table for each of the following: cur-

ricula, courses, lessons, topics (base LOs), (learning)

activities and media (resources). The tables are or-

ganised such that they support the hierarchy shown in

Figure 1. Such organisation provides the means for

navigation between the corresponding objects. For

each LO level (curricula, ... resources), web pages

were designed both to display LOs information and

to enter information to update LOs. Entered informa-

tion onto web pages also determines navigation and

two operating modes as described next.

4.3 Operating Modes

The database and web pages organisation just de-

scribed determines two operating modes: editing

mode for eLearning developers (EDs) and learning

mode for learners, see Figure 6.

In editing mode (left and bottom parts in that ﬁg-

ure), EDs can carry out three functions: i) they can

create/edit the structure of eLearning content as a cur-

riculum, courses, lessons and topics, adding and/or

deleting any of such elements; ii) they can edit the

content (text, hyperlinks, pictures, etc.) within any of

those elements; and iii) generating the learning mode

version of some content, either to check it, use it in

learning mode, or export it.

In learning mode (top right in that ﬁgure), stu-

dents consume eLearning content developed in edit-

ing mode. This mode behaves as any other interactive

web content developed with other software tools. It

may feel somewhat restrictive, but its design is based

on pedagogical principles; and can be improved.

4.4 Online Help

BP4ED will also include online help. General help,

as a video, will show what BP4ED is, its motivation,

its organisation around Horton’s best practices, and

examples of how to use it. Using BP4ED, we will

also develop a course on how to use BP4ED.

Contextual help will show content about best prac-

tices and examples to ﬁll in the templates depending

on where, within BP4ED, help is invoked. In Fig-

ure 6, the bold arrows going down show the interac-

tion between the editing mode and the help module.

There is no help in learning mode.

It should be noted that such online help is a key

factor for BP4ED to accomplish its goal of facilitat-

ing the role and interaction of SMEs, IDEs, TDEs

and PPs. Ideally, SMEs using BP4ED should produce

content that requires little editing by IDEs. However,

BP4ED only supports (frames) a hierarchical organ-

isation of content as shown if Figure 1. Yet con-

tent itself must be adequate and this mostly depends

on SMEs following good practices in identifying and

writing learning objectives, learning activities, con-

tent and tests, see Section 2.3 and (Horton, 2012)

and (Mager, 1962). There are many good books on

this subject. However, we believe that both online

help and online examples of these issues will help

SMEs to do a good job by themselves.

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181

Create unit

create course

Insert registers

into database

Create topic

Select learning

activity

Show learning

activity template

Generate

course

Are there

activities?

Stage:

Creating the

skeleton

Editing mode

Create lesson

Create course

Create topic

Select learning

activity

Fill learning

activity template

Take template

Generate

course

Create zip file

Create

self-contained

start

end

Select LO

Are there

activities?

Apply topic test

score >=

THRESHOLD?

Back to

corresponding

activity

Apply activity

test

Back to

corresponding

internal activity

Save session and

variables in

database

Take activity

Is activty is

completed?

yes

Stage one:

Creating e-learning

structure

Stage two:

Editing topics

content

Learning mode

Get location

yes

Stage three:

Generating learning

-mode for visual

checking and

exporting

Online Help

Decision

marker

Get data into

database

Show activity

(content)

Select LA

yes

score >=

THRESHOLD?

Show

help

contextual

Want general

help?

Show general

help

Want to do the

training?

Start learning

object for

teacher

Return to the

place

Online help

Figure 6: BP4ED engine operating modes.

5 CONCLUSIONS

This paper has presented BP4ED, a Cloud-based Web

system that embodies best practises for developing

eLearning content. It consists of templates to organ-

ise units of eLearning, screen templates for adequate

display of content, and the logic to manage those tem-

plates in editing mode for developers and learning

mode for learners. BP4ED does not help at all the

development of individual elements of content such

as graphics, videos, sound, etc. This is work by PPs.

BP4ED may feel somewhat restrictive in devel-

oping some complex eLearning content. However, it

can be improved; or may be complemented with other

software tools. We are currently ﬁnishing its imple-

mentation and adding online help.

ACKNOWLEDGEMENTS

Nivardo was supported by the Centre for Research

and Postgraduate Studies of the National Polytechnic

Institute (CINVESTAV-IPN) and the Council of Sci-

ence and Technology (CONACyT) of Mexico.

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