(I was invited to write a blog post for a research center, but changes in the federal funding landscape prevented this from happening. Thus, I'm sharing what I wrote here.)
"If I have to look at one more online module..."
Preface
I was fortunate to receive funding some years ago to develop an online module to help preschool teachers with progress monitoring. In taking on this project, I reviewed, and continue to review, a ton of online modules that are freely available and widely disseminated. In doing so, I have come to hate about 98.6% of the online modules that are out there. Let me tell you why.
The Problem
There is an online module for just about everything. They typically come in one of two formats. The first format consists of text. Like, a lot of text. To the point that it feels as if you are basically reading a textbook on a computer screen. And we can all agree that the only thing that makes a textbook better, is when you have to read it on a computer screen (joke). While text is fine for conveying a story, it is less-than-preferred for conveying complex concepts in an easily digestible format to someone who is learning about the concept for the very first time.
The second type of module consists of a PowerPoint presentation. That is, the module will present content through a recorded video of someone giving a pseudo-scripted PowerPoint presentation, often recorded using an embedded laptop microphone. And we can all agree that the only thing that makes a PowerPoint presentation better, is when the audio sounds like it is coming from a 1970s radio station (minus the cheesy, yet entertaining, disc jockey; another joke).
My point in saying all this, is that online learning modules are often disengaging, yet they have come to proliferate the internet, and we tolerate them. We have simply come to accept that module-based learning should be provided through the conduit of text or poorly recorded PowerPoint presentations.
Now I want to propose a new world. A world where people who design online modules, are required to go to YouTube to watch a video from TED-Ed or Veritasium. That is, a video which utilizes animations and graphics to lessen the cognitive load on a viewer when learning about a new concept; a video that is relatively short and is actually engaging. Sadly, we do not live in this world. We live in the world of text and recorded PowerPoint presentations. We live in a world where anyone can make a module, post it online, and never have to provide rigorous data about the module’s utility or effectiveness.
The Solution
Perhaps this is a problem that no one wants to solve but me. Regardless, I am proposing a (non-exhaustive) list of ways to solve the problem.
First, we (the consumers of online modules) need to change our expectations. We need to expect that online modules will be more than a textbook that we are forced to read on our computer screen. We need to expect that videos included in modules will be more than a talking head giving a PowerPoint presentation. And this is especially true for modules that are developed by well-funded entities… Don’t worry. I’m not going to call anyone out.
Second, module developers need to be more than experts in their respective field. This is because most experts are only good at (a) research and (b) writing about their research. I propose that module developers also need to have a background in graphics and video editing. This might require collaborating with people who are not experts in the same field as you, or it may require learning a new skill. Thankfully, the people who develop modules about graphics and video editing are pretty good at making engaging and easy-to-follow training resources because these people have a background in graphics and video editing (Example).
Third, the content in a module should be presented in a concise manner. This means that information unrelated to a learning objective should be cut. This means that consideration should be given to the amount and type of supplemental resources that are referenced. This means that modules do not need to include a vast amount of information just so the module will require a certain number of hours to complete. For example, I have seen modules feature voice recordings from experts in the field. In these recordings, the experts simply repeat what is already stated in the text portion of the module, which wastes the time of both the module user and the expert. As another example, I have seen modules geared towards practitioners in which links to scientific journal articles are provided. This seems counterintuitive as a module is often trying to explain the processes or phenomena that are discussed within such articles. As a final example, I have seen modules include optional content, often referred to as Case Examples or Common Scenarios. Sadly, I have never seen data to support that users actually access this content, so why is it so frequently included?
Conclusion
The way in which we develop online modules needs to change. For real. Was there ever a time you were completing a module and couldn’t help but think, “When will I be done with this boring and dated experience?”