eLearning and

Instructional Design
Overview and Examples
What is eLearning?
eLearning courses are typically managed and administered via a learning management system (LMS). As
author, Steven D. Foreman notes in his book, The LMS Guidebook, a learning management system is "a
multiuser software application, usually accessed through a web browser. It helps organizations manage
training events, self‐paced courses, and blended learning programs. It provides automation that
replaces rigorous and expensive manual work, saves time, and enables you to organize your content,
data, and learners. It tracks and reports on training activity and results."

eLearning is a structured course or learning experience delivered electronically; it can also include
performance support content. There are also many different elements that can make up an eLearning
program, such as live or pre‐recorded lecture content, video, quizzes, simulations, games, activities, and
other interactive elements.

Broadly, eLearning falls into two main categories: asynchronous and synchronous. Asynchronous
eLearning is self‐paced; the learners are taking the course on their own, usually on a laptop or other
mobile device. Asynchronous eLearning programs may include pre‐recorded lecture content and video,
visuals, and/or text, knowledge quizzes, simulations, games, and other interactive elements.

Synchronous eLearning, more commonly referred to as

live‐online training, online learning, synchronous online
training, or virtual classroom training, is instructor‐led and
taken at the same time as other learners – everyone just
happens to be geographically dispersed. This training
typically uses a web‐conferencing or virtual classroom
platform (such as GoToWebinar) that offers features such
as slide or screen sharing, as well as interaction tools such
as chat and polling.

Benefits of eLearning
Cost‐effective
Removes the needs for costly printed course materials and onsite instructors.

Improves performance and productivity

Allows learners to train quicker and easier which helps increase motivation and engagement
on the job.

Saves time
The course content is managed by a learning management system administrator and learners
can learn when their schedule permits.

Lower environmental impact

Provides an alternative to paper‐based training and lowers and organizations’ environmental
impact.
PowerPoint Do’s and Don’ts
Do’s
1. Organize information clearly. Be brief and clear. Don’t make your presentation too text heavy.
Don't bury important information in text blocks where they'll be missed by your audience.
Instead, distill your complex ideas into concise visual statements, only focus on one key idea
per slide and try to keep the text to a minimum.
2. Move excess text to notes/script. Move excess text into the speaker notes and have
the voiceover professional say the items instead of crowding them screen with them.
3. Limit the number of slides. A good case practice is using 20‐30 slides or one slide per minute.

4. Follow the 1‐6‐6 rule, which is the SCCM standard for use for all education slides in
our programming.

a. 1 concept per slide which is the title of the slide

b. 6 lines/bullets max
c. 6 words per line/bullet preferred on each slide

Don’ts
1. Put everything on one slide. It’s recommended that you don't use more than eight words
per line or eight lines per slide. Start with creating the slides you want and then go back and
edit them ‐ remove all non‐essential information, remove unnecessary words, and take out
slides you can live without. Cut your presentation by as much as half to get to the core if it.
2. Overuse transitions and animations. These effects are meant to be used scarcely, to increase the
impact of one idea. They can become a distraction very quickly.
3. Use Google as primary image source. Figures, tables, images, etc. without necessary
documentation of permission or application for permission may be eliminated from the
contribution, if necessary.

Need a bit more help?

 PowerPoint for Windows Training
o Intro to PowerPoint
o Slides & layouts
o Text and tables
o Pictures and graphics
o Present slideshows
o Animation, video & audio
eLearning Interactive Elements and Examples
Interactivity plays an important role in designing eLearning courses. Unlike traditional learning where
learners are in a face-to-face situation, eLearning provides a wider environment with interactive objects
to engage learners better. Interactive elements have been proven to not only help engage learners but
also enhance their achievements in learning.

Below are the types of interactivity available. It should be decided what will be utilized and the
committee/staff partner are responsible for working with the subject matter experts to develop the
content in the way that matches the format(s) they select.

Accordion Style (Click-and-Learn)

On clicking each label, relevant information is displayed. This interactivity can be presented using a
horizontal or a vertical layout.
Audio
Elements like podcasts or interviews are great for integrating information told by others, which can even
enhance your content.
Case Studies
Immerses learners in real-life situation that allows them to gain knowledge or improve their skills, then
apply them later outside the learning environment. This will motivate learners to gain knowledge
related to a real-life context, rather than just giving them simple facts.
Information needed:
 Patient information
 Patient image or video, permission needed (optional)
 Tables and/or graphs
 Question stem
 Answer choices with correct answer indicated
 Rationale
Discussion Board
Can help to create a social presence in an online course along with a sense of community. Presence and
community, in turn, can foster emotional connections. They also improve student learning and can
create greater feelings of satisfaction with the course.
Excel
Another way to provide learners with a resource tool. An Excel spreadsheet with formulas built in.
Flip Card Style (Click-and-Learn)
The title or main information is presented on the card. On click, the card flips to display its description
and a representative image.

Information needed:
 Images
 Image description
 Answers
Images
Images are a good way to tell a story, connect with the learner, and emphasize important concepts. The
information is easily digested, while making it more dynamic by presenting the data in a different way.
Infographic
This option can help people understand complex concepts by using visual aids such as charts, graphs, or
diagrams. Can use both images and text in a visual format to explain concepts. They can be used as an
image and a learner can expand it while within the module and/or provided as a downloadable PDF.
Resources:
Canva (free account available)
PDF
Providing PDFs is an opportunity to give learners a downloadable resource they can take back for their
notes to study, a report, article, guidelines
Tab Style (Click-and-Learn)
On clicking each tab or label, its relevant content with an appropriate graphic is displayed. We can use
tab interactivity to present content such as classification, process, relationship, list, etc. in an attractive
layout that promotes learner involvement. Tab interactivity can accommodate a large amount of text.
The best advantage of a tab style interactivity is that it can accommodate a large amount of text.
Test Your Knowledge
Test your knowledge questions are great ways to measure learners’ performance, provide feedback and
let them know whether they can move on within the course or return to the previous activities to
review the knowledge. There are various types of questions for you to choose from: True/false, multiple
choice, multiple response, fill in blank, drag-n-drop, and sequence questions.
Video
It is an agile and entertaining format that connects with the audience instantly, providing context and
facilitating storytelling.
Copyright and Permission FAQs
Copyright Assignment and Financial Disclosure
 Authors must complete the copyright and conflict of interest form they will receive under
a separate email that your Staff Partner will facilitate.

When is permission required?

Permission should be sought for a reproduction or adaption of a copyrighted work. This includes
but is not limited to text, abstracts, charts, tables, photographs, illustrations, or other materials
that have been previously published.

What is the difference between reproduction and adaption?

Reproduction is the use of previously published material in exactly the same form. Adaption is
changing the previously published form, by either adding or subtracting something, such as
changing the color scheme. Even if you change something from the original, permission is still
required for an adaption.

Can I simply redraw the material?

Redrawing is still likely to be an infringement of the original material. If the original and new
work are considered substantially similar (i.e., that the two works are two identical and that
copying was likely to have occurred), then it is considered an infringement. It is best to either
create new material or seek permission for use of the original material.

When do I not have to obtain permission?

Material(s) not subjected to copyright protection
 Copyright only protects original (i.e., creative) materials. (Note: Even though
the threshold for creativity is low; when in doubt seek permission to use
potentially copyrighted material.)
Public Domain
 Public domain works are not protected and may be reproduced, adapted,
or redrawn without permission.
 Included in the public domain are:
o Materials that have an expired copyright term (i.e., anything
published prior to 1923)
o Materials where the copyright owner has expressly released
the materials into the public domain (i.e., Open Access works)
o Materials prepared by officers or employees of the US Government as
part of their official duties

Where do I obtain permission?

Permission must be sought from the copyright owner and/or the rights holder. Most of the time,
the copyright owner and/or rights holder will be the publisher of the work. However, the chart,
tables, figure, or photograph may have come from a third‐party source. If this is the case,
examine the material and determine if permission must be sought from the original source. The
publisher will usually include the source (i.e., a reference line) next to the figure, chart, or
illustration.
What about material from a website? Do I need permission?
Most likely. This material is protected whether or not the copyright symbol is displayed. It is best
not to use any material from a website as information can be changed easily and often. Also,
finding the correct copyright owner or rights holder may be difficult to determine.

How do I obtain permission?

Many publishers or copyright owners will utilize RightsLink®, an online copyright clearance
house. If the copyright holder and/or rights holder does not utilize this service, then contact the
copyright holder and/or rights holder directly or reach out to SCCM for assistance. If you need
help with RightsLink®, please contact SCCM as well.

What happens if I am unable to locate the copyright owner and/or rights holder?
Make every effort to find and contact the copyright owner and/or rights holder. You should
keep records of all correspondence as proof of your attempt to seek permission. Never assume
that an unanswered request is an implied authorization to use the copyrighted material.

After a good faith and diligent effort has been made to determine the original author, please
contact SCCM for assistance.

What is SCCM’s policy on patient photographs and information?

Appropriate consents, permission, and releases must be obtained from the patient or
relative/guardian when you wish to include case details or other personal information or images
of patients. Written consent must be retained by the author, and a copy of the consent must be
provided to SCCM upon request.

If you do not have access to a consent form, please contact SCCM for assistance.

Once permission is obtained, what do I do?

Once you have secured permission, please make sure that you have appropriately credited the
copyright owner and/or rights holder. The appropriate credit line will usually be stated in the
license agreement.

In addition, please forward your license agreement to SCCM for future reference.

Questions, concerns, or assistance?

Please contact your Staff Partner or SCCM Customer Service.
Questions/Comments/Support
Jennifer M. Velazquez, MBA, DES (she/her)
Society of Critical Care Medicine
Manager, eLearning and Instructional Design
Phone: +1 847 493‐6440
Email: jvelazquez@sccm.org

Rafaela Valderrama, DES (she/her) Elizabeth Rosa‐Jameson, DES

Society of Critical Care Medicine (she/her) Society of Critical Care
eLearning Specialist Medicine eLearning Specialist
Phone: +1 847 827‐7025 Phone: +1 847 827‐6932
Email: rvalderrama@sccm.org Email: erosa@sccm.org