E-Learning Courses

Years of experience in producing e-learning courses has taught us the importance of presenting our clients with tangible results as early as possible. By doing so, we can avoid mistakes and miscommunication from the very start of our partnership. This approach allows us to save time – in particular that of our clients, which we know is valuable.

That is why at WeLearning we have developed a strategy for producing e-learning courses in which storyboarding is no longer a key issue, and the client is no longer forced to analyze dozens of document pages, which typically do not provide a complete view of the final result anyway. Contact us and find our how we do it!

We excel at producing dedicated e-learning courses. Our work is comparable to that of movie producers. Our job is to produce the best possible training course which achieves intended goals, invites users to learn more and does not strain the client’s budget. Everybody knows that a movie’s quality is not about high budget – real value stems from an interesting plot, excellent camera work, a beautiful soundtrack and a creative approach to filmmaking. E-learning courses are no different. Our plots are interesting because we know how to effectively combine fantasy, comedy, documentary, action and adventure aspects. However, we specialize in courses without plots, characters or complicated  stories just interactivity, visuals and efficiency.

E-Learning is here to stay. It has become an integral element for many companies around the world as well as in Poland. The growth of the market and the increase in the number of training projects brought about the need for qualitative improvements in providing e-learning courses. In order to match the ever-increasing expectations from target audiences, we wish to introduce innovative training formats in place of uninspired SCORM courses with which we are all too familiar.

The WeLearning Team
szkolenia e-learning

Course Methodology

Many companies love going on and on about extensive models, complicated theories and Western trends in designing e-learning content. We are familiar, of course, with ADDIE and the Kirkpatrick Model and implement their assumptions when building our courses. However, the most important rules we apply in practice are:

  • common sense,
  • discerning the training needs of a company,
  • discerning the means of addressing those needs,
  • finding an optimal solution to match this goal.

When producing our e-learning courses, we follow the steps outlined below:

It’s the content which determines what kind of course we are going to design, whether it is going to be serious or fun, what sort of graphic style or photographs we might select. Content is key as far as well-designed courses are concerned, and the ability to utilize it in the best possible way is the secret to effective training.

No matter how interesting a course may be, or how advanced the graphics and interactions are, counter-intuitive navigation will inevitably waste away the user’s energy, time and will to continue while they struggle to figure out what they are expected to do next. A  course may be complex, but should never be complicated for the end user.

Nothing discourages a person from learning more than a horribly designed interface. In order for the course to be effective, its style must remain consistent throughout – so that the user is certain every graphical elements serves a particular purpose, rather than merely filling up space.

While creating an e-learning course, the designer must always keep a goal in mind, so that the content remains easy to read. It is not just about font size, line height and the amount of text on a single slide. A clear layout and organizing information in a logical and hierarchical way are central to allowing the user to take in the content effectively.

We make sure all graphics, infographics, illustrations and photos leave the right impression. We know how important it is to use graphic content which draws the user in and helps understand the problem it illustrates. At the same time, we pay special attention to positioning the graphic content on the screen and ensuring the colors remain consistent with the text and the general layout.

Many instructional designers naively assume that every bit of empty space on the screen must be filled with content. But the learner needs space, and so good design requires finding the right balance between text, graphics and empty space. Otherwise, the user may feel lost or overwhelmed, which harms the learning process. When we have a lot of information to convey, we rely on various interactive elements coupled with additional text underneath – this allows us to maximize their impact on the user and their attention.

When designing courses, we focus on both style and content, since we know that even the most fascinating subject presented in an unimpressive way will fail to attract the user. At the same time, we try to avoid unnecessary clutter, such as graphics elements acting as filler or talking heads which do not match the style of the course. In order to maximize effectiveness, pointless and distracting elements should be avoided. We know how to produce courses which remain both visually attractive and effective.

We try to implement short videos whenever it is possible and justified. These may be recordings of employees, managers, or actors. Each year, more and more people pick YouTube videos over reading Google results, learning through videos rather than text. It is not just practical, but also incredibly effective.

Humorous scenarios, clever verbal retorts, amusing examples and funny images positively impact the reception of the course as well as the level of user interest. Whenever possible and justified, we use humor to make things interesting for course participants.

A course built in accordance with aforementioned rules will be effective, attractive, user-friendly and interesting. We’re looking forward to working with you!