Converting Ppts To E-Learning

Converting PPTs to E-learning
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Table of Contents
INTRODUCTION 4
1.0 What Is E-learning? 5
2.0 How Does E-learning Differ From PowerPoint Presentations 6
3.0 Converting PPTs into E-learning Courses – A Step by Step Guide

10
Step 1: Understand Training Needs and Assign Learning Objectives 10
Step 2: Analyze the PowerPoint Presentation 12
Step 3: Design the Course with Suitable Instructional Strategy 15
Step 4: Create Assessments to Evaluate Learning Outcomes 16
Step 5: Choose an Authoring Tool that Meets Your Criteria 17
4.0 Useful Tips to Convert PPTs into E-learning Courses 23
CONCLUSION 25
APPENDIX 26
REFERENCES 33
“*All trademarks, logos and brands used in this eBook, belong to their respective owners. We acknowledge them with thanks.”
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INTRODUCTION
There are several tools that allow PowerPoint slides to be published as eLearning courses. All
one has to do is add narration to PowerPoint slides and publish using authoring tools and
you can create eLearning courses. Is it THAT simple? The answer is a loud “NO”. While
adopting such methodology is easy and less costly, courses published in this manner do
not provide adequate learning value to the participants as they do not take adult learning
principles, instructional design tools and different learning styles into consideration. It is a
one-way communication without any consideration for the participants at the other end.
PowerPoint slides are one of the tools that trainers use during classroom sessions. They
consist of only a fraction of knowledge that instructors share during classroom interactions.
Without the value-addition of the instructor, PPTs cannot function as a stand-alone learning
material.
E-learning on the other hand is meant to provide a holistic knowledge transfer to learners
independently, without the need for a physical instructor. What an instructor does in a
classroom environment, instructional design does for an eLearning course. Therefore, if
PowerPoint content has to function as an independent learning resource, it needs to be
converted into eLearning with appropriate intervention of learning experts.
In this eBook, we will define eLearning and understand in depth how it differs from PowerPoint
presentations. Later, we will see how your existing PowerPoint resources can be converted
into engaging and interactive eLearning courses through a step by step process.
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1.0 What Is E-learning?
E-Learning is any learning which has an ‘e’ or ‘electronic’ component in it. It can be in any
format.
• Real-time synchronous but remote learning using virtual classroom technology
• Asynchronous online learning using custom courseware, hosted on a Learning Content

Management System
The objective of an eLearning course is to teach or help individuals, who are essentially
trying to learn by themselves. However, more specifically, eLearning could be defined as a
technology-based learning system that enables self-paced learning to achieve pre-defined
learning objectives.
A lot goes into the making of an eLearning course. The information provided by subject-
matter experts is made learner-friendly, keeping in mind the adult learning principles, varying
learning styles, instructional and visual design guidelines.
Learning experts need to also understand technology and how it can be effectively used to
create an online course. Technology in the form of authoring tools/software such as Articulate,
Lectora, Captivate, Flash etc. are used to develop interactive and engaging courses. Courses
have to be made compliant with industry standards such as AICC or SCORM and made
available on the Learning Management System, Web Portal or the Internet for online access
to participants.
With anytime, anywhere online access, eLearning overcomes the barriers of time and place,
offering more power of flexibility to learners. A learning expert designing an eLearning
course has to be mindful of the unique circumstances, situations and challenges faced by the
end-users and design a course that provides the best learning experience.
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2.0 How Does E-learning Differ From PowerPoint
Presentations
As mentioned in the introduction, PowerPoint slides are just learning aids to be used during
instructor-led training sessions. They do not contain all the information that needs to be
transferred as a part of the curriculum. The information that is on the slide is supplemented
with additional knowledge, examples and references by the instructors. This makes the
training complete during classroom interactions. In the absence of instructors or trainers,
PPTs cannot function as independent learning resources.
As a matter of fact, eLearning and PowerPoint presentations are two different learning
resources created for different purposes. There are three fundamental differences between
PowerPoint presentations and E-learning Courses.
1. The objectives of the two are different.

2. The process by which they are created differs.
3. The manner in which both are evaluated varies.
Let’s look at them in detail.
Objectives
The objective of PowerPoint presentations is different from that of eLearning courses. A

PowerPoint presentation is meant to inform, persuade or reinforce knowledge about a subject
to a group of people, usually in a face to face setting.
The objective of an eLearning course is to teach or help individuals to learn on their own.
When creating an eLearning course, one needs to specify what participants are expected “to
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do” or “achieve” after taking the course. Specific performance based learning objectives
that can be measured need to be taken into account, while preparing the course.
Presentations E-learning
Inform Teaches
Persuade Facilitates self-paced learning
Reinforce
Process
The second difference between eLearning courses and PowerPoint presentations is the
process by which they are created.
To create a PPT, an outline is made; all relevant materials are collected and inputted as per
the outline. Most of the explanation is done orally, by the instructor or trainer to get the
message across.
SMEs or training managers can make dynamic changes to the instructional flow, based
on the needs and reaction of the participants. Interactivity can be in the form of asking
questions, role-plays, quizzes and games. However, there is no sure way of involving every
individual in the group.
E-learning courses, on the other hand, need to be created taking into account the Adult
Learning Principles, Learning Styles and Instructional Design Principles. View the
appendix to learn more about Adult Learning Principles, Learning Styles, Learning Cycle
and Instructional Design Principles.
The instructional content has to be carefully thought out based on the participants, their
profile, needs and learning objectives. Content has to cater to different learning styles
and knowledge levels. Adult learning principles, Graphic User Interface and Navigational
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elements have to be carefully considered. Audio-video elements have to be used to ensure
learners engage with the content in an interactive manner.
PPTs are created by: E-learning is created based on
Fig 1: PPT creation Fig 2: E-learning course creation
If you would like to learn more about Adult Learning Principles, Learning Styles and
Instructional Design Principles please click here.
Evaluation
The third difference between a PPT and an eLearning course is in the evaluation process
adopted to assess training as well as learners.
In classroom sessions, where PowerPoint slides are used, evaluation is typically done in the
form of feedback forms or smiley sheets at the end of the presentation. The authenticity
and accuracy of the feedback is questionable. Also, it is not possible to track and document
detailed information such as the learner behavior during the session. Participation certificates
can only be issued, and there is no way to assess to what extent participants have understood
and absorbed the knowledge shared.
However, when participants take an eLearning course that is administered via a Learning
Management System (LMS), courses can be tracked in terms of difficulty level, learner behavior,
etc. which is useful to evaluate the training initiative. Assessments can be incorporated as
a part of the course to judge the level of understanding by the participants. Formative
assessments can also be included to enable learners to evaluate their progress, allowing
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them to re-visit portions that they have not comprehended well. Certificates can be issued,
based on the success level of the participants.
PPTs provide no scope E-learning can include

for mandatory interactive mandatory interactive formative
assessments for participants. and summative assessments for
participants.
Therefore, when the objective, method of preparation and the evaluation process are
different from each other, how can PPT slides automatically function as eLearning courses?
PowerPoint decks can be converted into eLearning courses with the help of learning experts
and multimedia developers together with the SMEs, using an exacting process, based on
sound learning principles. Let’s look at the process in detail in the next unit.
PPTs are meant to be used by SMEs/Trainers during face to face

interaction. They cannot function as stand-alone learning material.
They contain only a fraction of the knowledge shared by SMEs during
classroom interactions. Learning experts with inputs from SMEs can
create instructionally sound eLearning courses.
Click here to download an infographic that illustrates the fundamental differences between
eLearning and PowerPoint presentations discussed above.
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3.0 Converting PPTs into E-learning Courses – A
Step by Step Guide
In the last unit, we have seen that an eLearning course differs from a PPT deck in its objectives,
the way it is prepared and also in the evaluation methodology. Does it mean that all those
PPTs that you have in your library are of no use? Not really. They are very useful raw material
that can be used as a building block for developing an eLearning course. In fact, PPTs are
the fundamental units which are used to create interactive eLearning courses. However, you
need to adopt a streamlined process, methodology and procedure to ensure the final output
is a learner-friendly, engaging and ineractive eLearning course.
Let’s looke at the steps that are involved in converting PowerPoint presentations into eLearning
courses.
Step 1: Understand Training Needs and Assign

Learning Objectives
We assume that a PowerPoint presentation has been prepared after doing a front-end
analysis, needs assessment, audience analysis and determining how the learning will benefit
the participants in their jobs. Before getting to convert the PPT into an eLearning course, it
is important for you to understand the learning objectives of the course.
Understand Training Needs
While the instructor would have developed the PPT with a particular set of training needs
in mind, it is important that you re-visit them so that you are mindful of the same when
developing the eLearning course. Understanding training needs is the key to develop an
effective eLearning course. You need to understand the training expectations in terms of
content, learning experience, timelines, etc. It is also important to consider what you want
the learners to be able to do after taking the eLearning course. This will enable you to set
clear learning objectives.
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Set Clear Learning Objectives
Learning objectives are a set of statements that spell out what participants should be able to
do or understand on completion of the eLearning course. They ensure that learning designers
are targeting the right goals. A meaningful objective is one that succeeds in communicating
your intent to the participants clearly and concisely. Adding learning objectives to the course
defines what the learner will know or be able to do as a result of engaging in the learning
activity.
According to Robert Mager, Performance, Conditions and Criterion help create meaningful
objectives. The performance part talks about what the participants will be able to do; the
conditions part talks about the conditions under which you want the participants to be able
to do it; and the criterion part talks about how well it must be done. Please note: Sometimes
there will be no special conditions to include, and sometimes it is impractical and useless to
include a criterion. (Robert F Mager: Effective learning objectives)
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5 Tips to Set the Learning Objectives
Here are 5 simple tips that help you to set learning objectives for training.
1. Keep your learning objectives simple, brief and avoid long paragraphs. This ensures
that learners understand the learning objectives better.
2. Consider the following questions when developing objectives. These questions help you
keep your learning objectives grounded.
• What should the learners learn?
• What is the learners’ level of current knowledge and skill on the content or topic?
• Do the learners have any background experience on the content or topic?
• What is the language level and style of language that learners prefer?
• Do learners have any major misconceptions about the content or topic?
3. The objectives of course should communicate its intent and leave very little space for
interpretation. Select an appropriate word to describe the required behavior of the
objective. Use Bloom’s Taxonomy of cognitive behavior for this (See Appendix to know
more about Bloom’s Taxonomy).
4. Learning objectives should specify performance i.e., they must specifically state what a
learner is expected to do after taking up the course.
5. Every activity and assessment must be connected to the learning objectives, as it enables
learners to check if objective is being achieved.
Step 2: Analyze the PowerPoint Presentation
Analyze the content
Once you have the learning objectives in place, you need to analyze the PowerPoint
presentation and do a thorough content analysis. Content analysis is a very important step
in the development of an eLearning course. It helps determine whether the content identified
is relevant for closing the gap between the current and the desired abilities.
According to M. David Merrill’s Component Display Theory (CDT), learning can be classified
along two dimensions: content and performance.
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The types of content include:
• Facts - factual information that is associated with subject matter like dates, names
or events. Concepts - principles that are fundamental to the subject matter and are
responsible for its characteristics.
• Procedures - involve guidelines regarding the steps to be followed either to solve a

potential problem or to achieve an objective.
• Principles - provide explanations as to the functioning of things and how they react in
any given situation.
The types of performance include:
• Memory and recall of the information provided in the content. Application, in which the
learner needs to demonstrate some practical usage of the knowledge acquired.
• Generalize, in which the learner uses the knowledge based on the given content to
generate a new concept or principle.
Based on this Component Display Theory, CommLab has created a content matrix that helps
in content analysis. In this, we use a two dimensional matrix in which the content is defined
on the x axis and different verbs employed for presenting the content are depicted on the y
axis.
For example, if content is conceptual and we are urging the learner to remember the concept,
we use verbs such as define, explain, describe etc. AND we use analogies, compare &
contrast with examples or use animations while presenting this concept in a visual format.
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Organize the Content
In PowerPoint training materials, you have many slides just lined up displaying the content.
You need to look at them and evaluate if they provide a clear idea of what is to be taught
and for what purpose. As a part of this process, you need to identify the relevant content
and irrelevant content. You need to identity those parts that are essential for achieving the
desired learning outcome; and separate them from the content that is not relevant and is
likely to distract the participant.
Once you have all the relevant content in place, you need to organize it in a logical flow.
You can do this by making a rough outline with a sound flow of topics. If the content is too
long, you can split it into segments, each having its own objective. This helps the learner
remember the content easily.
Information has to be organized in small bite-sized nuggets that are easily understandable
by learners. This enables the participants to get a clear overview on the essential aspects of
the course and its expected outcome. You then have to map it with the learning objectives
that have been set to check if it is adequate in the context of a self-paced eLearning course.
You need to ask yourself - can a participant understand what is being communicated with
the information provided.
Fill the Gaps
Once you have organized your content, you may find that there are some gaps. Most of the
PowerPoint presentations contain only 50% of what is actually taught to the student, and the
rest 50% is conveyed by the instructor in person. Usually, PPT slides are used as prompts to
introduce a concept and it is supplemented with examples, stories, or case studies. Therefore,
using the PPT content as it is may not help in case of a self-paced eLearning course.
Therefore, this missing content needs to be collected in order to fill the gaps that are
discovered by analyzing the content. This can be done by consulting the instructor or the
SME who has prepared the PPT. They may have notes, examples or other resources that
might help you bridge the content gaps.
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Step 3: Design the Course with Suitable Instructional
Strategy
Once you have the required content in place, you need to create a design document that
incorporates the recommendations of the learning management team. Requirements of the
stakeholders, training objectives, assessment requirements and design challenges are taken
into account at this stage.
Effective courses do not just happen – they are made effective through effective instructional
design. So, what exactly is instructional design? It is a process of analyzing the inputs and
presenting them in a way that they are easy to learn. It involves choosing relevant content to
meet the performance objectives, enhancing the content using media, and finally providing
space for the learner to practice.
The following tasks are handled at this stage.
Develop a Suitable Instructional Strategy
Learning experts understand the limitations of a self-paced online learning course.

Therefore they plan and incorporate innovative ways to handle large and complex amounts
of information. Scenarios, case studies or simulations are some of the strategies that are
adopted to ensure learning is effective. The amount of content on the screen and the
sequence in which it is introduced needs to be carefully thought out, so as to ensure easy
comprehension and longer retention.
Determine the Audio-Visual Strategy
You need to visualize the graphic user interface and multimedia components and tailor them
to suit the requirements of learners. For the purpose, you need to take into account that
individuals have different learning preferences and styles. Some learn better by reading,
some learn better by seeing, some by hearing and some by doing. To make an eLearning
course suitable for all kinds of learners, we need to use a judicious mix of text, audio,
graphics and images.
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Outline the Interactive Elements
Interactivities play an important part in learner engagement in a self-paced eLearning

course. Therefore, they need to be strategically included within the course based on the
content. Interactivities can be in the form of audio, videos, animations, slideshows, click
on tabs, graphics, hotspots, games and so on. Interactive elements also enable learners to
evaluate themselves as they progress through the course.
When you choose one of the rapid authoring tools, the in-built templates and interactivities
will be able to guide you in this process.
Step 4: Create Assessments to Evaluate Learning

Outcomes
The effectiveness of an eLearning course is in its ability to measure its outcome i.e. to what
extent the course has helped learners in achieving the desired learning objective. Seldom
will you find assessments in PowerPoint presentations. This is because an instructor orally
asks the questions during the training. When converting a PowerPoint presentation into an
eLearning course, instructional designers must make sure to add assessments to the course
to measure learning outcomes. This also allows to reinforce learning and enables learners
to check whether they have understood the content. Assessments are of two types - formative
and summative.
Formative Assessments
Formative assessments measure the learning achievements and monitor the progress of the
learners during the learning process. Learners will be scored as they respond to the tests.
They receive feedback about their answers at the end of the attempt, along with detailed
explanations as to why the answer was right or wrong.
The scores are not stored and learners can attempt the assessment as many times as they
wish. Formative assessments help participants build their knowledge.
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Summative Assessments
A summative assessment measures learning achievements at the end of learning and is

evaluative.
It is a final test taken at the end of the course to assess learning. Results will be shown at
the end of the assessment. Questions are presented in a sequence. Assessment question
banks will contain a pool of questions from which questions are pulled out. Scores of the
last assessment result are stored, if LMS is used to track and record courses.
Games
Games also can be included as a part of formative or summative assessments, as they evoke
the fun element while challenging participants to work towards a goal. Games do not ask
you to remember any knowledge; rather they provide challenges and feedback on your
decisions. This usually goes well with an adult learner.
Most authoring tools have inbuilt templates that enable you to create simple assessments.
If you have a team that has people with programming knowledge, they will be able to do
some customizations as well.
Step 5: Choose an Authoring Tool that Meets Your

Criteria
Rapid authoring tools have changed the way eLearning courses are being developed in recent
times. As we discussed earlier in the eBook, to convert PPT presentations into interactive
eLearning courses, we need to follow basic instructional design strategies and in order to
incorporate such learning design principles, you need to take the help of interactivities,
images, videos, audio and other media elements. Rapid authoring tools make it easy for you
to include these elements into your courses without the need for programming knowledge.
In this eBook, we will look at 5 rapid authoring tools that can help you convert PowerPoint
presentations into interactive eLearning courses.
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Articulate Storyline
Articulate Storyline can be used to convert a PowerPoint presentation into an interactive and
visually rich eLearning course, in a short time frame. Courses can be made interactive by
using various default features available. Storyline’s simple GUI, built-in templates, character
packs, screen recording and other features make it an ideal choice for eLearning developers.
Click here to learn more about Storyline features.
Here is a screenshot from one of our courses, which we created using Articulate Storyline.
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Articulate Studio 13
Articulate Studio 13 allows you to add Flash videos, engaging interactivities, screencasts,
interactive quizzes and animations to your PowerPoint presentations. We can develop the
course directly in PowerPoint, using this tool. Here is a screenshot of a course we have
developed with Articulate Studio. Click here to know how Articulate Studio 13 differs from
Articulate Storyline.
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Adobe Presenter
Adobe Presenter is another popular authoring tool, which allows easy conversion of
PowerPoint presentations into interactive eLearning courses. You can create a wide range of
interactive assessments with the help of Presenter. You can also convert webinar recordings
into on-demand webinars, using this tool. The original recording can also be edited to get
rid of disturbances or errors and publish it to HTML. Click here to learn more about how
Adobe Presenter can be used to convert PPTs to interactive eLearning courses.
Here is a screenshot from one of our courses, where we used Adobe Presenter to convert a
PowerPoint presentation given to us by the client.
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iSpring
iSpring is a very user-friendly tool to convert PowerPoint presentations into eLearning

courses. It can retain all the animations created using PowerPoint. You can also convert your
PowerPoint presentations into HTML5, using this tool. Some of the features of iSpring that are
noteworthy are customization, flexibility and trackability. You can embed videos, interactive
quizzes and translate courses easily. Click here to learn more about this tool.
Here is a screenshot of one of the courses we have developed using iSpring.
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Captivate 8
Captivate 8 is the latest version of Adobe Captivate that includes some powerful features
that makes it an attractive option to covert PowerPoint presentations. It has features such as
responsive project, responsive screen capture, responsive themes, geo location, support for
native HTML5 animations and other features that are useful when you are planning a multi-
device compatible eLearning course that provides optimal viewing experience on PCs as well
as mobile devices. To learn more about its features, click here. Below is a screen shot of the
course developed using Captivate 8.
All these rapid authoring tools are extensively used to convert PowerPoint presentations into
interactive eLearning courses in a very short time. You need to choose the one that best suits
your requirement and budget.
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4.0 Useful Tips to Convert PPTs into E-learning
Courses
As mentioned earlier in the eBook, PowerPoint presentations do not have depth of the
content. You need to supplement information that you find on PowerPoint slides to make
courses beneficial to independent learners. For the purpose, it is advisable that you conduct
some research and seek additional information from Subject Matter Experts so that your
courses truly benefit learners.
Here are some tips on how you can get additional resources for developing eLearning
courses from PowerPoint slides.
Ask for Instructor’s Audio Script
Some training managers or instructors prepare audio script as a guideline when making
presentations. Ask if you can get a copy of the same as this will serve as a valuable resource
to you for developing content and for filling any content gaps.
Sometimes, HR or L & D team records the audio and this could also be a useful resource
when collating content for the course.
Seek Instructor’s Manual
Instructors often have resources and manuals that they refer to while preparing for a
classroom session. Seek these resources or ask where you could obtain them. If available,
they could help you do requisite research and collect useful information that can add value
to your courses.
Check for Video Recording of the ILT Session
These days, it is quite normal to record proceedings of a training session. Check out the
company’s policy with respect to storage of these resources. They can be valuable, as they
provide insights into the way the instructor has approached the subject. It can greatly inspire
the instructional strategy for your online version of the session
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Get Participants’ Handouts
Instructors often prepare participant handouts or guides that provide a gist of the knowledge
shared. These also provide good reference points to ensure that important information is
not missed out.
Seek Additional Resources to Add Depth to the Content
Sometimes, the available cotnent may not be adequate to provide in-depth knowledge of the
subject matter. This could be because the classroom session was targetting senior learners
where basic concepts were not covered. However, when developing eLearning coruses, you
may have to take learners at all levels into consideration. In such cases, you might have to
do independent research to gather content that will add more depth to the course. Resources
could be in the form of online manuals, guides and notes that may be scattered around.
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CONCLUSION
The key to having a good PPT presentation is the content that is presented well along with
the instuctors, who add their perspective to the content, with interpretations, explanation and
elaboration. The PPT deck is like a prop that helps them share the information effectively.
During in-person presentations, a presenter or instructor brings a lot of value-addition to
the interaction with his/her own personal anecdotes and scenarios. This largely supplements
the lacunae that exist in the slide deck. However, if these slides are converted into eLearning
course without taking learning styles and instructional design principles into consideration,
it would not be effective in attaining the learning objectives. PowerPoint slides alone lack
instructional effectiveness and cannot sustain as standalone learning material.
E-learning courses are expected to be completed independently by learners and they need to
be self-sufficient in imparting knowledge. A PowerPoint presentation that has been created to
support live interaction with your learners cannot automatically be converted into eLearning
courses by using any of the rapid authoring tools.
You need to adhere to some basic Learning Design Guidelines and follow the steps shared
in this eBook to ensure your PPT content is transformed into an engaging online training
course. After carefully considering the learning objectives, you need to evaluate the PowerPoint
presentation to check for any missing content. Once all the relevant content is collated, you
need to choose the learning interactivities and assessments that you want to incorporate into
the course. Based on the learning interactivities and assessments, you can choose a suitable
authoring tool to create an engaging eLearning course.
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APPENDIX
Adult Learning Principles
‘Adult Learning Principles’ is an important subject in learning psychology. Malcolm Knowles,

an American practitioner and theorist of adult education, identified the six principles of adult
learning listed below:
• Adults have a need to know why they should learn something
• Adults have a deep need to be self-directing
• Adults have a greater volume and different quality of experience than youth
• Adults become ready to learn when they experience a need to know or be able to do
something in order to perform more effectively and satisfyingly
• Adults enter into a learning experience with a problem-centered orientation to learning.
• Adults are motivated to learn by both extrinsic and intrinsic motivators
At a conceptual level, when catering to adult learning needs, one needs to “’FACILITATE’”
rather than teach. One needs to connect the current learning to what they already know,
make the learning “SOLVE” their problems and address “WHATS IN IT FOR ME (WIIFM)?”
very clearly.
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Therefore, when addressing adults, we need to facilitate rather than teach. We need to
connect the current learning to what they already know; we need to make the learning solve
their problems. We have to bring in “What’s in it for me” very clearly. Therefore, when
designing eLearning courses, these factors need to be kept in mind.
Learning Styles
Learners use different learning styles to receive information and understand it. Most of the
learners use one or two learning styles while learning new concepts. In simple terms, Learning
Style refers to the most preferred method in which information is absorbed and assimilated.
In a very broad sense, there are three different types of learning styles – Visual, Auditory and
Kinesthetic. Let’s take a look at what each of them mean individually.
Visual Learners
Visual learners understand and retain information when it is presented to them in visual form
– either in the form of diagrams, flow charts, graphs or maps. They would prefer to watch a
live demonstration of how things work instead of reading about it. Including video clips or
animations of the working of the equipment would be beneficial to such learners.
Auditory Learners
As the name suggests, they tend to assimilate ideas or concepts better when they hear them.
They tend to favor oral presentations to written reports. To cater to the needs of the auditory
learners, one needs to make sure that trainers include questions, have videos with audio
explanations or have group discussions. Including them will help auditory learners to reap
maximum benefits from the learning program.
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Kinesthetic Learners
Kinesthetic learners need action. They best learn when they do it themselves. They need to
move, act, do and touch to learn. They would love projects with hands-on training. They
are task-oriented and love to experiment and explore with given tools. Role-plays, jig-saw
puzzles, experiment kits or even simple worksheets would be good learning aids to cater to
the needs of these learners.
People may learn best with one particular style or might require a combination of the
above learning styles. Knowing about them will enable training managers or instructional
designers create content that is balanced and effective for individuals with all three learning
style preferences. If training programs incorporate a combination of visual, auditory and
kinesthetic media into the training program, learners will be able to capitalize on their
individual strengths to assimilate the given information, thereby facilitating maximum
learning. It is important to understand that different people have different preferences with
respect to learning styles, when creating eLearning courses.
Learning Cycle
Learning cycle gives an idea about the way learning takes place. The four main phases of
the learning cycle are:
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Review: The role of Phase 1 in the learning process is to influence the attitudes, values
and beliefs of the learner to create an “anticipatory set” for learning key concepts and
principles in Phase 2. Phase 1 may include a pre-test of prior knowledge and may also
include activities. This phase answers the question “Why?”
Learning: In this phase, Information Transfer or Knowledge Acquisition takes place. Bloom’s
Cognitive Domain Taxonomy can be taken as the benchmark model. Phase 2 provides the
core content of the course. Core content may be procedural/process based or concept/
principle based. This phase answers the questions “What?”
Application: The third phase consists of case studies or best practices or applied exercises.
During this phase, learners gain an understanding of how to apply the new knowledge
and skills. Problem-solving and decision-tree learning are appropriate learning models
for Application. Phase 3 provides demonstrations of the application of the knowledge. It
answers the question “How?”
Adaptation: The last and the most important phase for performance improvement, which
completes the learning cycle, Phase 4 provides direction and support to help the learner
transfer the new knowledge to his performance context needs. It answers the question “Now
what?”
Bloom’s Taxonomy
Benjamin Bloom developed the taxonomy of educational learning objectives. He identified

three domains of learning: Cognitive Domain, Affective Domain, and Psychomotor Domain.
By creating learning objectives and assessments at the appropriate Bloom’s level, we can
make our courses truly effective. (Bloom’s taxonomy-learning domains)
CommLab India
Listed below are the six levels of Blooms Taxonomy and the type of learning each level can
address:.
• Represents the lowest level of knowledge
• Imparts knowledge that needs to be

Knowledge recalled or recognized
• Learners are assessed on their ability to

recall or recognize facts
• Imparts knowledge that needs to be

assimilated in order to interpret / make
a decision
• Assumes recall of facts (Level 1) has been

Comprehension
mastered
• Learners are assessed on comprehension

and the resulting ability to make a decision
in a given situation
• Used to teach skills for application in

various circumstances
• Assumes recall of facts (Level 1) and

Application
assimilation (Level 2) have been mastered)

apply a skill in a new situation
• Used to teach analysis of a situation to

arrive at a decision/compare/differentiate
• Assumes recall of facts, assimilation and

Analysis
application (Level 3) have been mastered

analyze, compare, differentiate or justify
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• Used to teach how to create new entities
Synthesis from known information/objects/facts
• Assumes mastery of all previous cognitive

levels
• Evaluation
• Used to teach knowledge that will enable

learners to make judgments
Evaluation
• Considers all previous levels of knowledge

evaluate new entities
Instructional Design Principles
Finally, we have to apply sound INSTRUCTIONAL DESIGN PRINCIPLES to facilitate learning

for adults. There are many models of Instructional Design and depending on the audience
profile and the subject at hand the best one can be chosen.
CommLab India
The most popular and commonly used model is the ADDIE model. ADDIE is an acronym for
Analysis, Design, Develop, Implement and Evaluate. The model prescribes an audience and
content analysis, then design the course by deciding on the instructional, visual and auditory
strategy, develop the course with the appropriate authoring tools, implement the learning,
and finally evaluate it.
The other model called the Gagne’s 9 step model is especially suitable for PROCESS training.
Kirkpatrick’s model is used for evaluation of learning outcomes.
There are many more models at the disposal of learning experts and they need to choose
the right one based on different situations.
CommLab India
REFERENCES
• Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The
classification of educational goals. Handbook I: Cognitive domain.
• Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
• Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy
in post-16 learning: A systematic and critical review.
• Gagné, R. M. (1985). The conditions of learning and theory of instruction (p. 304). New
York: Holt, Rinehart and Winston.
• Knowles, M. S. (1984). Andragogy In Action: Applying Modern Principles Of Adult

Learning (The Jossey-Bass Higher Education Series) Author: Malco.
• Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing
experiential learning in higher education. Academy of management learning &
education, 4(2), 193-212.
• Mager, R. F., & Peatt, N. (1962). Preparing instructional objectives (Vol. 962). Belmont,
CA: Fearon Publishers.
• Merrill, M. D. (1983). Chapter 9 Component Display Theory. Instructional Design

Theories and Models: An Overview of their current status. Hillsdale, NJ: Lawrence
Erlbaum Associates.
CommLab India
CommLab India helps you meet your training needs through highly interactive and
effective e-learning solutions.
CommLab India
Telephone: +91-40-27803080, 27803060, Fax: +91-40-27716308,
Fore more eBooks on eLearning ........
...... visit : http://bit.ly/1ndxLaf
CommLab India
Telephone: +91-40-27803080, 27803060, Fax: +91-40-27716308,
CommLab India
Telephone: +91-40-27803080, 27803060, Fax: +91-40-27716308,

Converting Ppts To E-Learning

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Converting Ppts To E-Learning

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Converting PPTs to E-learning

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1.0 What Is E-learning? 5

2.0 How Does E-learning Differ From PowerPoint Presentations 6

3.0 Converting PPTs into E-learning Courses – A Step by Step Guide

4.0 Useful Tips to Convert PPTs into E-learning Courses 23

• Real-time synchronous but remote learning using virtual classroom technology

• Asynchronous online learning using custom courseware, hosted on a Learning Content

1. The objectives of the two are different.

Let’s look at them in detail.

The objective of PowerPoint presentations is different from that of eLearning courses. A

 Persuade  Facilitates self-paced learning

PPTs are created by: E-learning is created based on

Fig 1: PPT creation Fig 2: E-learning course creation

PPTs provide no scope E-learning can include

PPTs are meant to be used by SMEs/Trainers during face to face

Step 1: Understand Training Needs and Assign

Understand Training Needs

• What should the learners learn?

• Do the learners have any background experience on the content or topic?

• Do learners have any major misconceptions about the content or topic?

Step 2: Analyze the PowerPoint Presentation

Analyze the content

• Procedures - involve guidelines regarding the steps to be followed either to solve a

The types of performance include:

Fill the Gaps

The following tasks are handled at this stage.

Develop a Suitable Instructional Strategy

Learning experts understand the limitations of a self-paced online learning course.

Determine the Audio-Visual Strategy

Interactivities play an important part in learner engagement in a self-paced eLearning

Step 4: Create Assessments to Evaluate Learning

A summative assessment measures learning achievements at the end of learning and is

Step 5: Choose an Authoring Tool that Meets Your

iSpring is a very user-friendly tool to convert PowerPoint presentations into eLearning

Here is a screenshot of one of the courses we have developed using iSpring.

Ask for Instructor’s Audio Script

Seek Instructor’s Manual

Check for Video Recording of the ILT Session

Seek Additional Resources to Add Depth to the Content

‘Adult Learning Principles’ is an important subject in learning psychology. Malcolm Knowles,

• Adults have a need to know why they should learn something

• Adults have a deep need to be self-directing

• Adults enter into a learning experience with a problem-centered orientation to learning.

• Adults are motivated to learn by both extrinsic and intrinsic motivators

Benjamin Bloom developed the taxonomy of educational learning objectives. He identified

• Represents the lowest level of knowledge

• Imparts knowledge that needs to be

• Learners are assessed on their ability to

• Imparts knowledge that needs to be

• Assumes recall of facts (Level 1) has been

• Learners are assessed on comprehension

• Used to teach skills for application in

• Assumes recall of facts (Level 1) and

• Learners are assessed on their ability to

• Used to teach analysis of a situation to

• Assumes recall of facts, assimilation and

• Learners are assessed on their ability to

Synthesis from known information/objects/facts

• Assumes mastery of all previous cognitive

• Used to teach knowledge that will enable

• Learners are assessed on their ability to

Instructional Design Principles

1.0 What Is E-learning? 5

2.0 How Does E-learning Differ From PowerPoint Presentations 6

4.0 Useful Tips to Convert PPTs into E-learning Courses 23

Persuade Facilitates self-paced learning