There’s no such thing as a \u2b50PERFECT\u2b50 learning course.
Last week, we had an interesting discussion where we mostly agreed that content is the most important aspect of any learning course.
But once the content issue is resolved, where should we focus our additional efforts?
Our resources are always limited, and we’re almost never able to bring all of our ideas to life, so we make concessions all the time.
So, what makes a course “good enough”?
Should this be a personal choice for each individual e-learning designer, or should we, as an industry, develop some sort of acceptance criteria for this?
Is developing such criteria even feasible?<\/p>\n","protected":false},"excerpt":{"rendered":"
There’s no such thing as a \u2b50PERFECT\u2b50 learning course. Last week, we had an interesting discussion where we mostly agreed that content is the most important aspect of any learning course. But once the content issue is resolved, where should … Continue reading