Brian originally introduced the concept of the periodic table of learning with a focus on instructor-led training. However, learning extends far beyond the traditional classroom. Let’s explore how we can adapt and apply these “Elements of Amazing Learning Experiences” specifically to the realm of eLearning, creating a Periodic Table of eLearning. This perspective allows us to consider the unique elements that contribute to effective and engaging digital learning experiences.
Solid eLearning Elements
Just as in any instructional design approach, certain fundamental elements remain crucial in eLearning. We still rely on tools like Word (Wd) for documentation, Google (Gg) for research and resources, and a well-structured lesson plan (Lp) to guide our development process. These solid foundations are indispensable.
However, translating elements traditionally used in live, instructor-led training to the eLearning environment requires creativity and adaptation. For instance, while Storyline (St), element 27, often serves as our primary development tool, replicating the interactivity of sticky notes (Pi), voting dots (Vd), or a physical Flipchart (Fc) necessitates innovative digital solutions. Through thoughtful instructional design and skillful development, we can effectively recreate these interactive experiences within the digital space.
Alt text: Solid eLearning Elements from the Periodic Table of Learning, highlighting foundational tools like Word, Google, Lesson Plan, and Storyline alongside interactive elements adapted for digital formats.
Liquid eLearning Elements
The “liquid” elements of the Periodic Table are universally applicable, flowing seamlessly across all learning modalities, including eLearning. This universality is key: these elements adapt to the “vessel” they are poured into, whether it’s ILT, virtual ILT, eLearning, or performance support. They form the essential core for effective training regardless of delivery method.
In eLearning, securing supervisor buy-in (Su) remains vital for learner engagement and program success. Assessment (As) is equally critical to gauge learning outcomes and identify areas for improvement. Consistent follow-up (Fu) reinforces learning and supports long-term retention. Furthermore, incorporating microlearning (Ms) modules, establishing clear goal setting (Gs) frameworks, implementing spaced learning (Sl) techniques, and utilizing learning boosts (Lb) all contribute significantly to the effectiveness of eLearning programs, just as they do in other forms of training.
Alt text: Liquid eLearning Elements from the Periodic Table of Learning, emphasizing adaptable elements crucial for all training types including supervisor buy-in, assessment, follow-up, microlearning, goal setting, spaced learning, and learning boosts.
Gas-like eLearning Elements
“Gas-like” elements permeate eLearning in ways that differ from traditional training environments. ADDIE (Ad) remains a guiding framework for instructional design (Id), particularly when considering principles of adult learning (Al). While gamification (Gm) can enhance engagement, it requires careful implementation in eLearning to avoid feeling forced or detracting from the learning objectives. Concepts like Venn Diagrams (Vd) can still be valuable in eLearning, but their presentation needs to be creatively reimagined to maintain learner interest and avoid a dated feel.
Radioactive eLearning Elements
“Radioactive” elements, as in ILT, should be handled with caution in eLearning (eL), which ironically, is element 32 itself. Many eLearning equivalents mirror the pitfalls of element 5, Lecture (Lc). These can manifest as excessive on-screen text, lengthy, static talking-head videos, extended videos lacking animation, or courses devoid of meaningful interaction. These approaches can lead to passive learning and decreased engagement.
Alt text: Radioactive eLearning Elements from the Periodic Table of Learning, cautioning against overuse of lecture-style content and highlighting the need for careful consideration of elements like role play in digital learning.
Role play (Rp) in eLearning often takes the form of focused scenarios that allow learners to practice new skills within a defined context. While typically more constrained than live role-plays, these digital simulations offer significant value. Many other “radioactive” elements from the original table, often due to logistical constraints, are less applicable to eLearning – elements like snacks (Sn) or table toys (Tt), for example, don’t directly translate to the digital learning space.
Interactive eLearning Elements
The “interactive” elements are readily transferable and equally powerful in eLearning as in any other training modality. Extending the learning experience to social media platforms and encouraging discussions among learners, regardless of the delivery format, is a highly effective method for reinforcing knowledge and fostering continued learning beyond the course itself. This social and collaborative aspect is crucial for modern learning experiences.
Soapbox (Sb), element 1 in the Periodic Table, represents the power of clear and compelling communication. By understanding how to effectively apply these elements within eLearning, we can design truly amazing and impactful digital learning experiences.
