Journal of Research in Innovative Teaching - National University

• Individual (1) — Group (2) content design and delivery (focusing on individual engagement with
the content as the primary driver in the experience, and the group comes secondary)
Linear learning design has been the most common online practice in terms of design and
development (i.e., complete this section and then move to this section). Decision-tree learning
allows for learners to be routed back to the specific areas where more work is required to move
through the content. It also allows the learner to move forward faster if mastery of specific
content items already exists. Analytics around online learning are becoming increasingly
important. In part, this is due to organizations/institutions providing the learning experience, the
learners, as well as governing and/or accrediting bodies that are starting to seek higher levels of
validation and verification that learning is actually occurring in this learning medium.
Figure 3. Individual (1) – Group (2)
Digital Learning Assets (DLAs) are interactive learning objects and are any form of
content and/or media that have been formatted into a binary source, which include the right to
use it for the purpose of facilitating learning. A digital file without the right to use it is not an
asset. Digital learning assets are commonly categorized in three major groups: textual content
(digital assets), images (media assets) and multimedia (media assets). DLAs are commonly
found in online learning (academic course work, corporate training, etc).
Individual (1) — Group (2) content design and delivery recognizes what has been learned
in the last several years regarding the online learning experience (see Figure 3). Online learning
is primarily engaged from the individual “domain” (1) of thinking and processing first and
foremost, and the group domain (2), i.e., classmates, is an ancillary part of the experience.
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