Also bear in mind that in a face-to-face environment, trainer/lecturer is in a position to clarify, update or change outcomes as course progresses. An ambiguous outcome can be clarified with a quick question. However eLearning/distance courses generally leave learners in more isolated environments. Sure, there are messageboards and email tools for communicating course information, but how will you know when there is a problem with an ambiguous outcome? Online/distance communication is slower and less homogenous. Often you may not be aware of a problem until assessments are submitted, and it's a little late then to be clarifying objectives... The lesson here is; more remote student, more explicit instructions need to be.

The design process is now at point that you have a clear picture of your learners and what will work for them. You have also articulated your training goals.

Working from existing resources also means that alternative resources and activities are often not included in design of course, so much as tacked on end. For example, existing Internet resources are often listed as background material; learners are invited to go beyond structured course resources if they choose to. Such an approach misses opportunity to broaden depth of learning available through existing online resources. Designing learning process to incorporate such resources allows more effective use to be made of them.

The issue then is about selecting appropriate technologies for learners and training objectives. The respective advantages of core technologies can be summarised as:

1. Internet resources - Provides access to training in a range of situations that learners might otherwise not be able to study in. - Less suitable for modelling verbal skills or physical behaviours. - Facilitates communication between students and tutors at a distance. - Limited ability to provide feedback on behaviours (e.g. practical presentation skills) - Provides access to current worldwide resources. - Less interactivity/depth of learning experience than multimedia.

2. Multimedia resources - Makes available a wide range of learning resources and realia - More complicated to access 'live' and update. - Incorporates a range of activities that stimulate and motivate learning. - Generally more involved development process

3. Print resources - Provides a permanent record - Difficult to update. - More transportable and can be used in a wider range of situations. - Costly to distribute

Don't assume that only one resource type should be used. Well designed customised training solutions will often combine a range of resources that, packaged together, provide a learning experience that draws on strength of each one. For an example of training that combines multimedia, internet and print based resources, see www.tess2000.com, a course in study skills preparing learners for University ertiary level study.