Guide 4 Methodologies and Instruments for Planning and Developing Online Learning Materials EXECUTIVE SUMMARY

This Guide deals with planning and developing on-line learning paths, namely:

	didactic materials, the “contents” of learning/teaching,
	the learning environment, where interactions between trainees and tutors take place.

First of all the Guide takes into consideration on-line learning/teaching methodologies, starting from the analysis of the most typical errors to avoid in on-line learning activities and that derive from choices like:

	merely transferring materials developed for different contexts to on-line environments without understanding the specific features of media,
	putting technology before methodology,
	ignoring the system of relations and focussing only on contents,
	undervaluing the problem of transportability and re-usability of the materials to develop.

As far as didactic materials, the relational system and technology are concerned, four on-line scenarios are to be taken into consideration:

	self-learning,
	supported self-learning,
	virtual class,
	collaborative learning.

Referring to the DISC model, the Guide analyses the role of the teacher, of didactic materials and features of the communication environment for each of the methodology suggested by the model.

Again with reference to methodology, didactic materials, learning environment and work programme, the Guide proposes a comparison with on-line learning, face-to face learning and traditional distance learning.

There follows a focus on planning and developing didactic materials in the view of modularity, composability ? and re-usability.
Two different levels are taken into consideration:

	a macro level: modules, that are significant blocks leading to the acquisition of competencies, that, as such, can be certified,
	a micro level: sharable learning objects, namely “basic mini blocks” or “chunks” that, if assembled, allow reaching the macro level.

The most advanced research on e-learning (on-line learning represents a sub-field of it) focuses just on these latter, the most relevant elements of which are dealt with in the present Guide.

Eventually the Guide faces the problem of the learning environment.
While self-learning and supported self-learning do not require a specific environment, the creation of a virtual class asks for a “virtual place” where to develop the various relations between the subjects of the learning path.
The Guide presents the typical features of such an environment and the Learning Management Systems that represents the technological implementation of such an environment.
The recommendation of putting methodological-didactic choices first and only secondly the technological ones is insistently repeated throughout the Guide.