Each eLearning organization should understand what’s important to them and their learners as they begin the course design process. Our underlying goal is to promote engaging and measurable eLearning. To achieve this we use the following instructional design methodologies: Learning by Doing (Schank, Berman & Macpherson, 1999). This model is well adapted to game-based learning and immersive learning simulations. It (1) defines a goal, (2) sets a mission, (3) presents a cover story, (4) establishes the role the learner will play, (5) operates the simulation, (6) provides resources, and (7) provides simulation feedback. The primary goal is to foster skill development and the learning of factual information in the context of how it will be used. This model assumes that learning occurs best when content is delivered in the context.

Digitec subscribes to the principle of learner-centric instructional design. This includes prescriptive or adaptive systems with various levels of instruction and navigation that give the learner control to preview instruction, assess progress, skip ahead, backup, restart, and bookmark. Assessments, whether formal or informal, are important from a prescriptive standpoint, as well as to determine whether the learner has mastered the content. Accuracy is extremely important to a program’s credibility, which means that e-learning content must be easy to update. Text, graphics and rollovers are important user interface design elements that must complement, not duplicate, each other in the delivery of instruction.