When creating a traditional eLearning course, many instructional designers feel limited in how many Activities they can create. Although they know it’s best to exercise each idea from multiple points of view, they typically only ask one or two questions per idea to avoid making their course too long or redundant. This is because many traditional courses present learners all of the activity/quiz questions in a single session. 

In OttoLearn, learners’ true mastery of a Concept is determined by how well they do over a range of Activities, delivered over time. Since the material is presented in short sessions, it can be practiced from multiple perspectives without seeming repetitive. This allows instructional designers to focus on creating Activities that improve learners’ understanding and retention, instead of worrying about course length. 

Diagram showing 50 boxes representing Activities. 25 of the Activities have been exercised by the learner (yellow).

Diagram showing 50 boxes representing Activities. All 50 of the Activities have been exercised by the learner (yellow).

There are several reasons why you should exercise your material from multiple perspectives: 

  • Repetition improves retention 

  • Seeing information presented in different ways helps learners create stronger connections to existing knowledge (scaffolding)

  • More scenarios can be practiced, better preparing learners for situations they may encounter in the real world 

  • Learners will be less likely to identify a pattern and recognize the "correct" answer without actually knowing or mastering the concept

Sample Scenario

James is creating Activities for a Concept on identifying hazardous materials. His employees work in an environment with corrosive materials, so it is important that they can quickly identify the corrosive symbol. He creates the following Activities:

Does the symbol for “corrosive” appear below? 

Four hazard symbols, described from left to right. An illustration of an explosion. An illustration of a flame with a horizontal line beneath it. An illustration of a skull and crossbones. An illustration showing two test tubes, one pouring a substance onto a surface and one pouring a substance onto a hand.

  1. Yes
  2. No 

Does the symbol for “corrosive” appear below? 

Four hazard symbols, described from left to right. An illustration of a flame with a horizontal line beneath it. An illustration of a cylinder or container. An illustration of an exclamation mark. An illustration showing two test tubes, one pouring a substance onto a surface and one pouring a substance onto a hand.

  1. Yes
  2. No 

Which of the following symbols indicates that a substance is “corrosive”? 

  1.  An illustration of an exclamation mark.

  2. An illustration of a flame with a circle at the base and a horizontal line beneath it.

  3. An illustration of a cylinder or container.

  4. An illustration showing two test tubes, one pouring a substance onto a surface and one pouring a substance onto a hand.   

Which of the following symbols indicates that a substance is “corrosive”? 

  1. An illustration of an explosion.

  2. An illustration showing two test tubes, one pouring a substance onto a surface and one pouring a substance onto a hand.

  3. An illustration of a flame with a circle at the base and a horizontal line beneath it.

  4. An illustration of a flame with a horizontal line beneath it. 

What does the following symbol mean? 

An illustration showing two test tubes, one pouring a substance onto a surface and one pouring a substance onto a hand.

  1. Toxic 
  2. Flammable 
  3. Corrosive
  4. Explosive 
  5. Oxidizer 
  6. None of the above 

What does the following symbol mean? 

An illustration showing two test tubes, one pouring a substance onto a surface and one pouring a substance onto a hand.

  1. Toxic 
  2. Flammable 
  3. Compressed gas
  4. Explosive 
  5. Oxidizer 
  6. None of the above