Many of the course authoring environments that are on the market today have their roots in traditional models of instructional design for computer-based training. They are designed to allow production of content primarily for a single-learner, self-paced delivery model where some form of intelligent tutoring is embedded in the design of the courseware.
Elsewhere the predominant mode of course design for online / blended delivery has been the basic content plus test model which translates into presentation of web-based content and then testing with an online quiz to test understanding. Examples of this basic approach abound.
More recently this traditional model of instructional design and delivery has been challenged for social interaction in online environments. More attention has begun to be paid to the sequencing of ‘learning activities’ many of which may involve a collaborative approach and interaction between teacher and learners. These new developments in designing materials for online / blended delivery have been termed ‘learning design’.
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Britain, S. (2005): A review and analysis of content authoring software in relation to eXe
