UNIT-2

E-content
DESIGNING AND DEVELOPMENT
What is E-Content

Electronic content (e-content) which is also known as digital content refers to the
content or information delivered over network based electronic devices or that is
made available using computer network such as internet.
According to Oxford dictionary ‘e-content is the digital text and images
designed to display on web pages ’.

According to Saxena Anurag(2011) ‘E-content is basically a package

that satisfies the conditions like minimization of distance, cost
effectiveness, user friendliness and adaptability to local conditions ’.
Designing The purpose of e-content development is to create an
and information rich society.
Development
of E-content E-content design, development and approach will
depend upon the nature of the content and the
learners.
It will also depend on the quality and complexity the
learning you wish to create.

In designing and development of E-content we have

to adopt one of the instructional design models based
on our requirements.
 Phases of E-content
development

In e-content development aspects

consists of six phases;
➢ Analysis
➢ Design
➢ Development
➢ Testing
➢ Implementation and
➢ Evaluation
 1. The Analysis Phase
▪ It is the most important as it identifies areas in our current situation.
▪ This phase accountability considered by the views of subject experts,
target audiences, objectives and its goals.
▪ In this phase, we must know the audience, and their skill, budget of the
e-content, delivery methods and its constraints with due dates.
2. The Design Phase
▪ It involves the complete design of the learning solution.
▪ It helps to plan of an e-content preparation.
▪ In this phase, we must know the planning, use of relevant software;
required skills; creative and innovative interactions of subject contents
like texts, pictures, videos and suitable animations.
 3. The Development Phase
▪ It concerns the actual production of the e-content design.
▪ It helps to create the e-content by mixing of texts, audio, video, animations,
references, blogs, links, and MCQs (multiple choice questions) with some
programming specifications like home, exit, next etc.
4. The Testing phase
▪ It helps to administer the e-content in the actual educational field.
▪ In this phase, we must test the spelling mistakes, content errors, clarity
of pictures, relevant videos, appropriate audios, timing of animations,
and hyperlinks.
5. The Implementation Phase
▪ It helps to administer the e-content to the target audience.
▪ This phase explains how to install and how to use it and their difficulties
experienced while using e-content.
▪ It checks the product accuracy and quality maintenance.
6. The Evaluation Phase
▪ It helps to satisfy the e-content and its effectiveness.
▪ This phase considers feedback from both learners and instructors.
▪ After the feed back reactions, the e-content is designed again as post-
production for effective delivery of e-content.
Standards of E-content
Shareable Content Object Reference Model (SCORM)

Aviation Industry CBT Committee (AICC)

Institute of Electrical and Electronics Engineers (IEEE) IMS Standards

Instructional Management System

Shareable Content Object Reference Model
(SCORM)
It is a powerful tool. Content can be created and used in many different
systems. Content can also be used in many situations without
modification. It is the most widely used standard in all LMSs. It has
applications in general usage as well as defense related uses.
• The advanced version of SCORM is Xapi.
 Aviation Industry CBT Committee
(AICC)
This was the first standard to be adopted by the e-learning
industry. It is still actively used in the aviation industry.
Institute of Electrical and Electronics Engineers
(IEEE) IMS Standards
This enables high quality accessible and affordable learning experiences. This
standard is mainly used today schools, colleges, universities, government
institutions etc.
IMS (Instructional Management System)
http://www.imsproject.org/
The IMS Global Learning Association gathers interested parties globally to produce
open learning content standards.
There are numerous standards available from IMS, of which Learning Object Meta-
data, Content Packaging and Simple Sequencing are used in SCORM.
Learning objects
A learning object is "a collection of content items, practice items, and assessment
items that are combined based on a single learning objective".
Definitions
The Institute of Electrical and Electronics Engineers (IEEE) defines a learning
object as "any entity, digital or non-digital, that may be used for learning, education
or training".
 Learning objects have the following key characteristics

▪ Learning objects are a new way of thinking about learning content.

▪ Are self-contained – each learning object can be taken independently
▪ Are reusable – a single learning object may be used in multiple contexts for multiple
purposes
▪ Can be aggregated – learning objects can be grouped into larger collections of content,
including traditional course structures
▪ Are tagged with metadata – every learning object has descriptive information allowing it to
be easily found by a search
Components of Learning Objects
❑ General Course Descriptive Data : including course identifiers, language of content (English,
Spanish, etc.), subject area (Maths, Reading, etc.), descriptive text, descriptive keywords
❑ Life Cycle : including version, status
❑ Instructional Content : including text, web pages, images, sound, video
❑ Glossary of Terms : including terms, definition, acronyms
❑ Quizzes and Assessments : including questions, answers
❑ Rights : including cost, copyrights, restrictions on Use
❑ Relationships to Other Courses : including prerequisite courses
❑ Educational Level : including grade level, age range, typical learning time, and difficulty.
❑ Typology as defined by Churchill (2007) : presentation, practice, simulation, conceptual models,
information, and contextual representation .
 Instructional design models
❑ Instructional design models exist to provide guidelines and frameworks, so designers can
build their training routines carefully.
❑ An instructional design model is based on pedagogical scenarios.
❑ Their purpose is to help instructors achieve training goals, so trainees can acquire
knowledge and then retain it.
❑ So, when instructional designers need to determine the exact steps of their training
procedure, they turn to instructional design models.
❑ Currently, there are more than twenty-five commonly accepted prescriptive instructional
design methodologies.
 What is ADDIE?
The ADDIE model is a process used by training
developers and instructional designers to plan and
create effective learning experiences.
Basically, “ADDIE” comes from a simple acronym.
As a 5-step training model, its name refers to the 5
ADDIE different stages of creating a course:
training model ▪ Analysis
▪ Design
▪ Development
▪ Implementation
▪ Evaluation
The most common ones include:
ADDIE
SAM
BLOOM’S TAXONOMY
THE KIRKPATRICK MODEL
Stages of ADDIE model
 1. A is for Analysis
➢ The Analysis phase can be considered as the “Goal-Setting Stage.” The focus of the
designer in this phase is on the target audience.

➢ It is also here that the program matches the level of skill and intelligence that each
student/participant shows.

➢ In this phase, instructors distinguish between what the students already know and
what they should know after completing the course.
Analysis include “ 5 W’s and an H” rule.

• Who is going to receive your training? (Analyze your trainees)

• What will your training be about? (The context of your training)

• When is it going to happen? (Set a time-frame right off the bat)

• Where is it going to happen? (Will you deliver it online or in a classroom?)

• Why are you doing this? (The objectives of your training)

• How are you going to achieve this? (The methodology and the requirements)
 2. D is for Design
After knowing your audience, the next step in the ADDIE model is to think about creating a course that
fills in the gaps.
❑ The very first thing you want to do is to decide what format you are going to be using.
❑ Is it going to be an interactive training course, a microlearning course, or a video course?
❑ The ADDIE model is great for creating courses but you are the one who needs to determine what type
of course it’s going to be.
❑ Second, figure out the methodology and the strategy of your training delivery.
❑ In what order are you going to feature each section of your training?
❑ Are you going to brief your trainees first (preliminary training) to motivate them?
❑ How much time are they going to need to complete your course? These
may sound like simple questions, but they need answers before you start
creating your prototype.
❑ After that, you have to make sure your course is ready to go.
❑ Don’t release it into the rough just yet.
❑ Test it with members of your team to see whether you need to make any
small (or even significant) adjustments and conclude the final product
overview.
 3. Another D for Development
❑ The Development phase is where you actually begin creating or developing, your
eLearning course.
❑ In the previous Design phase, the content ideas should have already been decided.
❑ Now in the Development phase is to bring those content ideas to life.
❑ This means laying out the content visually, creating graphics, recording videos, carefully
selecting fonts and colors, building the course in the eLearning authoring tool.
❑ Anything that has to do with creating the actual end-product for your learners.
 4. I stands for Implementation
❑ E-Learning course has been created, tested, and approved. Now it’s time for learners to take the
course.
❑ Most often in the world of eLearning, this means exporting your file and uploading the course to
an LMS (Learning Management System).
❑ During the export process, make sure you work with your client to know the exact settings they
prefer for tracking.
❑ Once the course is distributed and users begin taking the course, pay close attention to see if any
issues arise.
❑ OUTPUT: At the end of the Implementation phase, your eLearning course is available in the
LMS for users to begin completing.
 5. E for Evaluation
❑ The final phase in the ADDIE Model is evaluation.
❑ After the eLearning course is designed, developed, and implemented, you want to make sure it’s
doing its job.
❑ Is the course effective?
❑ Are your learners confused?
❑ The Evaluation phase is all about gathering important information to see if the course needs to be
revised and improved.
❑ For example – you gather feedback in the final Evaluation phase.
❑ OUTPUT: At the end of the Evaluation phase, you should have detailed information about what
you need to revise or improve for this course or future courses.
 Advantages and Disadvantages of ADDIE model
ADVANTAGES DISADVANTAGES

• Commonly Used • Rigid linear process

• Widely accepted model • Must be followed in order

• Proven to be effective for learning models • Time-consuming and costly

• Foundation for other learning models • Inflexible to adapt to changes

• Easy to measure time and cost • Does not allow for iterative design
 SAM( Successive Approximation Model)
An iterative design and development model for learning projects.
What is SAM?
Successive Approximation Model (SAM) is an Agile inspired model for instructional design
created by Allen Interactions. The iterative development approach of SAM is in contrast to the
linear ADDIE model that is popular with instructional designers.
There are two methods for implementation of this model depending on the size of your
project:
SAM1: A basic model for small or one-person teams with low levels of technology.
SAM2: A comprehensive version of the model that is suited to larger, complex learning
projects.
• The basic process—SAM1—can be a
good fit for smaller projects or teams.
• This flavor of SAM is a simple model
with three iterations of the familiar
instructional design steps of evaluation,
design, and development.
• Using this approach, everyone’s ideas
and assumptions can be discussed,
prototyped, and tested early on,
bringing you closer to a usable product
more quickly.
• SAM2 is an extended take on SAM1. It consists of eight iterative instructional design steps
spread across three project phases: Preparation, Iterative Design, and Iterative
Development.
• In addition to the incremental cycles, another notable feature of the SAM2 model is the
preparation phase.
• It consists of two steps to help you prepare for your design and development work fast:
gathering information and then holding a brainstorming and prototyping meeting known as
a “Savvy Start.”
Why use the SAM model for learning projects?
SAM focuses on learner experiences, engagement, and motivation rather
than the organization, of content, presentation of information or end of
course quizzes.
When should you use the SAM model over the ADDIE model?
Compared to the ADDIE model, the SAM model is better suited for
learning programs requiring a faster development timeline or courses
needing frequent changes or updates.
Advantages and Disadvantages of SAM model
Advantages
▪ Allows for constant reevaluation and assessment of materials
▪ Elicits feedback from all interested parties
▪ Developed rapidly
Disadvantages
▪ Can be a time-consuming and clunky process
▪ Can lack cohesion due to the inclusion of so many different voices
▪ Is more concerned with engagement than effective learning
SAM vs. ADDIE instructional design approaches
 Bloom’s Taxonomy for instructional design
➢ Bloom's Taxonomy is a framework for organizing learning objectives and creating
training content in a structured and meaningful way.
➢ It was first introduced in the 1950s by Benjamin Bloom and later revised in 2001 by a group
of cognitive psychologists and educational researchers.
Definition:
➢ Benjamin Bloom’s Taxonomy for Learning plays a ”pivotal role in instructional design for
technical learning development. It provides a structured approach to categorize and
prioritize learning objectives,” making the learning process more organized and focused.
Bloom's Taxonomy includes six parts, which form a hierarchy of cognitive skills that learners
must develop to understand and retain new information fully.
These six parts are:
Remembering: Retrieving, recognizing, and recalling relevant
knowledge from long‐term memory.
Understanding: Constructing meaning from oral, written,
and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure for executing or
implementing.
Analyzing: Breaking material into basic parts, determining
how the parts relate to one another and to an overall structure
or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and
standards through checking and critiquing.
Creating: Putting elements together to form a coherent or
functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
Applications Of Bloom's Taxonomy In eLearning

1. Knowledge
• The first stage of applying the concept of Bloom's Taxonomy is to give knowledge to your
learners through your course.
• Although it doesn't require a lot of effort, you need to follow the right steps to deliver the right
information to them.
• You can make use of textual content, videos, animation, images, and much more to deliver the
learning objectives to your learners.
• Also, in order to be sure that learners are following the training, you can ask short questions to
test if they have absorbed the knowledge.
2. Comprehension

• This stage is where you test your learners' knowledge to find out if they understand your
training.
• You can check their level of comprehension in several ways.
• Every Learning Management System comes with different testing tools.
• So, it's up to the instructor to ask the right questions in order to test the learners' level of
comprehension of the training.
• You can make use of the SMART goals in this stage to learn if they have the right knowledge
about your course.
SMART goals: Specific, Measurable, Achievable, Relevant, Time-bound
3. Application
• This stage requires a little effort from the instructor to help learners put the knowledge into
practice.
• You can provide them with simulations, practical tests, branched scenarios, and even role-
playing games to help them interact well with the course.
• Instructors should simulate real-life problems and ask learners to apply the already acquired
knowledge and skills to solve the problems.
• Also, you can provide a role-playing game with different stages which involve getting learners
to apply their knowledge to finish the game.
4. Analysis
• In this stage, learners get to develop a strong knowledge of the subject matter.
• You can make use of questions and the testing functionality on your LMS.
• Also, you can make use of social platforms, like discussion forums, to help them develop a
strong understanding of the course.
• If you have social functionality on your LMS, you can unlock it so that your learners can
interact with each other and share knowledge.
• By so doing, they get to interact and ask for clarification about the subject matter to develop
stronger knowledge regarding the topic.
5. Evaluation
• While most eLearning training ends in the analysis stage, it's advisable to evaluate the training
further to deliver better training.
• Based on the analysis, learners have gained enough knowledge of the subject matter, and they
are now allowed to serve as mentors to the newest members.
• They can become instructors and teach the new members through discussion forums.
6. Creation
• Creation is the final stage of Bloom's Taxonomy in eLearning, and only a few get here as it can
be difficult to apply to eLearning.
• Here, learners can be asked to develop a business plan in a group and this requires that they
follow every stage before this.
• This is because planning requires a huge amount of group collaboration, such as scheduling a
group meeting at a specific time.
• By reaching this stage, learners can generate ideas that have the potential to shape the business
that they are involved in.
Kirkpatrick Model
In 1950 Dr. Donald L. Kirkpatrick is credited with creating The Kirkpatrick Model.
What is Kirkpatrick Model?
The Kirkpatrick model is a key tool to evaluate and analyze the efficiency and
effectiveness of training and education programs for all types of organizations in every
sector.
Training practitioners apply the Kirkpatrick model to assess the effectiveness of training
programs.
It helps them determine whether people are using their training in their practice or
whether their learning is beneficial for their roles.
here are four levels in Kirkpatrick's model.
Level 1 : Evaluation – Reaction
In what ways participants liked a particular program / training? How participants
feel?
• Kirkpatrick's first level is reactions which focus on the learners and their thoughts on
whether the training is engaging and useful to their roles.
• It evaluates their satisfaction, engagement, and relevance.

Here are the questions to ask during the first level.

• Was the training worth your time?
• What are the things you learned from the training?
• Was your training successful?
• Will lessons from the training be useful to your job?
Here are some tips on implementing the first level.
• Not getting a positive response from the learners does not mean the training wasn't
engaging.
• Do not pressure learners to avoid getting a little reaction when you ask questions.
Examples of resources and techniques for level one:
❑ Online assessment that can be graded by delegates/evaluators.
❑ Interviews
❑ “Smile sheets”.
❑ Comment forms determined by subjective individual reaction to the training course.
❑ Post-training program questionnaires.
❑ Verbal responses that can be taken into consideration and considered.
❑ Especially encourage written comments
❑ Try to get honest responses and feedbacks
Level 2 : Evaluation – Learning
New skills / knowledge / attitudes? What was learned? and What was not learned?
• Kirkpatrick's second level is learning, which evaluates whether the learners acquired the
intended knowledge, expertise, skills, and confidence from the training.

Here are the questions to ask during the second level.

• What did you learn or miss in training?
• Did you acquire any new skills?
• Did you understand what type of attitude our organizations demand from you?

Here are some tips on implementing the second level.

• Use a control group to compare results.
• Include observations from instructors for a better assessment.
• Conduct quizzes and interviews before and after the second level to get a deeper insight.
Level 3 : Evaluation - Behavior
Was the leaning being applied by the attendees?
• Analyzing the learner's behavior is the third level of the Kirkpatrick model.
• The instructors assess the degree to which the learners apply their learnings from the training
program into their roles.
Here are the questions to ask during the third level.
• Do the trainees know about their improvement after the training?
• Did the trainees apply what they learned to their roles?
• Can the trainees teach the same things they learned during the training to other people?
Here are some tips on implementing the third level.
• Use job checklists to assess the skills trainees use on an everyday basis.
• Ask their peers and colleagues to look for any changes in their working behavior.
• Ask managers to instruct the trainees about applying what they learned in their jobs.
Level 4 : Evaluation – Results
What are the final results of the training?
• It evaluates whether the training was able to achieve projected results.
• Here are the outcomes to observe during the fourth level. You can track the results from
formal and informal methods.

✓ Increased productivity
✓ Higher morale of employees.
✓ Lesser staff complaints.
✓ Increase in sales.
Benefits and Limitations of Kirkpatrick Model
Benefits of the Kirkpatrick model.
• Kirkpatrick's model provides a useful guide and simple evaluative steps to
analyze any training program.
• It gives a deeper insight into the training programs implemented by various
organizations and provides a better understanding of formal and informal
training methods.
• It covers training and education programs in all sectors and works perfectly
for both traditional and modern learning methods.
• It is highly flexible and easy to understand.
limitations of Kirkpatrick Model
• It is costly for any organization because it needs proper resources to
conduct the pre-and post-tests and evaluate the final result.
• It is time-consuming because the whole process can take months to finish
before the final evaluation.
• It provides projected results, but the efficacy of practical results does not
impact the business results as much as its projects.
Content Authoring Tool
➢ Content authoring tools are software programs that enable instructional designers
to build e-learning content.
➢ A content authoring tool to help you create, manage, and publish content quickly
and easily.
➢ These ready-to-deploy tools typically create educational content that makes course
creation easy.
How do authoring tools work?
♦ Authoring tools are like a paintbrush that helps you draw up your content which is
then fed into the learning management system (LMS).
♦ Typically, your course is formatted as a zip-type file which is then pushed into your
LMS.
To start, add a title, description, and pages as you deem fit. Then, you’d need to add lessons
that have text, images, and other multimedia elements as follows.
➢ Media (video, audio, files as attachment)
➢ Dividers for pages
➢ Interactive sorting cards
➢ Knowledge checks
➢ Quotes
➢ Lists
➢ And even self-reflection questions
You will also have control over each layout to make the course interactive.
The beauty of the authoring tool lies in its power to expand your learner’s experience.
Features and Capabilities of Authoring Software
1. CONTENT AUTHORING
• Edit slides, text, videos, images, audio, and other multimedia elements.
• Format text, animate elements, record audio/videos, and add screen recording.
2. INTERACTIVITY
• Drag & drop feature, dials, interactive hotspot reveals, and more.
• Create customized gamified elements.
• For interactive scenarios that demand on-screen elements, you can add pop-ups, interactive
buttons, intuitive scrolling panels, and slide layers.
3. THEMES AND TEMPLATES
• Themes and templates of an authoring tool can help you make consistent e-learning
courses.
• Use background themes
• Browse custom template creation
• Import option for external or custom templates
• Use default sets of template shell
4. CONTENT MANAGEMENT:
• This feature lets you navigate and control all the resources and tools you need during the
development of content.
❑ Here’s what you can do with this feature:
• Navigate through course libraries.
• Make use of quiz and question repositories .
• Browse and choose a template from the template library.
• Choose media and resources you deem fit from the resource & media library.
5. COLLABORATION:
• Content authoring tools allow for better collaboration among team members, centralized
data storage, and faster development times.
• You can review content with a feedback mechanism
• You can co-author content
• You can use shared resources
• Multiple author control for better edit access
6. ASSESSMENT AND RETENTION:
• Assessment helps you learn more about the learner and track their progress.
• You can create form-based, multiple entries, open-style quizzes.
• You can do course assessment with random questions, shuffle and make use of the question
bank.
• You can use analytics to track and report learner journeys.

7. ACCESSIBILITY:
• Accessibility is at heart of every piece of e-learning material and authoring tools have
features that helps you create accessible content for everyone.
• Customized tab order
• Closed captioning
• File export for translation
• Skip navigation option
• Accessible font sizes
8. PUBLISHING CAPABILITIES:
• It is critical to understand your own needs to select an authoring tool that is compatible
with your organization’s Learning Management System (LMS).
• The following are the most recent publishing formats:
• HTML5
• Flash
• iOS
• Android
• CD
• File
• Cloud-based
• Publish to Microsoft Word or PDF
• Compliance standards
• SCORM
• xAPI.
9. ADMINISTRATION:

• Here are some administration features which will help you utilize the tools better and
leverage its world-class functionalities.
• Single sign-on (security)
• Language settings
• Auto-recovery
• Roles and permissions
• Preview and view preferences
Free Open-Source e-Learning Authoring Tools:
In the digital age, eLearning has become an integral part of education and training.
One key aspect of eLearning development is authoring tools, which enable content creators to
design and develop interactive and engaging courses.

Five popular free open-source eLearning authoring tools:

❑ Open eLearning,
❑ eXe Open Learning,
❑ iSpring,
❑ Xerte, and
❑ Adapt.
 1. Open eLearning:
Specifications:
• Open eLearning is built on top of the popular open-source learning management system Moodle.
• It supports various content types such as text, images, audio, video, and interactive elements.
Features:
• Open eLearning offers a user-friendly interface, collaborative features, customizable templates, and
SCORM compliance.
• It allows easy integration with other Moodle plugins and external tools.
Advantages:
• Its integration with Moodle provides a robust learning management system.
• Open eLearning is suitable for educators and trainers familiar with the Moodle environment,
offering a seamless transition and easy course management.
Disadvantages:
• The tool may have a steeper learning curve for beginners due to its integration with Moodle,
requiring some prior knowledge of the platform.
2. eXe (eLearning XHTML Editor)
Specifications:
• eXe Open Learning is an open-source authoring tool designed for creating interactive web-based
educational content.
Features:
• eXe Open Learning offers a simple interface, multimedia integration, accessibility features, and a range
of templates.
• It allows the creation of SCORM-compliant content and supports collaborative authoring.
Advantages:
• The tool is easy to use and does not require programming skills.
• It focuses on accessibility, allowing content creators to develop courses that are usable by a wide range
of learners.
Disadvantages:
• eXe Open Learning has limited advanced features compared to other authoring tools.
• Its simplicity may be a drawback for those requiring more customization and advanced interactions.
 3. iSpring
Specifications:
• iSpring is a comprehensive authoring tool that enables the creation of multimedia-rich eLearning
courses.
Features:
• iSpring offers a PowerPoint-based interface, multimedia integration, interactive quizzes, simulations,
and branching scenarios.
• It supports SCORM and xAPI standards and allows publishing courses in multiple formats.
Advantages:
• The PowerPoint integration makes it easy for users familiar with PowerPoint to create engaging
eLearning content.
• iSpring offers a wide range of interactive features, making it suitable for designing dynamic courses.
Disadvantages:
• Some advanced features, such as complex branching scenarios, may require additional programming
skills.
• The free version has limitations on the number of slides and advanced features.
4. Xerte
Specifications:
• Xerte is an open-source authoring tool designed for creating interactive and accessible
eLearning content.
Features:
• Xerte offers a web-based interface, multimedia integration, interactive elements, branching
scenarios, and accessibility features. It supports SCORM compliance and HTML5 output.
Advantages:
• Xerte provides a user-friendly interface, allowing non-technical users to create engaging
courses.
• Its emphasis on accessibility ensures that content is inclusive and usable by all learners.
Disadvantages:
• Advanced customization options may require some programming skills.
• The tool’s user base is smaller compared to some other authoring tools, resulting in limited
community support.
5. Adapt:
Specifications:
• Adapt is an open-source authoring tool specifically designed for creating responsive eLearning
content.
Features:
• Adapt offers a web-based interface, responsive design capabilities, multimedia integration,
interactive components, and SCORM compliance.
• It supports a modular approach to course development
Advantages:
• Adapt’s responsive design ensures that courses are accessible and display optimally across
various devices.
• Its modular approach allows for easy reuse of content and efficient course development.
Disadvantages:
• The tool may require some technical expertise, particularly for advanced customization.
• The user interface may not be as intuitive as some other authoring tools.
END OF UNIT 2