Learning and Training Specializations Overview

Instructional content that you create in easyDITA conforms to the DITA 1.3 learning and training specializations.

DITA Specializations

In general, DITA specializations help you develop content in a consistent way. For example, the technical specializations, which you use to create manuals, guides, or helps, introduce different topic types and different topic elements to ensure that your technical content is consistently developed.

Similarly to the technical specializations, the learning and training specializations include a specific set of topic types, map types, and elements that help you plan, develop, and maintain your instructional content in a consistent way.

Apart from ensuring content consistency, DITA specializations enable you to reuse, manage, and transform your content in an extensive and customizable way. The default DITA specializations can be configured to meet your organizational requirements. For example, DITA elements and attributes can be added, modified, or removed by modifying your Document Type Definitions (DTDs).

Learning and Training Specializations Benefits

Developing instructional content in easyDITA enables you to:

  • Create consistent and well structured instructional content
  • Reuse Learning maps, Learning topics, and Learning elements in different instructional assets
  • Reuse technical content as instructional content
  • Streamline your instructional and technical content development process
  • Manage your instructional assets just like your technical documentation by doing the following and more:
    • Leveraging easyDITA assignments and workflows
    • Searching and filtering your content library
    • Assigning metadata to resources in the content library
    • Versioning your content
    • Localizing your content
    • Using the publishing interface
Tip: For complete information about managing your assets in easyDITA, see the User Guide.

Learning Maps

Learning publication maps include course-level content by referring to Learning group maps that refer to Learning object maps.

Important: Some publishing scenarios may not support the recommended Learning maps structure. For more information, reach out to your easyDITA administrator or Customer Success Manager.

DITA 1.3 Learning Maps

There are three types of Learning maps that organize instructional content on different levels.
Remember:

In addition to Learning publication maps (or generic Learning maps), the DITA 1.3 specification introduces Learning group maps and Learning object maps that enable you to leverage the full reuse potential of your instructional DITA content. These map types are specific to DITA 1.3 and are not supported by DITA specification versions lower that 1.3.

easyDITA fully supports DITA 1.3, however some publishing scenarios may not support Learning group maps and Learning object maps.

Learning publication maps
Generic Learning maps that organize content on a course level.
Learning group maps
Contain a single Learning group element that organizes content on a module level. Learning group maps can be easily reused in multiple Learning publication maps.
Learning object maps
Contain a single Learning object element that organizes content on a lesson level. Learning object maps can be easily reused in multiple Learning group maps.
Figure 1. DITA 1.3 Learning Maps Hierarchy

DITA 1.2 Learning Map

Remember:

The DITA 1.2 specification does not support Learning group maps and Learning object maps. This means that you can only use Learning publication maps (or generic Learning maps) to append your instructional content.

Resigning from using Learning group maps and Learning object maps restricts content reuse but ensures compatibility with publishing scenarios that do not support DITA 1.3.

DITA 1.2 Learning Maps
Include lesson-level, module-level, and course-level content. DITA 1.2 Learning maps enable you to organize your instructional content into modules and lessons by using Learning group elements and Learning object elements.
Learning group elements
Organize content on a module level in DITA 1.2 Learning maps. Learning group elements cannot be as easily reused as DITA 1.3 Learning group maps.
Learning object elements
Organize content on a lesson level in DITA 1.2 Learning maps. Learning object elements cannot be as easily reused as DITA 1.3 Learning object maps.
Figure 2. DITA 1.2 Learning Map Hierarchy

Learning Publication Map

Learning publication maps organize instructional content on a course-level. You publish Learning publication maps to produce deliverables.

Structure

Learning publication maps are generic Learning maps, which refer to reusable Learning group maps that organize content on a module level. Learning group maps refer to reusable Learning object maps that organize content on a lesson level.

  • Learning publication map
    • Learning group map reference
      • Learning object map reference
      • Learning object map reference
    • Learning group map reference
      • Learning object map reference
      • Learning object map reference

Elements

Learning group map reference
A reference to a Learning group map that contains reusable module-level content appended under a single Learning group element.
Learning object map reference
A reference to a Learning object map that contains reusable lesson-level content appended under a single Learning object element.

Guidelines

Keep these guidelines in mind when creating Learning maps:

  • Use meaningful titles for your Learning publication maps.

    For example, Getting Started with easyDITA Course or Microsoft Word to easyDITA Migration Course.

  • To ensure that your the course modules are easily reusable, append them as Learning group map references.
  • Apart from Learning group map references, you can append other learning and training specializations elements to your Learning publication maps. However, this approach may reduce content reusability.
    Tip: You can append a Learning overview topic directly to the Learning publication map to provide a high-level introduction to your course. For more information, see Learning Topics.

Example

Figure 3. Publication Learning Map Example.

The following example shows a Learning map “easyDITA Getting Started Course” that includes two modules “Authoring Content” and “Publishing Content”. The modules are kept in separate Learning group maps appended as Learning group map references.

Learning Group Map

Learning group maps organize content on a module level.

Structure

Learning group maps refer to reusable Learning object maps that organize content on a lesson level. Learning group maps can also include optional elements.

  • Learning group map
    • Learning group element
      1. Learning plan reference (optional)
      2. Learning pre-assessment reference (optional)
      3. Learning overview reference (optional)
      4. Learning object map reference
      5. Learning summary reference (optional)
      6. Learning post-assessment reference (optional)

Elements

Learning group element
The main element of a Learning group map that structures your instructional content into modules.
Learning plan reference
A reference to a Learning plan topic.
Tip: You can use conditional processing to exclude Learning plan topics from the output.
Learning pre-assessment reference
A reference to a Learning assessment topic used as a pre-learning activity.
Learning overview reference
A reference to a Learning overview topic.
Learning object map reference
A reference to a Learning object map.
Learning summary reference
A reference to a Learning summary topic.
Learning post-assessment reference
A reference to a Learning assessment topic used as a post-learning activity.

Guidelines

Keep these guidelines in mind when creating Learning group maps:

  • Append the module-level content under a single Learning group element
  • To ensure maximum content reusability, keep each module in a separate Learning group map
  • You can organize your content in sub-modules by appending a sub-module-level Learning group map under a module-level Learning group map

Example

Figure 4. Learning Group Map Example.

The following example shows a Learning group map, “Authoring Content,” that includes two lessons, “Authoring Topics” and “Authoring Maps”. The lessons are kept in separate Learning object maps appended as Learning object map references.

The Learning group map includes additional elements that provide an overview, summary, and post-assessment for the “Authoring Topics” and “Authoring Maps” lessons.

Learning Object Map

Learning object maps include content on a lesson-level.

Structure

A Learning object map constitutes a single, reusable learning unit.

  • Learning object map
    • Learning object element
      1. Learning plan reference
      2. Learning pre-assessment reference
      3. Learning overview reference
      4. Learning content reference
      5. Learning summary reference
      6. Learning post-assessment reference

Elements

Learning object element
The main element of a Learning object map that structures your instructional content into lessons.
Learning plan reference
A reference to a Learning plan topic.
Tip: You can use conditional processing to exclude Learning plan topics from the output.
Learning pre-assessment reference
A reference to a Learning assessment topic used as a pre-learning activity.
Learning overview reference
A reference to a Learning overview topic.
Learning content reference
A reference to a Learning content topic, task topic, concept topic, or reference topic.
Learning summary reference
A reference to a Learning summary topic.
Learning post-assessment reference
A reference to a Learning assessment topic used as a post-learning activity.

Guidelines

Keep these guidelines in mind when creating Learning object maps:

  • Append lesson-level content under a single Learning object element.
  • Depending on your instructional design, you can append a Learning assessment topic as a Learning pre-assessment reference and/or Learning post-assessment reference. For more information, see Learning Assessment.
  • To ensure maximum content reusability, keep each lesson in a separate Learning object map.

Example

Figure 5. Learning Object Map Example.

The following example shows a Learning object map, “Authoring Topics,” that includes an internal learning plan, an overview, learning content (“Topics”, “Create a Topic”, “Copy an Element in a Topic”, “Move Elements in a Topic”, “Insert an Image”, “Insert Elements in a Topic”), a summary, and a post-assessment. This Learning object map does not include a pre-assessment.

Learning Topics

The learning and training specializations is a collection of topic types designed for structuring your instructional content.

Tip: You can use Learning topics for courses, modules, and individual lessons.

Learning Plan

Learning plan topics include information that enables instructors to plan a lesson, module, or course delivery.

Elements

title element
Entitles a topic, a section, or a container element.
short description element
Illustrates the topic purpose in two or three sentences (no more than 50 words). May provide content for tooltips and search engines.
Learning Plan Body element
The main element of a Learning plan topic.
Learning Project element
Provides descriptive information about the project plan for your instructional content.
Learning Needs Analysis element
Describes the needs behind the learning objectives declared in the relevant Learning Goals element.
Learning Gap Analysis element
Compares the current learners' skills or knowledge with the expected skills or knowledge.
Learning Intervention element
Describes the teaching strategies and delivery of your instructional content.
Learning Technical element
Provides technical requirements of your instructional content.

Guidelines

Keep these guidelines in mind when creating Learning plan topics:

  • To efficiently fill in the Learning Needs Analysis element, refer to the relevant Learning Goals element. For more information, see Learning Needs Analysis.
  • You can use conditional processing to exclude the Learning plan topics from the output. For more information, in the easyDITA User Guide, see Publishing Instructional Content.
  • If the instructional content is delivered by different instructors, ensure that your Learning plan topics are sufficiently detailed.

Learning Project

The Learning Project element contains elements that are intended to provide descriptive information about the project plan for your instructional content.

Structure

Learning projects can contain the following elements:

  • Learning Project element
    1. title element
    2. Learning Client element
    3. Learning Course Identification Number element
    4. Learning Delivery Date element
    5. Learning Plan Description element
    6. Learning Plan Prerequisites element
Elements
title element
Entitles a topic, a section, or a container element.
Learning Client element
Specifies the person or company that receives the training.
Learning Course Identification Number element
Provides the course, module, or lesson identifier. For example, the Learning Course Identification Number element can be a part number of your asset.
Learning Delivery Date element
Specifies the delivery date of a course, module, or lesson.
Learning Plan Description element
Provides the description of a learning plan.
Learning Plan Prerequisites element
Specifies the prerequisites that learners should meet to fully leverage a lesson, module, or course.
Example
Figure 6. Learning Project Example

Learning Needs Analysis

The Learning Needs Analysis element contains elements used to describe the needs behind the learning objectives declared in the relevant Learning Goals element.

Structure
  • Learning Needs Analysis element
    1. title element
    2. Learning Organizational element
      1. Learning General Description element
      2. Learning Goals element
      3. Learning Needs element
      4. Learning Organizational Constraints element
    3. Learning Plan Audience element
      1. Learning General Description element
      2. Learning Age element
      3. Learning Background element
      4. Learning Knowledge element
      5. Learning Motivation element
      6. Learning Specific Characters element
    4. Learning Task element
      • Learning Task Item element
      • Learning Task Item element
Elements
Learning Organizational element
Provides information about the learning requirements of a given organization.
Learning General Description element
Provides a general description.
Learning Goals element
Specifies the learning goals of a lesson, module, or a course.
Learning Needs element
Specifies the learners' needs behind the learning goals.
Learning Organizational Constraints element
Specifies the constraints that may prevent the instructional content from being successfully presented or acquired.
Learning Plan Audience element
Specifies the learners' characteristics.
Learning Age element
Specifies the learners' age group.
Learning Background element
Characterizes the learners' background relevant to the lesson plan.
Learning Knowledge element
Characterizes the learners' knowledge relevant to the lesson plan.
Learning Motivation element
Specifies the reasons why the learners might want to take the course, module, or lesson.
Learning Specific Characters element
Provides specific learners' characteristics like learning disabilities or physical handicaps.
Learning Task element
A container for Learning Task Item elements.
Learning Task Item element
Describes what specifically needs to be done to satisfy the learning plan.
Example
Figure 7. Learning Needs Analysis Example

Learning Gap Analysis

Compares the current learners' skills or knowledge with the expected skills or knowledge.

Structure
  • Learning Gap Analysis element
    1. title element
    2. Learning Gap Item element
      1. Learning Plan Objective element
      2. Learning Job Task Analysis Item element
      3. Learning Gap Delta element
Elements
title element
Entitles a topic, a section, or a container element.
Learning Gap Item element
Describes the gaps between the instructional content objectives and Learning Job Task Analysis Item element.
Learning Plan Objective element
Specifies what needs to be done to bridge the learning gap.
Learning Job Task Analysis Item element
Describes the Job Task Analysis (JTA) in relation to a given objective.
Learning Gap Delta element
Specifies the gap between the Learning Plan Objective element and Learning Job Task Analysis Item element.
Example
Figure 8. Learning Gap Analysis Example

Learning Intervention

Describes the teaching strategies and delivery of your instructional content.

Structure
  • Learning Intervention element
    1. title element
    2. Learning Intervention Item element
      1. Learning Learning Strategy element
      2. Learning Assessment element
      3. Learning Delivery element
Elements
Learning Intervention Item element
Specifies the instructional content architecture.
Learning Learning Strategy element
Specifies how the instructional content is divided. For example, how a course is divided into modules and lessons.
Learning Assessment element
Specifies the assessments included in the instructional content. For example, describes the final exam.
Learning Delivery element
Specifies the manner in which the instructional content is delivered.
Example
Figure 9. Learning Intervention Example

Learning Technical

Provides technical requirements of your instructional content.

Structure
  • Learning Technical element
    1. title element
    2. Learning Classroom element
    3. Learning Constraints element
    4. Learning Download Time element
    5. Learning Security element
Elements
title element
Entitles a topic, a section, or a container element.
Learning Classroom element
Provides the classroom environment description.
Learning Constraints element
Specifies the technical or organizational constraints that may affect the effective course delivery.
Learning Download Time element
Specifies the instructional content download time limit.
Learning Security element
Specifies the security details of course delivery.
Example
Figure 10. Learning Technical Example

Learning Overview

Learning Overview topics contain introductory information like course duration, objectives, or prerequisites.

Structure

Learning Overview topics can contain the following elements:

  • Learning Overview element
    1. title element
    2. short description element
    3. Learning Overview Body element
      1. Learning Introduction element
      2. Learning Audience
      3. Learning Duration element
      4. Learning Prerequisites element
      5. Learning Objectives element
      6. Learning Resources element
      7. section elements

Elements

title element
Entitles a topic, a section, or a container element.
short description element
Illustrates the topic purpose in two or three sentences (no more than 50 words). May provide content for tooltips and search engines.
Learning Overview Body element
The main element of a Learning overview topic.
Learning Introduction element
Provides the detailed description of a topic. It is useful if the short description element is not sufficient.
Learning Audience
Characterizes the audience of your instructional content.
Learning Duration element
Contains a Learning Time element that specifies an estimated length of a course, module, or lesson.
Learning Prerequisites element
Specifies the knowledge, skills, or other learners' characteristics needed to complete a course, module, or lesson.
Learning Objectives element
Lists the learning objectives of a course, module, or lesson. Contains the following elements:
  • Learning Objectives Stem element that introduces learning objectives
  • Learning Objectives Group element that groups learning objectives
  • Learning Objectives element that lists learning objectives
Learning Resources element
Lists the resources related to a course, module, or lesson. For example, the Learning Resources element can list articles related to your instructional content.
section elements
Contains additional content.

Guidelines

Keep these guidelines in mind when creating Learning Overview topics:

  • You can organize Learning Objective elements in multiple Learning Objectives Group elements
  • You can assign the learners to go through some additional resources prior to the beginning of a course by using the Learning Prerequisites element
  • You can use the section element to add any other relevant information to your Learning overview topic

Example

Figure 11. Learning Overview Topic Example

Learning Content

Learning Content topics contain the actual learning content and related information like learning objectives or lesson duration.

Tip: You can append your technical topics like task topics, concept topics, or reference topics in Learning maps as Learning content references or reuse them in Learning Content topics. For more information, see Guidelines.

Structure

Learning Content topics can contain the following elements:
  • Learning Content element
    1. title element
    2. short description element
    3. Learning Content Body element
      1. Learning Introduction element
      2. Learning Duration element
      3. Learning Objectives element
      4. Learning Challenge element
      5. Learning Instruction element
      6. section elements
    4. technical specializations elements

Elements

title element
Entitles a topic, a section, or a container element.
short description element
Illustrates the topic purpose in two or three sentences (no more than 50 words). May provide content for tooltips and search engines.
Learning Content Body element
The main element of a Learning content topic.
Learning Introduction element
Provides the detailed description of a topic. It is useful if the short description element is not sufficient.
Learning Duration element
Contains a Learning Time element that specifies an estimated length of a course, module, or lesson.
Learning Objectives element
Lists the learning goals of a course, module, or lesson.
Learning Challenge element
Provides an example of an activity that learners should be able to address by the end of a learning unit.
Learning Instruction element
Provides details on the learning activity that you introduce.
section elements
Contains additional content.
Technical Specializations Elements
Enables you to embed task topics, concept topics, and reference topics.

Guidelines

Keep these guidelines in mind when creating Learning Content topics:

  • You can reuse the existing technical content by:
    • Reusing the technical content directly in the Learning Content Body element
    • Appending task topics, concept topics, and reference topics to Learning maps as Learning content references

    For more information, in the easyDITA User Guide, see Publishing Instructional Content

  • If the reused content is not sufficient, you can add new learning content in the Learning Instruction element or section elements
  • You can use the section element to embed interactive activities specific to Learning Assessments

Example

Figure 12. Learning Content Topic Example.

The following Learning content topic contains a section element that introduces new instructional content and reuses the task topic “Add Existing Content to a Map” by using the conref attribute.

Tip: Alternatively, the “Add Existing Content to a Map” topic can be appended to the Learning map on its own as a Learning content reference.

Learning Summary

Learning summary topics recap information from a course, module, or lesson.

Structure

Learning summary topics can contain the following elements:

  • Learning Summary element
    1. title element
    2. short description element
    3. Learning Summary Body element
      • Learning Summary element
      • Learning Review element
      • Learning Next Steps element
      • section elements

Elements

title element
Entitles a topic, a section, or a container element.
short description element
Illustrates the topic purpose in two or three sentences (no more than 50 words). May provide content for tooltips and search engines.
Learning Summary Body element
The main element of a Learning summary topic.
Learning Summary element
Provides the summary of learning goals and lessons learned.
Learning Review element
Provides the review of the main points of your course, module, or lesson.
Learning Next Steps element
Recommends actions that learners can undertake after completing a course, module, or lesson to reinforce the retention of what they learned.
section elements
Contains additional content.

Guidelines

Keep these guidelines in mind when creating Learning summary topics:

  • You can use the Learning Review element to reiterate the main points of a course or a module
  • You can use the Learning Next Steps element to tell the learners what they should do after finishing a course, module or lesson
  • To efficiently fill in the Learning Summary element, refer to the relevant Learning Objectives element

    For more information, see Learning Overview

Example

Figure 13. Learning Summary Example

Learning Assessment

Learning assessment topics contain elements that enable you to create interactive tests, quizzes, and exercises.

Tip: Depending on your instructional design, you can append Learning assessment topics as Learning pre-assessment references and/or Learning post-assessment references.
Pre-Assessments
Pre-assessments are useful if you want to check your learners' knowledge about a given subject before delivering a lesson, module, or course. Pre-assessments can also positively boost the learners' engagement in a course as they may raise the students' curiosity about the subject matter.
Post-Assessments
Post-assessments are useful if you want to check your learners' knowledge after delivering a lesson, module, or course. Post-assessments can be used as a summative formal examination or an informal formative assignment that reinforces the information retention.

Structure

Learning assessment topics can contain the following elements:

  • Learning Assessment element
    1. title element
    2. short description element
    3. Learning Assessment Body element
      • Learning Interaction element
        • Learning True or False element
        • Learning Multiple Select element
        • Learning Single Select element
        • Learning Matching element
        • Learning Open Question element
        • Learning Sequencing element
    4. section elements
    5. Learning Summary element

Elements

title element
Entitles a topic, a section, or a container element.
short description element
Illustrates the topic purpose in two or three sentences (no more than 50 words). May provide content for tooltips and search engines.
Learning Interaction element
A container for various learning interactions.
Learning True or False element
An interaction that provides a learner with two choices. One choice is correct, the other one is incorrect.
Learning Multiple Select element
An interaction that requires a learner to select two or more answers.
Learning Single Select element
An interaction that requires a learner to select an answer from a list of three or more options.
Learning Matching element
An interaction that requires a learner to match items in pairs.
Learning Open Question element
An interaction that requires a learner to write an answer to a question.
Learning Sequencing element
An interaction that requires a learner to arrange items in the correct order.
Learning Summary element
Provides the summary of learning goals and lessons learned.
section elements
Contains additional content.

Guidelines

Keep these guidelines in mind when creating Learning assessment topics:

  • You can use Learning assessment topics as pre-assessments and/or post-assessments by inserting them in a relevant position of a Learning map
  • Including feedback may boost the learners' information retention and is obligatory for self-study courses
  • You can publish the Learning assessment topics to PDF and print them on paper to distribute the assessments in a conventional way

True or False Interaction

An interaction that provides a learner with two choices. One choice is correct, the other one is incorrect.

Structure
  • Learning True or False element
    1. Learning Interaction Label 2 element
    2. Learning Question 2 element
    3. Learning Answer Option Group 2 element
      • Learning Answer Option 2 element (True)
        1. Learning Answer Content 2 element
        2. Learning Correct Response 2 element
        3. Learning Feedback 2 element
      • Learning Answer Option 2 element (False)
        1. Learning Answer Content 2 element
        2. Learning Feedback 2 element
    4. Learning Feedback Incorrect 2 element
    5. Learning Feedback Correct 2 element
Elements
Learning Interaction Label 2 element
Provides an interaction label or title.
Learning Question 2 element
Provides a question for a given interaction type.
Learning Answer Option Group 2 element
A container for interaction options.
Learning Answer Option 2 element
A container for an answer and feedback. Can contain a Learning Correct Response 2 element which indicates that a particular Learning Answer Option 2 element contains a correct answer.
Learning Answer Content 2 element
Contains an answer.
Learning Correct Response 2 element
Indicates a correct answer.
Note: In the topic editor, the Learning Correct Response 2 element is represented as a checkbox corresponding to a given response option.
Learning Feedback 2 element
Provides feedback about a given answer.
Learning Feedback Incorrect 2 element
Provides feedback about an incorrect assessment response.
Learning Feedback Correct 2 element
Provides feedback about a correct assessment response.
Guidelines

You can use the true and false interactions to ask about fine-grained details of a given concept or check the learners' knowledge about popular misconceptions.

Example
Figure 14. True or False Interaction Example

Multiple Choice Interaction

An interaction that requires a learner to select two or more answers.

Structure

The following structure demonstrates a multiple choice interaction that contains four options (Learning Answer Option 2 element A, B, C, and D). The options A and B are correct.

  • Learning Multiple Select element
    1. Learning Interaction Label 2 element
    2. Learning Question 2 element
    3. Learning Answer Option Group 2 element
      • Learning Answer Option 2 element (A - Correct)
        1. Learning Answer Content 2 element
        2. Learning Correct Response 2 element
        3. Learning Feedback 2 element
      • Learning Answer Option 2 element (B - Correct)
        1. Learning Answer Content 2 element
        2. Learning Correct Response 2 element
        3. Learning Feedback 2 element
      • Learning Answer Option 2 element (C - Incorrect)
        1. Learning Answer Content 2 element
        2. Learning Feedback 2 element
      • Learning Answer Option 2 element (D - Incorrect)
        1. Learning Answer Content 2 element
        2. Learning Feedback 2 element
    4. Learning Feedback Incorrect 2 element
    5. Learning Feedback Correct 2 element
Elements
Learning Interaction Label 2 element
Provides an interaction label or title.
Learning Question 2 element
Provides a question for a given interaction type.
Learning Answer Option Group 2 element
A container for interaction options.
Learning Answer Option 2 element
A container for an answer and feedback. Can contain a Learning Correct Response 2 element which indicates that a particular Learning Answer Option 2 element contains a correct answer.
Learning Answer Content 2 element
Contains an answer.
Learning Correct Response 2 element
Indicates a correct answer.
Note: In the topic editor, the Learning Correct Response 2 element is represented as a checkbox corresponding to a given response option.
Learning Feedback 2 element
Provides feedback about a given answer.
Learning Feedback Incorrect 2 element
Provides feedback about an incorrect assessment response.
Learning Feedback Correct 2 element
Provides feedback about a correct assessment response.
Guidelines

You can use multiple choice questions to check your learners' understanding of a problem that has multiple resolutions.

Example
Figure 15. Multiple Choice Interaction Example

Single Select Interaction

An interaction that requires a learner to select an answer from a list of three or more options.

Structure

The following structure demonstrates a single select interaction that contains three options to choose from (Learning Answer Option 2 element A, B, and C). Only one answer is correct (A).

  • Learning Single Select element
    1. Learning Interaction Label 2 element
    2. Learning Question 2 element
    3. Learning Answer Option Group 2 element
      • Learning Answer Option 2 element (A - Correct)
        1. Learning Answer Content 2 element
        2. Learning Correct Response 2 element
        3. Learning Feedback 2 element
      • Learning Answer Option 2 element (B - Incorrect)
        1. Learning Answer Content 2 element
        2. Learning Feedback 2 element
      • Learning Answer Option 2 element (C - Incorrect)
        1. Learning Answer Content 2 element
        2. Learning Feedback 2 element
    4. Learning Feedback Incorrect 2 element
    5. Learning Feedback Correct 2 element
Elements
Learning Interaction Label 2 element
Provides an interaction label or title.
Learning Question 2 element
Provides a question for a given interaction type.
Learning Answer Option Group 2 element
A container for interaction options.
Learning Answer Option 2 element
A container for an answer and feedback. Can contain a Learning Correct Response 2 element which indicates that a particular Learning Answer Option 2 element contains a correct answer.
Learning Answer Content 2 element
Contains an answer.
Learning Correct Response 2 element
Indicates a correct answer.
Note: In the topic editor, the Learning Correct Response 2 element is represented as a checkbox corresponding to a given response option.
Learning Feedback 2 element
Provides feedback about a given answer.
Learning Feedback Incorrect 2 element
Provides feedback about an incorrect assessment response.
Learning Feedback Correct 2 element
Provides feedback about a correct assessment response.
Guidelines

You can use single select interactions to check the learners' understanding of a problem that has a singular resolution.

Example
Figure 16. Single Select Interaction Example

Matching Interaction

An interaction that requires a learner to match items in pairs.

Structure

The following structure demonstrates a matching interaction that contains three pairs of items to match (Learning Matching Pair 2 elements A, B, and C).

  • Learning Matching element
    1. Learning Interaction Label 2 element
    2. Learning Question 2 element
    3. Learning Match Table 2 element
      • Learning Matching Pair 2 element (A)
        • Learning Item 2 element (A)
        • Learning Matching Item 2 element (A)
      • Learning Matching Pair 2 element (B)
        • Learning Item 2 element (B)
        • Learning Matching Item 2 element (B)
      • Learning Matching Pair 2 element (C)
        • Learning Item 2 element (C)
        • Learning Matching Item 2 element (C)
    4. Learning Feedback Incorrect 2 element
    5. Learning Feedback Correct 2 element
Elements
Learning Interaction Label 2 element
Provides an interaction label or title.
Learning Question 2 element
Provides a question for a given interaction type.
Learning Match Table 2 element
A container for matching items.
Learning Matching Pair 2 element
A container for a Learning Item 2 element and Learning Matching Item 2 element.
Learning Item 2 element
An item to be matched with a Learning Matching Item 2 element.
Learning Matching Item 2 element
An item that is matched with a Learning Item 2 element.
Learning Feedback Incorrect 2 element
Provides feedback about an incorrect assessment response.
Learning Feedback Correct 2 element
Provides feedback about a correct assessment response.
Guidelines

You can use matching questions to check your learners' understanding of a given terminology.

Example
Figure 17. Matching Interaction Example

Sequencing Interaction

An interaction that requires a learner to arrange items in the correct order.

Structure

The following structure demonstrates a sequencing interaction that contains three elements (Learning Sequence Option 2 element A, B, and C) to arrange in the correct order.

  • Learning Sequencing 2 element
    1. Learning Interaction Label 2 element
    2. Learning Question 2 element
    3. Learning Sequence Option Group 2 element
      • Learning Sequence Option 2 element (A)
        1. Learning Answer Content 2 element (A)
        2. Learning Sequencing element (A)
      • Learning Sequence Option 2 element (B)
        1. Learning Answer Content 2 element (B)
        2. Learning Sequencing element (B)
      • Learning Sequence Option 2 element (C)
        1. Learning Answer Content 2 element (C)
        2. Learning Sequencing element (C)
    4. Learning Feedback Incorrect 2 element
    5. Learning Feedback Correct 2 element
Elements
Learning Interaction Label 2 element
Provides an interaction label or title.
Learning Question 2 element
Provides a question for a given interaction type.
Learning Sequence Option Group 2 element
A container for interaction options.
Learning Sequence Option 2 element
A container for a Learning Answer Content 2 element and Learning Sequencing element.
Learning Answer Content 2 element
Contains an answer.
Learning Sequencing element
Specifies the valid position of a Learning Answer Content 2 element in a sequence.
Learning Feedback Incorrect 2 element
Provides feedback about an incorrect assessment response.
Learning Feedback Correct 2 element
Provides feedback about a correct assessment response.
Guidelines

You can use sequencing interactions to check your students' understanding of a process or hierarchy.

Example
Figure 18. Sequence Interaction Example

Open Question Interaction

An interaction that requires a learner to write an answer to a question.
Structure
  • Learning Open Question element
    1. Learning Interaction Label 2 element
    2. Learning Question 2 element
    3. Learning Feedback Incorrect 2 element
    4. Learning Feedback Correct 2 element
Elements
Learning Interaction Label 2 element
Provides an interaction label or title.
Learning Question 2 element
Provides a question for a given interaction type.
Learning Feedback Incorrect 2 element
Provides feedback about an incorrect assessment response.
Learning Feedback Correct 2 element
Provides feedback about a correct assessment response.
Guidelines

Keep these guidelines in mind when creating open questions:

  • Typically, open questions check the general understanding of a concept or a bigger part of the learning content.
  • Specify the expected format and length of the answer to your open question.

    For example, “Write a 250-word essay.”

Example
Figure 19. Open Question Interaction Example

Instructional Content Folder Structure

Organizing your instructional content in a consistent way makes the content library navigation easier.

Tip: We recommend keeping your course modules and lessons in separate folders to make the file management process modular, scalable, and streamlined.

Folder Structure

The following sample folder tree suggests how you can organize your instructional content in the content library.

  • Learning publication map folder
    • Learning publication map
    • Modules folder
      • Module A folder
        • Learning group map
        • Module-level learning topics
        • Media folder
        • Lessons folder
          • Lesson A folder
            • Learning object map
            • Lesson-level learning topics
            • Media folder
          • Lesson B folder
            • ...
      • Module B folder
        • ...
          • Lesson C
            • ...

Publishing Instructional Content

easyDITA enables you to publish your learning content to various formats.

Remember: The following are the most obvious examples of instructional content publication types. easyDITA publishing scenarios are highly customizable and can be adjusted to publish your content to a format that meets your requirements. For more information, contact your easyDITA Administrator or Customer Success Manager.

SCORM

The Shareable Content Object Reference Model (SCORM) is an industry standard that ensures e-learning interoperability with different platforms. In other words, the instructional content that you publish as a SCORM package from easyDITA can be loaded into various SCORM-compliant Learning Management Systems (LMSs) like Moodle.

PDF

The PDF format enables you to publish your instructional content without the need to use a Learning Management System (LMS). The PDF output is printing-friendly and allows you to deliver your instructional content in a conventional way.