computing devices such as Personal DigitalAssistants (PDA) to the Internet.2.The computers running the web server andapplication server software including theLearning Management Software (LMS) andLearning Content Management Software(LCMS). The implementation of LearningDesign (LD) is accomplished through the LDsoftware tools that are add on to the applicationserver software.3.The eLearning content that can further besubdivided into the following categories:
, that deals with the subjectmatter, similar to a traditional text book.
, that simulates the traditionallectures
, that simulates the traditionaltests and surveys
, that simulates the traditionallaboratory and learning experiments
Standalone and web based
Symbolic andNumeric Mathematical Compute engines.
The four hypermedia components that areused in creating eLearning content are:
Hypertext (includes hyperlinks)
Graphics (Images, Photographs andVector-based Drawings)
Animation/Digital Video The interactivity can be added through theuse of scripting languages. The existing ICT infrastructure allowscreating and disseminating the digitalcontent at a lower cost. The multiple copiesof the digital content can be made with anease without any additional cost. Thisprovides a competitive edge for the use ICTin eLearning when compared with thetraditional approach of teaching and learning. Traditional print media provides a higherresolution when compared with the screenresolution of the computer monitor, 1400dpivs. 75-125 dpi. There is a need for betterdesign principles to overcome this drawbackto make eLearning model more effective. Theanimation and video content can seamlesslybe integrated within the same interactivedigital document. The design and creationprocess of an effective interactivehypermedia document at the present time issimilar to creating an artwork. There is astrong need to develop sound designprinciples for creating this type of documentsthat can be used for eLearning for enhancedlearner experience. There has been a debate within eLearningcommunity about “No Significant Difference”phenomenon [3, 4]. This relates to thecomparison between classroom teaching andonline learning. It shows that there is nosignificant difference in the outcomes of learning between two modes of learning.However, it is difficult to evaluate thesubjective experience, emotional andmotivational drive of the learners during thelearning process. The traditional approach of teaching and learning appeals to the cerebralpart of the brain that produces a cold feeling,requiring learner to be self motivated toachieve desired learning outcomes. It ispossible to design learning modules usinginteractive hypermedia that also haveemotional and motivational appeal providingan engaging experience for the learners.However, this area is still in its infancy andneeds further research and development.The ideas within the newly emergingareas of “User Interface Design” and “UserInteraction Design” [5, 6, and 7] emphasizinguser experience and the new findings withinNeuroscience about the working of the brain,together form a body of knowledge that canbe used as a basis for developing effectiveeLearning content. That enhances thelearning experience also making acceleratedlearning possible.
3. Neuroscience and Learning
The field of Cognitive Psychology itself is moving inthe direction of more empirically grounded Cognitive Neuroscience. The researchers in the area of Neuroscience are studying the functions of different partsof the brain [8, 9, 10, and 11] of humans and animals asit relates to the sensations, perceptions and the motor responses including the basic emotions. The behavioraland cognitive processes are also studied withinBehavioral and Cognitive Neuroscience. The mappingsof different neural correlates to the actual stimuli andresponses are accomplished through the use of non-invasive techniques such as PET and FMRI scans of the brain. These findings hold a strong potential for developing sound learning design principles that can be