Prepare
Introduce terminology, context, prerequisites or short pre-work so participants arrive ready to engage with the course.
INDENTRA learning guidance
Use Digital Material to Support Learning Before, During and After the Course
Digital material should make professional learning easier to access, easier to practise and easier to apply. The value is not the format itself—it is what the material helps the learner understand, do and transfer into work.
Digital material with a purpose
Start with the learning need—not the technology.
Digital material includes electronic content, tools and learning resources used to prepare, explain, practise, reinforce or extend professional learning. The format should be chosen because it supports the learning outcome, not simply because it can be delivered online.
- Use digital material where it improves access, clarity, practice, reinforcement or application.
- Choose the simplest format that supports the learning objective effectively.
- Design for professional use across different devices, bandwidth conditions and learning contexts.
- Keep content current, controlled, accessible and easy to revisit when the learner needs it.
Four practical purposes
Use digital material where it adds value to the learning journey.
Different digital resources serve different purposes. The strongest learning experience uses the right resource at the right point.
Explain
Use text, visuals, demonstrations and media to make concepts, models, processes and relationships easier to understand.
Practise
Give learners opportunities to apply methods, make decisions, test understanding and receive feedback.
Reinforce
Provide concise references, job aids and refreshers that help participants revisit and use learning after formal delivery ends.
Digital material types
Choose the format that best supports the required learning action.
Digital learning material can range from simple reference documents to interactive simulations. The best choice depends on what learners need to understand, practise, produce or revisit.
Digital Guides and Reading Material
E-books, articles, technical notes, course readings and structured reference documents can provide depth, context and material for later review.
Useful when Learners need authoritative information they can read, search and revisit at their own pace.
Digital Workbooks and Templates
Participant workbooks, worksheets, checklists, models and templates help learners capture thinking, complete exercises and apply methods consistently.
Useful when The course requires structured analysis, reflection, planning or production of a practical output.
Presentations, Infographics and Visual Aids
Slides, diagrams, process maps and visual explainers can clarify relationships, sequences, frameworks and complex ideas.
Useful when A visual structure helps learners see a concept faster than text alone.
Video and Audio Resources
Short videos, demonstrations, recorded explanations and audio material can show processes, provide examples and support review outside live sessions.
Useful when Learners benefit from seeing or hearing a process, explanation, demonstration or expert perspective.
Interactive Modules and Tutorials
Structured digital modules can combine explanation, interaction, questions, feedback and branching pathways into self-paced learning.
Useful when Learners need guided practice or preparation that can be completed independently.
Simulations and Practice Environments
Digital simulations can create safe environments for testing decisions, practising procedures and experiencing consequences without real-world exposure.
Useful when Capability depends on decision-making, sequencing, system behaviour or repeated practice.
Digital Assessments and Knowledge Checks
Quizzes, scenarios, assignments and structured exercises can provide evidence of understanding, judgement or application and support timely feedback.
Useful when The learning design needs a clear check on progress, achievement or development priorities.
Virtual Collaboration Resources
Shared documents, digital whiteboards, discussion spaces and collaboration tools can support group analysis, peer learning and distributed teamwork.
Useful when The learning outcome benefits from collaborative problem-solving, discussion or co-creation.
Job Aids and Learning Snacks
Short guides, checklists, decision aids and concise refresher content can support application when the learner returns to work.
Useful when The learner needs a fast reminder or practical aid at the point of performance.
Digital Libraries and Reference Tools
Online libraries, databases, standards and research sources can extend learning and support evidence-based professional practice.
Useful when Learners need to investigate a topic, compare sources or work with current professional references.
Learning Platforms and Mobile Access
Learning platforms can organise content, activities, progress and resources so learners can access material across different locations and devices.
Useful when Learning must remain available beyond a single live session or physical classroom.
Learning Analytics and Progress Information
Digital systems can provide information about activity, completion, assessment and engagement that helps inform learner support and programme improvement.
Useful when Progress data can support timely intervention, evaluation or better learning decisions.
Across the learning journey
Use different material before, during and after formal learning.
Digital material is most useful when it forms part of the learning design rather than being treated as a collection of files delivered at the end.
Before Learning
Use orientation, short readings, diagnostic activities, prerequisite refreshers and pre-work to prepare participants for deeper learning.
During Learning
Use workbooks, visuals, digital exercises, templates, collaborative tools and reference material to support explanation and practice.
At Completion
Use digital assessments, projects, action plans and structured outputs to consolidate learning and identify what should happen next.
After Learning
Use job aids, recordings, short refreshers, templates and reference resources to support transfer and continued application at work.
Digital material quality
Make digital resources useful, accessible and professionally credible.
The quality of digital material should be judged by whether it supports learning and professional use—not by how much technology it contains.
Relevant
Every resource should connect with a defined learning outcome, task or professional need.
Clear
Information architecture, language, visuals and instructions should reduce rather than create cognitive friction.
Current
Content, examples, standards and references should be reviewed and updated when the underlying practice changes.
Accessible
Digital material should consider readable structure, captions, alternatives, contrast, navigation and assistive technologies.
Usable
Resources should work across appropriate devices, environments and bandwidth conditions without unnecessary complexity.
Controlled
Versions, ownership, source material and approval should be managed where accuracy and consistency matter.
Engaging
Interaction and media should support thought, practice and attention—not become decoration or distraction.
Transferable
Where appropriate, resources should help learners carry methods, tools and ideas back into workplace practice.
Digital and AI-enabled learning
Use technology to extend capability without weakening quality or judgement.
Digital platforms and generative AI can improve access, production and personalisation, but professional learning still requires evidence, source control, human review and clear accountability.
Where technology can help
- Provide faster access to learning and reference material.
- Support self-paced preparation, practice and reinforcement.
- Create alternative explanations, formats and examples.
- Enable collaboration across locations and delivery modalities.
- Generate useful progress information and feedback signals.
What still requires professional control
- Accuracy, evidence and the credibility of source material.
- Confidentiality, privacy, data security and intellectual property.
- Accessibility and suitability for the intended audience.
- Instructional alignment and the quality of assessment.
- Human judgement, review and accountability for final learning content.
A simple selection process
Choose digital material by learning purpose, not by novelty.
A disciplined choice keeps the learning experience focused and prevents technology from becoming an objective in itself.
Define
Clarify the learning outcome, audience and action the resource must support.
Select
Choose the simplest digital format capable of supporting that learning action.
Design
Structure content, interaction, examples and practice around the learner's task.
Check
Review accuracy, accessibility, usability, technical performance and source control.
Improve
Use feedback, learning evidence and workplace experience to refine the resource.
Related learning guidance
Connect material, delivery and assessment.
Digital material works best when it is aligned with how learning is delivered and how capability is assessed.
Learning Delivery Modalities
Compare different ways of delivering professional learning and understand how format changes the learning experience.
Explore Delivery ModalitiesAssessment Methods
Choose assessment methods that match the intended learning outcome and the type of capability being developed.
Explore Assessment MethodsSkills Assessment
Identify strengths, development priorities and the learning route that may be most useful next.
Choose a Skills AssessmentOrganisation-specific learning
Build digital resources around the capability your organisation needs.
INDENTRA can combine professional learning, digital resources, assessment and workplace application into a coherent capability-development approach aligned with your people, operating context and learning objectives.