I think it depends on the kind of courses you need to design. For instance, when designing material for language learning, the CEFR levels can be useful to establish the contents you need to include and add different activities to contribute to skill development. The most important thing in my opinion is having a clear insight of the initial level of students, their needs and expectations, and the needs of their context (job or study) to select and design useful material for both of the sides.

Part of my Masters project dealt with this question and I would say there isn't one, one-size-fits-all answer. Just like planning a lesson for a face-to-face class, you have to design lessons around your students. That said, one way I have found to design E-Learning courses is by creating progressive modules. I am specifically thinking here about self-directed E-Learning where students work through the modules at their own pace. Building these types of courses takes time and, depending upon the depth of your course, and the application you're using, you can add layers to the modules. You can design course modules such that students must complete one before moving to the next one. Students who are struggling, might remain at a lower module for a while, where, you could create a series of activities which unlock based upon the student's responses on their previous attempt. Such that the student isn't just trying stuff until they hit upon the right answer nor are they just using process of elimination (A didn't work, B didn't work, I guess the answer is C then). Once a student completes a module successfully, they are allowed to progress to the next module. This is not an ideal set up for every situation, but it is AN answer to this question. I do not believe there is one THE answer to this question.

Dear Dr. Bello!

I assume you mean by "learning levels" pupils with different capabilities at different stages of their life for example inn primary schools. So I went on to research in this context:

1) Adeyele, V.O. Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-023-12414-z, Open access: Article Relative effectiveness of simulation games, blended learning...

2) Robert Weinhandl, Martin Mayerhofer, Tony Houghton, Zsolt Lavicza, Lena Maria Kleinferchner, Branko Anđić, Michael Eichmair, Markus Hohenwarter, Enhancing user-centered educational design: Developing personas of mathematics school students, Heliyon, Volume 10, Issue 2, 2024, https://doi.org/10.1016/j.heliyon.2024.e24173,

Open access: Preprint Enhancing user-centred educational design: Developing person...

Based on the findings I argue interactive multimedia and blended learning should be employed for personalized learning outcomes. For children E-learning systems alone are not enough: parents are involved in the learning process anyway offline.

Yours sincerely, Bulcsu Szekely

based on level of competencies

Designing e-learning courses for different learning levels requires careful planning and consideration. The following things must be considered at the time of e-content design 1.Needs Assessment,

2. Learning Objectives 3. Content Selection, 4. Adaptability, and 5. Assessment Strategies

Antes que nada es conveniente conocer los conocimientos previos de los participantes en el curso determinado, así como las habilidades digitales , para en caso necesario, suplir mediante algún tutorial lo requerido.

Before you start designing your eLearning course, you should assess your students and their needs. Relevance, complexity, and diversity should be considered when selecting content and activities for students. Differentiating learning is a key strategy for developing eLearning courses for different learning levels. The Universal Design for Learning (UDL) framework can be used to guide this process, which consists of three principles: provision of different means of representation, action and expression, and participation. Finally, you should evaluate your eLearning course and its impact on student outcomes.

I share a collection of information related to Universal Design for Learning.

Link : https://www.symbaloo.com/shared/AAAAAZLKGFEAA41-4p1lCQ==

When designing e-learning courses, it's essential to begin with a needs assessment and assess its relevance in the current context. Secondly, define your purpose(s) and objectives for the courses, ensuring alignment with emerging curriculum trends, particularly in terms of competencies at various levels. Consider the target learners for your e-learning courses as well and don't overlook the assessment strategies to be implemented. Reading relevant researches on e-learning courses may also help you.

Designing e-learning courses for different learning levels requires careful consideration of the content, instructional strategies, and assessments to accommodate diverse learner needs. Here are steps to help you design e-learning courses for different learning levels: