A trend of the market is also to combine rapid learning (conversion of PowerPoint presentations) with video or screencast (filming your screen and your mouse movements) so as to provide both a sequence of slides and applications demos.
Some authors and consulting companies focus on how to reach the optimal compromise between the economic need for rapid learning and the pedagogical objective of a good instructional design.
[4] Best practice recommendations include: After 2000, a series of rapid learning tools were proposed on the market and became popular because of their simplicity and the feeling that anyone could build an e-learning course from a simple PowerPoint presentation.
Some experts have highlighted the limits of this method [6] or even insisted [7] on the fact that rapid learning was the consequence of the misapprehension that if a face-to-face course worked well with PowerPoint, it would function equally well online.
This criticism of rapid learning development focuses on the idea that the richness of an interaction with students in the classroom is not encapsulated in a PowerPoint presentation file.
Consequently, an online course is a mere passive information presentation but not a training activity with questions, workshops, problems.