When it comes to the design of eLearning materials, flexibility and adaptability are of primary importance. This may be achieved by developing a very 'slim' basic module or a set of core modules which contain the basic content relevant to the majority of users. Any additional information can be accessed either by means of hypertext links, e.g. under the heading "Further reading" or "If you want to know more…" or by separate scenarios or tasks addressed to specific target groups.

Flexibility and adaptability also apply to sequencing, functionality or feedback mechanisms.
Sequencing refers to the order in which learning objects are arranged and delivered. Learning objects, i.e. content broken down into manageable, reusable entities that can be delivered across multiple platforms, are now widely recognised as the most appropriate way of developing and delivering learning content. In practice, however, most eLearning providers and publishers still focus on creating learning content as large 'packaged' or fully integrated courses with limited reusability for other purposes. Some may produce innovative interactive solutions and, in some cases, simulations of experiments or activities (such as negotiating a contract with a foreign supplier) that allow students to control or manipulate aspects of the activity.

However, the 'packaged' approach is often favoured by educational scientists who consider it more important to surround learning objects with contextual information, even though this makes them difficult, if not impossible, to re-use in a different context.

The exchange of experience and information among students and between the students and the teacher in the classroom can be major source of and impetus for learning. One way to mirror classroom interaction in the virtual world is to introduce a discussion forum on the eLearning platform which enables and encourages the exchange between trainers and students as well as among students.

Intercultural Web design

General usability guidelines such as those developed by Nielsen can serve as a good starting point. The guidelines proposed by Hoft or Marcus focus on the intercultural aspects of technical communication and Web design, respectively. Both authors refer to the cultural models of Hofstede and other intercultural theorists who espouse an essentialist view of culture as mental software. Nonetheless, much of their advice is sound, rooted in practical experience and observation and can therefore be used as a source of inspiration independent of cultural categories.

Various attempts to define criteria for good usability design in accordance with various cultural models have proved unsatisfactory or simply confirmed that users from all cultural backgrounds agree on what constitutes good design, i.e. clear navigation, constant visibility of system status, emphasis on recognition rather than recall and aesthetic minimalist design. The last point implies the avoidance of 'gimmicks' such as animated graphics, which tend to distract from rather than enhance understanding.

The above observation applies in particular to Websites whose main intention is to inform and instruct (as opposed to Websites that, for example, want to market something or induce users to play games). This means that they do not need to attract their users' attention, but can instead count on a captive audience. The design and evaluation criteria therefore focus on navigation as a means to signal the information structure of a site, the clear and consistent presentation of verbal information.

Above all, the system should speak the users' language, using words, phrases and concepts familiar to the user, rather than system-oriented terms. This includes agreeing on a joint terminology, attaching metadata or keywords to the information and organising it in a manner that follows real-world conventions.

Among the three solutions proposed for international Web design – internationally aware Websites, translated Websites and fully internationalised Websites – the first (and most economical) of these solutions, i.e. internationally aware Websites, seems to be adequate if the target group – as is the case of European projects – is characterised by cultural diversity yet considerable professional homogeneity and has a command of a common language, (usually English). This type of use scenario is becoming increasingly common in today's world of multicultural teams, virtual communities of practice and globally operating companies.

To ensure the highest possible acceptance, it helps to use simple English, restrict the use of graphics to those that assist during navigation and indicate the flow of information by means of arrows or other directional indicators. It is particularly important to avoid the idiomatic, jargon-rich language usually cherished by Website designers. It is also absolutely essential to employ consistent, precise and unambiguous terminology.