ations ▁include : ▁▁ ▁proceed ▁to ▁needs ▁analysis ▁and ▁instruction al ▁design ▁before ▁building ▁the ▁online ▁course ▁so ▁as ▁to ▁define ▁the ▁required ▁learning ▁activities ▁to ▁integrate ▁in ▁the ▁course ▁ ▁needs ▁analysis ▁should ▁decide ▁whether ▁the ▁course ▁is ▁a ▁bl ended ▁learning ▁course ▁or ▁all ▁online ▁ ▁instruction al ▁design ▁should ▁decide ▁which ▁part ▁of ▁the ▁course ▁are ▁online , ▁which ▁parts ▁are ▁face - to - face ▁ ▁art ic ulate ▁Power Point - based ▁content ▁with ▁tests ▁and ▁online ▁activities ▁ ▁web ▁ 2 . 0 ▁tools ▁and ▁learning ▁management ▁systems ▁allow ▁to ▁bl end ▁content ▁modules ▁created ▁through ▁rapid ▁learning ▁tools ▁with ▁rich ▁interaction ▁activities . ▁The ▁content ▁modules ▁make ▁sense ▁only ▁if ▁comple ting ▁an ▁interaction ▁scenario ▁or ▁appearing ▁as ▁the ▁feedback ▁of ▁tests ▁and ▁case ▁studies ▁ ▁using ▁Power Point ▁to ▁build ▁the ▁course ▁structure ▁but ▁rely ▁on ▁mind mapping ▁to ▁present ▁the ▁information ▁in ▁a ▁more ▁synth etic ▁and ▁visual ▁way ▁ ▁Lim its ▁▁ ▁After ▁ 2 0 0 0 , ▁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 ▁Power Point ▁presentation . ▁Some ▁exper ts ▁have ▁highlight ed ▁the ▁limits ▁of ▁this ▁method ▁ ▁or ▁even ▁ins isted ▁ ▁on ▁the ▁fact ▁that ▁rapid ▁learning ▁was ▁the ▁consequence ▁of ▁the ▁mis app reh ension ▁that ▁if ▁a ▁face - to - face ▁course ▁worked ▁well ▁with ▁Power Point ,