This paper provides an overview of early design considerations in an online learning module with the goal of developing a stand-alone learning module designed to teach Kindergarten-level students the basic colors. This paper will also address some learning gaps that are associated with this learning module in general, and what some of the performance and knowledge gaps of a color-teaching program in particular. A description of a desirable learning environment is followed by a discussion of some of the implications of technology involved, including bandwidth availability, as well as hardware and software availability. An assessment of potential problems with the availability of student access to technology is followed by a discussion of the merits of providing such a stand-alone program as an online application or presented as a computer-based training module. Finally, a summary of the research will be provided in the conclusion.

             Review and Analysis.

             Background and Overview. Learning colors and shapes are important steps for young learners in general; further, the specific ability of a kindergarten student to identify primary colors shown in random order has been shown to be an important variable that may help in predicting individual differences in sustaining attention and future academic success (Carter & Swanson, 1995). Furthermore, the combination of the interactive characteristics of a computer-based learning module make it especially useful for the delivery of educational materials designed to teach young learners their primary colors of yellow, blue and red (Frechette, 2002).

             General and Specific Performance and Knowledge Gaps Associated with Primary Color-Teaching Programs. There are some important general considerations involved here concerning very young learners who may not be able to completely grasp the concept of "primary" and "secondary" colors, and who may likewise be uncertain if their personal conceptions of one color compared to another are accurate.