Clive Shepherd blogs this idea from Richard Middleton, about two possible dimensions that might affect your learning goals: how motivated your learners are, and how ‘big’ the behavior change is:
The quick notion is that if you’ve a small change and high motivation, it can be very lean. Lower motivation requires more engaging presentation, and once you start having big changes you’ll need lots of practice, and when the learner isn’t interested or is resistant, you’ll really have to ramp up the engagement (tuning it into a game).
There are lots of other dimensions (e.g. maybe it doesn’t even require rapid elearning, but just an information update), but this is certainly a good way to look more richly at the design task and how it might be addressed. And looking richly at your learning task is where you get more creative learning solutions (read: learning experience designs).