Experiencing eLearning
SEPTEMBER 9, 2013
'What do you charge for an hourly rate as an instructional designer? What do you make if you’re a full-time salaried employee? People frequently ask me these questions, and I always refer people to the same resources. These are all just benchmarks to use as a starting point, so you need to adjust for your experience, education, skills, industry, whether you’re a full-time employee or freelance consultant, etc.
Upside Learning
AUGUST 20, 2013
'Mobile is the future of workplace learning. It is not just a statement, but something I believe in. There are many a thinkers in the domain that I follow, learn, and get inspired from. Below is a presentation with a compilation of 21 most inspiring quotes and thoughts that apply to mobile learning, by some […].
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LearnDash
DECEMBER 9, 2013
'Those of us who are actively involved in the elearning are well aware of the advantages elearning can provide to an organization , and to the individual, and in the past year or so, these advantages are becoming recognized among the general public. The flexible nature of elearning means that we are likely to encounter it in everyday life. Some people seek it out in for additional learning opportunities, and for career advancement.
Making Change
MAY 7, 2013
'Here’s a flowchart that will help you identify the best solution to a performance problem, whether it’s a job aid, a workflow improvement, training, or something else. It’s based on action mapping , my streamlined approach to instructional design. First, download the flowchart. Then consider watching the following 8-minute video, which walks you through a short discussion with a client, showing you how some quick questions can save you days of unnecessary training development.
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Performance Learning Productivity
AUGUST 12, 2013
'Most people get it. Classes, courses and curricula – structured learning events – don’t provide all the tools in the toolkit. They’re bit-players in a much larger world of organisational learning and performance. The part that formal, directed learning plays in overall organisational capability may be important at times, but organisations aspiring towards Peter Senge’s ‘learning organization’ – in other words, creating a culture of continuous learning - need to reach beyond simply improving str
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Kapp Notes
JULY 12, 2013
'There are two elements of learning that seem almost opposite, yet, each contribute immeasurably to the ability of a person to learn. Without these two elements, a person does not learn as deeply as they could. When designing a learning intervention, you need to design both high levels of activity as well as quiet times for reflection. You can not have true learning success without both of these activities within a learning design.
Jane Hart
SEPTEMBER 30, 2013
'The Top 100 Tools for Learning 2013 list (released today, 30 September 2013) was compiled from the votes of over 500 learning professionals (from education and workplace learning) from 48 countries. Here are some of the highlights from this year’s list. For a fuller analyis, visit Analysis 2013 Twitter retains its no 1 position for [.].
Absorb LMS
FEBRUARY 5, 2013
Somewhere among the hundreds or perhaps thousands of e-mails in your inbox, somewhere in the skyscraper-high piles of paper on the corner of your desk, is something really really important. This might be an urgent policy or procedural change. If you work in emergency response, healthcare, security, transportation, among many other industries, people’s safety may be compromised if you don’t get and act on this information.
Connect Thinking
MARCH 26, 2013
Get any group of learning professionals in a room, and one of the first topics of discussion will be Learning Management Systems (LMS). I have rarely heard a learning professional say “ Our LMS does everything we need.” More often than not I hear complaints. Here are twelve (12) common complaints about Learning Management Systems. Our LMS doesn’t fit our existing administration workflows: A key reason to implement a LMS is to support efficient training administration.
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Raptivity
JULY 22, 2013
'During my recent webinar “Hitting The Target With Technology Enhanced Learning Objects“ I discussed a number of key elements required to design effective learning objectives. One of these elements, and the one I consider the most important, is objectivity. Having [.].
Knowledge Guru
JUNE 19, 2013
'Last week’s post gave an overview of the entire process for getting started in learning game design or creating game-based learning. This post focuses on Step 1, which is to play and evaluate games. If you don’t like playing games, don’t try to design a game because you’re going to hate this step. Game design is a bit like writing a book; you’d never attempt to write a book if you first hadn’t spent time reading and evaluating several books.
Upside Learning
JULY 24, 2013
'As per the market predictions by GSV advisors, the global eLearning market is estimated to grow at a Compound Annual Growth Rate (CAGR) of 23% over 2012-2017. In dollars, this translates into $90 bn to $166.5 bn in 2012 and $255 bn in 2017. That’s a very healthy growth rate. As the eLearning market continues [.].
LearnDash
SEPTEMBER 2, 2013
'Most people probably do not know this, but distance learning has actually been around for quite some time. In the United States, the earliest recorded distance learning program was in 1728 when Caleb Phillips advertised a private correspondence courses in the Boston Gazette newspaper! Fast forward to today, and we have one of the highest degrees of distance learning technology in use.
Speaker: Chris Paxton McMillin, President of D3 Training Solutions
There are plenty of great authoring tools for developing eLearning, but the one you select could directly impact your course's outcomes. Depending upon your learners’ needs and your organization’s performance goals, you could be overlooking considerations that impact the both effectiveness of your courses and how long it takes to finish them. From general capabilities to specific workflow structures, some aspects are critical when it comes to learning objectives and deadlines.
Making Change
JUNE 10, 2013
'We, the downtrodden and ignored learning and development professionals of the world, hereby shake off the shackles of convention and obedience and proclaim the arrival of a new order, a new age of enlightenment in which we valiantly defend truth, honor, and our learners by… well, by not being such pushovers. We refuse to pretend that training is always the answer.
Performance Learning Productivity
OCTOBER 14, 2013
'High performing individuals, teams and organisations focus on exploiting development opportunities in the workplace because that’s where most of the learning happens. Adding Learning to Work When faced with the opportunities to help with workplace learning, many HR, talent development, and learning professionals react by simply adding learning to the workflow.
KnowledgeStar
AUGUST 20, 2013
't''s in fact quite simple. If we listen to a PowerPoint presentation with boring bullet points, a certain part in the brain gets activated. Scientists call this Broca''s area and Wernicke''s area. Overall, it hits our language processing parts in the brain, where we decode words into meaning. And that''s it, nothing else happens. When we are being told a story, things change dramatically.
Kapp Notes
MARCH 25, 2013
Digging a little deeper into the concept of gamification, I think there are actually two types of gamification. The first type is Structural Gamification and the second is Content Gamification. Structural Gamification. This is the application of game-elements to propel a learner through content with no alteration or changes to the content itself. The content does not become game-like, only the structure around the content.
Speaker: Tim Buteyn, President of ThinkingKap Learning Solutions
We’ve all been there. You’ve been given a pile of dry content and asked to create a compelling eLearning course. You’re determined to create something more engaging than the same old course that learners quickly click through, but how do you take this “boring” content and create something relevant and engaging? Many instructional designers will say, “Boring in means boring out.
Jane Hart
APRIL 25, 2013
'From the results of the Learning in the Workplace survey and my analysis of how smart workers use social media to work and learn today, 5 key characteristics of how Knowledge Workers like to learn at work have emerged.â?¦ [.].
B Online Learning
FEBRUARY 11, 2013
For many, the prospect of studying online for the first time can be daunting! The thought of studying without someone right there in front of you can be intimidating. However, those with experience in online learning would agree that online learning is supportive, flexible, personalised and collaborative. Supportive Frequent and convenient communication between learners and [.].
mLearning Revolution
OCTOBER 8, 2013
'The New Articulate Studio ’13. I just finished reading an excellent book written by Dan Saffer titled Microinteractions: Designing with Details. Dan defines microinteractions , as the smallest details that delight customers and keep them coming back to the software, or the app, or the web page, or a particular smartphone or tablet, or even the physical appliances we use every day.
Raptivity
OCTOBER 22, 2013
'In a slow economy, where training budgets are often slashed, instructional designers must develop training on a limited budget. But how do you cut costs without sacrificing quality? Here are four cost-saving tips to help you save money and time. [.].
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OpenSesame
DECEMBER 18, 2013
'We are big fans of online tools here at OpenSesame. Websites and apps help us connect with others, keep up with current events, learn new skills, as well as can inspire us to think big. Online tools enable and empower us in ways never imagined, and thousands are being created every day. Last year we covered the top 100 tools for learning in 2013 to help you achieve your goals.
Upside Learning
JULY 2, 2013
'There was quite a debate within the Upside instructional design team about what constitutes Engagement in an eLearning module. When asked what engagement is, the responses vary widely. Everyone seems to know what it is, but we just can't put our finger on it. Some of the responses, in no particular order, make for interesting [.] Related Posts: eLearning On Tablets: What, Why & How?
LearnDash
SEPTEMBER 16, 2013
'Today there are a countless number of tips and tricks when it comes to effective online course design, that it can become confusing where to start. These theories can range from actionable steps to philosophical diatribes, both of which provide their use, but equally are confusing as to where to begin. Enter the “Guide to Online Course Design” infographic by MindFlash.
Making Change
JANUARY 29, 2013
You’re at the county fair. Your kids are off watching the pig race, and you’re starving. There are only two food carts nearby. One sells deep-fried pork skins from a pot of bubbling grease, and the other sells sushi from a styrofoam cooler. You decide to buy the sushi. As you hand over your money, a disembodied voice suddenly booms from the clouds above. “Incorrect!
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TechSmith Camtasia
NOVEMBER 19, 2013
'The world of work and learning has changed. You move between more screens and connect with more people than ever before. You have the desire to create and collaborate…but sometimes it can feel like frustration and chaos rather than productivity and flow. At TechSmith, we’re making a new commitment: to help you derive real benefit from all those devices and connection points.
KnowledgeStar
MAY 13, 2013
'The etextbook in 2018 will be coupled to an app that will provide you with Content as a Service (CaaS). It will be designed to make learning easier and more effective. It will replace the old print (and even current online) proto-etextbook that used content as the product you bought. By 2018, you will be purchasing the services which the app and the etextbook will provide.
Kapp Notes
JANUARY 14, 2013
In 2005, Robert T. Hays, of the Naval Air Warfare Center Training Systems Division published the results of an extensive literature review on games for instruction. It is an expansive look at the literature on the effectiveness of games for learning up until the year 2005. Here is a link to the technical paper. Here are some of his conclusions, findings and recommendations: The conclusions are: The empirical research on the effectiveness of instructional games is fragmented.
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