According to recent data from the Centers for Disease Control and Prevention, about 48 million people (1 in 6 Americans) get sick, 128,000 are hospitalized and 3,000 die each year from foodborne diseases. In order to adhere to food safety regulations, one of our clients came up with a requirement for an e-learning course. The client provided raw content in the form of a MS-Word document containing 80 pages. This is the ILT material he uses for training his employees. The client wanted an e-learning course to be developed from this raw content. The learners could either attend the classroom training sessions or take the online course. So, the main challenge is that all the learning that happens in a class-room should also take place online. The huge content was broken down into 9 modules which were further broken down into topics. There were classroom activities after each module. Another challenge here was to present these activities in the e-learning course without compromising on the learning. Now, we had to come up with an instructional approach for this content. After going through the content, we came up with a couple of approaches. We used a combination of scenario-based and case study-based learning. For the scenario based approach, we used 2 characters - Food Safety Manager and Food Safety Supervisor. The food safety supervisor is a new recruit. The food safety manager takes the new recruit through the course. We used these characters at the beginning as an introduction to set the stage, and then to present formative assessments. We also used the characters, at the end, to summarize the course/ module. To add more value to the course, we used a real life case of a food and beverages establishment (a restaurant/ a packaging unit).The case study was first introduced explaining the challenges faced by the restaurant and how implementing the process can help meet these challenges. Then, the course content was presented, and at the end of each module, the case study is brought back so that all the learning can now be applied in the form of activities. We did not want to compromise on the learning. So, we tried to simulate the classroom activities in the e-learning course using interactivities such as drag and drop, drop down, fill in the blanks etc., but customized to some extent. In this case, the learner’s involvement and engagement would be very high as the learners are actually implementing the steps. These are some of the approaches we used to design a food safety course. In my next blog, I will share in detail how we went about treating the content using instructional and visual components to engage learners. Related Posts4 Effective Ways of Presenting Scenarios in E-learning CoursesGuidelines for Content Chunking to Design Effective Online CoursesDeveloping an E-learning Storyboard - Pitfalls to Avoid

There are many Learning Management Systems (LMSs) available in the market. We have both commercial and open-source LMSs. These LMSs may have all the basic features required to host and manage trainings. But, the main issue arises when you want to customize the training workflow as per the current structure and add advance features which are difficult to manage in the existing process. To enhance the manual learning and the training system, you may contact various LMS service providers, for quotations, with your current and ideal needs. But, you may find that there are no ‘readymade’ LMSs which meet all your training needs. Customization is required to update or create specific features. I have set up more than 10 LMSs for our customers and found that some prospects started with very high expectations and ‘ideal’ requirements. But, they ended up confused whether to go with an online LMS or follow the existing training process. A Learning Management System is just an application, and we cannot completely depend on the tool and expect it to do what a training manager does. We should not completely depend on it. But definitely, it helps training managers manage trainings online easily. It may or may not be possible to make the ideal LMS in one go, especially when there is no standard training procedure or the need is unrealistic. If you want all the features of an ideal LMS, then you need to spend a lot of time and money. It may give you the result you want, but the LMS becomes so complex that future upgrades become impossible or LMS administration activities become difficult. Here are some steps which helped our customers build their ideal LMS. Identify what the standard training process is, so that you can adapt it in your trainings. Find out the features available in the proposed LMS. List all the training needs which may have all your ideal needs and ask for the feasibility report from the LMS provider. Select the LMS which has most of the required features readily available. However, other factors such as time, cost, security, ownership, etc. also need to be considered. Don’t wait for the LMS provider to build the ideal LMS for you to launch. Start with the features which are a must. Nice-to-have features can be customized later. This is important because when you develop the LMS, you may find many other nice-to-have features and you may never be satisfied with the LMS. The recommended procedure is to start the LMS with the features that are a must, and on the other end, keep working on the nice-to-have features. You can list all the nice-to-have features and evaluate why you need them. Once you are done with the list, give it as a project to LMS provider for the implementation. In this process, you may end up with your ideal LMS. We use a similar process and update the features of LMSs frequently to meet the needs of prospects or customers. Now, we have a very user-friendly and customized version of the LMS. This process will also help you retain only the required features and disable features which are not required to make the LMS very simple and intuitive. Hope you find this post useful. Do share your views. Related PostsLMS Features for Effective Administration Top Three Pain Points in Managing Classroom Training in LMSHow to Get the Best Out of Your LMS through Effective Administration

It is well-known that assessments are a vital component of an e-learning course. Good assessments play an important role in enhancing the efficacy of the online course by helping evaluate the knowledge gained by the learner and reinforce the learning. But, how can you design highly effective assessments for your e-learning course? What are the aspects you need to consider to create questions for your online course? Well, here is an info-graphic that lists a few important things that you need to do to develop good assessments for your course. Hope you find this post interesting. How do you design assessments for your e-learning course? We’d love to know. Related Posts4 Effective Ways of Presenting Scenarios in E-learning Courses5 Proven Tips to Frame Good Questions in E-learning Assessments [Infographic]A Checklist for Every Instructional Designer - An Infographic

Training enhances skills and abilities of employees to be aligned to changing business needs. It is well understood that assessments are vital components of e-learning courses. They are a medium to measure training outcomes. Assessments not only strengthen learning but also help evaluate the learner’s comprehension of a course. Matching activities are used to assess and engage learners in between the course. They enable the learners to match two sets of data. Options in the first column are known as ‘premises’ and those in second are called ‘responses’. Matching can take various forms such as ‘drag and match’, ‘drag and drop’ and ‘drop down’.. Matching questions may be used in formative assessments and not in summative assessments. There are other guidelines that one needs to keep in mind as well. So, check out the guidelines as to how to design matching questions in assessments through this infographic. If you have more to add, please share your comments in the column below: Related Posts4 Effective Ways of Presenting Scenarios in E-learning CoursesHow to Make Online Assessments Effective?5 Variations of Multiple Choice Questions for Your E-learning Course

Recently, we had an interesting requirement from one of our clients. The client wanted to calculate the time spent by the learner on each module. Furthermore, he specified that the timer should stop when the learner visits the last slide of a module. We met this requirement using Articulate Storyline. Using three variables for each module (with any number of slides) we calculated the time. Here are the steps we followed to meet the requirement. Step1: Create as many master slides as the number of modules. (Here, I have two modules. So, I’m taking two master slides). Step2: Now, create a layer called "timer" in all slide masters, and be sure the timeline of this layer is 1 second. Also, uncheck the "Hide other slide layers" option for the layer "timer" in all slide masters. Step3: Now, create two numeric variables (time1, module1time) with 0 as the default value and one Boolean variable (module1) with "False" as the default value. Step4: Now, add the following trigger in the base layer of the first master slide. Show layer "timer" when the slide timeline starts on the condition if module1 is equal to false. Step5: Now add the following trigger in the "timer" layer of the first master slide. Add value "1" to the numeric variable "time1"when layer timeline ends on the condition if "module1" is equal to false. Step6: Now, add the following two triggers in the same layer (timer). Hide layer "timer" when layer timeline ends. Show layer "timer" when layer timeline ends. Step7: Now, create two numeric variables (time2, module2time) with 0 as the default value and one Boolean variable (module2) with "False" as default value. Step8: Repeat the steps 4, 5 and 6 in the second slide master. Be sure the variables used in these steps are updated. Step9: In the first module, if you want to display the time in all slides, add the text "%time1% seconds" in all slides except the last slide. Step 10: In the last slide of the first module, add the following triggers. Adjust variable "module1time" to numeric variable "time1", when slide timeline starts on the condition if "module1" is equal to false. Adjust variable "module1" equal to value "True" when slide timeline starts. Step 11: To know the time spent by the learner on this module, display the value of the variable as shown below. "You spend %module1time% seconds on this module" Step 12: Now, take another module and repeat steps 9, 10 and 11 in all modules with respective variables. Step13: Now change the layout for each module such that the first module belongs to first layout, second module belongs to second layout and so on. That’s it. Now publish the course and check the output. Hope you find the post interesting. Do share your views. Related PostsHow to Combine Your Adobe Captivate Projects Into Single Course?5 Easy Steps to Calculate Learner’s Time Using Articulate StorylineRapid E-learning through Storyline Tool: 5 Infographics Sharing Key Features

In my last blog, 20 Must Know Acronyms of E-learning - Part 1, we have seen some acronyms that are used in the world of e-learning. In this blog, we will look at some more acronyms. 11. JIT (Just-in-Time): Just-in-time learning systems enable learners to access online learning resources at the point of need. Today, what will you do to find directions to a place or find out the movie that is playing in the theatre close to your home? You just go online for information. To employees, m-learning provides a similar facility to access information pertaining to their jobs at the click of a button. 12. ILT (Instructor-led Training): Instructor-led training is the traditional form of training and refers to courses facilitated by an instructor as opposed to self-paced, on-demand courses. Synchronous learning (learning event occurring in real time) is an example of ILT. 13. SAM (Successive Approximation Model): This model was first proposed by Michael Allen and is an agile or iterative instructional systems design model. The title itself conveys the meaning - taking small and quick steps, instead of giant leaps to complete each milestone. 14. HTML5 (Hypertext Markup Language 5): HTML5 is the latest version of HTML. The standard markup language is primarily created for web pages; it is increasingly relevant to e-learning courses as they are often accessed through web browsers. 15. SME (Subject Matter Expert): An SME is an expert on content and a stakeholder who works along with the instructional designer to develop better learning programs. 16. CBT/ WBT (Computer-based Training/ Web-based Training): CBT is a new-age way of learning and a form of education in which a student learns by using special training programs while on a computer. WBT is a subset of CBTs in which the material is made accessible on the internet by applying web technologies. 17. ARCS (Attention, Relevance, Confidence, Satisfaction): ARCS is an instructional design model developed by John Keller. According to him, there are four steps involved in motivating adult learners in an online environment. They are:  Attention: According to the ARCS model, grabbing the attention of learners is an initial objective, to motivate the learners. Relevance: This means when adults find the training relevant to them, they get connected. Confidence: Confidence means creating a feeling in the learner’s mind that they can achieve the learning goals. Satisfaction: The learner feels satisfied when he is rewarded and the knowledge he has acquired can be applied in the practical setting.  18. FAQ (Frequently Asked Questions): FAQs include a list of questions and their answers, which are based on a particular topic. 19. JPEG (Joint Photographic Experts Group): This is the most popular image format used in online courses. When you save a picture as a JPEG image, some information is lost, and the picture’s size is reduced. This format doesn’t support transparency. 20. GIF (Graphics Interchange Format): It has a great advantage - we can create animation effects. GIF images are smaller than images stored in other formats. The quality of images in this format is poor. It is more suitable for diagrams, cartoons, and logos. But, it supports only 256 colors.  I hope you find these acronyms useful. Do you wish to add to this list? Please do so. Related Posts4 Effective Ways of Presenting Scenarios in E-learning CoursesImpress in Less Than 2 Minutes: E-learning Design TricksPerformance Support System vs. Instructional System

How many of you are comfortable with the following default bullet types in Articulate Storyline? Do you know that we can easily use custom symbols as bullets in our e-learning courses using Articulate Storyline? Well, you need to understand a new feature of Articulate Storyline 2, using which we can add the required symbol as a bullet. It’s a pretty easy process, and I would like to list the steps of the process in this post. Here they are. Step 1: Select the list of points to which you want to add bullets. Step 2: In the Home tab, click the Bullets drop down menu. Step 3: A list of the default bullet types is displayed. Select a type if it matches your requirement. Otherwise, click the Bullets and Numbering option at the bottom. Step 4: Click the Symbol button to view all available symbols.  Step 5: A window with all the available symbols will be opened. Select one of these symbols. Note: Change the Font and Subset on the top of the window to view more symbols.  Step 6: Click Insert after selecting a symbol. Step 7: This brings you back to Bullets and Numbering window and now you can change the Color and Size of the symbol in order to match it with the GUI. Now, check the output. These are the steps to add custom symbols as bullets to your text. Hope this post is useful. Do share your views. Related PostsRapid E-learning through Storyline Tool: 5 Infographics Sharing Key FeaturesHow to Combine Your Adobe Captivate Projects Into Single Course?How to Add Post-Quiz Review Feedback in Articulate Storyline

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.- Nelson Mandela It is common knowledge that online courses delivered in the native languages of learners are more effective than their English versions. People learn better and retain information more efficiently when they are trained in their mother tongue. But, how can you produce good translations of your e-learning courses? What are the aspects you need to consider to ensure that your online course translations are completed quickly, in a cost-effective manner? Let us see. Hope you find this info-graphic interesting. How do you translate your e-learning courses? We’d love to know. Related Posts4 Steps That Simplifies E-learning Translation and Localization Process - An Infographic3 Things to Consider while Translating Your E-learning Course - An Infographic5 Proven Tips for Better E-learning Translations - An Infographic

As instructional designers, we always aim to design courses that reach the target audience effectively. We would never want to hear our learners say that the course was boring. We put all our efforts to make the course interesting and engaging. But, it is essential that these efforts are put in a right way. Engaging the learner doesn’t mean just including interactivities. It is much more than having a few clicks of interactivities. In this blog, I would like to share three tips to create engaging e-learning courses. 1. Relevancy Is the Key When teaching adult learners, it is essential to keep in mind that they would be engaged and motivated only when they feel that the course is relevant to them. So, at the beginning of the course itself, we need to set clear and effective learning objectives that drive their attention towards the course. Setting effective objectives is not enough, and we need to make sure that the learners reach those objectives by the end of the course. This will keep them engaged throughout the course. 2. Effective Audio and Visual Strategies  Audio is the core component of an e-learning course. To improve the learner’s engagement, it is essential to use audio in a conversational tone. Too much or too little of audio may frustrate the learner. So, striking a fine balance between on-screen text and audio is vital. As a part of the visual strategy, we need to ensure that all visuals are consistent throughout the course. Right from the colors used to the placement of images, we must ensure consistency in the course. This is one of the effective techniques to keep the learners engaged in the course. 3. Think beyond Clicks Having a few interactivities in the course doesn’t make it engaging. It is important to involve the learners in the course. Create scenarios or case studies that are relevant to the content and allow the learner to think and make decisions. This is a good strategy to improve the learner’s thinking skills and keep him engaged. These three tips help you create engaging courses. I hope you find this blog informative. Do share your views on it. Related Posts4 Effective Ways of Presenting Scenarios in E-learning CoursesShould an E-learning Course be Developed Based on SMEs or Learners?8 Instructional Design Tips to Create a Winning E-learning Course

Recently, one of our clients asked us whether it is possible to display the time taken by the learner, in the slide, to complete the final quiz. Though we don’t have a default option, we can add a timer using JavaScript by following 4 simple steps. In my previous posts, I have explained a process which uses JavaScript and has five steps. I also explained another method with triggers which has eight steps. However, these two procedures are a bit lengthy. So, I have optimized the process and came up with four simple steps which I would like to share with you all in this post. One thing which differentiates this process from the two processes discussed earlier is that the timer is displayed in the screen (similar to a digital clock), whereas the other two processes can be used to display the total time at the end of the course. Follow the steps below to calculate the time spent by the learner on the final quiz of an e-learning course developed using Articulate Storyline. Step 1: Develop your quiz slides with the desired formatting. Step 2: Create three variables to store the values of hours, minutes and seconds. Name them as you wish. I have named here them as ‘Hours’, ‘Minutes’ and ‘Seconds’ respectively. Step 3: Add a trigger to execute JavaScript when timeline starts for the first slide of the quiz. Note: In order to get the timer work precisely, comment out a line of code in the above code and paste the same trigger in the rest of your quiz slides. You can even delete that line of code. Refer the screenshot below for better understanding. Step 4: The last step is to add references (variable names between % symbols) for variables ‘Hours’, ‘Minutes’ and ‘Seconds’ in the slide master to display the time spent by the learner on the final quiz. Now publish the course and check the output. In this way, we can calculate the time spent by a learner on the final quiz. Note 1: If you want to modify the above code, make sure that the names of the Storyline variables are identical to the variable names used in the code. Note 2: You can use the code not only for the final quiz, but also for the entire e-learning course. Hope you find this post useful. Do share your views. Related PostsArticulate Storyline: Calculating the Time Spent on Each Module8 Steps to Calculate Learner’s Time Using Articulate Storyline - Method IIArticulate Storyline: 4 Easy Steps to Create a Custom Video Player