This is rather an uncomfortable question, isn’t it? Many don’t really like to think about it. However, it is definitely something to think about. Your blog could be a personal blog, a business blog or a collection of movie review. Whatever the case, it is necessary that the blog has a personality for it to be interesting - for after all it is a person that is associated with it.   Imagine attending a seminar. You are able to see who is addressing you and connect with them easily because he or she is right in front of you. Their body language, the way they speak, sense of humor, air of confidence or the lack of it - everything affects how you connect with them. Bottomline: Your personality is as important as the subject you are talking about and has an impact on your audience. It is more or less the same thing when you go online. In fact more so, because your reader is not able to see you when you are saying the things you want to say. They won’t be able to know that you raise your voice when you are talking about something you are passionate about - they can’t see how your gestures enhance your messages. All they see is a screen with your words and perhaps some images. So here, the need to define your blog’s personality is more than it is when you are speaking to someone in person. Are you funny? Do you have a wit? Do you take on the role of an "adviser" on your posts? Or do you rant and complain often? Are you "the expert"? Or are you Mr. Cool? If you successfully identify with your blog posts, you can say that your posts reflect your personality. It is important to evaluate this because blogs with a personality are more likely to spur some interest than those without one. It is not like a Law book where everything takes an objective, third person’s tone. A blog is a place to network, express your views and engage with your audience. And so, it is important that it reflects your personality. Do you agree? What is your blog’s personality? Let us know by commenting below.

Today’s question for the Q: Skills for Success authors: When should L1 be used in class? Nigel Caplan responds. Do you have a question about teaching English to adults that you’d like to ask our Q author team? Comment below or email your question to qskills@oup.com. N.B. We’re taking a break for the winter holidays, but the Q authors will be back to answer more of your questions early next year. Thanks to everyone who submitted a question! Related articles #qskills - Why are the four skills normally divided into listening & speaking and reading & writing? (oupeltglobalblog.com) What do I do when I ask the class a question and no-one is speaking? (oupeltglobalblog.com) Should you give homework to students who only meet with the teacher once a week? (oupeltglobalblog.com) Filed under: Adults / Young Adults, Skills Tagged: Adult Learners, Business English, English Language, First language, L1, Nigel Caplan, Q Skills for Success, Questions for Q authors, Speaking in class

Aiding the visually challenged with education A lot of us underestimate health and fitness. We don’t really appreciate seemingly simple things such as the ability to see, hear, walk, and talk until that ability is taken away from us. It’s always like that - you don’t realize the value of something until you don’t have it anymore. Even in this case, those who know the value of fitness are people who lack it - the physically challenged. There are a lot of things being done to help these people - be it in the form of funds from the government, non-profit organizations and so on. In addition to this, there are also efforts taken to empower them. Some of those include education, employment and the like. Among these efforts is Braille Book publishing. As you may already know, the Braille system, devised by the French man Louis Braille, is meant for the blind and the visually impaired. It is a system in which the "letters" are written on embossed papers. They are referred to as "swell papers" and printing on these is called tactile printing. "Tactile" refers to anything that relates to the sense of touch. There are projections or raised dots which the reader touches and feels in order understand what’s been written. In this digital age when we are talking about e-Learning and digital publishing, we cannot leave behind the visually challenged in the race. While there are many organizations that offer regular book publishing services, those that provide Braille book publishing services are very few. At Exemplarr, we have realized this and started a separate wing in our publishing department that undertakes Braille book publishing projects. The Exemplarr Edge We are very familiar with the Dedicon standards of Braille book publishing, which is followed in Netherlands. Our Braille experts, graphic designers and subject matter experts work together on the publishing projects. Some projects require us to only publish the essence the content in question. This needs experts to tell us what should be taken and what can be left out. Most agencies may not have this facility but at Exemplarr we are equipped to assist you here as well. We are a one-stop destination for Braille book publishing needs. On an average, we are equipped to produce one textbook in a week’s time. This includes everything from receiving the project details to design and delivery. The volume of work decides the time required, but we assure our clients our quickest and best efforts. If you are looking for experts to help you with Braille book publishing needs, please get in touch with us. We are all set to assist the visually challenged with their learning needs!

In October and November 2013 we asked teachers of teenagers to vote on their top speaking challenge.  Over 500 teachers took our survey and the results are now in. With 20% of the vote, the most popular speaking challenge was: ‘In group or pair speaking activities, my students chat in their mother tongue’.  Most of the teachers who took the survey seem to agree that group and pair work is a valuable activity, but one that can be difficult to manage in the classroom. Albina in the Czech Republic said: "I’m sure that doing speaking activities in pairs or in small groups of peers is a great way to practice what the students have just learned. However, as long as my students know that I’m not listening to their pair, after saying a few words in English, most of them immediately start speaking in their mother tongue to avoid difficulties with finding words to express themselves. So the activity doesn’t work in the proper way. I really want a break through." Dusican in Serbia faces a similar challenge: "Most of my classes are quite big - even up to 40 students, so group or pair work is absolutely a must-have. However, most of the students scribble a few notes down and proceed chatting in Serbian. To be fair, they often talk enthusiastically about the given topic! I feel that they think it’s only learning if they talk directly to a teacher, or at least it only counts." We will be tackling this challenge in January and February so look out for further blog posts in the next few weeks with ideas to motivate your students to speak more in English during group and pair work. The second most popular challenge with 15% of the vote was: ‘My students say the absolute minimum’.  Rachel in Switzerland articulated how frustrating this can be:  "I just want them to naturally speak as much English as possible in the classroom without me hissing ‘in English’ every 2 minutes!" Martina in Czech Republic could also relate to this challenge: "When I want my students to speak in pairs, they just say basic things and are not willing to add details. Even when I ask them, they just answer it and that’s it." Another teacher in the Czech Republic expressed how demotivating this can be in class: "I feel exhausted when I explain the activity several times for everybody to understand the task perfectly and the only reply is one or two word answers." We will be tackling this challenge in March and April 2014. The final challenge that made it into our top 3 with 14.5% of the vote was: ‘it’s so hard getting the weaker students to join in.’ Jana from Czech Republic explains: "Weaker students are too shy to speak in front of the class and when I ask them to discuss things in pairs or small groups, the stronger students dominate the conversation." Plamen from Bulgaria adds: "In mixed-ability classes students that learn faster, or that have a prior knowledge, tend to be more active in the speaking activities and, answering correctly, further discourage the weaker students, who don’t want to make mistakes in front of the class and the teacher. This trend deepens with the progress of the school year." In May and June 2014 we will be asking our Oxford Teacher Trainers for some ideas and hints on how we can get our weaker students to contribute more in English. Do you agree with the top three speaking challenges?  What would you have voted for?Filed under: Uncategorized Tagged: ELT, New Solutions, Solutions second edition, Speaking, Speaking in class, Speaking in English

In this digital age, houses are strewn with gadgets and mobile devices. You may not have a permanent residential address but you would definitely have to have an email address. You could go an entire day without food, but today you can’t think of getting through 4 hours straight without your mobile phone. The point is, things have changed a lot in just the last few years. Things that were once a luxury are now a necessity. Whether that is for the good or bad is left to debate, but there is no denying that fact. Every industry has undergone an evolution of a kind and the real estate industry is one of them. A video walk-through of a building might have once been nothing more than a fancy accessory. But right now any construction company is now required to come up with a 3D walk-through of their project not just because it sounds cool and is fancy, but because an accurately made 3D walk-through actually results in cost and time savings. This walk-through shows in detail every important aspect about a building that one might otherwise miss. For example, a 3D video could show how exactly a room would look at approximately 6 in the morning when the sun is just up and how it might look, say during sometime midday. A walkthrough is a great place especially for experimenting interior design. Check out how well the fluorescent green and pure white tiles of the kitchen are portrayed in this Casa Grande video- it looks very real. Right from the location of the project, to a car being shown as arriving at the garage and the brief tour of the house, everything is very realistic and accurate. You get a very solid idea of how the house or the building in question would look like and know exactly what to change in the design plans, if required. Because the 3D walk-through is a preview of the original project, it is a great place to keep making changes until it is ready to just be replicated. It’s brilliant how the makers of this video have managed to portray the details of the building, retain the aesthetics, and nailed every objective of the walkthrough, all in the given 3-4 minutes. Not one frame is wasted. The attention to detail is amazing - you even see the door handle turn as though someone is taking you on a tour of the house. For enquiries on similar such 3D walk-through videos, get in touch with us here.

Cheryl Boyd Zimmerman is the series director of Inside Reading, Second Edition and the upcoming companion series, Inside Writing. In this article, she describes the characteristics of academic language that pose challenges for English learners and proposes several essentials to include in the classroom. Cheryl will discuss this topic in more depth in her upcoming webinar, taking place on 15th and 16th January. Academic language has been referred to as a "power code" in academic and professional circles; those unable to use it are at a social and academic disadvantage (Corson, 1985). As teachers, many of us are so fluent in academic and colloquial varieties of English that we flip back and forth with little thought. We adapt to the language of a formal lecture or a job interview, for example, and don’t think about the adjustments we make when using language in other settings. To help learners master academic varieties of English, we need to first raise our own awareness of the differences. What is academic language? Which characteristics are especially different from less formal varieties? Then we can consider: How can we help learners acquire academic language? What is academic language? The language of school is different from the "language of home" because its purposes are different. School introduces new ways to interact with people, different types of written text and new ways to relate with the world. Therefore, for learners of all ages, a school textbook or lecture will include features such as abstraction, authoritativeness, rich and complex meanings and technicality (Schleppengrell, 2010). To facilitate these functions, academic English contains features such as embedded sentences, passive voice, technical vocabulary (the words used in one discipline such as science or math) and more general academic vocabulary (words that are frequent in all content areas, but less frequent in everyday language). Both technical and academic vocabulary are rare in non-academic settings; therefore, learners don’t have enough exposure to "pick them up" unless they have a lot of encounters with people who use them. Technical words are challenging in part because they often have everyday meanings that are different from the meaning in the content area (mean and constant in math). Academic words are challenging because by nature they feature multiple meanings (primary election vs. primary purpose), subtlety of meaning (consider the subtle differences between survive and live), and one word with several parts of speech (system, systematically, systematize and systematic). How can we help learners acquire academic language? Academic language is not likely to be easily "picked up" in the same way that colloquial language is because of its technical nature and its infrequency. The essentials for learning it include adequate exposure, personal involvement along with authentic practice, direct vocabulary instruction, and an environment in which situated academic language is used and learners see its place in their futures. Essentials for Academic Language Learning Examples of Classroom Strategies Adequate exposure Write one academic word on the board each day (include its word family members). Use it often throughout the class in instructions, comments, questions, etc. Don’t over-simplify vocabulary; use repetition and synonyms instead of omitting difficult words Learner involvement and authentic practice In class discussions, revisit course material by focusing on short segments of interesting content with activities such as word-contrast discussions ("Which informal word could you use in place of terminate here?") and paraphrasing ("Can you re-state that sentence using termination instead of terminate?") Direct vocabulary instruction Scaffolded instruction needs to draw attention to language forms Technology (e.g., See an online lexical tutor for resources including glossed readings with hypertext, tools to create content rich exercises, frequency lists and much more) A motivating situated learning environment Research indicates that learners are motivated when shown that the material is relevant to their future (Hirai, Borrego, Garza, & Kloock, 2010) Keep in mind that learners are not always as enthused about words as teachers might be; we need to communicate that academic language is an asset worth an investment. In the upcoming webinar we will further examine the characteristics of academic language and will look at more strategies for classroom use. References Cobb, T. (n.d.) Complete lexical tutor. http://www.lextutor.ca Corson, D. (1985). The lexical bar. Oxford: Pergamon Press. Coxhead, A. (2000). A new academic word list.  TESOL Quarterly, 34, 213-238. Hirai, D.L., Borrego, I., Garza, E., & Kloock, C.T. (2010). Academic language/literacy strategies for adolescents: A "how-to" manual for educators. New York: Routledge. Schleppegrell, Mary J. (2010). Language and mathematics teaching and learning. Language and Mathematics Education: Multiple Perspectives and Directions for Research, pp. 73-112. Charlotte, NC: Information Age PublishingFiled under: Adults / Young Adults, Business & English for Specific Purposes, Grammar & Vocabulary Tagged: Academic language, Academic vocabulary, Cheryl Boyd Zimmerman, Classroom strategies, EAP, English for Academic Purposes, Inside Reading, Inside Series, Inside Writing, Language acquisition, Webinar

Our education system and training methods have undergone a sea change in the past decade. About eight years ago, when I was back in school amidst the regular drone - lectures and exams - there was one thing that all of us looked forward to. Classes in the "audio-visual room"! It was such a new and fresh concept back then. We are only talking about a basic 2D video and narration that explains perhaps Newton’s laws of motion, but it was so refreshing to witness something different from the regular lectures - it really grabbed our attention.   Credit: gtbpschd.org Thanks to technology, from those little baby steps, e-Learning has come a long way in a short span of time. Now we have e-Learning courses doing the rounds everywhere - schools, colleges, IT firms, manufacturing industries, you name it. They save time and costs, make learning fun and easy. So, whether you are part of creating an e-learning course or not, you are bound to be in touch with it at some point of time. You will come across a lot of new terms associated with e-Learning. And when that happens, you will also be glad that you came across this post, for here are some top 10 e-Learning buzz words explained 1. Story-board  A storyboard is nothing but a screen-by-screen representation of the entire e-module in question. It includes descriptions of images and text that you see on the screen, narration and notes to the graphic designers and developers. There are various templates that many instructional designers follow according to their convenience. 2. Storyboard review This is the process of evaluating a finished storyboard. The storyboard reviewers point out errors in language, flow, consistency and other elements. They also suggest alternative ideas and instructional strategies to better deliver the e-learning course. 3. Smart Art A smart art is a tool in Microsoft Office. It is a visual representation of content that can be easily created. It could be a button, a box, a circle. It can be created easily and is a good way to add illustrations in your course. Following is an example: Credit: officeblogs.comblu.com   4. OST OST stands for On Screen Text. This is simply the text that appears on the screen. The storyboard will have a portion titled "OST". Whatever it is that appears on the screen will go here. Example OST: "Welcome to the course on dispersion of light!" 5. LMS LMS is short for Learning Management System. A learning management system is a platform that enables easy mass delivery of courses and management of the learning process. Teachers and trainers can make their course available to their learners, conduct assessments, monitor progress, and update their course all at one place. For example, Moodle is a popular LMS. You will have a user id and password. You can login to your account on Moodle and access a course, take a test, be assessed at your convenience. It allows for online collaboration. It is widely used by organizations and universities where there are a large number of takers and there is a huge need to manage the learning process, set learning goals, evaluate learners, and manage registration and assessment records and so on. 6. SCORM SCORM is a set of technical guidelines laid down for e-learning software products. SCORM ensures interoperability between these products. It is short for Sharable Content Object Reference Model. When an e-learning product is created to be uploaded on an LMS, it has to follow a set of guidelines for it to work on all SCORM compliant learning platforms. Otherwise, you will have the course working on one platform and messed up on another. This set of standards is what is defined under SCORM. 7. Voice over (VO) This is simply the narration that accompanies a particular visual. The VO text supporting the OST is written in the storyboard. 8. Pop up text When you display text on the screen, you have to be wary of the volume of text. Unlike a book, or a web page, you cannot afford to display too much text in a course. So, we have something called "pop-up" text which appears only when a particular term or button is clicked. It is simply text that "pops-up" in a window when clicked. Credit: labtrain.noaa.gov 9. Scenario  A scenario is something that proves as "an example situation" to explain a particular context. For instance, let’s say you are explaining a particular law under criminal law. It is best explained with a case study. So this case study becomes a "scenario". 10. Design Doc A design document is a "plan of action" for an e-learning course. A high level design doc gives an overall idea of the course by outlining the course structure etc. A low level design doc deals with finer details such as the instructional strategy, course development etc. These are some of the buzz words that you have to be familiar with when you are part of the e-Learning industry. Do you have something to add to this? Let us know by commenting below.  

Margaret Whitfield, co-author of the forthcoming Kindergarten series, Show and Tell, offers some practical tips on preparing kindergarten children to write. Have you ever thought about how complex writing is? It involves fine motor skills, hand-eye coordination, control of the arm and shoulder, recognition of letter shapes, association of letter shapes and sounds, and so on. It’s a wonder anyone ever learns to write. The fact that children usually master it is proof of their amazing learning power. The early stages of learning to write involve developing concepts about writing as well as the basic skills that form the foundation of writing development. Children begin to understand and to enjoy the idea of writing well before they are actually able to write. They see adults and older children writing and, as always, want to join in. Their experiences as they do so can influence both their progress and their later attitude to writing, so how can we ensure that they’re positive ones? Encourage scribbling early mark-making Make sure that opportunities for writing are widespread and varied, and that you praise all children’s efforts. When you refer to what children are doing as writing and ask about what they’ve written, you reinforce the idea that they’re doing the same thing as the ‘grown-ups’. You are valuing their effort. The marks may just be scribbles at this stage, but they’re a crucial stage on the path to recognizable writing. Some everyday opportunities for writing: writing labels for items in the classroom, e.g. toy food in a shop writing a label on a picture they’ve painted or drawn writing a message or a card for a family member Be CREATIVE Pencil control is a fundamental skill to master, but there are also many creative activities that will contribute to writing skills that don’t involve pencil and paper. The following will all develop children’s motor skills, and parents may also like to do some of them at home: Manual craftwork, e.g. manipulating small pieces of paper to make a collage picture Making marks in sand with sticks or fingers Covering a chalkboard with chalk and painting it with a wet paintbrush In addition, using modelling clay helps to develop the muscles in the hand - get children squeezing, squashing, and rolling balls and sausage shapes. Focus on letter SHAPES For children to develop from early mark-making to recognizable letters, they need to recognize the letter shapes. (They also, of course, need to associate letters with sounds before they can use letters meaningfully, but that’s another topic.) Flashcards and posters with the letters are really useful for this, but they can be supplemented and combined with lots of other activities. For example: Have children make the shapes with their bodies. Give two children a flashcard of letter ‘b’, for example, and ask them to work together to make the shape. Match magnetic letters to flashcards. Have children make the letters of their name with salt dough. They can decorate the letters when they’re baked. Letter hunt: give a child a letter flashcard and ask them to find as many examples of that letter around the classroom or on a page of a storybook. Use objects such as buttons or pipe cleaners to make the shape of a letter shown on the flashcard. Watch teacher trainer, Freia Layfield, show you how to make the most of this kind of activity in class and download a free photocopiable activity template. Make writing part of role-play Role-play is a key part of children’s play at this age, and it can provide great opportunities for meaningful writing activities. If you leave clipboards with pencils around the classroom in different play areas, children can be encouraged to build writing into their play. Here are some ideas for combining role-play and writing: Shopping: write a shopping list Firefighters: write the address of the fire Doctors: write a prescription for some medicine or some notes about the patient’s condition Superheroes: write a secret message to another superhero and hide it for them to find Traffic cops: write parking tickets for scooters left in the wrong place - or even speeding tickets! And finally, be patient Different children progress at different rates. A child may, for example, have less developed fine motor skills but a good understanding of sound-letter correspondence. Try not to ‘correct’ children’s writing too much and remember to praise their efforts; they will be encouraged to write more and so get the practice they need to progress. Would you like more practical tips on getting kindergarten children to read and write? Visit our site on Teaching 21st Century skills with confidence for free video tips, activity ideas and teaching tools. Sign up for the free webinar on how to get kindergarten children writing on 22 January 2014.Filed under: Pre-school Children, Professional Development, Skills Tagged: 21st Century skills, Classroom management, Collaboration, Communication skills, Creativity, EFL, ELT, Kindergarten, Mixed-ability, Show and Tell, Songs, Speaking, Teamwork

Let’s say you are travelling in a train. You are on the phone with a friend when the call gets disconnected. "Low battery" again! But you immediately try and find a power socket and plug in your charger, don’t you? You don’t really have to worry too much about whether your phone adapter would be compatible with the power socket. That is because power adapters are designed that way. There are specific standards that manufacturers adhere to so that the adapters can be used at most electrical outlets. Similarly, SCORM is a set of such specific technical guidelines meant for e-learning products developed the world over. Now we have something called Learning Management Systems. An LMS is simply a platform for learners to collaborate with trainers and fellow learners online and take an e-learning course from anywhere at their convenience. E-learning courses are delivered via these systems and there are many such systems. A popular example is Moodle. If every e-learning developer developed a course that only worked on his favorite LMS, his course would not be of much use. The course could not be shared, and it would be difficult to manage learning on a large scale. This is the problem that SCORM aims to solve. SCORM is short for Shareable Content Object Reference Model. These are standard guidelines to be followed by both e-learning course developers as well as LMS developers. So at the end of the day, what we achieve is this: any SCORM compliant course will work on any SCORM compliant LMS, thus solving headaches for a lot of people. So in the above example, think of the e-learning courses as the adapter, the power socket as the LMS. In order for this "adapter" to fit into the "LMS", we need SCORM. Benefits of SCORM Enables interoperability of e-learning products. This means that a course can be "played" on an LMS and an LMS can play any course provided they are all SCORM conformant. Reduces costs. Previously, you had to produce different versions of the course for different platforms. Now you can stick to only one version and use it across platforms. Expand sales. Since your SCORM conformant content plays on any SCORM conformant LMS, your content automatically has a wider market. The same holds good for your LMS - it has a wider market because any SCORM conformant content can be uploaded. Since SCORM is the de facto standard for e-learning courses today, clients are reassured that they are in safe hands when they see that your product is SCORM certified. SCORM versions and the next generation There are 3 versions of SCORM. SCORM 1.1 was the basic version, which was not very popular among developers. Now this is not widely adopted. SCORM 1.2 was a good improvement over the first version. According to the SCORM’s website, as of October 2005, every major LMS and e-learning product support SCORM 1.2 and many developers still follow this. SCORM 1.3, now known as SCORM 2004, deals with features such as better interactivity and richer content. However, developers are adapting to this version rather slowly. For all practical purposes, it’s good enough if your e-learning product follows SCORM 1.2. If you are curious about SCORM and further details you can take a look at their website here. The next generation of SCORM is Tin Can API. This focuses on the completion of an action as the objective of a course rather than delivery of an e-learning course. Read more about it here. Do you have questions or would you like to add some more points? Please do so by commenting below.

Instructional Design is a fairly new area that is gaining momentum with the shift that is happening towards virtual learning from traditional classroom teaching. But a lot of people are still unsure of the role of an instructional designer (ID). What does an ID do all day? What are the responsibilities of an ID? If you have these questions unanswered, you have come to the right place. The role of an instructional designer In simple words, an instructional designer is to a course, what a director is to a film. A director does the script and screenplay for a film, doesn’t he? Similarly an instructional designer conceives the concepts for an e-learning course and creates storyboards based on which the entire course would be developed. The ID decides how a particular a subject would be introduced and explained - there are several instructional design theories that they may choose to adhere to. They are the brains behind the course and work with developers, subject matter experts and designers to put together what they have in mind. A day in the life of an ID If you were an ID, this is how your work day might be: You walk into office, settle down at your desk and look around. You are early but there is another ID already at her desk, peering into her monitor, lost in thought. She hasn’t even noticed that you have entered - but she cannot be blamed - that’s how demanding the job is. Storyboarding requires all of your focus and efforts. Sometimes when you are working on a course, you would surprise yourself by not moving from your place for hours together - the concepts, research, instructions and guidelines to follow- when all of this would occupy your head, you hardly notice anything else, but it is something that gives you immense work satisfaction at the end of the day. Once you settle down, you check your mails. You got 2 new ones. One says that you have to start on a fresh storyboard and you have been given the details if the subject. A meeting with the SME has been scheduled for 4.00 pm. The other is your storyboard that has come back from the storyboard reviewer. You need to fix this storyboard and send it by the end of the day. A storyboard is a detailed description of what has to appear in a course. It is a screen by screen description that has different sections such as the OST (on screen text), narration, developer notes and so on. So you start fixing your previous storyboard. As you are working on the 5th comment in the SB by the reviewer, someone from the development team comes and says, "Sorry to bother you, but I need your help with the development of Topic 3". You leave comment 5 for later and help them out with visualizing. The Articulate SL designer states the problem. For a particular screen, the animation that the SB suggested is not possible with the current software. Is there an alternative? You think of alternatives and immediately give them one. They are happy and you return to your desk. You are finished with fixing the storyboard. It’s time for lunch. You just take a look at the new mail. You are curious to know what subject you would be working on. You discover that it is a project on advanced marketing techniques for college students. Over lunch, as you are munching your food, you are already pondering over different ways to introduce the course. You get back and do a basic research on marketing techniques and take a look at the table of contents for the new set of topics. You take down notes of questions you may need to put to the subject matter expert during the meeting in the evening. It’s about time for the meeting. You attend the meeting and understand the requirements of the course. You learn a little bit about the subject and the learners. These are people who would be taking the course in addition to classroom training. So this would complement traditional teaching. You try to plan your course accordingly. By the time the meeting is done, the day is over and you set your priorities for the next day. So in a day, you end up doing storyboards, fixing them, collaborating with designers and subject matter experts, clients, and learners. At the end of the day, the objective is to create a course and you may have to perform any role that meets this end. It’s a challenging role but you derive great satisfaction once you finish a storyboard - the satisfaction of having created something from scratch and that is your own. Have questions? Let us know by commenting below.