Search Engine Optimization (SEO) is essential to successful marketing today. And effective SEO is as important to selling online courses as anything else. This article will walk you through the three main ways you can use LearnUpon’s SEO features to help you sell more online courses. It does assume you know a little about search engine optimization already. If you don’t, go take a look at the Moz Beginners Guide to SEO and brush up on the most important terms, like keywords and meta tags. To benefit from these guidelines, LearnUpon’s eCommerce features should be enabled in your portal. Contact your account manager if that’s not the case.   Step 1: Create a list of keywords The first step to implementing effective SEO for eLearning is to draft a list of keywords prospective customers will use to reach your website. You can use Google’s keyword planner tool to research a list of keywords to include in your eCommerce storefront on LearnUpon and on each course page. If you offer a small number of courses, your keyword lists for different courses and pages might overlap quite a bit - but don’t worry about that. If you offer a large number of courses, there might be no overlap at all between the main portal and the individual course descriptions - and that’s fine too. Each keyword should be a word that people searching for your course would use - so avoid jargon known only to people who are already experts, and use plain language wherever you can. The higher the search volume associated with a keyword, the greater its potential to drive traffic to your store.   Step 2: Configure LearnUpon’s SEO Settings There are three settings you need to configure for SEO purposes in LearnUpon: two for your overall shopfront and one for each course. Storefront settings The first setting you will be concerned with is the main description of your storefront, which looks like this: This setting defines the main content for your storefront page, so you’ll need to create a good, reader-friendly description of the courses you have available, the overall theme of your course catalogs, using plenty of keywords in all descriptions. eCommerce settings The second set of related settings in LearnUpon can be found under the eCommerce header. To configure them, go to Settings, in the top right, select "eCommerce Settings", and then "SEO & Google Analytics". It looks like this: The "SEO Keywords" you place here will show up in the title of your store page (where they’ll be separated by vertical bar characters), and in the keywords meta tag. The "SEO Snippet" appears in the description meta tag. These are probably the most important settings in LearnUpon when it comes to SEO. Google and other search engines pay a lot of attention to the title of a page. And the description is where you can begin to convince searchers to click through to your store. Make sure to include a Call to Action in your description.The words you use here must be persuasive to encourage readers to click through and view your content - the first steps in their path to purchase. Course settings There are opportunities for SEO optimization on the Course page as well. The relevant settings look like this: The "Course Name" will appear as the course page’s title tag, so use relevant keywords here too. Content you add to the "Description" field will appear on the course page and also in the description meta tag, so you need to draft it with both in mind. It should encourage someone reading to click through to the page but also to continue to buy. The "Keywords" appear in the keywords meta tag, but nowhere else, so they’re not as important here. And finally, the "Objectives" section acts as your main on-page content, so use relevant keywords and make sure it’s well-written. Step 3: Optimizing links Once you have the on-page content in place via the various fields above, the next most important aspect of SEO is linking. Essentially, you need as many links as possible to your storefront and to the individual course pages. These can be from your main website, from your blog, or any other website you control. After that, you can ask other people to place links on their websites for you, possibly even running referral programs which we discuss here. People who have previously completed your courses, sponsors, advertisers, suppliers, writers, and so forth are all possibilities, and the more links that exist to your storefront and courses, the higher they’ll rise in the search engine results pages.   That’s the three first steps to using SEO to sell more online courses: Define a list of keywords prospective customers are most likely to use to find your courses Correctly configure SEO settings in your LearnUpon LMS Build links between your courses, online content and as many other relevant websites as possible. After that, use Google Analytics and Webmaster Tools to monitor which keywords are driving most traffic to your website. You can also track which pages are attracting most organic traffic. Monitoring what’s performing best will help you to tweak your keyword list as you continue to create eLearning content and improve organic performance to ultimately sell more online courses.   Try LearnUpon free for 30 days .learnupon.com Agree to Terms of Service Start my free trial The post How to do SEO for eLearning in 3 easy steps appeared first on LearnUpon.

I have been thinking about storytelling lately as a lot of people are talking about it as essential for business, leadership, and whatever ails you. I have discussed it a few times over the years and have reviewed these thoughts. It appears that in the network era, storytelling is being retrieved, especially through podcasting and... Read more »

It's been awhile since we talked about TOGAF and learning architecture.TOGAF - Overview Preliminary Phase Present or Future FocusRequirements ManagementTOGAF - Requirement TypesTOGAF - The Relationship Between Principles, Requirements and MatricesPhase A - Architecture Vision - Learning Ecosystem v2Phase B - Business Architecture  and a WarningPhase C - Application Architecture and A High Level Application View. Data Architecture goes here too.  I haven't written about that yet.  Life doesn't necessarily work in a linear fashion...Phase D - Technology Architecture (This is mostly in the realm of our IT folks since this deals with our networks, servers and switches.  You've made friends with your IT folks, right?) and Technical Reference ModelPhase E - Opportunities and Solutions - First Draft of Your Roadmap----------------------------All that project management talk recently had a purpose.   Phase F - Migration Planning in TOGAF is when you finalize your plans.All of that preliminary planning - the calculation of risk, the cost estimates for various options, and time estimates go into the decisions around your final architecture and migration plans.Don't forget the environment.  Even if all of the risk, cost and time estimates argue for one direction - you may still be forced to go in an alternate direction because....emotions. Mostly fear. Especially when you are arguing to consolidate and get rid of things.  Because - without those things...what are they going to do? Have you inadvertently diminished that stakeholder's importance?  Reduced his/her power?  Scary stuff.At the end of all of this will be a final target architecture for your Learning Ecosystem. We hope.----------------------Phase F has a few steps.Making sure your plans align with any management frameworks within the organization.Are you (still) aligned with your organization's business strategy and desired outcomes?  This should be a consideration throughout ALL of these processes.  More easily said than done at times - especially when there is misalignment between what the organization says it wants and what is actually happening.Are you aligned with the Enterprise Architecture for your organization?  Real important if you are expecting IT support. No alignment = no help when you get into trouble.Are you aligned with the Portfolio, Program and Project Management frameworks? This will help you get this stuff done.Are you aligned with Operations?  This will help you run the thing when it is finished.I am also going to add - are you aligned with DevOps (development to operations, or the bridge between when something completes as a project and when it becomes something you operate)?  If your organization HAS DevOps.  I have found over the years that most implementations struggle and/or fail because project teams are so focused on finishing the product that they neglect to consider pesky things like training and support until the last minute (usually after they have pushed training off and they are 1 week out from go-live and realize that real people actually have to use the thing.  Then the support teams find out about it after the first angry end user calls....)Assign a business value to each work package.I'll go into business value in a later post, but fundamentally you are looking at:Performance evaluation criteria (ie - what are the uptime / downtime expectations, speed between screens, etc)Return on investment criteria (you should have some of this from your cost numbers crunching)Business valueCritical success factors (this should have been defined in your Architecture Vision)Measure of effectiveness (is it doing what you think it should do?)Strategic fit (with the greater business and with the target architecture)Refine your estimates for resource requirements, project timing and delivery vehiclesThis is essentially the planning estimates for each project you will need to perform as you move from your baseline to your target architecture.As you initiate each project, these planning estimates go into the Initiating and Planning process for that project. Confirm your architecture roadmap and update your architecture definition documentInclude any transition architecture and how long you anticipate that transition architecture to be in place.Generate the implementation and migration plan. Include the following: All projects, activities and dependencies - internal and external to your architecture.  Basically - anything that might impact your learning environment.The impact of the change. Make sure you address any potential negative impacts to areas outside of your learning architecture.  The timing of any resource availability needs.  I would also make sure to include any necessary skills required here. This should allow some time for any necessary upskilling OR external sourcing.Complete and finalize your architecture documents (or the ADM) and document lessons learned from this cycle.Make sure you get any necessary formal signatures and approvals.  Especially important in more formalized or politicized organizational cultures.-------------------------At the end of all of this, you should have:An implementation and migration planA project and portfolio breakdown of the implementation Project Charters - to launch the projects Finalized architecture documents - includingThe Architecture Definition documentArchitecture Roadmap Transition and Final Target architecturesArchitecture Requirements SpecificationReuseable architecture building blocksAny implementation governance models - especially for formal culturesChange requests for the architecture capability as a result of the lessons learned. There might be a request for a completely new iteration of the whole cycle and a redo of the architecture work. Technologies change, business needs change, environments change.  Often faster than you can implement your first target and faster than you can go through this cycle the first time.Be prepared. As you have seen over the past year or so from my postings (and the fact that I have written a lot of this out of order) - this often isn't a tidy process.

The University of Vermont (UVM) and National Louis University of Chicago (NLU) have both recently adopted Acrobatiq’s adaptive courseware at their institutions. In-depth case studies of these implementations, featuring interviews with key project leaders, including instructors and administrators, provide valuable insights about implementing this tool and designing effective programs. Below is a sneak peek at some of the key insights from those case studies, particularly on the question of readiness. 1. You’re seeking strategic cost savings A switch to adaptive courseware cuts down on students’ need to purchase costly print textbooks. For UVM, the transition away from a traditional print textbook was practically seamless. The book’s content was already licensed as part of the adaptive courseware module adopted. NLU sought to expand access by offering a program with zero out-of-pocket costs for low-income and first-generation college students (after federal/state aid is applied). In its new Harrison Professional Pathways Program (HP3), adaptive courseware became an important element in its toolkit to achieve such affordability. 2. You want real-time gap analysis Adaptive learning software offers students many practice opportunities, generating a wealth of observations of student learning. That means students get timely feedback, and, because the practice is measured against clearly defined learning outcomes, they get targeted feedback and tailored follow-up practices. UVM, for example, previously used a home-grown, instructor-developed database to analyze how well students did on each question of "high stakes" exams. The problem was that by the time the instructor found out that students were performing poorly on a given question, it was too late to do something about it. The real-time tracking of adaptive learning replaces these previously time-consuming, time-delayed, and, significantly, "static" analyses of student outcomes. 3. You "see" the value of visualizing progress in real time The online prompts of adaptive learning software have proven to be very effective tools for student engagement, especially for digital native learners who enjoy and tend to fully immerse into interactive environments. NLU, for example, has seen that students are often amazed when shown the correlation between how active they are on the software and how well they do in class. That visual, the university says, has been an inspiring, ongoing "push" in promoting and encouraging student success. 4. You yearn to reenergize classroom time With adaptive courseware, instructors gain a different vantage point, a sneak peek into what’s going on with their students and are thus able to use classroom time in new ways. At NLU, students now get an introduction to course material through the adaptive courseware, with instructors reviewing data from student practice before class, finding gaps in student knowledge, and customizing class time based on those needs, including using success coaching. Similarly, UVM students are given a deadline to work through the courseware so that instructors can thoughtfully analyze learning analytics and then refine the activities they intend for the next class meeting. While receiving real-time data to inform upcoming class time has its challenges - UVM warns that faculty should be ready to adjust lecture plans on short notice - the new dynamics afforded by adaptive learning are ultimately energizing. NLU instructors, for example, relish having time to focus on the learning science and improve their teaching practices in a way they wouldn’t have been able to before. They are experiencing a process of discovery where they see themselves having new and expanded capacity inside the classroom. 5. You need a critical, effective core base for blended/hybrid course models Like many higher education organizations, UVM and NLU are increasingly adding online components to their curriculum. In NLU’s HP3 program, for example, students meet in class twice a week and the remainder of their work is done online. NLU intentionally chose adaptive courseware to avoid the common problem of using online learning uncritically, where students would have had the same problems with persistence and completion as in more traditional educational delivery models. For UVM, adaptive courseware has been so engaging and successful that more courses are now being transitioned to a hybrid format, replacing some class time with adaptive learning online work.     Judy Quinn is an education-beat journalist who has also served as a community college instructor and university student media adviser.

For decades, I’ve been talking to new managers about their biggest challenges. One thing I still hear over and over is how hard it is to balance being the tough boss and being the nice boss. I think this feat is especially difficult for the new manager who started as a high performing individual contributor, was promoted, and is now managing former colleagues and friends. This common first-time manager dilemma reminds me of my longtime friend and coauthor Don Shula, legendary coach of the Miami Dolphins. In our book Everyone’s a Coach, he says it is more important to be respected than to be popular. I offer two pieces of advice. First, think back to a leader who inspired you to great performance. More than likely it was someone who combined toughness with compassion. You knew that person cared about you, but also that they would not let up on you in the quest for excellence. To achieve this balance you need to set high standards to make sure each person on your team is adding value to the organization. You also need to be present for them to offer support and direction along the way. You must be willing to set stretch goals with your people, pushing them beyond their comfort level—and then you need to help them achieve those goals. This is where the art of communication comes into play.  Having honest and open conversations with your people when setting goals, providing feedback, and giving direction will pave the way to building mutually respectful relationships with them. My second suggestion is to ask for training. Our research shows that more than 40 percent of new managers go years without receiving any training in their new role! That’s incredible. Is it any wonder that 60 percent of new managers underperform or fail in the first two years? Without proper managerial training, you are likely to develop poor habits that will prevent you from being as effective as you need to be. And those poor habits you developed early can become the familiar, comfortable behaviors that will be more difficult to change as time goes by. For example, as a new manager you might find it hard to delegate—especially if you were a successful individual achiever who was promoted into a management role. But even though it might be easier and faster to do some tasks yourself, you must learn how to get work accomplished through others. If you don’t delegate, your direct reports might see you as a nice boss, but if you show each person you care about their development enough to require them to carry their own weight, they will respect you as their leader. This relates back to Coach Shula preferring respect to popularity. Are you ready to ask for training to learn the skills you need to get your management career off to a great start? And are you ready to push your people to find the greatness within themselves? I guarantee if you focus on both of these issues, you’ll set yourself and your team up for success.

Venturing away from the safe and familiar might make your corporate learners a bit uneasy, but it can offer them a variety of long-lasting benefits and significantly enhance their work productivity. In this article, I’ll share 7 convincing reasons why you should push your corporate learners beyond their comfort zone. Why You Should Push Your Corporate Learners Beyond Their "Comfort Zone" The "comfort zone" consists of behaviors, beliefs, and activities that we have made part of our daily lives. It’s what we are most familiar with. Thus, we tend to stay within the boundaries of this zone in order to reduce stress and avoid uncertainty. The trouble is that this can prevent us from growing as individuals, leading to stagnancy in both our personal and professional lives. As Instructional Designers, we have the ability to encourage our corporate learners to move beyond their comfort zone and seize new opportunities, which gives them the chance to: 1. Reach their true potential When corporate learners stick to a routine and get comfortable with who they are and what they can do, they stop trying to test themselves and their limits. Pushing beyond the comfort zone allows corporate learners to test their mettle, so to speak. Once they venture away from thoughts and ideas that are familiar and safe, they have the power to grow and expand their self-awareness. Things that were once "impossible" are now within their grasp, and they begin to understand that determination and planning can help them to achieve anything. The only caveat is that they must be ready and willing to step outside of their comfort zone. 2. Learn from mistakes When we try out new things or explore new ideas there is always going to be a margin of error. Not every trip beyond the comfort zone is going to go smoothly, but that just gives corporate learners the opportunity to learn from their mistakes and expand their knowledge. It’s all about taking risks, even if it makes them a bit uneasy. Every error they make allows them to correct performance behaviors and build new skill sets that can benefit them in the real world. Most importantly, it offers them the opportunity to improve their weaknesses in order to achieve success. 3. Increase creativity and problem-solving skills When your corporate learners encounter new challenges that are outside of their comfort zone, they must develop new problem-solving approaches to match. This prompts them to get creative about overcoming obstacles and put their lateral-thinking abilities to good use. This can be attributed to the fact that their current solutions are geared toward everyday problems, which are no longer an issue outside of the comfort zone. Now they have to use all of the tools, resources, and knowledge at their disposal to arrive at new conclusions. When they are asked to tackle a new or unexpected challenge in the workplace, they will seize the opportunity to try out some newly acquired skills. 4. Take control of their career path When corporate learners stop doing what is familiar and start trying new things, they become more empowered and self-confident. This is due to the fact that they know what they are capable of and that they have what it takes to be successful. Instead of settling for the safe and secure, they are now able to tackle bigger tasks that once made them nervous and pursue more ambitious professional goals. In short, they are aware that they are in control of their lives and that they can dictate every step of their career path. This also increases their engagement during online training sessions and prompts them to actively participate in the process by boosting their intrinsic motivation. 5. Broaden their professional experience Corporate learners who have a significant amount of experience are typically more productive and flexible. They can draw upon a vast amount of knowledge, past mistakes, and past successes to solve current problems and help their colleagues to expand their understanding. In many respects, corporate learners who aren’t afraid to go beyond the comfort zone are ideal mentors. Corporate learners who aren’t afraid to go beyond the comfort zone are ideal mentors.Click To Tweet They encourage their peers to seek out new online training experiences themselves and respect the viewpoints and opinions of others. They are also well-rounded, as they have dabbled in a variety of different niches and tasks throughout their career. 6. Improve their ability to adapt When corporate learners leave behind their comfort zone, they also begin to understand the importance of change. Rather than fearing it, as many of us do, they respect the fact that we must all adapt in order to grow and achieve our true potential. Above all else, employees learn how to effectively cope with change and accept it as a natural part of life. This can be extremely useful on-the-job, especially when it’s time to move up in the ranks or deal with a new task or tool that will improve their work process. 7. Put their existing knowledge into practice Employees who experience new situations or challenges must put what they’ve learned into practice. The information they’ve gathered in the past and stored in their long-term memory now becomes an invaluable asset. If they cannot apply it directly, then they will at least be able to link it to new ideas or concepts in order to build upon an existing schema. In fact, knowledge that they may have thought was unnecessary or extraneous can actually become a powerful tool in their arsenal. Stepping outside of the comfort zone can be one of the most challenging things that your corporate learners will ever have to do. This is particularly true for employees who may be "set in their ways" or simply unaware that they are maintaining the status quo in their careers. However, giving them the opportunity to explore exciting and unfamiliar territory can turn them into lifelong learners. Are you looking for ways to make your online training program more engaging and learner-centric? Read the article 6 Tips To Create Personalized Online Training Experiences For Your Employees to discover how to provide your corporate learners with the customized online training experiences they need to achieve their objectives and enhance their workplace productivity. The post 7 Reasons You Should Push Your Corporate Learners Beyond Their "Comfort Zone" appeared first on TalentLMS Blog.

Change in all human life facets is inevitable. The eLearning industry is not safe from changes either. Technology comes and goes. Pedagogy strategies come and go. Similarly, instruction and eLearning course design ideas come, stay and move out to make way for new, more effective ones. In this article we will talk about some changes that need to be made in your eLearning design toolbox. Are you ready to say goodbye to some eLearning trends? As research in eLearning broadens and evolves, so do adopted practices. Some practices have been very successful in the past, but they now need to retire, for justifiable reasons. Why this dramatic change in eLearning development strategies, you may ask. The main reason behind this quick fade-out and fade-in is user experience study. UX, as it’s most commonly referred to, is now dictating the way learners (and website users) prefer to view online interfaces. Another notable reason to make space for a change are the multiple devices adopted by learners. It is not uncommon for learners to own a tablet, smartphone, document reader and laptop. So, here are some of the eLearning trends in design and development that we’re waving goodbye to: 1. Away with the Text! The PDFs, PPTs and DOCs that have dominated the eLearning content scene for too long are the first to see the door. In the field, there has always been the need to integrate interactivity with large volumes of text. The goal is to create highly engaging test items adjacent to the newly introduced content. Text-based content is still necessary to convey the message. But, in this visual age, which is coupled with shorter attention spans of learners and tighter schedules, text is not the only way to convey the message. Text needs to be replaced by descriptive images, infographics, videos and gamification. Content is definitely still the king, but not all content is preferred to be in text form. And what does this mean for eLearning developers? More design time to convert text to visual. 2. Simpler LMS - the hottest of new eLearning trends Simple is the new golden word. Simple style, simple learning environment. We cannot stress this enough! With multimedia consumers quickly becoming producers, the need to create in-house eLearning programs is a progressive practice! An LMS cannot be complicated and expert-friendly only. Corporations are observed to have moved away from larger, stand-alone systems and into smaller, resourceful, versatile and manageable learning management systems. Simpler LMSs will gain a wider market share. Gone are the days when a course needed certain bells and whistles to shine well in an equally "techy" LMS. 3. Screen Real Estate Cloud computing is the master in the corporate training environment. Our growing mobile dependency has shifted the corporate learning scene from the traditional, server-driven and browser-based experiences to the Cloud. Mobile-learning, or mLearning, is rising to the occasion. This translates to smaller screen sizes, faster connection speeds, touch based interfaces, resourceful-power based interfaces and a unique user experience, not limited to special learning needs and styles. Looks like versatility is the new eLearning trend! Processing power is no longer contained within the device; it has moved to the Cloud. With the rising popularity of augmented reality through most smartphone auxiliary devices, we wouldn’t be surprised if eLearning dominated the arena. So what does this mean for current eLearning developers and corporate trainers? Train to train using the mobile! 4. Traditional Classrooms phase out… Unfortunately, another of the eLearning trends that is really being phased out is classroom learning - and we can demonstrate this argument through several examples. Medium to large corporations are increasingly offering telecommuting options to their employees. Distributed workforces and the need for custom-based training content or localized content is demanding eLearning solutions. Also, the popularity of the Cloud is driving eLearning higher up in the demand list, leaving the traditional classroom surprisingly emptier by the year! Another word from the extant statistics: The eLearning industry business is expected to touch $107 billion in 2016! 5. Bye bye Flash! Okay, we have three uprising developments that are bidding final farewell to Flash: the need for better performance, the need for greater security and the influence of mobile devices (especially smartphones). All three have united to phase out Flash-based eLearning programs. The decline of Flash designs has been observed for quite a while now. This is due to the HTML5 influence that boasts greater device compatibility. In fact, Flash is no longer available in Google Store or Apple Apps Store. eLearning companies are swiftly working towards the flash to HTML5 conversion. It’s high time you too jumped the cloud-based eLearning bandwagon with non-Flash interface design options! Change in learning organizations is the root for change in the organizational culture. Change truly begins in the way we learn and perceive learning in relation to performance. eLearning programs are moving in the direction of performance. This is a welcome change and should face fewer re-development/re-organization hurdles. The eLearning design approach is more sensitive and responsive to the learner than ever. The eLearning design approach is more sensitive and responsive to the learner than ever.Click To Tweet Keeping up with this growing need by changing your personal and professional approach to eLearning design is the wiser way to go. The post 5 eLearning trends to wave goodbye to today! appeared first on TalentLMS Blog.

Before you expect to influence 360 degrees, you must do some pre-work to mitigate confusion and churn.  Clarify why your request matters / purpose: What's In It For Them?      Who are you influencing specifically? What is their role in the problem? What authority do they have? What is the perspective from their seat? Be prepared to construct and monotonously repeat a tagline pitch with this structure (taken from our Project Management practice): My issue, when resolved will  (Increase Revenue -or- Avoid Cost) for our organization (replace with your words) by doing something very important. In other words: Sell. The. Dream. People want to be helped with important and engaging work. Help them explicitly connect the dots. Clarify roles and accountability Be mindful that there is a big difference between the perspective of a Project Sponsor, Project Manager and critical Stakeholders similar to what  Barry Oshry wrote about with Tops, Bottoms, Middles and Customers.  Adapt your approach. Who has the ability to approve timelines, budgets, dates and who does not?  Which people are required for networking to get to the decision makers?  Build a strategy to move to the right person for the right decision. Understand how decision making and governance really works in the organization. Clarify what you need specifically We often start meetings without clarifying what we expect of the people we have invited. My friend, Jeff Clancy (retired CIO), shared this model that he used to start meetings to clarify what his meeting expectations were. Supporter means he is holding the meeting to inform, not to change anything. Clarifying questions are fine, but the decision has been made and feedback is not useful. Evaluater, on the other side of the spectrum, means that he is in prototyping mode and wants all the feedback he can get. No decision has been made. Meetings are usually somewhere between these two extremes and by drawing this on the board at the start, you can clarify what you want:    What many people forget to explain when they ask for something is 'what will I have after that I don't have now?' The Vision/Why can be vague and inspirational (ex. World Peace) but your specific request must be crystal clear (ex. lunches for an inner city school in the summer). You are much more likely to get what you need if you know what it is and you can articulate it briefly and clearly. Tell the truth about constraints and risk If you don't know, find out by behaviors (not words) how you would prioritize and whether you are limited by money, time or quality. If your highest leader were to prioritize these, what order would they be in? Again, everyone wants all of these, but choices show what's really the most critical. In addition, if you know there are risks that are very likely to occur, share these authentically. Here's a table to help you figure out your messaging around risk (taken from our Project Charter template) : Quite often our students come up to us and ask how they can make someone else change their behavior.  Clearly, you can't. And, quite often under stress, I strike out and blame everyone else for something not acknowledging that I am part of the dysfunctional system, too. It's easier to blame others but it leads to sabotaging the relationship. To be successful requires that your leader also be successful, regardless of whether you like them or not. You can influence that by focusing on how to do the following three strategies to collaborate:

Wavosaur is fresh Wavosaur, our free audio editor, come with two downloads : 32 bit version & 64 bit version. If you don’t know what version you should use, here some tips : 1) you run a 32 bit OS a good old Windows XP 32 bit for example! you have no choice : only the 32 bit Wavosaur will work. 2) you have a 64 bit OS and don’t use VST plugins with Wavosaur you can choose the 32 or the 64 bit Wavosaur, Wavosaur 64 bit can adress more RAM of course, but basically you’ll have exactely the same software, with the same performance. 3) you have a 64 bit OS and use lot of 32 bit VST plugin effects you have to use the 32 bit Wavosaur if you want to use your VST plugins inside Wavosaur ! for the moment Wavosaur doesn’t come with a "bridge", so you have to match : 32 bit Wavosaur for 32 bit VST plugins. 4) you use a 64 bit OS and use 64 bit VST plugins effects you have to download the 64 bit Wavosaur ! 5) you have a 64 bit system and use 32 & 64 bit VST plugins you can dowload and use both versions of Wavosaur, but you won’t be able to mix 32 & 64 bit VST effects in the same project/session.   and don’t forget, if you want to export in mp3 format, you have to use the right version of the Lame encoder DLL. The 64 bit Lame encoder dll can be found here : http://www.rarewares.org/mp3-lame-bundle.php

It’s happened to all of us: we’re presented with information and yet we forget it. Why does it happen? One of the most common reasons is because our attention is elsewhere. It’s similar to what happens when a student is attending a lecture, yet is simultaneously spending time on their smartphone. While they may be physically present in the lecture, their divided attention leads to a failure to retain most, if not all, of the information taught.  Another reason we don’t encode information is because we don’t see it as relevant. If you’re training employees and they don’t see content directly related to their job or their career growth, they’re likely to lose focus and fail to embed the information in their memory. The third most commonly cited reason we don’t manage to remember information is because our brains feel like they’re being bombarded with too much information at once. Your brain has only a certain threshold of information it can process. If you inundate the brain with huge amounts of data, it will selectively decipher what to retain and what to let go.