Neil Witt, Anne McDermott and Robert Stillwell are offering this seminar as part of the PedRIO Digital Innovation Group series. They will be presenting their findings in relation to Plymouth University students’ use of digital technology, services, Apps etc., which shows that confidence can be higher than competence. Additionally the team instigated a comparison study with 5 other similar UK universities which gives further insight into student practices. The seminar will take place on 11 February, 12 -1.30 in the 2nd floor meeting room at 3 Endsleigh Place. For more information and to sign up, please visit the Teaching and Learning Events page at http://www1.plymouth.ac.uk/research/pedrio/newsandevents/Pages/Teaching-and-Learning-Events.aspx

Do you have a course that you’ve recently developed? Alright - so you’ve recently developed a course, and you’re looking for beta testers or course reviewers. I am offering up course reviews from a professional Instructional Designer! Whatchoo talkin’ about?! You provide me with access to your recently developed course, and I will use my Instructional Design experience to provide you with a well-rounded and comprehensive course review. This review will include: - Grammar check - Suggestions for restructuring (textual content and content presentation) based on Instructional Design principles and pedagogical approaches - Recommendations for how to increase interactivity and learner engagement - Suggestions for how you can price your course, appropriately, and how you can increase your pricing (with some changes) - Recommendations for optimal mode of delivery - Screencasts illustrating my recommendations (grammar aside, that will be done in Microsoft Word) You may wonder, "is she qualified to do this?" I have over six years of professional experience as an Instructional Designer working across various industries (Defence, Retail, Sales, Post-Secondary Education), and a Masters of Education (Post-Secondary Studies). I understand how to develop optimal learning experiences and the pedagogical approaches associated with enhancing student achievement/success. I have reviewed hundreds of courses, lessons, and modules, and I want to help you develop and deliver the best course possible! I want you to have a reputation for delivering premium courses to your audiences! Let me help you help your audience! This sounds great…but what does it cost? From now until June 15th, I am offering this service for $75.00 USD per review. After June 15th, the price will increase to $100.00 USD. Get it while you can at the promotional discount - spots will fill up quickly! Alright - I’m interested! What do I do now?! Hop on over to my Contact page, fill out the form, letting me know that you have a course you would like me to professionally review, and I will be in touch within 48 hours! I’m excited to offer up my expertise, and I look forward to reviewing your course!

Storytelling in elearning is powerful. Learn how to create engaging elearning experiences by reading five of my favorite articles on elearning storytelling. 1. Seven ways to integrate storytelling into your next elearning course Christopher Pappas from Elearning Industry believes storytelling can help learners "feel more emotionally connected to the subject matter." Chris’ 7 seven tips to help you integrate storytelling 2. Storytelling in elearning: Anna Sabramowicz’s 10-part video course Understanding how to use storytelling in elearning can be extremely challenging. In this 10-part series, Anna Sabramowicz explores proven techniques for adding storytelling elements to your eLearning. Watch Anna’s Storytelling in eLearning video series on YouTube: 3. How to use stories to create cutting edge scenario-based elearning Li Whybrow breaks down the five design principles of great scenario-based elearning: Story, Script, Characters, Tension, and Resolution. Make your course more engaging by using Li’s storytelling structure 4. The power of storytelling in elearning Jennifer Neibert suggests that the power of storytelling is realized when you make it personal, relevant and about the learning. "The easiest way to start building storytelling into your learning is to introduce characters and scenarios that require your learners to make decisions and see the consequences of their choices." Discover the power of storytelling in elearning 5. Using the principles of storytelling to create an engaging course Sean Stoker suggests that "if a learner can relate to the topic and it’s applications, it becomes that much easier to absorb the material." Learn how to use these principles of storytelling to create an engaging course The post Storytelling tips to help you author more effective elearning appeared first on Elucidat Blog.

On the 14th Jan PebblePad was updated successfully. This update features a number of bug fixes alongside some new features and enhancements to existing functionality. For full details of the update see the PP3 News Blog. A brief overview of some of the new features are given below: Feedback Manager - an additional option in the ‘view’ menu to make the process of finding and reading feedback easier and all in one place Digital Signatures  - this will allow an assessor to ‘sign’ a student’s form to verify content, this functionality works best with touchscreen devices HTML Accessibility Update - previously it has not been possibly to complete workbooks in HTML mode, this is now possible Link to Skydrive - users can link to documents in their Microsoft Skydrive account and view them in their asset store Adaptive Workbook Page Release - you can set hidden pages in a workbook to be released either on a set date or when a previous page is verified by an assessor or tutor Peer Review and Anonymous Peer Review - permissions have been updated to ensure anonymous comments remain anonymous whether viewed in ATLAS or Pebble+ Badges - Mozilla Open Badges can be added to Webfolios and Posts. There is a new element on the taskbar which allows users linked to Mozilla Backpack to search and add any Badges they have earned Additional information for the new features is available within the help section of PebblePad.

This week, I was inspired to write about Learning Management Systems (LMS’) after experiencing several frustrating days lodging support tickets with a client’s LMS of choice (well - with the folks in charge of support; I doubt very much the LMS would have been able to respond to my queries, especially once they became a bit more emotionally charged). I was explaining my frustration to a friend, who was perplexed by the acronym, so I decided that 1 - I was being ignorant, assuming that everyone was privy to its meaning, and 2 - that it would be a good term to define on this week’s edition of Terminology Tuesday! So, "What is an LMS?," you ask. Ryan K. Ellis defines an LMS as "a software application that automates administration, tracking, and reporting of training events." (2009) While this definition is quite broad, it does the trick at describing the basic functions of an LMS. Basically, an LMS is where individuals may house and deliver their training materials (administration), track student progress (or even the progress of courses in development), and generate reports (varying from storyboards to student progress to student achievement). It really depends on how robust the LMS is, because all LMS’ are not one in the same. While they may all serve similar functions, there’s a market, and organizations developing these LMS’ want to stand out from their competition, so there is usually some variation from LMS to LMS. Alright. It sounds like I need to get me one of them LMS’; how do I decide? Choosing an LMS is like choosing the type of underwear you prefer - it’s really about preference, what meets your individual needs, and what you’re most comfortable with. There are many variables to consider when selecting an LMS, and I could talk your ear off for hours, so for now I’ll just narrow it down to a few guiding questions you should ask yourself: What is your budget? There are several reliable open-source options (Moodle, for example), which are free. But free comes with it’s own limitations. Moodle has been around for many moons, so there is a fairly large support community in place and a lot of equally free plugins to leverage the LMS’ out-of-the-box capabilities. If you’ve got some cash to spend on the infrastructure, you can choose between smaller or larger scale LMS’ - you also have the option to select an LMS on a per-user type of pricing model (e.g. many post-secondary institutions use the per-user pricing model because it turns out to be more cost-effective than spending say 100,000+ on a large enterprise priced model (which are often used by larger organizations like the Department of National Defence or other government entities). What do you need from your LMS? Do you need an LMS that is easy to set up and more or less idiot proof? Do you need one with robust reporting capabilities? Do you need one that will allow you to easily control access to courses? Do you need one that can handle a large volume of students? Ahhhh! I’m Overwhelmed - Help! Take a deep breath. Inhale. Exhale. LMS’ are like any other technology - when it’s new to you, it can seem overwhelming to make a decision, but there are plenty of resources out there to help you out. Here are a few: Five Steps to Evaluate and Select an LMS: Proven Practices - Learning Solutions Magazine Choosing a Learning Management System - TrainingForce How to Choose the Right Learning Management System - Edweek Alternatively, I am happy to provide consultation services, should the need arise. If you’re interested - hop on over to my contact form and send me your queries! Like this post? Want more Instructional Design tips? Sign up below!  

Ed has a background in the visual arts and will be helping  the Schools of Architecture, Design and Environment and Humanities and Performing Arts to get the best out of the DLE.  He originally trained and worked as a commercial photographer in London and Bristol, before , moving on to the Universities of Bristol and Bath to provide project management, consultancy and training on projects within the Education and Heritage sectors on digital imaging, digitisation and the use of images within Teaching and Learning.  More recently Ed has worked as a learning technologist with the ASTI team here in Plymouth.  His specialist areas are the creation, management and use of images and other media within teaching and learning.  But he also has a special interest in building and supporting online communities of practice, and making the best use of social web tools within effective teaching practice.  A full CV is available on LinkedIn at:  uk.linkedin.com/in/edbremner/

It’s that time again where we get to share with you the wisdom of one of our Elearning Superstars, this week, a man who needs little introduction, Charles Jennings, a fountain of learning knowledge and all round great guy! If at any point in my career, my CV looks as comprehensive as his I will be very pleased! In the post you will learn how 70:20:10 was devised, discover the changes this model is undergoing due to social learning, and explore the new possibilities of collaborative learning. What experience do you have in the learning industry, how did you get to where you are today? I’ve been working in the world of learning for around about 35 years at least. Initially as an academic, I ran the UK centre for network based learning back in the 1980s and into the 90s. That was set up by the Thatcher government, they realised that with the development of the PC that it was going to have implications beyond the uses of computer geeks. So a number of centres of excellence were set up in academic institutions, universities around the country. There was one for computer aided language learning, one for expert systems, one for artificial intelligence and there was one that I ran which was for network based collaborative learning. I was involved in online learning back in the early 80s, in fact I ran my first online learning course in 1982 and then my first international learning course in 1984 which was between people in the UK, France and Germany. I can remember having one of the first video conferencing machines on my desk back in the 80’s! BT were rolling out ISDN based video conferencing and they used to call me up every few weeks and get my view of it. They’d ask for improvements and I’d tell them ‘Just put this inside my computer please!’. I left academia in 95, we’d launched the World’s first pure online MBA. I then went and worked for Dow Jones as strategic technology director involved in helping build workforce capability doing a number of things, one was creating transaction tools but also helping sales and marketing build capabilities through what I suppose was very early E-learning and performance support. I was the chief learning officer at Reuters for 8 years, until 2008. Since then I’ve worked as a consultant, I established the 70:20:10 forum, but I subsequently left that organisation and now have nothing to do with it. What is the 70:20:10 model and how can it help customers improve the effectiveness of their learning, which metrics do you believe are most important in measuring this? 70:20:10 I think is often misunderstood, first I see it often referred to as a rule, which it’s not. I see people focussing in on the numbers, it’s natural to focus on the numbers because that’s (what it is) basically how it’s described. 70:20:10 is what I call a reference model or a framework, we’ve come to it in various ways, principally from a small study based on work done in the late 80’s and published in the mid 90’s at the Centre for Creative leadership in North Carolina. There was a small survey that Morgan McCall and his colleagues carried out and they asked a group of successful managers: ‘How did you get to where you are?’ ‘What development made you successful?’ From the responses they formed the model. Successful people said about 70% of their learning came from tough assignments, experience and practice, 20% came from other people (at that time this was mainly the boss, now the way that organisations are structured and thanks to the Internet this has changed a lot). 10% came from structured formal learning and reading. There was also work before this study by Allen Tough who was a professor at the University of Toronto, he did a lot of work around experiential learning and adult learning. I spoke to Allen just before he died, he agreed that this split existed (he even came up with the same figure of 70% for people learning through experience). For me the 70:20:10 model is a ‘Change’ model, and what it does is it allows people to frame how they support development above and beyond structured courses and programmes, that’s really the key benefit. It helps us communicate that we don’t learn everything we need to for our jobs simply by attending a classroom course. In fact we learn primarily through experience, practice conversations and networks. In the past I’ve been accused of being the ‘Anti-training’ guy! Well I’m not ‘Anti-training’, where I’m coming from is that training works well in certain situations, usually when people are new to a job or new to a role, it works best when you have information that is explicit and which can be codified clearly. It doesn’t work well when we deal with ‘tacit’ information, where we are dealing with ambiguity, or where we have people who need immediate support. 70:20:10 is a model for extending learning across the board, it helps us move from a focus on learning to a focus on performance. In terms of metrics, the metrics we use for measuring workplace and social learning are exactly the same as those we should be using for learning in a structured way. We could talk for hours about simply the metrics! The sort of metrics we should be focussing on should be output metrics and not learning metrics. Learning metrics are helpful to an L and D or HR department to improve efficiency. So if I know X number of people have been through an e-learning programme, or if I know that people have carried out a pre-test and then a post-test and there’s a delta there, that tells me as a learning professional something about whether people are actually using the content, but it doesn’t tell us anything about learning. If someone gets 20% in a pre-test and 40% on the post-test don’t assume that’s learning, it’s short term memory recall. Learning is behaviour change, and this should be the most important metric, can people do their jobs better? That’s quite difficult to measure and often people shy away from that. What excites you most about what you do and the affect your work has? What are the most gratifying ideas that you’ve contributed to the industry? That’s very difficult, I doubt there’s many new ideas out there anymore! I think that what excites me the most is that there is a real change occurring in that across the world organisations are looking at how they build capability. It really has changed. I remember being told I was an idiot back in the 90s when we were working on online collaborative learning. I remember doing a project with Coopers and Lybrand (before they were PWC) where we were putting together groups of people to share and develop as part of their work.  Most people in the learning world said ‘What the hell is this, this is nothing to do with learning’! That’s changed dramatically, it’s really exciting that social media is pushing the opportunity to learn through others. At some point I believe that the numbers in 70:20:10 will become meaningless, because social learning will grow, there is no doubt. If you’re in a highly innovative Environment this model won’t be the same, the 20% is going to blow up because you will be sharing and working with teams of people, that’ll be 40, 60, 80% and then the 10% may become much less. The whole awareness of social and experiential learning is really taking hold, it’s not a sideshow anymore, it’s becoming part of the mainstream. There’s a guy called Dan Pontefract who’s written a book called ‘Flat Army’ and in that Dan proposed that 70:20:10 is actually 33:33:33, we’ll ignore the fact that if you multiply 33 by three you don’t get a hundred! But Dan and I agree that it’s not about the numbers, the fact that the numbers are there makes it really easy to explain. What is the most important change in learning that you’ve witnessed in the last couple of years? Definitely the rise of social media, the increase of social media at a personal level is having an impact. Most of us use social media from a personal standpoint and therefore it changes our expectations. I often tell a story about someone at a legal firm, she’s a big Twitter user and she said her company didn’t allow Twitter, so when asked ‘How does that work!?’ she said, if I have a question I’ll go to the ladies loo and Tweet my question, and then go back an hour later and I’ll have an answer! I think the big change is the awareness of how social media can be used at all sorts of levels has changed, the approach in term of control of social media is going. Organisations are no longer blocking social media, because everyone now has a device than can access social media regardless of restrictions. So now their approach is more policy based approach to ensure their people use social media sensibly and don’t damage the company. They’ve moved from trying to control the technology to control through the policy. Bursin did a study that showed that organisations that harnessed social learning are actually 3X better at talent development. Do you think companies have been slow to make the change? The majority have, there are some that have acknowledged it from the start though. I can remember going on a mission when the Department of Trade and Industry almost 10 years ago. They used to send experts to different parts of the world to gather information on the behalf of UK PLC. We went on a mission to the US in 2006 called ‘Beyond e-learning’. We went down Silicon Valley, we went to Stanford University, MIT and we also went to Fidelity the huge financial organisation in Boston, the guys we met said ‘We couldn’t have grown without all this new technology’. What are the biggest project challenges / roadblocks that learning professionals and corporations regularly encounter? Mindset is the first and biggest challenge, I think there are still a lot of people who have ‘Course’ mindsets, in other words they look a problem and their kneejerk response to that is ‘we need a course for that’. Another major challenge for learning professionals is that most learning professionals have quite naturally developed their skills in design, development, delivery and to some extent evaluation of programmes and the changes that are occurring are requiring a new set of skills. If you are well into your career and you’re are required to have different skills such as performance consulting skills, curation skills, community building skills, these sorts of capabilities are really quite difficult. I found that for L & D professionals there’s some roadblock there. The other roadblocks with line managers and team leaders who don’t see developing the people is critical. There is a lot of research that indicates that supporting an individual’s development is worth the equivalent of an extra day a week (around about 25-27%). Who are your favourite elearning influencers? Who do you look to for inspiration? Oh god that’s difficult! It’s difficult to name individuals, but across the board there’s a range of organisations who are just doing things differently. I think you get some people like Clarke Quinn who really understands mobile learning deeply and has really helped progress mobile adoption. Jane Hart, Jane Bozarth and Marcia Connor, those three women have done more in terms of raising awareness of social learning and the use of technology than pretty much anyone! Then there are some great practitioners like Thierry Bonetto at Danone, Yash Mahadik at Philips, and then there are people like Nigel Paine who is really influential in terms of thinking about how we support development. Then there are folks who might wince at being called superstars, but people like John Hagel and John Seely Brown who are not learning people primarily, but they’re looking at new revolutions in the way that we learn. John Seely Brown was the head of Xerox PARC for twenty years, he’s deeply technical, he oversaw the development of the PC and the mouse, he wrote a great book with John Hagel called ‘The Power of Pull’ and another one called ‘New culture of learning’. People like them are really being influential in terms of how we look at learning generally. I think one of the challenges we’ve got with e-learning is that when it emerged, it emerged in the form of content led courses, companies were producing big generic catalogues, people realised that providing this Shovelware isn’t good. In my view the term E-learning will go away, I have a little thing stuck above my desk here, which was written about ten years ago by Warren Edwards chief executive of Delphi communications: ‘in a few years we will no more discuss e-commerce than we now describe using the telephone in business as t-commerce or the fax as f-commerce.’ I think in time we will no longer be referring to E-learning or M-learning, it’ll just be learning. Technology is going to be integrated totally. Conclusion What do you think? Do you share Charles’ views over the future of the industry? What do you think are the most important recent changes in E-learning? Share your thoughts in the comments box below, we’d love to hear what you think. The post Interview with Elearning Superstar: Charles Jennings appeared first on Elucidat Blog.

This week, David decided us to dole out an easy challenge; I was initially going to develop an interaction-based submission, but it’s not required and I’ve been experiencing a heavy work-week. I will assure you that my recommendations will be just as functional in text as they would have been as interactions. This week’s blog post will be a bit different in that it won’t include the method, just the concept and result. The Concept Share my favourite tools that help make course design easier. There are a lot of tools out there and it’s really up to you which tools you choose to make your course design easier, but I have attempted to compile a list of tools that make me curse a lot less (while working), and I hope they might help you curse less too! The Result http://articulate.com - Articulate products are my favourite authoring tools. I find myself using Articulate Studio less than Articulate Storyline, however, I still leverage Articulate Studio for developing slick interactions to embed within my Articulate Storyline files. There are a few kinks when going between programs, but I’m seldom disappointed. http://community.articulate.com/forums/ - The E-Learning Heroes forum is my favourite resource for industry-related content. There is SO MUCH talent within this forum, and it’s nice to collaboratively learn from one another. This community is like an extended family, and everyone is so positive and eager to help. I consult this resource whenever I have a general instructional design, e-learning, or Articulate product query. The responses are quick and the expertise is phenomenal! http://colourlovers.com - COLOURlovers is my favourite resource for colour picking because it allows me to visualize colours in palette and pattern situations. As someone who isn’t super creative, this is HUGE for me! I will say that I find it odd the domain spells ‘colour’ with a ‘u’, yet they refer to colours as ‘color’ without a ‘u’ throughout the site - even looking at it spelled that way is weirding me out! http://smashingmagazine.com - I’m not going to lie; I visit this resource at least once a month to download a user-submitted calendar for my desktop. However, this is also a great resource for CSS quandaries and finding good JavaScript codes for use in Articulate Storyline! http://adobe.com - There are several Adobe programs I use on a regular basis, namely Captivate and Photoshop. Captivate I use less and less with the emergence of Articulate Storyline; however, I still find myself using Captivate for text-to-speech exports. Photoshop I use whenever I need to manipulate or create images; I only have one license for it, so I seldom use it within my Articulate development, as I need to dual-boot into Windows OS for Articulate use, and my Photoshop license is for Mac OS. http://www.techsmith.com/snagit.html - SnagIt was first introduced to me within my first Instructional Design role, and I was smitten! Why? Because it is such a user-friendly tool for creating screen captures, recordings, and editing. I found SnagIt particularly useful when liaising with Subject Matter Experts (SME) off-site, as I could easily highlight areas I was discussing and copy them into emails, without being burdened by including the image as an attachment. http://www.techsmith.com/camtasia.html - I love Camtasia so much that I purchased a Windows AND Mac OS license. I use Camtasia primarily for creating screencasts and editing video files; it’s just as user-friendly as SnagIt (both products developed by tech smith, so makes sense), and it creates high-quality video files. http://dropbox.com  - I use dropbox for filesharing. http://drive.google.com - Google Drive is great for filesharing AND collaborative working. Un-drive-related - I also leverage google for my primary email provider and Google Hangouts. http://skype.com - I use Skype for communicating with colleagues and clients; it’s free and I can screenshare. http://wordpress.com - WordPress is my website platform of choice; I support any movement to a self-hosted site using WordPress, and know many designers and developers if you need assistance. There are tons of themes available, and a TON of customization options. http://pinterest.com - Pinterest is great for inspiration, from personal interests like finding the best tutorial for rockabilly hairstyles to professional interests like sourcing free fonts or locating templates or tutorials for your e-learning products. http://creativemarket.com - I use creative market SO MUCH! They release weekly freebies, which are amazing, because nothing is free anymore, and you can purchase nearly anything (icons/stock images/templates) for reasonable prices. http://fetchsoftworks.com - Fetch is my FTP client of choose because it’s been more reliable than others for me, annnnnd…I’m a dog owner. Appropriate, no? I’ll add to this list as things change, so stay tuned!

  The quiz activity enables users to create quizzes comprising questions of various types, a list of which can be found further down in this article. The user can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set. Each attempt is marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook.  Reports on student activity can be generated. The user can choose when and if, hints, feedback and correct answers are shown to students.  This offers much greater flexibility and options such as confidence based marking (CBM) can be chosen.  A feature not available on our current e-assessment software is the ability to tailor the feedback and give hints if the selected response is incorrect or partially correct.  The score will be adapted each time an incorrect answer is selected, therefore, the more times a participant attempts to answer the question and their answer is incorrect, their mark will reduce. Quizzes may be used As course exams As mini tests for reading assignments or at the end of a topic As exam practice using questions from past exams To deliver immediate feedback about performance For self-assessment The initial plan is to migrate all current formative assessments from QMP across to Moodle.  An automated process to facilitate this is currently being developed by the Unversity’s Moodle provider.  More information will be made available about this at a later date. Question types that will be made available are as follows: (Links are to the Moodle support site and give comprehensive descriptions).  Links will open in a new window. Calculated question Simple calculated Calculated Multiple choice Drag and drop into text Drag and drop markers Drag and drop onto image Drag and drop matching Embedded answers (Cloze) Essay Matching Multiple choice (MCQ) Numerical OU Multiple response Random short answer matching Select missing words Short answer True/false For further information around Moodle quizzes, the Moodle support site has a good overview.   For further information about quizzes and e-assessment using Moodle, contact: DLE Project team: dleproject@plymouth.ac.uk Digital Skills Development team: digitalskills@plymouth.ac.uk TEL: tel@plymouth.ac.uk DLE Advocates: dleadvocates@plymouth.ac.uk (or alternatively, if you know your named DLEs for your school/faculty, use their individual email).

Your first impression to new employees can say a lot about your organisation, your culture and your vision. A smooth, educational and efficient onboarding process will set you and your new employee up for success. Learn how to create more effective induction courses by reading my seven favorite articles on the topic. 1. Navigating the onboarding journey at eLearnz Navigating the unchartered waters of a new workplace can seem daunting. But there are ways to get your onboarding programme into shipshape condition and ensure plain sailing for new recruits. Tina Griffin explains the three blunders organisations make when it comes to onboarding 2. The anatomy of great onboarding elearning Onboarding is the first impression your company makes on a new employee. With such high stakes - it is important to get it right. In this article, our very own Steve Penfold looks at the most important aspects of onboarding and shares a four-part framework for creating great onboarding elearning. Discover how to create great onboarding elearning 3. Online induction training: First impressions count Did you know that most people decide how long they will stay in their job within the first week of employment? Ruby Spencer from PulseLearning suggests "successful induction courses are your chance to show new employees what makes your company tick." She says great induction courses pave the way for an easy, enjoyable, and productive integration. But are your induction courses still being run in an offline environment? Take a look at the advantages of moving your induction course online 4. Six practical steps to increase the effectiveness of your induction program Your company cannot grow without a talented and skilled workforce. When the ‘attraction & acquisition’ phase ends with the successful recruitment, the next important phase of retention and engagement starts. For the new generation, who makes career decisions every single day, retention starts on day-one, at induction. So, having an effective induction program is imperative. It will reduce the cost of turnover within your organization, plus it will help you increase both customer and employee satisfaction. Here are six practical steps to increase the effectiveness of your induction program 5. 20 characteristics of great onboarding elearning What are the characteristics of an a great onboarding program? In this article, Li Whybrow shows you how elearning can be blended with traditional delivery to help you design and deliver a course that can help your new starters reach their potential faster. See Li Whybrow’s top 20 characteristics of great onboarding elearning 6. Onboarding with diversity: There is no such thing as a "bad" learning style The workday is busy enough as it is, and many people use standardization and routine as a way of making their seemingly endless to-do lists more manageable. While this is a great technique for many tasks, standardization in onboarding fails to make use of the inherent diversity each worker brings to the table. Max Yoder shares his ideas on how you can respect a wide variety of different learning styles by using cross-training to introduce each employee to the range of functions at your organization. Learn how to adapt diversity into your onboarding courses 7. Five examples of great onboarding elearning courses A great onboarding experience should be efficient and empathetic. Here we look at some elearning courses from leading companies that have nailed onboarding training. Five great examples of onboarding elearning The post Elearning induction ideas to help you create more effective learning appeared first on Elucidat Blog.