Back in January Learning Technologists piloted a new method of providing CPD. DigiThings was a self-directed, peer-mentored online programme that aimed to support staff with teaching and research responsibilities to explore and engage with a range of different presentation tools and techniques. It was adapted from Dr Helen Webster’s ‘23Things for Digital Humanities‘ (DH23Things) course which she ran at Cambridge University. Instructional posts were delivered via WordPress and participants were encouraged to try each tool and reflect on their experiences using the ‘A New Curriculum for Information Literacy‘ (ANCIL) framework developed by Coonan and Secker (2011). Although initial interest was high, engagement with the course declined steadily. Please see the full DigiThings Evaluation for a more detailed report to find out why this might have been. Despite the decline, participants did like the format and the quality of content and as a team it is definitely something we would run again having learnt lessons from this first pilot.   Interview with DigiThings participant, Dr Emily Beaumont, Lecturer in Entrepreneurship.

Elearning Superstars is a curated list of inspiring elearning examples, published every Tuesday. Subscribe to get weekly updates via email. This week we have some great elearning by The Guardian, Kia and Duolingo. Share your inspiring elearning: Have you created a great piece of elearning that you’re really proud of? Submit your elearning here to win awards and get published on Elearning Superstars. 1. The Guardian: How sustainable is your smart phone 2. Kia Academy   3. Duolingo: Reinventing language learning on an epic scale The post Elearning inspiration: The Guardian, Kia and Duolingo appeared first on Elucidat Blog.

Today I thought I would approach the subject of ‘authoring tools’, as I use this term frequently, but often don’t take into account that individuals outside of the industry may not understand what this phrase really means. I recently encountered this issue of my own ignorance while revising a contract sent to a client. The client asked me to more clearly define what I meant by the use of authoring tools…leading me to provide clarification. Authoring Tools? Authoring tools are more or less any tool that facilitates the development of your courses and/or products. This isn’t just a phrase used within the e-learning industry, but one familiar with those within design and programming industries as well (and likely more). Any tool that helps you design, develop, program, write (or author) your product can be considered an authoring tool. There are countless options, and I could drone on for days and still come up short with my list. What kind of authoring tools are available for the e-learning industry? As stated previously, there are so many options! However, a few of my favourite authoring tools have been Adobe Captivate, Articulate Storyline, Articulate Studio, and Camtasia. I also use Microsoft Office (Word/Excel/PowerPoint) extensively for authoring (albeit less interactive). Depending on your preferences, you may also dabble within Adobe Photoshop, Flash, or Dreamweaver…or perhaps you have an internal Learning Content Management System that you use. There are so many options out there, you really just need to consult some industry professionals or The Google and start playing around. But…how do I choose?! Choosing really isn’t so much of the issue - you can choose multiple authoring tools to produce your courses, you don’t have to choose just one, but I would limit the options a bit to streamline your process or you’ll quickly find yourself overwhelmed with your development process. The truth is that you won’t know which tools you prefer or which are effective (for what you need to produce) until you start playing around within the environments and authoring content. If you’re new to the industry, I would suggest you attempt to align your preferences with well-known tools (e.g. Articulate/Adobe Captivate), as these products are more likely to have a strong community of support, which is critical when attempting to meet delivery dates and troubleshoot products simultaneously. Like this post? Want more Instructional Design tips? Sign up below!  

Some tools and activities within Moodle enable users to receive notifications. These can be useful for monitoring activity in an area or task, and can provide useful information or prompts for both lecturers and students. Subscribing to such activities also eliminates the need to regularly check for posts or submissions, as notifications are automatically generated when additions are made. The principal ‘activity’ that provides this facility is the Forum, and there are several forum types available in Moodle: News Forum: (a special forum for general announcements on a course. (acts the same as the news alert item on tulip), and is automatically created for each course on the front page. A single simple discussion - A single discussion topic which everyone can reply to (cannot be used with separate groups) Each person posts one discussion - Each student can post exactly one new discussion topic, which everyone can then reply to Q and A forum - Students must first post their perspectives before viewing other students’ posts Standard forum displayed in a blog-like format - An open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with "Discuss this topic" links Standard forum for general use - An open forum where anyone can start a new discussion at any time Notifications from the News Forum: By default, the news forum is placed in the top of the centre section of all courses on Moodle, and only teachers and administrators can add posts or reply to posts. The default setting for the news forum is that every enrolled person on a course is automatically subscribed to it (forced subscription), and will therefore automatically receive notifications (emails), of forum posts. This is therefore a very useful tool for sending important notifications to entire cohorts, such as room changes, lecture cancellations, tutor sickness etc. In addition, the "Latest News" block (located on the left or right-hand column of courses) displays recent posts/discussions from the News Forum, and therefore serves as another prompt for students on their course home page. Notifications/alerts are also automatically sent to users’ mobile devices with the Mobile with Plymouth app installed. (Anyone accessing ‘Mobile with Plymouth’ on a web browser will also receive the alerts): Mobile with Plymouth (web version) showing 3 alerts Notifications from other forums: By default, students are given ‘optional subscription’ on the other forum types in Moodle, unless the teacher chooses another option in the ‘edit settings’ area when creating the forum. Students can then set their own preferences. Subscription options on forums: When a user is subscribed to a forum it means that they will receive notification (via popup and/or email, depending on the user’s messaging settings preferences) of each new posting. Teachers and students can choose whether or not they want to be subscribed to each forum. However, the teacher can choose to force subscription on a particular forum, then all course users will be subscribed automatically, even those that enrol at a later time (e.g. News Forum). There are 4 subscription mode options: Optional subscription - Participants can choose whether to be subscribed Forced subscription - Everyone is subscribed and cannot unsubscribe (News Forum) Auto subscription - Everyone is subscribed initially but can choose to unsubscribe at any time Subscription disabled - Subscriptions are not allowed. How to subscribe to a forum: Whilst in the forum, go to the ‘navigation block’ on the left > Administration > Forum administration > subscribe to this forum How to edit the subscription mode of a forum: The subscription mode, and subscribe or unsubscribe links appear in Navigation > Forum administration when viewing the forum. Teachers can quickly change the mode via the ‘Subscription mode’ options and can also view the current subscribers via the ‘Show/edit current subscribers’ link.  Tips: Changing the setting from "Yes, initially"  to "No" will not unsubscribe existing users; it will only affect those who enrol in the course in the future. Similarly changing "Yes, initially" will not subscribe existing course users but only those enrolling later. There is also a "Subscriptions not allowed" setting which prevents students from subscribing to a Forum. Teachers can also subscribe to a forum if they wish. Other Moodle activities that enable notifications are the Feedback activity and the Scheduler: Feedback Activity   This activity enables a teacher to create a custom survey for collecting feedback from participants using a variety of question types including multiple choice, yes/no, or text input. When creating a feedback activity, it is possible to enable notification of submissions in the ‘edit settings’ area. Anyone who then chooses to subscribe to that particular feedback activity will receive email notifications of any submissions made (mobile alerts will also be received by any users who have the Mobile with Plymouth app). Scheduler This allows teachers to schedule appointments with their students. Time slots can be specified for students to book, and an outcome can also be recorded if desired. Notifications can be enabled so that students receive emails to confirm their appointment slots, and teachers can receive notification when a slot is booked. Notifications will also be received if any cancellations are made. In addition, appointments are automatically added to the Moodle calendar and also appear in the ‘Upcoming events’ block as a reminder.

Learning and development is changing. Here are some statistics to help shed light on some elearning trends that might affect you. Global elearning market is expected to reach $107 billion by 2015 (Global Industry Analysts, Inc) LMS market is expected to worth approximately $4 billion in 2015 and over $7 billion in 2018 (MarketsandMarkets) Global mobile learning market to reach $8.7 billion in 2015 and $12.2 billion by 2017 (Ambient Insight) 77% of USA companies offer online corporate training to employees (Roland Berger) 30% of all elearning buyers are large companies (Docebo) 8% of companies use MOOCs, while another 7% will experiment with MOOCs in 2015. By 2017, it is predicted that 28% of companies will use MOOCs. (Towards Maturity) The post 6 elearning statistics to consider in 2015 appeared first on Elucidat Blog.

It should be no surprise that I love me some Articulate products (come on - my entire portfolio is based on Articulate Storyline outputs right now). They’re just so versatile and user-friendly! And I’m not even being paid to say that. In taking my freelancing full-time, I was quickly becoming overwhelmed with the amount of work I had to do, most of which is done in one Articulate product or another. I decided that if I was feeling overwhelmed, other freelancers may share that feeling, so some tips may be in order. Today I’ll be talking about three ways that I have streamlined my development process using Articulate products. 1. Parallels for Mac I have a Mac Book Pro, and do the majority of work from my laptop. Now, anyone who has a Mac knows that Articulate products are currently only available for Windows OS. This makes it extremely frustrating. When I first purchased my Mac, I knew I would need to set up a Windows OS partition using Boot Camp, but this was before I took my freelancing full-time. Once I went full-time, I quickly found out that I needed a lot more space than I had allotted to my Windows partition. Not to mention, dual-booting was extremely frustrating to me. I often found myself syncing files to dropbox or using flash drives to access files previously stored on my Mac OS (which I work exclusively in UNLESS I’m using an Articulate product). This very quickly became annoying, especially when I forgot a flash drive at home. The Boot Camp setup works for a lot of folks, but for me, I found it annoying and I often felt disorganized and stressed out. After running into a deleted file situation, I consulted the folks at my local Apple store and the guy I spoke with recommended Parallels for Mac. Parallels allows you to run Windows OS within your Mac OS (simultaneously). It was probably the fastest and simplest install of Windows OS I have ever experienced (which says a lot as a former serial PC purchaser) and it runs like a charm. I’ve experienced no lag (even while working in larger Storyline files), and it has a coherence setting which allows my Windows applications to behave like Mac applications. IT IS AMAZING! I never thought such a simple solution would be so life-altering. I’m not being dramatic - Parallels for Mac has honestly changed my workflow for the better, and has allowed me to streamline processes that were previously very clunky. Now I can work within all of my Articulate products, launching them from Mac OS, and still access anything I would have previously saved on Dropbox or a flash drive. It is so much better! I’ve only been using it for 3 days now, but I feel confidant in recommending it to anyone with a Mac who is looking for a solution to running Windows OS-based programs seamlessly. 2. Cheat Sheets! We all have a lot of things to remember on a daily basis, and for most of us, hot keys don’t rank very high on the list of things to remember. Especially the more obscure hot keys. Luckily, the kind folks over at Articulate have provided several job aids (or cheat sheets) to help users streamline their development process. This printable collection of time-saving Articulate Storyline short-cuts is printed and on the cork board in my office - thanks, Mike! Articulate even has a Job Aids download section which provides users with tons of helpful resources for adjusting player properties in various products. Everyone likes shortcuts, and I’m not one to buck the system on that one! 3. Saving Frequently and Backing Up Regularly Now this may seem like a no-brainer, but sometimes you just trust your machines too much. This type of trust can greatly hinder your productivity and throw a huge wrench in your development process. This is not necessarily an Articulate product-specific tip, but my most recent productivity-destroying experience occurred with several Storyline files, so it’s kind of relevant. When I was blabbering on about Parallels, I briefly mentioned having a run in with a deleted file situation - ugh. I had spent an entire week developing three modules for a client, and once they were all sent for revision, I backed them up to my external drive. Or at least my computer made me think I did. Silly me. The next day, the client came back with several revisions; I was on my way home, got the email, and thought ‘Great! Only two small changes! I’ll do those as soon as I get home!’ - I arrived home, bitterly dual-booted into Windows, and went to open the files…but the files were no where to be found. After consulting The Google (many times) and spending about 7 hours trying to recover the files, I was able to recover two of three…except that Storyline would not longer recognize them. This left me to spend my Saturday and Sunday morning foregoing a fun and exciting hiking trip to redevelop all of that work from the Storyline outputs. I wanted to cry, but in the end it took me a lot less time to reproduce the files than I had originally thought it would take, and the world was alright again. But I did miss that hiking trip - dammit! What did I learn? Save ALL THE TIME and back things up every other second. To multiple places. I know have Mac’s Time Machine running on my external hard drive, backing things up hourly, and I also have all of my files backing up to Dropbox. When I’m feeling extra paranoid, I’ll save files to Google Drive or a flash drive. Eventually, I’ll probably get a Time Capsule from Apple (it’s a product - I’m not crazy enough to bury a bunch of flash drives in my yard) so I can set up wireless backups, but for now I’ll leave my external hard drive tethered to its USB port (first world problem, I know). Like this post? 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Did you know that Moodle has an inbuilt quiz editor which will enable you to create polished online assessments to complement and enhance both the student learning experience and deliver powerful metrics which can feed in to learning analytics at department, school, faculty or university wide level? Using online assessment can be a way of offering different assessment types as specified in the CEP (Curriculum Enrichment Project). Some of the ways in which you can utilise this valuable tool are as follows: Diagnostic assessment: Diagnostic assessment takes place prior to, or at the commencement of, a learning experience.  It gives both the student and the tutor an indication of the current knowledge level of the student and can indicate if the student will need access to sources of support. Formative assessment: Formative assessment takes place at regular intervals during the student learning experience and as in the diagnostic stage, provides both student and tutor with reports which indicate how the student is progressing.  Formative assessment can help identify any areas a student may be struggling with and when combined with effective feedback, can empower the student to improve these areas. Summative assessment: There are two classes of summative assessment: High stake and low stake: High stake summative assessment is usually the large, end of year exams, which involve the University exams office.  Currently all Plymouth University’s high stake online assessment is delivered using Question Mark Perception, but this may change and staff will be apprised of any changes made to this current policy. Low stake summative assessment is usually any other type of assessment which contributes to the achievement of the module. Examples of low stake summative assessment which could be delivered using Moodle quizzes are: open book or in-class quizzes. A Moodle quiz has reporting functionality and offers a choice of different report types.  These vary from a straight forward overview of marks achieved in an assessment by all students within a specific module or group, to statistical reports which can give detailed information about individual questions which can assist when evaluating the validity and reliability of assessments. Currently ASTI has an introductory session in which participants will learn how to access the quiz functionality and how to set up both quizzes and questions. A new workshop will be available very soon which has been designed to follow on from the introductory session and will look in more detail at the more pedagogic aspects of question design and effective feedback.  Further information about either of these sessions can be found on the ASTI website Over the coming months ASTI will also be running events which will concentrate on specific areas, for example, how to insert media into questions or how and when to use various feedback options.  These sessions will also be available online as mini-tutorials.  Details of these will be released as they become available via various avenues of communication, including the ASTI Newsletter. There are also tutorials available on lynda.com which give a basic overview of using different areas in Moodle 2.6, including quizzes. (Access to lynda.com requires your university username and password).

Recently, I experienced issues associated with backing up information, causing me to lose work and want to sob uncontrollably. Since then, I have spent time getting to know the lovely folks at my local Apple Store, and have invested in several pieces of technology (one of which I mentioned in the previous post - Parallels for Mac - not necessarily for backing up information). Today I’ll be discussing some important tips when it comes to backing up your information, and hopefully these tips come in handy, allowing you to avoid uncontrollable sobbery - because no one wants to watch that. 1. Ignorance is not bliss - back EVERYTHING up. When beginning my foray into the realm of virtual work, I blatantly ignored the process of backing up my information. Sure, I had some things on flash drives, some things in my email, some things hanging out on dropbox…but these things weren’t all necessarily current and some were just too large to be backed up on any of those three options, so I lazily left them where they were on my hard drive, believing foolishly that hard drive malfunctions or user error were things that would never happen to me. Boy was I wrong! After experiencing the loss of important work (work I had slaved over for weeks in some cases), I quickly realized that trusting technology is not always the best way to deal with the security of your files. So I recommend to trust MANY technologies. I now have my hard drive backing up hourly, daily, and monthly to an external hard drive, my working files backing up hourly to dropbox, and all important text-based documents backing up to Google Drive and USB flash drives, as necessary - call me paranoid, because I am. 2. Invest in technology that will save your butt! I’ve made some personal investments and will be making several more in the near future. Losing information has been a traumatic experience, and I’ve learned that the amount of cash I would typically balk at when it comes to storage and data back up is worth the expense if it saves me from tears. Here are some items I have recently invested in (or will be in the very short-term - no I am not being paid to promote these products): AirPort Time Capsule - There are other, slightly cheaper, alternatives to Time Capsule, and while the guy at the Apple Store wasn’t entirely convinced it was a necessary purchase, it will be a purchase for my business within the coming weeks. Why? Because of my sanity. Time Capsule backs everything up wirelessly and works double duty as a router - hooray! WD My Passport for Mac - While not the best external hard drive, this little guy has proven to be a valuable purchase and comes with me almost everywhere. It’s lightweight, portable, and doesn’t talk back. It lets me back up information regardless of where I am. Flash Drives - I have SO MANY of these and they are in every one of my bags. I use them predominantly for backing up documents, saving scanned documents, and backing up working files on the go if I don’t have my WD Passport on hand. Dropbox - Get a dropbox account and upgrade it; you’ll quickly need more space than what is offered, and it’s a pretty small monthly investment for the service it provides. You can download the application and easily auto back up your information. Google Drive - I haven’t had to upgrade my Google Drive account yet as I use it primarily for text-based documents, but if I had to (or if you were interested) you can upgrade from the free 15GB of space to 100GB (!) of space for a measly 1.99/month - chump change - DO IT! 3. Have a Good Emotional Support System This one might seem a bit silly, but you’ll understand why it’s important once you experience your first loss-of-work. My husband is always my greatest support, and he didn’t let me down when I royally screwed myself work-wise; we spent about eight hours attempting to recover my data, he empathized, and was very understanding in my time of need. Alternatively, consult your communities. Wherever your tribes are, you should consult with them about how they go about backing up information and what systems they have in place. Industries vary and one system for backing up information within one industry may not be the best option within another industry. Find out what your colleagues are doing and take their recommendations - worst case scenario, you end up with way too many methods for backing up information - a problem I would consider small (and cautious) in the grand scheme of things.

If you are an eLearning manager, you’ve likely experienced similar frustrations as I have in the process of building and deploying eLearning products. This post examines the pain points we sometimes experience and how they can be resolved. A tale of two elearning authors Easy-to-use authoring tools and a systemized process are key factors that help to create a high-performance eLearning development team. But frustration seems to always hold back eLearning teams. According to Steve Penfold, director at Elucidat, it was out of conversations with such frustrated eLearning managers that Elucidat was developed. "We wanted to make developing eLearning as straight forward for teams as possible, without compromising the end product," he said. To show you just how frustrating developing eLearning can be, I want to share a story - a story of two eLearning managers, Bob and Lucy. Both these people work in enterprise organizations and both manage teams of eLearning authors. Let’s examine the differences between Bob and Lucy’s experiences. Meet Bob: He uses a desktop authoring tool First up is Bob. Bob’s team uses desktop tools to develop, assemble and publish digital files. Desktop tools do what they say on the tin: they work off your desktop. This presents a challenge for Bob. His team of talented authors needs to be working on the same project simultaneously so they can build it quickly and get it deployed. Bob’s team has two common problems that hold back productivity: Multiple versions of the same file. Everyone has their own copy of the files, which means there are multiple versions containing different updates. Version control. No one is sure which version is the most current. Sound familiar? Bob is experiencing six common challenges associated with desktop authoring tools: Only one person can work on a file at a time Bob’s project management budget blows out because only one of his team is ever working on the file at a given time. He has to pay for resources that are hanging around - doing nothing - waiting to work on the file. Project files need to be stored on local machines Bob has to ensure that all project files are on local machines and not still on the network. A lot of desktop tools don’t work well across a network, so doing so means risking crashing the software, or worse, corrupting the file. So unless Bob is super organized or has set up an SVN (sub-versioning software) to run a system of check ins/check outs with file merger capabilities, he still goes to sleep at night worrying about multiple versions of the same project and version control! Poor old Bob. Authors working in different locations have to use VPN’s What’s more, Bob has to manage eLearning authors working in different locations. VPNs (virtual private networks) help him manage that, but he still has the issues associated with working with desktop tools. Team members have to take files off the VPN, work on them on their local machine and then re-upload them over to the VPN again. Authors need to install software on their local machines Every member of Bob’s team needs to have the tools loaded onto their local machines. A check-out system is also needed to prevent multiple people from working on a file and then inadvertently creating multiple versions. Additional software required to log and track changes Bob also needs to use software to log and track changes. Whilst SVN software such as Tortoise shows changes and helps resolve conflicts, it’s an added step that slows down the eLearning development process. Maintenance costs If Bob needs to update a course, he needs to find the files, make the changes and then republish it. This is time consuming and expensive. Meet Lucy: She uses a cloud-based authoring tool Lucy runs a team of office-based and remote eLearning authors. She overcomes the challenges of desktop authoring tools by using a cloud-based tool. Collaborate in the cloud Lucy’s tool has a development environment for all the projects the team is working on and one shared file for each project. Her team can work on one project file with no requirement for proprietary software to be loaded on each member of her team’s machine. One up-to-date file version Lucy doesn’t have the headache of having to deal with multiple versions of files. Each project file automatically gets updated with changes and additions. Her team members can work on a project file simultaneously without having to upload and download each time they need to make a change. In Lucy’s authoring tool, a project file is always the most recent, incorporating everyone’s updates - all of the time. Track and log updates Lucy’s tool incorporates features that help her track updates. There’s a comment tool that lets team members, subject matter experts and clients add notes for the rest of the team. She can quickly see what changes or additions have been made or requested and by whom. Lucy can throw away her separate spreadsheet she uses for tracking bugs and changes. No VPN, SVN or network needed Lucy’s team doesn’t need a VPN, an SVN, proprietary software or even a network; they just need a computer with a browser like Chrome and an internet connection. Lucy’s cloud-based authoring tool brings all the development together into one easy-to-use environment. This empowers her team to work more productively since they are not restricted by the challenges of a desktop tool. Lucy is able to deliver projects on a tighter time frame and at a lower budget. Take the pain out of elearning development by using a cloud-based authoring tool Cloud-based authoring tools - like Elucidat - provide an umbrella environment that brings all the tools an eLearning team needs together into one ecosystem. Whilst Bob is still using multiple tools throughout the eLearning development cycle, Lucy is streamlining development with one simple tool. Elearning managers can realize three key benefits when they move to a cloud-based authoring tool: Clear process: all the stages - design, build, test and iterate - are handled in one system Holistic: no need to switch to other software for reviewing, commenting and tracking changes Improved productivity: teams can work simultaneously on projects whilst the software merges workflows and keeps everything current Sometimes, we assume improvements to budget, time and resource functions within the project lifecycle will come at the expense of quality, but this is not the case with the new generation of eLearning software. Authoring tools like Elucidat do not compromise quality of the end product because they are designed with best practice and compliance in mind. These tools help learning managers develop best-practice eLearning while providing their team with the technology to be creative and work productively. To help you visualize exactly what is possible with a cloud-based authoring tool, take a look at these eLearning examples that have been built with Elucidat: Utility Warehouse: New Starter Training Medieval Swansea: Interactive eLearning Game Open University: To Lie Or Not To Lie Connect Group: The Golden Rules The post How to use cloud authoring tools to overcome the pains of developing elearning appeared first on Elucidat Blog.

This week I’m talking about Needs Assessments. Why? 1 - They are critical (and I’ll tell you why) and 2 - I received a call yesterday from a developer at another university; they were inquiring about the cost of developing 1 hour of training - when  I asked them a few probing questions, they were clearly in the infancy stage of their process and had not considered many of the variables they should have been considering. This happens often. So, you’ve got my attention, but what IS a needs assessment? A needs assessment typically occurs within the Analysis phase of development and involves a collection and synthesis of information to appropriately determine training needs or if training is even necessary. A needs assessment will identify whether there are any training gaps that need to be closed, and if so, which training needs exist. Not all problems are training problems (although many are). But why is a needs assessment so important? As I mentioned to the developer yesterday, it is essential to assess your client’s (or potential client’s) needs and have all of that information documented so they can sign off on (or agree to) what they want developed. Your needs assessment may identify what type of training may be deemed most effective in addressing the training need, and this information is important for clients. A needs assessment will help you write a detailed Statement of Work (more on that in a coming week), and will provide your clients with greater clarity with regard to their training needs. For example, a 1 hour computer-based training session may be more effective (and efficient) than a half day seminar. Or perhaps the issue is one necessitating practical training, in which case on-the-job training may be needed. Alright, Alright Basically a needs assessment can save your tail (and time) and keep your clients happy. You want to be revered as one who develops necessary training and as someone who solves problems, not someone who wastes the time and resources of their clients and/or their client’s employees. That’s really a high-level overview of needs assessments, so if you’re looking for more information, here are several resources: Learning and Training Needs Assessment, as explained by Don Clark Methods for Conducting an Educational Needs Assessment - Paul F. McCawley Learning Needs Assessment: Assessing the Need - Janet Grant  Needs Assessment Idea (Free Download) - Craig Von Korlaar Like this post? Want more Instructional Design tips? Sign up below!