In 2010, Bersin by Deloitte published a massive research report analyzing human resources and corporate training practices. The goal was to identify "which practices, processes, structures, and systems drive the greatest business impact." What did they identify was the most significant element driving business impact, out of the 100+ they studied? Learning culture. Now keep in mind, that was five years ago — before BYOD, before lifelong learning was being called a trend, before MOOCs and the countless other learning technologies that have fundamentally changed how we view education, not just in the training world but in society as a whole. Even back then, the number one factor was "the strength of the organization’s learning culture." Today, as the training world is adapting to these changes, having a strong learning culture is even more important for companies’ success. But the opposite is also true — the lack of a strong learning culture can actively harm companies. This post explores what a learning culture is and several different ways not having one can spell an organization’s demise. What is a learning culture? Essentially, a learning culture is a corporate culture that views learning as important. In a learning culture, all forms of workforce education (formal training, informal learning, self-directed learning, etc.) are considered valuable ways of increasing the knowledge, skills, and job performance of individuals and of the organization as a whole. In a learning culture, the goal of training isn’t just regulatory or industry compliance, or ticking off the right checkboxes or putting enough "butts in seats." The goal, as J. Wood puts it on the Motivated and Competent blog, stems from "a desire to improve performance, morale, explore human potential, attract, develop, and retain talent, create a learning, questioning culture and drive innovation." This goal gives us a pretty good idea of what can happen when a company doesn’t have a strong learning culture. 3 ways your lack of a learning culture is killing your company Learning culture isn’t something to take lightly. It is something executives and managers need to actively cultivate. Here is what can happen if you fail to establish and cultivate a learning culture in your organization. Your training won’t mean much. Non-learning organizations see training as a requirement for employees to work through a certain number of learning modules or put in a certain amount of time. They offer training only once every year or two, usually via a series of lectures or elearning modules, and their primary means of assessment is an attendance record or a happy sheet. The focus is on the delivery of training, not on the actual learning. Learning organizations seek to provide meaningful learning experiences. They offer training all of the time — formal training, informal training, performance support. They see training as something that is integrated into, rather than separated from, the daily work experience. They develop training programs that are active and interactive, that use real-world problems, and that give learners the opportunity to practice. The focus here is on the learning, and several delivery methods are used to ensure that learning takes place. If you want your training to be meaningful, for your employees as individuals and for your organization as a whole, your organization must embrace, not silo, the learning process. You won’t be able to attract and retain talent. With skills gaps currently affecting nearly every industry and the shortages predicted to continue, the ability to attract and retain the right people is more crucial than ever. And what is today’s top talent looking for? Learning. From the Big Think blog: "Why do people work at a company like Google? Good salary. Check. Good benefits. Check. But it turns out that one of the most compelling reasons to work at Google is to learn." Of course, not every company can have the cachet of Google, but every company can support employees’ learning endeavors in a many ways, like offering a wide variety of training courses, recognizing self-directed learning efforts, and reimbursing employees for earning verified MOOC certificates. Your employees want to learn, they want to gain new knowledge and skills — it’s up to you to create an environment where they can do that. You won’t be able to innovate. Survey after survey has shown that while CEOs recognize innovation as a top driver of growth, many don’t think their companies innovate very successfully. And what are the most important keys to innovation? More than 90% of senior executives say people and culture. In an article for Innovation Excellence, Bradley Bendle outlines the relationship between learning cultures and innovation. He identifies three core innovation competencies that organizations with learning cultures have: Information — Continually seeking and obtaining an array of input and feedback Interpretation — Thorough and deep understanding of what the information does and does not mean Initiation — Leveraging information and interpretation to develop and launch new businesses, products, and/or services Without a learning culture — without values that encourage exploration and experimentation, and even that accept failure — companies have difficulty gathering, interpreting, and using information to innovate effectively. Meaningful training, the ability to attract talent, innovation — these are three of the top factors that drive organizational success today. And they all start with having a strong learning culture. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:MOOCs to Create and Enhance Corporate CultureMegatrends in MOOCs: #2 Facilitating Learning Organizations5 Non-Financial ROIs of MOOCsWhat You Risk by NOT Using MOOCsTraining Mojo: 10 Steps to Create Your Training Dojo(Visited 311 times, 1 visits today)

With the strong adoption of mobile devices in enterprises, it is showing no signs of slowing down in the future, especially with the continuous development to produce smarter, high-tech devices. Today, smartphones and tablets are among the most evident gadgets being maximized by employees and businesses in providing more efficient work even when on the go. One of the departments in the office that highly utilizes mobile devices today is the human resources. Based on the report released by Aruba Networks, 86% of HR professionals globally own two or more devices with internet connectivity and productivity apps for work purposes. As the demand goes stronger, it is expected that smartphones will continue to shape and revolutionize the HR department. Here are some of the future trends to expect in this category: Social media screening As social media becomes an extension of people’s lives, HR has now extended their extensive evaluation process of applicants and employees through their own personal social profiles. Jeanne Meister wrote in Forbes that 2015 will be the year that Social HR will become a reality. Social platforms have also paved the way for HR personnel to locate the perfect employee for their office. LinkedIn has become the most common site where many human resource managers, as well as CEO and COO have located the right person for their corporation. The platform allows each user to connect with one another, as well as share insights and knowledge. The article also opened the discussion about the changing phase of video consumption online where people 45 and above are increasingly using these types of platforms, such as YouTube and Vimeo. These websites are now being utilized by HR departments in making their training videos easier to access by employees wherever they go. More HR applications and solutions Previously, we did feature that 86% of HR are maximizing more than two devices for work purposes. The same study also noted that there will be an increase in the consumption of applications helpful for human resource staff in scanning more potential applicants as well as providing training solutions. Here are the top HR applications that are highly maximized today: 1. NetSuite TribeHR 2. SumTotal 3. Spark Hire 4. Vortex Connect 5. NaturalHR New developments in mobile devices will also have an increase in adoption. Currently, tablets appear to be more appropriate for work purposes, for its almost similar functionalities to smartphones with bigger screen sizes. According to a list provided by O2, the most popular and top tablets today ranges from 7-inch to 10-inch size, close to the size of netbooks. However, Apple is said to be working on its camp for a 12-inch and above iPads (close to the size of laptops), while other manufacturers are incorporating more powerful hardware similar to PCs. Wearables and VR trainings Demand for more portable devices came into reality with the release of wearables on the market. The most popular will be smartwatches, but the Google Glass also paved the way for consumers to see the potential of Augmented Reality (AR) in changing the tech game. Smart headsets such as the Oculus Rift also introduced Virtual Reality (VR) experience, which used to be a mere dream in the past. Today, human resource managers in private institutions are working on various ways to maximize wearables and its technologies. If there’s one apparent example of virtual reality for training, then it will be the military VR training for army, navy, and air force in the United States. According to Virtual Reality website, "this [virtual reality] is particularly useful for training soldiers for combat situations or other dangerous settings where they have to learn how to react in an appropriate manner." It includes various simulations that offer ‘almost real’ experience without the need to be in dangerous situations. The same technique will be beneficial and cost-effective for many companies, instead of spending a lot for training days. Using mobile devices is currently one of the strongest tech trend in the corporate setting, and it is not showing any signs of slowing down. With the release of new tech solutions and gadgets, it will strengthen the apparent adoption of mobile technologies, especially in the HR department. How do you expect new innovations to revolutionize the human resource processes? ABOUT THE AUTHOR Jennifer Birch — Professional Freelance Blogger from Berkshire, UK — For almost six years, she has written almost anything under the sun, however she is highly interested to cover topics related to technology, mobile, innovation, and any futuristic assets that will be helpful in enterprises. Jennifer has been featured on various websites for her continuous efforts to produce quality content and informative insights to readers worldwide. Follow her on Twitter: @WrittenByJenni Related Posts:Megatrends in MOOCs: #8 Mobile LearningTraining in an Ad-Hoc, BYOD Environment13 Megatrends in MOOCsHow MOOCs Address the Needs of Today’s Corporate LearnersMegatrends in MOOCs: #4 Microlearning Paths(Visited 111 times, 1 visits today)

Not surprisingly, one of the most common questions I get from people who are interested in using massive open online courses (MOOCs) for training is: "How much do they cost?" This is a simple question, but the answer is complex. I could say, "A MOOC equivalent to five days of instructor-led training (ILT) costs roughly $160,000, or a bit more than $30,000 a day." But without any context, it’s difficult to determine what that number means. And anyway, what most people want to know isn’t what MOOCs cost in absolute terms, but what they cost compared to ILT. And that’s where things start to get complicated. The problem isn’t on the MOOC side, where the costs are straightforward, but on the ILT side, where far to many of the true costs are hidden. MOOCs are infinitely scalable-the 5-day course would cost about $160,000, whether it was delivered to 50 people or 500 or 5,000 (slightly more). Not only is this not true of ILT, but the cost of an ILT course itself isn’t the full cost of running the training. In fact, it doesn’t come anywhere close. Last October, I wrote that "MOOCs deliver 90% of the value of the live experience, while also overcoming many of the known ILT issues. To top it all off, they can do this on a budget approaching one-fifth of that required for high-quality instructor-led training." In this article, I’ll break down the various costs associated with the different types of training to give some more context to that statement. Cost comparison: MOOCs versus ILT ILT is known to be the most expensive type of training, but exactly how expensive is it? Suppose you have a 5-day course that you need to deliver to 500 staff members. A common class size for ILT is 25 people, in which case you would need to run the course 20 times for everyone to receive the training. The basic costs of this course would look something like this: Vendor day rate: $4,500 Number of days: 100 (5 days x 20 sessions) Total cost: $450,000 At this rate, the $160,000 MOOC delivery would save you nearly $300,000 over ILT, a savings of 65%. If you had 525 staff members to train and had to run the ILT course again, it would cost you an extra $22,500. In contrast you could add another 25 (or 50 or 100) people to the MOOC at a nominal additional cost. These numbers are impressive enough, but they don’t accurately represent the true costs of ILT. For example, they don’t factor in venue costs or travel and accommodations. They don’t account for the time your staff are spending away from their desks, which in terms of productivity is equivalent to five personal or vacation days. The also don’t take into account the administrative costs, such as costs associated with signing people up and preparing course materials. And what do you do if someone doesn’t show up to a mandatory training session? Schedule a make-up class? These costs are extremely difficult to measure, which is why they are so often ignored. But they can significantly increase the true cost of ILT. For simplicity’s sake, let’s assume that no travel is required, that you can use a room in your building so there are no venue costs, and that you assign all of the administrative work to an unpaid intern. There is still the lost productivity due to staff being away from their desks, and thus not engaged in revenue-generating activity. Suppose the average salary of your trainees is $80,000, which means they each earn $400 per day. The cost to the company of paying those employees for five training days is: 500 staff x $2,000 ($400 per day x 5 days) = $1,000,000 Which brings the total real cost of the ILT course to: $450,000 + $1,000,000 = $1,450,000 The MOOC? Still about $160,000, representing savings of close to 90%, or, in real terms, $1,300,000. That’s right: a MOOC can result in savings of more than $1 million for a single 5-day training course. Now imagine your course is 10 days, or you need to train 1,000 people, or the average employee salary is $100,000. In these cases, moving the course to a MOOC could decrease the cost of the training by 95%. Aside from abolishing your training efforts altogether, there is nothing else you could do that would have this kind of positive effect on your training budget. And remember, we still aren’t taking into account all of the costs associated with ILT. Travel, accommodations, venue costs, administrative costs-these items are present more often than not, and they are by no means insignificant. Despite the huge potential savings, many companies are still hesitant to try a MOOC, mostly for reasons I discussed in a series of articles to kick off the year, including the idea that MOOCs are risky and the fact that many organizations suffer from "We’ve always done it this way" syndrome. Over the course of the next few articles, I’ll explore more deeply the question of why 65%, or even 95%, savings isn’t enough to get more companies on board, and then make some recommendations for how to assess the value of  implementing MOOCs in your organization using the principles of A/B testing. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:How MOOCs Can Save Your Organization Time and MoneyWhy 65% Savings Isn’t Enough: Barriers to Organizational…Should your corporate training strategy move to the MOOC?Corporate MOOCs: Getting Buy-In from Executives and ManagersILT, Elearning, or MOOC? When to Use Common Training Formats(Visited 171 times, 1 visits today)

Before you read this article, try an experiment: Go to Google (or your favorite search engine) and type in "why employees love training." Take a quick scroll through the results. Now type in "why employees hate training." Notice the difference? Pages upon pages of articles about why people hate training, but on the love side, nada. Only advice on how to get employees to love your training. The assumption is very clearly that they don’t love it already. The conundrum here is that employees want training. For a 2013 CareerBuilder survey, 35% of respondents said that increased training and learning opportunities would motivate them to stay with a company. Training helps employees do their jobs better, it helps them fit better into the company, and it provides the knowledge and skills they need for advancement. So why do they hate it? The disconnect may be due to the fact that while companies are providing training, they aren’t providing the training their employees want. Below are six things employees want from training programs. Hands-on, on-the-job training Do you offer training on a once-yearly basis? Do those training courses consist of long lectures? Do you assign user manuals as reading material? If you answered "yes" to any of these questions, you are not providing the training your employees want. They want hands-on, on-the-job training that they can apply to their work. If you won’t do it for your employees, do it for yourself. Myriad studies have shown the advantage of hands-on training compared to lecture-based training. Important, relevant training No one wants to feel like they’re wasting their time — not you, not your boss, and not your employees. But training is often perceived as a waste of time. This idea has two main sources: Managers don’t treat training as important. Either they don’t attend training themselves, or they grumble about their team spending time on training, or both. The training provided isn’t relevant to employees’ jobs. Training needs to be relevant to people’s work. If it isn’t, it feels like wasted time. Training departments often take a shotgun approach, providing the same training to everyone. Instead, find ways to more effectively engage your audience by delivering the right training to the right employees at the right time. For example, provide performance support resources online so that people can access the resources they need at the moment they need them. Proactive training Training is often viewed as a punishment. This is an unfortunate perspective, but not necessarily an unwarranted one. Training is often only offered in response to a problem — mistakes happen, and then training is required. This can feel very much like a punishment, especially to the people who are already doing it right. Taking a proactive approach helps employees see training as an essential part of their work responsibilities, not just as a punishment when things go wrong. Technology-enabled training Employees, especially younger ones like Millennials, use technology in every single aspect of their lives. Millennials spend almost 18 hours a day consuming different types of media, and about half spend at least 4 hours a day on mobile devices. To this crowd, training that does not involve technology seems hopelessly outdated. Emotionally engaging training Before, I said that the search for "why employees love training" came up empty. That isn’t entirely true. There was one result that answered the question: The Top 5 Things Employees Love in Online Training Courses, by eLearningIndustry CEO Christopher Pappas. The article includes some standard benefits of online training, for example, that it is convenient and can be accessed anytime, anywhere. But there is another aspect that is less often discussed: online training offers "emotionally centered experience[s] that help employees to connect." Pappas notes that "characters, avatars, compelling images and graphics, [and] real world examples" are all facets of online training that employees enjoy because they provide an emotional connection. Given the close link between emotion and memory, the importance of engaging learners emotionally can’t be overestimated. Ongoing training and development Finally, employees want ongoing training. It isn’t enough just to train employees to do the jobs they have. You need to provide development opportunities for employees to advance their careers. Career development is the key to retaining talent in your organization. A 2012 study in Harvard Business Review found that there was a gap between the training young managers expected and what they received. As a result of this "expectation gap," 75% of young managers actively looked for jobs elsewhere, and 95% left the companies just over two years after they were hired. The study authors noted: "Employers are understandably reluctant to make big investments in workers who might not stay long. But this creates a vicious circle: Companies won’t train workers because they might leave, and workers leave because they don’t get training." As you read this list, be honest. Are your training programs active and proactive? Are they emotionally engaging? Do they take advantage of technology and provide opportunities for development? If not, your organization may also be suffering from an "expectation gap," and this gap is likely harming your ability to attract, develop, and maintain the talent you need. Featured image by Alex Proimos [Creative Commons] Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:Corporate MOOCs: Getting Buy-In from EmployeesUsing MOOCs: Self-Directed Development and Workforce…How MOOCs Are Improving Traditional ILTMegatrends in MOOCs: #12 Training for MillennialsWhat You Risk by NOT Using MOOCs(Visited 161 times, 1 visits today)

So, you’ve decided to start using technology-enabled learning in your corporate training program. Now what? Well, just like there is not a one-size-fits-all solution to all of today’s training challenges, there also isn’t just a single way to "do" technology-enabled learning. Your particular implementation depends on a variety of factors, including: Whether you’re developing the training in-house or purchasing it from a third-party vendor Whether you are using a fully online model or a blended learning model The comfort of the instructors and learners with the technologies you will use The devices learners will use to access the training And much more However, regardless of the exact details of your implementation, all technology-enabled learning courses have a common set of building blocks. Some of these, like learning objectives, are the same for any type of course, online or off. Others, like analytics and reporting, are really only available in digital environments. This post explores each of these building blocks, and in the next we’ll look at specific tools and technologies in each category. Note that the building blocks here aren’t things like "bite-sized modules" and "discussion boards." These are items I’ve covered in depth in other articles. Instead, these are the pieces that need to be in place for technology-enabled learning to be a success. Most of the discussion will focus on courses, but these components are equally important for more modular learning experiences. Learning objectives Learning objectives are the foundation of any training course, and technology-enabled learning is no exception. Having well-defined learning objectives will help you select the specific technologies to use. For example, if learners simply need to be aware of information (e.g., for compliance), then the best technology may just be a pdf. If learners need to be able to do something, then the best technology would be a simulation or other hands-on activity. And if learners need to interact then you’ll need collaboration technologies. Technology-enabled learning isn’t about using technology just because. It’s about using the right technology to meet a training need. Clearly defined expectations Traditional training courses usually follow a set schedule, and in traditional elearning, learners proceed through the course in a set linear fashion. This is not necessarily true of technology-enabled learning environments like massive open online courses (MOOCs). Because learners will be accessing the course asynchronously and based on their own needs, it’s important to set clearly defined expectations. For example, are all parts of the course mandatory or are some of them optional? Does the course need to be completed according to a particular schedule? Will there be any instances when all learners are required to be in the same virtual place or perform the same activity at the same time? You will not be there in person to answer questions about expectations or explain how the and activities course will function. This means that it must be crystal clear from the get-go. Therefore, you should plan to devote more time to defining expectations and schedules for fully online courses than you do for face-to-face ones. Content As with traditional courses, the core of technology-enabled learning is the content. The content is the basis of the knowledge and the skills learners need to master. For technology-enabled learning, there are two main components to consider: creating the content and delivering the content. Content authoring tools When people hear the term content authoring tool, they tend to think of e-learning authoring tools like Articulate Storyline and Captivate. This idea, however, is little too narrow. Loosely defined, a content authoring tool is any tool you use to create the content resources for your course. Digital course content comes in a staggering variety of formats, including (but not limited to): Videos Screencasts Podcasts Presentations (PowerPoint, Prezi, etc.) Website content Blogs Pdfs Word documents Wikis Simulations Games Images Infographics Digital magazines Elearning modules Taken from this perspective, content authoring tools include both text editors and e-learning authoring tools, as well as everything else in between. Content delivery tools Once you’ve developed the content, you need to get it out to your learners. For the most part, this is still done using some kind of digital learning environment or learning management system (LMS). However, it doesn’t have to be. You could just as easily set up a course webpage with links to all of the content resources and activities. Your entire course could be on a YouTube channel or on iTunes. The main benefit of using an LMS is the ability to track learner progress and performance. Whatever content delivery option you choose, keep this one thing in mind: mobile. And by that I don’t just mean mobile-friendly, but fully mobile-functional. Many LMS vendors say their product is mobile, when in reality it isn’t. Here are some common problems: The LMS isn’t responsive. So while you can access the content on a mobile device, you have to scroll around awkwardly to read it. The mobile functionality is limited. For example, you may be able to access the videos but not the discussion boards or the assessments. It works on tablets, but not smartphones. With the popularity of mobile learning growing rapidly, it’s important that your mobile course really is mobile. Activities and assessments What will learners do in your course? These should be tied to the learning objectives, and the expectations surrounding them should be clear. Learning activities in face-to-face courses often involve breaking into small groups for discussions or working on projects. You can do these kinds of activities in technology-enabled learning courses as well, but you can also do a heck of a lot more. Here are nearly 50 ideas for online learning activities. A few guidelines for creating activities and assessments: Keep them short! Like 10 minutes short. The same goes for your learning content chunks. Use real-world examples whenever possible. Make sure they are learner-centered. This means they need to be directly relevant to learners. Another aspect of activities and assessments is feedback. In technology-enabled learning environments, there are a several ways learners can get valuable feedback from both instructors and their fellow learners. Interaction and collaboration A widely touted advantage of instructor-led training (ILT) over digital learning is the ability for learners to interact and collaborate with instructors and with one another. The failure of many online courses to include interaction and collaboration doesn’t mean these things aren’t possible. In fact, the ability to interact and collaborate is greatly enhanced by technology because learners can communicate with one another from wherever they are, and even long after the course is over. In the next post, we will highlight several great collaboration technologies you can use in your digital courses. Learner motivation and engagement You might think that motivation is a strange thing to include on this list of building blocks, as it is an internal state of learners rather than something you can control, right? Not entirely. There are many things you can do to increase learner motivation and engagement in technology-enabled learning environments. For example, gamification is a powerful way to use technology to increase learner motivation. You don’t even have to go all out. Even just adding a progress bar to individuals’ dashboards has been shown to increase engagement. Support Especially when you are transferring to a digital learning environment for the very first time, your learners will need support. This may take the form of technical support or learning support, instructor support or peer-to-peer support. Likely, it will require a little bit of all of these things. Analytics and reporting This is one area where digital learning leaves ILT in its dust. Digital learning environments, like LMSs, provide a huge amount of data about learner behaviors, from what resources they access to how long they spend with each one of them. By analyzing this data, you can pinpoint when learners are most engaged, and when they are falling asleep. Don’t take this information for granted — use it to support your learners and improve your course for the next time. There you have it, eight building blocks, or essential elements, of technology-enabled learning. You’ve no doubt noticed that they aren’t so different from the essential elements of traditional learning. The next post will review the newest and best technologies available for successfully implementing all of these elements in a digital course. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:What’s in Your Technology-Enabled Learning Toolbox?MOOCs Aren’t Interactive, So There’s No Real Learning…Why Your Existing E-Learning is Failing, and How MOOCs Can…Key Factors in MOOC Success, Part 2On the MOOC Horizon: Tin Can API(Visited 252 times, 1 visits today)

Last week, we looked at the building blocks of technology-enabled learning, from elements like learning objectives that are common across all training formats to those that are specific to digital formats, like content authoring tools. This blog will explore more than 60 tools and technologies for successfully implementing each of these elements in your technology-enabled training program. Learning objectives All training courses and programs should have learning objectives. This may seem obvious, but a lack of clearly defined objectives, or sometimes having the wrong objectives altogether, is a main reason why some training fails. The first step in writing learning objectives for online training is to identify what type of course it is. As Tom Kuhlmann wrote on The Rapid E-Learning Blog, online courses usually fall into one of two categories: information or performance. Kuhlmann likens an information-based online course to a multimedia textbook: its doesn’t teach performance, it supports performance. Therefore, the objective of an information-based course is performance support. Performance-based courses do teach performance, and their goal is to change learner behavior. The category your online course falls into will determine how you present content and assess learning. Learning objectives could provide fodder for many articles. Since that isn’t the goal of this post, here are a couple of resource for how to write learning objectives for online courses: Here’s an easy way to create learning objectives Here’s a way to make your e-learning course objectives interesting Clearly defined expectations This step also requires planning more than technology. In a face-to-face course, the expectations are usually pretty clear and can be explained at the beginning of the course. Most online courses use a syllabus to establish the schedule, policies, procedures, and expectations. Here are some things that should be included in the syllabus: Course schedule: A module-by-module schedule of topics, content, assignments, etc. Learning objectives for the course overall and for each module Criteria for course completion How to access the website and participate in course activities Instructions for participating in course discussions Policies for communication (e.g., should all discussions take place on secure channels?) How to communicate with the instructor if necessary Where to go for tech support This is probably more information than you are accustomed to providing at the outset, but it is crucial that learners understand exactly what is expected — especially if the course is asynchronous. Here is an online syllabus template from the College of Business at University of Illinois at Urbana-Champaign. Content The best part about an online course is that you are not limited to just one content format. Instead, you can choose the format that works best for each individual piece of content. Below are some tools you can use to create and deliver content for online courses. Content authoring tools Videos Your webcam and microphone Your iPad, iPhone, or other mobile device LectureScape — interactive data-driven lecture videos VoiceThread — presentation videos with voice annotation Overstream — add annotations to an existing online video Animoto — combine pictures, video, and text into a video Movenote Screencasts Screenr Screencast-o-Matic — free for recordings of up to 15 minutes Snagit QuickTime X (comes pre-installed on Macs) Podcasts Total Recorder Audacity Presentations PowerPoint Prezi SlideShare — upload and share presentations Knovio — enhance presentations with audio and video Wink — great for creating tutorials Website content blendspace — share a collection of web resources with just one link Evernote — collect resources from various sites and then save as a web page Delicious, Pinboard — social bookmarking Blogs WordPress Google Blogger Text Online PDF-Converter Microsoft Word Wikis Wikispaces PBWorks — knowledge base and collaboration tool Simulations — usually custom designed by an outside vendor Quandary — create web-based case studies Games MiningQuiz Game Show Presenter Images Screenshots AllTheFreeStock.com — huge selection of places to find free images Lino — create virtual poster boards and annotated image collections ThingLink — add rich media links to images and videos Canva Infographics Infogr.am Piktochart easel.ly Digital magazines Joomag Scoop.it OpenZine Elearning modules — All of the modules you have created in Captivate, Articulate, or any other elearning authoring tool can be used in an online course. Content delivery tools Most corporate training courses are delivered using a learning management system (LMS) or other digital learning environment. If you don’t have one yet, explore this 10-part series on how to choose and implement an LMS in your organization. And remember — to meet the needs of today’s learners, your LMS must be 100% mobile. Activities and assessments In the previous blog, I linked to a resource with 50 ideas for online learning activities. The activities in your course will depend on the content and the learning goals. Here are some types of activities common in online courses: Projects Case studies Group work Online discussions Here are a variety of activity templates built using popular elearning authoring tools. For assessments, there are many online software applications available. Here are just a few of the options: ProProfs Quiz Maker GoToQuiz QuestBase QuizStar Interaction and collaboration Like the activities, there are many tools available for interaction and collaboration. In addition to course discussion boards, here are some unique tools learners can use to interact. DebateGraph — map out arguments and host debates on complex issues Google Docs, Etherpad — collaborative writing Google+ Hangouts Twiddla, Conceptboard — collaborative online whiteboard Cacoo — collaborative diagrams, flowcharts, mind maps, and more Bubble.us — collaborative brainstorming tool Mindmeister — mind mapping tool Padlet — a blank wall where you can post sticky notes and other things Learner motivation and engagement All of the technologies on this list are aimed at increasing learner motivation and engagement. Rather than just passively watching a lecture or clicking "Next" on a PowerPoint presentation, learners in technology-enabled courses are active participants in the learning process. Gamification is one of the main ways companies are using technology to increase motivation and engagement in all aspects of business. Gamification is also a great way to incorporate spaced learning and distributed practice. Here are several strategies for implementing gamification in a training course. Support Learners in an online course may need support, including technical support and a place to find answers to their questions. For small, synchronous courses, group text messaging is a great way to check in on learners and provide support. Text messaging tools ClassPager Swaggle SMS Matrix TextUs.Biz Other support tools PassNote — message templates to send feedback to learners Google+ Hangouts — can be used to hold virtual office hours OSQA — free, open-source Q&A software Analytics and reporting For the most part, data is collected within the LMS or other digital learning environment, which also provides tools for reporting. If you are working outside of an LMS or want something a little different, here are a few analytics tools to consider: Gomo — provides learning analytics across multiple devices Google Analytics Piwik — open-source analytics platform Cytoscape, TouchGraph — data visualization tools, most useful for very large datasets, such as those generated in massive open online courses (MOOCs) There you have it! 60+ tools for each of the building blocks of technology-enabled learning. These certainly aren’t all of the tools you could use to create an online course, but there should be enough here to at least get you started. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:The Building Blocks of Technology-Enabled LearningHow to MOOC: Technology-Enabled Learning Tools, Part 2How to MOOC: Technology-Enabled Learning Tools, Part 1Key Factors in MOOC Success, Part 2Rapid Elearning and MOOCs: Keeping Up with Change(Visited 241 times, 1 visits today)

Moving your corporate training courses to a massive open online course (MOOC) format represents a huge change, especially if you currently offer only instructor-led training (ILT). People at all levels of your company-managers, trainers, trainees-may understandably feel some apprehension about moving to the new format. The more you do at the beginning to address their concerns, the better the chances your first MOOC will be a success. Here are six steps you can take to prepare your company for a MOOC. 1. Get buy-in from top to bottom One factor that distinguishes MOOCs from all other forms of training is that their reach can span an entire organization all at the same time. ILT takes place at the classroom level — interactions around courses are often limited to the employees in the room, or employees and their direct managers. E-learning takes place at the individual level — often no person-to-person interactions take place at all. But the most successful MOOCs take place at the organizational level — individuals throughout your organization participate through taking the course, facilitating the course, commenting on discussion boards, or serving as subject matter experts for certain topics. The best MOOCs have people participating at all of these levels, which means everyone in the organization needs to be committed to this new form of learning. These articles contain strategies that will help you get buy-in from everyone in your company: Corporate MOOCs: Getting Buy-In from Executives and Managers Corporate MOOCs: Getting Buy-In from Employees 2. Perform a technology assessment A major benefit of MOOCs is that they allow anytime, anywhere learning. Learners can take the course on their own schedule, rather than losing large chunks of time out of their work day. This saves organizations a considerable amount of money because there is no productivity loss related to employees being away from their desks (for a breakdown of MOOC costs versus ILT, see here). What enables this anytime, anywhere learning is technology. Learners can participate in the course using a variety of devices — work computer, home computer, tablet computer, or smartphone — and often they use all of these devices over the course of the training. Technology problems are one of the top causes of frustrations in a MOOC, and the best way to prevent them is to be prepared and head off problems before they happen. Perform a technology assessment to find out what devices your learners will want to use and then make sure your MOOC will run on all of them. This could be as simple as creating a quick survey to ask about the devices of choice. If any of the devices could potentially be incompatible with your course, at least you can communicate this to learners ahead of time to avoid some of the frustration down the road. 3. Develop written guidelines for learner participation Your organization probably already has policies in place that are relevant to your MOOC, such as for interoffice communication and BYOD (bring your own device). You should also develop guidelines for MOOC training that detail exactly how the MOOC will be conducted and what is expected of the participants. This is part of setting clearly defined expectations, which we previously identified as a basic building block of technology-enabled learning. 4. Run an internal marketing campaign You’ve got buy-in, but now it’s time to get people excited! Run an internal marketing campaign for your MOOC. This doesn’t have to be elaborate, but there are many ways you can get the word out — email campaigns, company newsletters, internal blogs, videos, etc. Think about your MOOC not just as another course, but as a product or a service that directly benefits learners by helping them do their job better. With this perspective, market the course by showing learners the features and benefits that are most relevant to them. You could even ask your marketing department for help, such as in creating a website with content for employees to learn more about this new training format. Here are some additional ideas for driving pre-training engagement. 5. Host a pre-training virtual Q&A session Unless your employees are really up on new educational technologies, the whole idea of a MOOC will be new to them. Even after you’ve announced the course and run an internal marketing campaign, there are are still bound to be plenty of questions about how it will work and what is expected of the participants. Rather than waiting until the course starts (and potentially losing the first week or so of real learning to "housekeeping"), host a virtual Q&A session in advance of the MOOC. Spend some time introducing the format, the benefits, and the technology that will be used, and then open it up for questions. This approach has several benefits: Your Q&A session serves as part of your marketing campaign. You can introduce learners to one or more of the collaboration tools that will be used in the MOOC. You can demonstrate how interaction in the MOOC will take place. You will show learners that they will receive the support they need to succeed. You can potentially address any negative comments or concerns before they become larger problems. 6. Provide learners with tips and strategies for success Finally, give learners some tools and strategies that will help them succeed in the MOOC. It may have been a long time since they took a course like this, and perhaps the first time they’ve taken a course online. This article from Learning Solutions Magazine has good tips for MOOC learners, ranging from time management to etiquette. Getting an organization ready for a MOOC requires careful management and a good dose of effective leadership. These six steps will help you prepare your learners and other stakeholders for what’s to come. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:Training Reboot: Assessing Your Company’s MOOC ReadinessCorporate MOOCs: Getting Buy-In from EmployeesWhat’s the Difference Between a MOOC and an LMS?How to Choose the Right MOOC for Your EmployeesStrategies for Making the Transition from Instructor-Led…(Visited 173 times, 1 visits today)

Aside from the time savings, the cost savings, and the boost in learner engagement, one of the biggest areas where massive open online courses (MOOCs) provide benefit is education research. MOOCs generate a huge amount of data, which can be collected and analyzed to gain insights into how people learn, what teaching methods are most effective, and many other areas related to learning. Here we’ll review some of the new research that has come out of MOOCs and other technology-enabled learning environments and explore what the findings mean for corporate training. Online learning works, so let’s shift the conversation to how to make it successful Despite a plethora of research that online, blended, and other technology-enabled learning works just as well as face-to-face learning, many companies still hold tight to the belief that there is something special about in-person instructor-led training (ILT). A new analysis by MOOC pioneer George Siemens will hopefully finally put this issue to rest. Siemens and colleagues analyzed a large number of studies that included several types of digital delivery. They concluded that "distance learning is more effective, or at least as effective as traditional classroom instruction." Siemens commented: "This is essentially about building a foundation so that we can get past the ‘but does online learning work’ argument that often arises in the conversations. It works. Now, institutions must begin preparing their system for the digital movement." If we can get past this argument, we can instead focus on what factors determine the success of new digital learning environments, which Siemens and his colleagues also explored. Most of their findings are not too surprising, but there are a few that challenge current assumptions about how people learn best. Here’s what they found: Distance education is "far more effective for adult professional learners" than for college students [emphasis in the original]. Pedagogy is more important than technology. Asynchronous delivery is more effective than synchronous delivery. Student-student, student-content, and student-teacher interactions all have a positive effect on learning outcomes, with student-student and student-content interactions being the most important. Academic support is important for student success. Implications for corporate training There are three main implications of this analysis: Online learning works, especially for the target audience for most corporate training programs (i.e., adult professional learners). Asynchronous courses, like MOOCs, may work better than synchronous online courses. Interactive activities, like collaborative projects (student-student) and simulations (student-content), are essential for effective online learning. Trainers who are set in their traditional ways are likely to be surprised by #2 and #3. But these findings likely reflect the changing preferences of learners and the growing availability of educational content. Asynchronous courses may work better because people want to have control over their own time and schedule — convenience is one of the top reasons people sign up for online courses. And with content available at the touch of a finger, while interaction remains important for learning, that interaction doesn’t necessarily need to be with instructors. Having some skin in the game boosts participation big time The fuss over the generally low MOOC completion rates has for the most part died down. The focus is now on how to increase engagement. Research out of edX suggests that learners who have some skin in the game are much more likely to follow courses through to completion: almost 60% of learners who pay for a verified certificate complete the course, as opposed to about 5% who don’t. Implications for corporate training Obviously, you can’t charge people to attend your training courses, but giving them a reason to be invested — for example, some sort of formal recognition or reward — can boost their motivation to participate. We need to focus on measuring learning, not just participation Earlier this year, Justin Reich, of HarvardX, published an overview of the state of MOOC research (watch a summary video here). One of his main conclusions was that MOOC research needs to focus more on measuring learning, not just participation. Measuring learning is a much harder task — requiring first the identification of what metrics are most appropriate — but it is the only way we will be able to determine the true effectiveness of different learning environments, which will become even more important as new digital tools and technologies emerge. Implications for corporate training Measurement has also been a long-standing problem in corporate training, where too often training effectiveness has been measured by attitudes toward training or by time-on-task, rather than by metrics that reflect actual learning. In corporate training, there are two basic types of training metrics: those that are directly related to a course and those that are reflected in what employees can do after they have completed a course. Whereas the former might be required in certain circumstances for compliance, what we really need to focus on is the latter. Employee retention, sales, revenue generation, customer service results — these are all metrics that L&D departments should be using to measure the effectiveness and the ROI of their training programs. Read more about the Top 10 Training Metrics. What all of these studies suggest is that the way organizations approach training needs to change — enterprise L&D needs to become more technology-enabled, it needs to focus on learner motivation, and it needs to track metrics that accurately reflect success. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:Face-to-Face Learning has FAILEDHow Much Learning Really Occurs in MOOCs?By the Numbers: Learning from MOOCsPublic Libraries Are Failures (and So Are MOOCs)What Corporate Trainers Can Learn from MOOCs (Even If You…(Visited 209 times, 1 visits today)

Massive open online courses (MOOCs) recently celebrated their third anniversary. What started as an ambitious experiment is now becoming a standard component of education. Learners around the country and around the world are taking MOOCs. Even many students at traditional brick and mortar institutions are taking MOOCs, sometimes as standalone courses, sometimes as part of a hybrid learning program. And there are new developments all of the time. Just this month, Coursera and the University of Illinois announced that the school’s entire MBA program would be put online in a MOOC format. Students can take the courses for free; they can sign up for paid course sequences called Specializations, such as "Digital Marketing" and "Improving Business Finances and Operations"; or they can complete the entire curriculum and earn an iMBA from the University of Illinois. This last option costs $20,000, but that is about $80,000 less than what an MBA costs elsewhere. Last week, we started looking at new research coming out of MOOCs and its implications for using the courses in corporate training. This week, we’ll look at three lessons that corporate trainers can learn from MOOCs, even if they haven’t yet adopted the format in their organization. Activities, modules, and courses should be short This is a topic we’ve touched on several times, but it bears repeating: course content and activities are most effective when they are bite-sized. This is in direct contrast to how traditional corporate training is delivered — i.e., in long sessions — which is often determined more by budgetary constraints (such as instructor costs) rather than by learning considerations. But plenty of research has now been done showing that after a few minutes of a lecture learners are more likely to be thinking about what they eat for dinner than about the course material. No matter what type of course you are designing — in-person, online, or hybrid — it’s time to start putting learners first by keeping it short. Personalization is the key to boosting engagement Learners start to tune out for many reasons — they may already know the material, or it may be too advanced, or maybe they just have something else on their mind. Personalized learning, which is tailored to individuals’ learning needs, styles, and schedules is the best way to engage learners because it allows them to participate in the course when, where, and how they want to. A study recently released by edX demonstrates the incredible power of personalized learning. edX experimented with adaptive MOOCs, courses where some students took interactive, personalized lessons rather than just watching passive videos. The results were staggering — while students watching passive videos dropped out in droves after about 4 minutes, those who took interactive, personalized lessons stayed with them for about 22 minutes. That’s a 450% increase! The lesson for corporate trainers is that whether you are delivering traditional instructor-led training or designing a traditional e-learning module, make it active and, to the extent that you can, make it personalized. Even just allowing students to learn at their own pace can make a difference. The 2013 Towards Maturity Benchmark study found that 88% of learners like to be able to learn at their own pace and 75% are happy to engage with online learning without prompting. There is much more to training than just content The main focus of most training efforts is on content and content delivery, but this is really only part of the equation. And the truth is, it isn’t even the most important part — the most important part is the learning. In an article for the Vanderbilt University blog, Derek Bruff writes that one of the lessons from Vanderbilt’s first MOOCs was "there’s more to MOOCs than lecture videos." He continues: "Sure, lecture videos are part of that experience, but students wanted meaningful, tractable assignments and both informal and formal feedback on their learning. Our teams had paid attention to such things before the launch, of course, but student requests and feedback in those first days made clear that producing high quality lecture videos was only part of the whole picture." We can extrapolate from this lesson to training of all kinds — whether it is ILT, e-learning, MOOCs, or some hybrid format, developing and delivering the content is only the first step, not the final one. The real value comes in providing meaningful learning experiences, including feedback and opportunities for learners to share what they know with one another. These things are often missing in corporate training, which is part of the reason why in most organizations it isn’t very popular. When Stanford, Harvard, and MIT originated MOOCs, one of their stated goals was to provide a laboratory of sorts for education research. Thanks to this research, we are now able to identify training methodologies that work best and implement them in all of our training courses and programs — online or off. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:Video Production and Learner Engagement in MOOCsMegatrends in MOOCs: #9 Flipping the MOOCNew MOOC Environments: Distributed Open Collaborative…Face-to-Face Learning has FAILEDBy the Numbers: Learning from MOOCs(Visited 141 times, 1 visits today)

Massive open online courses (MOOCs) have been around long enough that most people in the training industry have at least a general understanding of what they are. But there is still some confusion about how they differ from more familiar forms of elearning and online courses. In particular, a question I’m often asked is: "What’s the difference between a MOOC and a learning management system (LMS)?" The basic answer is that an LMS is a platform for hosting a course, while a MOOC is the course itself. A MOOC can be run on an LMS, but it doesn’t have to be. In the same vein, an LMS can be used to host a course that is not a MOOC. Misunderstanding often creeps in because the major MOOC platforms — Coursera, edX, and so on — involve both an LMS and a MOOC. For example, if you take a course on Coursera, you are taking a Coursera MOOC that is hosted on the Coursera LMS. In general, however, I don’t think the real question is about the difference between a MOOC as a course and an LMS as a platform. I think what people are asking is about difference between MOOCs and the types of courses that are typically run on LMSs. So here I’ll identify seven main areas where MOOCs and traditional LMS-style courses differ and point out what these differences mean for corporate training. Small versus large (or massive) In theory MOOCs can accommodate an unlimited number of learners. In practice most corporate training MOOCs are not open to the general public. However, they are still much larger than traditional courses, involving hundreds or even thousands of learners distributed across multiple locations. Discrete versus continuous Traditional courses hosted on LMSs are usually discrete entities, meaning that that they start on a particular day, end on a particular day, have particular due dates, and so on. Like instructor-led training (ILT), this is usually a result of the instructor cost and schedule. MOOCs can be run this way, but they can also be offered on an ongoing basis to accommodate staggered enrollments. For example, the same orientation MOOC can be used (at the same time if needed) for new hires who start a week or a month (or a year) apart. Content versus context This is a common distinction that is made. Traditional online courses focus primarily on content. They are similar to ILT in that content is delivered, and then learners are tested on the content. MOOCs are much more about context. The content is still the centerpiece, but the learning doesn’t take place in a vacuum — it takes place in a context of interactions with other learners through discussions, projects, and collaborations. Individual versus group learning Like elearning, most traditional online courses are individual pursuits. MOOCs can be individual pursuits, but their real effectiveness as learning environments comes from the collaboration and teamwork that they make possible. Static versus dynamic The context versus content aspect also speaks to the nature of the course. Traditional courses are static — the content, learning activities, and so on are designed before launch and the same for every learner, every time. This is not necessarily true of MOOCs. Instead, through the discussions, collaboration, and sharing that are part of the MOOC context, the course can change over time. For example, many MOOCs require learners to write blogs or find content that they then share with one another. This means that the course materials and discussions can change as a product of user-generated content and knowledge sharing. In addition, because MOOCs are based on the concept of bite-sized learning, individual learning objects can easily be replaced to keep up with current knowledge and best practices. Just-in-case versus just-in-time By now, you’re probably starting to notice a pattern. Traditional courses — which are discrete and static — are offered just-in-case. This means that learners work through the material, but then may or may not have the opportunity to use their newly acquired knowledge before they’ve forgotten it. Since MOOCs are continuous and dynamic, they provide the opportunity for just-in-time learning: learners can access the course materials when needed and they can access them long after the course has ended. Learners can potentially login on an indefinite basis to participate in discussions and share knowledge. This is a feature that is currently underused, but in essence it allows a MOOC to serve as a topic-specific internal knowledge base where employees can connect with subject-matter experts for answers and solutions. Pre-defined versus emerging organically This point is similar to those above, but it refers to how the course is designed and developed. Usually, with traditional courses, instructional designers start with a set of learning objectives and then work with subject matter experts to develop content to help learners meet those objectives. The course is designed with an authoring tool, loaded into an LMS, and then everyone crosses their fingers and hopes for the best. It’s a pre-defined, pre-built package based on assumptions that may or may not be correct, but the results aren’t analyzed until the end (if they are analyzed at all). MOOCs tend to be much more organic. For example, if instructors notice that there is a lot of discussion about a particular topic that indicates confusion, they can easily create new videos, add new materials, or introduce new discussion topics. In this way, MOOCs are able to respond organically to learners’ needs better than traditional courses. If I had to distil the essence of what differentiates a MOOC from a traditional course offered on a traditional LMS into one word, it would be this: flexibility. MOOCs are flexible in a way that most other learning formats simply aren’t. As corporate training struggles to keep up with changing knowledge, changing technologies, and the changing demands of learners, this flexibility is key to developing training programs that are effective, engaging, and meet your company’s needs. Copyright 2015 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- Being a big believer in Technology Enabled Learning, Bryant seeks to create awareness, motivate adoption and engage organizations and people in the changing business of education. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson Related Posts:What Style of MOOC is Right for You?How to Choose the Right MOOC for Your EmployeesWhat a MOOC Is and What It Isn’tStrategies for Making the Transition from Instructor-Led…MOOCs Treat All Learners the Same(Visited 259 times, 1 visits today)