Join us in exciting New Orleans for the 2015 LERN Annual Conference  The big LERN Conference heads to New Orleans Dec. 2 (pre-conference day) - 5. It’s the most exciting week of the year in lifelong learning! Perennial favorite presenter Fred Bayley will be presenting a session this year on Building New Courses. In it, you’ll discover new advanced techniques for creating successful new courses and find out the 10 right questions to ask when surveying current customers and building upon successful courses. 2015 LERN Annual Conference Keynote Speakers Tony Rubleski, Author and Dynamic Professional Speaker, "Mind Capture" Diana Laurillard, Education Pioneer from London, "Learning in the 21st Century" Laura Wetherald, Outstanding Practitioner, "Effective Staff Evaluation" Jared Campbell, Cutting-Edge Instructor , "Motivating Digital Natives" The 2015 LERN Annual Conference will be held at the Sheraton New Orleans Hotel on December 2-5, 2015.     This post was first published on eLearning Industry.

What To Teach Your Sales Staff About Cold Calling  We can all understand the frustration of calling one person after another only to have the phone hung up on us, or the person lecture us on interrupting all their other very important things in life. We can see that it would feel like a giant waste of time. But done well, it can still generate sales and it cannot be ignored. Sometimes, even if everyone feels there is a newer, better way to cold-call using social media, they must succumb to the demands of a sales manager who has reason to believe based on personal experience that they work. Here are 3 tips to train your sales staff to make more effective cold calling: Secure a good list of targeted customers. Cold calls are most effective if the staff clearly know what their product is and has a targeted list of potential customers. For example, if you are selling carpet cleaning services, it would be helpful if you could target clients that have carpets, or if you are selling a dog grooming service or kit, it would work better if those contacted had animals. Otherwise, you can waste a great deal of time. Schedule your cold calls to appropriate times. Some services are more relevant at certain times of the year than others. For example, if your company offers chimney cleaning services, a call just prior to the start of the colder days of autumn would generate an increased response. On the other hand, if you are trying to generate business during your off season, you might call with a summer discount offer. If you are selling landscaping services, a spring call will more likely trigger an instant response than one in February. Use clear and concise sales script that gets right to the point. People are busy and they become quickly frustrated when strangers waste their time talking about the weather. Instead, keep your opening statement to one or two statements maximum. In reference to the god grooming service, for example, you could simply say: "Hello. My name is Roz and we have just opened a new dog-grooming service in the neighborhood. Is this something that might interest you?" Keep your tone light and neighborly. A skilled caller should be able to complete a call every three minutes. Take a short break after every 15 calls. This post was first published on eLearning Industry.

What Gamers Expect Of Game-Based Learning   You may have already seen the statistics both here at eLearning Industry and across the web, but what we hear a lot these days is that the number of people who play video games as a hobby is on the rise. As a matter of fact, the Entertainment Software Associate (ESA) reported that in April 2015 approximately 155 million people play video games in the United States alone, and that the average age of a person that plays video games is now 35*. Video games do appeal to both the young and old and can provide a source of inspiration and imagination. The education sector has had a fascination with the mechanics of gaming and its relationship to learning and teaching for some time. Every educator will utilize some form of game-based learning in the classroom at some point, for example merit systems, quizzes, and class leader boards. However, there are now some who take game-based learning much further by including mainstream video games within their curriculum, such as Minecraft and Kerbal Space Program. These video games can be used to teach a variety of topics that instantly appeal to an audience that love and connect with video games as a past time. Evaluating this approach as a form of multimedia enhanced learning puts great demand on the quality of other online experiences being delivered by eLearning developers. Video games have developed rapidly in a short period of time to include rich, vibrant graphics, immersive action, and compelling storytelling. The eLearning industry must continue to evolve in order to approach learning not just as a linear slide-based, tick box exercise, but rather as something that captivates an audience with interaction and storytelling if it is to provide a lasting and memorable experience. Here are some of the traits that gamers expect from eLearning, or else some of the expectations to be mindful of when approaching eLearning as a game based learning activity: Instant feedback to actions. Games require split second reasoning and decision making which tests the player. Most actions translate to reactions. eLearning should do a good job of turning learner reactions and responses into feedback to complete the learning experience. A journey that feels personal. With mainstream video games that offer choice, everyone plays the same game but many will choose a unique path that feels right for them. Some players who are experts in a certain genre may set a higher difficulty rating right from the start in order to challenge themselves because they feel they can achieve that benchmark. eLearning needs to provide pathways that a learner can follow that feels personal, speaks at their level, and encourages them to progress and better themselves towards the end result - completion. Digital storytelling (a learning pathway with a purpose). Digital storytelling is a growing style in learning, and you can read many more articles on the subject on this website. Digital storytelling works well in video games, as a player will often feel affinity with a characters plight or story. They may feel compelled to complete a task or challenge to feel like justice has been done, or to reach a resolution. This is a powerful medium to employ in learning too, as a learner will want to challenge themselves if they understand the purpose and overall end reason for doing so. The ability to lose (and be given the chance to improve). You see the term "Game Over" used so much in gaming, but rarely when those words are displayed is the game truly over. Most players will feel motivation to start again to better themselves and improve their performance. A popular saying in education is that a learner should be allowed to make mistakes in order to learn from them, so too should this be adapted into eLearning. A bad result in a quiz shouldn’t result in reaching the final screen/slide without consequence. Instead you should build in scenarios where the learner needs to improve, and show them why this is important - motivating them to revisit their understanding and not simply give up and hurry to the end. To see some real world examples of modern game-based learning produced for vocational training organizations, visit my website at CH Digital Solutions. *  Essential Facts About The Computer And Video game Industry This post was first published on eLearning Industry.

The Mobile Learning Benefits For The Banking And Financial Services Industry Banks and Financial institutions have to continually work on sharp lines and thin edges. They know that any sudden catastrophic decision taken in a developed country can ruthlessly affect their own profit margins. Alertness required. They therefore need to be wholly alert about the situation. The sharing and gathering of information has to be subjective; bred in all employees of the sector. Question is - how to get alert and readily informed? Mobile learning answers that question with a degree of confidence. Take for instance, what if you were asked about Sigmund Freud’s hobbies or his mother? You will, in most cases, have to buy a book on Sigmund Freud and then scour its extracts to find the same. With mobile learning, you just need to place the right keywords and, voila!, the information comes through. Another great advantage of mobile learning is its flexibility. Say, you have a baseball match on Monday morning; you can shift your eLearning lecture to the afternoon. Way to go! In banks and financial institutions the employees need to not only be more adept at tuning themselves to crisis situations, but also be more fluent with the clients, making them understand why a change in policy is on the cards and how it will advantage them (the clients). Significant absorption. With mobile learning, the employees can themselves learn about a few significant things as they pass the information to the clients. The advantage of audio and video feeds make learning more oriented and adaptable. Thus, banks and financial institutions can create bracketed strategies; underline streams to cooperate with each other and also pass on germane information to ISR and salesmen. They can gather the emphatic points to inform salesmen so that it becomes easy to convince clients and breed them like gnomes. Mobile learning modules are specially crafted to make you learn the ropes in competent and comprehensive fashion. The system goes upwards with junctures and knots in the middle to test your retentive capacity. You are also placed in critical situations to assess your capacity to come out of it. Online workshops and webinars make your knowledge more phased even as you get the chance to synthesize perspectives of luminaries. Say, if the repo rate has suddenly fallen on compulsion, you will quickly be able to gather the significance of it all and hear what the experts have to say about the same. This is hardly possible with physical education, where the books will still be showing the older repo rate. The regular turns and innovations mark a great advantage with mobile learning. Strengthens your core knowledge. Mobile learning may make you feel like a scholar on topics about which you have just gathered the main essence and feel able to speak, say, 20 lines. You will, therefore, have to keep a discreet mindset all the same. eLearning courses vary and range from a week to two months to even a couple of years. Most of them are mobile compatible to allow you to learn even while traveling. You should keep strengthening the core of your banking knowledge and understand how you can improve your performance quotient. You should typically work on the strategy and analysis part; as these are essential to your and the company’s growth. Banks and financial institutions have absorbed that mobile learning is a tool of the future and is highly dynamic; traits that they themselves have pioneered and venture to improve on. The fact that even the clients nowadays are quite well-read, thanks to mobile learning initiatives, makes it more urgent for these institutions to run with the trend rather than buck it. The additional courses. You can take on additional courses on calculus and risk aversion; maybe also speculation to understand the intricacies of banking and portfolio. Mobile learning is about learning more in less time. It is artfully conjured by people who know their job and are extremely well-heeled about banking and finance. All you need is to go with the flow. With mobile learning, you now have an extremely efficient tool to fall on, for information and pedigree. This post was first published on eLearning Industry.

Why eLearning Is For Every Generation And Not Just Millennials  No one can deny that Millennials (individuals aged 18-34) are tech savvy. After all, theirs is the first generation to have grown up with constant access to digital devices. Some younger Millennials cannot remember a time when technology/social media was not a part of everyday life. While Millennials may have an easy time navigating technology in general, everyone can adapt to Learning Management System (LMS) technology. Many Learning Management Systems are designed with the preferences of multiple generations in mind. Here are some specific ways in which a Learning Management System can meet the needs of… Baby Boomers. There are exceptions to every rule, but, in general, Baby Boomers tend to excel at communication. Their generation has been in the workforce the longest, and most of these individuals were leading meetings long before PowerPoint was even a thought. Because they are usually easy to navigate, eLearning courses are ideal for Baby Boomers who do not totally embrace technology. Also, eLearning fosters communication with tools like video conferencing and real time chat, while at the same time encouraging relational connection and face-to-face interaction. Gen Xers. People born between 1965 and 1980 constitute Generation X. In his article How to Target the Right Generation in eLearning, Brother Sean makes a great point that "Gen Xers are children of divorced parents, so this subset was forced to grow up rather quickly and to some extent learn to take care of themselves. For these reasons… this generation is full of independent thinkers, wanting to do things their own way. These people thrive when given a bit of autonomy…". eLearning is ideal for those who prefer autonomy, as it allows users to access course materials at their own pace and track their own progress. Also, eLearning makes it possible for employees to work from home, which is sometimes the best option for those who truly work better alone. Millennials. Most Millennials easily catch onto eLearning. However, they often experience a level of distraction that other generations do not. Christie Wroten says that distractions such as "social networking sites and gaming apps can… be integrated into the learning plan to motivate and connect with learners on a level that they’re more familiar with. Because social media lies in millennial ‘territory,’ courses that integrate these sites allow users to understand at a quicker rate, and they can create content, which adds an interactive aspect to the process." Most Learning Management Systems have built-in social learning features that cater to Millennials. Companies searching for an eLearning system designed for individuals of all ages and technological abilities should look to most Learning Management Systems that charge no per-user fees. Flat-rate Most Learning Management System offerings eliminate constrictive barriers to growth and are usually a better value offering. eLearning is not just for Millennials; it is for everyone. Is your company serving its multi-generational workforce by making Most Learning Management System technology available to every employee? This post was first published on eLearning Industry.

How To Save Time Using A Simple Audio Script Format  I do a fair share of eLearning audio voice overs, have read hundreds of audio scripts, and I have seen many different formats frequently enough in the past five years; I think it’s worth sharing this simple and effective voice over (VO) audio script format tip to help any audio script writer save time. Hopefully this is easy for you to remember in your next audio script preparation. I learned from my clients who write a lot of audio recording scripts, and therefore have experienced how to save time with an efficient audio script format. For anyone unfamiliar, eLearning audio scripts are used to provide the voice over talent and audio editor the text to be recorded. The audio script format can define which text portions are edited into which individual audio file, and what names to assign to those audio files. Often, if you are not recording the audio yourself, it’s important to estimate the volume of work needed. In the voice over industry, usually that’s decided by the word count of the script, as well as understanding the number of finished audio files needed. Your audio script format can do that work for you, and this format is set up to let you easily determine the total word count and audio file quantity. All you have to do is format your audio script into a 2 or 3 column table. That’s right - it’s that easy. Column 1 contains the audio file name, and column 2 is text associated with that segment. If you have a 3rd column, it will contain pronunciation or special notes associated with that segment. If you prefer a 2-column format, I suggest you put all pronunciation guides at the top of the document, just above the table containing the audio script. Efficiency Tip 1. Easily determine how many audio files are needed: Select and highlight the entire "file name" column, and then from the drop-down menu "table" select properties. From the pop-up window, select the tab "rows" to see how many rows are in the table. The new window will show the "size" listing; "rows 1 - XX" and that XX is your row count. Minus any header row, you have the number of audio files needed. Efficiency Tip 2. Easily determine the word count by selecting the entire "script/text" 2nd column, leaving it highlighted. Then, using "tools", select word count from the drop-down menu. Again, minus any header row, that’s the word count for the script. By using this audio script format, you can easily get fast and productive costs ahead of time from your voice over talent. Here’s what a snippet of each 2 or 3 column audio script format looks like: 2 or 3 column versions I prefer the 2 column format personally, so I can see more script as I record. But I’ll take the 3 column format over any other style, if possible. That’s it. I’d love to know if you have any tips to add! This post was first published on eLearning Industry.

How To Evaluate Training Effectiveness Using ROI    Every year, companies all over the world create hundreds of thousands of eLearning courses and conduct hundreds of thousands of trainings. Courses are created for training both employees within the company and unaffiliated personnel, such as clients or other third party individuals. The creation of courses and their consequent employment in the education process is, in most cases, quite costly. When training the company employees, it is important to consider that the acquisition of new knowledge and skills will distract the employees from their duties and cost the company time. To evaluate the effectiveness of education and its practicability from the financial standpoint, it is necessary to calculate the expenses connected with creating and conducting the trainings, gauge the results achieved by the employees who have taken part in them, and decide whether the increase in the employees’ efficiency and company profits was sufficient to recoup the associated costs. But how does one calculate training effectiveness? Luckily, there exists an all-purpose tool widely used by managers responsible for internal training processes - Donald Kirkpatrick’s Learning Evaluation Model. The model is relatively time-consuming to implement, but the accuracy with which it helps you understand whether your training program should be continued and how it can be improved is well worth the effort. The Donald Kirkpatrick’s Learning Evaluation Model consists of four levels: Level 1: Reaction. Level 2: Learning. Level 3: Behavior. Level 4: Results. You can read about these levels in-depth in my previous article, Getting To Know ADDIE: Evaluation. In this article, I would like to focus on the fifth level, which was suggested for addition by Jack Phillips. It is this fifth level that helps to assess the financial viability of training, its costs and benefits. Level 5: Return On Investment (ROI)  When evaluating training effectiveness, it is customary to consider an additional level of the Kirkpatrick’s model, namely, the ROI methodology, developed by Jack Phillips in 1991. This methodology enables one to express the evaluation data obtained on the fourth level in terms of money, and then compare the estimated profit figure with the expenses the training program incurred. The head of the company would require information about the projected costs of a training program before giving it the green light, especially if the budget is tight. In most cases, it is the management that insists on using the ROI methodology for assessing the results of training and personnel development. This makes the use of the methodology more or less a given when trainings are conducted. The ROI methodology is often used to estimate the potential profit from conducting a training program, and to make sure that the projected costs would fit the budget. The ROI coefficient takes the form of a percentage, expressing the relationship between the projected profit and the projected costs of a training program, calculated according to the following formula: ROI = [(projected profit - projected costs) / projected costs] x 100% The fifth level of evaluation, described by the Phillips methodology, makes it possible to: Estimate the cost of a training program and make a prediction regarding whether conducting the program will be cost-effective. Demonstrate a direct relationship between the company’s productiveness and the training of employees. Evaluate a training program as a business tool. Is Using The Fifth Level Of Evaluation Always Necessary?  Considering that implementing the fourth and fifth levels of evaluation according to the Kirkpatrick’s model are costly in terms of both time and money, it is important to understand whether conducting such in-depth evaluation is pertinent in your specific situation. The ROI evaluation is usually conducted sparingly, for no more than 5-10% of the total number of training programs. The fourth and fifth levels of evaluation are usually employed only to validate the training programs concerning the company’s strategic interests, as such programs demand significant investment and are closely monitored by the company’s management. This does not mean that training programs of lesser importance should not be evaluated at all - just that the use of the first three levels of the evaluation model is usually sufficient. Here are the general guidelines for evaluating your training programs using the Kirkpatrick’s model: Ideally, every program should be evaluated at least on the first level (Reaction). Most programs should be evaluated on the second level (Learning) regularly, and only periodically on the third (Behavior). A few programs, those largest in scope and with the greatest impact, should be evaluated on the third (Behavior), fourth (Results), and fifth (ROI) levels. Once you’ve decided to evaluate a training program on the fifth level, it is vital to calculate the data carefully, and not resort to guesstimations. Should the resulting ROI prove to be negative, diligently calculated data will help to pinpoint the weak links in the training program. Using The ROI Prognosis In Planning  Company managers usually need to know the estimated ROI of a training course long before it is developed or implemented. For that reason, in many successful companies it is customary to use the ROI prognosis to assist the managers in decision making. If any deficiencies are discovered at this stage, the corresponding changes are made to ensure that the training program is financially viable. In Conclusion (Plus One More Bonus Of The ROI Model)  Another not insignificant advantage to using the ROI model on a regular basis is the fact that it changes the attitude both managers of other branches and the top company management have towards training. Regularly evaluating training programs and demonstrating their impact in terms of hard numbers helps promote the role of training in the development of the company’s employees, as well as the company itself. Calculating ROI when planning and evaluating training programs helps to keep those responsible for their creation focused on the company’s business goals, and improves the design, development, and delivery of trainings. Thus, besides improving the training effectiveness programs, using the ROI model changes how the company management and those in charge of approving training programs view training as a whole. This post was first published on eLearning Industry.

How MOOC Providers Can Generate Revenue From B2B And B2C Services It is true that eLearning involves high production costs and MOOCs are offered to learners for free. Then how MOOC providers, institutions and companies generate profit from MOOCs? Unless these institutions find ways to generate some revenue, one would wonder why to enter this business. The purpose of this article is to show you 8 ways that MOOC providers generate revenue from MOOCs, discussing both Business-to-Business (B2B) and Business-to-Customer (B2C) potential sources of revenue. 8 Ways MOOCs Can Generate Revenue From B2B And B2C Services Charging license fees. It is a fact that MOOCs consist a new "business" in education. Although they are offered for free to the wider audience, revenue is mainly generated from license fees MOOC providers charge to other educational institutions or companies that they prefer to use their MOOC online content instead of creating their own eLearning content from scratch. MOOCs consist an alternative solution for companies, that may not desire to build their own eLearning platform for various reasons; these reasons may include either not having the necessary resources, monetary or human, or they may decide that it is not cost-effective to do so. Such companies may opt to utilize the services of a MOOC provider. Customization Services. Customization of the eLearning content of MOOCs to meet the requirements of a particular client may be another source of revenue. The client’s logo may be added or even the MOOC provider may offer the option for a fully customized interface. Τhe MOOC course itself can also be customized, not only in terms of the look-and-feel of the MOOC course, but also in terms of content enrichment for different contexts though adaptation of the online examples and case studies given, in order to reflect the client’s needs and/or values. Selling of upgrades. Another way to make profit out of MOOCs is through the selling of upgrades and newest versions of MOOCs to existing clients. Given that MOOC courses may be constantly enriched with additional online course material or updated versions of the previous one, additional fees may be charged to the clients who wish to access the updated MOOC version. Charging for every extra MOOC courses created beyond the minimum. Another way MOOC providers may generate revenue is to give their clients the opportunity to create a limited number of MOOC courses for free and then, to charge for each additional MOOC course they create. This is the usual case, when a customer opts for using the provider’s MOOC platform, instead of launching their own. There is a certain minimum number of MOOC courses you can create for free and then, there is an extra charge for each additional course beyond the minimum. Online Ads and Sponsorships. Who doesn’t want to get advertised at a website with millions of targeted audience worldwide? MOOC platforms can generate a great deal of revenue from online advertisements, either in the MOOC platform itself, or within MOOC courses, as each one of the MOOC courses has been designed with a very specific target audience in mind. Headhunting Services. It is not uncommon for companies to look for employees in lists of MOOC participants. For many HR departments, a MOOC platform is the ideal place to find the right candidates. This is due to the fact that MOOC participants are perceived by HR departments as ideal candidates, as they are demonstrating in practice that they are self-motivated individuals, actively involved in their personal development process, devoted to their career goals, constantly seeking to improve themselves. For such people, MOOC providers may charge companies a great deal of money in order to provide recruiting services and MOOC rosters that match the selection criteria established by the company that pays for this service. Accreditation. As far as B2C services are concerned, the first source of revenue for MOOC providers is definitely accreditation services. Credits guarantee that a certain level of competency has been achieved on behalf of the MOOC course participant; as a result, course accreditation is a major source of revenue from MOOC courses. This revenue comes directly from the final consumer, the actual learner of the MOOC course. Although learners have free access to the learning material of the MOOC course, if they also want to gain credits for this MOOC course they attend, they are usually asked to pay a small fee. This fee may significantly increase in case a certification is to be awarded after successful completion of the entire series of MOOC courses. If we consider the number of learners registered to a "Massive" Open Online Course, this might involve thousands of MOOC course participants worldwide. According to a recent study accreditation and certification services consist almost 71% of all the MOOC revenue produced [1]. Coursera is estimated to generate $1M per month just from certifications [2,3]. Live Instructor Support. Last but not least, another important source of B2C revenue for MOOC providers may be LIVE instructor support for the uploaded MOOC courses. Some MOOC courses may also charge a tuition fee in case learners choose to attend an instructor-led MOOC course in order to receive extra support and personalized attendance. Also interested in learning more about pedagogical aspects of MOOCs? Read the article The Pedagogy Behind MOOCs: What eLearning Professionals Should Know to discover the peculiarities of an instructional design for "massive" learning, as well as the different pedagogical approaches behind xMOOCs and cMOOCs. References edSurge (2015), Four Ways Universities Make Money From Online Courses, Retrieved from edSurge on Aug 23th, 2015: https://www.edsurge.com/news/2015-07-07-four-ways-universities-make-money-from-online-courses Shah Dhawal (2014a), How does Coursera make money?, Retrieved from edSurge on Nov 02nd, 2015: https://www.edsurge.com/news/2014-10-15-how-does-coursera-make-money Shah Dhawal (2014b), Coursera, the largest MOOC provider crosses 10 million students, earns $1M+ in monthly revenues, Retrieved from edSurge on Aug 23th, 2015: https://www.class-central.com/report/coursera-10-million-students/ This post was first published on eLearning Industry.

The fourth annual eLearning Strategies Symposium (ESS 15) theme is "Our theme this year is Time, Place, Path, Pace" Share your online learning expertise with California educators and policy makers at the fourth annual eLearning Strategies Symposium (ESS 15). The symposium will be held at the Hilton Orange County/Costa Mesa on December 4th through the 5th, 2015. Having exceeded our expectations our first three years, we're looking for a variety of sessions, geared towards educators and administrators, about online and blended learning. We're excited to announce that Project Tomorrow's Julie Evans will provide our opening Plenary on Friday, December 4th. During her session, Julie will provide new insights into the students’ vision for the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, her interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of eLearning in their school or district. ESS 15 Keynote Speakers Dr. Chris Haskell, Boise State University, specializes in preparing pre-service teachers by focusing on the use, adaptation, and implementation of emerging technologies in teacher education including gaming, mobile communication devices, portable media players, social networking tools, and virtual worlds. He’s actively piloting and developing groundbreaking alternative approaches to delivering and tracking learning. Catlin Tucker is a Google Certified Teacher and CUE Lead Learner. A teacher at Windsor High School in Sonoma County, she was named Teacher of the Year in 2010. Catlin’s second solo book, Creatively Teach the Common Core Literacy Standards with Technology, will be published by Corwin in June 2015. She also writes a monthly column for Educational Leadership about her experiences teaching with technology. ESS 15 Workshops Implementing and Sustaining a Blended Learning Program Google Classroom - Jumping In Creating a Moodle Course from Scratch Pathways to Blended or Personalized Learning The 2015 e-learning Strategy Symposium (ESS 15) returns on December 4-5, at the Hilton Orange County/Costa Mesa (CA, US). This post was first published on eLearning Industry.

A Free eBook On How To Design Learning Journeys  We have just published a new eBook on how to design learning journeys, which we called "Designing Rich Blended Learning With Learning Battle Cards". It is, in fact, a more in-depth instruction of how to effectively use Learning Battle Cards as an Instructional Design tool (I wrote about this tool here). The eBook is 36 pages long. From the instructional point of view there are 3 key sections in it: Section 1: Challenges For Instructional Designers. In this chapter we briefly discuss several Learning and Development trends which challenge educators. You will find here a short elaboration on multi-generation workplace, prosumers in learning or adaptive learning environments - to mention only a few. Section 2: Design Framework. This is the most massive part of the eBook. It shows the Instructional Design map (board) consisting of "7 Windows of Instructional Design". The board shows 3 areas (Preparation, Delivery, and Conclusion) and 7 spaces (windows) which should be taken into consideration while designing a learning journey. Short description of every single window creates the content of this chapter. We elaborate here about: Window 1: Analysis of Needs. Window 2: Building Awareness. Window 3: Transferring Knowledge. Window 4: Building Skills. Window 5: Shaping Attitudes. Window 6: Successful Implementation. Window 7: Thorough Evaluation. Section 3: The List Of Learning And Development Methods. In the last part of the eBook you will find a table with Learning and Development methods which are suggested for use in every single window. We placed them all cards from the deck of Learning Battle Cards (108 altogether) which make out if this table a complex support mechanism for every Instructional Designer (even the ones who don’t have a deck of LBC). You are very welcomed to download the eBook. You can reach for it here:  http://www.learningbattlecards.com/cardsebook This post was first published on eLearning Industry.