Cost Cutting Cloud-Based Training Did you know that Cisco, world leader in networking hardware, switched from classroom training to a web-based solution for its 28.000 sales representatives and cut overall training costs by 40-60%? Meanwhile, Dow Chemical did the same thing for regulatory compliance training of its 60.000 employees and contractors. The result? Dow went from spending an average of $95 per student/course to only $11, with overall annual savings of over $34 million. The above stories illustrate why cloud-based training has become so popular. The cost effectiveness of cloud-based training derives from several factors, including: lower infrastructure costs, lower travel costs, and scalable, pay-as-you-go, payment plans. Time Is Money - Reduced Set-Up And Maintenance Costs Conventional computer classrooms require a large outlay in hardware and software. This necessitates both adaptation for the multiple operating systems and hardware, as well as on-going maintenance. In contrast, Cloudshare points out that cloud-based learning management systems are web-based platforms that require no software installation on your company’s hardware system. This eliminates the need to manage your own servers, which is especially important if you don’t have the IT expertise or staff to handle such a big project. The software is managed for you by the LMS provider. This results in significant savings on capital expenditures, as well as implementation and operational expenses. According to elearningindustry.com, cloud-based online classes reduce training expenses by up to 50%. Home-Schooling - Eliminating Travel And Lodging Costs Companies with branches around the world have employees around the world.  Training staff requires either bringing them all to a central educational facility or sending the trainers out to them. With travel and lodging expenses, this quickly becomes very costly. A key advantage of cloud-based learning is that it eliminates the need for both travel and lodging. Employees access the materials from their homes or offices, which is convenient for the employees and cost-effective for the companies. Someone to Watch Over Me - Complete Instructor Oversight In conventional labs instructors can often see only one student session at a time and must move physically between students to interact with them. Cloud-based labs allow instructors to monitor the progress of the entire class simultaneously through real-time thumbnail images of each student’s lab session. They can then drill down into selected student instances to provide personal assistance with questions and problems, all from their own terminal. Tailored Training - Cost Effective Pay-As-You-Go Plans Physical training campuses have large upfront costs and capacity limits. The size of the training room, server inventory, and trainee headcount are all constrained in traditional campuses. If you under-book, you've wasted money on unnecessary infrastructure. If you overbook, you often must rent out additional space and servers at high cost or forgo the additional income opportunity. A cloud-powered course has no such limitations. You can over-book as much as you like, and still support an overwhelming number of trainees. Also, since you are not pre-booking physical space, your upfront financial commitment is significantly lower in the event of a low turnout. The shared resources in cloud computing infrastructure enable companies to offload capital expenses (CAPEX) and set the price tag to pay-as-you-go operations (OPEX). Those same economies of scale apply to training, and often result in significant cost savings. Late Night At The Lab - After-Hours Access A traditional training course offers fixed start and end times. To review the material before or after the course, trainees typically receive printed documentation, which they can review at home. But the lab application that is the focus of the course is only available for a limited time. As a result, the effectiveness of the lab sessions weaken the more time elapses after the course is completed. Since online training is not tied to a physical campus, the same lab application can easily be made accessible even beyond the official training session. This enables instructors to send trainees pre-course prep assignments, or allow students to practice in the lab long after the course concludes. Since access to the training lab is rigorously monitored, after-hours access is often offered as a premium service. Cut It Out - Slashing Training Expenses With The Cloud In short, Cloud-based training helps cut hardware/software costs, eliminate travel/lodging expenses, and eradicate wasted classroom space. No wonder they're becoming so popular. This post was first published on eLearning Industry.

Camtasia Studio 8 Tutorial: Explore The Editor This Camtasia Studio 8 tutorial provides information concerning the three main areas of the Editor: clip bin, canvas and timeline. 0:05 - The three main areas of the Editor: clip bin, canvas and timeline 0:10 - The clip bin 1:25 - The canvas 3:30 - The timeline The post Camtasia Studio 8 Tutorial: Explore The Editor appeared first on VivaeLearning: The Best Free Video Tutorials Online.

As Quincy Jones once remarked, "I’ve always thought that a big laugh is a really loud noise from the soul saying, "Ain’t that the truth." That said, Edu-fun Friday is a series devoted to adding some humor to the lives of teachers who visit this blog. After all, there’s nothing better than ending the week on a positive note! Plus, do we have the best topics to provide us with some comic relief or what? Maybe it’s my twisted sense of humor, but this one produced a laugh out loud moment for me—probably because I feel exactly like this on days when I’m trying to convince others that devices suchas iPads really do have educational value. ***Sigh! In any event—be an edtech gladiator. And keep fighting the good fight!

Forget training and eLearning. Did you ever think what you really mean by a good design? Try to think about the term ‘good design’ comprehensively. For this, imagine and think about something that has been well-designed and approved by everyone. Else, hold this elegant design and consider the following things to define a ‘good design’. Look and feel Readily usable Response and implementation The above three aspects are the hallmarks of any good design. Let’s see each one of them in detail. 1. Look and feel A well-designed thing consists of visual aesthetics such as right lines, curves and colors. Choosing the right colors along with pleasing patterns excites learners and drives them in. A good design also consists of a tactile aspect to it. Anything you design should induce a perceptible experience to the learner. For this, we should design the screen in a descriptive and impressive way. 2. Readily usable The most important aspect of any good design is that it is easily understandable and readily usable. As soon as you see the design, you should be able to easily navigate and use all buttons within the design. Even novice learners should be able to open and use them. The navigation needs to be intuitive. You need to create easy-to-use designs which are attractive. 3. Response and implementation A good design should solve the problem as well as it should yield expected outcomes. Before you start designing, be clear about the purpose of the design. Our designs should be in such a way that they enhance learners’ performance and help them perform their work better. We need to create great design experiences by focusing on what the learner should be able to do instead of what they need to know. So as a designer, consider these aspects to create a good design. After designing, ask yourselves about your work and rate it. I am sure there are many other aspects of a good design. Please do share your thoughts and opinions on the same. Related Posts3 Ways to Avoid Cognitive Overload in Your E-learning CourseHow Descriptive is Your E-learning Course Description? Right or Wrong!Application of Learning Cycle in Designing E-Learning Courses

What eLearning Professionals Should Know About Long-Term Memory The long-term memory of your learners is your final destination when you are designing and developing an eLearning experience. As its name suggests, long-term memory, unlike short-term memory, stores information for a long time; it is debatable whether "long time" means a lifetime, but undoubtedly the relatively permanent memory storage of your audience is where you want your eLearning course to find its place. The long-term memory, in particular, allows your audience to retain and recall the concepts and ideas that they need outside the virtual learning environment. To create an effective, unforgettable eLearning course, it is essential to have an in depth understanding of how the information will be remembered. In this article, I'll delve into the topic of long-term memory and I'll share some useful strategies to help you make sure that your learners retain your eLearning content. The Long-Term Memory Types Many cognitive psychologists believe that the long-term memory is divided into two distinct types: explicit memory and implicit memory. Explicit or Declarative Memory. Explicit memory, also known as declarative memory, is made up of memories that we are conscious of remembering and capable of describing in words. Explicit memory can be subdivided into semantic memory, which refers to our memories that are drawn from common knowledge, such as facts and general knowledge about the world, for example  the names of colors, and episodic memory, which refers to memories that are drawn from our personal experiences. Implicit or Non-Declarative Memory. Implicit memory, also known as non-declarative memory, consists of subconscious memories, like knowledge that allows us to carry out basic tasks without even realizing we are recalling the information. For example, when you type on a keyboard you are not conscious of the long-term memories that are allowing you to perform the function. Information that is encoded in implicit memory, such as knowledge concerning our body movements, can be recalled automatically, without us needing to make a conscious effort. Because it flows effortlessly in our actions, it is often difficult to be verbalized, that's why it's also known as "non-declarative". Implicit memory can also be subdivided in two types: procedural, which refers to recalling how to do things that require action, such as walking or playing the piano, and priming memory, referring to the automatic activation of certain associations of new with previous knowledge. A popular example that describes how priming memory works is that when one reads the word "yellow", they will recognize the word "banana" slightly faster than the word "sea". Cognitive Processes Involved In The Long-Term Memory Long-term memory is not just a permanent storage that archives information. It also involves other cognitive mechanism such as providing the working memory with relevant background information in order for the latter to acquire meaning. The long-term memory, therefore, performs three basic operations: encoding, storage, and retrieval. Encoding. Encoding is the ability to convert data we collect into a knowledge-based structures known as schemata. New information is either just added to existing schemata enriching them, or contradicts with them and finally manages to alter them. The first process is known as assimilation, though the second as accommodation. Storage. Simply put, storage is the ability of long-term memory to store information in different brain areas. For example, semantic memories, such as facts are stored in different brain areas than automating procedural memories, such as how to ride a bike. We cannot be sure, neither for how long, nor for how much information can be stored in the long-term memory. Theoretically speaking, the long-term memory has unlimited capacity and information there can be stored for the rest of lives. It is also still debatable whether information stored in long-term memory can be permanently deleted, as "deletion" may involve just inability to locate or retrieve information, rather than permanent loss. It has been found that forgetting is basically the result of either poor initial encoding of information or poor retrieval methods. Retrieval. Retrieval, or else, remembering. Retrieval of information is the process of not only activating, but also using information that is stored in long-term memory. There are two distinct forms of retrieval: recall, which refers to generating or reproducing stored information we've already acquired, and recognition, which refers to identifying stored information that is familiar. Needless to say, recognition is much more effective than recall, as meaningful associations don’t require as much depth of processing or cognitive effort. Enhancing Long-Term Memory: 7 Strategies for eLearning Professionals Indeed, it is quite challenging to find how to process information in ways that will keep it fresh and accessible. This is where your eLearning skills come in. In order to help your learners retain your eLearning content, consider using the following memorization strategies: Repeat, repeat, repeat. Fascinating brain fact: We have 100.000.000.000 (one hundred billion!) neurons in our brain and each of them is connected to 1000 others. Neurons’ main role is to transfer information by "firing" impulse signals to their neighbors, who transfer the same signals to other "neighbors" of theirs, and so on. It's exactly like a domino effect. The connection between two neurons is called "synapse" and it increasingly gets stronger, the more frequent the signals between two neurons become. Because memories, just like thoughts, are represented by the resulting patterns of neuron firing, the stronger the synapse between two neurons, the more reinforced a trace of memory becomes and the higher the likelihood to be retrieved. This is where you come in; as an eLearning professional, wanting to offer your learners a memorable eLearning course, you need to find a way to strengthen the neural networks in their brains. You don’t need to have a neuroscience degree to do this: Just repeat the information you offer them over and over again. For example, repeat your eLearning objectives and goals throughout the eLearning course, use keywords as often as possible and don’t forget to summarize each section or topic after completion. This way, it will be more likely for the information to end up in the long-term memory of your learners, and they will be able to remember it with greater ease and accuracy later. Use multiple ways to present the information. Repetition allows your learners to soak up the information more rapidly and for longer spans of time, even concepts that may be more difficult to understand. However, it’s important to switch up the formats in which the information is delivered. If you give them the information via a scenario in one lesson, provide it in multimedia format or as a story in the next. Not only will this raise your learners’ interest in the eLearning content, but it will also improve retention. For example, creating an audio narrative of the information followed by a video presentation that emphasizes similar key points will appeal to auditory learners as well as visual learners. Think of REM (Relevance, Emotion, Meaning). REM initials here neither stand for Rapid Eye Movement sleep nor the famous rock band; instead, they refer to 3 essential eLearning course qualities: Relevance, Emotion, Meaning. I'm sure you will definitely remember this tip. Why? Because I've just followed a great memory strategy; I related a new piece of information to an already existing, familiar one. Information can be tranferred from short-term to long-term memory only when it's meaningful. To facilitate information transfer to the long-term memory, create meaningful eLearning courses. Integrate stories that trigger an emotional connection. Follow an emotional approach that will engage your audience, and provide your learners with eLearning content that they feel they can relate to. Learners are more likely to remember information when it’s tied to a personal experience or an emotion. For example, if you include stories in your eLearning course that are relatable for your audience, they will automatically pair the semantic memories (facts) with their episodic memories (personal experiences). This enables them to create an emotional connection with the subject matter and store it away in their long-term memory. Make sure that your stories are actually linked to the learning goals and objectives, or else they simply won’t provide your learners with any real value. Use scenarios and simulations to access previously learned subject matter. Scenarios and simulations take active retrieval a step further by immersing your learners in the subject matter. They are then able to make meaningful connections between what they stored in their long-term memory and real world applications of that information. It’s also important to create exercises that mimic real world challenges or fit into the context of how they will be applying the knowledge outside the virtual classroom. For example, if they must learn how to perform a basic customer service task, develop a scenario that tests the skills and steps that are involved in the activity. This will encourage their brains to link the knowledge to that particular process, which will make it easier for them to recall it in the future. Use chunking. Break the eLearning course into bite-sized lessons. Distributed practice is the key to knowledge retention. Break your eLearning course into smaller lessons that are easier for your learners to digest, rather than overwhelming them with too much information at once. This gives them the ability to gradually absorb the information and assimilate it into their long-term memory, rather than forgetting key concepts just seconds after they’ve learned them. The chunking method was first introduced by a pioneer in the field of cognitive psychology, George A. Miller, and it refers to taking individual units of information and grouping them together, so that it is easier to store large amounts of data in the short-term memory. Chunking can be particularly helpful to eLearning professionals, as it enables you not only to get rid of useless information, but also to effectively organize and structure your eLearning course. Prioritize your material by choosing primary and secondary points, and divide your eLearning content into sections. Use different screens for each topic and highlight key ideas by using bullets and numbered lists and colors or bolded fonts in order to make them stand out in the minds of your learners. Finally, if you are integrating images and multimedia into your chunking method, keep in mind that they need to be relevant to your audience. This way, they will be provided with a clearly structured, meaningful and memorable eLearning experience. Prompt your learners for "active retrieval" of previous knowledge. When you encourage your learners to retrieve memories from the long-term memory banks, you are tapping into the power of "active retrieval", which helps to improve knowledge retention and reduces the risk of memory decay, by actively involving your audience in the eLearning activities you provide. It’s a good practice, these eLearning activities and assessments to prompt your learners to make use of previously acquired knowledge in order to be able to answer correctly. Rather than simply reading a summary of what they have learned so far, it is believed that recalling and utilizing information is much more effective than simply reviewing it. The ultimate goal of any online learning experience is to provide the long-term memory with usable material for the future. It is to stick in the minds of its learners, so that they are able to delve into the depths of their memory to apply what they have learned in the real world. Now that you know how long-term memory works and how to use the facts for the benefit of your eLearning course, you may be interested in busting some memory myths. Read the article Memory: Types, Facts, and Myths and find the truth behind the 7 most common memory misconceptions. This post was first published on eLearning Industry.

Camtasia Studio 8 Tutorial: Apply SmartFocus to Zoom and Pan This Camtasia Studio 8 tutorial provides information about SmartFocus animations — what they are, how to apply them, which file formats they can be applied to, etc. 0:00 - Intro 0:15 - What is SmartFocus? 0:40 - SmartFocus media format information 1:00 - How to apply SmartFocus 2:40 - Edit a Zoom-N-Pan animation 2:50 - Making adjustments in the Visual Properties tab 2:55 - Scaling your video 4:20 - Turn off or remove SmartFocus or animations 4:35 - Adding animations manually 5:35 - Wrap-up / Next tutorial The post Camtasia Studio 8 Tutorial: Apply SmartFocus to Zoom and Pan appeared first on VivaeLearning: The Best Free Video Tutorials Online.

There comes a time when even the greatest instructional designer has a creative block. Although we have our various learning design principles to help us come up with good ideas, there are times when you are required to go beyond the conventional clicks and interactivities and come up with out-of-the-box ideas that will blow your learner’s mind. In this post, we will explore a few tips that will help you keep your creativity flowing! Collaborate: Good instructional designers don’t sit and wait for ideas to come to them; they go looking out for good ideas. They collaborate with other creative people and brainstorm. Two is always better than one. So, when you hit a rough patch, talking to other designers will help you find new perspectives or improve your existing ideas. These collaborations are not only a great learning experience but also provide an insight into the workings of a creative mind. Iterate: Never expect to hit the bull’s eye on the very first attempt! Even the greatest inventions in history were made after numerous iterations. In the same way, don’t get disappointed when the first design does not meet your expectation. Iteration is the key to your eLearning design success. Iterating your designs to a state of perfection by continuous refinement will make you think harder and better, stretching your creativity in order to come up with groundbreaking eLearning courses. Experiment: It is very easy to fall back on the tried and tested methods of creating an online course. But the grass is always greener on the other side. Always be open to experimenting with new ideas, and see where it leads you. If you succeed, there is nothing like it! However, if you fail, don’t be disheartened. Learn your lesson and move on. It takes great courage to try something new, and as the author Maya Angelou says "If you are always trying to be normal, you will never know how amazing you can be!" Being creative is all about letting the artist within you to rise and create something magical for your eLearning courses. You will be surprised to see how your learners will appreciate your creativity and persistence. Related Posts3 Tips to Instructional Designers for Effective E-learning - An Infographic3 Interesting Ways to Design Elearning Intro Pages - Infographic3 Brilliant Ways to Present Timelines - An Infographic

Digital access, commerce, communication, literacy and etiquette… What do these words have in common? Well, for starters, they are all components of digital citizenship. In fact, these concepts—and many more—are part of an online code of ethics students need to know about in order to develop and maintain a positive digital footprint and online presence. As with any other type of education, we—as educators—can’t make assumptions that students have the necessary knowledge to make good decisions when surfing the web. And even if they do—they’re kids, so yeah, they constantly need to be reminded of what’s cool and what’s not. With the wide variety of resources available for teachers, there’s no reason we shouldn’t be promoting the importance of behaving safely and responsibly in the digital world. Speaking of resources, check out the nifty infographic shown below, one that can be used to address various aspects of digital citizenship. Props to Sylvia Duckworth for creating and sharing this very useful visual. Click here to view a full screen version of this sketch note. Classroom Connection: Use the infographic to teach students about how to be safe and respectful when utilizing digital networks and social media sites so they can create a positive online identity—one they can be proud of now and in the future. For more info about digital citizenship, check out the Teacher’s Guide to Digital Citizenship, a recently published article on Edudemic written by By Kristen Hicks.

Camtasia Studio 8 Tutorial: Cut Unwanted Media on the Timeline This Camtasia Studio 8 Tutorial provides information concerning the process of cutting unwanted media on the timeline. Specifically, it shows how to make, preview, and cut a selection. 0:20 - Make a selection 0:35 - Download sample script and .camrec 0:50 - Zooming in on the timeline 1:00 - Selecting an area to cut 1:20 - The space bar hotkey 1:30 - The cut icon 1:40 - Another example: cut from the middle 2:20 - Final example: cut from the end The post Camtasia Studio 8 Tutorial: Cut Unwanted Media on the Timeline appeared first on VivaeLearning: The Best Free Video Tutorials Online.

Audio is an essential component that makes your eLearning course complete. Effective use of audio in eLearning makes courses engaging and helps the learner retain information for a long time. When we develop an eLearning course, we spend a lot of time deciding on the visual elements and tend to ignore the audio. In this blog, I’ll discuss a few tips for effective audio narration in an eLearning course. 1. Have a Conversational Tone To make the course engaging, it is very important to use a conversational tone for audio narration. This helps the learner get connected with the course at an emotional level, and thereby, makes it interesting. The narration should be informational as well as motivational. In order to motivate the learner with narration, we can use certain phrases such as"Wow", "Sorry", "That’s Great" etc. 2. Ensure Appropriate Use of Audio It is important to know when the audio should be concise and when it should be elaborate. If you have heavy text on the screen, then the audio should provide the summary of the on-screen text. This is because reading the entire text on the screen increases the cognitive load on the learner. In the same way, if you have small stand-alone sentences on the screen, the audio must be elaborated and the concept needs to be explained in detail. 3. Use Descriptive Audio for Visuals Sometimes, we may have to show certain animations or complicated flow charts on the screen. In such cases, each step of the animation or flow chart should be explained clearly using audio as the on-screen text "runs". Effective use of audio and visuals helps the learner understand the concept clearly. 4. Emphasize the Key Points A learner would show more interest in the course when he finds it beneficial or relevant to him. The key takeaways of every must be emphasized using audio. This strategy gives a great learning experience to the learner. It is a very powerful and meaningful way to teach them. I hope you find this blog informative. Do share your views. Related PostsSteps for Effective Audio Narration - An InfographicUsing Audio - An Effective Way to Enhance your E-learning Course4 Effective Ways of Presenting Scenarios in E-learning Courses

As Quincy Jones once remarked, "I’ve always thought that a big laugh is a really loud noise from the soul saying, "Ain’t that the truth." That said, Edu-fun Friday is a series devoted to adding some humor to the lives of teachers who visit this blog. After all, there’s nothing better than ending the week on a positive note! Plus, do we have the best topics to provide us with some comic relief or what? Maybe it’s my twisted sense of humor, but this one produced a laugh out loud moment for me—probably because I feel exactly like this on days when I’m trying to convince others that devices suchas iPads really do have educational value. ***Sigh! OK, so it’s not really an edtech comic, but it’s funny nevertheless. And considering that today is the beginning of the last full and totally crazy month of the school year (in most districts anyway), teachers may actually find this strategy to be very useful-ha!

Integrating Knowledge Management Systems Into Corporate eLearning Platforms: 5 Top Benefits For eLearning Professionals Merging corporate eLearning platforms and knowledge management systems could be a solution to this mess of dealing with corporate systems of various types that they all serve the same organizational purpose: knowledge sharing. Leaving corporate web sites out of discussion, as they typically address to the general public and do not include "confidential information - for internal use only", I foresee a back to the basics approach with eLearning platforms substituting the traditional "intranet" and serving as a single point of reference for all employees. Some of the top benefits of such an integration are presented below: Easier updates. Reusability of resources. No duplicates. Easier updates of files in accordance to ISO qualitative standards and reusability of resources for common sections are elements that cannot be overlooked. The same online training content, uploaded only once in a single system may target different audiences, saving valuable server space, though at the same time the eLearning platform provides features that allow for customized views with different online content for each group/department, according to the permission rights assigned. Lack of duplicates also raises employees’ confidence that they access the correct version of the information they are looking for. Different access rights and better tracking through activity reports. Different access rights for managers and staff allow the HR department to have better control of who has access to what. The activity reports feature that most eLearning platforms nowadays offer, enable better tracking of employees’ performance on the online training material, eLearning course completion rates, possible knowledge gaps, etc. Employees’ direct feedback can be received through online suggestion boxes, though a knowledge sharing organizational culture can also be promoted through the use of chats and discussion boards in order for the employees to share professional experiences and best practices. Formal and informal training in a single eLearning platform. In terms of eLearning content, videos, press-releases, product knowledge material with features and benefits, selling techniques, customer service approaches and best practices are only some of the examples of the type of information the eLearnng platform may contain in non-downloadable SCORM format for security and confidentiality purposes. Therefore, apart from a great resource center, the eLearning platform could also serve as the ideal training tool for synchronous, asynchronous and blended learning, with the corporate trainer’s role enhanced, as an e-moderator. Sense of community. Loyalty. Through the integrated eLearning platform new employees not only would be allowed to quickly familiarize themselves with their new working environment, the organizational structure, "who is who" etc, but also such a system would give them access to FAQ sections about their role in the organization, best/worst practices discussion groups, as well as "Ask the Expert" sections where they would have the opportunity to stay tuned with their new colleagues, managers and corporate trainer(s). Bulletin boards. Last but not least, the eLearning platform could also serve as a bulletin board for all company-related announcements, new hires, job openings and other type of corporate incentives that have been proven to reinforce a sense of belonging in the community  and to increase employees´ loyalty in the company. Never before had the human resources and training department been closer to their common aim of professional development of employees as through the integration of the company’s knowledge management system with the eLearning platform in a single communication and training tool available on a 24/7 basis. Want to learn more about how an organization can enhance the knowledge and skills of its employees? Read the article 6 Tips For Creating A Winning Performance Management Online Training Strategy to get tips and techniques you may use to create a winning performance management online training strategy for any organization. This post was first published on eLearning Industry.

E-learning courses are used extensively by companies to equip their staff members with the needed knowledge and skills. According to Ambient Insight, global self-paced eLearning market reached the $49.9 billion mark in 2015, registering a compound annual growth rate of approximately 9.2% over a five year period. Do you wish to jump on the online training bandwagon? Then, how can you make error-free, high-quality eLearning courses to deliver top-notch training to your people? Well, you need to follow certain standards to create the perfect course. The Association for Talent Development (formerly ASTD) has come up with various instructional design standards which help eLearning designers produce highly effective courses that captivate learners. Here is an info-graphic that lists 7 of these standards and explains why they need to be adhered. Hope you find this post useful. Do share your views. Related PostsHow Important is Standardization for E-learning Curricula? Importance of Standardization in E-learningWhat Are The Trends in E-learning Design and Development? - An Infographic

Camtasia Studio 8 Tutorial: Add a Callout to Direct Viewers’ Attention This Camtasia Studio 8 Tutorial provides information on how to add a callout. Specifically, it covers the following topics: 0:00 - What are callouts? 0:10 - Examples of what callouts can do 0:40 - Add a callout to your video 1:30 - Finding a new callout shape 1:55 - Callout positioning on the canvas 2:00 - Re-sizing and rotating callouts 2:15 - Changing the visual properties of your callouts 2:35 - Callout placement on the timeline 2:45 - Tips for good callout placement 3:00 - Adjust the fade in and fade out properties 3:10 - Adjust the callout duration period 3:25 - Duplicate a callout 3:50 - Layering callouts on the timeline The post Camtasia Studio 8 Tutorial: Add a Callout to Direct Viewers’ Attention appeared first on VivaeLearning: The Best Free Video Tutorials Online.

Setting off the fire with eLearning - Ideas for Fire-safety training at your workplace Welcome to today’s blog post. Since the enactment of OSH Act of 1970, workplace safety has moved up the agenda of every company. As a part of this initiative, employees are being made aware of the recognized hazards at their workplaces and the safety measures to be followed during an emergency situation. One such training program that is very important for employees is the fire safety training. To be honest, I do not have a clue about where the emergency exit is or where we can find the fire extinguishing equipment in our office. In this post, I will try to discuss a few ideas to implement fire-safety training through eLearning at your workplace. Have an Expert Guide Them Through: Guided learning is ideal when it comes to safety training. It’s not that we do not want to learn or listen to someone. We all like to learn provided, it comes out of an expert. And, we wouldn’t be accepting computers or other machines govern and tell us what to do, what not to (even though it is the current scenario). Hence, the computer is ruled out of the list of experts. Let’s bring in a virtual expert in to our course. We call them avatars. These digital characters will guide your learners throughout the training, generating a "bond" with them. In our case, we can use a fire-man as an avatar (not to forget that firemen are often looked up to in many countries). This fire-man will talk to your learners, introduce them to the fire hazards at the workplace, explain to them the actions to be taken during a fire breakout and evaluate their learning. Exploration is the Key: All these years, I’ve created training programs for several types of audience. Some learners complain about being restricted on how they go around the courses. They express an interest to learn at their free will. Here’s where the strategy Explore-and-Learn comes in. Employing this strategy to teach fire-safety is an interesting task. One idea is that we create a digital layout of the workplace, some kind of a map. In this, we can mark the areas of recognized hazards which the learner has to click through to learn in detail. The information on safety measures can then follow. Game-it-on!! Dealing with tough learners that carry low motivational levels to work? We have an idea. We all love to be challenged, as long as there is a pretty good chance of winning. This paved the path for video games. Not everyone may be a gaming freak, but I’m sure most of us have tried our hand at one form of a game or a puzzle. Gamification is the most engaging form of digital learning. It demands great amount of learner involvement and also generates a sense of competitiveness. These two aspects work in our favor when it comes to lackluster safety training. You can first display an animation with the steps required to be taken during a fire emergency. The same can then be simulated for the learner to try on. For example, if we have to teach the learner about different types of fire extinguishers, we can first demonstrate their usage with an animation and then present a few scenarios to the learners to use the appropriate extinguisher for each. The user responses can be calculated, and a score can be displayed. These are just a few ideas to go about fire safety training using eLearning. I’m sure we can also apply other learning strategies such as storytelling, case-studies, etc., to present the information to our learners. What is your approach for conducting safety training effectively at your workplace? Please share your views in the comments section below. Happy Reading!! Related PostsCreative Ways to Present Click on Tab Interactivity in E-learning Courses - An InfographicShield Your Employees with the Right Safety Training at the WorkplaceType of Training Required for Service Staff

Even though there is always a mind-boggling amount of invaluable info shared on the Discovery Educator Network (DEN), one of the best resources available is the Spotlight on Strategies (S.O.S) series, a must-see DEN favorite designed to provide teachers with simple yet effective instructional practices for using digital content to support student learning. To date, there are 70+ teacher tried and tested strategies featured on the DEN blog and now thanks to Lance Rougeux, Vice President of Learning Communities and Educational Consultants at Discovery Education and all-around DEN tech guru, I will now be featuring these techniques on my space. Two thumbs up to this guy! So, enough of that. Let’s fast forward to the really good stuff… This week’s feature—Concept Circles—is an instructional strategy that strengthens vocabulary skills. Big Idea Concept Circles (Vacca & Vacca, 2001) are tools which help students move beyond memorization of terms and definitions by focusing them on analyzing the relationships between those words. In this strategy, students use a circle organizer to analyze how vocabulary words are or are not related through a concept or topic. There are different models for the circle: some are simply a circle divided into quarters; others, like the one used in the example below, provide space for note taking and identification of the concept. Now that I have your attention, all you have to do is click here to snag a PDF version of this super cool strategy which includes info related to materials needed, steps for integrating the Concept Circles strategy into lessons, an example and extension activities. And there’s even a video overview you can check out here. Pretty cool, eh? Better yet—click here to check out the entire S.O.S. series on the DEN blog! So, there you have it: Another S.O.S. trick to add to your edtech toolbox. Stay tuned for additional ways to activate learning in your classroom… Like what you see? Then be sure to check out other ideas in this series: » Reading Between the Lines » ABC Summary » 6-Word Stories » What Did They Say? » A-E-I-O-U » Snowball Fight » Whittle It Down

Camtasia Studio 8 Tutorial: Visual Properties and Animations This Camtasia Studio 8 Tutorial provides information on how to add animations. Specifically, it covers the following topics: 0:00 - Intro 0:15 - Review of callouts 0:55 - Adding animations 1:15 - Positioning animations on the timeline 1:30 - Editing animation behavior 2:45 - Animation examples 3:00 - Wrap up / Next tutorial The post Camtasia Studio 8 Tutorial: Visual Properties and Animations appeared first on VivaeLearning: The Best Free Video Tutorials Online.

10 Study Tips For Online Learners Taking online courses can be very convenient for many people. However, online learning requires time management skills, self-discipline, willpower, and strong motivation, as it may be challenging for online learners to successfully complete their eLearning courses. In this article, I'll share 10 key study tips for online learners, in order to help you stay focused and motivated when taking courses online. Understand online learning practices and expectations. The first thing you need to realize is that online courses are not an easier way to learn, but rather a more convenient one. To successfully learn online, you need to dedicate a significant amount of your time, consistently attend the program, be concentrated while studying, and fully commit to your learning process, just as you would do for a regular course. You should also have in mind that when you take an online course, you may be expected to: Fully commit yourself and participate in the virtual classroom as required. Be, or be willing to become, tech-savvy. Work with others effectively.  Complete your learning tasks and assignments on time. Be self-disciplined. If you are not able or willing to do all of the above, you will probably not be a very happy online learner. Make sure that you have reliable internet access.  Technology glitches happen all the time. Imagine you are working in the middle of the night and your computer crashes. To avoid mishaps, ensure that you save your work repeatedly and backup regularly using cloud storage, for example Dropbox or Google Documents, in order to be able to access your previous work from your smart phone or tablet, if needed. Furthermore, ensure that you not only have a backup of your online course material and assignments, but also you have saved your instructor’s or trainer's contact information in your cell phone or in your email. A reliable internet access will also give you the opportunity to check in, stay current with your eLearning course, and deal with sudden schedule changes. Have a dedicated study space. Whether you decide to study in your office or in your living room, ensure that this place is quiet, organized, distraction-free, and available for use at any time. Your study environment should be one of your main concerns when you are an online learner, so make sure that it enables your study routine. Furthermore, ask your friends, relatives, and colleagues to respect your "work mode" and consider turning off your phone and logging off of all social networks when studying; you will want to be neither interrupted nor distracted. Identify your learning objectives and goals.  To stay on track with your online course, make sure that you always keep in mind what you hope to accomplish by the end of it. The learning objectives and goals of the eLearning course can be an excellent road map during online learning; read carefully your online course requirements, create notes that are closely related to your objectives, and make sure that you review them thoroughly every time you start an assignment, so that you stay focused on your goals. Finally, consider starting with the most difficult tasks, as this will improve both the effectiveness of your study and your performance. Build a study plan. An study plan is critical to online learning. Here are some tips to help you build it: Plan ahead.  Never wait until the day before an assignment due date to start working on it. It will stress you and stress will prevent you from effectively completing the online task. Furthermore, knowing when all of your assignments are due until the end of the eLearning course will facilitate your time management; for instance, if you are going on vacation in the middle of the eLearning course, you can study ahead. Have an effective calendar system.  Online learning needs structure; create a study calendar that will help you remember all important dates, like exams, or deadlines for submitting your assignments. You can save your calendar in your computer or in your mobile device, or you can even create a wall planner, which you can mark up and check every time you study. Create to-do lists.  At the start of each week, make a to-do list of the tasks you need to complete by the end of the week. This is an excellent way to prioritize your study plan and stay on track with your studying. Set time limits.  Before you start studying, estimate how much time each task will take to complete, whether it is a specific assignment or simply reading a chapter. Try to stick to your time limits, as this will help you develop your self-discipline. Furthermore, when you realize that despite your best efforts you cannot concentrate, consider stopping for an hour or for the night; it is better to wait until you are able to start afresh than to waste your time trying to focus. Stay on schedule.  Finally, stick to your study plan. Procrastination is the worst enemy of online learners, so make sure that you stay organized and you are not falling behind in your online class. If you are having difficulties submitting your assignments on time, contact your online course instructor and let them know, so that they can help you create a consistent study routine. Ask for help when you need it. While it may be constructive to look for answers to your online course-related questions independently, hesitating to contact your online instructor when you are stuck may be problematic. If you don’t ask for help when necessary, you may end up falling behind, which may lower your self-esteem, as you may not be able to keep up with the online course. Build a relationship with your online instructor and avoid misunderstandings by contacting them regularly and informing them who you are, and how you could use their help. By asking your online instructors to clarify problems, you will also help them not only to evaluate learners' level of understanding of the online material, but also to get an idea of the overall effectiveness of the online course. Finally, due to the open nature of online courses, by asking a question, you also help at the same time your virtual classmates, in case they are having similar difficulties. Keep in mind that if you don’t ask for help when you need it, your online instructor may never know that something is wrong. Review, revise, repeat.  Regular revisions of the things you have already studied will not only improve your memory, but they will also help you better understand what you are learning. Create your own flash cards for your key notes and quiz yourself on the key concepts of the online course. Furthermore, consider having one or more study partners; working in groups will offer you alternative views of difficult concepts, motivation to achieve better results, and help in completing your online assignments more quickly by reviewing what you have learned. Share your study notes and habits with your virtual classmates and support each other throughout the online learning process. Take study breaks. Your performance will decrease if your are feeling tired or frustrated while studying. Integrate some personal time into your study routine and you will be able to work more effectively on your online course goals. When taking a break, make sure that you get away from your study space; you need to have a change of scenery. A mild physical activity, such as a walk around the block, will help you maintain balance, renew energy, and go back to studying with a clear mind. Participate in online discussions.  Online learning doesn’t necessarily mean learning in isolation. Connecting with your virtual classmates on social media or your online course’s forum will enhance tremendously your eLearning experience, especially if you are an introvert and visual barriers hinder you in expressing yourself. Participate actively in online discussions and group activities, suggest study tricks, offer your input on the eLearning course, and engage in new ideas. Just ensure that you are mindful of your online tone; be respectful when you disagree with other members of your online group, and always write in complete and clear sentences to avoid misunderstandings and tone mishaps. Stay motivated.  Finally, don’t underestimate the effort needed to fully commit to your online course. To make sure that you stay motivated and engaged in your online learning experience, consider following these tips: Feel free to create your study routine at your own comfortable pace. Decorate your study space with inspirational quotes and pictures. Never forget the reason why you took this online course. Accept that you will have productive and less productive days. Have healthy snacks nearby to boost your energy. Reward yourself every time you complete a challenging task. Make sure that you take some time for yourself from time to time. Stay positive and keep your chin up. Follow these study tips for online learners and you will be able to make your online learning a fun and enjoyable eLearning experience. If you are not sure about how an online course can fit into your busy schedule, read the article The Top 7 eLearning Benefits For Busy Adult Learners and discover a few of the many benefits of eLearning for busy adult learners who are always on the run. This post was first published on eLearning Industry.

In the previous post of this series, we have seen how several companies are using open-source LMSs to manage their learning activities. In this last post of the series, let us examine the Enterprise option. Enterprise Option A proprietary Learning Management System (LMS) is a software platform developed by a firm which does not permit the users of the platform to access its source code and alter its functions. Many proprietary LMSs are very effective because they: Are developed by organizations with a proven track record. Are built by experts who understand learning management needs very well. Can meet the dynamic needs of their users as these systems need to survive in a fiercely competitive market. However, it could take some time to implement a new idea. Can be integrated with ERP systems. Some developers of ERP systems such as SAP also offer learning management platforms, and LMSs developed by these organizations can be integrated with their other products. The developers of proprietary learning management software offer comprehensive technical assistance. A proprietary LMS can be used to manage enterprise-wide training activities. It enables organizations to manage their learning and development activities (online and classroom) across all departments from a single system. These include user enrollment, delivery of the content, tracking learners and generating reports. Trellis is Learning.net’s proprietary LMS. It is built on open-source, LAMP, standards and has undergone development and growth for the past ten years. Trellis is geared to large (5,000+ user) implementations and/or organizations that need a highly customized LMS. Learning.net has developed and implemented the LMS since 1998. The Trellis default user interface includes a home page with an announcement window, a course catalog page, a learner transcript page, a resources page and a support page. Every Trellis implementation configures the user interface for specific client requirements and is re-designed to match the client’s web presence. Any enterprise solution should provide single, sign-on integration with the client’s HRIS or ERP system. Trellis supports this and has integrated with Oracle, PeopleSoft and SAP to name a few. A shopping cart is a default part of the system and integrates with CyberSourse or Authorize.net as a default. PayPal integration is also available. Trellis combines administration and reports on a single user interface which is configured at implementation for specific client requirements. The Community function allows business divisions of an organization to segregate users and provide individual catalogs of courses to those users. This is a useful function for a business that operates internationally and wants to provide a multilingual solution. Communities can have their own branding and unique design in the required language. The Group function in Trellis can be used to organize customers or dealers into individual reporting units. It is also used to implement complex administrative rights to various levels of admin or reports for the system. For example, dealer managers can be given rights to view the reports only in their stores. The Program function is used to develop curriculums and/or blended learning courses. Trellis supports integration with WebEx and Citrix products and can be configured with the webinar vendor of your choice. So, blended learning can include online self-study, webinars and classroom courses. Since we use the xAPI, Trellis can track video completions and other non-traditional learning objects. Thus, these are the three options (WordPress, Moodle, and enterprise options) available for organizations, and the next step is to decide which one of these will meet your scope and feature requirements. This will allow you to focus on LMS vendors who deliver systems fitted to your needs. There are 600+ LMSs available. You can shortlist the potential sources with focus. Have anything to say? Please do share. Related PostsLMS for Your Organization - How to Select The Best Fit? Part 3: MoodleLMS for Your Organization - How to Select The Best Fit?What Does an LMS do?

Camtasia Studio 8 Tutorial: Produce and Share Your Video This Camtasia Studio 8 Tutorial provides an overview of Screencast.com. Specifically, it covers the following topics: 0:20 - Screencast.com 0:35 - The produce and share process 2:30 - Screencast options 2:50 - View your video 2:55 - Share your video 3:05 - Link via Screencast.com 3:10 - Embed via Screencast.com 3:20 - Link and embed from Camtasia Studio 8 3:30 - Share your feedback The post Camtasia Studio 8 Tutorial: Produce and Share Your Video appeared first on VivaeLearning: The Best Free Video Tutorials Online.

As instructional designers, at the start of every new eLearning project, we are called upon to think of a strategy which is best suited to the project at hand given the technical, time, and financial constraints. In this scenario, we often tend to mix up our strategies with models. Though the two might overlap, there is a fine distinction between a strategy and a model. We will understand the distinction between the two so that we have a very clear idea of what each is and what is its place in the scheme of things. Strategy A strategy is a high-level, all encompassing plan. It is usually a long term plan and impacts the aspects of day-to-day operations. It is not subject to frequent changes. A strategy is an umbrella which covers all the tactical decisions. The strategy you select for your project will depend on your overall goal. Selecting the perfect strategy is both an art and a science. It is an art because it needs creative thinking to come up with a strategy that addresses all issues of your project. It is a science since it needs to be selected keeping in mind certain parameters dictated by a model. Model A model tries to explain concepts or phenomena that have no physical laws. Models are mostly neotic. They are abstract representations which aid in understanding concepts that have no physical metrics or observable behavior. This is where models help us. They attempt to set guidelines or boundaries to abstract phenomena to help us understand. This gives us a frame of reference to base our understanding on. Learning is the best example of a phenomenon which has no tangible representation. Several centuries since the dawn of mankind, we are still trying to come to grips with how the human brain accepts and assimilates knowledge. We are still in the dark about how learning occurs. There are close to fifty published models on learning todate. The well-known models include ‘The ADDIE Model’, ‘Gagne’s Nine Step Model’, and ‘The Learning Cycle’. Strategy and Model in the Context of eLearning In our eLearning courses, we have to select our strategy based on certain parameters including but not limited to the following: The target audience Their prior experience in the subject and level of knowledge Intended learning outcomes from the course Technical, time,and financial constraints Cultural background of the audience For example, in the Eaestern world where authority figures are revered and held in great esteem, having a guided avatar for a course would be a good strategy. The same won’t hold good in the Western world where people are self-driven. Similarly, a course meant for a predominantly or exclusive male audience is bound to have a different strategy (in terms of langauage, visuals, etc.) compared to a course with a good mix of male-female audience. So, your strategy should address these issues and deliver optimal learning. It will usually lie within the framework of the selected model - the steps can overlap or the order can be changed based on the strategy selected. For example, you can start with questions to start with the unkown and answer them in your course or you can proceed from the known to the unkown and end with review questions. Hence, your whole eLearning course will be curcumscribed by your strategy, ably supported by the models. Related PostsImportance of Content Comprehension in E-learningHow Descriptive is Your E-learning Course Description? Right or Wrong!3 Brilliant Ways to Present Timelines - An Infographic

3 Technological Strategies To Raise University Completion Rates Today, approximately 40 to 45% of US students entering universities for some form of doctoral degree failed to complete within six years [1]. The statistics change according to the general class of the institution. As an example, students attending an Ivy League university have an 85-95% chance of completion [2], while those at State run public universities more widely report 50% in five years [3]. Those concerned with special populations: minority students, the older, online, or working adults report statistics as low as 30% [4]. Behind these data are not only stories of disappointment and disillusionment, but also loss of tax revenue [5], increased costs overall of Higher Education (Gansemer-Topf & Schuh, 2006; Schneider & Yin, 2011) [6], and loss of local community leadership that these people, as graduates, would have provided. The promise of doctoral education holds a special place as the terminal degree, not only for the individual but also for their families, with as high as 70% of all newly minted doctors being the first in their family to achieve that level of intellectual and academic success (Kniffin, 2007). These graduates provide an entire family group more opportunities for the future. Recent research shows that University orchestrated socialization is often the key to student retention and completion (Felder, Stevenson, & Gasman, 2014; Gardner, 2010; Gordon, 2014; Jazvac‐Martek, 2009; McKinley, 2011; Pyhältö, Vekkaila, & Keskinen, 2012). Certainly the graduation statistics of the higher ranked universities bear this out. However, a full time student attending classes on college campus is no longer the norm it once was, and institutions must ask themselves: How can technology take up some of the slack in socialization created by the prevalence of online education? Drawing on the latest research, this document identifies key strategies where technology enhanced learning options should be able to significantly improve socialization and therefore graduate completion rates. It offers specific examples, based on the latest evidence about the ways in which these ideas move higher education forward in meeting the needs of students, and thereby retaining and helping postgraduate students through to completion. Using technology to provide targeted, specific, personalized, 24/7, on demand, and yet self-guided help allows the older, working, postgraduate student to have a constant orientation to the thesis or dissertation process whenever they need it. These students are the new face of postgraduate studies everywhere in the world. They cram thesis research into the nooks and crannies between work, family life, and complex adult environmental issues (Lahenius & Martinsuo, 2011; Vekkaila, PyhältÖ, & Lonka, 2013). The right kind of technology, directed specifically at what they need when they need it, should prove to help universities raise their completion rates. This whitepaper looks at three technological strategies and makes suggestion for future research. 3 Strategies For Employing Technology Aimed At Postgraduate Studies It is widely acknowledged that postgraduate research, especially at the PhD or doctorate level, is a lonely and isolating path (Ali & Kohun, 2007; Gardner, 2010; Pyhältö et al., 2012). The student is not only completing individualized research, but often exists within an environment where no one else they know is currently pitting themselves against the challenges of the final dissertation or thesis (Cohen, 2009; Jazvac‐Martek, 2009). Thesis work requires academic writing skills and also detailed and specific critical analysis consistently woven throughout a document that has subtle yet concrete requirements for each section. The degree to which or at what level academic advisors or supervisors take on both the primary challenges: 1) guiding the student through their area content and yet also 2) teaching the best processes through which to efficiently complete the thesis, is inconsistent (Barnes, Williams, & Archer, 2010; Vekkaila, 2014). Clearly technological strategies that equalize the help offered to students when they need it as it socializes them to the requirements of an academic mindset should prove efficacious and fortunately three technologies have developed to fill these gaps. 1. Small Incremental Milestones Aid Efficient Progress.  Doctoral students lag when they feel confused about what to do next, they have lost their motivation surrounding their topic, or they just don’t feel up to the task (Abernathy et al., 2008; Barnes et al., 2010; McKinley, 2011). This challenge ends in students feeling overwhelmed, but can be aided by the imposition of clear, small, strategically oriented milestones that act as a self-guided accountability system. These milestones are then hooked to a variety of content, forming a GPS system which guides the student through the dissertation or thesis. Technology can be employed as a map to ask students questions about what they know about the process, and deliver content when they indicate that they do not have the full understanding they require. Further, because these are adult learners and take in information in different ways, technology allows a range of choice so that some students can learn via video while others read the work, with all content hyperlinked back to the GPS system and the milestones for achievement. Doctoral students who work full-time frequently come up against outside forces which can derail forward thesis progress (Vekkaila et al., 2013). Personal accountability is enhanced as students check in regularly to either celebrate their successful completion of milestones, or, by doing so, call to awareness the fact that they have stalled (James, E. A., 2015). 2. Automate The Common Standardized Research Criteria. The research design process is both iterative and sometimes seemingly mysterious to the doctoral student. In the old-fashioned typical manner of learning, through multiple conversations with your supervisor or mentor, strategies would have been developed like this: Student sees supervisor and discusses his or her new ideas. Supervisor points out two or three criteria that suggest areas in which these ideas need to be reworked. Student goes away, reworks the ideas and comes back for another discussion during which supervisor points out a few more considerations. Process continues through multiple iterations until the student's ideas stuck up to all standard criteria. For an online or distance student, especially one who is working full time and approaching thesis writing only on weekends or after hours, the above strategy stretches out to go on for months, as both student and supervisor become frustrated in finding mutual times to meet. The technological solution is to work out all the standard research oriented discussions and put them up in a self-guided strategy ending with all the criteria through which the student can self assess their ideas. This automation© [7] is also a neutral tool, devoid of personal interaction. This offers two advantages to the supervisor/student relationship: on the one hand, the student seriously thinks about each criterion as a hurdle which must be considered, and because students go through these tools on their own, their thinking has matured by the time they show it to the supervisor. One software as a service (SaaS) company has developed this idea, and anecdotal evidence attests to the fact that "automation© tools help the student both emotionally and logically", as they prepare for interactions with supervisors [8]. 3. Push Notifications: The New Socialization. The traditional postgraduate student picked up much of his or her critical analysis skills through daily interactions with other students, as well as faculty, during casual encounters on campus. Late-night discussions and libraries, debriefing lectures over a beer in the local pub, meeting with a Professor casually over lunch in the cafeteria, all hone the student’s ear to understand academic language. During these casual interactions students also pick up a myriad of ideas, some of which may not have had direct bearing on their work at the moment, but which might prove interesting later. In short, the entire university environment socializes the student (Abernathy et al., 2008; Felder et al., 2014; Pyhältö et al., 2012; Quinn, 2004). The modern online student has none of these advantages, so what stands in their place? Emails and smart phone SMS messages may become the replacement for what was previously overheard in the hallways. Each can be taken in or ignored, depending on the person’s personal context and, as such, they substitute for the casual on campus interaction. Three EdTech companies are currently working with these messages: Persistence Plus focuses on the undergraduate population and their early research correlates to retention and completion (Persistence+, 2015), DoctoralNet sends daily notifications to postgraduate students, and Osmosis delivers flash cards to medical students. Most personal and social interactions, whether live or through email/SMS, have socializing power and fall into one of three categories: Must be reacted or responded to, Interesting and will be scanned for consideration, or Can be ignored. Strategic emails and push notifications take time to develop through technology, but they allow the recipient to respond in one of those three ways, depending on their own personal environment. At the same time, they enhance the person’s context and keep the PhD doctoral experience alive in the students’ life when they are at a distance from campus. Thus they meet the criteria for future education technology development in that they give the student free choice while simultaneously enriching their academic world (Siemens & Dawson, 2015). The success of this type of notification can be seen in data from PhD students. For example, DoctoralNet’s push notification system of motivational messages to encourage socialization delivers a message 365 days a year and enjoys an open rate that hovers right around 50% [9]. Follow The Leading Indicators Through To Completion Success There is only one goal in graduate education: for all students to successfully complete their independent dissertation or thesis and graduate. Still, this is a multiyear task and leading indicators are needed for measurement in order to properly test whether technological improvements, such as those discussed here, are, in fact, helping the process of socialization and research thesis completion become more efficient. More research is needed to test whether and to what extent students who succeed correlate with those who periodically engage in what this author calls "technological GPS systems" or technology designed to be employed by students when they need it that run tangentially to the rest of the systems within the university program structure. The questions relating to the technologies discussed here are: Whether and to what extent are students completing milestones? When common research discussions and criteria are automated, do students use them, and, if they do, do both the student and the supervisor believe they enhance the quality of their output? Whether and to what extent do students who read and engage with push notifications report that they find motivation, injury, or satisfaction from this socialization effort? Leading The Way To Technology Enhanced Learning For Postgraduate Studies  Three ideas for technology enhanced learning aimed specifically at postgraduate education have been discussed: Breaking large academic tasks into small incremental milestones which are then assessed through technology. Automating common standard research design decisions against criteria. Developing new styles of socialization through the use of SMS and push notifications. Each demands intensive pedagogical and technical resources in order to implement them across what is to the University a relatively small student population. This is probably the reason that few, if any, have produced these socialization tools for their students. This author believes that no single University can both keep up with all the technological advances geared towards providing a variety of tools for online coaching and motivation while, at the same time, developing specific pedagogical content for their PhD student. There just are not enough students in any given University to justify that level of cost.  This is where the beauty of SaaS comes in and we hope to see more examples of how educational leaders employ it to meet the needs of online learning and Higher Education. Perhaps the time has come for universities to partner with EdTech leaders and develop specialized environments to overcome common issues such as lower than desirable rates of completion in postgraduate studies. References:          Abernathy, T. V, DeRaad, K., Beck, G., Checho, C., Furno, L., Helweg, C., Hinkson, M., & Whittier, L. E. (2008). Through the Looking Glass: Critical Reflections of Doctoral Preparation Experiences, 22(3), 149-163. Ali, A., & Kohun, F. (2007). Dealing with social isolation to minimize doctoral attrition: A four stage framework. International Journal of Doctoral Studies, 2, 33-49. Barnes, B. J., Williams, E. a, & Archer, S. A. (2010). Characteristics that Matter Most: Doctoral Students’ Perceptions of Positive and Negative Advisor Attributes. NACADA Journal, 30(1998), 34-46. Cohen, S. M. (2009). Doctoral Persistence and Doctoral, 33. Felder, P. P., Stevenson, H. C., & Gasman, M. (2014). Understanding Race in Doctoral Student Socialization. International Journal of Doctoral Studies, 9, 21-42. Gansemer-Topf, A. M., & Schuh, J. H. (2006). Institutional selectivity and institutional expenditures: Examining organizational factors that contribute to retention and graduation. Research in Higher Education, 47(6), 613-642. Gardner, S. (2010). Faculty perspective on doctoral student socialization in five disciplines. International Journal of Doctoral Studies, 5. Retrieved from http://ijds.org/Volume5/IJDSv5p039-053Gardner293.pdf Gordon, N. (2014). Flexible Pedagogies: technology-enhanced learning, (January), 25. Retrieved from http://www.heacademy.ac.uk/resources/detail/flexible-learning/flexiblepedagogies/tech_enhanced_learning/main_report?utm_medium=email&utm_source=The+Higher+Education+Academy&utm_campaign=4074096_140506 Jazvac‐Martek, M. (2009). Oscillating role identities: the academic experiences of education doctoral students. Innovations in Education and Teaching International, 46(3), 253-264. doi:10.1080/14703290903068862 Kniffin, K. M. (2007). Accessibility to the PhD and Professoriate for First- Generation College Graduates: Review and Implications for Students, Faculty, and Campus Policies. American Academic, 3, 49-80. Lahenius, K., & Martinsuo, M. (2011). Different Types of Doctoral Study Processes. Scandinavian Journal of Educational Research, 55(6), 609-623. doi:10.1080/00313831.2011.555924 McKinley, B. G. and E. (2011). Coloring the pedagogy of doctoral supervision considering supervisor, student and knowledge through the lens of indigeneity (1). Innovations in Education and Teaching International, 48(4), 377-386. Persistence+. (2015). Persistence Plus. Retrieved February 15, 2015, from http://www.persistenceplusnetwork.com/ Pyhältö, K., Vekkaila, J., & Keskinen, J. (2012). Exploring the Fit between Doctoral Students’ and Supervisors’ Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey Engagement in Doctoral Research. International Journal of Doctoral Studies, 7, 395-414. Quinn, J. (2004). Understanding working-class "drop-out" from Higher Education through a sociocultural lens: Cultural narratives and local contexts. International Studies in Sociology of Education, 14(January), 57-74. doi:10.1080/09620210400200119 Schneider, M., & Yin, L. (2011). The High Cost of Low Graduation Rates: American Institutes for Research, (August). Siemens, G., & Dawson, S. (2015). Preparing Digital University. Vekkaila, J. (2014). Doctoral student engagement: The dynamic interplay between students and scholarly communities. Faculty of Behavioral Sciences. Vekkaila, J., PyhältÖ, K., & Lonka, K. (2013). Experiences of disengagement - A study of doctoral students in the behavioral sciences. International Journal of Doctoral Studies, 8, 61-81. End NOTES [1] Personal communication with Deans of Graduate Studies (2014). [Discussion of graduation rates.] [2] Council of Graduate Schools. (2008). Ph.D. Completion and Attrition: Analysis of Baseline Demographic Data from the Ph.D. Completion Project Washington DC, USA: Council of Graduate Schools [3] Personal communication with Deans of Graduate Studies as part of unpublished interview data: DoctoralNet.com, 2012, 2014 [4] Universities, D. o. G. P. U. O. (2014). [Personal communication about completion and the difficulties encountered online due to older students who work full time.] [5] US Census Bureau. (2014). Life earning estimates according to educational attainment. Washington DC: US Census Bureau. [6] American Psychological Association. (2008-2009). Table 27: Tuition for Doctoral Students in US and Canadian Departments of Psychology by Institution Type, 2008-09. Washington DC: APA. [7] Automations© is a copyrighted name for one such tool [8] Personal communication with student (JOB, 2014). [Discussion of tools on site after use] DoctoralNet Ltd offices. [9] Personal communication with personnel at the company (MTM & KM 2015). [Discussion of tools on site after use] DoctoralNet Ltd offices. This post was first published on eLearning Industry.

Even though there is always a mind-boggling amount of invaluable info shared on the Discovery Educator Network (DEN), one of the best resources available is the Spotlight on Strategies (S.O.S) series, a must-see DEN favorite designed to provide teachers with simple yet effective instructional practices for using digital content to support student learning. To date, there are 70+ teacher tried and tested strategies featured on the DEN blog and now thanks to Lance Rougeux, Vice President of Learning Communities and Educational Consultants at Discovery Education and all-around DEN tech guru, I will now be featuring these techniques on my space. Two thumbs up to this guy! So, enough of that. Let’s fast forward to the really good stuff… This week’s feature—The Envelope Please—is an instructional strategy that strengthens comprehension skills via predicting outcomes. Big Idea The purpose of this strategy is to allow students to use prior knowledge to make predictions and utilize discussion and reflection to solidify their understanding. The act of making a prediction is rooted in comprehension. In order to make good, strong predictions, students must have a solid understanding of the content being studied, be able to recall information, know how to use clues to make inferences, and make connections between different sources of information. Now that I have your attention, all you have to do is click here to snag a PDF version of this super cool strategy which includes info related to materials needed, steps for integrating the The Envelope Please strategy into lessons, an example and extension activities. There’s even a video overview you can check out here. Pretty cool, eh? And last but certainly not least, here’s a visual to get those wheels turning… Can’t get enough of these simple but effective instructional strategies? Click here to check out the entire S.O.S. series on the DEN blog! So, there you have it: Another S.O.S. trick to add to your edtech toolbox. Stay tuned for additional ways to activate learning in your classroom… Like what you see? Then be sure to check out other ideas in this series: » Reading Between the Lines » ABC Summary » 6-Word Stories » What Did They Say? » A-E-I-O-U » Snowball Fight » Whittle It Down » Concept Circles

Providing Blackboard Feedback on Offline Assignments Free Video Tutorial Why limit Blackboard’s feedback tools to just online assignments. The following tutorial will show you how to give your students interactive feedback on offline assignments. This Blackboard Free Video Tutorial is about using Blackboard feedback tools for offline assignments 0:13 Creating a column 1:00 Accessing the Grade Details Page 1:26 Grading with a Rubric 2:28 Audio Feedback 3:23 Video Feedback The post Providing Blackboard Feedback on Offline Assignments appeared first on VivaeLearning: The Best Free Video Tutorials Online.