The word ‘test’ alone is probably enough to strike fear into the heart of even the most nerveless of students. Yet research shows that tests can help improve our long-term memory and our ability to retrieve important information when we need it. We all have our own study strategies, with… Read More The post ‘Testing Effect’: How self-testing helps memory improvement appeared first on ExamTime.

Gamification is a hot topic right now, but how do you use it to create effective online training? If you’re simply taking a game and apply it to online training, you’re doing gamification wrong! For example, think of gamified training that’s based around a word search or a board game. These forms of gamification can be expensive to create and often offer little value to the learner. Instead, you need to find ways to use gaming elements to create better experiences that are not possible with traditional learning mediums. Here are five ways to help you get started. 1. Use leaderboards to benchmark learners against other learners Learning is motivational when it’s social and fun. You must appeal to your learners’ competitive instincts and create opportunities to challenge them against someone else rather than a computer. Leaderboards celebrate people’s strengths and show them where they can improve. A great example of the use of leaderboards in online training is the Heineken Capability Academy. In this gamified online training, learners earn points as they progress through the activities, which pushes them up the leaderboard. Prizes are awarded to top scoring learners and teams. 2. Personalize learning experiences Personalizing the learning experience involves creating unique pathways for each learner so that the training best caters to his or her individual needs. For the learning designer, this means abandoning the linear approach that presents learners with one route along the learning path and thinking of ways to tailor the course to each person, based on the decisions they make when posed with challenges. So, instead of giving the learner a body of knowledge to digest and then setting them a quiz, try turning that on its head by setting them a series of challenges and presenting the knowledge as responses to the choice they make. You can take this one step further by using branching. Depending on their responses to challenges, learners branch down different pathways through the course. Scenarios pose the challenges to learners, and the decisions the learners make have consequences. There are elearning authoring tools available, such as Elucidat, that can help you to create branching scenarios quickly and easily. Visually show the impact of learners’ decisions in the interface by changing the screen color or the background images in response to these decisions. 3. Use multiple variables to challenge learners To take adaptive learning one step further, you can use multiple variables in each question or challenge so that learners have to weigh up options and make tradeoffs. Working with multiple variables makes players consider cause-and-effect relationships, weigh multiple options, and prioritize their efforts. For example, in the BBC Finance Game, users are thrown a challenge at each level and scored according to the decision they make, based on four scoring criteria: budget, staff satisfaction, and the quantity and quality of output. Dynamic scoring allows for points to be lost and won across a range of skills. In this Fraud Prevention example by Elucidat, learners are challenged to see if they can detect a fraudulent scenario. Learners win badges if they correctly identify fraudulent scenarios. Multiple variables are at play here - friends are involved and learners must consider how their actions might them. While there is some technical knowhow needed to build this kind of program, modern elearning tools - such as Elucidat - have these features built in. The real skill in building this type of gamification is knowing how to create scenarios and weigh the scoring. 4. Use meaningful values to keep score Don’t just use points; instead, chose something meaningful. For example, if you’re conducting training for your customer service team, use satisfaction level as the value to keep score. This makes it easier for learners to relate to the scenarios because the score or points system is related to their job. Let’s look at an example by Open University called To Lie Or Not To Lie. In this game, results are delivered in an interactive graph that represents how other learners have answered the questions. This is more powerful that simply putting up a results screen with a yes or no answer. Related: Discover how easy it is to add scoring to your eLearning with Elucidat   5. Unlock new levels when sections are complete Like in a game, consider locking levels or chapters in the online training so that levels only open up when the learner has successfully completed a number of set tasks. Medieval Swansea (built using Elucidat) is a rich-media instructional game that has learners take on the role of detective to solve a historical mystery. Learners are taken through a series of stories with lots of stages to unlock in solving the mystery. They have to overcome Interactive challenges in their quest to gather points and bonuses. Each time a witness is interviewed, learners’ receive an achievement which unlock the next stage. Related: Stay on top of the latest elearning ideas, trends and technologies by subscribing to the Elucidat weekly newsletter. Conclusion Yes, gamification in online training is a hot topic, but it shouldn’t be used as a gimmick. Instead of creating online training that mimics a traditional offline game, such as a word search, think about how you can use gamification elements to enhance the learning experience beyond what is possible in offline instructor-led learning. Experiment with modern authoring tools - such as Elucidat - to see how easy it is to incorporate these simple gamification ideas into your next online training project. Keep reading: Can you turn learners into gamers? Here are 3 simple ways to gamify digital learning 5 killer examples of gamified eLearning Why gamification in elearning is important (4 reasons) The post 5 ways to use gamification in online training (that can’t be done with traditional training) appeared first on Elucidat Blog.

Learning Technologies 2016 is just around the corner, and Europe’s leading L&D exhibition and conference is bigger than ever. With more than 160 free seminars and 70 conference speakers you’re spoilt for choice when deciding what to see.Last week we spoke to three leading figures in the L&D industry to get their view on what’s going to be hot in 2016. We’re using their discussion to help pick out some seminars and conference talks that will help you get to grips with the concepts that matter in 2016.Hear what Donald Taylor, chair of the Learning Technologies conference, John Curran, Chairman of the Elearning Network and Laura Overton, Managing Director of Towards Maturity think are the next big thing, and find out where you can discover more about each hot topic. Multi-device learningOne of the topics discussed at length in the Elearning in 2016 hangout was mobile and multi-device learning.Each of the experts had a position on the subject and revealed how L&D can benefit from making it part of their strategy or developing the role it already has.Donald Taylor contrasted the old way of thinking about mobile learning with the modern approach made possible with advances in technology. "What it did mean was - let’s squeeze a one hour course onto an absolutely, impossibly inadequate medium and expect people to learn, well that’s not going to work. "But what it does mean is what people do all the time, you get on the Tube and you see people all the time on their phone, they are reading, they are listening, they are watching these may not be elearning modules but by goodness they are learning." John Curran confirmed that learners want to access learning wherever they can and creating multi- device modules is one way to make that easier. "The more accessible we can make our learning micro modules, the more likely they’re going to be accessed at whatever time and space people decide they need to learn." Laura Overton expressed concerns that L&D teams still aren’t fully committed to making multi-device learning. "I think most people are kind of playing still and the majority of their playing is about having responsive content that will appear everywhere." Brush up on mobile learning with our multi-device picks for Learning Technologies 2016: Talk 1: Love to learn! Ideas for using multi-device games & video in elearning Louise Pasterfield - Managing Director Sponge UK03 Feb, 11:00 - 11:30, & 04 Feb 14:00 - 14:30, Theatre 12This seminar will explore ideas for taking multi-device elearning to the next level with the use of games and video. Showcasing real-life examples, it will consider how you can enrich elearning by combining the latest innovative technologies for effective results. Talk 2: Driving learning with the latest in mobile delivery - T1S4 Geoff Stead, Sr Director, Mobile Learning, Qualcomm04 Feb, 11:10 - 12:20, Track 1Mobile delivery of content is pretty much a done-deal now. Everyone does it. But are we making the most of what we have, and what’s coming next? In this session, Qualcomm’s Geoff Stead describes the latest advances and how he’s putting them to use at one of the world’s earliest and most comprehensive adopters. Each of the industry figures was asked what they thought would be the hot topic for L&D professionals in 2016. We’ve scoured the Learning Technologies timetable to identify some of the key sessions that relate to these hot topics. Donald Taylor - Chairman of the Learning Performance Institution (LPI) and the Learning and Skills Group (LSG)After performing his annual on line survey Donald Taylor revealed what he predicts will be the hot topic of 2016 for L&D: "The buzz word that will be hot, my survey tells me quite unequivocally, is micro learning. That’s what everyone’s going to be talking about, it’s sexy, it’s hot." Breaking up content into bite-sized pieces to make it easier for learners to absorb is not a new concept. The renewed interest in mobile and multi-device platforms in 2015 has led many L&D teams to refocus on smaller chunks of content which can be more easily accessed in a variety of situations.You can find the full low down on the survey results that led to this pick on Don’s blog.Learning Technologies 2016 has several free seminars that you can attend to find out more about micro learning and how it might benefit your L&D programme: Talk 3: Enterprise learning - T3S3 Emma Pace, Global Head of Talent & Learning, PA Consulting3rd Feb, 15:30 - 16:40, Track 3Creating a social and micro learning enterprise culture. Talk 4: Micro learning and the rise of mobile Alex Noble, Online Academy Manager, RICS4th Feb, 10:15 - 10:45, Theatre 2 John Curran - Chairman of the Elearning NetworkJohn chose to look further ahead, thinking about what could make real changes in the L&D landscape. "So my buzz word for 2016, and I’m sure it won’t be mentioned a lot at Learning Tech is heutagogy… It’s self-directed learning and I really believe that that’s where the future is" Explaining that cognitive science made up a big part his current reading list he cited the following books as inspiration for his choice of buzz word: Why Don’t Students Like School? By Daniel T. Willingham Make it stick by Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel How we learn by Benedict Carey These Learning Technologies 2016 talks will discuss elements of self-directed learning and should offer some inspiration to anyone looking into the neuroscience behind the theory. Talk 5: Learning how to learn - T1S5 Dr Barbara Oakley, Professor of Engineering, Oakland University in Rochester, Michigan4th Feb, 13:50 - 15:00, Track 1Neuroscience is a real buzz word at the moment. But how does the brain really learn? This fascinating session, from the author of one of the world’s largest MOOCs, explores different learning modes and how we should be using them. Dr Barbara Oakley will also share her expertise on best practices to help master tough subjects — something we could all benefit from! Talk 6: Collaborative learning - T4S2 Jane Hart, Workplace Learning & Collaboration Advisor, Centre for Learning & Performance Technologies Cathy Hoy, Senior L&D Manager, Europe, Coca-Cola Enterprises3rd Feb, 13:50 - 15:00, Track 4 Most of us collaborate at work every day and learn from colleagues on-the-job. But throw some technology into the mix and the picture can blur and processes become over complicated. The key is incorporating the learning into people’s workflow. Easier said than done perhaps, which is why Jane Hart and Cathy Hoy will be on hand to share tips on how to make it happen in practice. Laura Overton - Managing Director of Towards MaturityTowards Maturity publishes reports and conducts surveys with input from thousands of L&D professionals, so Laura is in a unique position to offer advice to the industry. "My key thing would be thinking consumer first… I think we need to get in tune with our staff, how they’re currently learning and meet them at their point of need." The idea of putting the learner, or consumer, first is something that Towards Maturity highlight in their Learner Voice reports. Taking feedback from real learners and collating the experiences they’ve had helps L&D professionals focus on the most important areas.Creating a learning culture based around the needs of the end user is an experience many in L&D can learn from.Learn more on this subject at the following talks: Talk 7: Forget the L&D hype — what about the learner? - T5S4 Dave Buglass, Head of Capability and Development, Tesco Bank4th Feb, 11:10 - 12:20, Track 5Dave Buglass has had enough of the cosy world of L&D jargon and of fads. He’s calling time on our obsession with the latest piece of shiny technology and asking a very simple question: what about the learner? Drawing his inspiration from disciplines outside L&D, his focus is on Service Design — in other words, servicing the needs of the employee who wants to learn. Might be something we could all learn from here. Talk 8: Building a global learning culture - T5S5 Laura Overton, Director, Towards MaturityStuart Miller, Global IT Director, Worldmark InternationalAnne Watson, Global HR Director, Worldmark International4th Feb, 13:50 - 15:00, Track 5What differentiates top flight companies in their adoption of learning technologies and a learning culture? Laura Overton has been researching this for years, and is pretty sure the answer is clear. But who is actually doing it? In this presentation she is joined by one company — Worldmark — that has done it internationally and is here to share their experiences and the lessons learned. What else is on at Learning Technologies 2016?The full seminar and conference programme is available on the Learning Technologies 2016 website .Sponge UK will be exhibiting at Stand C16 if you’d like to talk about any of the subjects raised in the hangout or play a specially designed elearning game.In case you need some more inspiration for your schedule we’ve picked out some interesting looking talks that don’t fit into one of the themes from the Hangout. Talk 9: Action mapping — throw them in at the deep end - T4S3 Cathy Moore, Training Designer3rd Feb, 15:30 - 16:40, Track 4On a mission to banish boring e-learning, Cathy Moore is also making it far more effective along the way. In this session the infectiously enthusiastic globe trotter pitches tent and shares with us her practical insights and methodology for designing content that does its job: getting people to alter their behaviours. Action mapping is vastly popular and successful, join this session to discover why and learn more. Talk 10: Video for learning - T2S6 Emma Barrow, Head of Digital Learning, Royal Mail GroupIan Slater, Manager, Technical Training, PII Pipeline Solutions, A GE Oil & Gas /Al Shaheen Joint Venture4th Feb, 15:30 - 16:40, Track 2Video for learning can range from the expensive and slick, to guerrilla recordings on smart phones. Each has benefits, video remains an intimidating medium for many. Hear how two organisations are creating their own processes and take away practical details that will enable you to deliver video content with new levels of flexibility and application. There’s an opportunity to meet some of the conference speakers and talk face to face about their talks at Towards Maturity’s eXchanges. You can sign up for one of the ten spaces for each session here.You’ll have the opportunity to talk with some of the speakers we’ve already highlighted, but we’d also suggest checking out these talks at Stand H21 if the topics discussed in this post are interesting to you: Bob Mosher, Apply Synergies - How To Support Performance at the Real Moment of Need - 3rd Feb, 12:45 - 13:45 Dave Kelly, eLearning Guild - How L&D Professionals Can Keep Updated With the Next and Now of Learning Technology - 4th Feb, 11:30 - 12:30 You can watch the Elearning in 2016 Hangout in full on our YouTube channel . If you’d like to schedule a meeting with someone from Sponge UK at Learning Technologies 2016 get in touch with us on absorb@spongeuk.com , or drop by stand C16 to play our elearning games. Discuss a project Subscribe to our newsletter The post 10 hot topic talks at Learning Technologies 2016 appeared first on Sponge UK.

Elearning provider Sponge UK has been included on a list of the 50 most innovative and inventive creative companies in England.The Creative England 50 (CE50) report, now in its second year, identifies and celebrates businesses and individuals from across the country producing creative content or products.Sponge UK is among 50 companies selected by Creative England to be part of the report in recognition of their ability to turn creative ideas into commercial success.It is the only bespoke elearning company to be included on this year’s list.Louise Pasterfield, Managing Director at Sponge, said: "Creativity runs through all our processes from instructional design, visual design and development through to customer service. Our clients come to us looking for a creative approach to workplace elearning and we’re always seeking new and innovative ways to advance the work we do. We are delighted to be included in this exciting report and encouraged by the recognition being given to creative businesses across the country."The report says that the creative industries contribute £76.9bn to the UK economy, employing 1.7m people and have helped drive economic growth in many areas of the country.Commenting on the report, Caroline Norbury, Chief Executive, Creative England said:"Creative talent, when it’s nurtured, networked and financed is one of the key drivers of the twenty-first century economy, and there seems to be an abundance of it in England. The CE50 recognises outstanding creativity across the country and gives a focus and profile it deserves. We are all looking forward to seeing what the "Class of 2016" can achieve in the months and years ahead."This year’s index includes businesses from a wide range of sectors including games studios, documentary film companies and app makers.Sponge UK makes online learning for large organisations including Royal Mail, GlaxoSmithKline, Tesco, the NHS and the United Nations.The company was named Outstanding Learning Organisation of the year at the Elearning Awards (2015-16) and is one of the Sunday Times 100 Best Small Companies to Work For 2016.The post Sponge UK named in list of England’s top 50 creative companies appeared first on Sponge UK.

An important technology that could have a very credible impact on E-Learning is virtual reality technology and augmented technology. At the recent CES show in Las Vegas, Nevada, Juniper Research declared that 2016 will be  the "watershed year" for virtual reality technology.Credit: www.cleveland.comIt was also predicted that 2016 would see the launch of Oculus Rift (Facebook), the first consumer level virtual reality headset that does not require a Smartphone like Google's Cardboard and Samsung Electronics Gear VR.Credit: www.time.comHTC predicts that its HTC Vive will represent a technological breakthrough in Virtual Reality, projected to be introduced in April 2016. It was also revealed that Audi will be installing Vives in pretty much all of its flagship stores to offer virtual test drives of their products.Credit: www.geekwire.comTo state that technology companies are "jockeying to position themselves to capitalize" on the evolving technology scene would be gross understatement!So, the obvious question, with regards to E-Learning, that needs to be asked is:"Is Virtual Reality ready for prime time as a tool to make learning experiences irresistibly engaging and capture the essence of being in an immersive learning environment?"The technology companies would have you believe that in 2016, the year of Virtual Reality, that this would be a "slam dunk" for the affirmative. Of course, their answer is slightly skewed by their motives. What Needs to Be Done to Slave This Technology to E-LearningAs mentioned in the previous post, it is incumbent upon us who are involved in ID and instruction, not to let the "tail wag the dog". Instead, the "tail needs to be customized" so that it performs according to the requirements of a new adaptive and agile pedagogical mindset. Interestingly enough, the primary purpose that many of the new virtual reality technologies are designed for, games and entertainment, provide important clues as to what the focus of our design efforts should be. What we are learning about the immersive techniques of  serious games and the thoughtful engagement that they promote can find the most productive application in E-Learning.Credit: www.thevideoink.comThe evolution of the web's "Second Life" has shown us that we can develop an immersive community of learning and diversity that is representative of the human condition and its aspirations. It has also shown us that there is great potential in the development of collaborative learning networks that span the globe.If this is true, then what needs to be done?Some IdeasUnlike, the various business and entertainment initiatives, use of such technologies in E-Learning is different because in education, we strive for "equity of access" for learners. In the past, technology marketers such as Microsoft & Adobe to name two, have made a good effort to make equity of access possible with education plans tailored to the education market. With regards to the use of these new technologies in E-Learning these initiatives need to be continued. I would suggest that given the fact that we are in an information and learning age that such initiatives should be extended to help improve the learning cultures within the business sector.  Credit: www.thenextweb.comHuman physiological data is needed that will reveal the effects that such technology has on the    human body system. For example, in early reports on the use of Oculus Rift users experienced headaches and dizziness after a prolonged use. More research data is needed before we design learning experiences using the new virtual and augmented technology environments. The obvious question, among a number, to ask is: "What is needed adaptation time needed for the human body to achieve biological synchronization with these new technologies and environments?"  With regards to designing irresistibly engaging learning experiences that seek to harness the power of these new technologies, we need to focus on the elements that are most engaging to learners. "Story telling" that involves the learner as an active participant in how the story develops and proceeds is an effective way to maintain learner engagement in what they are learning. This is a lesson that we have learned from observing "gamers" who take on roles within a story which is defined by the choices that they make and act on. Recurrent and immediate feedback during the evolving story is an important element.  The immersive element of virtual and augmented technology should appeal to as many of the human senses as possible and should be a social experience when used in a learning experience.        It is important to remember that the goal that we strive for in regards to our learners is that they would achieve a deeper, sustainable learning that is driven by intrinsic motivation more and extrinsic motivators less. Learning needs to be a social experience that is collaborative and fun but also meaningful and challenging. Without the challenging aspects, we can not spark creative and innovative problem solving of real world problems.Next...getting away from the culture of multitasking and closer to making use of each others gifts in collaborative networks.    

5 Big Questions to Ask Before Taking your eLearning Mobile In 2014, 20 percent of the world’s population owned a tablet device, with a growth rate of 30 percent from 2013. Desktop computers and laptops are predicted to lose popularity from 2016 onward as tablet sales soar, according to a Statsitica.com forecast for global shipments […] The post Are You Ready for Responsive eLearning Design? appeared first on PulseLearning.

The Merriam-Webster Online Dictionary defines a mentor as "a trusted counselor or guide." Wouldn’t it be wonderful to be surrounded by others who want to help you work toward and accomplish your goals? We all could use a few good mentors with us along our path through life, couldn’t we?   Or perhaps you have the time and desire to become a mentor to someone else. Everyone has gifts and talents to share!  A great mentor is a guide who helps others to navigate the world of school, careers - even life in general. Below are definitions of nine different types of mentors. Make it your goal to have these different types of people as part of your mentoring team to help you succeed. In addition, strive to fill one or more of these roles in someone else’s life. The rewards are tremendous! The Challenger If you want to grow, you will want some challengers in your life who will tell you when they think you're doing something wrong or if you need to spend more time thinking something through. They ask the tough questions that help you analyze your situation realistically. They don’t sugarcoat and they’ll honestly tell you if your idea is a bad one or if your plan is only half thought out. This criticism, if it comes from the right place, will help you get on the right path and avoid costly mistakes. The Cheerleader Having the positive support of a Cheerleader can give you the necessary motivation to keep going. Our parents, spouses and good friends can fill this role for us in many ways; and professionally, having a person in your field saying, "you can do this" can be a tremendous asset. A Cheerleader is someone who will be genuinely happy for you when you succeed and who will cheer you on when you might be struggling. The Coach Coaches are there when you need someone to help you think through difficult problems. A good coach doesn’t solve your problems for you; they help you see both the problem and your role a bit more clearly. They do this by observing, listening, asking focused questions, reflecting back, and challenging. Coaches can suggest strategies for solving problems you might not have considered, and can help you think "bigger picture" on ideas and possible solutions. The Connector The Connector gets satisfaction from making connections. They willingly open up their personal or professional network to others.  They are motivated by connecting people with one another to share ideas, passion and energy. This type of mentor is a valuable asset to both your personal and professional life. Sometimes it really is who you know that can make the difference! The Educator An Educator is a person who takes the time to sit down and share their expertise with those who want to learn. Educators love to help others by sharing their wisdom. They want to see everyone succeed! The Idea Generator Are you tapping into your creative side? Are you taking time to play? Sometimes we get lost in the day-to-day struggles and we forget to have fun. Play and fun are necessary to allow us to free our minds to look at the big picture. Is this the life we imagined? Where can we make adjustments in either our personal or professional life? The Idea Generator takes on the role of "thought partner" and helps you to open your mind to new experiences and new opportunities. The Librarian As you navigate through life, it’s helpful to be able to pull from various resources to help you get along. The Librarian has a wealth of information on your community, clubs, organizations and support systems. They know a resource for almost any need and are aware of where to go to get questions answered or to get things done. The Super Star Find people who you admire. People who are living parts of their life in a way you aspire to, or who currently have the career that you want to have. Spend time with them and get to know their routines, their resources, how they go about their days. While their way is not the only way, you can gain valuable insight into steps you might want to take to get you closer to your goals! The Teammate Some days you just need an awesome listener. Someone to remind you that it’s okay; tomorrow is another day. A good teammate realizes that you aren’t always looking for a solution to your problem, or a motivational speech to spur you on. You just need someone to listen with a sympathetic ear, and then allow you to move on.  A truly great mentor often embodies more than one of these personality profiles. Look for mentors that know when to step in, when to push, when to teach and when to inspire.  Making these connections and having these relationships available to you means that you can pull from these resources whenever you might have the need. Take a moment and reflect on what you might also have to offer to someone else. Be aware of the needs of others around you and step in if you are able. Mentoring can be a very rewarding experience for all involved! For more information about Ed4Online please visit Ed4Online’s website at https://ed4online.com/. Sources: http://www.huffingtonpost.com/anthony-hughes/the-5-best-types-of-mentors_b_4149657.html http://www.inc.com/betty-liu/the-4-types-of-mentors-you-need-in-your-life-to-succeed.html http://www.fastcompany.com/3042664/hit-the-ground-running/the-five-types-of-mentors-you-need          

We’re kicking off 2016 with a trip to Learning Technologies in London. It’s the only European L&D event that we exhibit at because, well, it’s the best! With 7,500 attendees expected it’s also the largest showcase of organizational learning and the technology used to support learning at work in Europe.   We’re really excited about this event as it’s the first we’ll exhibit at since we announced our 500th customer. You’ll find Brendan, Caoimhín, Phily and Eoghan at Stand E4 in Olympia from 9:30am to 5pm on Wednesday 3rd and Thursday 4th February. As always we’re looking forward to chatting with attendees and catching up with some of our UK customers and partners. With so many of our team attending there’ll be someone you can talk to at all times. We’ll also be providing live demos of all of LearnUpon’s latest features.   In addition to the exhibition there’s no less than 150 L&D seminars and 70 speaker presentations taking place over the two days. If you want to get a rare chance to hear our CEO, Brendan Noud, share his 11 years of LMS knowledge you should definitely check out his seminar on "Top 10 Considerations when selecting an LMS." This presentation will cover everything from unnecessary features, technical considerations, the hidden costs to be on the lookout for and lots more. In a nutshell this session will give you a crash course on how to choose the right LMS for you and your business. You will walk away with a solid action plan for your LMS selection process. Brendan’s seminar takes place at Theatre 1, from 3:30pm to 4pm on Thursday the 4th of February. There’s a Q&A session afterwards so come prepared with lots of questions on how to find the perfect LMS! The post Talk to LearnUpon at Learning Technologies 2016 appeared first on LearnUpon.

https://upload.wikimedia.org/wikipedia/commons/6/61/Balance_justice.png A common question from research students, when the first self-indulgent spell of reading begins to weary them, is "When will I know I have read enough?" My answer usually is, "You’ll know!" This might not seem very helpful, but it is certainly accurate. The students start off with a few key articles, then extend their reading list by following up interesting-looking references cited in these early papers, and then systematically search for relevant new articles using Google Scholar, online library search-engines, and journals with promising titles. Eventually, the circle begins to close, and most of the helpful articles being discovered are those that have already been mentioned (and read) in earlier articles. Within the broad area of the chosen research topic, the student will have identified a high percentage of the most relevant journal articles and books that will be needed to give a comprehensive description of the highs and lows of this research topic. But the question will still be asked, "Is this enough?" There are several answers to this. At its simplest, it is never enough. There will always be the possibility of missing important articles, either because they have been published in less well-known journals, or because they are older than a cut-off date (this is more important for fast-moving research areas), or simply because the keywords, meta-tagging, or article titles simply fail to attract the researchers attention. So, if we accept that it is difficult to list 100% of the relevant literature on a particular research topic, the supervisor can encourage the research student to do two important things. Firstly, to establish a clearer focus for their research by using their now-extensive knowledge of the relevant literature on their topic to define a tighter area of interest for further study. By now it will be obvious that the research could branch out in any number of new directions, but also obvious that this "scatter-gun" approach is less likely to be effective, in time and effort, in obtaining any meaningful answers. To solve many complex problems it is normally necessary to identify a number of problematic research questions, and then investigate them one-at-a-time. Secondly, and this is crucial, the supervisor now needs to encourage the research student to articulate their chosen research methodology, identify the best methods of gathering new data, and then make a start in gathering that data. The student can read and read and read, but at some stage they also need to jump into the unknown. There are only two common characteristics of all PhD research, regardless of the discipline or the research methods; the finished presentation (usually the dissertation) needs to be demonstrably the work of the student (students in a team need to clearly identify their own contribution), and it needs to make a contribution (however small) of original work to expand upon our understanding of the research subject. In reality, the student will continue to read and add relevant new citations right up to the moment of submission (and possibly afterwards, if the examiners require it!). However, there are also other critical tasks to attend to. The initial reading should provide a good baseline of understanding for the student to quickly move on to other stages in the research process, including writing down the literature review, deciding on data collection methods, obtaining ethical clearance, and getting down to the exciting stage of breaking new research territory.

The 70/20/10 framework is one of the most popular learning and development models used today. The framework breaks down the major avenues for which a learner acquires new job skills. According to this model, 70% of what an employee learns comes from on-the-job training, 20% from peer learning, and 10% from formal learning. Included in the video is practical advice for how you can incorporate the 70/20/10 framework in your organization, but I have summarized it below for you: 10% Formal Learning Decrease the duration of formal training to a minimum Use Formal learning to provide structured learning in a "fail safe" environment 20% Peer Learning Create incentives within the company that support and encourage collaboration Allow social learning to grow organically 70% On-the-Job Learning Provide a structure for immediate and comprehensive feedback Create relevant information that can be consumed at the moment challenges arise For those that have started incorporating the 70/20/10 framework, you would agree the list above is far from exhaustive, but it is a good guidepost for those that are just starting down this path. About the author: Nolan spends the majority of his time performing marketing research in the L&D industry to help understand the most common and pressing challenges of the industry.  He uses this information to help formulate cutting-edge learning solutions that are designed to maximize business performance and return on investment. The post Breaking Down the 70/20/10 Framework appeared first on .

One of my favorite quotes from Martin Luther King, Jr. is, "Life’s most persistent and urgent question is, ‘What are you doing for others?’" In our modern world, this isn’t just about allocating hours to volunteering. This means focusing on the overall, big picture - finding something specific outside of your individual interest.So I ask: What are you doing for others? For your team? For your overall company? For your family? For strangers? I recently hosted a vision board party, and many people shared that their goal for 2016 was to focus on giving their time and skills for the benefit of others. One couple mentioned wanting to focus on the homelessness issue in Seattle.And I know they will. Mainly because they not only identified it as a goal, but they are creating a plan to do it. Oftentimes, developing more of the plan is what is missing from goals and personal resolutions.Let’s be real. Many goals that we set in January can quickly escape us - gradually then suddenly. Another weekend can pass without making progress. Another conversation about why something didn’t happen the way you wanted.This week’s tip is to focus and develop your plan to create positive change - in your workplace and community. Choose one thing you want to focus on, big or small.What are you doing for others? What do you want to do? The post Fierce Tip of the Week: Create Positive Change appeared first on Fierce, Inc..

It is the end of the era of pushing the "one size fits all" experience in the workplace. Employees expect a degree of flexibility and customization, whether that entails setting their own hours, working remotely, job sharing, or some other out of the box solution. While Boomers may be stereotyped to think this is an "entitled" approach to work, Boomers want the flexibility too. Hey, who could blame them?Blending life and work is more attainable than ever. And, change is hard. At Fierce, I talk with HR leaders who are working every day to give their employees what they want and need, while still upholding their organization’s responsibilities and goals. It is not an easy task. Yet, they must evolve their thinking to solve pressing work-life issues for their best and brightest.For example, take employees who seek to work fewer hours, whether for personal leave reasons or just preference. In some progressive organizations, we are seeing robust job share programs that allow employees to share shifts on the same role. Others allow a team to work extra to fill one full-time position, with upside for all of the individuals involved.Where did these ideas of job sharing start? With the employees. Employees must share in the responsibility for creating positive change for themselves and others.The one tip to create what you need is to answer the question: What one thing, if shifted, would change everything for me? Then share that with your direct manager.The goal of this exercise is to really explore what is missing from your day-to-day. I often quote Annie Dillard who said, "How we spend our days is how we spend our lives". Probably because I think it is one of the most practical ways to move your thinking about how important each day is. You are only guaranteed this present day, after all.So what is the one thing that needs to change? What would bring you more joy in your day? What would make you more productive? If you identify that your list of "needs to shift" is too great, then perhaps you need to find a new job.And to break it down, the good and the bad are the same - it is up to you to get what you want…or don’t want. The post Let’s Get Flexible: One Tip to Create What You Want at Work appeared first on Fierce, Inc..

This week’s Fierce resource was originally published on ted.com and identifies the one question everyone needs to answer in their lifetime.When was the last time you woke up really excited to go to work? Was it yesterday? A month ago? Last year? We all have a right to be passionate about the work we are doing. After all, the average American will spend over 90,000 hours at work in their lifetime. It’s time to stop making excuses and start thinking differently. In his 2011 TedTalk: How to find work you love, Scott Dinsmore shared that we can’t hope to inspire others if we aren’t inspired ourselves. And we can’t get inspired unless we know what we are looking for in our lives.So, I leave you with this last question.What is the work you can’t live without? Read the complete transcript here.The post Fierce Resource: Scott Dinsmore - How to find work you love appeared first on Fierce, Inc..

Have you recently cracked open Seth Godin’s book, What to Do When It is Your Turn [and it’s always your turn]? It’s one of my favorite coffee table books. And on top of that, when our Fierce marketing team read it, we all had so many takeaways - personally and professionally.This is one of my favorite segments: The safest dreams we experience are dreams with no hope of coming true. The dreams of superpowers, omnipotence, of immortality. The teenager who dreams of stardom but never puts in the work isn’t dreaming, he’s hiding. Superman is a safe bet, because none of us will ever have to become the Man of Steel or fly off a building. Concrete dreams, on the other hand, are based on effort and a keen sense of what is possible. Concrete dreams juxtapose the what if with the maybe, they expose us to hope and to risk at the very same time. Living with the possible takes guts.Are you living with the possible? What dreams do you have with no hopes of coming true? What about the ones you know are attainable?This week’s tip is to scour your dreams, hopes, and aspirations - find something that is possible this year, and make it happen. Yes, it is easy to live in the safe place. Dreaming of being someone else. Dreaming of living in a completely different circumstance.But it is time to move past those and be you. The world is craving you and your possible. What is it? Do tell. The post Fierce Tip of the Week: Find Your Inner Entrepreneur, Live with the Possible appeared first on Fierce, Inc..

Millennials have recently become the largest generation in the workforce. Because of it, we are seeing a shift that signals more workplace adjustments are on the horizon. The mindsets, expectations, and values of the workforce are changing. And when our external worlds change, we must too. Here are three shifts in mindset that all leaders today should take into consideration. And if you are a new millennial leader, use these to set a fierce foundation for the years to come. Shift #1 "Your job is to be right" to " Your job is to get it right" As a leader, this is a huge mindset shift with how you show up…every single day and in every conversation. If you go into conversations (whether one-on-ones or meetings) to justify and build the case for your "brilliant" ideas, then it won’t take long for others to pick up on the fact that you don’t care what they think. And soon their wonderful discretionary effort will no longer be walking into the office or in your critical projects.Your goal as a leader is to make the best possible decision for your team and organization, so that requires you to get curious and work hard to really understand the true realities that exist (even when they are competing). Be the leader who seeks to understand as opposed to the leader who wants to coerce and sway. The results you seek will follow, once you capture the hearts and minds of your team.Shift #2 "Hold people accountable" to "Hold people able" You can’t mandate accountability or "hold people accountable". As much as we wish we could, we can’t make people do the things and keep commitments they make. And yet, it is your job as a leader to understand that accountability begins with you. You being accountable in front of everybody else. You taking action, without excuses.The definition of Fierce Accountability is: A desire to take responsibility for results; a bias toward solution, action. An attitude; a personal, private, nonnegotiable choice about how to live one’s life. Your task is to create an environment where people want to show up and make that choice every day to fulfill their word, complete their goals, and get things done (on time for that matter).Shift #3 "Hire the most experienced and educated" to "Hire smart+heart" As a leader, it can be tempting to hire the person who has the most degrees and experience to help you achieve the goals you have in front of you. And the fierce practice is to hire people who have both the IQ and the EQ. This is not just a "soft claim". When you have connection at work, when you have people who are able to connect, the workplace is more engaged. When the workplace is more engaged, it is more profitable.And yes, once again, it does start with you, the leader. As our Founder and CEO, Susan Scott, says, "If you want to become a great leader, gain the capacity to connect with colleagues and customers at a deep level… or lower your aim." The ability to connect is your organization’s (and team’s) only sustainable competitive advantage. So hire the people who can be themselves, who can show up and connect with you. And model it.What do you think about these shifts? What would you suggest? The post 3 Mindset Shifts for Millennial Leaders in 2016 appeared first on Fierce, Inc..

Leadership "readiness" begs the question "for what"? If we fail to answer or over-generalize when responding, our definition of readiness lacks the necessary relevance.

The "form" of leadership follows function. Find out where (in which division or functional group) leader-ready competencies are hiding.

So our challenge for this year is to dream big and get in it for the long run. Channel Dorothy and set that audacious goal for all to see. Why are you working? Why does it matter? How will you change what isn't making your heart sing? Don't settle for a life of checking off unimportant tasks. Don't keep your head down so no one challenges your choices. Parker Palmer continues… What I really mean … is be passionate, fall madly in love with life. Be passionate about some part of the natural and/or human worlds and take risks on its behalf, no matter how vulnerable they make you. No one ever died saying, "I’m sure glad for the self-centered, self-serving and self-protective life I lived. Take on big jobs worth doing — jobs like the spread of love, peace, and justice. That means refusing to be seduced by our cultural obsession with being effective as measured by short-term results. We all want our work to make a difference — but if we take on the big jobs and our only measure of success is next quarter’s bottom line, we’ll end up disappointed, dropping out, and in despair."To do this will require us to accept that chaos means we will tack like a sailboat through the important work in our lives. It is not a straight line to our calling and the wind is not always beneath our wings. We will have great joy and success because we could dream it.

I’m big fan of the Visitors and Residents (V&R) mapping methodology. As well as being part of the HEA Challenges of Web Residency programme, I’ve been using it with staff in various ways from an ice breaker to a teaching activity.  It’s a really great way to get discussions started around how/where/when we use technology in our professional and personal lives. It allows us to explore and begin to articulate our comfort and not so comfortable technology zones. I’ve always thought of it as a personal reflective tool which can then lead to discussions about how one might think about using technology for learning and teaching.  James Clay has written a great blog post on his recent experience of a mapping workshop and how he has started to think about developing he process to map learning, teaching and explore learning/curriculum design.  . . . I then started to think about how we could use a similar concept to map teaching practice and curriculum design. This lead onto thinking about mapping the "learning" of our learners. Where are they learning, is that learning scheduled and formalised? Is that learning ad-hoc? Is it individual, group, collaborative? So the next stage was to map this in a similar manner to the Visitor and Residents, but what axes could we use when mapping learning? On the horizontal axis we have a spectrum from broadcast to engagement. Broadcast could be considered one way, and could be one to one, or one to many. So a formal lecture would be considered broadcast, one way to many students. If lectures have opportunities for discussion and questions, then you can see how that would move down the continuum into engagement.  . . . The mapping provides an insight into how the curriculum is designed and how learners interact and engage with the different spaces, tools and delivery mechanisms. What needs to happen to inflate and expand the VLE on the map? How do you push (or expand) the use of the VLE into the engagement side of the continuum?  As I was reading the post this immediately got me thinking about situations where you don’t use a VLE.  The recent #BYOD4L is a great example of this open, non VLE delivered learning experience.  Using James’ template, I did a quick mapping of it. You can see that twitter moves into the centre of the formal, engagement quadrant. In terms of broadcast, instead of lectures it’s the main BYOD4L blog (wordpress site) which provides the static, broadcast content/structure/methodology/resources.  The daily update blog posts are shared via twitter and in the Google+ community.  I’ve put the interweb at the centre as it is the heart of delivery/interaction/sharing - in fact the 5C’s (connecting, communication, collaborating, curating and creating) that underpin BYOD4L. Engagement is driven through Twitter, with the nightly tweet chats comprising the bulk of communication between participants.  The tweet chats are unfailing a really lively, highly engaged activity which is curated then shared (broadcast?) via Storify.   Personal reflection is encouraged (though not mandatory) and takes place in a number of spaces (again mostly "informal"web based such as blogs),  and generally shared via Twitter and Google +. The Google + community acts as a hybrid discussion/reflection space. It’s a place for more considered commentary out with the very fast paces tweet chats. This year a number of people, myself included experimented with Periscope to broadcast ourselves over the week. I’ve written before about the potential and challenges of this personal broadcasting. In the context of this mapping exercise it is another hybrid space where you can broadcast and interact/engage simultaneously. BYOD4L is an informal learning event, so there is no formal requirement for engagement. However, even a cursory analysis of twitter shows that there are a number of very active contributors. With appropriate evidence participation in the event can be acknowledge through a series of digital badges.  These can be link to more formal CPD such as PGCerts. etc. I know from my own experience that outside the informal, web space(s) #BYOD4l exists in there are lots of other types of "real world" engagement activities. For example at my own institution we run a number of f2f sessions over the week where we engage with colleagues in a variety of ways.  The engagement in personal and professional learning and teaching practice as a result of these is hard to measure. Anecdotally I know that a number of colleagues have experimented with using twitter more formally and informally in their modules as a direct result of their experience of engagement with #BYOD4L. The map James created has made me think about what happens here in terms of more "traditional’ learning and teaching. As we move more to fully online delivery I think that this type of mapping exercise would be really valuable in terms of getting staff (and in my context as I work in staff development they are my first port of call) to think about their online presence in a different way. It might even get them to see the potential of integrating 3rd party services such as twitter, google+, Facebook, Periscope, BoB into their overall learning designs as well as integrating more of the institutionally provided services such library services too. Going back to James’s questions  "What needs to happen to inflate and expand the VLE on the map?"  I would like to see the VLE more at the centre, it’s the container where we can bring things  (people and services) together. It’s also the place where we manage the boring but unfortunately essential administration and quality assurance part of formal learning.  So maybe I would further adapt James’ map and change the Informal/formal axis labels to personal/institutional like below.  NB this is a quick sketch and misses out loads of things! In terms of fully online delivery I think the broadcast/engagement axis could be really useful to help work through some issues around online tutor presence. To get staff to questions when,why and how they would use a particular tool/service. For example,  some announcements are fine to be broadcast mode, but at times you might want a bit more interaction/engagement/feedback. Similarly when thinking about lectures, just using the terms broadcast and engagement could be a really easy way to get staff to reflect on their current practice. To think through how a broadcast resource could become the basis for more engaging activity and vice versa.  How could the outcomes/knowledge of any activity be curated, shared and re-used effectively with future cohorts. How do different delivery modes (f2f, blended, fully online) impact on the balance/structure of broadcast and more engaged activities? Not rocket science but finding ways to facilitate and enable these types of conversations is really important.  I’m now thinking sliding scales and and fridge poetry magnet sized cards for people to play with. I need to think this through a bit more, and try it out with some colleagues, but I can certainly see the potential of this approach to extending the use and relevance of the original V&R mapping.

When I was working through my undergraduate degree, majoring in Linguistics, I was always fascinated my the broad concept of literacy, particularly I lived in an industrialized country that still had high instances of illiteracy. As technology becomes more prevalent in our society, the issue of digital literacy is of equal interest to me. Digital Literacy Digital literacy involves having the general knowledge/skills/behaviours to use digital technology such as computers, smartphones, and tablets that are (in most circumstances) connected to the Internet. For even the most novice of digital literates, one should be able to troubleshoot digital technology issues, even if that troubleshooting involves a simple google or youtube consultation. In the Learning and Development (L&D) community, digital literacy should be a priority. With an aging workforce, our training really does need to cater to the younger demographic. However, we need to ensure equal access for those in the workforce who are not considered ‘digital natives’. The younger generation is accustomed to using and troubleshooting technology; some of these individuals may not even remember dial-up internet or corded telephones, but they are most often than not extremely literate when it comes to using digital technologies. This is why, in developing e-learning, content should be geared toward the digital literate, but should also consider elements that are important to those not so literate, such as navigation help, interface explanation, etc. When I think of digital literacy (which I often take for granted), I think of my parents. My mom who is fairly literate in the technology world, but keeps a bag of computer cables ‘just in case’ (most of which have become obsolete and will never be needed), and my dad who has maybe done an internet search 10 times in his entire life. In taking for granted my own digital literacy, I’ve noticed that my mom can now outperform me when it comes to getting around on her Android tablet, and my dad is keeping me updated on all of the latest media streaming services and how to use them. In considering this, I realized just how important it is to be continually learning, as even though I work in a technology-driven industry, my skills and knowledge can become just as outdated just as quickly as technology. I suppose my point is this: digital literacy might be taken for granted, especially in the world of L&D professionals, who are entrenched in creating cutting edge training programs. As professionals, we need to ensure we’re being just as inclusive to those non-digital natives as we would be for programs requiring 508 compliance. Just because it seems logical to us, it might not be as straight-forward to our learners.

Are you developing training products or learning processes? This is not one of those blog posts looking to divide the L&D community. It's a genuine question that I think we should all be asking ourselves. I would think that as with most things the best answer is, "a little bit of both". But what does that look like? Technology changes quickly these days. And so do most businesses. Nothing is ever sitting around very long without it changing. Nothing, that is, except for most training products. But that's actually changing too. Here's another question to ask yourself. How often does your team update course content? Once a year? If you have courses that have been taken but not updated in the last 12 months you may be doing more harm than good. It's hard to visualize a modern business that doesn't change more frequently than that. But, then again, not all training content requires frequent updates. A good example is training content on the history of the business. That content might start looking a little old over time but that's based on production quality, not the content. But just about everything else that we create training for changes rapidly. And the future of the training department will be defined by how fast it can keep up. Shifting Your Mindset from Product to Process Or maybe more precisely, adding an additional mindset. In this case I define product as a training event that is designed, developed, and delivered and then left untouched until a complete re-design, re-development, re-delivery becomes necessary. And yes, when a learner takes a self-paced online course, that counts as an event too. Currently most instructional design models follow this one-off production model. I see the future of training development being a much more dynamic process with more flexibility to quickly modify itself as the business dictates. Maybe not all of the training development, but a sizable portion depending on your specific industry. The idea of defining an ongoing development process is not new. It's borrowed from the popular ideas in Lean Manufacturing later adapted to businesses in the book The Lean Startup. The basic idea is constant iterative improvements based on data. Is it possible to create a training development process focused on topics or job roles with the content iteratively changing based on data? This is where a flexible Learning Management Platform shines. Training products are the events that are created as all-inclusive learning experiences that require a set amount of time to complete. The Training event could be an ILT or self-paced online course. Or maybe it's a blended learning experience with a little bit of both. And both parts of that experience require some management, organization, and logistical planning. If your thinking about creating this experience as a one-and-done product then any old LMS will do. But if you work in a face-paced industry with changing needs, then you need to define a development process that involves delivery while continually developing. The first iteration may simply be an ILT course with a SME instructing the course. Then after receiving some feedback you decide that the fundamental content could be quickly developed into a pre-ILT module. This is a great example of an iterative development process in Litmos. It's not the complete process. But it's a common beginning to course development in an iterative model. Obviously not all content fits into this model. Not all industries are flexible enough to apply this model. Not all corporate cultures will be accepting of this model. But once you find the right content at the right time, you will begin to see how much more value you can add to the business. In some cases where in the past you needed to say no to a training request you can now get the training started. You can confidently start because you know it's not one-and-done. You know it's only the beginning of your new iterative development process. The post From Product to Process: Implementing an Iterative Training Development Model appeared first on Litmos.

Are you looking for new ways to improve and streamline your elearning processes? In this article, we look at some best practices for approaching each of the five phases in the elearning production process: Analysis, design, specification, production, and evaluation. Let’s break down the five phases in the elearning production process: analysis, design, specification, production, and evaluation. 1. Analysis: Success starts with a plan and scope The analysis phase is all about setting up the project for success. Here you need to get the right people involved from the start: Lead author, project owner, and other stakeholders (management, graphic designers and Subject Matter Experts). Next, you define a scope. Understand the design challenge that you’re about to address. For example, is it going to be a tool, survey, game, resource, course, micro-experience, simulation, diagnostic, reflection, or an app? It’s important to remember that several factors can affect the scope: Budget, time, resources, and requirements. If you gather your requirements thoroughly and arrive at an agreed goal before starting, you should find that you don’t get the dreaded scope creep during the production phase. Once your scope is complete, you can search for any source content or materials that are available and can be reused. Schedule time with your stakeholders and Subject Matter Experts to analyze the content. Use that time to align the content against the goals and objectives to decide what to include or exclude. Related: How to approach the analysis phase in the elearning production process 2. Design: Test ideas before they are built The design phase involves benchmarking, prototyping, and testing. During this phase, you want to test your ideas before you build them. The goal is to prove that your ideas and concepts will work so you don’t waste time and money. Benchmarking defines where the project is headed and helps you to set the success criteria against which you will later evaluate. It’s key to make sure the project targets the learner, and is in line with your business values. It can also provide you with guidelines to determine how you deliver future elearning courses. Prototyping involves testing concepts quickly so you can discard what is not viable in your context. The point is to get a visualization of potential solutions without actually making something that you’ll find difficult to throw out later. User testing during the design phase is specifically about testing your design against the end user. Think who your course is aimed at and how they will use it to solve a problem or fill a gap in their skills or knowledge. Related: How to approach the design phase of the elearning production process 3. Specification: Define what the end product looks like The specification phase is an important step that helps you focus on creating learning experiences that are tailored to your specific learner. The specification phase defines what the solution will look like and lists the quality assurance acceptance criteria against which the elearning will later be tested. This can help when you come to evaluate a project. Consistency starts with creating a set of principles by which your team is going to abide. You don’t want to lock it down so much that you eliminate creativity, but you do need to provide support structures that enable team members to understand what it is you’re trying to achieve. Most learning professionals will create a guide as to what tools, style, and branding to use. Functionality helps you lock down exactly how your course will function. There are seven key areas to consider: platform and browser, reporting, media, navigation, accessibility, user interface/creative direction, and acceptance criteria. Identifying the right team involves deciding who will analyze the source content, build, proofread, manage the project, do the art direction, sign off deliverables, test, and integrate with the LMS. If you are working on a large project, allocate roles within your team. Related: How to approach the specification phase in the eLearning production process 4. Production: Bring everything together and build The production phase is the point at which your planning and design come together. In this phase, you will need to map out content, create screens and templates, and involve graphic designers. Map out the overall experience using a mind map or flowchart (Coggle is the mind map I like to use). For example, let’s say you have 10 core interactions. Map out what will go into each of those interactions. Think about the discussion point, objective, and the experience that’s going to fall into each component. Storyboarding is the method of orchestrating all the elements that will make up the elearning to create a score. This is much like in musical composition, where all team members can follow along using the same «notes». A storyboard explains how all the elements fit together. Here are 10 storyboarding elements you should include: text, graphics, animation, video, audio, resources, links, references, interactions, and activities. Create screens and templates from the list of the interaction and screen types you have jotted down. Tools like Elucidat come with a range of interaction and screen types already fully built and tested. Involve graphic designers right from the early stages of the project. They should be contributing throughout the elearning process; helping to create graphics that support what the text is communicating. Now it’s time to bring all the elements together - a little like an assembly line. The production phase becomes really simple if you’ve completed the work in the previous three stages (analysis, design, and specification). If you haven’t done the upfront work, you can easily waste a lot of time tinkering around and feeling lost. Related: How to approach the production phase in the elearning production process 5. Evaluation: Test the product meets the original specification The evaluation phase involves testing the project against the original specification. Use quality assurance (QA) testing, acceptance testing, and analysis to see how the product is performing in a range of the technical environments. Quality assurance (QA) testing can involve any of the following: Multi device testing: Use Browser Stack to test in different environments, but if the project needs to run on a touch screen device, you should test it on the actual device. Multi browser testing: Browser Stack can help you to quickly test your course on different operating systems and browsers (learn more in this article by Elucidat). Stress testing: Try to break your elearning. This lets you see how your course performs beyond the specified number of concurrent users. Localization: Test different languages to ensure they have been translated correctly. Acceptance testing is done to determine if the course meets the requirements originally set out in the specification. Here you need to go back to your specification and test against all the aspects listed. This is really about making sure the course has the integrity to support a valid learning experience, and that it works in the real world. Engagement analytics can provide valuable information about how people are using your course and how you can improve it. Tools, like Google Analytics, give very detailed stats about how your course is performing. Use Google Analytics to analyze the following metrics: How long is someone spending on a page? Are some pages more popular than others? How long does your course really take to complete? Related: How to approach the evaluation phase in the elearning production process Conclusion Looking for new ideas to streamline elearning processes in 2016? Use the best practice advice in this article to implement a better process inside your organization. By setting up a process your team can follow, you can increase efficiency and productivity. This will assist you in delivering more elearning in less time. Related: Stay on top of the latest elearning ideas, trends and technologies by subscribing to the Elucidat weekly newsletter.   The post How to set up a successful elearning production process (5-step guide) appeared first on Elucidat Blog.

I am so excited to announce a podcast series that I’m recording with my dear friend Vicki Davis, a world renowned educator, also known as CoolcatTeacher, who publishes one of the most-listened to education podcast, […] The post Listen and You Shall Hear: Ways to Let People Know They Matter appeared first on Angela Maiers.

What if the secret to life existed but it was locked in a box that no one could open? Well, you’d pretty much just have a box, wouldn’t you? And that is also what you have when you design an eLearning course without taking usability into consideration. It matters little how relevant information in a course might be if your audience can’t access that information. While engaging students and making sure content is entirely covered are critical parts of course success, it is just as important to go through and make sure your user interface (UI) ducks are in a row. Taking the time to go through and check for user-friendliness will help ensure that your students don’t lose out just because the course is difficult to navigate. Keep in mind that an eLearning course often isn’t a choice for most people. They are taking this because they have to and will have little patience for guesswork. Make it clear what the user needs to do in order to advance in the course. Learning is difficult enough without the added annoyance of having to hunt for what to click on.