Here are 5 apps educators must never user and 5 apps they can't survive without. The "Apps" Educators Should And Should Never Use   I recently came across an article entitled "5 apps educators should use", but in my enthusiasm I misread it as "5 apps educators shouldn’t use". I must admit that I did a double-take for a moment. How could someone tell educators what apps not to use? It would really be bad to be an app on such a list… which of course got me thinking. Are there any apps that educators shouldn’t ever use? I think there are, but maybe not the ones you would expect. Here are 5 "apps" educators should never use plus 5 "apps" every educator must use. 5 "Apps" Educators Should Never Use Apathy. Topping the list of apps that should never be used by educators is apathy. There is no cure for apathy, and no hope for innovation in the classroom. It is understandable, however, how after being stuck in an industrialized system of education that is all about standardization and outputs, that many educators are apathetic. Yet the first thing we must make sure we get rid of is apathy! We must care. We must make a difference. We must act! Apprehension. Educators are humans too, even if students don’t always agree. We have hopes and fears, likes and dislikes, and all too often we are apprehensive when it comes to technology. Many educators may themselves have grown up BC (Before Computers) and even though computers are now a norm in our lives, they still feel foreign in the hallowed precincts of our classrooms. We are apprehensive about making mistakes. We are apprehensive about failing. We are apprehensive about what we don’t know. Don’t be! Apprehension is fine, as long as it does not stop us from moving forward. Anything new can be scary, daunting… otherwise it’s not really new. So, accept the apprehension, but don’t let it stop you from moving on to bravely explore strange new worlds… (Star Trek theme music now playing). Approval. OK, so we all like approval - we all thrive on validation. However, this is another app that we can’t have in our educator arsenal. You may get approval, but if you are seeking approval for trying new and innovative teaching approaches, you will be sorely disappointed. All too often the innovative educator is out on their own; think Dead Poets Society… Innovative teaching is not approved, and often it’s despised. Your validation will come from your students, from the look in their eyes when learning becomes meaningful. Don’t expect it from management or even other teachers… it’s lonely be an innovator, but the ultimate rewards are worth it. Apology. I’m not advocating bad manners, but being apologetic about what you’re trying to do, and your certain-to-arise failures, is to be avoided. I have a saying; "Try beta, you’ll teach better". The web is built around the beta principle. Everything is in permanent beta, in a permanent state of improving. Google’s famous Gmail was in beta for many years, even with millions of active users. Why? Well, because they were, and still are, ever improving Gmail. There’s no apology for this, it’s how we grow. Trying new approaches will be fraught with failures. Quite simply, if you haven’t failed, you haven’t tried! Rather than apologize and eulogize, scrutinize, then galvanize, and move on to something beta and better. Appendix. It’s at the end of the list of apps to delete... Which is where things we append tend to come. And this is exactly what we don’t want in the innovative educators’ app list. Innovating how we teach is not an afterthought; it is not an "end of list" item. It’s no longer a "nice to try if I have time". We need a revolution in our education, and that means we need to rethink how we are doing everything we do, right NOW. It’s not simply about what we’ve always done with a bit of digital appended to the end. It’s about reimagining, redesigning, redoing how we teach. It’s not appending we need, but leading. It’s not more of the same tacked on the end, its innovating from the front. So as educators we need to carefully scrutinize our "apps" and make sure we have removed as far as possible from ourselves apathy, apprehension, approval, apology, and appendix. If we cling to any of these our best attempts at revolutionizing our classrooms, at reinventing our teaching, will be destined for failure. Delete these "apps" now! Click and hold them down, and when they wiggle - hit the X to delete. 5 "Apps" Educators Should Always Use Hey, but surely we need some apps installed in our iTeacher life if we are going to be successful, right? Sure we do. So after removing the previous 5 apps from iTeacher, here are the 5 apps every iTeacher must use! Approach. Quite simply this is where it all starts; with the right approach. The approach of too many teachers to technology use in the classroom is what I call the copy/paste approach. We simply copy what we’ve always done and paste it back into our classroom with a digital coating. It’s much more than books becoming eBooks or blackboards becoming smartboards; it’s about activating our learners through the amazing affordances technology offers to learn through curation, conversation, correcting, creating, and even chaos. Appraise. One of the strengths of technology is that is enables us to celebrate diversity - diversity of learning approaches and diversity of teaching strengths. Don’t simply use technology like everyone else does just because that’s what they do. Appraise your learners’ needs and your strengths, and then use technology in a way that will enthuse and enthrall you and your learners once more. Don’t be overwhelmed by the possibilities, rather choose one thing and give it a good try while resisting the desire to leap to the next latest craze. Appropriate. This "app" stands as both a verb (to take) and an adjective (what is suitable) - and these are both key in the educators app store. Take what is suitable and discard what isn’t. Shamelessly steal the ideas of other educators. Learn from their experiences. There’s too much to learn, too many apps to try; appropriate what’s appropriate, and you’ll save yourself loads of unnecessary time wastage. If we expect our students to learn from us, shouldn’t we learn from others too? Apply. I often end my training sessions with educators with this riddle: "There are three birds on a branch - one decides to fly away, how many birds are left?" We’d assume two… But because I’m asking the question the respondents assume a trick, so I get everything from 0 to 3 as replies. The answer I’m looking for is three. The fact that a bird decides to fly away is not the same as flying away. Deciding to innovate and transform our classrooms, while a great first step, is not the same as transforming and innovating our classrooms. The Apply app is vital if you want to change your classroom. Take a step, however small, you’ll be amazed at how easy it can be. Appreciate. We’ve all heard it. "Modern students are too distracted", "This generation is lazy and overstimulated," and so on. Sure these observations might be true, but rather than fixate on the symptoms, let’s appreciate the opportunities. Technology may be to blame for the crisis in our classrooms, but maybe it’s a crisis that was long overdue. We’ve taught in a production-based, instruction-led, industrial style since the invention of the printing press. Finally we have new and exciting opportunities to teach in new and exciting ways, brought to us by technology. Celebrate and appreciate the exciting times we are living through as we have the opportunity to teach in classrooms, in the midst of the greatest education revolution we’ve ever seen! Being an educator in our modern day and age is no easy task. We are living in turbulent but exciting times. When it all just seems too much, just remember - "Don’t worry, be ’appy"! This post was first published on eLearning Industry.

2015 7th International Conference on Information and Multimedia Technology (ICIMT 2015) is the premier forum for the presentation of technological advances and research results in the fields of Information and Multimedia Technology. The idea of ICIMT 2015 is for the scientists, scholars, engineers and students from the Universities all around the world and the industry to present ongoing research activities, and hence to foster research relations between the Universities and the industry.ICIMT 2015 will bring together leading engineers and scientists in Information and Multimedia Technology from around the world. ICIMT 2015 Topics Web and Internet Systems and Tools Multimedia Information Systems Networked Multiplayer Games Data Management Collaborative Systems and Distance Learning Applications ICIMT 2015 Keynote Speakers Prof. Mounir Ghogho, University of Leeds, UK Prof. Rolf Roskam, Ostfalia University of Applied Sciences, Germany Prof. Peter Plapper, University of Luxembourg, Luxembourg The current ICIMT 2015 (The 7th International Conference on Information and Multimedia Technology) will be held on December 21-22, 2015 in Barcelona, Spain. This post was first published on eLearning Industry.

What Is SuperMemo And How It Works  For more than 20 years I have been using an IT solution which was invented to optimize the repetition process. It is called SuperMemo and was designed in Poland about 25 years ago. There is a strong research process behind it, based on the science of the forgetting curve. There are basically two elements of the solution: An engine which calculates repetition intervals for every single learning item (small chunk of information) and databases which contain learning materials consisting of such learning items. The learning engine adapts the process to personal learning abilities and the learning context (difficulty of learning material, base knowledge, etc.) so every single learner could be using every single database with a different learning pattern. But how SuperMemo works? Well - basically the model is very simple: We divide the information into small chunks called learning items (the smaller, the better - that is why such a learning model is the best for learning foreign vocabulary). We present learning items to the learner one by one (first: question/stimulus than: answer/response). The learner makes self-assessment and provides to the system information whether he/she knew the answer or not. If the learner knew the answer, the interval for next repetition would increase; if the learner didn’t know the answer, the interval would be reset for the initial period (which is around 2 days). Of course - the engine is much more complicated than that, but still it corresponds with this concept. In the long run (after gaining information about personal learning patterns) the learning engine is capable to provide to the learner a learning item on the edge of forgetting of this particular chunk of information. This way, one doesn’t have to repeat learning items that are still well remembered. A Short History Of SuperMemo From My Perspective Here is the SuperMemo development story from my own perspective: 1. PC version.  I first met with SuperMemo in about 1993. Those days only the PC (Windows) version was available and a company of mine signed an agreement with SuperMemo World company to design, develop,  and publish an Amiga version of this application. Both PC and Amiga versions were being sold in bundles with specific databases (mostly for learning foreign languages). As far as I know the PC version is still on the market, but in the age of the cloud it becomes a declining solution. 2. Mobile version. An interesting part of the SuperMemo development story is that the idea of building the mobile version of the solution came earlier than the idea of building its web version. In 1999 it came to my mind as a way of utilizing WAP - the new mobile technology which became available more or less those days. It seemed to be a very bright idea because of 3 facts: SuperMemo requires to be used hyper-regularly (in an ideal world every day). You always have your mobile phone with you, so you can have constant access to the application (use it on the go, learn meanwhile, etc.). SuperMemo can use push techniques to stimulate the learner in day-to-day basis. In 2000 a mock-up of the mobile version was prepared as an initiative of one of the Polish technology incubators, but we realized that WAP and mobile technologies available, as well as patterns of mobile phones usage, were too limited to make this project successful those days. The idea of a mobile version of SuperMemo returned after several years. Now you can find SuperMemo apps in all app-stores. 3. Web. While working on the mobile version we started to build the web version of SuperMemo idea. In the year 2000 we launched the Supermemo.net (you can reach it here: www.supermemo.net) web application which was utilizing the same algorithm and the same databases as the PC version did. At the beginning we were thinking about this solution as a system for corporate implementation - kind of a specialized Learning Management System. We tried to position it on the market in that way for about a year, but with no success. 4. Email. Working on the web application we also designed an email version of the solution. I was a very bright idea and very clever implementation. Every day the web application was sending an email to the learner with all learning items scheduled for repetition on that day. The format of thr email let you make all repetitions within your Outlook (responses were hidden, navigation through the email was provided, etc.). At the end of the repetition session, the response email was automatically prepared with all necessary data required to calculate next repetition dates). I left this initiative in 2001, deciding to make a major shift in my professional career. I am happy, however, seeing that both the company and the idea dynamically grow. I know that, in certain circumstances (regular use, chunking of knowledge, long run - these three are the most important), this way of learning is extremely effective. After many years of observing how this solution and market are developing I realized that the web solution was invented and developed about 5 years too late, and the mobile one about 8-10 years too early… 5. OliveGreen. Olive Green is the new product of SuperMemo World company which brings a new kind of engagement to the table. The biggest weakness of older solutions was the learner; one has to have big motivation for day-by-day use of SuperMemo on a long-run basis. If you were motivated you had great results, but if you were losing it your results went down. Such a negative feedback loop generated even worse motivation, which, eventually, made learners quit. Olive Green is an interactive movie. It engages you, let’s you play a role, immerses you in an action. This is not a Hollywood production, but as long as the educational market is concerned, it is definitely a high-end product; not only from a story/script perspective, but also from all educational aspects. Olive Green won several prizes - Gold Dolphin Award at the Cannes Festival, Gold Camera Award, and the Grand Prix for the best film of the festival in the category of Entertainment in the US International Film & Video Festival to mention only a few. You can reach for all accolades of this product on the Olive Green webpage here:  https://olivegreenthemovie.com/about/start/. You can also try and test the solution there. Pros And Cons Of SuperMemo What are the pros and cons of SuperMemo method (in fact - these correspond with all solutions based on spacing repetition algorithms)? Cons:  If you are not regular, you will see poor results. Information is split into small chunks - it is hard to build a broader context (that is why SuperMemo is mainly used to learn foreign vocabulary or facts). The database must be prepared with great care - e.g. if there are learning items asking the same or a similar question with different answers, it will lead to confusion in learners’ minds and problems with memorization of this chunk. You have to be patient - you will see amazing results no sooner than after 3-4 weeks of regular (i.e. daily) use. Pros:  It is extremely efficient - if the database is well-prepared and you are regular in using SuperMemo solution. It consumes as little of your time as possible to hold all learning items introduced to the learning process in your memory; well, this is what SuperMemo method was invented for. It creates automatic responses in your mind - it builds in your brain strong bonds based on stimulus-answer effect. It motivates you to regular learning - regular stimulation of our brain is very important for us. You can build your own databases and learn what is important for you - and this is for free on supermemo.net. My opinion? If you want to learn foreign languages or facts, you should definitely give SuperMemo a try. This post was first published on eLearning Industry.

Are You Thinking About Using Microsoft's New eLearning Authoring Tool Office Mix?  Let us see whether to mix or not to mix with Microsoft’s new eLearning authoring tool. Dramatic Introduction It’s July 2015, the sun is roasting relentlessly outside, and inside learning technologists are chatting about something intensely…. In walks the Head. "Hi everyone," An experienced learning technologist turns around on his swivel chair looking somewhat worried. "Our Articulate HTML5 videos aren’t playing on Chrome or Firefox," "What do you mean?" said the Head. "They’re not viewable on Chrome or Firefox I think, but Flash fall-back is ok," said the experienced learning technologist. "Flash is ok, but HTML5 isn’t, what an irony, how’s that possible, it’s HTML5? Have you tried Internet Explorer, Edge or Maxthon?" said the Head. "What’s Maxthon?" said another learning technologist. "It’s that browser that no-one’s heard of," said the experienced learning technologist. The Head then calls out to an experienced IT expert, who was sitting in another room. "Find out what’s going on, and do it asap." After a while...  "It was some updates to Chrome 44 that affected Articulate HTML5 output files on all Chromium based browsers and not on Microsoft browsers or Maxthon, but Articulate released a fix very quickly, and that was pretty impressive" said the experienced IT expert calmly. "Could this happen again?" said the Head. "As Google updates are not generally announced in advance, this could happen again, but then again, remember, updates can affect HTML5 output files depending on who’s doing them, and depending on what’s being done." "Holy shit, how the hell are we supposed to work, if things like this are going on?" said the Head (to himself). "But, then again, surely, it’s very unlikely that an Office Mix HTML5 output file will be affected by an update done on Internet Explorer or Edge…" said the Head (to himself pragmatically).  Can Office Mix Provide The Right Solution For My Institution? Is there really such a thing as future proofing? Isn’t that an oxymoron? I mean nothing is certain in life, not health nor wealth, and nothing is certain in the technology arena too where big tech players appear to be vying for a greater market share, mostly ostensibly through competing with one another. With regard to eLearning authoring software specifically, it’s looking increasingly like future-proofing means opting for the less risky option. A reliable eLearning authoring software company needs to address or be able to address a growing list of requirements (quickly). For instance, there is increasing legislative pressure to adhere to section 508/WCAG2.0. Multi-device compatibility, improved analytics functionality, and being/remaining affordable are also important factors; but for me, the most important criterion is, does the company have a vision of where technology enhanced learning (TEL) is going/will be going and will it be able to develop a strategy to realize its vision? Microsoft can only be as good as its senior management allows it to be though; any entrenched big-ego power freaks that stifle real out-of-the-box TEL thinking need to be expunged because it’s actually a company’s failures that evidence whether a trend-setting environment, with its right mix of whacky people, has been created and is being safe-guarded. Microsoft evidently wants a bigger piece of the education pie, and, after all, it’s only natural for Microsoft to want to leverage itself more into education, and the push to promote the preview version of its rapid eLearning and knowledge sharing tool, Office Mix, surely pays testament to this. Another indication that Microsoft is exerting its presence more in education is the growing array of imaginative products on the Microsoft education site. Be Pragmatic When Choosing A Rapid eLearning Solution  Appertaining to rapid eLearning software, random unannounced security updates/bug fixes/improvements on browsers only underscore the importance of choosing a company that you feel you can (learn to) trust to find solutions to problems; I feel an addendum is required here however, in life, love, and IT, trust has to be earned (over time). For instance, one of my IT assistants informed me in July 2015 about "fixes and improvements" on Chrome 44 affecting Articulate HTML5 output files only on all Chromium-based browsers (i.e. they were not viewable); Articulate did however release a fix very quickly and were not to blame. For the full story regarding this incident, click here. The point being, as fixes and improvements are not as a rule announced in advance, I guess problems with HTML5 output file browser compatibility could happen again. However, one might conclude that it’s very unlikely that an Office Mix HTML5 output file will be affected by security updates/bug fixes/improvements done on Internet Explorer or Edge. And that’s a plus for me. More About Office Mix  Office Mix, which is a PowerPoint plugin, is free if you have Office 2013 or Office 365. It looks sleek and robust, and I understand Microsoft is improving things on a daily basis. And with the leitmotif of trust still in mind, maybe I should -as any person venturing in a new direction in life might do- look at the down side first. One point of concern is that all Office Mix HTML5 output production files run from somewhere in the cloud, they do not appear to be downloadable; even though I know that there are other download options (i.e. SCORM 1.2, PowerPoint, MP4 video), I really would have liked it, if there were a local HTML5 file back-up option too. But then I say stoically to myself, "Why am I so fixated about keeping control of content locally? And is that really going to be safer? Nothing really belongs to you in this world, not even your body, and your creative ideas, if you actually have any, might at best, outlive you for someone else to enjoy". Secondly, according to a local Microsoft rep (NB at least that’s what I understood quite clearly), Office Mix HTML5 production file storage is "apparently" free; but that seems too good to be true, is storage really going to be free (forever)? Things are, for me at least, still a bit iffy. And, if Office 365 for Education "fairly opaque" 1 terabyte, recently updated 20000-item free storage policy is anything to go by, maybe I should be concerned. Furthermore, an example of Microsoft storage policies not being etched in stone was the sudden announcement on 2 November 2015 of the downgrading of free OneDrive storage to 5GB for Office 365 customers. Is it therefore an acceptable risk to trust Microsoft will always be so benevolent with Office Mix storage? After all, any shrewd drug pusher knows that first you make them dependent, and then you get them to pay for the stuff. A trade-off therefore for relinquishing control over HTML5 content is better reliability on Microsoft browsers and possible uncertainty regarding future storage overheads. There’s a whole bunch of other Office Mix problem issues that worry me much less - I mean, this is Microsoft, they’ll fix it (I hope). For instance (and at the time of writing this article and to the best of my knowledge), on mobile devices/tablets: Gesture support is very limited and as Office Mix doesn’t currently appear to be device aware, only non-interactive videos are available on mobile devices, on surface tablets however, which are basically small portable computers and not tablets, Office Mix HTML5 output files are viewable. Some other issues are: (1) it’s only a pre-view version; (2) there’s no pop-up blocker, which can be annoying during screen recordings; (3) there’s a navigation usability issue in recording mode i.e. you cannot go back and re-record a slide without leaving the record mode and coming back in to record mode; (4) there are presently limited quiz capabilities; (5) analytics needs to be improved; (6) you can’t embed YouTube films; (7) there’s no geo-location; (8) accessibility compliance needs more work e.g. interactive in-sync transcript, synchronized audio descriptions as a separate audio track, or sign language support; (9) there’s no responsive screen capture. Some of Office Mix good points comprise: (1) It’s Microsoft after all - they’re less likely to make a balls-up of things (I hope); (2) it’s easy to use and is constantly updated; (3) closed captions can be exported; (4) it’s a PowerPoint plugin; (5) it’s a scalable free service with Office 2013 or Office 365; (6) it’s very likely to be compatible with all other Microsoft products; (7) Office Mix HTML file outputs will be reliable on Edge or Internet Explorer. Final Comments  Even though products such as Adobe Captivate 9 or Articulate Storyline 2, which are non-PowerPoint plugins, in many respects are currently more advanced, I think I like Office Mix (more)! Why? Its cost of scalability, its ease of use, its compatibility with other ubiquitous Microsoft products/technologies, its speed of development, and, the fact that any challenges will, more than likely, be addressed in the future. But, does Microsoft have a vision of how it intends to improve access to learning? Does it have a vision of how it intends to support improvements in real/deep engagement in learning? Does it have a vision of how it intends to support improvements in the effectiveness of measuring learning? Does it have a vision of how it intends to address the way technological innovation affects learning design? Does it have a vision of changing models of education?  Does it have a vision of how to address the changing roles and expectations of the modern-day, tech-savvy, app-overdosed, social-media-addicted, gaming-adept, smartphone-doting, increasingly disestablishment, increasingly economically frustrated, increasingly self-directed, and increasingly rhizomatically networked Millennial learner? This post was first published on eLearning Industry.

Developing Training For Chinese Markets  With global expansion, it’s nearly impossible for any consumer or business person to not run into an engagement involving Chinese. Everything from manufacturing products, imports/exports, consumer goods (especially electronics) involve China or Taiwan. Training initiatives almost always require at least one version of Chinese in the localization. In my line of work, I am often tasked with helping my clients figure out which specific dialects of Chinese they really need to address their target audience. So, I thought this would be a great topic to share some industry insider information and rules-of-thumb to help navigate this huge market. Ethnologue.com provides us with the following statistics on the Chinese language: PRC: Pop. 1,357,380,000 / 297 individual languages. Hong Kong: Pop. 7,118,000 / 7 individual languages. Taiwan: Pop. 23,120,000 / 25 individual languages. Spoken Chinese. There are two primary spoken versions of Chinese which are Cantonese and Mandarin. Often we see these used to refer to written Chinese, which is different: Cantonese and Mandarin are only spoken. Which dialect is your native language will depend specifically on where in China or Taiwan you are from or currently reside. These dialects are not mutually understandable and are as different from each other as German and French. Spoken Chinese can also vary regionally. Written Chinese. The two primary written forms of Chinese are Simplified and Traditional. Again, depending on where in China, Hong Kong, or Taiwan you are from or currently reside will determine whether you read Simplified or Traditional Chinese characters. A common misconception is that Simplified Chinese is an "easier" version of Chinese. It’s not. It’s a different language all together. Here are a few tips that may help you determine which specifically you need for your project. Please keep in mind, these are general guidelines: Traditional Chinese written - Cantonese Spoken is most often what we see to serve immigrant populations in the Pacific NW and Northern California. Almost anywhere in the US is going to be Simplified / Mandarin. Please note, there are definitely areas in the US that will require both and potentially Cantonese/Simplified. For use within Chinese markets, here are some very general guidelines that you can work with: PRC: Simplified Mandarin. Hong Kong: Traditional Cantonese. Taiwan: Traditional Mandarin. Please remember that the best option for use in Chinese markets is to determine exactly where this localized information is to be used. This can vary by region. This post was first published on eLearning Industry.

eLearning Course Review: Why You Should Review Your eLearning Course Thoroughly Whether your eLearning course is still in production or has already been finished, the need to review and test is ever present. You never know what sort of problem might pop up at any moment and ruin your user’s experience. Even if your UX (user experience) is perfectly fine, there can be a host of other problems that pass right under your nose if you don’t review your eLearning course diligently. The problem becomes even more compounded when you’re working with a large team. There are so many people with expertise in different areas, and working in sync can be challenging. So the need for doing an eLearning course review becomes even greater. It’s something every self-respecting eLearning course producer must do. Here are the 5 biggest reasons you should always review your eLearning course meticulously. Accuracy. This is the most important thing for you to check in your course. You don’t want to give your students any factually incorrect information, and it doesn’t matter whether it’s intentional or unintentional. Incorrect facts send a really bad message to the user: You’re not doing your job well. Always double check with your Subject Matter Experts and the internet that the facts, figures, names, and other data you’ve used are all accurate. Incorrect information not only damages your own credibility, it also hurts the client and the end user, i.e. the student. Functionality. Your eLearning course will most probably have lots of different media and interactive elements. They are a necessity if you want to keep the student engaged, but it’s easy to get things messed up. Sometimes, a button or two may not work. Other times, the audio may not sync up with the video. The graphics may start mucking up when you resize the window. A number of things can go wrong. So you need to test and review everything thoroughly before you ship the course. Consistency. You’ve heard it a thousand times and I’ll say it again: Your course needs to be consistent. Whether it’s the colors or the fonts or anything else, there needs to be a certain degree of consistency throughout the course. To check that, you must review your course again and again. If you’ve been working with a client for a while and she prefers some specific design in her courses, make sure you stick to that design. It's not unusual for the courses you make for a client to be part of a series, and it looks really unprofessional when two courses in a series have different layouts or designs. It’s okay to experiment a little, but don’t go overboard. Keep the colors, fonts, and other things more or less same. Another thing you need to be consistent about is the terminology. If you’re calling a course a "chapter", stick to it throughout, and this applies to any terms you use in the course. It confuses the student when you use different terms to refer to the same thing. Client Demands. Your client is a big stakeholder in the whole process of course building. So it’s important for you to make sure everything is coming along the way your client wants it to. It’s not enough to just show the client a wireframe or a prototype in the beginning. You have to create certain checkpoints in the whole development process so your client can collaborate with you in reviewing the course. The client has certain visions and expectations regarding the end product, and without continual reviewing, that end product is never going to be what the client imagined. This will result in valuable time and resources being wasted at the last moment. It’s much better to keep the client in the loop and constantly seek feedback. Improvement. The more you review, the better your courses will tend to get over time. Your presentation and work speed improves substantially. This happens for a number of reasons: your gut feeling starts getting stronger as you notice patterns and realize what people like and what they don’t, your sense of design develops, your understanding of different issues also improves greatly. All of this helps you deliver quality courses, all the while refining your performance continuously. So make sure you review your courses with all your stakeholders multiple times. If you’re looking for a great platform to review your courses and have all your feedback and comments stored in a centralized place, you should try out zipBoard. It's a new and powerful tool for efficient course review and feedback management. This post was first published on eLearning Industry.

The Role Of Agile Project Management In eLearning Development  "Businesses today are seeing an increasing need to more rapidly adapt to changing environments. If you need a biz to be agile you need an architecture to be agile too." - Kim Jones (Fashion Designer) A recent HP survey of over 600 IT and software professionals earlier this year found that Agile had more or less become the default software development methodology. 67% of the surveyed companies called themselves "Purely Agile" or "Leaning towards Agile" and a further 24% claimed a "Hybrid" development approach. Agile first found favor with software product development and then moved into more and more software development areas. eLearning cannot be immune to this spread and there is growing appreciation as well as growing adoption of this development approach in eLearning development now. I picked the particular DevLearn session to attend since I wanted to explore more about how Agile project management could be applied to eLearning/mLearning course development projects. At eNyota, we have already gone Agile in our software development teams recently but have not really thought this through completely on the course development side of things. Some questions in my mind were: Was Agile a different way to look at handling learning projects? Could it be applied to all learning/training projects? How to handle the differences between learning projects and software projects? What are some experiences of companies trying this out? How ready would our customers be to do this? At the end of the Agile Project Management in eLearning Projects session one pretty clear conclusion was that the traditional ADDIE development model, which mirrors the Waterfall development model in software development, has some clear challenges and limitations. Principally these are to do with the fact that this is still, largely, a linear process. This means that a fair amount of time is taken to deliver usable content. Then there is the associated lack of flexibility - a change in the end output will mean going back to the start of the process and changing every step till the end. In the Agile Development approach, rather than plan the entire project upfront in great detail before development, the focus is on looking at faster iterations and smaller builds. Feedback is sought from the client early in the process and incorporated into succeeding iterative releases. The idea is to deliver something that is closer to what is usable and meaningful to the client/their learners and improve successively from release to release. Instead of the traditional model: Go with: Image from Megan Torrance’s book - A Quick Guide to LLAMA (A lot like Agile Methods Approach). A simple example in the eLearning context could be instead of doing all scripts/all storyboards for all modules before development starts, first get the functional modules ready and deliver them fast. Post delivery, seek and assimilate feedback not just from the stakeholders, but potentially from the learners also, and go back to the release to incorporate the changes. A continuous process of iteration of the modules will drive towards the final end product that is likely to be much more market-tested. While the subtle difference in looking at smaller iterations may seem no different from the traditional way of executing eLearning projects one module at a time, in the context of a complete project this is a vastly different way of looking at things. I’m convinced that once you go Agile you may never go back! The compelling reasons to do Agile in developing learning material include: Often projects go on long enough that requirements change. The requirement that was defined upfront changed by the time the development starts. Once the stakeholder sees the development output, it is too late to change his/her mind about the direction it is taking. User feedback is taken at the end of the development process instead of on regular basis. The regimented Waterfall model calls for a strict process of delivery of intermediate outputs, sign-offs, and at times change management etc. due to rigid view on how much change is acceptable. Getting exactly what you want at the end rather than what was in the contract is a better outcome. Getting the learning or training output reviewed by a sample group of end users early may yield feedback that could be vital rather than waiting for everything to be done. The quick limitations I see with Agile in learning projects include: Learning projects are not on top of everyone’s priority list, so getting stakeholders to commit time regularly/frequently is challenging. Subject Matter Experts are often too busy, may be more consultants to a learning project, and it is tough to get them allocated/available to review smaller outputs regularly. Development teams are not in the same place for developing learning products. At times, they may be in different cities, working from home, or even oversees, depending on how you choose to develop. A lot of times, learning projects are run on fixed priced basis when run with outside development agencies so both parties need to agree on a budget (not to exceed with a margin of 10-20% upwards or downwards) and it can be a challenge to run truly agile projects that way. Of course, as has been much-documented, eLearning is inherently different from software development and this means that we cannot blindly adopt Agile; but it is clear that there is utility with the right adaptations. The challenges are not small. For one, Agile puts a much greater value on the continued collaboration between the stakeholders, learners, and developers - not always easy to pull off consistently. Τhat being said, Agile is getting a lot more attention in the eLearning development context. Many books have been written and, while it is early days, there is a clear trend towards rethinking the traditional model of ADDIE and utilizing the learning from doing Agile software development projects to learning projects as well. We will keep you posted on how our Agile eLearning efforts take off at eNyota - stay tuned! This post was first published on eLearning Industry.

Core Benefits Of A Responsive Learning Management System  The role of the Learning Management System is rapidly changing. Modern work practices and the need for continuous professional and personal development are directing the ways we learn. The Learning Management System of today needs to facilitate and enhance learning, not dictate. More and more of us are taking control of our own learning and skills development. This is evident from the rise of: Social Media as a learning tool (see the following article by Christopher Pappas on Social Media use). MOOC's (Massive Open Online Courses). Informal learning (see the following article by the late Jay Cross on informal learning). A Learning Management System is only as good as the content it helps deliver and the data that it can provide regarding Learning and Development (and other) performance initiatives. For users to engage with your Learning Management System it must fit into the way that they learn and develop skills. Having a responsive Learning Management System is a key factor to consider when determining the best fit for your organization or association. The medium for delivering learning (Learning Management System) should not be the focal point. Instead it should act as the silent conduit and facilitator for learning and skills development. What Is A Responsive Learning Management System? Figure 1. Responsive Web Site Across Multiple Devices A Responsive Learning Management System will employ a Responsive Web Design (RWD). This approach provides an optimal viewing and interaction experience —easy reading and navigation with a minimum of resizing, panning, and scrolling— across a wide range of devices (from desktop computer monitors to mobile phones). This article looks at the following critical success factors which you can meet by having a Responsive Learning Management System: The Multi-Screen World. Mobilegeddon. Web Search Trends. 1. The Multi-Screen World. A study conducted by Sterling Brands and Ipsos, in conjunction with Google (2012/2013), found that we now live in what can be called a Multi-Screen World. 90% of people move between devices to accomplish a goal, whether that’s on smartphones, PCs, tablets, or TV. Research from this study shows that: There are two main modes of multi-screening: Sequential screening where we move between devices. Simultaneous screening where we use multiple devices at the same time. The device we choose to use is often driven by our context: Where we are; What we want to accomplish; and The amount of time needed. Smartphones are the backbone of our daily media interactions. They serve as the most common starting point for activities across multiple screens. Multiple screens make us feel more efficient because we can act spontaneously and get a sense of accomplishment - this results in a feeling of "found time". Figure 2. Context Drives Device Choice for Achieving Our Goals in a Multi-Screen World What this means for your Learning Management System is quite clear: Users have to be afforded the ability to continue their learning goals at home, and on the move - at the time and location that suits them best. 2. Mobilegeddon. Figure 3. Mobile Friendly Search In case you missed it, on 21st April 2015, Google announced that it was rolling out changes to its SEO algorithm (otherwise known as Mobilegeddon). The changes made rank mobile friendly pages found in mobile searches higher than other non-responsive pages. This means that organizations that have sites that meet Google’s mobile standards will rank higher in search results on phones. The aftermath of these changes (a little like Y2K) have not had the catastrophic effects anticipated by many. Mobilegeddon does however point to the importance of having a mobile-centric approach. Your Responsive Learning Management System should be designed with mobile first in mind. This approach plans for the small screen first. 3. Web Search Trends. Figure 4. Mobile Usage For the past couple of years it has been rumored that mobile web usage has outstripped that of desktop. This has finally come to pass in the third quarter of 2015. Google (soon to be known as Alphabet) has confirmed that searches on mobile have outstripped those of the desktop for the first time. If the users that make up your organization or association are moving to performing the majority of their day-to-day tasks on mobile device - your Learning Management System has to move with them. Users should be provided with an enhanced learning experience that has been designed to respond to their learning device of choice. Otherwise they will choose their own means to learn and up-skill. You only need to take a look at the fortunes of Nokia, MySpace, etc. to realize that it is the users’ ability to use tools and products in a useful and personally meaningful way that determines success. Organizations that aren't aware of changes in their users’ behavior, and fail to provide an enhanced User Experience will quickly lose market share and flounder. You can find an example of a Learning Management System that believes a Responsive Web Design approach is essential, and that will continue to adapt itself to how its users learn here. References Meunier, B. (2015, May 7). Mobilegeddon Is Beginning, Not Ending. Retrieved November 17, 2015, from http://searchengineland.com/mobilegeddon-beginning-not-ending-220512 Rao, L. (2015, April 21). What Google's Mobilegeddon is (and why you should care). Retrieved November 17, 2015, from http://fortune.com/2015/04/21/google-mobilegeddon/ Terdiman, D. (2015, October 22). Google Says Mobile Search Has Surpassed Desktop Search. Retrieved November 17, 2015, from http://www.fastcompany.com/3052654/behind-the-brand/google-says-mobile-search-has-surpassed-desktop-search Webb, P. (2012, September 16). The New Multi-Screen World: Understanding Consumer Behaviour - Mobify. Retrieved November 17, 2015, from http://insights.mobify.com/the-new-multi-screen-world-understanding-consumer-behaviour/ This post was first published on eLearning Industry.

EdTechTeacher Google Jamborees 2015 are a great chance to connect with innovators in education and technology through keynotes, hands on workshops, and demonstrations. Google Apps for Education (GAFE) is a core suite of productivity applications that Google offers to schools and educational institutions for FREE. These communication and collaboration apps are some of the fastest growing tools in the educational technology. HANDS ON WORKSHOPS After the keynotes, we will offer 5 different Hands-On Workshops to give you an in-depth, hands-on learning experience. These workshops will be repeated in the afternoon. Workshops: Student Creations with Google Drive Add-Ons & Chrome Extensions with Tom Daccord Google Drive as Collaboration Station with Beth Holland Google Drive & Google Classroom with Greg Kulowiec The Magic of Chromebooks & Google Web Tools with Avra Robinson YouTube - It's Not Just Cats & Khan Academy with Richard Byrne IGNITE KEYNOTE SPEAKERS These innovative speakers will spark your passion and inspire your teaching in just 10 minutes. Tom Daccord is the co-founder and director of EdTechTeacher, an educational technology speaker, instructor, and author. Tom has worked with schools, colleges and educational organizations in the United States, Canada, Europe, Asia, and the Middle East. Justin Reich is the co-founder of EdTechTeacher, Executive Director of the PK12 Initiative at MIT, a research scientist in the MIT Office of Digital Learning, a Lecturer in the MIT Scheller Teacher Education Program, and a Fellow at the Berkman Center for Internet and Society at Harvard University. Richard Byrne is best known for his award winning blog, Free Technology for Teachers, which started while teaching high school social studies in Maine. His favorite thing to do is help teachers develop creative and practical classroom uses of technology. Patrick Larkin , the Assistant Superintendent for Learning for Burlington Public Schools (MA), is a nationally recognized leader in the use of educational technology to enhance learning. WORKSHOP INSTRUCTORS Along with Tom and Richard, these 3 Google for Education Certified Trainers will lead workshops on Google tools for creation and collaboration. Beth Holland, EdTechTeacher Instructor, Edutopia Blogger, TEDx Presenter, Google for Education Certified Trainer, and doctoral student at Johns Hopkins University, Beth leverages her experience with professional development, technology integration, and differentiated instruction to help teachers construct mobile learning environments.  Greg Kulowiec, a nationally recognized instructor, presenter, and author, Greg is an award-winning teacher and authorized Google Education Trainer. He has been an early adopter of mobile devices in the classroom and coined the phrase "App Smashing." Avra Robinson, a passionate authorized Google Education Trainer, former Instructional Technology Coordinator, and elementary classroom teacher, Avra has spent over 15 years helping students and teachers discover exciting ways to authentically integrate technology into the curriculum.  EdTech Teacher Google Jamboree 2015 will be held at the Medfield High School on December 5, 2015. This post was first published on eLearning Industry.

Important Characteristics Of Modern Learners  Every modern learner is unique. Each may come from a different cultural and educational background, but there are also common characteristics that they tend to share. Knowing these characteristics can give eLearning professionals the opportunity to turn eLearning courses into customized eLearning experiences. In this article, I’ll present 7 important characteristics of modern learners eLearning professionals should have in mind when designing eLearning courses for that particular audience. Easily distracted. Modern learners have a lot on their proverbial plates. They are thinking about any number of things at one given time, making it easy to get distracted when they are trying to complete an online course. As eLearning professionals, this can present quite a challenge. However, we can get over this trait hurdle by creating eLearning courses that engage right from the start and hold it all throughout. Ask compelling questions that make them reflect upon the topic. Tell an emotional story that pulls at their heart strings or gets them fascinated about the subject matter. Integrate image and videos that evoke specific feelings, as well as characters with whom they can relate. Social learners. Without a doubt, modern learners are more social than any previous generation. They spend a good portion of their day on social media networks, catching up with friends and reaching out to business contacts. In fact, in many respects, social networking has taken the place of face-to-face communication. Modern learners are more likely to post on a Facebook page or respond to a tweet than make a call. This means that eLearning experiences must be collaborative and social. To cater to your modern learning audience, you have to include online group projects and social learning online experiences via project management platforms and social media sites to adapt to the way students will learn. Crave constant knowledge. This generation of learners demands information anytime and anywhere. If they want to learn more about a topic, they simply hop on their mobile or tablets and find out everything they need to know to satisfy their curiosity. While previous generations had to venture to the nearest library to expand their knowledge, now knowledge is always at the modern learners’ fingertips. In terms of eLearning, we can quench this constant craving for knowledge by giving them supplemental eLearning resources that they can explore on their own. We can provide them with tutorials, walkthroughs that help them in their "moment of need". Always on-the-go. Your eLearning course must be mobile-friendly. Your learners aren’t going to have the time to sit at home on their PCs and complete online modules on a regular basis, which means that you have to give them learning wherever they are. You can achieve this by choosing a Learning Management System that features a responsive design and automatically detects the learner’s device and offers the optimal display. However, you must also ensure that you don’t overload your learners by presenting too much information at once. Make it easily digestible by offering short bursts of information on a regular basis, such as five minute modules that each covers a specific sub-topic. Independent. Though they thrive in social learning environments, modern learners are also fiercely independent. They aren’t afraid to set out on their own to find the knowledge they need to achieve their goals, even if that means devoting all of their free time to the endeavor. If they aren’t finding the information they are looking for in their online course, then they will simply look elsewhere. They also search for learning experiences that give them control over the process, such as being able to choose when they complete the online modules and the nature of the eLearning activity. For example, some may gravitate toward multimedia-based online courses while others may prefer interactive scenarios. As a result, eLearning pros must design eLearning courses that are customized for each learner by doing thorough audience research and providing many different types of eLearning activities. Impatient. The simple truth is that we live in a busy world where nobody really has the time or patience to sit through a lengthy eLearning course. However, modern learners are particularly impatient. They are so used to getting information at a moment’s notice that you have to grab their attention and manage time effectively, or you run the risk of disengaging them. They know that there is an abundance of information just waiting for them on the internet, so they won’t waste their time with an online course that doesn’t cater to their needs. Overworked. One of the most prevalent traits of modern learners is that they are overworked and overwhelmed. Many carry out a wide variety of job responsibilities, making it difficult to balance their home life with their careers. This means that they don’t have a great deal of energy or effort to devote to eLearning. They are also overwhelmed by the abundance of information that is online today. Give them time to take it all in and look for signs that your learners are actually absorbing the key ideas and able to retain them for future use. While some modern learners may possess atypical characteristics, many will share these core traits. However, it’s always wise to carry out a detailed learner analysis before designing the eLearning course, just to ensure that the needs of every individual are being considered. Interested in learning more about how to engage modern learners? Read the article 10 Ways To Shake Up Your Online Classes to really change your student’s thinking by changing the routine way of teaching. This post was first published on eLearning Industry.

4 Training Trends In 2015 That Can Be Applied To eLearning  Below are 4 training trends in 2015 that can be applied to eLearning within the workforce. Gamification. Gamification is the integration of game principles and mechanics into a non-game experience. As such, it has been put into organizational courses or into organizational curriculum. When integrated well, and instilled with a purpose, gamification can be beneficial to the eLearning industry. It not only gives a sense of competition to increase engagement, but can help employees practice and put to use the modules they completed. In addition, it can help upper management gain a better understanding of how well employees are grasping the training and if they are utilizing the skills learned in the right manner. Mobile Learning. Within the last 10 years mobile learning has crossed over into multiple industries, including higher education, where people can earn degrees online from online colleges. With remote work environments sprouting within various industries, employees are no longer in the office Monday through Friday. Because of that, it’s important for organizational training to be on-the-go as well. Not just through desktop computers, but accessible through multiple devices, from laptops to tablets and smartphones. Making training more available to employees can help them set their own pace and schedule for completing the training. Mobile learning can also help innovate different training techniques that aren’t found in traditional training methods. Rich Media. From informational videos to well designed templates, rich design and media has allowed training to become more interactive on the user end. This is very much in line with a major 2015 business trend where video is the more popular form of communication than text. Why? Because video is "more engaging and impactful" than text and people retain more information than just from reading. As Ron Zamir, President and CEO of AllenComm explains, "By bringing rich media into your blending learning, you’re going to have better outcomes. Video and animated graphics are easy to place within well-designed templates. We can significantly shorten seat time by using rich storytelling techniques to provide context, while using exploratory activities for content that needs to be practiced and retained…When employees connect more with the material, you will get better fulfillment of the training goals". In order for employees to become more engaged during the training process as well as retain information, rich media should be incorporated. Personalization. One of the keys to employee engagement in today’s workforce is personalization. With various eLearning platforms, from network based to internet-based, employees can learn at a different pace and in different styles. This helps improve the quality of training as it’s tailored to employees, which can give a better ROI for an organization. Personalized training can also give data and help upper management see strengthens and weaknesses within their workforce and where training efforts need to be made. Look for eLearning to continue grow and become more innovative in connection with future trends of the training industry, which will help create a more customized, accessible, and influential training model to organizations. Download Allen Communication’s 2015 Training Trends whitepaper to learn more. This post was first published on eLearning Industry.

Personalization Is The Future: How To Design Personalized Learning Experiences Personalization represents a move away from the one-size-fits-all training strategy. New technologies and platforms enable learning to be very customized and accessible anywhere, any time. Let's look at 3 personalization trends: 1. Adaptive learning tools can help you understand the individual needs of your learners. Your learners are used to personalized experiences when they buy products. For example, when you visit Amazon.com you’ll see a section that offers suggestions based on what other customers have viewed or bought. Adaptive learning is similar to this example, but instead of recommending products, it presents learners with personalized content based on their progress in the eLearning program. Learning managers, Instructional Designers, and content authors now need to respond quickly to the needs of the organization and its learners. Learning Management Systems (LMSs) and authoring tools are assisting with this new challenge, offering analytics to help learning teams better understand how their learners are progressing through their content. Here’s a quick look at the analytics inside Elucidat's authoring tool: Analytics like this help you identify what parts of your courses are being viewed and completed. You can use this intelligence to improve the experience for your learners. For example, if some content is being skipped over you can rethink how you communicate that section of the course. You might need to make it shorter -or chunk it up- so that it’s easier for learners to digest. Modern learners need a personalized experience. You can no longer stick with the mantra of one size fits all. Tools like Elucidat make delivering adaptive eLearning fast and simple. 2. Experience API captures additional learner insights outside the Learning Management System. Your eLearning is probably only one part of a blend that combines face-to-face sessions, on-the-job training, coaching, and other learning interactions. If your organization conforms to the 70:20:10 model, then most of the learning takes place like this: 70% from on-the-job experience. 20% from feedback and working with other colleagues. 10% from training courses. How are you tracking this multi-channel experience? Your Learning Management System may be able to track 10% of the learning, but how do you track performance of on-the-job experience and feedback from others? Finding ways to create record stores of individuals’ learning experiences from multiple sources can help you leverage the 90% learning that’s taking place in the tacit or informal channels. Elucidat uses SCORM to track learner progress, but it doesn’t capture the 90% of learning that goes on outside the Learning Management System. Experience API (Tin Can), also known as xAPI, can help you define a more personalized approach to managing learning. xAPI can record learning from mobile devices and content not delivered via Learning Management System. It allows you to track, capture, share, and analyze learning across different devices. eLearning authoring tools that utilize xAPI can help you capture learning experiences that are currently invisible. The data that Tin Can API collects will give you greater insights into how relevant and useful your content is to learners. 3. Augmented learning is where virtual reality meets adaptive learning. Imagine learning environments not constrained in a training room that can adapt in real time to learners’ inputs or needs. Augmented learning is where virtual reality meets adaptive learning. Developments in technology and devices such as the virtual reality headset, Oculus Rift, have big potential for making learning more personalized. A very simple demonstration of the use of such technology is BMW’s vision for training service personnel using augmented learning. How To Design Personalized Learning Experiences You don’t need an Oculus Rift headset to design personalized learning experiences. Learning can be personalized in a number of simple ways. For example, you could offer a personalized certificate upon completion of a course. Here are 5 ideas to help you design personalized learning paths: Create an ecosystem to support people in their jobs. Job aids, just-in-time learning nuggets, and small chunks of learning or resources can provide additional support to learners on the job. Create placement tests. These will help start individual learners at the right point in the learning journey. Some learners may need to start at the beginning, whilst other may not. Some parts of a course may be relevant for all learners, whilst other areas may be relevant only to a few. Build continuous assessments into programs. This will help learners understand how they are progressing and whether they need to go back to review previous content. Create dynamic menus. Learners can use these menus to identify where they are in the course and quickly jump straight into parts offering the content they need to learn. Build branching courses. Use an authoring tool that enables you to create scenario questions that take learners to different parts of the course depending on how they respond. Here’s a screenshot of a scenario question inside a course built with Elucidat: Final Takeaways  Remember that personalization is all about offering learners a personal choice. Not all learners are equal; many will have different needs, goals, and styles of learning. Keep the following points in mind when you’re designing personalized learning: Learners have different goals. Frequent feedback is the best way to let learners know how they are doing. Regular assessments help learners understand what they don’t know and what they should focus on learning. Learners need continuous opportunities to consolidate their learning through on-the-job practice. Stay on top of the latest eLearning ideas, trends, and technologies by subscribing to the Elucidat weekly newsletter. This post was first published on eLearning Industry.

Exploring The Advantages And Disadvantages Of Rapid eLearning At PulseLearning, we know that although rapid eLearning might not be appropriate for every course, there is a time and place for its use. In this article, we explore the main advantages and disadvantages of rapid eLearning. Rapid eLearning Advantages  Faster development time. Most traditional eLearning design processes go something like this. A Subject Matter Expert (SME) and Instructional Designer (ID) discuss content, the Instructional Designer writes the storyboard, which then goes through quality checks before heading back to the Subject Matter Expert for changes and sign-off before build begins. The built course then goes through a similar loop. In rapid eLearning, usually the Subject Matter Expert writes the content directly into an authoring tool under the guidance of an Instructional Designer, cutting out quite a few process steps and significantly reducing development time. Cost-effective. Because the Subject Matter Expert or Instructional Designer will write content directly into a rapid authoring tool, there isn’t a need to spend money on sophisticated development to build the product. There are several effective, user-friendly authoring tools available that don’t require development experience, such as Captivate, Lectora, and Storyline. Rapid eLearning can also be cheaper to produce due to the reduced development time. Direct Subject Matter Expert input. With rapid eLearning there is less chance of content being misinterpreted by the Instructional Designer, because the Subject Matter Expert is the primary content author. It also means the Subject Matter Expert has stronger ownership of the content, which is likely to increase their engagement in the project. Rapid eLearning Disadvantages Lack of sound Instructional Design methodology. Most rapid eLearning projects will require the involvement of an Instructional Designer to guide the Subject Matter Expert in authoring content, because Instructional Design methodology is key to how content is understood and retained. Removing the Instructional Designer from the process entirely can result in poor organization of information and reduced pedagogical integrity in the final product. Quality issues. Rapid eLearning can potentially produce dull eLearning. There are some important technical aspects that are easily forgotten in rapid eLearning, including user experience (UX). A sound user experience plays a critical role in a positive, engaging learning experience and it’s unlikely that Subject Matter Experts will have sound knowledge of user experience principles. Compromised engagement and motivation. Audience engagement is closely linked to the quality of the product so if this slips, learners can lose motivation toward the training. Maintaining a positive attitude toward corporate training is important for building a learning culture within your organization so employees see that their skill development is valued, resulting in increased productivity and a positive work attitude. View our Rapid eLearning Case Study; our Client CA technologies reduced content development time by 50%. Project Overview: Our Client CA technologies partly outsourced learning content development services to PulseLearning. The main objectives behind this move were to reduce overheads, increase productivity, reduce time to market, and enable CA management to focus on longer-term business strategy. Take a look at the results in the Full Case Study. This post was first published on eLearning Industry.

How Performance Support Tools Can Supplement Compliance Courses  In this article, I will share 3 examples that illustrate how Performance Support Tools supplement Compliance courses. Let me begin with a quick recap of what Performance Support Tools (or PSTs) are. Then I will share 3 examples to illustrate how Performance Support Tools can be used to supplement compliance courses. I quote from my article Performance Support Tools: Top 5 Things Your Boss Wants To Know. What are Performance Support Tools and where exactly do they fit in an organization's learning strategy? Performance Support Tools (PSTs) provide employees with on-the-job tools that make their work a lot easier. Unlike training, these tools are available to support and guide employees as they actually do their jobs. These tools are very easy to find, often directly embedded into the learners’ workflow (Learning Hub) and offer active guidance. These solutions enable organizations to provide the right amount of task guidance, support, and productivity benefits to learners precisely at the moment of need. How do Performance Support Tools help learners? Performance Support Tools provide an option for employees to learn and work at the same time. They can help an organization to reduce the cost of training while increasing productivity and performance. How can you enhance the impact of your compliance initiatives with Performance Support Tools intervention?  I quote again from my article Performance Support Tools: Top 5 Things Your Boss Wants To Know. The real solution lies in creating "learning as a continuum". A good way to do this is to identify the areas for formal training and use Performance Support Tool intervention to reinforce it shortly after the formal session. You can then create a "learning path" that has interventions like this during the year. A combination of reinforcement as well as new assets that push application of knowledge on-the-job will help you create a high degree of knowledge recall, retention, and application. We have successfully integrated Performance Support Tool intervention into compliance mandates by creating a learning path (rather than just the formal training that happens a finite number of times in a year). Let me share 3 examples that illustrate how we leveraged the power of Performance Support Tools to create awareness or reinforcement of the compliance mandate. Example 1: Performance Support Tool to reinforce message on conflict management. Innovation: We have used whiteboard animation as the design approach here. The Performance Support Tool is available to learners in their mobile devices (both tablets and smartphones) as well as laptops/desktops. Focus of the Performance Support Tool: This is one of my favorite approaches and the example featured here showcases its effectiveness in complementing a compliance course (on conflict management). Simple illustrations (that use real-life scenarios) and concise audio drive the message very effectively. The Performance Support Tool outlines that conflicts always exist and outlines how you can recognize them and ascertain ways and means to mitigate them. Example 2: Performance Support Tool as a prequel to a compliance course - to create awareness on whistleblowing.  Innovation: We have used an Adobe After Effects-based design approach here. The Performance Support Tool is available to learners in their mobile devices (both tablets and smartphones) as well as laptops/desktops. Focus of the Performance Support Tool: Often, whistleblowing is perceived to be negative but as we all know, when this is done in good faith, it is the right approach. To meet this precise challenge, we designed this Performance Support Tool as a prequel to the main eLearning course. It helps learners understand the value of the whistleblowing concept and uses a scenario to reinforce when learner action is necessary. Example 3: Performance Support Tool to reinforce best practices on Health, Safety, and Environment (HSE). Innovation: We have used a combination of animations, subtle music and typography to highlight the message. The Performance Support Tool is available to learners in their mobile devices (both tablets and smartphones) as well as laptops/desktops. Focus of the Performance Support Tool: This Performance Support Tool supplements the primary eLearning course and provides a recap of the best practices pertaining to Health, Safety, and Environment aspects. It also features a scenario to reinforce the required learner action. You can also refer to my earlier article 5 Innovative examples to boost your workforce performance with Performance Support Tools (PSTs) where I have shared the first two examples showcased here. The article also has three other innovative formats of Performance Support Tool that can also be used to supplement compliance courses. I hope you will find the article and the featured examples useful in creating an effective compliance roll-out for your organization. If you need any specific support on how you can enrich the compliance courses, do contact me. This post was first published on eLearning Industry.

ICIET 2016 is supposed to be the largest technical event on Information and Education Technology in Los Angeles, U.S. in 2016. ICIET 2016 provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted significant contribution to the knowledge in these up to date scientific field. The focus of the conference is to establish an effective platform for institutions and industries to share ideas and to present the works of scientists, engineers, educators and students from all over the world. The organizing committee of conference is pleased to invite prospective authors to submit their original manuscripts to ICIET 2016. ICIET 2016 Keynote Speakers Prof. Murali Krishnamurthi, Northern Illinois University, USA, is a member of the American Association for Engineering Education (ASEE) and the Professional and Organizational Development (POD) Network. In 2011, he received the Presidential Teaching Professor Award and the Deacon Davis Diversity Award at Northern Illinos University. Assoc. Prof. Mizuho Iinuma Ed.D, Department of Media Science, Tokyo University of Technology, Japan is a member of the Japan Association for International Education, Japan Society for Educational Technology, among others. She has earned the 74th Conference Award from Information Processing Society of Japan. The 2016 4th International Conference on Information and Education Technology (ICIET 2016) will be held in Los Angeles, U.S. during January 4-6, 2016.   This post was first published on eLearning Industry.

How To Get Started With Responsive Course Design For Your mLearning Content  The world is going mobile. That means learners are using different sizes of devices to view online training content. To accommodate every size of smartphone and tablet for mLearning, you could multiply your course development time designing for each device size and then also testing, and tweaking, and testing each one again; or you could just design multi-device content. How? Meet Responsive Course Design™ (or RCD for short), a feature in the cloud-based authoring tool Lectora® Online. RCD is your new favorite coworker, here to save the day when you need to create mLearning quickly. Let’s answer a few questions to help you get started with Responsive Course Design: What’s the difference between traditional eLearning design and responsive course design? Traditional eLearning design uses fixed design, where you create static sized pages. This is the standard output from most authoring tools, but it’s not great for viewing on multiple devices. Responsive course design takes those desktop-sized pages that you’ve created, and adapts them for different device types. What does Responsive Course Design require from developers? Developers will want to be conscientious and create content that will be adapted well by RCD. For example, BranchTrack CEO Sergey Snegirev suggests designing content that can scroll, which fits nicely on a mobile device. He says "Thanks to Facebook and just about every website in the world, contemporary phone users love scrolling for new content, so make sure your course has long vertical pages and comfortable font sizes. Lectora RCD will take care of fitting your course width and making the rest scrollable". Can the Responsive Course Design course be customized? Absolutely. Developers probably won’t need to make many changes because Responsive Course Design saves them that time. But for example, some may want to tweak a page here and there, which they’re able to do to customize their course exactly the way they want. Rick Zanotti (Relate Corporation) interviewed John Blackmon, Trivantis CTO, about Responsive Course Design and noted "That’s pretty good. You don’t have to completely redesign the course, because you’re just tweaking certain pages. You may have a twenty-page course, but a lot of them already fit the pattern you want; you may only have to tweak two or three of them". What’s The Next Step?  Try Responsive Course Design yourself. Sign up for a free 30-day trial of Lectora Online today. This post was first published on eLearning Industry.

How To Apply The Dick And Carey Model In eLearning: 9 Steps For eLearning Professionals At its core, the Dick and Carey Model is all about the relationships between educational content, context, learning behavior, and instructional technique. Dick and Carey state that "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired learner outcomes".  All of these vital components are addressed in their 9-step approach to Instructional Design. In this article, I’ll walk you through every step of the Dick and Carey Model, and I will explore how you can apply each into your eLearning design. Identify goals and objectives. The first step in the Dick and Carey Model is to clarify your goals and objectives. The learner must be aware of what they will be able to do when they complete the eLearning course, including the skills they will develop and the knowledge they will acquire. Make sure that you tie it to real world applications so that they know how the eLearning course can benefit them outside the virtual learning space. Complete instructional analysis. The next step is determining what your learners already know so that you can figure out how to fill the learning gap. This can be done through eLearning assessments, surveys, and interviews that focus on their current skill sets and knowledge base. For example, if the eLearning assessment reveals that a learner is unable to perform a specific on-the-job task, then you integrate the skills and information they need to master the task. Determine entry behaviors and learner characteristics. Conduct audience research to determine your learner’s behaviors, traits, personal preferences, and motivation factors, such as what has prompted them to enroll. Focus on characteristics that pertain directly to the goals and objectives for your eLearning course. This helps you to narrow down the specific online content that is vital for your eLearning course, rather than covering information that they have already acquired. You can identify all of the ideas and concepts that you should include to provide a comprehensive and personalized eLearning experience. Write performance objectives. In addition to the learning goals, you must also develop performance objectives that clearly describe the task or process that must be mastered, as well as criteria that you are going to gauge learner progress. The performance objectives must also include the specific conditions in which the task or skill will be carried out, such as observing your audience on-the-job or in a particular real-world setting. Develop criterion-referenced eLearning assessments. No eLearning strategy is complete without an effective online assessment plan. This involves finding the ideal eLearning assessment type for your learners, such as the multiple-choice questions or interactive scenarios, as well as the grading rubric and criteria. Though formative and/or summative eLearning assessment, you can also determine if the instructional strategy, itself, is effective and reveal the weaknesses and strengths of the online activities and exercises of the eLearning course. Develop the instructional eLearning strategy. Now that you’ve done all of the research and developed your objectives and goals, it is time to create a sound instructional eLearning strategy for your audience. You should take into consideration the learning theories that are best suited for your subject matter and learner needs, based on which you will develop the eLearning activities that properly convey the desired information to your learners. Choose learning materials and online activities. Select each of the learning materials, tools, and online exercises that serve the learning goals and objectives. This also involves eLearning content creation, such as online tutorials, branching scenarios, and text and multimedia-based instructional aids. You should also consider the preferences of your learners when choosing your online materials, and include a wide range of eLearning activities to appeal to a wider audience. Carry out formative evaluation. This takes place even before you unveil your eLearning course to the public. It often involves focus groups or the release of beta versions that help to iron out any issues prior to eLearning course deployment. If you find any weak areas in the eLearning course, now is the time to fix them and ensure that every element is as effective as possible. This may require a major rewrite of your eLearning content or even revamping your online activities, if necessary. Keep in mind that it’s better to remedy the problems now, rather than risking your brand image with a flawed eLearning course later on. Carry out summative evaluation. The last step is assessing whether your eLearning course actually achieves the desired outcome. This can only truly be determined through learner post-assessments, such as tests at the end of the lesson, and performance-based online exams, like observing a learner on-the-job or examining business statistics. An example of this would be to check customer satisfaction scores to discover if a customer service eLearning course had the desired effect. An important part of the process that is often overlooked is taking action once you gather your data. Applying the Dick and Carey Model in eLearning helps you overcome this issue. Keep in mind that your eLearning strategy should be adaptable and evolve with the needs of your learners. If something is not working effectively, then do not hesitant to make changes when necessary. Use these tips to ensure that you cover each step of the instructional design process and formulate a plan that will truly benefit your online learners. Also want to learn about other models you may consider for your next eLearning course? Read the article Applying Gagné's 9 Events Of Instruction In eLearning to discover how to apply the 9 Events of Instruction introduced by Gagné, in order to create effective and comprehensive eLearning experiences. This post was first published on eLearning Industry.

What Teachers Find Attractive In Blended Learning  Teaching is really a tough job: Every teacher has to take the big responsibility of educating many students at the same time and budget cuts have made things more complicated. On the other hand, teachers are also getting pressure from their school administrators to ensure personalize learning so their students’ achievements can be boosted. Unfortunately, most of the teachers don’t have proper tools to personalize learning. The good news is that most schools have now realized the importance of blended learning, which has made things much easier not just for the teachers but also for the students who love to study in an interactive learning environment. Teachers find blended learning an ideal option and there is a variety of reasons behind it. In this article I am going to discuss some of most common reasons why blended learning has become so much popular these days: Easy management of classroom activities. When students are being taught, they are already ready to learn the lesson because they work in small groups, which lets them go through the right kind of lesson at the right time of the day. Every school administration tries to achieve excellence in everything they do in years to come and blended learning is what allows them to incorporate dynamic scheduling and right policies based on competency. Effective strategies make things easier not just for school administration but also for teachers who find it much easier to manage small groups in their own convenience. Easy implementation of learning strategies. You can’t teach every student in the same way because every one of them learns things differently and there might be a variety of reasons behind it. However, blended learning enables teachers to implement different types of learning strategies as per the need of their students such as match developmental courses, tutorials, instructional videos, voice over text, fun games, and a variety of other features. Personalized and engaging content will greatly help kids learn even the most complicated topics. In this way, every kid gets equal opportunities to improve his/her skills and knowledge base. Effective use of classroom time. Many schools have made it essential for students to spend 1-2 hours every day on building their online skills and this technique has actually given more flexibility to teachers who can now have more of their class time for spending in critical thinking and most importantly classroom problem solving issues. Teachers can create an instructional resources playlist and send it to students to go through it at home, which means that when the content is already delivered to them, the rest of their classroom time can be used for solving problems. Proper progress monitoring system. Teachers can assign their students subject-based digital games as their homework assignment and the next morning they can overview the dashboard to see their achievements. Students can easily get instant feedback on completion of their assignments and, on the other hand, teachers can have easy access to an evidence-based gradebook. This transformation of curriculum from print to digital version will also get digital dashboards and embedded assessments into use and it will enable teachers to monitor every student’s progress more easily. Use of adaptive testing systems. There are various adaptive testing systems that can quickly give careful assessment on overall progress of every student. One of the popular options is NWEA which claims to provide you educational assessments that you can easily trust. NWEA’s Measures of Academic Progress (MAP) tool can create a fully personalized assessment result. In addition to the MAP tool, you can also use the Skill Navigator tool and various other features to figure out the overall learning growth of your school kids. Ability to work remotely. One of the greatest advantages of blended learning is that the teachers can also work remotely. For example, if you are an English teacher living in New York City, you can teach online to those students who are living in North Carolina and can’t attend your classes in person. In fact, you can work from everywhere you want which will surely get you a big opportunity to generate a source of income through online channels. Blended learning has actually made difficult jobs much easier. Opportunity to add earning. A big attraction that many teachers see in blended learning is the opportunity to earn more than by following the traditional ways of teaching. Teachers of Dissertation Help Love have new roles to perform and new patterns to follow, which don’t just build their confidence but also improve their lifestyle and the ability to get advantage of extended learning, which helps them add to their earning resources. In many states, teachers don’t get paid a sufficient amount of money against the services they render to the schools. However, increasing popularity of blended and extended systems has brought them better opportunities. This post was first published on eLearning Industry.

Free Webinar: Millennials, E-learning, And The Evolving Workplace 2015 marks the year that the "millennial" became not only the largest generation in the workforce, but the largest living generation. This shift has spurred the release of a multitude of reports on differences in workplace habits, technology use and buying power of what appears to be a very hands-on, connected, and collaborative population. Simultaneously, we are watching the equally large population of "Baby Boomers" retire from business and leadership roles. This confluence of factors is creating a leadership gap in the workplace, resulting in young leaders being thrust into managerial roles with little to no preparation. A lack of innovative options for delivering training to this population seems to keep us stuck force-fitting traditional solutions rather than evolving our approach. Please join University of California, Irvine Extension in welcoming 20-year veteran of e-learning and product development for fast-growing organizations, Mary Keenan, in discussing how to re-think the way we deliver learning to the dominant and most analyzed population in recent history. This webinar will include pre-registration advisement for individuals interested in UCI Extension's fully online E-Learning Instructional Design Certificate Program. This post was first published on eLearning Industry.

Traditional Learning Management Systems And Common Concerns About Them  From a pedagogical point of view, we may argue that some of the Learning Management Systems (LMSs) place the storage and delivery of content in the center rather than learners and effective learning. Furthermore, they dictate certain teaching strategies mainly in the form of knowledge transfer. Teachers and trainers are restricted with the features available in an Learning Management System, which makes learning much less effective. On the contrary, learning is a much more complex and a dynamic process in which teachers need to be given the chance to be flexible enough with the mode of instruction, interaction, and assessment strategies in online and blended learning environments. From this point of view, we can say that adapting the system to fit the instruction is pedagogically more sound than modifying the instruction to fit the affordances of the tool. When the Learning Management System dictates how learning and teaching take place with no room for flexibility, effective learning is more likely to fall through the cracks. This is one of the common concerns in some education circles and seems to be partly true especially for some traditional Learning Management Systems built around the idea of one-size-fits-all. Is The Future Of Learning Management Systems Promising? Although it is a fact that learning in the digital age is so distributed and learner-pulled that it should not be confined to a certain system, a counter-argument can be made in favor of Learning Management Systems based on recent developments. We observe that Learning Management System are getting more and more sophisticated as the technology advances. For instance, data-science is becoming an integral part of Learning Management Systems, and learner analytics are utilized in a way that helps learners experience a more personalized learning. For instances, some Learning Management Systems already report if a student has mastered the target objective based on the student's performance on assignments, tests, and activities, and recommend a specific learning plan for the student. This helps each student meet the learning objectives in a personalized way. The summative assessment features such as multiple-choice tests produced at the end of a course are all currently available in Learning Management Systems. However, formative assessment which is crucial for individualizing learning and intervening at the right time before a course ends is what matters for enhanced learning. It is promising to see that modern Learning Management Systems offer teachers the opportunity to evaluate their students' understanding at the right time with the right intervention plan. There is also research on whether computers can detect the emotional state of students by examining their facial expressions while dealing with math problems. The researchers have found support that computer programs are able to determine the students’ level of perceived difficulty of a given task and that it is possible to adapt the learning materials based on their affective state. Given the fact that emotions play a crucial role in learning, these adaptive learning systems seem to have the potential to improve the quality of learning and to change our view of Learning Management Systems in a positive way. Conclusion It seems that one-size-fits-all methods are increasingly being abandoned and it is easy to predict that we will be using even more sophisticated systems in the near future. Perhaps, what we call Learning Management System now will evolve into completely different learning spaces which are much more intelligent and learner-centered. This post was first published on eLearning Industry.

How To Become An Instructional Designer As you may have already noticed, there is no typical route into Instructional Design. I have met brilliant Instructional Designers who have started as educators, or graphic designers, or tech engineers, or even artists, federal government employees, and communication managers. Of course, they all had one thing in common: a true passion for creating great eLearning. But the question remains: What does it really take to become a brilliant Instructional Designer? In our Free eBook: How To Become An Instructional Designer I've asked 24 Instructional Designer Experts the same question and I've collected dozens of straightforward, super creative, and awe-inspiring uses, tips, and insights into one of the most fascinating careers in the world. In this article, I present the 24 tips that really stand out from their unconventional stories in order to help you get an idea of what takes to become an Instructional Designer. Keep reading; all you have to do is make sure that you have a true passion for eLearning. Focus on teaching, particularly languages. "I think that teaching, especially languages, provides an invaluable experience to anyone wanting to become an Instructional Designer. This is because it provides a set of transferable skills that allows you to approach course design in a creative yet pedagogically rigorous way. As a learning expert it gives you the confidence and the credibility to advise the client to find solutions to their learning requirements." By Antonella Veccia  Go beyond formal learning. "Look at options to "knowledge acquisition" to "knowledge application". I have used Performance Support Tools intervention very effectively to support formal learning." By Asha Pandey  Never stop learning. "Become a learner yourself and you’ll have the edge when connecting with your audience. Develop a passion for knowledge and always pay attention to how content is structured and presented." By Bronya Benvin  Don't be an order taker. "People will say "We need training". Nod, smile, and respond "Let's take a look". Build the business case for what you really should be doing. Sometimes that's training or eLearning. Often it's something else (like a job aid)." By Cheri Lockett Zubak  Play video games. "You'll learn a lot about things like guided onboarding and habit-building. What makes you intrinsically motivated to keep at it? If you don't find it interesting, what would you change to make it interesting? Write your answers down. How do your conclusions relate to motivating trainees?" By Christos Anthis  Create a portfolio. "Even if you haven’t worked as an Instructional Designer, you can create a portfolio. It should include at least one finished piece of work, and all the documents leading to that work. Choose a topic you already know something about. The topic of the training isn’t as important; show the "bones": the curriculum plan, the content outline, the storyboard, and the finished product. Show how you made your instructional decisions." By Clare Dygert  Get education, whether formal or informal. "If time and resources are available, get a degree; if time and resources are limited, get a certificate; if time and resources are non-existent, find a mentor and/or read some of the great Instructional Design books out there, such as Instructional Design (by Patricia L. Smith and Tillman J. Ragan) or The Accidental Instructional Designer (by Cammy Bean)." By Deborah Decker Halvorson  See the system and see the people in the system. "I’ve been lucky enough to work in a field where my colleagues include human factors engineers and people who apply design thinking to innovation in health care. It’s made me realize the importance of systems thinking when designing learning programs and the need to empathize with your learners. Bottom line: When you focus on what you want people to do, don’t lose sight of how they feel." By Dianne Rees  Continually learn about what’s happening in the industry. "Go to eLearning conferences; read books and blogs; ask your peers and go to Lynda.com; become a super user of Storyline and PowerPoint; know more than the basics about graphic design. Look at examples of other people’s work and become hypercritical of what looks good and delivers a great learning experience. You have to continually learn and push yourself to improve." By Frances M Weber  Develop your own philosophy. "There is no one way to design instruction. There are several theories to draw from, but, ultimately, the course design will rely on your interpretation of those theories and the context in which you are applying them. It’s important to develop your own approach to design, one that is influenced by the past, grounded in the present, and open to what is yet to come. So while this profession requires that you serve many masters, all with opinions on how people learn, you can stand firmly on what you know is true and what you believe is right." By Hadiya Nuriddin  Have a passion for understanding how people learn and how learning styles differ from generation to generation. "Never undersell the design part of Instructional Design; both the learning experience and the visual and auditory experience. Often I develop for people I never see, so it’s really important to understand their generational learning style and tailor the learning design, including the visual element, to meet their expectations. How I want them to learn is as important as what they learn." By James R. Andersen (Jim)  Study how to create sequential, progressive learning that supports the students. "Draw on popular and sound learning theories (i.e. adult learning theory, brain-based learning, experiential learning theory, etc.) to help you understand how to design effective education. I went away from following theoretical frameworks and got lost in my course development work. Now I can’t design without them. Simply put, they inform my designs, which are effective and consider the impact on learners." By Dr. Kelly Edmonds  Evaluate your audience’s reaction. "Did they see what you were attempting to communicate? Did they learn? Did their performance improve? You must continue to observe your audience and be able to provide your client with a measurable result. Also, you must be willing to make changes to your composition to better engage your audience, to improve the results, and to create the masterpiece that fulfills the client’s request." By Kenney Reynolds  Find what your strengths are and expand on them. "My strengths were my media and teaching experience, which has led to my current job where I run the Faculty of Medicine's media room and teach professors how to make videos for their teaching. For you it could be teaching, management, or sales experience." By Lila Azouz  Keep current on trends in all aspects of learning and performance improvement. "I do that by reading books, attending conferences, being an active member of the International Society of Performance Improvement, and actively searching out thought leaders in a variety of fields through Twitter and LinkedIn. In the last year I’ve been very interested in what happens in the brain when we learn. I’ve used that knowledge in both classroom training and eLearning that I’ve designed, with great results. Keeping current is invigorating and results in engaging courses." By Lisa (Pekrul) Lange  Develop project management skills, communication skills, and critical thinking skills. "Project management skills will help you juggle multiple projects and manage overlapping tasks, deadlines, and an iterative cycle to course design, including assessment and revision. Good communication skills will improve your ability to communicate clearly and negotiate with all players in the Instructional Design process: Subject Matter Experts, teachers/trainers, and clients, as well as information technology specialists, visual designers, editors, and others. And, finally, critical thinking skills will help you establish creative and innovative training and learning solutions to identify and meet needs of specific learners." By Lynn Lease  Listen to the needs of your client. "Instructional Designers have to deal with clients all the time. Start with a clean slate and ask a ton of questions until you get to the very root of the issue the client is trying to solve. These questions also help the client understand that their initial solution might not be ideal. Once you have gathered enough information, you will be able to work collaboratively with the client towards a solution." By Manon Bourgeois  Develop skills associated with educating others. "With the myriad of available resources, such as books, webinars, MOOCS, certificate programs, and more, as well as abundant determination on your part, you can learn the fundamentals of education and the Instructional Systems Design approach. Your credibility as an Instructional Designer will come from consistently applying the tenants of education and Instructional Systems Design first, and skillfully using electronic tools and gadgets second." By Melissa Bassett  Question. "Instructional Design is an art and a science. It is always reinventing itself. Opinions, especially those borne of experience, are the cash currency of our field. To read, discuss, and question is what the job requires. When you propose a learning design plan, be ready to defend your decisions." By Michael Hotrum  Develop Your Empathy. "The ability to get underneath the skin of your audience is a really important trait. One thing I found useful in helping to build my skill in this area was volunteer work for a children’s advice charity. It was a hugely rewarding experience, and taught me a lot about empathy and being able to tune into the ‘wave-length’ of a particular audience." By Rhea Stevens  Be multifaceted. "Understand the psychology of learning, technology, gaming, eLearning, online instruction, curriculum design, classroom instruction, assessment design and evaluation, etc. You can learn from various fields and professions and transfer that knowledge to Instructional Design and vice versa." By Sharonne Joy Jacobs  If you are not a good writer, hone your writing skills. "Most excellent Instructional Designers are also excellent writers. They know how to develop crisp, clear materials." By Valerie A. Sunyak  Promote your Instructional Design skills when working with Subject Matter Experts and training stakeholders. "I facilitated many Subject Matter Expert meetings as a Subject Matter Expert in Instructional Design. Instructional Design skills is what I bring to the group when helping them determine training requirements, develop training content, and design training solutions for performance improvement." By William Allen Van Brunt  If you’re looking to transition into Instructional Design from an existing career, look for opportunities in your current career that allow you to train or educate others. "Ensure that, when these opportunities arise, you create deliverables that you can include in a portfolio. These deliverables should include a needs assessment that identifies the knowledge gap of your target audience, learning objectives based on the findings from the needs assessment, an instructional plan, storyboards, instructional materials, an assessment plan, an evaluation plan, a project tracking document, and feedback to be used for continuous improvement. In addition, after completion of a successful project, ask for references (e.g., LinkedIn recommendations) for classes, programs, or curriculum that you have created or helped to create." By Yvonne Wade Sanchez  Now that you know the best tips on how to become an Instructional Designer, you may be interested in learning how to become an eLearning professional. Read Inspiring Tips To Become An eLearning Professional and discover 23 invaluable tips that will help you reach your dream eLearning professional career. This post was first published on eLearning Industry.

TransformingEDU 2016:Powering Up Education at CES 2016 TransformingEDU brings together the thought-leaders, decision makers and technology developers to discuss the rapidly evolving needs and challenges in PreK-20 education. From resource management to cost savings, from student retention to educator collaboration, from digital content evolution to personalized learning solutions, TransformingEDU is at the forefront of educational innovation. Curriculum and content publishers, higher ed institutions, hardware developers, telecommunications providers, learning and content management systems makers, investor groups, software and learning games or apps developers, PreK-20 non-profit organizations, K-20 decision makers, technology buyers, and public policy makers will all be on display and part of the discussion at TransformingEDU 2016. Don’t miss out on the largest audience of high-tech solutions in the world at CES. Visit TransformingEDU 2016 to: DISCOVER how new and existing technologies are making their way into classrooms and on campuses internationally. NETWORK with academics, deans, superintendents, CTOs, policy makers, entrepreneurs and corporate leaders in a unique education conference where technology takes center stage. SEE the latest advancements in preK-20 education—from ideas to products, from hardware to apps, and from pioneers to visionaries. HEAR from high-profile educational leaders from a broad range of specialties who all share one common goal: leveraging the best technologies to impact student learning outcomes. TransformingEDU 2016 Speakers John Katzman is the founder and CEO of The Noodle Companies, an education enterprise focused on improving transparency and efficiency in education. Previously, Katzman founded 2U, and served as its CEO and Chairman until 2012. The company works with major research universities to create high-quality online degree programs. Prior to founding 2U, Katzman founded The Princeton Review, and served as its CEO and Chairman until 2007. John’s writing has been featured in The Washington Post, The Atlantic, and MSNBC; he has authored or co-authored five books; and he is a frequent lecturer and panelist. He sits on the Board of Directors of several for- and non-profit organizations, including the National Association of Independent Schools, the Woodrow Wilson Foundation, the National Alliance of Public Charter Schools, and Renaissance Learning. He has also advised or invested in dozens of education tech organizations. When he’s not thinking about education, John plays hockey, runs, skis, and argues politics and urban planning. He is married to Alicia Ernst, and they have two children. Steven Mackenzie is an Education Specialist at LEGO® Education. Having been a teacher in elementary, secondary and Special Education for 13 years, Steven moved to Denmark to join LEGO Education in 2014. Steven has earned a Master’s Degree of Education in Leading Teaching and Learning from Cambridge University in the UK, where he focused on student creativity, leadership and empowerment. He brings his wealth of experience to his current role, leading a project with the Ministry of Education in China. Steven has also worked extensively in Language Arts, where he oversaw the development of LEGO Education’s products for elementary: StoryStarter, BuildToExpress and LearnToLearn. Steven is an avid board gamer, both playing and designing, and will have his first game published next year. He also enjoys coaching and watching football and walks and cycles as often as possible. When doing none of these things, Steven can be found listening to any music that has come recommended. Drew Minock a rising star in the world of educational technology and motivational speaking. Minock is an expert at using augmented reality to deepen comprehension and enhance the learning experience. Drew has worked with educators and students around the world as an Education Evangelist at the world’s leading augmented reality developer, DAQRI. Drew is the Co-Founder of the globally recognized educational blog Two Guys and Some iPads and the iTunes News and Noteworthy podcast "The Two Guys Show." He specializes in using emerging technology to inspire innovation and creativity. He believes relationships are the core of creating a culture and community of life long learners. Drew’s knowledge, passion, and powerful message ignites a love of learning in his audience. Shawn Nason, Innovation Evangelist & Chief Innovation Officer for Xavier University says, "Innovation isn’t work, it’s a lifestyle." At Xavier University, Shawn leads the strategy and implementation of the innovation process within Xavier, while developing a portfolio of innovation clients and strategic partners, which will drive non-tuition based revenue within the university through the Center for Innovation. Jeffrey R. Young is an editor and writer focused on technology issues and the future of education. He is currently a senior editor at The Chronicle of Higher Education leading coverage of technology and innovation. He is also an adjunct professor of journalism at the University of Maryland at College Park, teaching a course on multimedia storytelling. TransformingEDU 2016 will take place at the Sands Expo and Convention Center (Las Vegas) on January 6-9, 2016. This post was first published on eLearning Industry.

Making Camera Presentations Exciting With These 5 EdTech Tools A successful video presentation has a variety of qualities. The voice over or audio should be crisp and clear. The animations for presentation should not be incredibly distracting. The list could go on and on. However, there are many incredible EdTech tools out there to help create these engaging camera presentations that will help you keep your audience's attention. PowerPoint Online. We have all had those incredibly boring PowerPoint presentations. You know, the ones with black text on a simple white background and no photos whatsoever. These presentations often have "blocky" slides - slides with too much text. The presenter is pretty much reading from the presentation! PowerPoint Online allows you to work with others on your team to put together a wonderful PowerPoint. If there’s one person who does really well with making the information clear and concise, they can work on the text while another person works on putting in animations or pictures. A good rule of thumb when working with others for a PowerPoint is to make sure that there is an element of everyone in the presentation. PowToon. Not unlike many sites online, there are two types of membership for this site: Free (or basic) and paid (or premium). The basic membership is free to sign up for and use. There is only one fee that you must pay to access the full site, but a good portion of the site is available via the free account. PowToon does not allow you to work on the same presentation from multiple accounts; however, you can share presentations. Be wary of using this for long presentations - the longest PowToon you can create is five minutes long, whether or not you pay for the account. It's incredibly easy to use, and there are animations free and ready to use when you sign up for free. You get access to about half of the music library and you can upload MP3s if you don't see one that you like. You can also do a voice over, but you must do it in one take. Prezi. If you’ve seen a Prezi presentation, it is worth using. If you have not, there is not enough space to do it justice in this article. You can sign up completely free and get access to hundreds of different templates. These templates allow you to create one of a kind presentations that you can use like a PowerPoint in a video presentation - but more engaging, with less work on your part. You can more easily embed videos than in PowerPoint, and this allows you to be more interactive. There’s no download required to use Prezi. You can easily log in on any computer that has internet access, and then work on your presentation from wherever you are. It'll automatically update on your account, and then you can access the new version from another computer. ZooBurst. This is for the whimsical company. ZooBurst allows you to create pop up books online. You can upload pictures for free to use in your presentations, and you can move them around, change the angles, the shadows, etc. There is a free version, but premium and school licenses for $9.99 monthly or $29.99 yearly, respectively, are available. The premium and school options offer the same benefits. You can have up to ten pages for free and ten books for free. AuthorSTREAM. This tool allows you to upload PowerPoint slides and share them. You can password protect individual presentations, create custom channels, upload videos to YouTube or Vimeo, and share to social media. You can use it on the web or download a desktop app. You can see an analytics report of your presentations, and much more. This post was first published on eLearning Industry.

Technology-aided Learning Solutions Help Employees Balance Work And Learning: A Corporate Insight With the aim of gaining professional excellence, most employees are willing to engage in lifelong learning, if only they find a way to manage work and learning commitments. Examining barriers to success in online learning, studies have found that the main issues that stand in the way of successful eLearning are social isolation, followed by administrative issues or lack of instructor support, learner motivation, and time management issues. Working around these issues, eLearning enthusiasts within the corporate structure can make sure that learners are duly motivated and equipped to utilize the best out of eLearning courses. Give a reason for learners to be motivated. While corporate learners have different proficiency levels as well as varied experiences in their area of work, the common constant is the learning program’s content and curriculum. This remains the most important push for and the main motivator to complete an eLearning course. The learning content has to be useful in the learners’ professional context with implicit gains out of the learning endeavor being the constant reminder of "why am I learning this?". The gains could be many - including the possibility of a promotion, a raise or monetary gains of other kinds, job security, as well as professional recognition. Another contributor in getting learners motivated is the opportunity to immediately apply newly learned skills and competencies in the work environment. Many learners find that the opportunity to build relationships in face-to-face classroom sessions (that are included in a blended learning approach or interaction with instructors or peers on a virtual discussion boards) to be a strong motivational factor for utilizing a technology-aided learning program. The online learners gain a lot of academic support as well as a social support to help stay focused and dispel the isolation that often creeps in. Thus it is evident that the emphasis of social presence and connection cannot be over-stated as a key motivating factor for online learners. Time management skills need to be strengthened. The emphasis on developing time management skills and techniques is also important in the success of an eLearning endeavor. While providing support, learning managers need to help out learners in ways that empower them to manage their workload. Learning managers have to guide learners to set their learning goals, prioritize and plan, as well as provide scheduling techniques that can help learners utilize all aspects of the learning curriculum. Though having spent considerable time in the corporate sector, many learners have no experience or knowledge of time management concepts and theories. This can be the reason why many eLearning endeavors fail to make an impact, as many learners simply cannot make the time to complete them or utilize them fully. The importance of time management techniques as a support to achieve a balance between studying, working, and leisure is thus an important factor in the success of online learning. As more and more learners are realizing the need for lifelong learning, they also realize that a lot of time within their workday goes unproductive as they often have to leave their workstations. In this context, the introduction of mobile learning is a huge boon for learners who are often away from their desks but are keen on making time for learning. Mobile learning provides them the opportunity to learn whenever and wherever they want - as per perceived need. This increases the impact of learning, as the biggest benefit it provides is that it gives the learner the opportunity to make time for learning - no matter where he or she is. Help improve study skills. In addition to ways to manage time better, learners also need support to increase learning skills - both cognitive, such as recall strategies, and in terms of format, such as recording findings or achievements for sharing with peers. It is important to note that learners have preferences for varied learning styles. While a lot of them can remember things by heart better, many do not find an inclination for rote learning. For them classroom or peer discussions help create and contextualize knowledge. Many learners are motivated to know more or research a topic when it is discussed by fellow peers. Discussions also help learners reflect on the content more and even help in the process of desired change in behavior that can be triggered by an overtly simple online discussion post. For some learners online discussion boards help concentrate, as there is less distraction and "noise" in online learning environments. Providing ample opportunities to improve skills -personally and along with peers- should be part of an eLearning program. It can be an important factor that catapults it to success. Work and learning have to go hand in hand. It is not just enough to create compelling eLearning material for your employees - it is equally important to make sure that it is relevant to them and their nature of work. Support to help learners gain the most out of online learning opportunities is also important for success, as is a continuous way for learners to enrich their experiences. Keeping in mind the immense increase in the number of employees and the need for learning, eLearning is surely the way to go for modern learners; though its success depends on how well we are able to support learners and align the learning as per their needs. This post was first published on eLearning Industry.