by Evelyn Jackson
Any e-Learning organization should spend time and effort to identify ways to improve the service it provides to its customers. However, this is often easier said than done, especially when the organization outsources design and development. In this article, you will find a blueprint for the process that an internal Microsoft group used to deal with these issues.
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by Kelly Kirk
Online learners often complain about “unclear navigation” in online courses. Top-quality courses will receive below-average ratings if the students are unclear as to what the instructor expects of them, or where they can locate items or course content. Here's a simple but effective solution.
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by Matthew Masci
Developers frequently have to create e-Learning applications for software, even though the coders are still working on it. This is a very typical “rapid development” scenario, and there is a stress-reducing solution. By integrating Articulate and Captivate, you will gain important benefits both during and after development.
2
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by Bobbe Baggio, Jacqueline Beck
After almost ten years of discussion, modular e-Learning based on learning objects is coming into wider acceptance and use. The authors offer insights into why and how companies are using learning objects to deliver instruction, performance support, and reference information to employees across languages, cultures, and continents.
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by Joanne Mowat
Learning objects have been a topic of interest for several years, but until now it has been difficult to locate information about a systematic learning object development process. Designers face the task of coordinating a considerable effort when they undertake a project that involves object production.
5
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by Victoria Walker
In higher education, allowing for reflection on experience by the student is an increasingly important feature of learning design. In addition, both the school and the student benefit from documenting the student’s projects and learning experience. But implementing an e-Portfolio system to accomplish these goals is not simple. In this week’s article, the author shares her experience and key lesson
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by Mary Carpenter
This article continues the story of how a financial services company moved the training program for field agents from the classroom to a blended design. Review the process and the lessons learned, and benefit from the actual design templates that the author developed during this transition. This article also has valuable pointers for the one-person shop!
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by Mary Carpenter
Many training groups are facing the challenge of moving their instruction from classroom to online or blended formats. Imagine the challenge of being the person who, single-handedly, must lead the transition, design the instruction, manage the LMS, and facilitate change management efforts involved in transforming a very conservative sales training approach to a very streamlined, efficient model!
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by Lora Davis, Walter Thompson
As we gain experience with new learning modalities, we have come to realize that most learning takes place outside of the formal setting. In addition, as we gain experience with new technologies, we have come to realize that we no longer have to confine our designs to a “virtual” classroom. So why haven’t we done a better job of combining these realizations?
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by Bill Brandon
Almost 1,000 people participated in the Guild’s 2007 Annual Gathering held in Boston April 10 to 13 — over 30% growth in attendance from last year! Participants benefited from more than 100 content-rich sessions and lots of opportunity to network with their e-Learning peers. Here's a summary of the event!
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