by Marc Rosenberg
While the LMS and SCORM may not be dead, they do not address the complexities of new learning design strategies and their transcendence of technical standards. Marc reflects on the history of standards and comments on the new ADL Future Learning Experience Project.
54
4
by Terrence Wing
Understanding and analyzing the behavior and demographics of your learners used to require careful, even formal, statistical study. Social media now offer new tools for this critically important piece of the designer’s job.
17
3
by Jane Bozarth
One of the most important things instructional designers do is interview subject matter experts (SMEs). It is also one of the most difficult things to do well. Jane offers insight from her experience to help you improve your results.
67
4
by Anne Derryberry
The great challenge for instructional design is to generate the same experience for the majority of learners. Anne explores a key task: creation of a common emotional experience among those who use our products and programs, whether the context is a classroom, a traditional e-Learning program, or an immersive simulation.
14
0
by Mary Arnold
It’s a simple fact: In this always-connected age, learners multi-task. It’s true for learners in the classroom, and it’s even truer for learners engaged in asynchronous e-Learning. You won’t be able to stop them, but here’s how to design instruction that takes multi-tasking into account.
36
5
by Patti Shank
Creating effective, PowerPoint-based e-Learning requires thinking in some new ways. Often, the most important part of creating PowerPoint slides is deciding what to leave out. In this month’s column, Patti gives you some tips on thinking about content.
60
5
by Marc Rosenberg
Mobile devices as performance support platforms is a pretty cool idea these days – but only if the designer thinks through the whole problem, from the customer’s point of view. Marc has some words for Hyundai about this.
29
3
by Terrence Wing
Many instructional designers and training managers believe that Twitter is not a useful channel for learning. However, it is where many of your learners spend a lot of time, and it offers some often-overlooked features that can serve as effective delivery vehicles. Terrence shows you how, and offers a demonstration.
38
5
by Jane Bozarth
Every instructional designer knows that it’s important to engage the learner. With certain types of content, this is easier said than done, and sometimes our own design standards work against us. Jane shows you how to avoid boring your learners stiff.
34
5
by Anne Derryberry
Metrics matter, especially when it comes to improving our product. We in e-Learning can learn a lot from the success of our brethren in Marketing, but we need to adapt their methods to our world. Anne shows you where to start: defining our terms.
12
3
