by Inge de Waard
Massive Open Online Courses (MOOCs) are a relatively new format for learning. These are online gatherings of people willing to jointly exchange information and collaboratively enhance their knowledge about a topic of common interest. Learn here about MOOCs, how they work, and how to take part in the “Mother of all MOOCs”!
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by Neil Lasher
Many of us who were at mLearnCon a month ago are still processing the experience. That includes the experts who led sessions and major parts of the program. Here are the reflections of the MOSHPit Master, as he relates his learning in San Jose to the challenges we face.
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by Brian Dusablon
The card game A Game of Phones made its debut at The eLearning Guild’s mLearnCon in June. While you might wonder what a card game has to do with mobile learning, the experience of the players showed the value of combining social interaction with a game around the context of using mobile technology. Blended for sure! Here’s the impressions of one who played and won.
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by Mary Arnold
Training professionals are quick to see the potential value in social learning and collaboration environments. However, their organizations often need additional reasons to invest in a social learning environment. The good news is, the reasons are substantial! Here are some persuasive arguments you can use.
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by Stan Bunson
In classic Instructional Systems Design (ISD), the designer investigates the performance problem and possible alternative ways to correct it before actually beginning to create instructional content. We call this Front-end Analysis, and this week’s feature concludes a two-part tutorial on the process.
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by Bill Brandon
While User Interface (UI) guidelines help designers solve usability issues on Web sites, eLearning must satisfy a different set of needs in order to provide an effective experience for learners. This learner interface can be at odds with the UI requirements. The latest volume in Michael Allen’s e-Learning Library will guide you and your team safely through resolution of these conflicts.
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by Ben Betts
The oft-quoted “70-20-10” model posits that the majority of learning happens from on the job experience, as opposed to learning from peers or in a formal learning environment. Are we paying attention to the wrong part of the model? Read this review of 70-20-10.
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by Patti Shank
Expanding on last month’s column about alignment of graphics, here are the first two of four overarching principles of visual design. Try them – they make a real difference in the appearance and effectiveness of your content!
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by Marc Rosenberg
We know that training is only one solution to performance problems, and that there are several others. So why always fall back on “build a course to fix it” as the default solution? Here’s an aid to help with that particular performance problem, and there’s no course required.
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by Stan Bunson
In classic Instructional Systems Design (ISD), the designer investigates the performance problem and possible alternative ways to correct it before actually beginning to create instructional content. We call this Front-end Analysis, and this week’s feature offers the first part of a two-part tutorial on the process.
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