by Chris Daly
A Learning Management System essentially delivers the same content to every learner in the same way (with some ability to adjust the learner’s path through the content). This is great, but not all learners are the same. Intelligent Tutoring Systems also deliver content to learners, but in a way that adapts to the individual. Which method is better for your situation? This short column should help
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by Sheila Jagannathan, Margaret Martinez
Not too long ago, Moodle was a little-known content and learning management application supported by a tiny community. Since 2006, it has enjoyed tremendous growth, starting in the education community but now spreading to small- to medium-size businesses. Should you be looking for ways to put this Open Source Software to work?
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by Nicholas Bird
Lectora is a very popular tool for developing e-Learning content. Because many developers need to create courses that will integrate seamlessly with an LMS, this article focuses on some tips and tricks for making SCORM-conformant content with Lectora. If you are working in Lectora for the first time, you definitely should take advantage of the information here!
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by Heather Brooks
Deciding which technologies and which products to acquire for e-Learning is becoming more difficult as the number of choices increases. In addition, the cost of making mistakes in the selection process is also rising. Walk through the top ten mistakes, and gain a step-by-step strategy for avoiding or dealing with them. Don't miss this article!
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by Billy Biggs
Many organizations use project management techniques to organize e-Learning development efforts. However, traditional project management approaches require fine-tuning and cultural change in order to keep up with the pace of rapid implementation demands. Here are detailed tips from a Project Management Professional for creating a successful rapid-implementation Knowledge Management System (KMS).
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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 Mary Bertun
“How to name a course” is one of those seemingly trivial topics, until you implement a LMS for a large organization and discover that your old names create issues for users and administrators. Why not keep the problem from coming up in the first place? In this article, the author provides a systematic way to designate courses across multiple departments, subsidiaries, and bureaus.
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by B.J. Schone
The typical e-Learning project requires so much time, and can be so labor-intensive, that productivity is always a concern of developers, designers, and managers. In addition, making courses SCORM-compliant and functional with the LMS adds another layer of complexity. This article provides a template that saves time while it allows developers and designers to focus on content and interactivity.
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by Ray Jimenez
Depending on the nature of your e-Learning content and the outcomes you are attempting to achieve, the basic e-Learning architecture presented in the previous article by Ray may not provide sufficient support for your e-Learners. Here are four alternative architectures that complement the basic structure, and about their relationship to Learning Management Systems.
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by Joanne Mowat
If there is one constant in the life of the e-Learning professional, it is the search for better methods that will reduce costs and speed up development. A system named MERLOT has been delivering these results to designers in the education community. In this article, a skilled e- Learning producer explains the system and outlines the keys to making it work.
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