by The eLearning Guild
“How often does your organization use Virtual Worlds to deliver training and learning?” Here's what Guild members told us.
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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 Jane Hart
Much of what we read about generational differences between learners in the Web 2.0 world is a bit removed from reality. Let's connect the dots between theory, reality, and practice by using Guild Research and interviews with practitioners.
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by Michele Martin, Sanjay Parker
Supplementing The Guild’s 360º Report on e-Learning 2.0, this article provides insight into the uses and benefits that members are making of social media in the enterprise. You’ll also learn about the common concerns members have regarding these new tools.
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by Brent Schlenker
Supporting the Guild Research 360 Report on e-Learning 2.0, this article presents an overview and summary of some of the key ideas that will help you to organize your strategy for Learning 2.0. This is probably not an optional transition for most designers, developers, and managers of e-Learning.
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by Will Thalheimer
"Evaluating the effectiveness of e-Learning 1.0 has always been a challenge, and one which we have not always handled well. Now we have e-Learning 2.0, with its bottom-up, decentralized, user-generated approach to learning. How can we show the value of what we are doing with this new approach, and how can we avoid doing harm?"
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by Shevy Levy, Jim Yupangco
Web 2.0 technology brings many new pathways for learning, especially for collaboration. Yet, for all its promise, organizations have been slow to adopt social learning. Two highly-experienced e-Learning designers and developers bring you a review of the foundations of what we are beginning to call “Learning 2.0,” and best practices for overcoming obstacles to its implementation.
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by Kevin Wilcoxon
Effective e-Learning design practices must do more than just package content for delivery. They must result in products that get, and keep, the learner's attention, while also facilitating strengthened processing and memory – learning. Doing this well requires some knowledge of the way the brain works, and this article helps you connect knowledge about brain function to what you already know.
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by Paula Jones, MaryAnn Kolloff, Kim Naugle
E-Learning is always about people, not technology. Whatever helps learners connect with the content and each other is paramount, and the main way this happens in many courses is through an instructor. This article brings research to support this observation, and suggests that an introductory video could be essential to helping learners and their online instructor connect.
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by Ruth Clark, Frank Nguyen
Instructional designers face the constant challenge of balancing many considerations affecting learning. Of all the guidelines from research offering advice on these matters, few are more challenging than those dealing with cognitive load. How much is too much? Is cognitive load always bad? In this article, two authors who have focused on these questions give you the answers and a systematic view.
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