by Michael Gardner, Mike Sullivan
Many designers and subject matter experts default to “knowledge first, application last” as the pattern for e-Learning. But is this always the right way to go? In this week’s article, two experienced designers offer another view, one that starts with a job simulation, allows learners to guess and make mistakes, and builds in interactivity through performance.
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by Rupen Sharma
Everyone knows designers should “think out of the box.” This is never as important as when a tight deadline has your back to the wall, yet it is at these very times that we find ourselves trying to fall back on our tried-and-true default approaches. Here's how a team, faced with a world-wide rollout in only five weeks, got out of the box, and delivered the goods on time and in budget.
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by Seung (Yonnie) Chyung
As an instructional designer, you may find yourself challenged to create e-Learning based on learning objects that support problem-based learning, and do so in a way that makes the content reusable. Do you know where to start? Do you have the right tools? Is the whole idea new to you? In this week’s article, an expert walks you through everything you need to know to begin dealing with these challe
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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 Cheryl Johnson
It seems there are so many places in e-Learning development where learning strategy and information technology run headlong into each other that it is impossible to keep track of all the issues. In this article, the author has outlined the major problem areas and suggests ways to deal with them or work around them. This is a practical guide that you will want to have handy.
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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 Steve Mirsky
Many organizations are interested in finding tools for rapid e-Learning development, but reviews of these tools are few and far between. In this article, you’ll learn about one of the better-known rapid development applications, and about one user’s experience in creating an important online tutorial for a State Library.
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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.
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by Greg Kearsley
One of the traditional activities of labor unions has always been the professional education and skills development of their members. Unions face the same problems in training delivery as corporations, and e-Learning offers the same advantages to both. Unions elsewhere may be ahead in adopting e-Learning technology, but their counterparts in North America are offering some innovative solutions.
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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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