by Rick Wilson
Continuing the discussion of how to build a strategy for orderly content creation, this exploration of what content is expands on the first three Fundamentals and introduces a content strategy framework.
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by Mary Arnold
Communication is a major concern in any human undertaking, and especially in instruction. Understanding what’s important to people, and how they respond to your content, is important to successful instructional design. Here’s a simple model that can help you connect with your audience.
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by Patti Shank
The number of available authoring tools can bewilder even experienced eLearning producers who are trying to choose just the right one for their needs. This is Part 1 of a two-part series designed to help you with tool selection if you are brand-new to eLearning.
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by Judy Unrein
Overcoming objections is an important part of making any eLearning initiative successful. However, eLearning’s long history provides plenty of lessons learned that you can use to make the case. Here are some successful tactics you can use to deal with these objections.
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by Stephen Haskin
It’s easy to take light for granted, but light makes all the difference in the subjective experience of the person viewing a video. Here’s everything you need to know to begin lighting your eLearning videos more effectively!
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by Rick Wilson
Anyone and everyone seems to be creating content for learning, but how well is that content put together? To have a successful “open door” policy on content creation, we need a strategy to ensure orderliness in our messy world of learning. Part one of three parts on how to build that strategy.
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by Mike Dickinson
The corporate environment presents many challenges to successful eLearning implementation. However, academic institutions have generally been very successful with eLearning. Are there lessons for corporate eLearning in the experience of higher education? Here are some best practices and practical suggestions to consider.
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by Mary Arnold
In a finding that will probably surprise no one, researchers have concluded that men and women really do interact with software differently. These differences have implications for the design of effective training. Here’s how to design software training that prevents a bias against women without introducing a bias against men.
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by Marc Rosenberg
After you have analyzed a performance problem and determined the non-instructional components of the solution, it’s time to begin working on the parts that have to be taught. Here are eight fundamental points of instructional design and delivery that you must incorporate into eLearning in order to get the results you intend.
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by Jane Bozarth
In Learning Solutions Magazine, a number of authors have suggested using stories to support learning. Sometimes managers object to the idea of using stories as being too touchy-feely. Here’s a new way to look at the process, and some words to replace “story.”
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