by Mark Place
For many years, industrial organizations have used statistical methods and disciplines such as Six Sigma to identify the root causes of problems and to achieve continuous improvement goals. Training departments can adapt these methods into a model for learning improvement, if they also implement a learning intelligence system. Read this article to find out how!
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by Lora Davis, Joy Marie De Block
Professional development and individual skill improvement are two of the most important reasons for doing sales training — if only the sales team had the time and the motivation to participate! When the Sales Learning & Performance team at ADP set out to tackle this challenge, the first step was to build a relationship with the audience.
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by Bill Brandon
The eLearning Guild is completing five years as a community of practice. It seems like a good time to review what you, the members, have accomplished to date, and to look forward to the next five years.
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by Gordon Freedman
Although often overlooked by government policy makers, undervalued by leaders in corporate learning, and overshadowed by higher education, K-12 education in the United States must play a key role in addressing imminent demographic and economic changes as the Baby Boom generation retires. These same concerns affect other nations as well.
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by Mike Dickinson
In Part 1 of this series, the author shared the basics of creating an effective e-Learning Developers Guide, a set of standards that guides the designers, developers, and SMEs to create consistent product. This article lays out the high-level issues — guidelines for instructional design and for project management — that shaped the entire Guide.
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by Patricia Franklin, Joshua Freedman
As an e-Learning producer you live in the world of technology much of the time. Yet your success depends on other people — team members, clients, and learners — and on your ability to use thinking and feeling to make optimal decisions in collaboration with them. Other articles look at the role of emotional intelligence in learning. Now learn how emotional intelligence affects production.
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by Ross Hight, Mahnaz Javid, Don Zwicker
Many e-Learning professionals think mainly in terms of delivering instruction in stand-alone packages, such as the traditional “course” or “module.” However, it is often more effective to deliver instruction and performance support wherever the learner happens to be, even if that place is most often inside another application. Microsoft has taken an innovative approach to this.
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by Stephanie Sanford
Producing e-Learning is a challenge, even with a complete team of writers, artists, developers, and instructional designers. But what if one person has to fill all those roles — and more? Many professionals have found themselves in this situation and wondered whether they were doing the job right, and whether there might be a better way.
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by Monique Donahue
In any project, it is normal to document the specifications and the scope of work. But in e-Learning projects, designers must spell out a number of other elements, including the course features that will be standard across lessons and modules, the design strategy for critical elements, and media standards. These must be communicated consistently to the rest of the team. Here's a template to help.
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by Amy Kellogg
Many designers think of Section 508 compliance only in terms of the visible disabilities. However, there are many other conditions that come under the heading of disabilities and your e-Learning applications may have to support these individuals as well. In this highly informative article, an expert in 508-compliant design explains how to efficiently accommodate learners with hidden disabilities.
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