by Joanne Scouler
Designers are under a lot of pressure to skip the needs assessment. It’s a bad idea, and in this column you will gain some great reasons not to leave out this key step.
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by Nicholas Bird
In traditional practice, the storyboard is a key tool for communication between e-Learning design team members and Subject Matter Experts. In rapid development, however, the storyboard is an impediment. In this article, you will learn about a tool that eliminates the storyboard and facilitates the rapid design process through the use of stencils.
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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 Vince Cyboran
There is a “gap” in the e-Learning design process, especially for less experienced designers. With experience, bridging the distance between the design document and the storyboard becomes second nature, but the path is not well-documented. However, an idea borrowed from traditional education practices can ease the leap from broad outline and strategy to detailed sketch: the lesson plan.
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by Maria Leggett
While much attention has been paid to speeding up development processes, not much has been said about facilitating the critically important design phase of e-Learning projects. Much can be done about the latter by leveraging XML and tools that use it, such as Microsoft InfoPath. Read this article for an XML and InfoPath tutorial that can pay immediate dividends in your design process!
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by Anita Rosen
“Rapid e-Learning” is one of the potentially more confusing concepts to new e-Learning producers. In this article, you will find an in-depth discussion of the different approaches to e- Learning design, examples of successful practices, and an overview of the tools best matched to both rapid and traditional e-Learning development.
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by Guy Levert
The eLearning Guild has been covering mobile learning since our first issues four years ago. During that time, m-Learning has grown from an idea with potential to a growing field with practical applications appearing frequently. M-Learning is no longer seen as “e-Learning Lite,” but as a full discipline in its own right. This article explains how to apply current research.
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by Gus Prestera
While popular with training managers, courseware is less popular among learners. Studies over the years have found that 20% to 70% of corporate learners do not complete online courses. The consistent finding is that learners drop out of online courseware more often than they drop out of face-to-face instructor-led courses. Here's what you can do about this.
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by Ray Jimenez
The decision to use rapid e-Learning development is more a matter of meeting management requirements than of meeting learning or design criteria. This decision requires support during software selection, support by management and by organization culture, and it requires creation of reusable tools in order to ease the burden placed on subject matter experts. Final article of the series.
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by Patti Shank
Assessment of learning is one of those elements of design that many practitioners talk about but find difficult to do well, or to do at all. Yet there are ethical and even legal reasons why doing assessment properly is critically important. Fortunately, designing good assessments is simple, given some basic principles. An expert designer walks you through these basics and shows you how to succeed.
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