by Len Perkins
There are so many content authoring systems for e-Learning that it is difficult to list them all, let alone review them. However, Learning Solutions eMagazine is determined to provide in-depth looks at the less-frequently reviewed tools as well as the ones that are household words. Here is an impartial (but enthusiastic) account of Trivantis Inc.’s Lectora product, written by a user.
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by David Comeaux
As e-Learning producers become more sensitive to the needs of disabled learners, and as Flash-based content in e-Learning increases, developers are faced with a dilemma. How can learners with vision, hearing, motor, or cognitive impairments use multimedia content that depends on a mouse for control, and on a monitor and speakers for delivery? Here are some tips on ways to solve these problems.
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by Thomas Toth
Even with high-speed internet connections as common as they are, it is still important to keep Flash file sizes small. By storing your large media and text files outside the Flash file, you can improve your learners’ experience of your course, facilitate updates and maintenance of content, and make the lives of your subject matter experts and editors much more pleasant.
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by Dogan Ibrahim
Simulations can be effective ways to teach some aspects of science and engineering topics, but they have their limits. In particular, they only provide theoretical results and the learners may think of them as “make believe.” Lab work is still important in technical education, even though difficult when the students are distant. Here is one university's answer to this challenge.
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by Mike Richards
Issue management is a vital, but seldom-discussed, part of e-Learning development. Done right, the client pays little attention to your efforts to ensure your product is perfect on delivery. Done wrong, issue management is a nightmare. But what If your project does not have the funding for “bug tracking” software? This article offers a rare and candid look at issue management.
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by Debra Ruh
In Part 1 of this series, you discovered good practices for development of PDF files that screen reader technology can process. This is a key requirement for accessibility and provides sighted readers with better documents. In this concluding part, the author helps you to finish your PDFs by repairing any tagging or reading order issues in the documents.
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by Debra Ruh
Adobe’s Portable Document Format (PDF) is widely used because of its superior display features, cross-platform compatibility, and the protection it offers to intellectual property. Yet documents in this container may be completely inaccessible to a substantial portion of the potential e-Learning audience, simply because the documents were not properly prepared. Here's what to do to avoid this.
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by Fábio Duarte
Nearly every e-Learning designer, developer, and project manager is under pressure to complete application development “yesterday.” Many factors complicate achieving rapid development, not the least of which is the amount of work required to convert content formatted by an Instructional Designer into a full multimedia module. One way to speed things up is to automate key parts of the process.
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by Paul Clothier
Perhaps no tool for creating e-Learning is more frequently used — or more frequently disparaged —than PowerPoint. Some developers create masterpieces of e-Learning with PowerPoint as their basic tool, while others create applications that may actually reduce learning. How can these extremes be possible from the same tool? In this article, an e-Learning guru explains the differences.
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by Mark Murrell
It would be a wonderful world if everything always went our way, but in e-Learning that seldom happens. There are almost always technical obstacles to work our way around. Here are two examples of projects in which developers had to deal with connectivity issues, file format restrictions, and a “no plug-ins” policy. You’ll learn the surprising ways that exist to deal with these problems and more!
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