by Patti Shank
To be successful, eLearning must be interactive and engaging. The future of eLearning must therefore include both games and gamification to ensure that the engagement is built in. The latest research report from The eLearning Guild contains many case studies and plenty of research about games and gamification. Read about it here, and then go and download the report!
When working on a large project with multiple team members, it is common to have a set of organizational or project standards for eLearning courses. These standards make it easier for the team members to pick up each other’s work, based on availability. Here’s a quick primer on standards.
by News Editor
Mindflash has introduced an exciting new feature to its iPad eLearning application. The capability, dubbed FocusAssist, monitors trainee attention and pauses a training course in the Mindflash application when trainees look away. Read about the feature and its benefits here!
Some instructional designers write the assessment (the criterion test) first, and some write the test after they have finished designing the course and creating the content. Which way is right? Here are six key points you should consider as you plan your next eLearning project.
by Frank Nguyen
Timing is important. Even a brilliant idea, if launched at the wrong time, can take years to gain adoption and bear fruit. So it was with performance support. But now research is showing that the time is right, and here is a preview of some findings that the author will present at Performance Support Symposium 2013 (September 9 – 10 in Boston).
by Jane Bozarth
Steve Jobs once made the observation that diverse experience is important. Without that diversity, he said, “A lot of people … don't have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem. The broader one's understanding of the human experience, the better design we will have.” Here’s how to gain some perspective.
by Clark Quinn
Is it more effective to instruct—to present concepts and examples and then provide practice—or to challenge learners with ill-structured but carefully chosen problems and to facilitate dialogue about solutions? It’s a complex and somewhat controversial question, but research offers some important guidelines that will help you fine-tune your learning designs.
Educators have a number of concerns about what it takes to make a MOOC successful. This, the second of two articles, addresses assessment and credentialing, copyright, and some key MOOC principles that will be useful to practitioners in any organizational context.
Up to this point in the series on picking up someone else’s project, Joe and Jennifer have covered the things you should find out before accepting the job, and what to look for in the project files. Now they detail what to document as you do your revisions—and why!