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by Jane Bozarth

Here’s a true story about physical rehab turned learning turned hobby turned community of practice turned two successful businesses, all via informal, social means. And all within six months.

Column   |   August 7, 2012
67    8

by Mark Lassoff

As mobile devices continue to become the display targets of choice for learning and performance support applications, practitioners are working to break out of the Flash-in-frame paradigm to create true cross-platform solutions. Fortunately, this is not difficult, as Mark demonstrates in this column!

Column   |   July 19, 2012
67    6

by Allison Rossett

Are instructional objectives overused? As our understanding of learning evolves to include social media, mobile technology, informal learning, the cloud, PLEs (Personal Learning Environments), and LITTFC (Life in the Twenty-First Century), many instructional design elements once taken for granted are under reconsideration. But Allison urges, “Don’t skip the instructional objectives!”

Column   |   July 12, 2012
78    12

by Marc Rosenberg

Ever since Bob Mager popularized instructional objectives more than 40 years ago, they have been part of the Holy Grail for instructional designers and the training industry. But are they as valuable as we think they are? Marc suggests a way to add value to the learning objective.

Column   |   July 10, 2012
143    9
Topics Covered: Instructional Design

by Jane Bozarth

Storyboarding your eLearning program makes a real difference in the quality of eLearning. It helps you organize your thoughts, ensures logical flow, contributes to reduced costs, and provides an excellent way to test your ideas. Storyboarding will also support branching and simulations, eliminating the “click here to continue” linear pattern typical of boring, ineffective eLearning.

Column   |   July 3, 2012
50    1

by Marc Rosenberg

Good design depends on the right answers to important questions, and it is critical to answer those questions at the beginning of the project, not at the end. Here are seven important details you must identify correctly from the start.

Column   |   June 12, 2012
72    3

by Jane Bozarth

Progress in media brings new challenges for instructional designers. Where just five short years ago we struggled with authoring tools and content management, we now face new demands for making programs more inclusive of learners, leveraging informal learning, and building a farther reach for the L&D department. Here are your keys to the architecture and organization skills needed!

Column   |   June 5, 2012
26    0

by Mark Lassoff

It seems that to many in eLearning development, coding is a complex luxury that they can do without. Small budgets are prohibitive, and the tools of the trade do everything needed. Right? Why learn to code? Because the level of engagement, the quality of eLearning courses, and the effectiveness of the eLearning experience itself will be greater with programming.

Column   |   May 17, 2012
39    1

by Patti Shank

Does your content read like a history textbook or a government document? It doesn’t have to be dry as dust. Here’s how to use tools you probably already have to put some life into learning!

Column   |   May 10, 2012
41    0

by Marc Rosenberg

As we find new and better ways to create, store, manage, and, especially, share knowledge, what else changes? Perhaps it is that our key role moves from production to decision-making and advice on content and learning quality. Marc reflects on keeping our eyes on what really matters.

Column   |   May 8, 2012
46    4