by Stephan Burdick
When you get design right, the signs are everywhere – your learners are engaged with your materials from the beginning, test scores are high, and retention and performance are measurably improved. Making that all-important connection with your learners does not happen by accident. Here are 12 principles that will help avoid the hazards that can appear after content publication.
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by Steve Howard
Everybody has heard about Digital Natives and about Millennials, but are they the same people? Maybe not.
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by Mike Dickinson
Though it doesn’t seem logical, instructional designers can learn a lot from creative writers about getting learners engaged. Other Learning Solutions articles have presented techniques borrowed from dramatists and from radio productions. This week, you’ll learn what a novelist has to offer, with tips that bring scenarios alive!
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by Bill Brandon
When the economy takes a turn for the worse, all organizations tighten their belts and adjust their priorities. This includes e-Learning activities. While the situation is serious, there are many things that managers can do to ensure that online learning supports corporate strategy and direction in a recession. Here are some of the things you should be thinking about.
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by Jane Hart
Much of what we read about generational differences between learners in the Web 2.0 world is a bit removed from reality. Let's connect the dots between theory, reality, and practice by using Guild Research and interviews with practitioners.
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by Shevy Levy, Jim Yupangco
Web 2.0 technology brings many new pathways for learning, especially for collaboration. Yet, for all its promise, organizations have been slow to adopt social learning. Two highly-experienced e-Learning designers and developers bring you a review of the foundations of what we are beginning to call “Learning 2.0,” and best practices for overcoming obstacles to its implementation.
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by Clark Quinn
Why is it so difficult to engage learners in the learning experience? Maybe our designs are missing key ingredients that could make learners care about the experience. This article reviews what we know about the non-cognitive elements of learning, and suggests how you can hook the learner, relieve anxieties as you set expectations about content, and design emotionally engaging experiences.
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by Bill Brandon
Many e-Learning designers are interested in ways to accommodate the differences between individual learners. Some avenues to do this may exist in human learning styles, if the designer knows about them and can find a way to bring them into the design strategy. Read this summary for an overview of the issues, the theories, and some solutions that you can use in your own projects.
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