tag:blogger.com,1999:blog-8399799885391092042024-03-08T12:26:49.088-05:00Integrated Learnings: eLearningThoughts and techniques for eLearning design and development among other thingsJay Lamberthttp://www.blogger.com/profile/13868500088719659879noreply@blogger.comBlogger149125tag:blogger.com,1999:blog-839979988539109204.post-38302712811230977582015-01-29T23:46:00.001-05:002015-01-29T23:46:14.254-05:00eLearning for Culture Change<div class="MsoNormal">
<i>By Shelley A. Gable<o:p></o:p></i></div>
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I’m currently working on an eLearning module intended to
support an organizational culture <a href="http://blog.integratedlearningservices.com/2010/09/elearning-as-part-of-change-management.html" target="_blank">change initiative</a>. To be clear, the eLearning
module isn’t viewed as the primary catalyst for the change; rather, it is one
of many components supporting the larger initiative.<o:p></o:p></div>
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The goal of the cultural shift is for employees to respond
to certain types of situations in a particular way. The eLearning module will
introduce employees to a framework for analyzing these situations, and then
promote certain types of responses to those situations.<o:p></o:p></div>
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Over the past few weeks, I’ve had conversations with
colleagues from inside and outside of the organization to brainstorm approaches
for this module. Below are some of the themes from those conversations, which
seem applicable to any change initiative.<o:p></o:p></div>
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<b>Emphasize behavior and expectations</b>. Many eLearning modules
designed to support a culture shift end up largely informational and
philosophical. While this type of content can be appropriate to include,
training must translate cultural philosophies and/or frameworks into day-to-day
behaviors and workplace expectations. Neglecting to facilitate this translation
for learners can leave the content feeling too abstract to act upon.<o:p></o:p></div>
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<b>Paint a picture of “tomorrow’s” workplace</b>. How will
the work environment look and feel different as a result of the culture change?
Rather than answering this question with a bulleted list, let learners see the
answer through <a href="http://blog.integratedlearningservices.com/search/label/Storytelling" target="_blank">stories </a>and demonstrations. For example, create a story with
dialog between characters, in which learners can clearly see elements of the
change demonstrated in the interaction. Another approach is to craft a “day in
the life,” first-person account of a workday, in which aspects of the
narrator’s experiences demonstrate elements of the culture change. Consider
including <a href="http://blog.integratedlearningservices.com/search/label/Images" target="_blank">images</a>, <a href="http://blog.integratedlearningservices.com/search/label/Audio" target="_blank">audio</a>, and/or <a href="http://blog.integratedlearningservices.com/search/label/Video" target="_blank">video</a>, to help convey emotions within the
stories. These illustrative approaches can help convey the goals and benefits
of the culture shift and inspire learners to work toward it.<o:p></o:p></div>
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<b>Promote transfer by preparing learners for post-training
reinforcement</b>. In the module I’m working on, learners will engage in
topical conversations <a href="http://blog.integratedlearningservices.com/2012/04/management-support-of-training.html" target="_blank">with their managers</a> and/or teams after completing
training. We intend to inform learners of this during the module and pose
questions to help prepare them for those conversations. The aim is to foster
richer conversations by nudging learners to reflect in advance and go into the
conversations with formed ideas.<o:p></o:p></div>
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<b>Create a unique and inspiring experience</b>. If the
eLearning module feels like “just another WBT,” learners might not perceive it
as a convincing catalyst for change. If you have a standard template you typically
use for eLearning, consider setting it aside and attempt to start with a blank
slate. What kind of experience do you want to create? What tone do you want to
set? What types of interactions, images, and effects can get you there?
Creating an eLearning module that feels different not only helps <a href="http://blog.integratedlearningservices.com/2010/07/7-techniques-to-capture-attention-in.html" target="_blank">capture learners’attention</a>, it can also help convey that the organization is serious about
change.<o:p></o:p></div>
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Have you created eLearning to support a culture change
initiative? If so, how did you approach the recommendations above? What else
did you consider?<o:p></o:p></div>
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<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-68997086858063972652014-12-18T23:10:00.000-05:002014-12-18T23:10:22.318-05:00This Is How I Draft an eLearning Lesson<div class="MsoNormal">
<i>By Shelley A. Gable <o:p></o:p></i></div>
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<span lang="EN">You’ve completed your analysis. And,
you’ve designed a course, which consists of several lessons. So, you’re at the
point where you’re about to start drafting lesson materials.</span><o:p></o:p></div>
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<span lang="EN">How do you approach an individual
lesson?</span><o:p></o:p></div>
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<span lang="EN">For instance, do you start writing the
lesson introduction and work your way through to the end? Do you start with
certain types of content? And, at what point do you write assessment questions
(when applicable)?</span><o:p></o:p></div>
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<b><span lang="EN">Personally, I sketch the lesson activities and assessment
questions first.</span></b><b><o:p></o:p></b></div>
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<span lang="EN">Suppose I have a lesson with a few
objectives. Each objective specifies a behavior, which I need learners to
perform at some point during the lesson. And most of the time, I need to later
test them on those same behaviors. Therefore, I should test those behaviors in
a way that’s consistent with how learners practiced them in training.</span><o:p></o:p></div>
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<span lang="EN">Since this much is a given, this is
where I like to start.</span><o:p></o:p></div>
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<span lang="EN">I grab a piece of scratch paper (kind
of old school, I know), and I loosely divide it into three columns. <o:p></o:p></span></div>
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<span lang="EN">In the <i>left column</i>, I abbreviate the lesson objectives.</span><o:p></o:p></div>
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<span lang="EN">I use the <i>middle column</i> to jot down notes about the hands-on activities I’ll
use to prompt learners to perform each objective’s behavior. Simulation?
Resolving scenarios? Something else?</span><o:p></o:p></div>
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<span lang="EN">Though I don’t write out the full
activity in that middle column, I make notes about key components to
incorporate. Perhaps specific types of details to include in a scenario, or
coaching-oriented reminders to call out when writing feedback.</span><o:p></o:p></div>
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<span lang="EN">In the <i>right column</i>, I figure out how to set up corresponding assessment
questions. Sometimes I can make the assessment question almost identical to the
activity (e.g., using similarly structured scenario-based questions). Sometimes
I need to figure out a variation, due to assessment tool limitations. Of
course, the aim is for the objectives, activities, and on-the-job behaviors to
align as closely as possible.</span><o:p></o:p></div>
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<span lang="EN">When I put fingers to keyboard to type
the actual lesson materials, I create in this order:</span></div>
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<ol>
<li><span style="text-indent: -0.25in;">Write activities.</span></li>
<li><span style="text-indent: -0.25in;">Write assessment questions.</span></li>
<li><span style="text-indent: -0.25in;">Write content that goes between the activities (e.g., references to job
aids, explanations, etc.).</span></li>
<li><span style="text-indent: -0.25in;">Write lesson introduction and summary.</span></li>
</ol>
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<b><span lang="EN">Why this approach?</span></b><b><o:p></o:p></b></div>
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<span lang="EN">For me, this keeps me focused on the
objectives so learners have ample opportunity to practice the stated behaviors.
It helps me make sure that learners spend a larger proportion of the lesson
time <i>doing</i> rather than being told. It
helps me better differentiate <i>critical</i> versus <i>nice to
know</i> information. And, it helps ensure alignment.</span><o:p></o:p></div>
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<span lang="EN">Granted, this sequence might not work
well for everyone. And, I realize that most instructional design models suggest
<i>starting</i> with the assessment
questions. However, this is the approach that works for me.<o:p></o:p></span></div>
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<span lang="EN">How does it compare to your approach?</span><o:p></o:p></div>
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<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-21384686451778344312014-08-20T23:24:00.000-04:002014-08-20T23:24:57.436-04:004 Ways to Jump Start an eLearning Lesson<div class="MsoNormal">
<i>By Shelley A. Gable<o:p></o:p></i></div>
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I’ve heard learners criticize eLearning lessons that have
too much “extra” stuff at the beginning. <o:p></o:p></div>
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Think about all the material that some lessons place before
the actual content: title slide, copyright and/or confidentiality statements,
navigation instructions, learning objectives, etc. It can potentially add up to
a lot of extra clicks (that learners may or may not actually pay attention to),
which gets the activity off to a somewhat sluggish start.<o:p></o:p></div>
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<b>Next time you create
an eLearning lesson, consider placing meaningful content <i>immediately</i> after (or maybe even before) the title slide.<o:p></o:p></b></div>
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Here are a few approaches to think about…<o:p></o:p></div>
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--1-- <b>Make
information that isn’t part of the course content available via buttons</b>.
For instance, you might have a “Navigation Help” button that’s always available
at the top or bottom of the screen. And a “Confidentiality” button, for
example. That way, this information is accessible to learners without setting a
bland tone for the lesson.<o:p></o:p></div>
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--2-- <b>Place learning
objectives <i>after</i> a compelling story
or challenge</b>. Opening the lesson with a story or scenario places learners
in a meaningful context and may spark curiosity for what their tasks in the
training will be. This presents the objectives as the logical next step in the
learning experience, instead of simply being a series of dry statements at the
beginning. <o:p></o:p></div>
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--3-- <b>Start with a
relevantly designed splash page to inspire interest</b>. When I say splash
page, I’m envisioning a short multimedia blurb (shorter than a minute; perhaps
under 30 seconds) that begins when a learner launches the lesson. It comes even
before a title slide. I’ve seen some organizations use splash pages to display
their branding in a high-energy way, but why not design it with visuals and
audio that offer a glimpse into the upcoming content?<o:p></o:p></div>
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--4-- <b>Make the title
slide multitask</b>. For example, an informal pre-quiz can be an effective way
to acknowledge what learners already know about a topic, while also making them
aware of what they don’t know, to help prime them for upcoming content. If you
create a pre-quiz that is informal and short, you might put it right on the
title side. Another approach to leveraging a title slide for content: include a
brief introduction to a character that appears in the first story or scenario.
Or, include the first couple of lines from that story or scenario, if they’re
written in a way that would motivate learners to continue reading. However, a
word of caution: careful visual design is crucial with this approach, as a
cluttered title slide could overwhelm learners.<o:p></o:p></div>
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<b>What techniques do
you use to connect learners to content as promptly as possible in an eLearning
lesson?<o:p></o:p></b></div>
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Have you placed meaningful content <i>before</i> a title slide? Have you placed content <i>on</i> a title slide? Have you tried other approaches?<o:p></o:p><br />
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<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-45396374583194352402014-06-01T23:47:00.000-04:002014-06-01T23:47:03.964-04:00Making a Game Out of Software Simulations<div class="MsoNormal">
<i>By Shelley A. Gable<o:p></o:p></i></div>
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I recently worked on a lengthy course that included a lot of
software training. The intent of the training was not only to introduce
learners to the software, but also to build fluency with several key tasks.<o:p></o:p></div>
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Of course, building fluency requires practice. So, one of
the challenges with designing the training was figuring out how to provide the
repetition needed to build fluency, without it feeling repeatedly boring for
the learners. <o:p></o:p></div>
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To make it fun, we combined a handful of simulations into a
web-based game. <o:p></o:p></div>
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<b>Here are some of the
elements we designed into the game…<o:p></o:p></b></div>
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<b>Backstory</b>. The
game starts with a playful, fictional backstory, which provides a reason for
needing to complete the selected tasks in the software quickly and accurately. <o:p></o:p></div>
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<b>Missions (i.e.,
scenarios)</b>. For each task we needed to test learners on, we created a
mission. The “mission” is basically the scenario for completing the task. A
scenario that aligns with the game’s backstory. After getting through the
backstory, learners encounter a menu of missions, which they can tackle in any
order. To conquer the game, learners must conquer each mission.<o:p></o:p></div>
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In order to conquer a mission, learners complete the
corresponding task within a specified amount of time and without exceeding an
allowed number of mistakes (i.e., misclicks). We established the time limits by
testing the missions with experienced users – we captured their times to
complete the missions, and then we padded the times a bit to identify
challenging yet attainable standards for learners who are new to the software.<o:p></o:p></div>
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Additionally, after completing the main part of a mission,
the game invites learners to complete a “bonus” version of the mission. The
bonus mission tests the same task, but with some added twist that makes it more
advanced.<o:p></o:p></div>
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<b>Feedback</b>. Learners
receive feedback after each mission attempt, based on their performance in that
mission. The game presents the feedback in a way that fits the theme of the backstory.<o:p></o:p></div>
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<b>Progress bar</b>. The
game includes a progress bar, which advances as learners complete missions
successfully. The bar becomes progressively fancier as learners approach the
end of the game.<o:p></o:p></div>
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<b>Here’s how it’s
working out so far…<o:p></o:p></b></div>
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Right now, learners complete the game independently, as an
activity in classroom-based instructor-led training. Early feedback has been
mostly positive. Learners enjoy the game, feel motivated to complete the
missions, and engage in friendly competition with their classmates by comparing
completion times by mission.<o:p></o:p></div>
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We anticipate working on another iteration of the game down
the road, and we hope to find a way to incorporate a leader board to further
foster friendly competition, especially if the game is eventually used by remote
learners.<o:p></o:p></div>
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<b>Have you enhanced a
learning experience with games?<o:p></o:p></b></div>
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If so, how? What were the performance and instructional
needs? How was a game able to help you meet those needs? And what were some of
the components of your game?<o:p></o:p></div>
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<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-33854734389106293292013-08-06T22:16:00.000-04:002013-08-06T22:16:05.710-04:00Remember Recency?<div class="MsoNormal">
<i>By Shelley A. Gable<o:p></o:p></i></div>
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If you haven’t encountered it lately, it’s possible you’ve
forgotten about the recency theory of learning.<o:p></o:p></div>
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Recency is the tendency to be more likely to remember
information from the end of a sequence. Cognitive theorists believe that as new
information enters the working memory, earlier information is pushed out. Since
the information entering at the end doesn't get pushed out as quickly, the
brain has more time to process and remember the later stuff. <o:p></o:p></div>
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<b>Why does recency
matter for eLearning?<o:p></o:p></b></div>
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I’ve seen many eLearning lessons end with reiterating a
lesson’s objectives. This seems to miss the opportunity to take advantage of
the recency effect. Instead, we can end eLearning lessons in ways that prompt
learners to recall important information or have a meaningful moment of
insight.<o:p></o:p></div>
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<b>How can we take
advantage of the recency effect?<o:p></o:p></b></div>
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Consider these simple approaches to concluding lessons in a
way that reinforces critical knowledge and/or prompts relevant reflection…<o:p></o:p></div>
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<b>A fill-in-the-blank
slide</b>. A really simple approach I’ve seen is to simply end an eLearning
lesson with a slide that restates some of the critical information from the training,
perhaps with blanks learners must fill in to prompt them to recall (and further
process) that knowledge themselves. You could ask learners to fill in blanks in
a bulleted list of text. Or, you could have them fill in blanks in a diagram,
table, or comparative matrix.<o:p></o:p></div>
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<b>Reflective questions
to connect concepts</b>. Another simple approach is to create a slide with a
few reflective questions about the content. The questions might challenge
participants to make connections between the lesson’s content and related
content from earlier in training. Or, you might pose questions that ask
learners how the lesson’s content supports the organization’s values (if there
is a clear set of values the organization actively promotes). You could also
ask learners to list specific situations in which they will apply the lesson’s
content to their jobs, or how the content will help them become more successful
in their jobs.<o:p></o:p></div>
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<b>Confidence check</b>.
You might end an eLearning lesson with a slide that prompts learners to rate
their level of confidence in applying newly learned knowledge to their jobs.
With this approach, you might follow up with questions that prompt them to list
aspects of the content that were especially easy and/or challenging. For lower
confidence scores or challenging aspects of the content, you can ask learners
to identify ways they can further develop those skills to improve their
confidence.<o:p></o:p></div>
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<b>Social accountability</b>.
You could take any of the approaches described above and create a sense of
social accountability for learners by asking them to share their responses
using some form of social media, such as internal wikis or discussion boards.
Alternatively, the training might include an expectation to discuss summative
learnings and reflections with a manager or trainer within a specified
timeframe.<o:p></o:p></div>
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<b>How do you take
advantage of recency?<o:p></o:p></b></div>
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What do you typically put on the final slide of an eLearning
lesson? Do you use it to take advantage of the recency effect? If so, please
share examples in the comments!<o:p></o:p></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-25980324438547803632013-05-15T10:36:00.000-04:002013-05-15T10:36:33.402-04:00How to Let Learners Make Mistakes in eLearning<br />
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<i>By Shelley A. Gable<o:p></o:p></i></div>
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A few years ago, I was a co-researcher on a study that
investigated the factors that influence <a href="http://blog.integratedlearningservices.com/2011/03/elearning-as-part-of-informal-learning.html">informal
workplace learning</a>. The literature on the subject frequently references
learning from mistakes as a typical form of informal learning. <o:p></o:p></div>
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<b>So how can we
leverage this natural way of learning in eLearning lessons?<o:p></o:p></b></div>
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<b>Nudge learners to
assess their responses</b>. I recently saw this in an eLearning lesson a
colleague created. The lesson prompted learners to answer a <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html">scenario-based</a>
question. After submitting the answer, an initial round of <a href="http://blog.integratedlearningservices.com/2011/08/being-good-coach-through-elearning.html">feedback</a>
suggested a couple of factors learners should have considered when responding
and asked them to assess whether their responses were on the right track. Learners
then had an opportunity to modify their responses or continue. This seemed like
a clever way to prompt learners to <a href="http://blog.integratedlearningservices.com/2011/09/remember-debriefeven-in-elearning.html">reflect
on their learning</a> and potentially recognize mistakes themselves.<o:p></o:p></div>
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<b>Show the consequences
of decisions</b>. Suppose an eLearning lesson teaches sales skills, and a
scenario-based question challenges learners to present a product’s benefits to
a customer. Instead of simply telling learners whether they presented the
benefits correctly or incorrectly, follow their response with how the customer
replies (perhaps with a customer who expresses interest, or a reluctant no, or
a stern no, for example). Then, you might ask learners to assess why the
customer reacted the way he did, and/or challenge learners to use a better
response to attempt to recover the situation (which is similar to what someone
might think through in this type of situation in real life).<o:p></o:p></div>
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<b>Activate incorrect
paths in system simulations</b>. I’ve encountered two main types of <a href="http://blog.integratedlearningservices.com/2011/10/when-are-system-simulations-appropriate.html">system
simulations</a>. One type is immersive, allowing learners to click around and
explore in a simulated re-creation of a software application (or a portion of
it). Another type consists of a linear path through a specific series of steps.
<o:p></o:p></div>
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When creating the latter, consider easing up on the linear
aspect of it. Instead, you might activate a limited number of incorrect paths
that branch from the intended path. To control the cost and time required to
create a <a href="http://blog.integratedlearningservices.com/2013/02/draft-branching-scenario-in-6-steps.html">branching</a>
simulation, you can opt to only allow learners to stray a few steps away from
the correct path. If a learner doesn’t self-correct before reaching the end of
what you opt to allow, you might display feedback that helps learners recognize
what they’ve done incorrectly and/or identify the misunderstanding that may
have led them astray. <o:p></o:p></div>
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With an approach like this, learners benefit from learning
from their mistakes through branching, and you can still <a href="http://blog.integratedlearningservices.com/2013/03/are-you-really-serious-about-effective.html">control
the cost</a> and time required to <a href="http://blog.integratedlearningservices.com/2012/09/developers-perspective-of-adobe.html">build
the simulation</a> by limiting the extent of the branching allowed.<o:p></o:p></div>
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<b>Do you give learners
opportunities to make mistakes? </b><o:p></o:p></div>
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If so, how did you identify what types of mistakes to allow?
And how did you design those opportunities into the training? Please share!<o:p></o:p></div>
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<br /></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-74113888783376511422013-04-14T22:28:00.000-04:002013-04-14T22:28:48.045-04:00Engage Learners Emotionally in eLearning Experiences<br />
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<i>By Shelley A. Gable<o:p></o:p></i></div>
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What was the last <a href="http://blog.integratedlearningservices.com/2012/12/designing-elearning-for-cognitive-ease.html">book</a>
you couldn’t put down? The last <a href="http://blog.integratedlearningservices.com/2012/10/using-video-in-elearning.html">movie</a>
you couldn’t stop talking about? The last song you found yourself playing
repeatedly?<o:p></o:p></div>
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While you may feel drawn to each of these for different
reasons, chances are, you have emotional connections to them all. Perhaps you
found one of them profoundly relatable. Maybe one was uplifting. Maybe another surged
your adrenaline. Regardless of the nature of that connection, you likely felt
engaged and the experience with it was memorable.<o:p></o:p></div>
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<b>How can we create
these emotionally engaging experiences in eLearning?<o:p></o:p></b></div>
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Inspiring engagement doesn’t require an investment in
high-end <a href="http://blog.integratedlearningservices.com/2012/03/lights-camera-actionlearn.html">video</a>
production. Rather, a simple yet compelling <a href="http://blog.integratedlearningservices.com/2011/06/5-ways-to-tell-stories-in-elearning.html">story</a>
can help emotionally engage learners with the content, creating a motivational
and memorable learning experience. These stories can also create a <a href="http://blog.integratedlearningservices.com/2012/12/learning-lessons-from-black-ops-2.html">challenge</a>
that permeates an entire course or lesson. Consider some of the suggestions
below.<o:p></o:p></div>
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<b>Create a story with
good guys and bad guys</b>. <o:p></o:p></div>
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I recently reviewed training a colleague created on a
security-related topic. The training opened with a short story about a thief.
It conveyed what the thief intended to steal, how, and the likely consequences
for the victims. The learner was then challenged to use the skills learned in
training to protect the victims by preventing the theft from occurring. <o:p></o:p></div>
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The rest of the training built on the opening story by
applauding learners when their correct choices improved security and protected
the would-be victims. Similarly, <a href="http://blog.integratedlearningservices.com/2011/08/being-good-coach-through-elearning.html">feedback</a>
for incorrect choices illustrated how the suboptimal action helped the thief by
making the potential victims vulnerable. <o:p></o:p></div>
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This good guy versus bad guy type of story could apply to a
variety of skill and knowledge topics. And, the “bad guy” doesn’t always have
to be another person. The “bad guy” could be more conceptual, such as difficult
environmental conditions, confusing processes, or day-to-day inconveniences.<o:p></o:p></div>
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<b>Teach exemplar
behaviors through employee recognition</b>. <o:p></o:p></div>
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Imagine starting a lesson with an actual story of a customer
service representative – let’s call her Janie – who received a rave review from
a customer who provided feedback on a particular interaction. The lesson might
start with the customer’s kind words and how Janie felt about receiving the
recognition. The lesson could then challenge learners to earn the high praise
Janie received by following her stellar example. The rest of the lesson might provide
performance guidance and feedback in <a href="http://blog.integratedlearningservices.com/2012/11/personify-elearning.html">Janie’s
voice</a>, offering insight into how experienced, high-performing peers approach
– and even think about – the tasks taught in the lesson.<o:p></o:p></div>
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<b>Provide testimonials
that boost the content’s credibility</b>. <o:p></o:p></div>
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A few years ago, I briefly contributed to a project that
involved <a href="http://blog.integratedlearningservices.com/2010/08/dont-convert-redesign-instructor-led.html">redesigning
instructor-led training</a> on coaching skills for self-paced, eLearning
delivery. Coaching, like many soft skills, is one of those topics that have a
lot of models and “how to” books in the marketplace. Many of the approaches out
there seem like common sense. Thus, I can understand why experienced
supervisors may not feel eager to embrace the behaviors taught in training,
especially if the organization hasn’t communicated a compelling reason for them
to do so.<o:p></o:p></div>
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In this project, we created a series of eLearning lessons,
with a short lesson (i.e., 30 minutes or less) dedicated to each major coaching
skill in the coaching model. At the beginning of each lesson, we included a
short video testimonial of someone describing their success with that lesson’s
skill. We asked the storytellers to describe a specific situation where they
used the new skill successfully and to predict how the situation may have ended
differently if they hadn’t applied the new skill. The intent was to ensure that
the testimonials felt realistic and actionable, in hopes of building
credibility and <a href="http://blog.integratedlearningservices.com/2010/07/7-techniques-to-capture-attention-in.html">interest</a>
for the content that followed.<o:p></o:p></div>
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<b>How do you engage
learners emotionally in eLearning experiences?<o:p></o:p></b></div>
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<br /></div>
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The examples above are just a few approaches I’ve
encountered for engaging learners emotionally in eLearning experiences. What
approaches have you designed?<o:p></o:p></div>
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<br /></div>
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<o:p></o:p></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-3711668282226505462013-03-25T20:37:00.000-04:002013-03-25T20:59:50.588-04:00QR Codes – Short-Lived Fad or Long Term Solution?<p><i>By Dean Hawkinson</i></p><p>It seems like only yesterday that we began to see websites being posted for the first time on advertisements as the internet became more and more popular among advertisers and consumers. It got to the point that you were hard pressed to find advertising without a website associated with it.</p><p>Jump several years into the future to today where we now carry the mobile internet in our pockets with our smartphones and tablets, and are never without the internet at our fingertips. Now, I sit down to enjoy my large coke at my favorite fast food establishment and low and behold, there is this strange looking image on my cup that allows me to pull out my smartphone, use the AT&T Code Scanner app (or other scanner app) to “grab” that code and go directly to a website where I can enter a code to win a free order of fries or simply browse their web page. This technology is known as a QR (Quick Response) code.</p><p>Go ahead and try it out for yourself! Below is a QR code that you can scan to jump directly to the Integrated Learnings website. You will need to download an app that can read QR codes – there are several free apps available for all the major cell phone operating systems (iOS, Android and Windows). The AT&T Code Scanner is available free of charge for all three.</p><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj75cmvkUpCScetFQXp2poH1cs2tnMH9k5I1qMM61Ldom08gY-WDMWTmkeYAd0xaLIcZR4KnDqp5VJ0n1SbYhbaiSo0okXuQtpPoBAKTHD-0rnfArUjBzc1RQ9AEpE4OdwQdLXmwNK8eLk/s1600/QR.png" imageanchor="1" ><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj75cmvkUpCScetFQXp2poH1cs2tnMH9k5I1qMM61Ldom08gY-WDMWTmkeYAd0xaLIcZR4KnDqp5VJ0n1SbYhbaiSo0okXuQtpPoBAKTHD-0rnfArUjBzc1RQ9AEpE4OdwQdLXmwNK8eLk/s320/QR.png" /></a></p><p><b>QR Codes and Learning</b></p><p>So, what do these QR codes have to do with learning? There are numerous ways that Instructional Designers and Trainers can take advantage of QR codes to enhance learning. It is as simple as creating the QR code (more on that in a bit) and downloading it as an image to be added to documents.</p><p>Let’s take a look at a few ways QR codes can enhance learning:</p><p><ul><li><b>Instructor-led Training</b> – <a href="http://blog.integratedlearningservices.com/2013/01/using-ipads-to-support-training-delivery.html" target="_blank">Picture a classroom without paper</a> – not too much of a stretch in today’s learning environment – where your participants are using tablets for their interactive participant guides. QR codes can be imbedded into your PowerPoint presentation for <a href="http://blog.integratedlearningservices.com/search/label/Instructor-led%20Training" target="_blank">instructor-led training</a> and projected via the overhead projector. Using the tablet’s camera and downloadable scanner app, participants can obtain those participant guides and any other resources/job aids stored on a shared site or to be directed to a particular website to support the concepts being learned.<br />
<li><b>Virtual Training</b> – Same principles as Instructor Led training, but you will present the QR code via your Microsoft Live Meeting, <a href="http://blog.integratedlearningservices.com/2012/11/3-ways-to-use-adobe-connect.html" target="_blank">Adobe Connect</a> or other virtual classroom. It truly adds an element of interactivity to your virtual training.<br />
<li><b>eLearning</b> – In a web-based course, QR codes can be presented on your pages for easy scanning to access websites via a smartphone or tablet, or to obtain documents stored on a server. You can obviously link directly to websites with a link for the computer, but the QR code would be available for purposes when the document or site needs to be accessed via a mobile device.<br />
<li><b>mLearning</b> – QR codes would not be as widely used in an <a href="http://blog.integratedlearningservices.com/search/label/mLearning" target="_blank">mLearning course</a> as your learner would already be using a mobile device to access the training, so it would just be a matter of placing links in your material to go directly to the website or document. However, you would be able to use a QR code on the computer or printed material for that mobile device to scan and access the mLearning course itself.</ul></p><p><b>Creating a QR Code</b></p><p>There are many different websites that allow you to build QR codes, and most of them are free. One such site is <a href="http://qrcode.kaywa.com/" target="_blank">Kaywa.com</a>. This site will allow you to create QR codes by simply entering the website address into a field and then downloading the code as an image file. You will need to establish a free account to use the site. However, performing an internet search for QR code generator will find many different websites that allow you to do the same thing.</p><p>Once you download the image, it is simply a matter of adding the image to your documents for scanning.</p><p><b>QR Codes are Here to Stay (at least for now)</b></p><p>It seems to me that with the simplicity of creating and using QR code technology in learning that this technology is here to stay for the long-term. As we begin to move more into the area of paperless training and using technologies such as tablets and smartphones for use in partnership with training, QR codes will be a very beneficial solution to use.</p><p>Have you had experiences with using QR codes in your training design & development? Feel free to share your experiences.</p><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Dean Hawkinsonhttp://www.blogger.com/profile/03740792689411521329noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-35014229095521831612013-02-27T21:34:00.001-05:002013-02-27T21:34:20.642-05:00Draft a Branching Scenario in 6 Steps<br />
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<i>By Shelley A. Gable<o:p></o:p></i></div>
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How often have you encountered eLearning packed with
information, yet lacks an outlet to apply that new knowledge in a meaningful
way? <o:p></o:p></div>
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Designing eLearning around problems that learners encounter
on the job can help avoid this pitfall. <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html">Scenario-based
training</a> prompts learners to solve problems they will encounter on the job,
helping to ensure we prepare them to perform their jobs successfully.<o:p></o:p></div>
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Branching scenarios can simulate many workplace problems
especially well. In a <a href="http://blog.integratedlearningservices.com/2011/11/custom-branching-navigation-with.html">branching
scenario</a>, an eLearning slide might only provide the start of a situation.
Perhaps the first segment of a conversation or an initial glimpse into a
problem. Based on the information available, learners choose their next step
from a few options provided. And instead of giving them <a href="http://blog.integratedlearningservices.com/2011/08/being-good-coach-through-elearning.html">feedback</a>
like “correct” or “incorrect,” their choice takes them to a slide that
describes the next segment of the scenario...a segment that’s a direct
consequence of the option they chose. The scenario continues like this, over a
series of a few slides, until learners reach an outcome.<o:p></o:p></div>
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Here’s how I approach drafting a branching scenario…<o:p></o:p></div>
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<b>--1-- Identify a scenario.<o:p></o:p></b></div>
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This step likely seems obvious; however, depending on the
scope of your training, it warrants some thought. Of the array of situations
your training needs to prepare learners for, do a few seem especially worthy of
developing into branching scenarios? Perhaps it makes sense to focus on
situations that learners will encounter most frequently. Or, situations that
tend to challenge newbies the most.<o:p></o:p></div>
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Additionally, I’m most likely to use branching scenarios for
situations that require a series of judgment-based decisions and where the
consequences of a decision are immediately evident. <o:p></o:p></div>
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<b>--2-- Identify
outcomes.<o:p></o:p></b></div>
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On the job, what range of outcomes is typical for the
situation? <o:p></o:p></div>
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For instance, a sales scenario might have three typical
outcomes: the customer accepts the sale (successful outcome), the customer
decides to “think about it” (partially successful), or the customer declines
the offer (unsuccessful). <o:p></o:p></div>
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Alternatively, depending on the business result you are
targeting, a sales scenario might have typical outcomes more like this: the
customer buys the deluxe package (successful outcome), the customer buys the
basic package (partially successful), or the customer declines the offer (unsuccessful).
<o:p></o:p></div>
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<b>--3-- Flowchart the steps
and decisions that lead to the most successful outcome, based on observed
behavior of exemplary performers.<o:p></o:p></b></div>
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To identify the decisions that lead to the successful
outcome, I like to <a href="http://blog.integratedlearningservices.com/2011/11/building-elearning-scenarios-in-working.html">ask
clients</a> to walk me through the steps and decisions they’ve observed in
their best employees. This usually results in a linear set of steps from the
scenario’s starting point to the successful outcome.<o:p></o:p></div>
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<b>--4-- Flowchart the
decision points and decisions that most directly lead to an unsuccessful
outcome, based on common mistakes of novices. <o:p></o:p></b></div>
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Next, I ask clients to walk me through the steps and less
optimal decisions they’ve observed in less experienced employees. This usually
results in a separate set of steps from the scenario’s starting point to the
unsuccessful outcome.<o:p></o:p></div>
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An important tip here is to specifically prompt clients to
recall the less optimal decisions they’ve actually observed. In other words,
I’m not asking them to think of possible incorrect decisions someone might
make…I’m asking for the incorrect decisions people actually have made. This
helps keep the scenarios realistic. And hopefully, learners who slip into
common mistakes during training will remember the consequences presented in the
scenario, helping them to remember how to avoid those <a href="http://blog.integratedlearningservices.com/2012/01/writing-distractors-for-multiple-choice.html">mistakes
on the job</a>.<o:p></o:p></div>
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<b>--5-- Review the
flowchart and identify realistic opportunities where a learner may be able to
recover from a bad decision to get back on the “successful” path (or move from
an “unsuccessful” path to the “partially successful” path).<o:p></o:p></b></div>
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In most situations in life, an initial bad decision doesn’t
doom you to be unsuccessful in an endeavor. In real life, when the consequence
of a decision shows you that you’ve made the wrong choice, you may be able to
correct the situation with better decisions and still succeed. This is what I
try to tackle next when outlining a branching scenario – where these crossovers
can occur between the various paths.<o:p></o:p></div>
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<b>--6-- If a middle
outcome exists (e.g., “partially successful” or something similar), flowchart
the path to that.</b> <o:p></o:p></div>
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Often, I find that creating the “partially successful” path
doesn’t require adding decision points to a scenario. Sometimes, it simply
results from a different path among the steps charted previously.<o:p></o:p></div>
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<b>What’s your approach?</b><o:p></o:p></div>
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If you’ve designed branching scenarios for eLearning, how
did you figure out the branching paths?<o:p></o:p></div>
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<br /></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-88278797376484932592013-01-24T17:27:00.000-05:002013-01-25T14:40:49.272-05:00Using iPads to Support Training Delivery<p><i>By Dean Hawkinson</i></p><p>Recently, I had the opportunity to design my first paperless <a href="http://blog.integratedlearningservices.com/2010/08/using-elearning-in-blended-approach.html">classroom course</a>, which used iPads to support its delivery. The purpose of using the iPads was to replace paper-based workbooks and <a href="http://blog.integratedlearningservices.com/2012/06/teach-learners-to-use-job-aids.html ">job aids</a>, and provide learners with easy access to training resources. As a designer, it stretched me into areas of project management that I had never experienced before. In addition, some of the feedback that we received from instructors was that it stretched the instructor in many new directions as well.</p><p>In this post, I will make some suggestions based on the successes and challenges that go along with this method of delivering classroom-based training. Let’s start with what I have experienced as important requirements.</p><p><b>Important Requirements</b></p><p>From the experience that I had, there are several things we needed to include when developing instructor-led training for iPad delivery.</p><p><ul><li><b>An interactive workbook for taking notes</b> – We wrote a <a href="http://blog.integratedlearningservices.com/2012/03/effective-storyboarding.html">storyboard</a> for what should be in the participant workbook, including places for participant note-taking. You can use tools such as <a href="http://blog.integratedlearningservices.com/2012/08/discovering-adobe-indesign-for-elearning.html">Adobe InDesign</a> and Adobe Acrobat to create direct links to online sites and places to take notes. Participants can then use Adobe Reader on the iPad to view the workbook which provides several options for viewing and sharing the document.<br />
<li><b>Create a way to save the document with notes</b> – Adobe Acrobat allowed participants to save their document with the notes they entered. They either e-mailed it to their own e-mail addresses or moved it over to an app such as Evernote to e-mail, if their own e-mail is not available on the iPad.<br />
<li><b>Use new technologies to obtain documents</b> – We placed documents such as the workbook and other job aids on an online server and used a free QR code generator to create a QR code. Placing the QR code on the <a href="http://blog.integratedlearningservices.com/search/label/PowerPoint">PowerPoint</a> in the classroom allows participants to use the iPad camera and code scanner app to scan the QR code and obtain the documents.</ul></p><p><b>Successes</b></p><p>Below are some of the successes we observed that can go along with using iPads for training delivery.</p><p><ul><li><b>Saving on printing costs and logistics</b> – Using the iPads for delivery cut printing costs and the logistics of printing.<br />
<li><b>Taking advantage of linking directly to the internet for research</b> – Using the iPads for delivery allowed us to write some great activities that involved researching on the internet and directly linking to websites right from the iPad workbook.<br />
<li><b>Using the technology for hands on activities</b> – If you are training job-related skills that use the iPad, you can take advantage of some great hands-on activities to learn these skills. Instructors can even invest around $25 in a VGA cable to project the iPad in front of the class to demonstrate these skills.<br />
<li><b>Reducing the need to have PCs in the classrooms</b> – Since trainers can travel with iPads, you can purchase a set of iPads for each instructor for which they will be responsible. There is therefore no need for PCs in the classroom.</ul></p><p><b>Challenges</b></p><p>Here are some of the challenges you may run into with using iPads for training.</p><p><ul><li><b>Cost</b> – A budget needs to be allocated to purchase the iPads for the classroom. Of course, if you are doing a lot of training, this cost will be offset by the savings in print material costs.<br />
<li><b>Logistics of ordering, provisioning and preparing iPads for class</b> – Depending on what you are teaching, there is a lot of preparation that goes along with iPad delivery. The instructors need to take care of loading required apps and setting them up for use in the classroom. If the iPads are Wi-Fi only, they need to ensure that their classroom has Wi-Fi available and that there are no issues. If they are 3G or 4G, ensuring that the sim cards work can get a signal is important. Most of this functionality only has to be done once, however, in preparation for using them.<br />
<li><b>Traveling with the iPads</b> – Traveling with the iPads can be a challenge, presenting issues with airport security and taking responsibility for them during travel. There are special cases available for purchase to travel with the iPads, which can help with this.</ul></p><p><b>Feedback from Participants in Pilot Courses</b></p><p>Feedback from participants and instructors on this delivery approach, from my experience with a <a href="http://blog.integratedlearningservices.com/2010/06/collecting-data-from-elearning-pilot.html ">pilot course</a> , was postive. Participants like being able to use Adobe Reader to take notes directly in an electronic workbook and e-mail it to their personal e-mail accounts. Instructors like not having to deal with paper workbooks. In both cases, the apps allow note-taking and highlighting just as they do in a paper workbook.</p><p>For instructors, they have to really pay attention to where the participants are in their workbook as they facilitate, even more than in a normal paper-based class. Designers can help with this by ensuring workbook page numbers are in the instructor guide and also on the PowerPoint slides.</p><p>Have you had experience with using iPads in instructor-led training? Feel free to share your experiences.</p><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Dean Hawkinsonhttp://www.blogger.com/profile/03740792689411521329noreply@blogger.com4tag:blogger.com,1999:blog-839979988539109204.post-58087241013019728582013-01-17T16:29:00.000-05:002013-01-17T16:29:51.598-05:00Lectora Resource Roundup<i>By Joseph Suarez</i><br />
<br />
We use Lectora a good bit for eLearning development. As with any tool, it’s always helpful to see tips and tricks from others that you can add to your own projects. If you're working with Lectora and need some assistance, here’s a list of helpful resources available online.<br />
<br />
<b>Official Resources from Trivantis</b><br />
<ul><li><a href="http://lectora.com/why-e-learning-learning-training-tips">Lectora University</a>: Trivantis’s own collection of helpful resources including recordings of all past “Inspiration Wednesdays” webinars and downloadable course examples.</li>
<li><a href="http://www.lectora.com/forum/">Lectora Community Forum</a>: A great place to ask questions and find answers to Lectora related questions.</li>
<li><a href="http://www.linkedin.com/groups/Official-Lectora-Users-Group-1254167">Official Lectora LinkedIn User Group</a>: Another good place for Lectora questions and also networking with other Lectora users.</li>
</ul><b>Resources from E-Learning Uncovered </b><br />
<ul><li><a href="http://www.e-learninguncovered.com/resources/lectora/50Time-SavingTipsReferenceGuide.pdf">50 Time-Saving Tips for Lectora Development</a></li>
<li><a href="http://www.elearninguncovered.com/resources/lectora/Hotkeys.pdf">Lectora Hotkeys list</a>: Quick reference for keyboard shortcuts</li>
<li><a href="http://elearninguncovered.com/lectora/">Full list of E-Learning Uncovered Lectora resources</a></li>
</ul><b>Integrated Learning Services Blog Posts - </b>Our own collection of Lectora related blog posts<br />
<ul><li><a href="http://blog.integratedlearningservices.com/2012/02/few-lectora-tips.html">A Few Lectora Tips</a></li>
<li><a href="http://blog.integratedlearningservices.com/2012/01/using-lectora-to-sync-audio.html">Using Lectora to Sync Audio</a></li>
<li><a href="http://blog.integratedlearningservices.com/2011/11/slide-in-text-with-lectora.html">Slide in Text with Lectora</a></li>
<li><a href="http://blog.integratedlearningservices.com/2011/08/creating-smart-next-button-in-lectora.html">Creating a Smart Next Button in Lectora</a></li>
<li><a href="http://blog.integratedlearningservices.com/2010/06/yes-your-captivate-sim-can-drive-your.html">Yes, your Captivate Sim can drive your Lectora Course</a></li>
<li><a href="http://blog.integratedlearningservices.com/2011/06/deep-dive-into-lectora-project-file.html">A Deep Dive into the Lectora Project File</a></li>
<li><a href="http://blog.integratedlearningservices.com/2011/02/lectora-using-variables-to-restrict.html">Using Variables to Restrict the Next Button</a></li>
<li><a href="http://blog.integratedlearningservices.com/2010/03/unlocking-power-of-lectora-variables.html">Unlocking the Power of Lectora Variables</a></li>
<li><a href="http://blog.integratedlearningservices.com/2010/06/incorporating-learners-name-into-your.html">Incorporating the Learner’s Name into your Lectora Course</a></li>
<li><a href="http://blog.integratedlearningservices.com/2012/06/saving-time-with-lectora-text-styles.html">Saving Time with Lectora Text Styles</a></li>
<li><a href="http://blog.integratedlearningservices.com/2012/02/extending-lectora-with-iframe.html">Extending Lectora with an iFrame</a></li>
<li><a href="http://blog.integratedlearningservices.com/2011/08/using-custom-progress-bars-in-lectora.html">Using Custom Progress Bars in Lectora</a></li>
<li><a href="http://blog.integratedlearningservices.com/2011/07/custom-lectora-video-controls.html">Custom Lectora Video Controls</a></li>
<li><a href="http://blog.integratedlearningservices.com/2012/03/lectora-development-best-practices-part.html">Lectora Best Practices Part 1</a>: Optimizing Preferences</li>
<li><a href="http://blog.integratedlearningservices.com/2012/04/lectora-best-practices-part-2-variables.html">Lectora Best Practices Part 2</a>: Working with actions and variables</li>
<li><a href="http://blog.integratedlearningservices.com/2012/10/lectora-best-practices-part-3-using-text.html">Lectora Best Practices Part 3</a>: Working with Text</li>
<li><a href="http://blog.integratedlearningservices.com/2012/01/reviewlink-online-review-tool-for.html">Overview of ReviewLink</a>: Product review of the features of Lectora’s built in review tool</li>
</ul>Have you found other Lectora how-to sites that were useful?<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Joseph Suarezhttp://www.blogger.com/profile/06768416079555182568noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-13129978895686936052013-01-02T12:28:00.000-05:002013-01-02T12:28:24.008-05:00Resolve to Try Something New in eLearning in 2013<b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">By Shelley A. Gable</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">In perusing the blogosphere, </span><a href="https://twitter.com/InLearnings"><span style="color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Twitter</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">, and </span><a href="https://www.facebook.com/IntegratedLearningServices"><span style="color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Facebook</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> at the turn of the new year, I noticed several expressions of relief that the world has not ended and resolutions to make 2013 the best year yet. For many, this includes trying new things.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">The posts from this blog in 2012 offered advice for trying out new eLearning authoring tools and other technologies as well as advice for trying out various instructional approaches. If you're interested in trying something new with your eLearning projects this year, take a look at how the past year of posts from this blog might help...</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Want to explore Tin Can API? </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Training practitioners have been abuzz about the possibilities Tin Can API might hold. Check out </span><a href="http://blog.integratedlearningservices.com/2012/04/building-next-generation-of-scorm.html"><span style="color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Building the Next Generation of SCORM</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> for an introduction to Tin Can, or review </span><a href="http://blog.integratedlearningservices.com/2012/12/realizing-potential-of-tin-can-api.html"><span style="color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Realizing the Potential of the Tin Can API</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> to participate in a discussion about its potential pros and cons.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Want to develop your technical skills?</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Lectora has been one of the most frequently recurring topics on the blog this year. To sharpen your Lectora skills, take a peek at the posts linked below.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/01/reviewlink-online-review-tool-for.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">ReviewLink: Online Review Tool for Lectora</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/02/few-lectora-tips.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">A Few Lectora Tips</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/02/extending-lectora-with-iframe.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Extending Lectora with an iFrame</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="about:blank"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Lectora Best Practices Part 1 – Optimizing Preferences</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/04/lectora-best-practices-part-2-variables.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Lectora Best Practices Part 2 - Variables and Actions</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/10/lectora-best-practices-part-3-using-text.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Lectora Best Practices Part 3 – Using Text</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/05/3-things-im-looking-forward-to-in.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">3 Things I'm Looking Forward To In Lectora Version 11</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><a href="http://blog.integratedlearningservices.com/2012/06/saving-time-with-lectora-text-styles.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Saving Time with Lectora Text Styles</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
</ul>
<b id="internal-source-marker_0.024639096343889832" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Of course, Lectora isn’t the only tool out there. Those looking to further their Captivate skills can benefit from these posts:</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/05/tips-for-importing-from-powerpoint-to.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Tips for Importing from PowerPoint to Captivate</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/08/using-variable-flags-to-provide.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Using Variable Flags to Provide Feedback in Adobe Captivate</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/09/developers-perspective-of-adobe.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Developer's Perspective of Adobe Captivate 6</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Or maybe you’d like to acquaint yourself with some different tools...</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/05/3-defining-features-of-articulate.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">3 Defining Features of Articulate Storyline</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/08/discovering-adobe-indesign-for-elearning.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Discovering Adobe InDesign for eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/11/3-ways-to-use-adobe-connect.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">3 Ways to Use Adobe Connect</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Anticipate dabbling in audio and video? Perhaps the posts below can help you get started.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/03/lights-camera-actionlearn.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Lights, Camera, Action...Learn</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/01/using-lectora-to-sync-audio.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Using Lectora to Sync Audio</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/10/using-video-in-elearning.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Using Video in eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Want to take steps to make eLearning easier to use?</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">While a fluency in authoring tools can go a long way, making eLearning user-friendly is just as important. Help ensure that your eLearning doesn’t distract from learning with the help of the posts below.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/12/designing-elearning-for-cognitive-ease.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Designing eLearning for Cognitive Ease</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/06/is-your-elearning-effective-for-dummies.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Is Your eLearning Effective for Dummies?</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/08/keeping-elearning-readable-visual.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Keeping eLearning Readable – Visual Readability</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/07/using-white-space-for-clutter-free.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Using White Space for Clutter-Free eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/07/keep-learners-fit-by-controlling.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Keep Learners Fit by Controlling Calorie Intake</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/11/call-to-action-items-in-elearning.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Call to Action Items in eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/12/designing-elearning-for-cognitive-ease.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Designing eLearning for Cognitive Ease</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Want to renew your focus on instructional design?</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Instructional design is at the heart of learning. While an attractive visual design and eye-catching interactions can help create a positive first impression of a lesson, its ability to teach learners to perform is what matters most.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">The following posts can help you brush up on principles of learning psychology:</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/05/designing-elearning-for-schema-theory.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Designing eLearning for Schema Theory</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/06/teach-learners-to-use-job-aids.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Teach Learners to Use Job Aids</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/07/accomplish-spaced-learning-with.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Accomplish Spaced Learning with eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/08/practice-early-and-coach-details-later.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Practice Early and Coach the Details Later</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/11/personify-elearning.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Personify eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">If you’re thinking about tinkering in a gaming approach to instruction, the posts below might help.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/01/gaming-with-nine-events-of-elearning.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Gaming with the Nine Events of eLearning</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/02/what-does-80s-movie-wargames-tell-us.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">What does the 80's movie WarGames tell us about learning games?</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">To help you assess learning through eLearning interactivity and/or knowledge assessments, take a peek at these posts:</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/01/writing-distractors-for-multiple-choice.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Writing Distractors for Multiple Choice Questions</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><a href="http://blog.integratedlearningservices.com/2012/03/give-tests-test-run.html"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Give Tests a Test Run</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"></span></li>
</ul>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">What are your professional development goals for 2013?</span><br /><span style="font-family: Arial; font-size: 15px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">If there’s something you intend to focus on that isn’t mentioned here, please tell us about it! (If you do, we just might write about it.) For more resources, you could also take a peek at the year in review posts for </span><a href="http://blog.integratedlearningservices.com/2011/12/elearning-hot-topics-from-2011.html"><span style="color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">2011</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="http://blog.integratedlearningservices.com/2010/12/looking-back-on-2010-with-addie.html"><span style="color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">2010</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Happy new year!</span></b><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-77967218522280122582012-12-19T14:30:00.001-05:002012-12-19T14:33:14.134-05:00Realizing the Potential of the Tin Can API <br />
<i>By Joseph Suarez</i><br />
<br />
Each time a major eLearning authoring tool or <a href="http://blog.integratedlearningservices.com/search/label/LMS" target="_blank">LMS</a> vendor announces they are (or will be) supporting the <a href="http://blog.integratedlearningservices.com/2012/04/building-next-generation-of-scorm.html" target="_blank">Tin Can API</a>, the eLearning community can be heard giving a simultaneous cheer and moan. Why would the “<a href="http://blog.integratedlearningservices.com/2012/04/building-next-generation-of-scorm.html" target="_blank">next generation of SCORM</a>” cause such a mixed reaction? Here's my interpretation.<br />
<br />
<b>Cheers:</b><br />
In the short term, Tin Can support is perceived as a good thing because it means organizations will theoretically have the capability to migrate from <a href="http://blog.integratedlearningservices.com/2011/03/what-you-dont-need-to-know-about-scorm.html" target="_blank">SCORM</a> to what's being promoted as a highly improved standard for recording and tracking learning experiences. With vendors adding Tin Can support to their products, it signals a quick and wide adoption of the new <a href="http://blog.integratedlearningservices.com/2010/03/are-elearning-standards-necessary.html" target="_blank">standard</a>. This is a cause for celebration to some.<br />
<br />
<b>Moans:</b><br />
However, unless the promised improvements of Tin Can are also eventually realized, the future won't likely be any brighter. For years, thought leaders in the industry have been calling for radical change that moves us beyond the simple LMS completion checkmarks SCORM has become notorious for. They would argue that to adopt Tin Can only as far as to replicate SCORM’s limited functionality completely misses the point.<br />
<br />
Without getting into the history of SCORM, it’s fair to say that how it is widely used today was only part of what was originally imagined. Julie Dirksen described the missed opportunities of SCORM with this analogy over on the <a href="http://tincanapi.com/2012/09/04/what-does-tin-can-mean-to-instructional-designers/" target="_blank">official Tin Can API blog</a>:<br />
<br />
<blockquote class="tr_bq">
“Basically, it’s like someone having a $50K budget for a new car, and spending a thousand dollars on the actual car and the other forty-nine thousand on making sure we always have a parking space.”</blockquote>
<br />
<b>Chicken & Egg</b><br />
Remember when fuel-efficient hydrogen cars were supposed to be the next wave of the future? A major problem keeping the idea from taking off is a classic chicken-and-egg dilemma. No one wants a hydrogen car if there are no refueling stations around, and no refueling stations are going to exist without a customer base of hydrogen car owners.<br />
<br />
I see Tin Can as having a similar dilemma. If we don't eventually see and experience examples of Tin Can utilized to its full potential, how are we going to create enough market demand to pressure vendors to fully empower their tools with that ability? Yet how can the full potential of the Tin Can API become mainstream if that capability isn't within arm’s reach of developers?<br />
<br />
It’s not an insurmountable problem by any means. It just requires some pioneering developers to enlighten the rest of us to what's possible. Fortunately, that may have already has begun through a <a href="http://tincanapi.com/developers/resources/prototypes-getting-started/" target="_blank">Tin Can API prototypes page</a>. It’s worth bookmarking and checking up on in the hopes of doing more cheering down the road.<br />
<br />
What are your thoughts on Tin Can's potential?<br />
<br /><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Joseph Suarezhttp://www.blogger.com/profile/06768416079555182568noreply@blogger.com2tag:blogger.com,1999:blog-839979988539109204.post-23370961433212542482012-12-12T21:56:00.001-05:002012-12-12T21:56:29.043-05:00Designing eLearning for Cognitive Ease<br />
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<i>By Shelley A. Gable<o:p></o:p></i></div>
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I recently started reading <a href="http://www.amazon.com/Thinking-Fast-Slow-Daniel-Kahneman/dp/0374275637/ref=sr_1_1?s=books&ie=UTF8&qid=1355116658&sr=1-1&keywords=thinking+fast+and+slow">Thinking,
Fast and Slow</a> by Daniel Kahneman, and the chapter on <i>cognitive ease</i> offered all sorts of implications for eLearning
design.<o:p></o:p></div>
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<br /></div>
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<b>Promote a good mood.</b><o:p></o:p></div>
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<b>The Finding</b>: Kahnemann
describes a study in which participants needed to rely on intuition to complete
a task. The study found that participants in a good mood doubled their
accuracy, while those in a bad mood performed poorly. This, combined with
additional discussion in the book, suggests that a bad mood creates cognitive
strain, and a good mood promotes cognitive ease.<o:p></o:p></div>
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<br /></div>
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<b>Implications for
eLearning</b>: Although we may not have control over a learner’s day or
personal life, perhaps there are things we can do to make learners smile from
time to time. Consider a dash of appropriately placed humor, a relatable and/or
inspirational <a href="http://blog.integratedlearningservices.com/2011/06/5-ways-to-tell-stories-in-elearning.html">story</a>,
and <a href="http://blog.integratedlearningservices.com/2010/04/visual-storytelling-lessons-from.html">graphics</a>
that create a warm, positive tone. <o:p></o:p></div>
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<br /></div>
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The amount of time spent on eLearning may influence mood,
too. Long lessons may leave learners wondering if they’ll ever end, while a
series of <a href="http://blog.integratedlearningservices.com/2010/05/sizing-up-elearning-lesson.html">short
lessons</a> can help create a sense of progress. Shorter lessons can also help
prompt learners take a brief break and re-energize if they’re feeling mentally
fatigued.<o:p></o:p></div>
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<br /></div>
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<b>Ensure repeated
exposure to critical content.</b><o:p></o:p></div>
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<br /></div>
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<b>The Finding</b>: I
took a social psychology class several years ago and clearly remember this
mantra: “familiarity breeds liking.” Kahnemann’s book explores this concept,
describing studies in which participants were exposed to messages repeatedly
over time. Repeated exposure seemed to increase participants’ liking and trust
in the message. <o:p></o:p></div>
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<br /></div>
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This reminds me of the concept of <a href="http://blog.integratedlearningservices.com/2012/07/accomplish-spaced-learning-with.html">spaced
learning</a> that Hermann Ebbinghaus – one of the earliest researchers of
learning and memory – introduced in the 1800s. Spaced learning suggests that we
retain newly learned knowledge longer when taught repeatedly over a period of
time.<o:p></o:p></div>
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<br /></div>
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<b>Implications for
eLearning</b>: Two simple ideas come to mind. First, we can take advantage of
the flexibility eLearning offers to spread out training. Instead of conducting
four hours of training within a single day, consider dividing it into one-hour
sessions over four weeks, for example. Although the content will likely advance
from one session to the next, this spaced approach would allow for reinforcing
core components over time.<o:p></o:p></div>
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<br /></div>
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Another consideration is to ensure that core messages are
repeated at every practical opportunity (this doesn’t have to mean repeating it
verbatim every time). For instance, I recently worked on some customer service
training where anticipating customer needs was a core principle. Although the
training teaches a variety of tasks and behaviors, nearly every <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html">scenario</a>
prompts learners to pause to anticipate needs and then reinforces the impact of
doing so.<o:p></o:p></div>
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<br /></div>
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<b>Create clean visuals.</b><o:p></o:p></div>
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<br /></div>
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<b>The Finding</b>: The
book describes a study in which participants were asked to solve a case study problem.
For one group, the problem included a company name that was difficult to
pronounce, while the other group’s version had an easy-to-pronounce company name.
Everything else about the problem was identical. Interestingly, the
problem-solving success rate of participants with the easier company name was
significantly higher than that of the other group. <o:p></o:p></div>
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<br /></div>
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The book also describes similar studies where research
participants working with low quality images or <a href="http://blog.integratedlearningservices.com/2012/08/keeping-elearning-readable-visual.html">difficult-to-read
fonts</a> were also more prone to errors in completing tasks.<o:p></o:p></div>
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<br /></div>
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<b>Implications for
eLearning</b>: The study about the difficult company name immediately prompted
me to think about the names I assign to characters in the stories and scenarios
I write. This reinforces the importance of keeping those names simple.<o:p></o:p></div>
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<br /></div>
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It also reinforces the need to include crystal clear <a href="http://blog.integratedlearningservices.com/2011/07/cues-that-you-need-image-instead-of.html">images
in training</a>. Occasionally, I encounter an eLearning lesson that has an
image (often of a system screen) that is either too small to read easily or a
bit unclear. While most of us can probably intuitively agree that this type of
thing is annoying, the evidence in Kahneman’s book suggests that it directly
impairs learning. In fact, one of the studies described would even suggest that
problematic images continue to negatively affect learning, even after learners
have moved past the image and it is no longer the focal point.<o:p></o:p></div>
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<br /></div>
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<b>Did you notice other
implications?</b><o:p></o:p></div>
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<br /></div>
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If you’ve also read <a href="http://www.amazon.com/Thinking-Fast-Slow-Daniel-Kahneman/dp/0374275637/ref=sr_1_1?s=books&ie=UTF8&qid=1355116658&sr=1-1&keywords=thinking+fast+and+slow">Thinking,
Fast and Slow</a>, do you recall any “ah ha” moments you encountered while
reading the book? And did any of those learnings affect your eLearning design?
If so, please share!<o:p></o:p></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-85566084762697116002012-11-28T13:01:00.000-05:002012-11-30T08:12:09.467-05:00Call to Action Items in eLearning<br />
<i>By Joseph Suarez</i><br />
<br />
Add that item to your cart? Download a 30-day trial demo? Sign up for our monthly newsletter? Anytime we are called to act on the web, we are being asked to make a decision whether or not to fulfill the intended goal of the site owner. Web designers refer to such an attempt as a “call to action,” a sales and marketing term referring to any prompt or trigger leading toward a sale. But don’t let the salesmen approach deceive you, as they could also easily benefit eLearning professionals as well.<br />
<br />
<a href="http://www.smashingmagazine.com/2009/10/13/call-to-action-buttons-examples-and-best-practices/)" target="_blank">When designed correctly</a>, the call to action stands out from the rest of the page to help draw the user in. <a href="http://dropbox.com/">Dropbox.com</a> is a great example of a well-designed call to action landing page. The main call to action is to download Dropbox, which is backed up by the call to watch a video.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxqyHZc8rQqZ3uSP0CNBYTWEZImBv6rK9u2SBMmuU8oz0rMJCrwzzP7svK2WyEfBhrccw1Yey6rTmE5P4XENCx1CQ6ftRkHKzokFTeEUUtEoovotuaMrCOm6wa4g8Y_wciYNC8unaMifs/s1600/calltoaction-example1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxqyHZc8rQqZ3uSP0CNBYTWEZImBv6rK9u2SBMmuU8oz0rMJCrwzzP7svK2WyEfBhrccw1Yey6rTmE5P4XENCx1CQ6ftRkHKzokFTeEUUtEoovotuaMrCOm6wa4g8Y_wciYNC8unaMifs/s320/calltoaction-example1.PNG" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8OGa86iA9QOa1O737LemTGCpUT2hXBENQvbOQ0_eN8ZJB7sOrNwKHhOEd3Onmfbp4VcxBgFHf-f-VbxyQM6jP3PDYCoKrJ94DkybOLumEaPFkccogugvbeHMs6ulgSHToQyIna4ygBHU/s1600/calltoaction-example2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
However, if a page is designed without intention, the call can be lost in page clutter. Calls to action often come in the form of a button or link, as the user is typically asked to take action on a separate page such as checking out on an e-commerce site or filling out a form to sign up for a newsletter. Sometimes however, as is often the case in eLearning, the call is to interact with a single page with no other goal than to absorb information. As an example of this, take a look at the site shown below. <br />
<br />
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8OGa86iA9QOa1O737LemTGCpUT2hXBENQvbOQ0_eN8ZJB7sOrNwKHhOEd3Onmfbp4VcxBgFHf-f-VbxyQM6jP3PDYCoKrJ94DkybOLumEaPFkccogugvbeHMs6ulgSHToQyIna4ygBHU/s1600/calltoaction-example2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8OGa86iA9QOa1O737LemTGCpUT2hXBENQvbOQ0_eN8ZJB7sOrNwKHhOEd3Onmfbp4VcxBgFHf-f-VbxyQM6jP3PDYCoKrJ94DkybOLumEaPFkccogugvbeHMs6ulgSHToQyIna4ygBHU/s320/calltoaction-example2.png" width="320" /></a> </div>
<div style="text-align: center;">
Source: <a href="http://jetcooper.com/">http://jetcooper.com</a> </div>
<br />
A subtle call to action statement invites us to “meet the team.” When we click on any portrait, we are shown an overlay with that person’s bio plus the option to cycle to other team members. This creates a beautifully simple yet effective call to action statement, leading to an interactive experience. Note how it was only implied to click or tap each portrait, and not redundantly stated.<br />
<br />
The call to action in this example is made distinct by its location in the center of the page. Whether just plain-text instructions or links and <a href="http://blog.integratedlearningservices.com/2010/02/how-to-create-custom-buttons-in.html" target="_blank">buttons</a>, calls to action work best when they’re visually distinctive from the rest of the surrounding content through the following contrasting techniques:<br />
<ul>
<li>Size</li>
<li>Color</li>
<li>Placement</li>
<li>Animation effect (subtle)</li>
</ul>
For eLearning development, a good practice is to decide up front which contrasting method(s) will be used and then <a href="http://blog.integratedlearningservices.com/2012/06/saving-time-with-lectora-text-styles.html" target="_blank">apply consistently</a>. If nothing else, try using a nice contrasting color for call to action text (visually distinct from hyperlink text). <br />
<br />
An appropriate call to action better ensures the learner won’t be left wondering what to do next. If there is some interaction to complete before clicking the <a href="http://blog.integratedlearningservices.com/2011/08/creating-smart-next-button-in-lectora.html" target="_blank">Next button,</a> that call should be clearly established. Consider also indicating when the Next button is safe to click. The default <a href="http://blog.integratedlearningservices.com/search/label/Articulate" target="_blank">Articulate </a>course player does this nicely by subtly flashing the next button when each slide is complete.<br />
<br />
Technically, any button or link used in eLearning could be considered a call to action. Sometimes they are almost impossible to miss, like a button to submit an answer in a knowledge check. Often however, sections of eLearning content become crowded for space and messages can be missed. In these cases, it may be beneficial to take some cues from web design trends and apply some calls to action that are difficult to miss.<br />
<br />
What types of calls to action have you seen or used?<br />
<br /><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Joseph Suarezhttp://www.blogger.com/profile/06768416079555182568noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-85196547358499048092012-11-18T19:59:00.000-05:002012-11-18T19:59:21.118-05:00Personify eLearning<br />
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<i>By Shelley A. Gable<o:p></o:p></i></div>
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As <a href="http://blog.integratedlearningservices.com/search/label/Technology">technology</a>
continues to command an increasingly prevalent role in our lives, it seems that
our <a href="http://blog.integratedlearningservices.com/search/label/Neuroscience">brains</a>
still respond better to a human touch. We can use this knowledge to help
improve <a href="http://blog.integratedlearningservices.com/2010/10/6-techniques-that-stimulate-recall-in.html">recall</a>
from eLearning lessons.<o:p></o:p></div>
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<b>The research…<o:p></o:p></b></div>
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I’m in the midst of reading <a href="http://www.amazon.com/Learning-Science-Instruction-Guidelines-Multimedia/dp/0470874309/ref=dp_ob_title_bk">e-Learning
and the Science of Instruction</a> by Ruth Clark and Richard Mayer (it’s really
a must-read for anyone who designs instruction). One chapter describes studies
that suggest that including coach-like characters in eLearning and similar
on-screen agents benefits learning.<o:p></o:p></div>
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Reading this chapter reminded me of a study I heard about a
while back, in which subjects completed an online lesson on a health-related
topic. While completing the lesson, subjects were asked questions and prompted
to type out responses. Group #1 was told that an actual person received their
responses during the course, while Group #2 was told that they were simply
interacting with a computer. In reality, both groups were interacting with a
computer only. Post-test results showed that Group #2 performed better. The researchers
hypothesized that the perception of social interaction benefitted learning.
(For the record, I think I heard about this on NPR, though I couldn’t track
down the story when I tried finding it for this post.) <o:p></o:p></div>
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<b>So how can we add a
human element to eLearning lessons? <o:p></o:p></b></div>
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Consider these approaches…<o:p></o:p></div>
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<b>Present eLearning
from the perspective of a coach</b>. Rather than simply displaying words on a
page, introduce a <a href="http://blog.integratedlearningservices.com/2012/08/practice-early-and-coach-details-later.html">coach</a>
type of character who serves as the narrator, being the voice of presented
information and activity <a href="http://blog.integratedlearningservices.com/2011/08/being-good-coach-through-elearning.html">feedback</a>.
<o:p></o:p></div>
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For example, the coach might be a manager who needs the
learner to help accomplish a challenge. A few years ago, I designed an
eLearning lesson about insurance options. The main character was a manager who
needed someone to help her answer customers’ questions about insurance. The
eLearning lesson conveyed information as though she was teaching it to the
learner. When the learner responded to knowledge check questions, the manager
provided feedback and any needed coaching. <o:p></o:p></div>
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Or, you might make the main character an experienced
employee who takes the role of mentoring the learner. In some ways, the
approach could be similar to the example described with a manager.
Additionally, you could create challenges in which the learner competes against
the experienced colleague. For instance, if a <a href="http://blog.integratedlearningservices.com/2011/08/specifying-criterion-in-performance.html">performance
requirement</a> is to complete a task within a specific amount of time, you
might prompt the learner to <a href="http://blog.integratedlearningservices.com/2011/02/what-can-elearning-learn-from-7-ways.html">compete</a>
with the other character (e.g., Abby can do it in 30 seconds – can you beat her
time?).<o:p></o:p></div>
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<b>Provide the learner
with a collaborator</b>. The main character within an eLearning lesson could be
someone who needs to learn along with the learner. Perhaps a fellow new
employee or other acquaintance. <o:p></o:p></div>
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For example, a lesson that introduces learners to the
mortgage industry might include a character who is about to buy a house for the
first time. The lesson challenges the two of them – the learner and the
fictional first-time homebuyer – to learn about the industry together. The
“telling” information in the lesson could be knowledge the homebuyer already
possesses and is sharing with the learner. Then, the homebuyer poses specific
questions to the learner, which the learner answers based on reviewing job aids
or other available resources. Feedback to knowledge checks might take the form
of the homebuyer agreeing that a response sounds right (for correctly answered
knowledge checks) or that something still doesn’t make sense, with a suggestion
of something else to consider (for coaching in response to incorrectly answered
knowledge checks).<o:p></o:p></div>
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<b>Make interactions
feel personable</b>. There are many ways to do this. For instance, write
eLearning content in a <a href="http://blog.integratedlearningservices.com/2012/06/is-your-elearning-effective-for-dummies.html">conversational
tone</a>, rather than a formal, textbook-like tone. Even feedback for knowledge
checks can feel more relatable when written somewhat informally (consider
saying “Are you sure?” or “That doesn’t sound quite right” instead of
“Incorrect”). The chapter mentioned earlier in <u>e-Learning and the Science of
Instruction</u> also offers advice for making eLearning feel more personable,
from using polite language to animating avatars to use natural gestures.<o:p></o:p></div>
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<b>How have you done
this?<o:p></o:p></b></div>
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If you’ve used any of the approaches above, please share
your experiences! What was the situation? How did you approach it? What advice
can you share? And, if you happen to be familiar with the unidentified study
described toward the beginning of this post, I’d appreciate being pointed to
the source!<o:p></o:p></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-15190627425282584582012-10-31T12:09:00.000-04:002012-10-31T12:09:49.815-04:00Lectora Best Practices Part 3 – Using Text<i>By Joseph Suarez</i><br />
<br />
This is the third post in a series dedicated to best practices when using the eLearning authoring tool Lectora. <a href="http://blog.integratedlearningservices.com/2012/03/lectora-development-best-practices-part.html" target="_blank">Part 1</a> detailed how to optimize user preferences, and <a href="http://blog.integratedlearningservices.com/2012/04/lectora-best-practices-part-2-variables.html" target="_blank">Part 2</a> went over using actions and variables. Part 3 will be all about text and formatting text in <a href="http://blog.integratedlearningservices.com/search/label/Lectora" target="_blank">Lectora</a>.<br />
<br />
<b>Using Lectora text styles</b><br />
As mentioned in a <a href="http://blog.integratedlearningservices.com/2012/06/saving-time-with-lectora-text-styles.html" target="_blank">previous post</a>, Lectora text styles define the font, color, and size settings for selections of text or entire text blocks, and they automatically update all affected texts when changed. This is both a time saver, and a good way to stay consistent with text formatting throughout a course.<br />
<br />
<b>Paste unformatted text (Ctrl+Shift+V)</b><br />
It’s common practice to use Microsoft Word or PowerPoint to <a href="http://blog.integratedlearningservices.com/2012/03/effective-storyboarding.html" target="_blank">storyboard</a> an eLearning course. Unfortunately, when you copy text from these programs and paste it into Lectora, extra hidden text formatting is carried with it. This can lead to text formatting problems, especially with bullet points. The simplest way around this is to paste text without any formatting. The universal shortcut for this (though oddly not available in Microsoft Office) is Ctrl+Shift+V.<br />
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<b>Underline hyperlinks and only hyperlinks</b><br />
A common web usability rule that should carry over to Lectora is to only underline text when using <a href="http://blog.integratedlearningservices.com/2010/01/3-ways-to-link-in-lectora.html" target="_blank">hyperlinks</a>. This avoids confusion over what is or is not a hyperlink. As an alternative for emphasis, use bold or italicized text.<br />
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<b>Use descriptive alt text on buttons and important images </b><br />
Ever wonder why when you leave your mouse hovered over an <a href="http://blog.integratedlearningservices.com/2011/07/cues-that-you-need-image-instead-of.html" target="_blank">image</a> on a webpage, sometimes a little text tooltip pops up? Those are image alt tags attached to the HTML code. For example:<br />
<blockquote class="tr_bq">
<img src="exampleImage.jpg" alt="An example image used to demonstrate alt tags"></blockquote>
Whatever is in the quotes after “alt=” will display when a mouse hovers over. In addition, the visually impaired rely on alt tag descriptions to describe what an image conveys or a button does. This also fulfills part of <a href="http://www.access-board.gov/sec508/guide/1194.22.htm#%28a%29" target="_blank">Section 508 compliance</a> where “a text equivalent for every non-text element shall be provided.” <br />
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In Lectora, whatever an image or button is named (as displayed in the Title Explorer pane) will be converted to its alt tag when published to HTML. Therefore, images that aren’t there just for decorative purposes should have alt tags enabled and named according to what is visually conveyed. Buttons should also be named according to what they do when clicked. For example a next button should not stay named “arrow47right,” but instead named something descriptive like “Go to next page.”<br />
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<b>Convert text blocks with uncommon fonts to images</b><br />
You know that super awesome font you downloaded and want to use in your Lectora course? Well, it’s not that easy. Unless every single computer viewing your course also has that font installed, all the text that used your special font will default back to an ugly Times New Roman.<br />
<br />
The best way to ensure fonts display correctly is to stick to <a href="http://www.ampsoft.net/webdesign-l/WindowsMacFonts.html" target="_blank">web safe fonts</a>. But if for some reason you must use an uncommon font, you can choose to render the text as an image when published. This converts the image to a transparent gif image, but has some minor drawbacks:<br />
• The text inside can no longer be highlighted or copied.<br />
• The image should now have a text equivalent for 508 compliance (see above).<br />
• Being a transparent gif, there will be unintended pixel artifacts around the letters which will show if placed over any non-white background.<br />
<br />
<b>Conclusion</b><br />
In no way has this series been an official or exhaustive list of Lecotra best practices. They are mostly time savers and development practices I’ve picked up from the helpful community of Lectora users and discovered on my own (usually the hard way). Please comment if you have any additional Lectora best practices of your own.<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Joseph Suarezhttp://www.blogger.com/profile/06768416079555182568noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-67905164472580971582012-10-24T21:24:00.000-04:002012-10-24T21:24:30.217-04:00Using Video in eLearning<p><i>by Dean Hawkinson</i></p><p>One of the growing trends in eLearning and mLearning these days is the use of video. Video, when used properly, can be a very effective tool in supporting the learning process, whether as a part of an eLearning course or as standalone videos delivered via mobile devices. I have been involved in several training projects that included video, and thought I would offer some thoughts around best practices and cautions when using video in an eLearning course.</p><p>When using video within an eLearning or mLearning course, it is important to keep it relatively short. In my experience, I have found that a single course should be no more than 30 minutes in order to keep the learner’s attention. As such, video should be short enough to be one of the supporting pieces of the overall course. For mLearning delivery via mobile devices, video is a very effective way to deliver a quick message as a standalone delivery, and I’ve found it works best when kept to 5-10 minutes for each clip.</p><p>For this article, I would like to focus on video in an eLearning course. Here are some ways that video can play a role in your courses:</p><ul><li><b>Introduction or closing thoughts from leadership</b> – For a course introducing a new product or program that you need to get your learners excited about, an introductory (or closing) video from your company’s senior leadership is a great way to get them motivated about what they are about to learn.<br />
<li><b>Demonstrate right and wrong behavior</b> – A great example of this would be for a retail sales organization where you can show video of a customer interacting with a sales associate. Video is effective in showing both correct and incorrect behavior, and the use of humor for the incorrect behaviors can be very effective!<br />
<li><b>Introduce a behavior then test on reaction</b> – Building on the customer interaction idea, using video to show part of the interaction and stopping to solicit the correct response from the learner is a great way to test knowledge and provide some practice in the process.</ul><p>Let’s take a look at some reasons that support using video in your eLearning courses.</p><ul><li><b>Breaks up monotony and “page turning”</b> – We have all gone through eLearning courses that put us to sleep with “read…click…read…click…read…click…,” right? Video can enhance the learner’s overall experience by breaking up the monotony and can even introduce some entertainment to the learning.<br />
<li><b>Great way to show senior leadership support of program</b> – It shows that the program or product you are introducing is supported by senior leadership, adding to its credibility.<br />
<li><b>Actual demonstration of right and wrong behavior without needing an instructor/facilitator</b> – Video allows eLearning to provide instruction on these behaviors without the need for a live instructor or demonstration.</ul><p>Alright, so we have talked about some ideas for using video and the benefits. However, using video is not without challenges. Here are a few:</p><ul><li><b>Budget</b> – Shooting a video requires equipment, skills, and resources beyond what is required for a typical eLearning course, resulting in a greater cost to produce the course.<br />
<li><b>Editing can take a while</b> – Using video in your course does not exactly support rapid design and development. Depending on the complexity of the videos, editing can take quite a lot of time and resources to complete.<br />
<li><b>Logistics of scheduling the video shoot, resources, actors, etc.</b> – Shooting video includes scheduling a time when all of your resources are available, obtaining a location for the shoot, and securing actors in some cases. <br />
<li><b>Where to house the video</b> – Software such as Lectora allows you to imbed your videos directly in the course itself. Using the .FLV video format works best with Lectora but you will need to consider your authoring tool and delivery method to determine the best format to use. However, if you are unable to imbed the video and need to link to it, you need an external server to house the video.</ul><p>These are just a few points about using video in your eLearning course. Do you have other experiences with using video that you would like to share?</p><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Dean Hawkinsonhttp://www.blogger.com/profile/03740792689411521329noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-53386179673780531072012-09-14T00:28:00.000-04:002012-09-14T00:28:43.052-04:00Turn These Slides into eLearning<br />
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<i>By Shelley A. Gable</i></div>
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Ever been handed a <a href="http://blog.integratedlearningservices.com/search/label/PowerPoint">PowerPoint</a>
slideshow by a client, with the request to <a href="http://blog.integratedlearningservices.com/2010/08/dont-convert-redesign-instructor-led.html">convert
it</a> into some kind of eLearning thingy?<o:p></o:p></div>
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Oh…and then also told that you only have a week to get it
done? (And of course, this is in addition to whatever you already planned to
accomplish this week.)<o:p></o:p></div>
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Even if you can’t influence “the powers that be” to allow
more time for a proper <a href="http://blog.integratedlearningservices.com/2011/03/addie-isnt-dead-its-just-more-agile.html">analysis</a>
or to use a different approach, consider taking the actions below to produce a reasonably
effective eLearning lesson relatively quickly.<o:p></o:p></div>
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<b>Ask the client what
learners must be able to DO after completing the training</b>. Even if the
situation doesn’t allow you to conduct a gap and <a href="http://blog.integratedlearningservices.com/2012/03/are-you-performance-consultant.html">cause
analysis</a> to validate the <a href="http://blog.integratedlearningservices.com/2009/07/pointing-to-five-moments-of-learning.html">training
need</a>, asking this question helps ensure that the training has the potential
to influence behavior. <o:p></o:p></div>
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Additionally, creating a quick list of what learners must be
able to <i>do</i> can help you:<o:p></o:p></div>
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<ul>
<li>Write <a href="http://blog.integratedlearningservices.com/2011/08/specifying-criterion-in-performance.html">objectives</a></li>
<li>Create relevant <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html">scenarios</a></li>
<li>Chunk and organize the content around desired
behaviors/tasks</li>
<li>Distinguish between <i>critical</i>
and <i>nice to know</i> information</li>
</ul>
<o:p></o:p><br />
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<b>Write scenarios
immediately</b>. I’ve heard some people say that when deadlines are tight,
there just isn’t time to write scenarios. I understand how writing scenarios
can feel like an <i>extra</i> task,
considering that scenarios are probably not included in the original pile of
content. However, scenarios benefit learning in so many ways, it’s hard to
justify spending time picking out Clip Art to decorate slides rather than
writing even a few simple scenarios.<o:p></o:p></div>
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After all, consider these benefits:<o:p></o:p></div>
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<ul>
<li>Introducing a task with a scenario (i.e., a problem for
learners to solve) offers an immediate reason for learners to pay <a href="http://blog.integratedlearningservices.com/2010/07/7-techniques-to-capture-attention-in.html">attention</a>
to the content</li>
<li>Presenting scenarios “shows” learners the <a href="http://blog.integratedlearningservices.com/2009/11/what-are-you-doing-to-motivate-learning.html">relevance</a>
of the content</li>
<li>Providing scenarios for learners to successfully solve helps
learners confirm they understand the content, builds confidence, and creates a
sense of satisfaction/accomplishment (i.e., scenarios help create “ah ha!”
moments)</li>
<li>Describing a scenario can help learners recognize when to
apply new knowledge <a href="http://blog.integratedlearningservices.com/2011/05/manager-engagement-in-elearning.html">on
the job</a> (i.e., they can potentially recognize “triggers” from a scenario
when those same “triggers” occur on the job, prompting them to apply desired
behaviors)</li>
</ul>
<o:p></o:p><br />
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Even under the tightest of timelines, really simple
scenarios likely offer some benefit compared to presenting information with no
scenarios at all. If you attempt to draft scenarios immediately, you can send
them to your client and allow a day or two for review, while you charge ahead
with reorganizing and revising content.<o:p></o:p></div>
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<b>Or, ask the client if
a subject matter expert can write scenarios for you</b>. If a lack of time or
familiarity with the content makes you question your ability to draft decent
scenarios, perhaps the client knows someone who can do that part for you.
Depending on the complexity of the training, a <a href="http://blog.integratedlearningservices.com/2011/11/building-elearning-scenarios-in-working.html">subject
matter expert</a> might be able to draft a few scenarios relatively quickly and
easily. <o:p></o:p></div>
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<b>Cut the <i>nice to know</i> information whenever possible</b>.
Many of the client-produced PowerPoint decks I’ve seen include a lot of extra
information that won’t necessarily help learners <i>do</i> a task. In some cases, it is because the deck was originally
compiled for a different type of audience and/or purpose. Perhaps the extra
information was relevant for that audience, and now it is my responsibility to
determine whether it is relevant for my intended <a href="http://blog.integratedlearningservices.com/2010/06/amazon-would-make-good-instructional.html">audience</a>.
In other cases, it may be because the client doesn’t know how to distinguish
between critical versus nice to know information. After all, as instructional
designers, this distinction tends to be on our minds more than it is for
others. <o:p></o:p></div>
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The point I’m trying to make is this: Don’t assume that all
the information in the deck you receive must also appear in training. Focus on
what learners must <i>do</i> after training,
and attempt to narrow content down to the information that directly instructs
those behaviors.<o:p></o:p></div>
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<b>How do you handle
these requests?</b><o:p></o:p></div>
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If you have your own set of strategies for turning a stack
of PowerPoint slides into an eLearning lesson, please share!<o:p></o:p></div>
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<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com2tag:blogger.com,1999:blog-839979988539109204.post-44937618815287691832012-08-30T23:10:00.000-04:002012-08-30T23:16:57.969-04:00Discovering Adobe InDesign for eLearning<br />
<i>By Dean Hawkinson</i><br />
<p>If you have been developing eLearning for any period of time, you have probably used several of Adobe’s applications to create engaging and interactive courses. With <a href="http://blog.integratedlearningservices.com/search/label/Captivate" target="_blank">Adobe Captivate</a>, you can create some great system <a href="http://blog.integratedlearningservices.com/2011/10/when-are-system-simulations-appropriate.htm" target="_blank">simulations</a>. With <a href="http://blog.integratedlearningservices.com/search/label/Flash" target="_blank">Adobe Flash</a>, you can create interactive elements that take your courses to the next level of engagement and even create entire courses. You can create and edit <a HREF="http://blog.integratedlearningservices.com/2011/07/cues-that-you-need-image-instead-of.html" target="_blank">images</a> for your eLearning using Adobe PhotoShop and Illustrator. Recently, however, I stumbled across another great tool in the Adobe family – Adobe InDesign.</P><p><b>What Is InDesign?</b><br />
<p>Adobe InDesign is a tool for creating those things that partner with your eLearning courses, such as resource guides or <a href="http://blog.integratedlearningservices.com/2012/06/teach-learners-to-use-job-aids.html" target="_blank">job aids</a>.You can make them interactive for web deployment and include elements such as Flash files, <a href="http://blog.integratedlearningservices.com/search/label/Video" target="_blank>videos</a> or links. Then, simply export the file into a PDF format. InDesign uses the same interface that all the other Adobe products use, so if you are familiar with the other applications, you should find it fairly easy to navigate within InDesign.<br />
<p><b>What InDesign Can Do</b><br />
<p>Adobe InDesign is probably best suited for creating job aids in a PDF format. However, you can either design your document for printing or as an interactive PDF. This, of course, depends on your plan for your document. If you have an online tool for your audience where you could place the document for deployment via a PC or tablet and you do not plan for them to print the document, select Adobe PDF (Interactive) as your output. Keep in mind, however, that if you do use any Flash elements, they will not work on the <a href="http://blog.integratedlearningservices.com/2011/10/designing-mlearning-for-touch-screens.html" target="_blank">iPad</a> or any other Apple product.<br />
<p>If you are simply creating a PDF document for printing, you would select Adobe PDF (Print) as your option. Your design of the document would be much simpler, so the end user could easily print it for future reference.<br />
<p>Other Export options for InDesign include the following:<br />
<ul><li>EPS <br />
<li>Flash Professional (FLA)<br />
<li>Flash Player (SWF)<br />
<li>InDesign Markup (IDML)<br />
<li>XML</ul><p><b>What InDesign Cannot Do</b>
<p>InDesign is not for creating eLearning or <a href="http://blog.integratedlearningservices.com/search/label/SCORM" target="_blank">SCORM</a>-compliant standalone courses. It will not interact with an LMS for scoring. However, it can easily be incorporated into an eLearning course using one of the several export options mentioned above.
<p><b>Tips for Using InDesign</b>
<p>In the brief time I have been using Adobe InDesign, I have found it very useful for creating an online resource guide or job aid to partner with other eLearning elements. For example, in two recent projects, we created eLearning courses for deployment via the LMS. However, squeezing too much information into a web-based course can be overwhelming for the learner and impact retention of the information. So, we created resource guides with an interactive web-based feel to be available via an online tool to partner with the eLearning courses. These resource guides are accessible at any time and include more detail and information than the web-based courses.
<p>I like to create a menu of links to each section within the document that appears on each page, so that the learner can click the links to jump to each section. When you use the Interactive PDF option, the learner can select “Full Screen” as an option, which provides the document with a complete web page look and feel. As with <a href="http://blog.integratedlearningservices.com/search/label/PowerPoint">PowerPoint’s</a> master slide functionality, you can easily create master pages and apply each one to different pages throughout the document. This makes it easy to include interactive menu items, copyright information that needs to be on each page, or other elements that would be the same throughout a series of pages. <p>One problem that I did run into with InDesign was using Flash (SWF) files imbedded into the document. For some PCs, the Flash elements worked fine. However, for others, strange things would happen, such as a black background showing up behind text or moving images in the Flash element, making it very hard to read or view. I could never determine a pattern or reason for this, so I ended up not using the Flash elements at all.
<p>Consider the size of your document as well when deciding what elements to use. It might be a better end-user experience if you link out to videos and other items rather than imbedding them if they are large in size. You don’t want learners getting frustrated at long load times with your document.
<p><b>Conclusion</b>
<p>Overall, I am very excited about learning more about this tool and using it in my eLearning “arsenal” of tools. Have you had any experience using InDesign or any tips you would like to share?<br />
<br />
<br />
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Dean Hawkinsonhttp://www.blogger.com/profile/03740792689411521329noreply@blogger.com3tag:blogger.com,1999:blog-839979988539109204.post-79842262554026429152012-08-23T23:27:00.000-04:002012-08-23T23:27:39.398-04:00Practice Early and Coach the Details Later<i>By Shelley A. Gable</i><br />
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A typical training design is to start by telling learners everything we want them to know about a topic or a task, and then we eventually give them an opportunity to practice. <o:p></o:p></div>
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For a training project I recently started, a team member said something that resonated with me: <i>Let’s make sure learners are practicing this stuff as early as possible</i>. In other words, minimize the presentation and discussion at the start of a lesson, and unleash learners to practice performing new tasks and solving problems as quickly as possible. <o:p></o:p></div>
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That’s not to say we should push learners into practicing a task they’re completely unprepared for. After all, letting learners flounder too much can result in frustration, shaken confidence, and wasted time. Instead, the trick is to tell and/or show learners just enough to help them start trying a new task. Then, let them dive into a <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html">scenario</a>, perhaps allowing them to experience some trial and error, and then offer additional information in the form of post-practice <a href="http://blog.integratedlearningservices.com/2011/08/being-good-coach-through-elearning.html">coaching</a>.<o:p></o:p></div>
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What are the advantages of this approach?<o:p></o:p></div>
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<b>Reduces cognitive overload early in the lesson</b>. <o:p></o:p></div>
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Research on cognitive load tells us that people can only absorb a limited amount of information in a single sitting. So, if an eLearning lesson begins with several pages of new information, learners will likely forget a portion of that. <o:p></o:p></div>
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Why would we spend time presenting information that will likely be forgotten?<o:p></o:p></div>
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If we limit the amount of information a lesson initially presents, we increase the likelihood that learners will recall it. Prompting them to apply that new information as soon as possible further helps promote long-term <a href="http://blog.integratedlearningservices.com/2010/10/6-techniques-that-stimulate-recall-in.html">recall</a>. And, it helps ensure that we use training time productively.<o:p></o:p></div>
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To offer a very simple example, suppose an eLearning lesson teaches learners how to change an address in a customer database. You might start the lesson by simply showing them how to access the function, and then teach them about nuances later (e.g., which line to indicate an apartment number, proper abbreviations, forbidden characters, etc.).<o:p></o:p></div>
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<b>Maintains attention</b>. <o:p></o:p></div>
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We’ve all been there: Long lectures or pages of reading often leaves our minds to wander. <o:p></o:p></div>
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But if we’re in the midst of solving a challenge, we’re more likely to feel engaged. So, if we spend less time presenting information upfront, we might have fewer drifting minds. And, if training has a continuous pattern of short spurts of information followed by immediate application, learners might feel more accountable for paying <a href="http://blog.integratedlearningservices.com/2010/07/7-techniques-to-capture-attention-in.html">attention</a> to that information, knowing they will need to use it right away.<o:p></o:p></div>
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<b>Increases reflection and processing</b>. <o:p></o:p></div>
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Suppose you’ve only provided enough information at the start of a lesson to help learners ease into some initial practice. Chances are, there’s probably more they need to learn (e.g., consider the nuances of changing an address from earlier). By presenting this additional information <i>after</i> learners experience the task, you can now prompt them to think about it in the context of their experience.<o:p></o:p></div>
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For example, suppose the address change scenario that learners practiced right away included an apartment number…<o:p></o:p></div>
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If an initial presentation at the start of the lesson instructed learners to indicate an apartment number in Address Line 2 (for example), this fact may have just seemed like one tidbit in a sea of other facts at the start of the lesson. Therefore, learners may or may not recall it by the time they get to a practice scenario later.<o:p></o:p></div>
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If you wait to address it until <i>after</i> the scenario, you can now present it as a form of coaching and <a href="http://blog.integratedlearningservices.com/2012/08/using-variable-flags-to-provide.html">feedback</a>. Learners will likely take interest in the information at that point, because they want to confirm whether they did it correctly during the practice scenario. So, you’ve increased their level of engagement with the fact and prompted them assess their performance. Even if they did it incorrectly during the initial scenario, they will likely feel a sense of accomplishment when they perform it correctly in a later scenario.<o:p></o:p></div>
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<b>How do you do this?</b><o:p></o:p></div>
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Do you already make it a point to get learners “doing” as early as possible in training? If so, how do you accomplish it? And what benefits or challenges have you observed? <o:p></o:p></div>
<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-39185959092581815582012-08-15T11:00:00.000-04:002012-08-15T11:00:03.939-04:00Keeping eLearning Readable – Visual Readability<i>By Joseph Suarez</i><br />
<br />
Though at times challenging, a good instructional designer can transform a complex process into a simple message in the hopes that knowledge will be transferred and retained. However, many factors -- both preventable and unpreventable -- can interfere with that message and hinder learning retention. One such preventable barrier is poor visual readability.<br />
<br />
<b>What is readability?</b><br />
Readability is all about how well text can be read and understood, and it can be thought of as having two equally important sides: contextual and visual. The contextual side focuses on how well text can be understood by the reader. A writer can influence this with choice of words, number of syllables, sentence length, etc. <a href="http://en.wikipedia.org/wiki/Readability_test" target="_blank">Several tests</a> exist to determine contextual readability, and you can use <a href="http://www.read-able.com/" target="_blank">free online tools</a> to test your own <a href="http://blog.integratedlearningservices.com/2010/04/visual-storytelling-lessons-from.html" target="_blank">writing</a>.<br />
<br />
On the other side, visual readability is determined by how well text can be seen and sent to the reader’s brain to be processed. While this is traditionally a <a href="http://blog.integratedlearningservices.com/2010/04/visual-storytelling-lessons-from.html" target="_blank">graphic design</a> role, everyone is probably familiar with at least some of the many small factors that come together to affect overall visual readability. Most of these factors fall into two categories: typography and spacing.<br />
<br />
<b>Typography</b><br />
<ul>
<li>Font choice</li>
<li>Text size</li>
<li>Text color (contrasted with background)</li>
<li>Text weight (how bold text is)</li>
</ul>
<br />
<b>Spacing </b><br />
<ul>
<li>Legibility (how far apart letters are)</li>
<li>Line & paragraph length</li>
<li>Line height (distance between lines of text)</li>
<li>Margins and <a href="http://blog.integratedlearningservices.com/2012/07/using-white-space-for-clutter-free.html" target="_blank">white space</a></li>
<li>Distance of text to other elements (images, other text, etc)</li>
</ul>
<br />
Unfortunately, many eLearning development tools don’t have strong spacing options, and it’s usually up to the developer to work within the confines of the tool to ensure a reasonable amount of space is used. This may require some extra pixel pushing, but in the end is well worth it.<br />
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Below is an example of a block of text where no attempt to improve visual readability has been applied.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihC6xTM0M_ipdSkKQMKcYwT4nDjOKLbIlbdvAQnEcouQuA2uH4rXjxC0WYumgYB-Nz2Uf9zoikjwCTUqBGVwAzX1wHt8kJydrBt6QysEXGHvPgC83GD6PWcf6Nwn8EVdEYINgaHKcAoyQ/s1600/Text1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihC6xTM0M_ipdSkKQMKcYwT4nDjOKLbIlbdvAQnEcouQuA2uH4rXjxC0WYumgYB-Nz2Uf9zoikjwCTUqBGVwAzX1wHt8kJydrBt6QysEXGHvPgC83GD6PWcf6Nwn8EVdEYINgaHKcAoyQ/s320/Text1.PNG" width="320" /></a></div>
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Contrast that with this other example with visual readability improved:<br />
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<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyPvUujvCWaOqIHodIf7LmXAtrDIIxkjWnM3WBdAKH648M2diGd2SE42X9VOrM14U6XcO1Z8MCDntNy3pFkVGyEbbJJlPz-MqGwaWuvQMSf90u-D8lnGdkGGSOttcCSF4TUq1_yPywz7I/s1600/Text2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyPvUujvCWaOqIHodIf7LmXAtrDIIxkjWnM3WBdAKH648M2diGd2SE42X9VOrM14U6XcO1Z8MCDntNy3pFkVGyEbbJJlPz-MqGwaWuvQMSf90u-D8lnGdkGGSOttcCSF4TUq1_yPywz7I/s320/Text2.PNG" width="320" /></a></div>
<br />
The overall effect is achieved by the factors previously listed, such as contrasting the text headers from the main body with size and font choices, and applying improved spacing through line height.<br />
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The end result is text with greater visual readability. This removes a barrier to learning retention as it gives the reader’s eyes and brain a break, so a learner can focus more on processing and storing the content itself. Plus, it’s more pleasing to the eye and inviting. All the more reason to keep eLearning readable.<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Joseph Suarezhttp://www.blogger.com/profile/06768416079555182568noreply@blogger.com0tag:blogger.com,1999:blog-839979988539109204.post-24324389978359932462012-07-26T09:02:00.000-04:002012-07-26T09:02:24.404-04:00Accomplish Spaced Learning with eLearning<br />
<i>By Shelley A. Gable</i><br />
<br />
Most of us know that cramming isn't a very effective learning strategy. At least not for long-term <a href="http://blog.integratedlearningservices.com/2010/10/6-techniques-that-stimulate-recall-in.html" target="_blank">recall</a>. Some of us figured it out on our own in school, and some of us were warned about the perils of cramming by our parents or teachers.<br />
<br />
<b>So why do we sometimes design our training to be like cram sessions?</b><br />
<br />
Think full-day (even multi-day) workshops crammed with more product information, or <a href="http://blog.integratedlearningservices.com/2011/05/what-does-mlearning-participant-look.html" target="_blank">sales</a> skills, or whatever, than anyone could possibly absorb in that amount of time.<br />
<br />
Hermann Ebbinghaus could've also warned us about cramming back in the late 1800s. Ebbinghaus was among the earliest researchers to contribute to our understanding of learning and memory. And although his work is over 100 years old, the findings related to cramming -- or rather, spaced learning -- are still relevant.<br />
<br />
The concept of spaced learning is pretty intuitive, really. <span style="background-color: white;">It suggests that we retain newly learned knowledge longer when taught repeatedly over a period of time. But simply repeating the exact same learning activity several times isn't the way to go. After all, even an attentive learner may accidentally zone out when listening to a lecture or reading a passage for a second (or third, or fourth) time. So, the trick is to ensure there are variations. In an educational setting, this can be an advantage of study groups. Even if the group gets together a few times to review the same material, the conversation is likely to differ somewhat during each meeting. This not only helps <a href="http://blog.integratedlearningservices.com/2011/01/emphasizing-doing-in-nine-events-of.html" target="_blank">maintain learners' attention</a>, but it can also help plant the knowledge more firmly into long-term memory and create more triggers to assist with recall later.</span><br />
<br />
<b>The flexibility eLearning offers makes it a practical way to accomplish spaced learning within a training design.</b><br />
<br />
With <a href="http://blog.integratedlearningservices.com/2010/08/dont-convert-redesign-instructor-led.html" target="_blank">instructor-led training</a>, a single-day workshop may offer the most logistically convenient and seemingly cost-effective approach. With the flexibility of time and geography that eLearning offers, reinforcing content repeatedly over time becomes more feasible.<br />
<br />
<b>How might this work?</b><br />
<br />
Imagine a course on troubleshooting equipment failures. An initial course (taught by an instructor or via eLearning) might introduce some problem-solving principles, perhaps teach learners how to use available <a href="http://blog.integratedlearningservices.com/2012/06/teach-learners-to-use-job-aids.html" target="_blank">job aids</a> or other <a href="http://blog.integratedlearningservices.com/2011/05/make-learning-supportive-and-available.html" target="_blank">performance support</a> tools, and then provide practice opportunities with basic and intermediate <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html" target="_blank">scenarios</a>. The next week, you might prompt learners to complete an eLearning exercise of more basic and intermediate scenarios. The following week, learners complete another eLearning exercise of scenarios, this time moving toward more advanced problems. With multiple sessions building learners' skills over time, they may be more likely to have truly mastered the material <span style="background-color: white;">in a way they can recall later...as opposed to simply reflecting on a whirlwind workshop that seemed good at the time, but seems quite fuzzy later.</span><br />
<span style="background-color: white;"><br /></span><br />
<b>Have you tried this approach?</b><br />
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If you've used eLearning with a spaced learning design, how did it work out? In what ways was it effective? And what challenges did you encounter?<br /><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-74803945168567261942012-07-18T09:20:00.002-04:002012-08-14T23:01:27.556-04:00Using White Space for Clutter-Free eLearning<i>By Joseph Suarez</i><br />
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Imagine two scenarios. First, you are driving in a car down an open road with the windows down. Second, you are standing in a crowded bus stuck in traffic. Now imagine how the available space around you in each scenario would make you feel. <br />
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Chances are the car seems less stressful and more inviting (no offense to public transit). That almost claustrophobic feeling of being on the bus with little to no breathing room is exactly how our eyes perceive a document, presentation, website, or eLearning course without a healthy amount of white space.<br />
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<b>What is White Space? </b><br />
It is a visual design term for the negative space around and between visual elements (positive spaces). On the web and in eLearning, these positive spaces typically show up as text, graphics, video placeholders, buttons, form fields, etc. White space, then, is the dark matter, the absence of any positive element.<br />
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The term white space seems to imply color, but negative space is not necessarily white. A great example of this is the <a href="http://bing.com/" target="_blank">homepage for Bing</a> - Microsoft’s search engine. While the white space on Google’s homepage is actually white, each day a new high quality photo is used as a background element for Bing’s homepage. Both employ highly effective use of white space around the positive space of a logo and search box.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsV5ToDDS-rq8bWsDclqFEx5kmNHhYRdPsCuMYsQuOzXEtq6YTLrO_SrtkyAVVto-xRroYjKsLBQaKyGjzRyWuTaAJng0vCHEtKwWQBhlHRZTXWWy5MRsu0yRLDDfN3GZML60N6SahL34/s1600/WhiteSpace-Examples.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsV5ToDDS-rq8bWsDclqFEx5kmNHhYRdPsCuMYsQuOzXEtq6YTLrO_SrtkyAVVto-xRroYjKsLBQaKyGjzRyWuTaAJng0vCHEtKwWQBhlHRZTXWWy5MRsu0yRLDDfN3GZML60N6SahL34/s400/WhiteSpace-Examples.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Two search giants using white space effectively. Click to enlarge.</td></tr>
</tbody></table>
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Generally, when white space is used effectively, it conveys a more professional and possibly sophisticated look and feel. Luxury brands, cosmetics, and of course Apple often use this to their advantage to convey simplicity and elegance. <br />
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Contrast this with a typical direct mail flyer stuffed into everyone’s mailbox where white space is actually considered a bad thing. Direct marketers may make more money cramming as many ads on a single piece of mail as possible, but the vast majority of the time the rest of us are better off using more white space, not less. This is especially true for eLearning courses and presentations.<br />
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<b>Striking a Balance</b><br />
Using white space effectively requires a strong balance between positive and negative spaces that matches the visual design, marketing message, and/or learning objectives. When that balance is struck, it has the following advantages:<br />
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<li>Improves <a href="http://blog.integratedlearningservices.com/2012/08/keeping-elearning-readable-visual.html" target="_blank">readability</a> – the ability of text to be seen and scanned </li>
<li>Can portray a more sophisticated or elegant look and feel</li>
<li>Looks more professional, and gives the impression it’s worth someone’s time</li>
<li>More effective at communicating a message and aiding learning retention</li>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXlLCE-IgWhyphenhyphen9g7VhETR5hdJIIGTTZCrR7__EbnzzuLW6W0FBp_acAGK_llWwttnArQT9_Rx-sPAoRTXglTTgXCv9BhYztIe5jNJG7PWgJoxjs4h0ZRlaX4ewIqF_WldZo3gC5X8vwons/s1600/WhiteSpace-Examples2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXlLCE-IgWhyphenhyphen9g7VhETR5hdJIIGTTZCrR7__EbnzzuLW6W0FBp_acAGK_llWwttnArQT9_Rx-sPAoRTXglTTgXCv9BhYztIe5jNJG7PWgJoxjs4h0ZRlaX4ewIqF_WldZo3gC5X8vwons/s400/WhiteSpace-Examples2.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Apple.com using lots of white space effectively.</td></tr>
</tbody></table>
Presentations and eLearning courses with pages filled wall to wall with text are uninviting, unprofessional looking, and <a href="http://blog.integratedlearningservices.com/2011/04/what-makes-elearning-boring.html" target="_blank">just plain boring</a>. That type of design (or lack thereof) is less effective than one where an emphasis has been placed on visual design.<br />
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<b>Seeing the Negative Space</b><br />
So much of developing training material such as eLearning courses and job aids involves the content. It takes a different mindset to see the empty spaces between the content and design accordingly. Here are a couple techniques you can use:<br />
<ul>
<li>Highlight everything on screen (Ctrl+A). This should outline every positive element in most applications, and allow you to see exactly where the white space is. </li>
<li>Think of every page element (or group of elements) as having a reverse magnetic field that repels other elements away. The more spacious the overall design, the stronger the repelling force becomes. </li>
</ul>
Once you begin to see the negative space, you can tweak the design to space elements more effectively, decide what is crucial, and possibly eliminate unnecessary elements. <br />
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So remember, just as you would rather be cruising down the road in a car with the wind blowing through your hair than be stuck standing on a bus in traffic, so too does the end user of your design yearn for balance between positive and negative design elements. Leave the clutter for junk mail.<div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Joseph Suarezhttp://www.blogger.com/profile/06768416079555182568noreply@blogger.com1tag:blogger.com,1999:blog-839979988539109204.post-63454067980274140932012-06-27T20:05:00.000-04:002012-06-27T20:05:26.736-04:00Is Your eLearning Effective for Dummies?<div>
<i>By Shelley A. Gable</i></div>
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I recently started teaching myself how to play harmonica with the help of a book from the <i>For Dummies</i> series. And I'm impressed. These guys are good instructional designers.</div>
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That said, I realize that the point of these books is to instruct. But that's the point of a lot of books, and not all of them do it well. So kudos to them.</div>
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And that got me thinking...</div>
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<b>What, exactly, are they doing right?</b></div>
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And...</div>
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<b>Am I doing those things right when I design an eLearning lesson?</b></div>
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As I started to sputter out a few tunes on my new harmonica, I made it a point to notice the instructional tactics that were most helpful for me. </div>
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<b>Modular chapters</b>. Each chapter begins with a concise list of what you will learn about. And while the chapters build sequentially (foundations to application, simple to complex, etc.), they're written in a way that allows me to jump around between chapters. In my case I was eager to play, so I jumped past the foundational chapters and skipped ahead to the chapters that taught notes and simple songs. After feeling satisfied with some initial tinkering, I went back and read the earlier content on technique. Creating this type of flexibility can help initially <a href="http://blog.integratedlearningservices.com/2010/07/7-techniques-to-capture-attention-in.html" target="_blank">gain attention</a> and then <a href="http://blog.integratedlearningservices.com/2011/04/what-makes-elearning-boring.html" target="_blank">maintain engagement</a> of a variety of learners.</div>
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This flexibility can work well with <a href="http://blog.integratedlearningservices.com/2011/05/making-scenarios-realistic-in-elearning.html" target="_blank">scenario-based</a> eLearning. Imagine opening a lesson with a scenario or <a href="http://blog.integratedlearningservices.com/2011/11/building-elearning-scenarios-in-working.html" target="_blank">case study</a>. Learners who like to tinker can dive in immediately, perhaps clicking "hint" buttons or accessing <a href="http://blog.integratedlearningservices.com/2012/06/teach-learners-to-use-job-aids.html" target="_blank">job aids</a> as needed. Having the option to work the scenario right away keeps them engaged and helps avoid the zoning out that can come with being forced to read introductory information first. Learners who prefer more guidance could opt to review a job aid or a demo first. Having this route available can benefit learners who become overwhelmed when pushed into something too quickly. Everyone wins.</div>
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<b>Conversational tone</b>. The book's friendly voice helps create a feeling of learning from a personable instructor. It's even entertaining at times. That conversational, natural language also helps make it a quick, easy-to-understand read. That means less re-reading to comprehend a sentence and more time spent learning. </div>
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When you draft training materials, do they read more like a traditional textbook or a casual <a href="http://blog.integratedlearningservices.com/2011/01/social-media-vs-social-learning.html" target="_blank">blog post</a>? If you're thinking textbook, does it have to be that way? Why not make eLearning read more conversationally?</div>
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<b>Consistent visual cues</b>. A hallmark of the <i>For Dummies</i> books is their consistent use of icons. I found the "tip" and "warning" icons most helpful. As I mentioned before, I was eager to just start playing. While I didn't have the patience to thoroughly read full paragraphs at first, their icons helped draw my eye to the important stuff, which helped me get rolling more quickly. I eventually went back to read the paragraphs for the sake of going beyond the bare basics.</div>
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Of course, eLearning can take advantage of icons in the same way. Using them consistently (and somewhat sparingly) can help ensure that even skimming learners notice critical information. And if they need more help to perform a task or complete a scenario, even skimmers will likely delve deeper into the content as needed.</div>
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<b>So how's my harmonica playing?</b></div>
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Well, after my first half hour with the book, I could play a mean <i>When the Saints Come Marching In</i>. And when I say "mean," I really mean something that's a bit off-rhythm and out of tune. Yet, surprisingly recognizable. Which I'm telling myself is a good start.</div>
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<b>What have you noticed?</b></div>
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If you've paged through a <i>For Dummies</i> book (or a similar type of series), what instructional qualities benefitted you? </div>
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<br /></div><div class="blogger-post-footer">©Integrated Learning Services, Inc. This <a href="http://blog.integratedlearningservices.com/">eLearning blog</a> is brought to you by <a href="http://www.integratedlearningservices.com/">Integrated Learning Services</a>, an eLearning design & development company. We hope you found this post helpful.
You might also be interested in our <a href="http://www.facebook.com/IntegratedLearningServices">page on Facebook</a> or <a href="http://twitter.com/InLearnings">Twitter feed</a>.</div>Shelley A. Gablehttp://www.blogger.com/profile/09825770637271735490noreply@blogger.com1