10 Common mistakes when developing and delivering an eLearning course: Part 2


In the first article, we explored the most common pitfalls that we’ve found eFrontPro users face. We also offered a few quick workarounds that can make your courses pop!

In this episode, we’ll dive deeper into what makes a well developed and appropriately delivered course succeed its goals, your goals. With no further ado…

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Announcing the end-of-life for eFront 3.6 branch, including eFront Open-Source

efront open source end of an era

It is with a certain sadness that we announce that we shall stop further development for the 3.6 branch of eFront by the end of 2015; this affects the open-source edition of eFront as well.

Our team will focus on eFrontPro, our reshaped vision for the next-generation LMS. We will keep supporting customers of Educational and Enterprise eFront editions up to the end of 2016. We shall also offer ample opportunities to upgrade to eFrontPro during this period.

References, downloads and support material for the open-source edition will be transferred to a new web-site during the next couple of weeks.

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Attributing Derivative Works in your eLearning Courses


There is always a gray line between using original ideas and adding your own to them to create a new idea AND to use the original idea as it is.

While attribution is needed in both scenarios, people often don’t attribute when deriving an original work and labeling it as their own.

In this article, we will share the latest updates on the correct way to derive existing material for your courses and how to attribute them legally. With your eLearning courses serving the international student body, it is better to be safe than sorry!

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10 Common mistakes when developing and delivering an eLearning course: Part 1

make your eLearning courses pop

You’ve acquired a Learning Management System. You’ve been sold a “Just In Time” eLearning tool that, apparently, anyone can use.

You have a laptop full of tired old PowerPoint presentations that are churned out every time there’s a need for another induction course, fire safety training or anything else that’s boring, but mandatory.

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5 parameters to measure in a post eLearning course evaluation

5 parameters to measure in a post eLearning course evaluation

No matter how experienced an Instructional and/or eLearning Designer you are, there will always be room for improvement. An eLearning course is still raw material until you fill that room.

How do you do that? Simply by asking the best people: the learners who have taken your course.

In this post, we will look at the 5 parameters you will need to take into consideration when you set up a post-course evaluation.
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Ways to Action-Map your eLearning Scenarios

5 Ways to Action-Map your eLearning Scenarios

Scenario-based eLearning is quickly becoming the main focus of eLearning design. This is owing to the fact that eLearning programs are required to emulate the real-world/job context of the learner.

You depict the real world by adding scenarios to your eLearning courses. Here are 5 effective ways to ensure your scenarios are convincing and yield authentic responses from your learners.

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The 18 Essential Steps of a Course Design

course design for smarties

An eLearning course design and development is a major project that needs to be handled using the formal protocols of a project management life cycle.

Here’s a good place to start if you are still in the “head scratching” phase of your new project. In this article we describe a no-nonsense list of 18 essential steps to deliver a successful eLearning project. Feel free to print and paste over your work area for quick reference.

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Everything you wanted to know about micro-learning (but were afraid to ask)

microlearning what is about it

Do you like microbes? If not, don’t worry because micro-learning has nothing to do with them, and is perfectly safe for your health.

Micro-learning (from the Greek word “micro” meaning small) is all about getting your eLearning in small doses, as tiny bursts of training material that you can comprehend in a short time (contrast with the hefty tomes you had to read at school to study a subject or the typical content-heavy eLearning class — which would be classified as “macro” learning).

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