15-point Post-Course Evaluation Checklist for eLearning Developers

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Evaluating your eLearning course by the toughest judges – your learners, is the cornerstone of eLearning development. Receiving feedback from your learners enables you, the instructional designer, to improve your course.

Since iteration is a recurring step in the eLearning course design, it follows each time after the evaluation step.
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Evaluating Your eLearning

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So, your new eLearning course is ready to be launched and you are all excited about the prospects of “immensely” pleased stakeholders in your organization.

You know you have integrated the complete bells and whistles of an eLearning program: from using branched scenarios to interactive labeled diagrams. You even have a compelling storyline set in the backdrop of your organization. Your CEO is a cool lady who allowed you to use her cartoon version as an avatar to motivate learners. What more could you possibility need to add to your cauldron of successful spells?

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Interviewing Potential Online Facilitators

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Hiring an online instructor or a facilitator is one of the most significant decisions you may make for your newly launched course. Be wary of face-to-face instructors eager to teach your online courses. Online teaching is not the same as face-to-face instruction. It requires certain personality traits that help an individual succeed in the online medium.

Online instruction naturally demands more online contact hours than face-to-face instruction. Candidates should also be able to express themselves better in writing. They should be prepared to provide on-going support beyond the office-hours indicated in their job description.

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The stages of eLearning content development

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The most common question I hear as an eLearning Coordinator is this:

“Can we have this via eLearning?”

It’s my moment. I take my time, pretending I’m thinking it through, and after shaking my head, I reply:

“Yes, just tell me how much time and how many resources we have”.

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Action Mapping for ELearning

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Ever wondered why the best laid plans for eLearning go awry? Why the human resources managers are unhappy and why the employees fail to perform? This is despite the good scores they achieve in your eLearning courses.

Sure enough, you developed entertaining content, complete with game-show style quizzes. Your course registration and completion rates are better than ever. And the testimonials and ratings by employees are in an all time high. You even have an effective community-of-practice style conversations under your courses. Managers and senior executives sometimes join in and provide their insights on a recurring problem.

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The Power of What Others are Doing

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Staring at the blank screen or sheet of paper is every creative’s nightmare. E-learning professionals are not far from writers and designers in this sense, as in most cases they need to start from scratch and build a program that will truly add value, be aesthetically pleasing and is in line with the learning objectives of a company.

The easiest way to fight creative block is to simply glance over to what others are doing and copy what seems to be working for them. John Cullum’s character in the film Kill Your Darlings declares, “There can be no creation before imitation.” This seems to ring true for most people trying to come up with a new product or idea and being lost in doubt or lack of creative spark.

Yes, it is tempting to imitate the success of another e-learning program and in some cases, when done within reason, copying design, style and presentation is not illegal. However, just in as many cases, bare imitation without first considering the audience and specific goals of the program tends to fire back.
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Building an e-Learning Course: Content Strategies and Considerations

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There’s a saying in the real estate industry that the three most important aspects of a real estate property is “location, location, location”. In e-learning those three aspects would be “content, content, content”.

All the fancy gizmos (augmented reality, gamification, interactive multimedia and the like) won’t help you if your content is not up to the task ― the task being helping your students learn and understand the course’s subject matter, of course.

The generic advice we gave in previous posts still holds: it should be clear and succinct, well structured and divided into the appropriate lessons (or “chapters”), and accompanied with relevant as opposed to decorative examples, illustrations and media.

Beyond that, we cannot tell you in detail about how to write or structure your content because it depends on the particular course you’re offering and what better suits it.

Instead, we’ll have a look at what you should include in your course, taking into account what modern LMS platforms offer. Some of the advice (such as the need to have lessons) are seemingly obvious, but bear with us, as we delve into some issues course creators face, that you might not have thought.
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The Power of Simplicity

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More is better, bigger is better, shinier is better. Not necessarily when it comes to visual aesthetics in human-computer interactions.

Imagine opening a website looking for something specific, when all at once banners and pop-up ads start flashing at you, graphics are whirling, sounds exploding, text is blinking. The effect? You frantically start clicking and closing and minimizing… or you just become overwhelmed or annoyed and leave.

While not necessarily the case with training program design, there are instances when in the hopes of adding more functionality and value, course designers forget about the actual human experience of trainees.

First impressions are everything and looking at a program that does not immediately please us aesthetically makes us less inclined to enjoy interacting with it.

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Adapting elearning programs cross-culturally

Culture determines not only how one learns and what one learns but also what one perceives as important to learn – and the effects of culture on learners’ experiences in elearning can be profound. Culture affects social behavior, communication, cognitive processes, and how one interacts with learning technologies – all central components to elearning design (Vatrapi, 2008). Anybody who has taught multi-cultural classes innately understand this in those “lost in translation” moments – dead silence, hesitation, discomfort, lack of participation – all visual cues. But if you’re doing an elearning course, especially if it’s self-paced, trainers cannot know what’s going on at the other end for learners.  Continue reading