What are “strong questions”? Strong questions are the test questions that provoke recall and active synthesis of learning objectives. Not all eLearning developers are good writers though.
Writing strong questions to test learners’ capability is both a skill and a talent! Rest assured, with regular practice using these 8 elements, writing strong questions will soon be your talent!
As with any eLearning program, the final exam or the summative assessment is an expected end. Before learners even register for a course, they are keenly interested in the nature of the final exam.
Would it be an online LIVE assessment? Would it be a video submission, or would it be a project? While there are several options available for you to utilize in your course, there are some best practices developed to select the right final assessment format for your course. In this article, we share with you 3 strategies to develop original work activities towards the final assessment.
You’d be amazed by how much a calm, harmonious, and balanced mindset can change your life. The same rule applies to your online training.
In this article, I’ll share 7 Zen principles that every eLearning professional should know about.
A few years ago, when rapid eLearning development tools were in their infancy, the job of eLearning designers was fairly straightforward, and had very little to do with web standards. Courses were prepared using software products that were almost all based, to a greater or lesser degree on the Microsoft PowerPoint model of slides, templates and bullet points.
All that designers had to do was to provide a nice looking screen layout and graphics, add a few animations and activities and publish the course, which really meant exporting the lot to Flash. This would then be uploaded to and delivered by an LMS and it was out of their hands.
There’s a great deal of talk these days about how eLearning is moving off the desktop computer and onto a variety of mobile devices. The release of the iPhone in 2007, followed by the iPad three years later and a whole variety of other devices since then, has led to a rapid rethink of the ways in which content should be presented online – clearly, models designed for a standard desktop computer aren’t always going to work on devices with a much smaller screen.
Inevitably, the term mLearning was coined to cover this area, although many people still prefer to see it as simply a variant of eLearning, or of learning more generally. Either way, few can deny that it’s becoming more important, and that it also has a long way to go, albeit with neither the direction of travel nor the ultimate destination particularly clear.
Online work groups seems like a technical term, but it really is a collaboration teaching strategy in the eLearning environment. It gets tricky if certain dimensions are not handled with care. In this article, we illuminate those dimensions. It’s worth the effort as online work groups are the closest you can take your learners to the performance context of any industry.
There are a hundred reasons why online work groups created for an eLearning groups go awry. The ill-design and implementation of these work groups is the main culprit.
eLearning programs are seldom developed without videos. If you have ever experienced one without videos, you may have noticed how lifeless it is.
Videos add the “human” element to eLearning. The voice and the human footage create a sense of classroom environment that is so hard to create otherwise. In this article, we discuss some essential tips on creating eLearning videos.
Graphic design is a process of visual communication using elements such as type, space, images and colour. All of these are important in producing eLearning materials, so let’s look at them each in turn.
Content is obviously important, but a large part of the effectiveness of any learning material is the way it’s presented. When your learners are regularly exposed to hundreds of other exciting forms of graphic design in print, on screens and in the street, they won’t pay so much attention to materials that quite simply aren’t that good. But, what is “good”?
When adults join a training program, they bring with them two elements: they have varying levels of knowledge and they learn at varying paces. Competency-based training programs recognize these differences and match the training with the learner.
Unlike the content-based training, competency-based training programs focus on the trainer. This enables learners to move through topics on an as-needed basis.
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…