QuickLessons y Riverside Business Technology se aliaron para apoyar a las empresas latinoamericanas en el desarrollo de contenidos de e-learning
Posted by Admin QL | Filed under News
Nuevos trayectos para el aprendizaje – 1º Parte: Pasos para desarrollar micro momentos de capacitación en las empresas
Posted by Admin QL | Filed under Best Practices
En un post recientemente publicado en Think with Google, Google se focalizó en la oportunidad que tienen actualmente las marcas para conectarse con los consumidores, a través de cientos de micro momentos que ocurren en tiempo real y que hoy forman parte de los trayectos de información y comunicación que propone la movilidad. Creo que los mismos conceptos aplican a la industria del aprendizaje, ya que las empresas y organizaciones desarrollan constantemente nuevas estrategias de capacitación, con el objetivo de involucrar y comprometer a sus colaboradores en relación a los nuevos trayectos de aprendizaje, que suceden en tiempo real y se constituyen a partir de micro-momentos.
La industria del aprendizaje está analizando cómo el micro aprendizaje y las experiencias breves de capacitación están teniendo un mayor impacto en las personas. De hecho, varias compañías están implementando modelos de producción y distribución del aprendizaje basado en píldoras de contenidos específicos, que les permitan a los estudiantes controlar su tiempo de aprendizaje y asegurarse que éste proceso se produzca en el momento en que se lo necesite.
Mientras que el momento de altas expectativas alrededor del micro aprendizaje se consolida, la discusión se centra principalmente en la forma de replicar tecnologías y formatos de plataformas de contenidos genéricos (como Facebook y YouTube), antes que en analizar cómo abordar adecuadamente los micro-contenidos.
Los proveedores de tecnología se apresuran por proporcionar funcionalidades mejoradas para crear, editar, optimizar y empaquetar este tipo de micro contenidos, principalmente el vídeo. Lo que falta es la contextualización adecuada de la experiencia de capacitación, que es justamente lo que hace aplicable y eficaz al micro aprendizaje. Por ejemplo, no es suficiente entregar a los alumnos vídeos cortos, como alternativa a los cursos de aprendizaje en línea tradicionales, por el simple hecho de hacer frente a los lapsos más cortos de atención.
Dando un paso hacia atrás, las encuestas impulsadas por Google -al analizar los micro momentos- destacan los comportamientos de los consumidores, que también aplican para los alumnos en nuestra comprensión de cómo desarrollar estrategias de capacitación y plataformas, que aborden eficazmente los micro momentos de aprendizaje. Algunos de ellos:
- El 62% de los usuarios de smartphones son más propensos a tomar medidas inmediatas hacia la solución de un problema inesperado o una nueva tarea.
- El 90% ha utilizado su teléfono inteligente para avanzar hacia el logro de un objetivo a largo plazo o un proceso de múltiples pasos, a través de pequeños pasos (es decir, las personas persiguen metas grandes en pequeños momentos).
- El 91% manifestó que busca nuevas ideas a través de los dispositivos móviles, mientras realiza tareas de rutina.
- Este año se han visto en YouTube 100m+ horas de contenidos del tipo ‘cómo hacer’ o desarrollar una determinada tarea.
Google ha categorizado a estos nuevos comportamientos impulsados por la utilización de móviles, en cuatro micro momentos a los que los consumidores se enfrentan a diario en sus experiencias como consumidores (ver ‘4 New Moments Every Marketer Should Know’): want-to-know (quiero saber), want-to-do (quiero hacer), want-to-go (quiero ir) and want-to-buy (quiero comprar). Los estudiantes hoy exhiben los mismos comportamientos, que deben ser abordados en la implementación efectiva de soluciones de micro aprendizaje.
¿Cómo generar micro momentos de aprendizaje efectivos? Siguiendo en el pensamiento inicial de Google referido al trayecto o las experiencias de los consumidores, podemos definir cinco pasos clave a tener en cuenta para abordar micro momentos vinculados a experiencias de aprendizaje:
- Mapear los momentos de aprendizaje, identificando las instancias en que los destinatarios de un proceso de formación necesitarán conectarse con el conocimiento que requieren para el desarrollo de sus tareas. Para empezar, la recomendación es centrarse en los momentos que no se pueden perder ni dejar pasar por alto, y avanzar desde allí.
- Entender las necesidades del alumno en el micro momento en el que accederán al conocimiento, preguntándose cómo mejorar la experiencia de aprendizaje. O bien: qué contenidos serían de mayor ayuda para ese instante en particular. Es central ponerse en los zapatos del estudiante.
- Contextualizar la experiencia de aprendizaje mediante el análisis del contexto, por ejemplo el lugar y la hora del micro momento, para ofrecer una experiencia de aprendizaje personalizada. Hacer coincidir el contenido con el momento y el lugar en que sus alumnos tendrán acceso al mismo.
- Optimizar la experiencia de aprendizaje durante el trayecto formativo de los alumnos, a través de todos los canales disponibles, con independencia de la organización o área que se propietaria del canal utilizado. El alumno es el enfoque a tener en cuenta para mejorar.
- Medir cada momento, cuando sea posible, y utilizar las mejores estimaciones posibles cuando una medición exacta no esté disponible. No deje que las brechas de medición impidan el seguimiento de todo el trayecto de aprendizaje.
Estos pasos son sólo el comienzo. Avanzar hacia una estrategia de aprendizaje centrada en el alumno y adecuada a los micro momentos que hoy impulsan los entornos de aprendizaje, requiere de un esfuerzo dedicado. Experimentar el uso de plataformas y formatos de micro aprendizaje es un buen punto de partida, siempre y cuando sea adecuadamente contextualizado en relación a los trayectos de aprendizaje que los estudiantes enfrentan cada día.
NOTA: Esta es la primera parte de una serie de artículos sobre los nuevos trayectos de aprendizaje, que espero continuar publicando.
Posted by Admin QL | Filed under Uncategorized
by Juan J. F. Valera Mariscal, gamification and management expert
The Digital Empire: from papyrus to the bit
If we look back through history at organization management we can notice that revolutions have started and empires have been built as a result of important changes in the processes and the technologies by which people have been led, organized and managed.
If we consider the example of the Egyptian Empire we see how innovation happened in the fertile and rich Lower Nile. The abundance of resources attracted several small tribes, but it wasn’t really enough to trigger the growth of a civilization. The decisive factor, or the reason why this human cell came to stay together and stand out, was the development of the communication technologies. On one hand the control of a great conductor of materials and ideas — the Nile, and on the other hand the expansion of writing, with a new code — the hieroglyph, on a new format — the papyrus, and with this the appearance of specialized experts — the scribes. This all made easier the transmission of ideas, values and data to improve the management of people and projects. What followed this basic, but evolved organization of a group of primitive and isolated people was a world-powerful empire full of prosperity throughout centuries of expansion.
As far as we can see, at the base of organizational development there is a strategic project that cannot be realized if it’s not possible to communicate it in a way that can be shared, meditated on and supported by the rest of the people involved. There is real power in having a communication strategy, and in having the knowledge and use of the right resources and technology.
Nowadays in people management, their coordination, orientation and motivation can be stored in electronic formats, but just like with the papyrus, by itself this information brings us no closer to growth if it’s not used in an effective and efficient way. The staff in charge of managing people and the Human Resources professionals must be prepared to get the most benefit from the new systems and tools available today. For this reason it’s fundamental to be aware of the new trends in innovation and technology to get maximum results.
Now we have a new Nile, the internet, and our new papyrus, the bits.
Big Data: From static to dynamic information, from the painting to the video
From the beginning of the 21st century, the expansion of computerized online solutions started to add speed to the processes, for example in recruitment with the jobsites, in skills evaluation with e-testing and e-assessment tools, in internal communication with a company’s intranet, and in competencies management with the different HR modules included in ERP software. These solutions are designed for a traditional, centralized and horizontal structure in the model of earlier organizations of the previous centuries to automate and accelerate the operations and processes. Their primary purpose, their original design is neither to share, nor to add more support or contribution. Fortunately, for those people who are interested and know how to use them properly, those tools are an efficient and easy source of information, quick enough to allow more than a static report of the situation in a concrete moment, and useful enough to provide a dynamic vision of the data in a continuous evolution.
I argue that we can have better management and more valuable information, leveraging this easy access to the data provided by the technology. To use a metaphor, we can switch from the picture of a moment to the video of what’s going on.
It’s a decent idea, but it implies that we have the knowledge necessary to manage the amount of data presented by these systems. The bottle neck of information is caused by the limits of our own human perception and our inability to process the data. To the rescue comes the new wave of integrated solutions in two concepts: Business Intelligence (BI) and more recently, Big Data.
Nowadays, the massive use of data is truly working in fields such as marketing and social research. Its entrance into people management is imminent and HR professionals must be aware of the technology trends and they must have the skills to use the technology. They must be informed as well about the ethical and legal implications, so as not to become “Big Brother” instead of just the consumers and analysts of Big Data. The boundaries of privacy, personal freedom, and autonomy must be respected.
HR 2.0: From the pyramid to the Net
Since the first administrative Egyptian organization, it has been a gradual evolution through five thousand years of history with mostly subtle changes. Not so much the case in the last two centuries — from the Industrial Revolution of the 19th century, to the cultural spread of the 20th century, and now, most of all, with the arrival of the digital revolution at the end of that century. This last revolution introduced us to a new context of unprecedented innovation since the invention of writing. Right now the changes are happening at full speed, in less than a generation span and it’s urgent to be conscious of the new trends and their importance.
If we have to select a symbolic shape to represent the organizational structure model prevalent for the last five thousand years it would be for sure the pyramid. Until the 20th century the dominant model was horizontal, where all the power, control and data processing came from the peak of the organization.
The maximum organizational intelligence was that of one person, or a small group in charge. The base of the structure was supposed to take care of the operational part and the people assumed the slogan “I am not paid for thinking,” therefore damaging the innovation and the organizational development.
Nowadays computerization allows most of those operational procedures to be done by mechanical or digital systems, and not by employees in the base of the organization, as it used to be.
With the arrival of concepts such as Web 2.0 and social networks, the (relatively easy) access to data, and the globalization of knowledge, it is now possible to count quickly on the contribution of the multiple intelligences of the company, if they have the will to do it. To take advantage of new opportunities, the dominant structure should be more decentralized, ubiquitous, and mobile, a network. The intelligence should be well-distributed and each element should be able to add value and ideas from any device or any place.
This includes the challenge of delegating functions, to give empowerment and maintain the loyalty of the people towards the organization and its success. The agile and flexible organizations, with a great capacity to innovate and adapt quickly to change, should know how to take advantage of the internal social network of connected intelligences.
The responsibility of talent management must be shared by the entire organization. All managers should be people managers, and each person should be proactive when it comes to managing his or her own talent. The new department of Human Resources is transformed into a facilitator and a promoter of the new trends. It is there to guide towards the strategic goals and to conduct the energy with shared responsibility. The initiatives start more often from the right place, with more customized and quicker actions in the network management model, than they ever could in the model of top-down -management.
In Human Resources it’s essential that the professionals know the technology, and at the same time they must remember that the human being is the center, because without this center, the model cannot work.
Gamification, from effort to fun
In this new technological and human context, if we want to develop a Project we need to go from imposition models to engagement ones. It’s not enough to share the objectives and interests of the organization; we should also understand the personal interests of the people. And if we analyze the motivation studies, the economic behaviorism, the positive psychology and the testimonies of several people with their personal experiences, we will find some common interests in the people engaged with their work:
- Meaning: people search for a meaning in their acts. This can be circumstantial, personal, transcendental or epic, but there will be no commitment if the only reason is perceived as an imposition.
- Autonomy: people want to be the masters of their destiny. Professionals are where they are after studying so many years and accumulating in the meantime a lot of experience. They want to put into practice their ideas, to have the power to take their own risks and participate. They want to feel ownership over their projects, to be part of the success or the failure, all of which is part of the learning process.
- Development: people need to feel that they are growing, that our activities let us grow as a person. Nevertheless, in some cases the professional experience is very frustrating. Some people feel that despite the effort they make every single day, at the end they are always in the same place. We need to break that Sisyphus Syndrome and realize that our effort makes us progress and improve.
- Social Interaction: finally, we need to value the social interaction with other people.
These are intrinsic motivators, and they are what make it possible for employees to feel engaged. These motivators are summarized in the acronym coined by Daniel Pinkin — RAMP: Relatedness, Autonomy, Mastery and Purpose.
This implies a new approach to how to do things and changes the design of the processes and the activity itself. When we look around we find again a new trend in management that can help us, and the inspiration comes from the videogames industry. The videogames industry surpasses the cinematographic sector and is one of the fields with the most growth in the last years. There are more than 1.2 billion users and the sales exceed 74 billion dollars. Videogames have the capability to generate the engagement and motivation that the companies need in their employees.
The new trend inspired by the videogames is Gamification, applying the elements and thought models of videogame design to other environments, in our case applied to the management of people, also called “Internal Gamification” in the enterprise.
Analyzing the application of Gamification in recent years, we can already see qualitative and quantitative benefits. Among the qualitative benefits we can find a better experience at work. Gamification, as do videogames, focuses the attention on the positive aspects, in the advance more than in the effort. We are interested in the process, and not just the results.
For example, during a sporting match, the plays, the relationship between the team members, and the joy of playing are valued more than the suffering, the pain, the effort or injures. During the work day, usually the negative aspects are most present in our thoughts: boredom, and monotony. Gamification breaks the boundary between work and fun because it considers that the design of the activity is what makes it pleasant or not, and not the activity itself. Therefore in gamified contexts we can find a better user experience, an important fact that can have the following advantages:
- Increased the engagement with the project, the company or the activity.
- More motivation, participation and autonomy.
- Better organizational alignment and participation.
- Faster rate of learning in training.
- Immediate access to the information about individual progress and achievements.
- More opportunities to express success in several versions and generate collaboration among the participants.
- Promotion of best practices.
From a quantitative point of view we can simply say that we can achieve an improvement in results. In fact, the first thing we must consider in designing a successful gamification project is the business goals. From here, we can analyze the behaviors required to succeed, which type of design we need, and the right tools to promote this.
A couple of examples:
1. Liveops Case
- Objective: convert the call center agents into brand ambassadors, measured by shorter call times and improved customer satisfaction rate
- Achievements: onboarding time was reduced from 160 hours to 14 hours and participating agents out-performed peers by 23% in average callhandle time and boosted customer satisfaction by 9%.
2. BBVA GAME Case
- Objective: improve the relationship between the bank and the clients through the Web and at the same time improve the financial culture using informative corporate videos.
- Achievements: in the first year there was a fifteen-fold increase in the fans of the social network and a thirty-fold increase in the displaying of the videos. The time people stayed on the Web was doubled.
Gamification is successfully applied today in several different fields: recruiting, hiring, internal communication, training and development and change management, just to name a few.
Gamification is inspired by games but with a great scientific component based on years of psychological research. It’s the result of a multidisciplinary collaboration: designers, psychologists and technicians, among others. Today we are already a big group of professionals devoted to designing gamified environments and tools that can help companies to better know their people, promote their motivation and encourage their professional progress. At the same time, we will have a richer work experience, with better business results.
The future is encouraging the new leaders and HR professionals to understand the basis and applications of gamification and ideally, think as a game designer in both personal and professional life.
We are living a historical moment, key to people and organization management. This is a landmark that implies a paradigm shift, a new vision of the world and of management, with some cultural and intellectual changes. Those changes demand some effort but they constitute an advantage, bringing both tangible and emotional benefits. As it happened after the Neolithic revolution with the birth of writing and the appearance of agriculture, nothing will be the same afterwards. Let’s look towards the future, rather than end up like professional salt statues, left behind in the middle of the way.
We have a new empire with a net of interconnected “Niles” where we all can be scribes or high priests. Things are not anymore as the Pharaoh said. In fact, the Pharaoh is dead in the organizations, and the pyramid rests in the desert as a symbol of the past.
Juan J. F. Valera Mariscal is a Gamification and management expert and Author of “Gamificación en la Empresa,” the first book of its kind in Spanish specializing in HR and internal Gamification. It has quickly become a reference for the Spanish speaking population worldwide, for those who want to have a comprehensive introduction of how Gamification is applied in companies. A consultant, executive trainer, and professional coach, he has a degree in SocialPsychology and a Masters in Human Resources Management. He has trained over 4000 professionals for some of Spain’s most important enterprises, including Airbus, Telefonica, Vodafone, IBM, BBVA, Renault, and Philip Morris.
Posted by Admin QL | Filed under eLearning
(e-Learning Queen) Research by cognitive psychologists has suggested that motivation is often based on fundamental human needs, and that all are critical in factors in everyday life, such as job satisfaction, effective reward systems, team performance, and goal persistence.
However, not every theory covers the same territory, and it’s useful to take a look at some of the most influential theories and compare them, as well as relate them. The theories examined are the following:
• Maslow’s Hierarchy of Needs
• Herzberg’s Motivation / Hygiene (two-factor) Theory
• McClelland’s Need for Achievement Theory
Because motivation is so highly individualistic, and it can vary so dramatically between people, it is important to consider a wide range of explanations and mechanisms. The results are important not only for optimizing satisfaction (and performance) in the workplace, but also in developing a dynamic organization that emphasizes constant, continual, and outcome-focused learning and skills development. It then follows that there can be a predictive relationship in performance.
Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of Needs (1954) posits that there are five ascending levels of needs, and if a lower-level need is not met, then the individual will essentially stay “stuck” there and be unable to ascend to the highest levels (Ego and Self-Actualization).
1. Physiological needs. Food, water, shelter, and sex are survival needs and all humans must possess them. If they do not, all their waking moments will be obsessed with obtaining them, which will preclude the ability to achieve higher order levels of existence.
2. Safety needs: Humans need to feel protected against danger, threats and deprivation. This applies not only to physical needs, but also job security.
3. Social needs: Humans need to give and receive love, friendship, and affection. They need to feel they are a part of an accepting group. If the first two levels of needs are being satisfied, then an individual will start to be aware of a lack of friends or associates.
4. Ego needs: If the other needs are being met, humans will turn to their ego needs and will seek achievement, status, recognition from society and associates / peers.
5. Self-actualization needs: These are the highest levels of needs and they occur if the previous four levels are satisfied. Self-actualization relates to the individual’s own quest to realize what he or she perceives as his or her potential.
Although it’s true that one cannot really focus on self-actualization without meeting the lower-order needs, not everyone will ever be interested in the higher level needs. It really depends on their level of aspiration and attitudes / beliefs.
Herzberg’s Motivation Hygiene Theory.
According to Herzberg’s findings, motivation to accomplish work is a factor of satisfiers and dissatisfiers.
• Satisfiers include achievement, recognition, the work itself, advancement, growth, responsibility.
• Dissatisfiers include company policy, supervision, working conditions, interpersonal relations, salary, status, job security, and personal life.
For Herzberg, an organization can do a great deal to improve the “hygiene” which is to say that “hygiene” refers to removing as many negative elements as possible. So, Herzberg devised a process:
1. Identify the type of hygiene to use and eliminate toxic elements (often are extrinsic factors)
2. Enhance the meaningfulness of the job itself, make people feel responsible for the outcomes, and give feedback (often are intrinsic factors)
McClelland’s Need for Achievement Theory
According to McClelland’s research, people are motivated in the workplace by a need to achieve and also to receive recognition for their work.
Important factors in the need to achieve include the ability to define what it means to achieve, and that achievement is meaningful, perceived, and recognized by people whose opinions are meaningful to the individual.
1. Achievement involves personal responsibility (and thus, clear credit for work done)
2. Successful and continuous achievers know how to set goals that are not too high, but which are achievable (and tend to be moderate). They also take “calculated risks” and thus their risk-taking behavior is carefully modulated
3. It is important to give concrete feedback in order to reinforce the fact that the achievement has been realized, and also to improve processes in the future (to assure continuing achievement).
Relating the Theories
When one takes a look at the three main theories, it’s clear that they involve many of the same concerns; namely, achievement and also the perception of how and when achievement is accomplished.
Maslow and Herzberg’s theories work well together to discuss and explain the conditions that must be present in order to motivate individuals and also to set the stage for learning and performance.
Both Herzberg and McClelland include the need for achievement and they look at them as basically intrinsic motivators, which means that in order to motivate, efforts have to be expended that will create feedback loops as well as reinforcement and self-perpetuating dynamics that tie to achievement, recognition of achievement, and eagerness to achieve again (and thus repeat the positive experience).
Herzberg, F. (1966). Work and the Nature of Man. New York: Thomas Y. Crowell Co.
Maslow, A. H. (1954). Motivation and Personality. New York: Harper and Brothers,.
McClelland, D. C. and Johnson, E. W. (1984). Learning to Achieve. Glenview, IL: Scott, Forsman, & Co.
Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor, and McClelland. ERIC
Blog post authored by: Susan Smith Nash, Ph.D.
Source: e-Learning Queen
Posted by Admin QL | Filed under Better eLearning
Learning should be self-directed. L&D departments should provide resources for people to access and then get out of the way. Allow your employees to access the resources they need, whenever they need them. Heck, most people find what they need just by doing a quick Google search.
The L&D department of the future is less about an army of instructional designers pushing training out to the masses and more about being nimble, responsive to needs, curating resources and putting them where people can find them, while providing on-demand performance support.
I’ve been reading a lot of articles and engaging in a lot of conversations with other learning professionals lately, and this seems to be the prevailing attitude.
It makes sense. A McKinsey study I like to cite from time to time says companies spend $100 billion (with a “b”!!!) each year on training initiatives around the world and only 25% of those initiatives actually show measurable results. With numbers like that,pushing training out is definitely wasteful. Professional development is something that should be “pulled” by employees, when they need it.
“Learning Zealot” Mark Britz shared his organization’s experience creating more of a “pull” learning culture last week in an article entitled Money Talks, Bullsh*t Walks. Author and all-around learning revolutionary Clark Quinn expanded upon the idea yesterday in a short post on his blog.
I like the idea of training and professional development that should be pulled. Mostly.
On the other hand, training and professional development programs aren’t necessarily all about the return on investment. They’re not always about whether people walk away immediately being able to do something new or differently or better.
Sometimes pushing a training program is necessary. Sometimes supervisors should require their employees to attend certain training programs. While the employees may not do anything right away with what they’ve learned, sometimes a seed is planted. Sometimes a new idea that a self-directed learner may never have thought to expose him or herself to will be presented.
Diversity training is a prime example of this. Sending employees to an industry conference or association’s annual meeting to gain exposure to new trends and technologies is another example. I could go on.
Self-aware, self-directed learners with an enlightened L&D department of the future and an effective manager is great. Maybe it’s even the ideal situation. Yet even the most self-aware, self-directed learner needs to be nudged into new and challenging directions in order to continue to grow. And pushing learning onto them from time to time can be a key piece of their development.
Source: Train like a champion
Posted by Admin QL | Filed under Best Practices
Interview with Julie Dirksen (www.usablelearning.com), a consultant and instructional designer with more than 20 years’ experience creating interactive e-learning experiences for clients ranging from Fortune 500 companies to technology startups to grant-funded research initiatives. She loves brains, and games and evidence-based practice. Her MS degree is in Instructional Systems Technology from Indiana University and she’s been an adjunct faculty member at the Minneapolis College of Art and Design. She wrote the book ‘Design For How People Learn and she’s happiest whenever she gets to learn something new’.
Julie participated in the ATD 2015 Science of Learning session with David Rock (Director at NeuroLeadership Institute) and Karl Kapp (Professor at Bloomsburg University).
Which premises should consider an instructional designer to do his/her job effectively today?
Julie Dirksen: I think the biggest challenge facing our field is that a lot of our current work is content delivery. Much of what we do in L&D is to collect and package up content in an easily digestable format for learners, but in the long term that work is going to be replaced by content strategy and intelligent content that resides in content management systems. L&D will still have value, but it will be in areas like performance support, behavior change and social learning environments. Those are the areas Learning & Development should be focusing on.
What are the main keys to improve the user experience in e-learning projects?
The simplest tool is basic user testing. I frequently ask groups of elearning people about how many of them are doing user testing of their courses and digital tools. It’s always less than half the people in the room, and often just one or two people. With remote meeting tools, user testing has gotten incredibly easy too! You can just have your user share their screen and watch them go through the course. It’s amazing what you learn that way. Besides that, I would say Contextual Inquiry (otherwise known as job shadowing) and prototyping are the other key skills. UX practitioners are also doing some interesting work in visually mapping the users’ experience as well.
What recommendations can you do to increase students’ engagement levels in instances of online learning?
Usually the best tool is to give them an interesting problem to solve or a challenge scenario to respond. Then people have a reason to learn your content — it’s in service of solving the problem. There’s a curriculum designer who creates whole math lessons for kids (around single questions like “Should people with bigger feet pay more for shoes?” Basically, as long as there’s a immediate question or need for the learner, then it’s much easier for them to pay attention.
How important is the integration of social learning, mobile learning and game-based learning in e-learning projects?
I’m really interested in game-based learning, but not for the obvious reasons. I love good learning games, but I’m also interested in game design because game designers know an incredible amount about developing the skills of their players. I think game designers approach skill development at an incredibly sophisticated level, and there’s a lot we could learn from that as instructional designers.
Social learning, and growing good learning communities is going to become a critical skill for instructional designers, because the speed of change is too fast for any single individual to keep up. Frequently, SOPs and Manuals are out of date before we can even finish the proofreading. There will still be a place for formal documentation, but if people need up-to-the-minute answers on how to get work done, they are going to need access to a strong community.
LINGOs and PM4NGOs Announce Over 10,000 Development Workers Have Completed a Project Management Certification
Posted by Admin QL | Filed under LINGOs
LINGOs, a non-profit organization focused on certified project management training for international aid and nongovernment organization (NGO) workers, today announced that 10,000 workers across 70 countries have completed the NGO sector’s leading Project management certification, PMD Pro.
In recognition of this milestone, LINGOs released a report detailing both the challenges humanitarian and development workers face when managing complex projects around the world as well as how PMD Pro has empowered them with a much-needed common and accesible approach to project management. Benefits of PMDPro include improved Project design, planning, implementation, monitoring and evaluation.
The end of 2015 will mark a watershed moment for the global development community. NGOs, donors, governments and international organizations are set to plot a new course for sustainable development beyond the Millennium Development Goals (MDGs).
With ambitious new goals, there will be an even greater need for transparency and accountability, creating demand for new project management tools. Without these tools, it is increasingly difficult to manage in a more complex environment, with many partners and collaborators, and ensure Project milestone and completion dates are met, resources are mobilized effectively, and risks are identified and managed.
With NGOs managing projects in places where nobody else will go, LINGOs convened a working group of several international NGOs and private sector experts such as the Project Management Institute to create PMD Pro, a Project management capacity certification specifically designed by international NGOs for all development workers to provide tools to better monitor and evaluate projects, goals and outcomes. The certification is owned and managed by the non-profit PM4NGOs with an express vision to maintain an open and accesible body of knowledge and certification with which any organization can design its own training materials. For example, LINGOs has created open and free online learning modules, available to anyone, and offered in five languages.
“International development requires funders, NGOs, and governments to work together to not only offer funding, but to equip knowledgeable and capable aid workers with the skills they need to realize our goals of creating a world where access to education, life-saving medicines and clean water and food are the norm,” said Chris Proulx, President and CEO of LINGOs. “By providing our sector’s professionals with a common language of project management through the PMD Pro certification, we are helping to foster more responsiveness and collaboration both within an NGO and among international, national, and local organizations. By implementing these standards we are helping to reduce the complexity that is commonly inherent in international development projects to allow NGO professionals to do their jobs more effectively.”
The recently released report, PMD Pro Forward Making the World Better One Project at a Time, further highlights the many challenges international development and NGO workers face when managing various projects is available at www.pmdproforward.org. The report stated that in the absence of a common framework, project planning, implementation, monitoring, change management and project closure were common challenges.
Craig Redmond, Senior Vice President of Programs at Mercy Corps said, “Project Management represents a fundamental set of skills. If we don’t do project management right, nothing else is possible. PMD Pro and our own Program Management at Mercy Corps Initiative are finally giving us a common language that has been missing for many years.”
In response to these challenges, the report further highlighted the significant impact that the PMD Pro certification has provided, including delivering improved project outcomes, promoting local partnerships to assist with Project implementation, increasing the accessibility of training in the hardest to reach places, and fostering even stronger control over project costs.
The report concluded with a powerful call-to-action. “We will continue to build on the success of PMD Pro by setting new standards for project management in international development. This will be achieved as multiple development actors—NGOs, civil society organizations and governments—come on board, and through sustained local capacity building, effective partnerships with donors and further translation of the course into other languages.”
LINGOs, a non-profit organization, is the international NGO sector’s largest membership-based consortium dedicated solely to training and capacity building. It has a membership of over 80 international humanitarian relief, development, conservation and social justice organizations. LINGOs has been a leader in curating, developing, and disseminating appropriate learning and development tools, technology and content to over 50,000 NGO staff in developing countries since 2004. The PMD Pro certification, in particular, provides project managers and team members working in the international development sector with training on the skills and tools need to successfully manage their projects.
Mobility, ubiquity and portability are key requirements for any type of learning as the market fully embraces to the demand of learners to access knowledge when and where is needed. Learners today expect access to relevant and useful information on various types of mobile devices connected via networks of ever cheaper and faster bandwidth.
This trend toward multi-device and multi-access learning is solidifying day after day, making responsive content design one of the most critical components of any production process for online training material. The premise today is for learning to “follow” the person and not the other way around.
In this dynamic online learning scenario, HTML5 is finally going mainstream as the leading technology to structure and present learning content online. Here are some powerful reasons to adopt HTML5 today even when legacy constrains seem to favor a “wait and see” approach:
- HTML5 provides content adaptability to all screen sizes. While this alone is not sufficient to address the complexity of developing learning content for different form factors, developing in one single responsive language is a significant value in terms of both productivity and efficiency.
- HTML5 is truly cross platform because it does not require any proprietary player to run. Even considering that only the latest versions of the most popular web browsers are capable of properly rendering HTML5, the advantage of “running everywhere” in today’s BYOD corporate world is too big to miss.
- HTML5 is a universal working standard. There is an inevitability in the industry that HTML5 is already the worldwide reference for content creation that will drive and unify learning content production and the associated platforms to create and manage it. The fact that Facebook, YouTube, Google, Amazon, Microsoft, Samsung and Apple all have been endorsing HTML5 should be an indication of such inevitability… anyone missing from this list?
- Supply and demand! As companies continue to experiment and ultimately launch HTML5 based learning projects, the demand for a new wave of service providers, technologies and skills will continue to grow. With this demand, more and more skills will be developed on HTML5 making it the language to use to attract new and creative talent. You just need to ask students across any campus on what they think you should use when developing content online.
- On a slightly more technical front, HTML5 builds on the simplicity of its web development origins to create a flexible and clean way to program while also providing a robust, flexible and high performance framework ideally suited to more demanding online learning experiences.
- HTML5 takes video to the next level (audio too!). While older platforms for content development consider video as a “black box” content element and limit access to it within their proprietary players, HTML5 makes video central to the content experience, searchable and available without restrictions.
- As HTML5 becomes better defined, more and more platforms are available to develop content in HTML5. The vendor community is finally showing up at the table with products that deliver a great learning experience with all the benefits mentioned above.
As mentioned above, HTML5 adoption is already an established reality and leading technology companies are giving strong signals to the market to get on the right bandwagon. In January 2015, YouTube announced the abandonment of Flash to start using HTML5. Accompanying this action, Google launched the www.HTML5Rocks.com initiative, a portal that provides articles and tutorials on the new version of the programming language of the Web. Meanwhile Apple confirmed repeatedly they would not support Flash on its iPhones and iPads, favoring HTML5. And Facebook launched its HTML5 Resource Center. The list continues to include more traditional technology vendors: from 2013 SAP is committed to HTML5 for its mobile application platform, and Microsoft also boosts HTML5 as one of its core technologies.
Undoubtedly, the current market evidence shows that it is time to leave behind the “wait and see” approach taken by many learning professionals and leaders and finally adopt HTML5 as a core element of their e-learning projects. Indeed, it is HTML5 now or bust!
Initially published in eLearning Industry with the following title: ‘7 Powerful Reminders To Finally Adopt HTML5 In Corporate eLearning‘
Posted by Admin QL | Filed under Uncategorized
Here are some great ways to find inspiration for your eLearning:
Find a Role Model
You can’t take a shot at something without something to aim for. Is there a creative or intellectual person you really look up to? Think how your hero might solve the problem and try that out. If they are accessible, maybe even pick their brain a little. I’m not saying you need to become a complete mirror of this person and their body of work, but use them as a jumping off point and figure out how they do the amazing things they do. After all, no creation exists in isolation. You have to draw from what you know.
Throw Stuff at the Wall and See What Sticks
Brainstorm your socks off! No matter how stupid it sounds, treat every idea like it’s the one. When you allow each idea to either blossom or wilt, you’ll get a better sense of what works and what doesn’t.
Step Away for a Moment
Every creative type knows that ideas can strike when you least expect them to. If your brain has hit a wall and you’re having trouble trying to force something good out of it, get up, walk away and do something mindless. Take a walk, play a video game, wrestle with your dog. A little downtime will take the away the pressure and allows the brain to subconsciously work something out in the background.
Pounce on an Idea When it Happens
When an idea finally does come, write it down immediately and put the rubber to the road as soon as you can. If you keep telling yourself that you’ll get to it tomorrow, tomorrow will always be conveniently in the future, and you will never accomplish a thing. On the same note, if you consistently have ideas that you don’t act on, you’ll lose faith in your own skills, fast, and nothing drains creativity quite like low self-esteem.
Look in Unusual Places
Inspiration can come from the oddest places. Look at something you appreciate artistically, whether it be Picasso, Dr. Seuss, the Beatles or even your Saturday morning cartoons. Whatever source you draw from, figure out which elements of their piece you enjoy and how have they been executed so successfully. Try to incorporate what you’ve learned into your course.
Stretch Yourself and Your Ideas
Try taking your ideas as far as they can possibly go. Stretch them to their breaking point and test their limits. Do what you can to really get a feel for the potential scope of your ideas.
Don’t bee uh perffekshonist
Not every written word or line drawn needs to be a priceless work of art worth dipping in gold. It’s better to have things done and ready to edit and polish than it is to polish each individual piece one by one as you put it in. Setting a standard for yourself does not mean rejecting anything short of absolute excellence. As a mere mortal, perfection is impossible, so when you make it the standard, expect to become much less productive.
Know When You’re Done
Nineteenth century French novelist Honoré de Balzac was notorious for making his own manuscripts bleed red ink. So much so, in fact, that he would sometimes make significant changes to his books while they were being published at a great cost to himself and his publisher. The urge to keep adding more gets to the best of us. Knowing when you need to step away and hand over your work is a fine art in itself. It takes practice, but you should give yourself enough time to work on your course and have the judgement to know when to let your “babies” leave the nest.
The Year 2015 will bring many new opportunities for learning specialists to contribute to their profession. But, given such market forces as the convergence of new technologies, advances in neurobiology, changing learner demographics, and escalating client expectation (to name a few), it will also provide a number of new challenges.
Drilling down a bit, several specific challenges come to mind, including the appropriate use of: collaborative work environments, serious games and gamification, Personal Learning Networks (PLNs), Personal Knowledge Management (PKM) systems, mLearning application, BYOD integration, MOOCs, VUCA, etc. They are all interesting topics (and, doubtless, there will be many articles and blogs devoted to them), but I would like to focus on one area that I think is particularly challenging and one that also offers great rewards if its challenges can be met: Adaptive Learning.
Adaptive Learning seeks to achieve the same level of flexibility and real-time support found in the relationship between an engaged learner and an active learning mentor. In Adaptive Learning, the learner can dynamically adjust the form and/or content of the instruction to personalize the learning experience. Importantly, the learner can tailor the event to focus on unique learning needs and, also, the learner’s questions are addressed specifically and in real-time. While often associated with computer-based instruction, Adaptive Learning can be applied more broadly to any learning delivery format but, unfortunately, not without difficulty.
Among its benefits, Adaptive Learning can (when integrated successfully into a learning event):
- Increase learner motivation and engagement
- Decrease learner time to mastery
- Decrease the time (and, therefore, the cost) needed to run a learning event
- Reduce the time learning mentors need to spend on routine, repeated issues (giving them more time to work on important things)
- Make effective learning truly scalable at a reasonable cost
Adaptive learning is not a new idea (with initial attempts starting in the 1970’s), but achieving its goals has been elusive. Let’s examine why…
As mentioned, it can be said that Adaptive Learning seeks to emulate the virtues of a successful mentor/learner relationship. Though labor-intensive and expensive (sometimes extremely so), when done well, the mentor/learner model has several advantages, including:
- The learning approach is holistic, involving cognitive, social and emotional elements. Under the right circumstances, the relationship between the mentor and learner provides the structure, resources and motivation to accelerate high-quality learning. This relationship is a key (if not THE key) component in this learning model.
- The mentor is able to continually respond to the learner’s needs, adjusting the learning approach and/or content shared to the right level. Of course, the learner is also an active participant in this process and can request or make adjustments, as needed.
- Elaborating on the point above, the mentor can draw on an unlimited number of examples (often using a story format) to make points in context that will help the learner achieve targeted learning goals quickly and efficiently.
- Further elaborating, the learner can ask questions about anything at any time, and can expect to get helpful, real-time responses.
Because the direction that human communication can take is infinite and unpredictable, this is a very complex model – one not easy duplicated when the live mentor / learner relationship is removed or modified. When compared against this model, computer-based learning/eLearning has been most successful in addressing learners’ cognitive needs but has been less successful in addressing their social and emotional needs. Though attempts have been made to:
1) anticipate different responses through branching and
2) provide a human presence using a recorded on-line coach, etc., the results sometimes are too basic or too artificial to be effective and, ultimately, disappoint. Also, computers today continue to perform faster and faster but their application in a learning context is restricted. Anyone who has flummoxed Siri with a question easily answered by a five year-old would probably agree that there is room for improvement. Having said this, advances in “cognitive scaffolding” (i.e., a system’s ability to assess cognitive status and adjust to address gaps rather than areas already mastered) show great promise and merit further study.
So, how can we, in 2015, address our current challenge to maximize the potential of Adaptive Learning? There are many possible actions but I’d like to offer one short-term and one long-term suggestion:
- Short Term: Blended Learning. As is true for many learning design problem, a viable approach could be the synergistic blending of a variety of learning design and delivery approaches. For example, on a project that I recently completed, we chose to cover the program’s general awareness-type material using an online self-study format. This approach enabled us to develop (and ensure) the realization of basic core competencies for all participants. It also helped us to prepare them for meaningful participation in the program’s more advanced studies. For these studies (case-based requiring critical thinking), we provided opportunities (both live and virtual) for real-time dialog between the participants and the course facilitators, as well as peer-to-peer discussions. While not as seamless or dynamic as a comparable live mentor/learner model (which offers continuous opportunities for dialog in real time), this approach did provide opportunities for meaningful discussions with experts and, combined with the self-study segment, was a cost-effective solution.
- Long Term: Employ a computer system that is both smart AND compassionate (a combination of HAL-9000 and Wall-E, as it were). Of course, the goal is to develop an intelligent system that closely mimics the dynamic relationship of a live mentor/learner and which provides balanced support for the cognitive, social and emotional needs of the learner. In addition, this system needs to be safe, affordable and reliable. Achieving this in 2015 is, well, a stretch goal.
Currently, segments of the learning industry have embraced achieving Adaptive Learning as a worthwhile goal. Academic studies continue and several vendor products designed to contribute to Adaptive Learning outcomes are currently available. Examples include Carnegie Learning’s Cognitive Tutor, Desire2Learn’s Knowillage LeaP, Sherston Software’s PlanetSherston, and 30 or so more. Likely, they will be joined by competing products as the underlying technologies improve and more business opportunities emerge. Though these products are promising, for now a well-conceived blended solution that includes live mentors as well as online adaptive learning systems may continue to be the most prudent path for many learning challenges.
Source: America Learning Media (http://www.americalearningmedia.net/edicion-007/293-analysis/4024-adaptive-learning-will-we-reach-its-potential-in-2015)
Tags: Adaptive Learning
por Alfredo Leone, CEO de QuickLessons
La tendencia hacia el aprendizaje multi-dispositivo se consolida día tras día, impulsando en paralelo el diseño responsivo, que asegure la adaptabilidad de los contenidos para formación online a los diferentes dispositivos existentes, adecuándose a los hábitos actuales de consumo de formación. La premisa hoy es seguir a la persona y no al puesto de trabajo.
En este contexto, la capacidad para crear cursos en HTML5, es una de las características centrales que deberán ofrecer las plataformas y herramientas de autoría que tengan intenciones de liderar en la industria del e-learning.
Contar con una plataforma de autoría HTML5 que resuelvan rápidamente necesidades e incluyan, por ejemplo, editores de simulaciones y juegos, está comenzando a considerarse un requisito imprescindible para desarrollar proyectos de formación, principalmente corporativos.
Veamos algunas razones por las que resulta crítico adoptar HTML5 en los proyectos de e-learning:
1. Garantiza la adaptabilidad de los contenidos a cualquier dispositivo.
2. Se adecua a los hábitos actuales de consumo de información y capacitación.
3. Ofrece respuesta a las crecientes necesidades de formación móvil y portable derivada de la tendencia BYOD (traer el propio dispositivo al ámbito laboral, facilitando el desarrollo del propio proceso de conocimiento).
4. Las organizaciones ya lo están solicitando como un requisito esencial para la implementación de plataformas tecnológicas y al momento de contratación de servicios de desarrollos de contenidos.
5. El HTML5 es un lenguaje simple, que ha significado un factor decisivo en la optimización de la producción de contenidos/recursos/cursos destinados a soportar procesos de formación corporativa ubicuos, móviles y portables (desde multi-dispositivos)
6. Evita la duplicación y multiplicación de esfuerzos (una única instancia de diseño y desarrollo para generar contenidos multidispositivos),
7. Potencia el manejo de grandes volúmenes de datos
8. Disminuye el tiempo de carga de las páginas web
9. Mejora el SEO
10. Permite la inclusión de mayores elementos gráficos y multimedia, la geolocalización, y posee capacidad de trabajo offline.
La adopción de HTML5 ya es una tendencia a nivel internacional y las empresas líderes están dando fuertes señales al mercado. Por ejemplo, en enero de 2015 YouTube anunció que abandonaba Flash para comenzar a emplear HTML5. Acompañando esta medida, Google impulsa la iniciativa HTML5Rocks.com, un portal que ofrece artículos y tutoriales sobre la nueva versión del lenguaje de programación base de la Web. Mientras que Apple anunció que no soportará más flash en sus iPhone e iPad, inclinándose también por el HTML5. Por su parte, Facebook lanzó su Centro de Recursos HTML5 Resource Center. Y la lista continúa: desde 2013 SAP apuesta por el HTML5 y el código abierto para su plataforma de aplicaciones móviles, y Microsft también impulsa el HTML5.
Sin duda, y frente a la creciente evidencia de mercado, es tiempo de analizar las 10 razones por las que resulta crítico adoptar HTML5 en los proyectos de e-learning.
QuickLessons is happy to announce a partnership with BranchTrack, our best date for Valentine’s Day :)
BranchTrack improves online learning by adding realistic customer simulations into the mix. When learners face an actual customer and have to make actual decisions, they tend to care more, remember more and apply their knowledge in their jobs faster. When used in e.g. customer service training, better results directly translate into increased revenue and higher customer satisfaction.
BranchTrack also offers insight into learner behavior within the simulations, uncovers their choices and mistakes. This data can be used to improve work processes, identify skill gaps and prioritise training efforts. It is by far the most cost-efficient way to understand e.g. what all your employees in fact do wrong when they talk to a customer.
Creating complex branching scenarios in BranchTrack is as easy as using post-its or drawing on a whiteboard. Design takes seconds and finished projects can be shared, embedded into courses or downloaded as SCORM packages.
QuickLessons is an online authoring platform for creating engaging and effective e-learning courses. It offers templates, interactive games, exercises and a vast library of characters for quick and simple course development. It also allows PPT to Flash/HTML5 conversion and empowers collaboration through shared assets library and course review. In other words, if you have content that you want to push to learners quickly, use QuickLessons (hence the name).
What’s the partnership about?
BranchTrack editor is now available from within QuickLessons. At a simple push of a button, BranchTrack editor pops up, where authors can choose an existing simulation or create a new one, without having to leave QuickLessons platform or remember their BranchTrack password. Building hands-on, effective e-learning has just become even simple. Or quicker, if you aren’t tired of my puns yet.
Contact us from our contact form: www.quicklessons.com/ and know more!
Stay informed on QuickLessons social platforms:
- Twitter @quicklessons – https://twitter.com/quicklessons
- Facebook: https://www.facebook.com/QuickLessons
Stay informed on BranchTrack social platforms:
- Twitter @BranchTrack – https://twitter.com/BranchTrack
- Facebook: https://www.facebook.com/BranchTrack
QuickLessons y BranchTrack: alianza para el desarrollo de contenidos de e-learning con mayor rapidez
Posted by Admin QL | Filed under News
“QuickLessons ofrecerá el editor de simulaciones BranchTrack como parte de nuestra plataforma de desarrollo de contenidos de e-learning. En consecuencia, la herramienta de construcción de escenarios simulados de BranchTrack, estará disponible para los clientes de QuickLessons, sin complicaciones y de una manera perfectamente integrada. La construcción de excelentes cursos prácticos en habilidades de ventas, atención al cliente, telemarketing y muchas otras áreas, será mucho más rápida con QuickLessons”, señaló Alfredo Leone, CEO de QuickLessons, empresa matriz de Izzui.
Por su parte, Sergey Snegirev, CEO de BranchTrack, sostuvo: “Vamos a proporcionar la tecnología, el apoyo y los conocimientos técnicos necesarios en relación a nuestro editor de simulaciones; y también introduciremos QuickLessons a nuestra base de clientes”.
“Sentimos que QuickLessons tiene un gran potencial y una presencia establecida en Brasil, por lo que la alianza es comercialmente justificable para nosotros. Además, la tecnología de QuickLessons y su equipo hacen que nuestra primera integración sea fácil de lograr. Me emocioné al ver cómo el equipo QuickLessons realizó un rápido avance hacia nuestra integración”, agregó el CEO de BranchTrack, una compañía con sede en Letonia.
“Esperamos atraer nuevos clientes y establecer a ambas compañías como una solución conjunta superior, en los mercados actualmente cubiertos por ambas empresas. Así, BranchTrack ayudará a los desarrolladores de e-learning a ahorrar tiempo en forma significativa para la construcción de simulaciones interactivas, basándose en una plataforma de autoría como QuickLessons, para la entrega de piezas lineales tradicionales de un curso. Nuestra plataforma online para la creación y gestión de contenidos de e-learning hace que sea fácil crear un único y buen flujo de trabajo, tanto para la creación de contenidos en línea, como para el desarrollo de simulaciones”, concluyó Leone.
QuickLessons y BranchTrack promoverán nuevas sinergias entre ambas compañías, con una mayor integración de productos próximos a lanzarse.
En conjunto, ambas compañías tienen como objetivo ofrecer soluciones para convertir a los expertos de diversas materias, en diseñadores e-learning.
Infórmese a través de las plataformas sociales de QuickLessons:
- Twitter @quicklessons – https://twitter.com/quicklessons
- Facebook: https://www.facebook.com/QuickLessons
Infórmese a través de las plataformas sociales de BranchTrack:
- Twitter @BranchTrack – https://twitter.com/BranchTrack
- Facebook: https://www.facebook.com/BranchTrack
QuickLessons and BranchTrack partner to bring rapid scenario building to eLearning content development
Alfredo Leone, CEO of QuickLessons parent company Izzui said: “QuickLessons will offer BranchTrack simulations editor as part of our e-learning development platform. As a result, the BranchTrack branching scenarios builder will be available to QuickLessons customers in a hassle-free and seamlessly integrated manner. Building great, hands-on courses on sales skills, customer care, telemarketing and many other areas in QuickLessons will become much faster”
Sergey Snegirev, BranchTrack CEO said: “We will provide the technology, support and know-how as well as introduce QuickLessons to our existing customer base”.
“We felt that QuickLessons has great potential and wanted to get in on the ground floor. QuickLessons has an established presence in Brazil, so it is commercially justifiable for us. Also, its technology and the team behind it make our first integration easy to achieve. I was really excited to see how QuickLessons team were making rapid progress towards our integration”, continued the Latvia based CEO of BranchTrack.
“We expect to attract new customers and establish both companies as a top-of-mind joint solution in the markets served by both. BranchTrack helps e-learning developers save a lot of time while building great interactive simulations but it still relies on an authoring platform to deliver the traditional linear parts of a course. Our comprehensive online platform for eLearning content creation and management makes it easy to create a single, smooth workflow for both online content authoring and BranchTrack simulation development”, concluded the CEO of Izzui.
Both companies look to further leverage synergies between QuickLessons and BranchTrack with more product integration releases about to come.
Collectively, both companies aim to deliver solutions to turn subject matter experts into e-Learning designers, and experienced designers into learning engagement rockstars.
Stay informed on QuickLessons social platforms:
- Twitter @quicklessons – https://twitter.com/quicklessons
- Facebook: https://www.facebook.com/QuickLessons
Stay informed on BranchTrack social platforms:
- Twitter @BranchTrack – https://twitter.com/BranchTrack
- Facebook: https://www.facebook.com/BranchTrack
por Renata Souza, QuickLessons Evangelist
El proceso de validar y realizar cambios a los cursos suele llevar demasiado tiempo, cuando la velocidad es fundamental.
¿Cómo puede colaborar la plataforma de autoría QuickLessons a resolver esta necesidad?:
- Utilizando objetos de aprendizaje: acelerando la producción de cursos mediante la reutilización de contenido. Incluso se puede agrupar los contenidos para crear un nuevo curso. Los objetos de aprendizaje hacen que la edición sea mucho más fácil, y cuando se cambia el objeto original, estos cambios se aplicarán a todos los cursos en los que el objeto modificado aparece.
- Duplicando contenidos: con QuickLessons es posible duplicar cursos, objetos, escenas, ejercicios y otros recursos; en lugar de recrearlos. La herramienta también permite hacer los cambios que se requieran en la nueva copia.
- Cambiando el tamaño y recortando imágenes dentro de la plataforma: QuickLessons ha construido una funcionalidad que permite cambiar el tamaño de las imágenes y recortarlas para que se adecuen a las dimensiones recomendadas en cada plantilla. De esta manera, las imágenes no necesitan ser trabajadas para su adecuación de antemano.
Y cuando se trata de editar cursos, todo el contenido está disponible 100% online, pudiendo realizarse cambios desde cualquier lugar. Lo único que se tiene que hacer es exportar el curso nuevamente y estará listo para ser entregado a sus usuarios.
Para probar QuickLessons sin costo: www.quicklessons.com