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O QuickLessons amplia a oferta aos clientes como parte do compromisso com a tecnologia HTML5

Como parte de seu compromisso contínuo com a HTML5 como linguagem preferencial para a criação de conteúdo, o QuickLessons anunciou o lançamento de um conjunto de atualizações, melhorias e novos recursos para HTML5 incorporados em sua plataforma colaborativa on-line para o desenvolvimento de conteúdos para e-learning.

O CEO do QuickLessons, Alfredo Leone, disse que “a criação de cursos em HTML5, sem qualquer conhecimento de programação, é uma característica fundamental da nossa plataforma. Utilizando a tecnologia HTML5, os cursos criados no QuickLessons são responsivos e acessíveis a partir de qualquer dispositivo móvel.”.

O QuickLessons já oferece a possibilidade de converter material em PowerPoint para HTML5. Os clientes de qualquer plano corporativo do QuickLessons também podem adicionar pacotes HTML5 existentes em qualquer curso criado com essa tecnologia.

Entre os vários novos recursos em HTML5, o QuickLessons também inclui:

  • Mais de 200 personagens em parceria com a empresa e-Learning Brothers, líder no fornecimento de templates para e-learning e de design virtual customizado para treinamentos.
  • Mais de 20 jogos e exercícios também fornecidos pela e-Learning Brothers.
  • Capacidade de adicionar links para vídeos do YouTube e do Vimeo dentro dos cursos.

O QuickLessons é usado atualmente para a criação de cursos em HTML5 por organizações como a GOL, Electrolux, Natura, Lojas Americanas, Hospital Albert Einstein, Atento, SKY e Universidade Positivo.

O QuickLessons utiliza bibliotecas de conteúdo, com templates prontos para o uso que ajudam o cliente a desenvolver, de forma rápida e fácil, cursos que são tão envolventes quanto eficazes. A plataforma oferece jogos e exercícios interativos, mais de 200 personagens e mais de 10.000 poses diferentes. O QuickLessons também permite converter apresentações em PPT para Flash ou HTML5, tem opções de revisão colaborativa, diversos modos de exportação (off-line, on-line, incluindo suporte para SCORM e AICC) e um repositório digital para gerenciar arquivos multimídia, objetos de aprendizagem e cursos.

“O QuickLessons tem um histórico comprovado de reduzir o tempo médio de produção de cursos on-line em 40% e o custo médio de produção em 60%”, concluiu Alfredo Leone.

 

Para mais informações:

Web: http://www.quicklessons.com/

Twitter: https://twitter.com/quicklessons

Facebook: https://www.facebook.com/QuickLessons

 

QuickLessons enhances offering to clients as part of commitment to HTML5

As part their ongoing commitment to HTML5 as preferred platform for content creation, QuickLessons announced the release of a joint set of HTML5 updates, improvements and new features incorporated into its online collaborative solution for elearning content development.

Alfredo LeoneQuickLessons CEO said: “creating HTML5 courses without any programming skills is one key feature of our platform. Using HTML5, responsive and accessible QuickLessons courses can be delivered via any type of device”.

QuickLessons already offers the possibility of converting PowerPoint material to HTML5. Buyers of any QuickLessons corporate plan can also add existing HTML5 packages to any course.

Among the various new HTML5 features QuickLessons also includes:

  • More than 200 characters from e-Learning Brothers, the leading provider of e-learning templates and virtual design customized training.
  • More than 20 games and exercises also provided by e-Learning Brothers.
  • Ability to add YouTube and Vimeo links in the courses.

QuickLessons is currently used to create engaging HTML5 courses by organizations like the GOL, Electrolux, Natura, Lojas Americanas, Albert Einstein Hospital, Atento, SKY and Universidade Positivo.

QuickLessons uses content libraries including ready to use templates to help client develop easily and quickly courses that are both engaging and effective. The platform offers interactive games and exercises and more than 200 characters in over 10,000 different poses. QuickLessons also allows to convert PPT presentations to Flash or HTML5, and has options for collaborative review, multiple export options (offline, online, including support for SCORM and AICC) and a digital repository to manage multimedia files, learning objects and courses.

“QuickLessons has a proven record of reducing average online course production time by 40% and average online course productions costs by 60%” concluded Alfredo Leone.

 

For more information: http://www.quicklessons.com/

Twitter: https://twitter.com/quicklessons

Facebook: https://www.facebook.com/QuickLessons

QuickLessons reafirma su apoyo a HTML5, mejorando su propuesta a los clientes que utilizan su plataforma de creación de cursos online

Confirmando su apoyo al lenguaje HTML5, QuickLessons dio a conocer las actualizaciones, mejorías y nuevas funcionalidades, que incorporó a su plataforma colaborativa 100% en línea para la creación rápida y sencilla de cursos interactivos y con gran impacto visual.

La capacidad para la creación de cursos en HTML5, es una de las características centrales de ésta herramienta de autoría, que no requiere conocimientos de programación o diseño para gestionarla.

“A partir de su capacidad para crear cursos en HTML5, QuickLessons permite que los contenidos sean accesibles desde cualquier dispositivo, para adaptarse a los hábitos actuales de consumo de formación, siguiendo a la persona y no al puesto de trabajo”, señaló Alfredo Leone, CEO de QuickLessons (www.quicklessons.com).

La plataforma Quicklessons ofrece la posibilidad de convertir PowerPoint a HTML5, manteniendo todas las características del contenido y potenciándolo con los beneficios de HTML5. Asimismo, agregar paquetes de HTML5 en un curso.

“HTML5 es un lenguaje más simple (disminuye el tiempo de carga de las páginas web) y más semántico (mejora el SEO), que incluye más elementos gráficos y multimedia, la geolocalización y el uso de las webs offline”, destacó Leone.

Entre las nuevas funcionalidades que propone QuickLessons también se destacan:

  • Incorporación de más de 200 personajes a partir de una alianza con e-Learning Brothers, el proveedor líder de plantillas de e-learning y diseño de formación virtual a medida.
  • Incorporación de más de 20 juegos y ejercicios, también provistos por e-Learning Brothers, en el marco de su partnership con QuickLessons.
  • Posibilidad de añadir enlaces de Youtube y Vimeo en los cursos.

De esta manera, QuickLessons incrementa las potencialidades que brinda su herramienta de autoría, que ya es utilizada con éxito por organizaciones como la línea área GOL, Electrolux, Natura, Lojas Americanas, Hospital Albert Einstein, Atento, SKY y Universidade Positivo, entre otras.

QuickLessons utiliza el concepto de bibliotecas que incluyen plantillas listas para usar, haciendo muy fácil su utilización para desarrollar cursos de gran impacto visual. La plataforma también ofrece juegos interactivos y ejercicios, múltiples bibliotecas de plantillas animadas, más de 200 personajes en más de 10.000 poses diferentes. Además, permite convertir presentaciones PPT a Flash o HTML5, y cuenta con opciones de revisión colaborativas para usuarios y expertos, opciones múltiples de exportación (off line, online, incluyendo la compatibilidad con SCORM y AICC) y un repositorio digital para gestionar archivos multimedia, objetos de aprendizaje y cursos.

“Los clientes de QuickLessons reducen en un promedio del 40% el tiempo empleado en la creación de cursos online y disminuyen en promedio un 60% el coste de producción”, subrayó Alfredo Leone.

Para obtener mayor información:

Web: http://www.quicklessons.com/

Twitter: https://twitter.com/quicklessons

Facebook: https://www.facebook.com/QuickLessons

eLearning partnership spreads knowledge and awareness to prevent Ebola

(LINGOs, October 2014) The learning community is partnering with individuals and organizations to increase knowledge and awareness of the outbreak of Ebola and to prevent the spread of this virus. Using content from the World Health Organization, CDC, and other organizations, the DisasterReady.org team created a 15-minute online course called Ebola Awareness Quick Guide in both English and French and made it available on the DisasterReady.org portal free of charge for any registered learner.  Registration takes only one minute to complete and provides immediate access to over 300+ online courses, recorded webinars, videos, and other resources.

Upon learning of the Ebola Awareness Quick Guide, LINGOs requested to put the course on its own platform so that its 80+ International NGO members could provide it to their staff via the same site as their other organizational learning, and track staff access of this resource.

“We are very happy to share these two courses with LINGOs” said Bob Nutting, Director of Learning at DisasterReady.org.

“LINGOs Member Organizations (http://membership.lingoslastmilelearning.org/lingos-members) have responded like never before to the availability of a new course,” said LINGOs Membership Director Marian Abernathy. “The timely creation of the course and sharing it with LINGOs for international NGO Member organizations to deploy and track to their global staff is an important step to preventing the spread of Ebola.”

International NGOs are deploying the English and French versions of the Ebola Awareness course for staff in affected areas and their emergency response teams. LINGOs and its member organizations are grateful to DisasterReady.org and its parent organization the Cornerstone OnDemand Foundation for providing some of the indispensable elements – information and knowledge – to stopping the spread of Ebola.

The quick guide course includes links to updated websites with the latest information on the outbreak. Learners will also have immediate access to documents providing additional awareness of the outbreak including fact sheets, posters, and information specific to aid workers in Africa.

The course is available to anyone free of charge via http://DisasterReady.org. Additionally, international development and humanitarian workers who work for a LINGOs Member Organization, may access the course through their organizational learning platforms.

 

Source: LINGOs Blog (http://lingos.wordpress.com)

 

DisasterReady (www.DisasterReady.org) is a free online resource for aid workers with over 30,000 registered users from around the world. Through the DisasterReady.org initiative, aid workers can share resources and information and access customized online learning anytime, anywhere in the world. By providing high-quality, accessible training at no cost, the DisasterReady.org Portal allows aid workers to do what they do best: save lives, rebuild communities, and restore hope.

LINGOs (www.LINGOs.org) is a not-for-profit capacity building organization in its tenth year of providing world-class learning opportunities that are appropriate, accessible and affordable for people working to reduce poverty and alleviate suffering in the developing world.

 

Las marcas mejoran la relación con sus clientes incorporando juegos y aprendizaje a través de Izzui Channels

Eudora, Glenfiddich y Vivo son tres ejemplos puntuales que muestran como marcas líderes pueden mejorar los niveles de engagement con sus actuales y potenciales clientes, a través de contenidos audiovisuales y juegos participativos, aprovechando la potencialidad de Izzui Channels.

“Como Content Engagement Platform centrada en el marketing social para marcas con seguidores masivos en redes sociales, Izzui es un canal perfecto para profundizar el brand awareness, fidelizando clientes, generando comunidad, y mejorando la percepción del valor agregado que pueden ofrecer determinados productos o servicios, para mejorar la calidad de vida de las personas. Asimismo, Izzui es un aliado ideal para mejorar la relación de las marcas con sus clientes, y reforzar líneas de negocio puntuales. También es una herramienta efectiva para optimizar el aprendizaje online de grandes números de colaboradores diseminados en diferentes locaciones geográficas, aumentando su sentido de pertenencia con la marca y sus niveles de compromiso”, señalo Alfredo Leone, CEO de Izzui (www.izzui.com).

Según informó el ejecutivo, Izzui es una potente Content Engagement Platform enfocada en el usuario y especialmente concebida para marcas con seguidores masivos en las redes sociales. “La herramienta permite recuperar la relación entre marcas y personas, creando canales de aprendizaje, divertidos e interesantes –inicialmente en el web, en Facebook y dispositivos móviles-, incrementando el conocimiento de marca entre sus clientes, y generando instancias de participación real entre el cliente y la empresa”, agregó.

“La solución proporciona una forma única de crear canales interactivos de comunicación, marketing y aprendizaje, relevantes y atractivos. Nuestro objetivo es combinar marketing, conocimiento y redes sociales, en una experiencia social y digital que conecte en línea a las personas y las marcas, a nivel mundial “, destacó Leone.

“Cualquier marca con presencia en redes sociales está invitada a participar en Izzui Channels”, apuntó Leone, explicando que la plataforma permite a las marcas construir cursos o información útil para sus clientes, importando contenidos de YouTube, Vimeo y Slideshare, o cualquier contenido digital desde PowerPoint hasta HTML5 o FLASH.

En este sentido, el CEO de Izzui resaltó el enorme poder que tiene la utilización de instancias de aprendizaje y propuestas lúdicas en el logro de una mayor participación e interés de los clientes.

Veamos algunas experiencias concretas en el ámbito de la industria cosmética, la producción de whisky y las telecomunicaciones.

Eudora: contenidos de marketing para potenciar su modelo de e-commerce

Eudora es una marca de cosmética del Grupo Boticário, que cuenta en su portfolio con una amplia gama de productos que unen belleza y actitud, combinando calidad, tecnología y sofisticación. La marca brasileña tiene un modelo multicanal con foco en la venta directa. Además de comercializar sus productos en tiendas propias, posee un canal de comercio electrónico en expansión y  crecimiento.

Como parte de sus esfuerzos de marketing, la empresa cuenta con docenas de videos que enseñan a utilizar sus productos. Además, posee importantes alianzas con bloggers del mundo de la moda, que refuerzan su presencia de marca en redes sociales.

En el marco de esta estrategia y para reforzar su modelo de comercialización online, Eudora decidió implementar enIzzui – Content Engagement Platform, un canal social de intercambio, conocimiento, juegos, respuestas e información útil de la marca, centrado en los clientes y potenciales clientes que compran o podrían adquirir sus productos en Internet.

El canal que Eudora tiene desplegado en Izzui (http://channel.izzui.com/eudora/), ya cuenta con 15 cursos en los que sus usuarios pueden ganar puntos, subir niveles, y recibir trofeos, en la medida en que vayan completando los cursos. Finalmente, los logros obtenidos por los usuarios se convierten en descuentos de hasta un 30% en las compras realizadas en el portal de comercio electrónico de la marca, generando un beneficio real de compra para sus clientes.

Glenfiddich: profundizar el conocimiento de marca

El whisky Glenfiddich, producido por la marca tradicional escocesa William Grant & Sons, es el más premiado Single Malt del mundo. La reconocida destilería de tradición familiar fue fundada por William Grant en 1887, y desde entonces y hasta el día de hoy produce el whisky escocés de malta más galardonado del mundo.

En el marco de su estrategia de marketing internacional, y con el objetivo de reforzar el conocimiento de marca y profundizar la relación con sus clientes y potenciales clientes, Glenfiddich implementó en Izzui – Content Engagement Platform, un canal social de intercambio, conocimiento, juegos, respuestas e información útil sobre la marca, para mejorar su brand awareness entre los consumidores.

El Canal Glenfiddich (http://channel.izzui.com/Glenfiddich) desarrollado en Izzui Channels ya tiene más de 30 vídeos con desafíos que animan a sus usuarios, a competir, mientras aprenden.

El espacio ha sido completamente personalizado con diferentes niveles y premios, referidos a conocimientos vinculados al ámbito del whisky en general, y a esta marca en particular.

Los logros obtenidos a través del Canal Glenfiddich, se pueden convertir en premios y en participaciones en eventos exclusivos promovidos por la marca.

Vivo: capacitar su fuerza de ventas para incrementar su compromiso

La capacitación de la fuerza de ventas de una empresa es crucial para mejorar y mantener los niveles de satisfacción de sus clientes, como así también optimizar sus resultados de negocio. Así lo entiende Vivo, el mayor operador de telecomunicaciones móviles de Brasil, que impulsó un innovador proyecto de e-learning focalizado no solamente en la trasmisión de conocimientos sino también en la fidelización de sus colaboradores externos.

La compañía que forma parte del Grupo Telefónica y provee servicios de telecomunicaciones móviles, transmisión de datos por teléfono celular e internet móvil (a través de sus filiales en el mercado brasileño); posee un equipo comercial integrado por promotores que no revisten el carácter de empleados, a quienes necesita capacitarlos, incrementando al mismo tiempo su compromiso y sentido de pertenencia con la marca. Un requerimiento que se traduce en un reto de magnitud para lograr procesos de formación y pertenencia efectivos.

Frente a esta necesidad y en el marco de su estrategia general de formación corporativa, Vivo implementó Izzui – Content Engagement Platform, un entorno social de aprendizaje, intercambio, juegos, respuestas e información útil sobre la marca. El objetivo es acercar y reforzar el conocimiento técnico de sus promotores, consolidando al mismo tiempo el compromiso de estas personas con la marca.

Actualmente, en el canal privado que Vivo tiene desplegado en la plataforma Izzui, fueron creados cursos relacionados con más de 10 temáticas diferentes, que abarcan diversos tópicos que van desde tecnologías móviles a técnicas de venta.

“A través de esta iniciativa, Vivo busca mejorar los conocimientos técnicos de sus promotores y aumentar aún más su compromiso por promover una capacitación más divertida, dinámica e interactiva”, informó Alfredo Leone, CEO de Izzui, destacando las características innovadoras de una solución pensada para ofrecer resultados concretos, operando como entorno ideal para el desarrollo de procesos de capacitación significativos y orientados a objetivos de negocio.

 

Keys to the successful design of a corporate training process

Interview with James Goldsmith, Learning Architect/ Business Advisor at Accenture (Chicago, IL).

James has worked at Accenture for 17 years and is currently a Learning Architect and Business Advisor working out of the St. Charles, IL office. Prior to that, he was a Capability Development Team Lead for the Talent Development group and Development Manager for Accenture Learning’s Content Development Center. He has more than 25 years experience in training design, development and deployment as well as program and project management. His interests are to develop strategic approaches to address business capability opportunities and then to lead teams to successfully implement these opportunities.

 

What are the 10 most important points to consider in the training process that you can highlight after 25 years of experience in training design, development, deployment, and project management?

James J. Goldsmith: It is difficult to limit this answer to just ten points, but here are some ideas that come to mind:

1. Business goals drive learning goals. The learning event is not an end in itself but is a means to an end. It will only be successful if there is a change in performance that leads to the participant successfully achieving the business goal. (As an aside: I’m a corporate developer and I realize that things might be a little different in academia.

2. Get the best possible people for your project team. Spend time on this because having the right team makes all the difference! You want people who are talented, creative, easy to work with and experienced (and what they lack in experience they should more than make up for in good instincts). They should be intelligent, insightful, hard-working, highly invested and have high-quality standards. They should be self-starters, can-doer’s and people who are naturally uneasy if they aren’t adding value.  Find these people and, with their help, you can do anything

3. At least from my perspective, working with subject matter experts (SMEs) is typically the most challenging part of any development project. The reasons why could include:

  • SMEs don’t understand/value what you as an ID bring to the projec
  • Their work on your project is part-time and it is a second (or third, or fourth) priority to their real job
  • They think that all the content they provide is of equal value and should be included in the deliverable, despite its impact to scope
  • They underestimate the amount of work and/or overestimate their ability to complete the wor
  • They are locked into 20th Century learning models and are not interested in using anything but “tried-and-true” techniques from the past

To mitigate these risks:

  • When the project is just beginning, spend time with the sponsor to make sure that the right SMEs are assigned to the project
  • Make sure the SMEs have adequate time to work on the project (sanctioned by their supervisor) and that the work is included in their annual development plan.  They need to be recoginized and rewarded for their work
  • With the SME’s active participation, develop a detailed development plan covering all phases of the project (and spend time discussing the design approach)
  • Establish frequent and regular opportunities to meet and communicate
  • Become the SME’s best friend (optional)

4. When you first start a project, try to brainstorm with as many design-minded people as you can, even if your project seems simple and straightforward. The last couple of years have clearly shown that we all have much to learn about learning so look for opportunities to include new ideas coming out of learning science and industry research. Also, when brainstorming, your first pass should be focused on developing the best possible solution. Don’t worry about constraints like time, money and resources at first but work towards a solution that will best address the business goal. After that solution has been developed, work with the stakeholders to modify the solution based on the realities of budget, timeline and resources. If stakeholders are actively involved, all compromises will be made with open eyes and, if the process is done correctly, the highest priorities will remain intact and be addressed in your final design.

5. Make a template out of any new design you work on. You may be using it again or may want to share it with colleagues.

6. More times than I like to remember, a project has started with the sponsor telling me what to do before we even had a chance to talk about the overall goals or strategy. The first words out of his or her mouth were something like “I want you to build me a three-day workshop and I need it in two weeks.” There are so many things wrong with this! Instructional design is a profession and IDs are paid to consult, not take orders. As an ID, you’ve spent years, perhaps even decades thinking about and applying learning best practices to increase engagement, retention and capability. Your sponsor, on the other hand, may have been thinking about the project since… that morning?  You need to make it clear at the onset that your role is to guide the learning development process and that your relationship with the sponsor is collaboration among equals.  Of course, you also need adequate time to do a thorough Needs Analysis and then build a thoughtful design proposal, etc.  It may take a little time to build up trust and respect you need with your sponsor but it will come after you have had a chance to show the value that you, as an ID, bring to the project by providing a learning solution that is clearly aligned with the business intent.

7. Related to the above, don’t be afraid to push back when it is clear to you that following through on a sponsor or other stakeholder’s recommendation will lead to poor results. It is your responsibility to clearly and dispassionately explain why an alternate approach is preferred. My experience has been that most stakeholders are reasonable and, if your argument is credible, they will agree with your recommendations. After all, they want the project to succeed as much as you do (and perhaps even more so). However, there is the chance that your explanation will fall on deaf ears. If it does, at the very least you will need to document the situation fully (describing the issue, your alternate approach and why you are recommending it, outcomes from the stakeholder meeting, etc.) to explain your role in the situation. In extreme cases, you may even need to remove yourself from the project.  This has happened to me twice in my career. In both instances, I took little comfort in eventually being right in my assessment of the situation, wishing that there were some way to have found common ground with the stakeholder to avoid the inevitable poor outcome.

8. Go outside traditional ID sources to improve your craft. As an example, I am a (very part-time) professional musician. Over the years, I’ve discovered that there are parallels between writing music and developing learning solutions. In particular, you need to be able to quickly jump back and forth from the details to the “big picture” and be able to keep all of the connections active (and editable) while doing this.  When writing music, a question might be, “Should I use strings and brass together at measures 120 – 128 or just strings alone to create the dramatic effect I need here?” For the developer, a similar question could be, “Should I include a mini-scenario at the end of Module 3 or will a series of multiple choice questions suffice to demonstrate mastery?” In both cases, a clear understanding of the overall strategy is needed to make an informed decision at the detailed level. And, when all of the details are combined together, the result is your strategy incarnate. I use ideas from music to help me in my work as an ID but you may find inspiration from other arts, from the sciences, from nature, from the entertainment industry or from any number of other sources. Keep an open mind and you may be surprised at the number of the great ideas you uncover!

9. Develop a sense of humor or, at a minimum, a sense of perspective. My experience is that the work IDs do is surprisingly complex with the potential for many things to go wrong, especially if you aspire to move the learning discipline forward through your work. At times, you could get discouraged (don’t!) and it may seem that your project will never end (it will!). Basically, if you keep at it, you will eventually prevail. Take the work but not yourself too seriously and don’t forget to reward yourself along the way for small victories. If you are a perfectionist, you will likely face some dark days during the development cycle and may have to let some things go to in the interest of budget and schedule. Also, my personal opinion is that no project is so important that it is ever acceptable to alienate your ID colleagues. Take the long view which is that the project will end, but the relationships will continue.

10. One more point (and one that is easy to forget): Have fun!

 

What are the keys to the successful design of a corporate training process?

Of course, dozens of books written by very experienced, highly competent and knowledgeable people in the learning profession have been written on this topic, and the basics are well documented. A small sample of books I have benefited from include:  The Systematic Design of Instruction by Walter Dick, Lou Carey and James O. Carey; First Principles of Instruction by M. David Merrill; Evidence-Based Training Methods by Ruth Clark; and Design for How People Learn by Julie Dirksen. Of course there are many, many others.

What I would like to do to answer this question is to focus on some of the key developments of what I call “21st Century Learning.” Here are ten trends I have benefited from on recent development project work that, I think, are worth noting:

  1. Big Data (for Learning) – Gleaning the most useful information from Learning Management Systems, etc. to improve learning design, development and delivery. (An enormous amount of data is being generated by LMS’s and similar devices. By identifying the right type of data and then organizing it into useful constructs, we can re-tool our learning products and processes to better meet our learners’ needs.)
  2. Confidence-Based Learning – The application of neuro-biology, cognitive psychology, and game theory to increase participants’ retention of and confidence in their knowledge.
  3. Gamification – The use of game elements and design techniques in non-game contexts to improve engagement and retention.
  4. Immersive Training Simulations – Computer-generated or other environments that mimic real life and enable learning to take place in a risk-free setting.  (Especially useful when life or limb would otherwise be threatened!)
  5. Information Nuggets (reusable content) – The ability to reuse small pieces of information across a wide array of learning assets and for multiple audiences. In brief:  Develop once; apply many times.
  6. Installment Learning – A design and delivery format that can quickly and cheaply provide useful information in a way that can make learning “habit forming.”
  7. Personalized Learning - Highly individualized learning based on a learner’s needs and interests. The learner makes personal choices regarding when, where, what and how learning is achieved.
  8. 21st Century Classroom – A global, interconnected network of collaborative classrooms that incorporate state-of-the-art virtual conferencing and collaborative technologies.
  9. Social Learning – The idea that people learn from each other through interaction, reflection, imitation and modelling (and change as a result).  (More on this in Question 8.)
  10. Video for Learning – The use of inexpensive, low-fidelity video lectures to deliver and build a framework around learning.

 

What are the challenges for the instructional design industry in 2014?

Anyone working in this field knows that the pace of change is great. It is difficult to keep up with all of the advances in technology, neurobiology and the many other areas that impact the work we do as instructional designers. The recent research in brain and learning has been particularly valuable, poking holes in commonly accepted ideas such as learning styles, left-brain/right-brain dominance and too literal interpretations of the 70-20-10 rule. Trying to keep up with all of the new ideas, tools and techniques available in the learning industry can become a full-time job!

 

What recommendations do you have when implementing new and innovative tools in the training process?

My recommendation is that you should roll out a new tool the way you would start a new business.  In short, you need a “business plan.” Among other things, the plan should articulate:

1) What you hope to accomplish by introducing the new tool

2) How you will accomplish this

3) Details on the stakeholders and audience for this tool (describing, essentially, what’s in it for them; also, providing a change management approach)

4) The budget and timeframes for the rollout

5) Potential impediments to the rollout (e.g., infrastructure, technology, support, etc.) and steps to mitigate them

6) A cost/benefit analysis, etc.

A careful review up-front can make the actual release much easier.  In some cases, it could head off a disastrous rollout had these steps not been taken.

 

How to Use Experiential Course Flow to Enhance eLearning

Guest Blog by Sister Misty from e-Learning Brothers –the leading provider templates and custom e-learning design, that has a partnership with QuickLessons.

Not to give away all my instructional design secrets, but I’m going to tell you how I’ve been structuring eLearning course flow to enhance eLearning for over a decade. Ready? Here we go!

The Experiential Course Flow is a simple way to think about structuring course flow to capitalize on the adult learner’s natural tendencies, strengths, and preferences.

Here are a few:
1)     Adult Learners enjoy connecting to and sharing their experience
2)     Adult learners are problem-based learners, who need to understand the relevance of content
3)     Most people learn by doing

This Experiential Course Flow can work simultaneously on many levels:

  • Sub-units of a course
  • An entire course
  • A course series

Structuring your course around connecting to (Existing), creating (New), and planning for experience (Future) increases learning engagement and amplifies the effectiveness of their learning.

 

1. Connect to Existing Experiences

Your first goal in the course you create should help the learner buy into what they can gain through the investment of their attention, retention, application, and eventual performance of a new behavior. One of the most effective ways to help learners realize the relevance of your course is to connect the largest core concepts to something the learner already values or has experienced. To do so, ask yourself these questions:

  • How can I help the learner connect to previous experiences that will help them better understand the value of or importance of this new behavior?
  • How can I help the learner feel the reality of what they can gain by applying this new skill or behavior?
  • How can I help the learner connect to what they will lose without this new skill or behavior?
  • How are these materials, skills, or behaviors relevant to something the learner might already care about, and how can I help them make that connection?
  • How can I bring this topic closer to home for the learner (from an emotional relevance perspective)?

Here are some ideas:

  • Stories: Use stories that are illustrative or larger concepts, testimonials, case studies, allegories, etc. to get learners connecting to their existing experiences or the experience of others through imagination.
  • Short videos: Highlight the problems of being without the skill or behavior that the learner may be experiencing now, or how a situation in the past may have played out differently had they had X skill or demonstrated Y behavior.
  • Analogies: Relate course concepts to things learners have experienced in everyday life, and that will set the stage for them to relate to new experiences and information.
  • Reflection: Invite learners to reflect upon, share, or write down previous or personal experience that you can then connect to the concept of the course. It’s possible this experience may not be obviously related to the concept at first, but it’s possible for you to make the connection later in the course.
  • Questions/Quotes: Pose questions that help to get learners thinking about their opinions, experience, needs, desires, etc.  These can be indirectly or directly related to the course content, as long as you can transition the conversation to a meaningful point.
  • Predicting Outcomes: Tell a story, but put the learner in a position to predict or finish the outcome based on their imagination or previous experience.

Things to Avoid:

  • Scaring learners
  • Asking learners to share things that are too personal
  • Assuming learners have direct previous experience with your content
  • Thinking “learning objectives” will take care of this step

No matter how you choose to make the connection, remember that this stage is meant to help set the hook, get the learner emotionally involved, and connect them to existing experiences and attitudes that will help set the stage for them to experience something new. For example, building on previous experience or because of previous experience.

 

2. Experience the Success and Failure of a New Skill

Now that your learners are primed and ready, you might be tempted to start “educating” them via several informational slides and then a self-assessment or practice activity. This is where the experience model gets radical, folks! Because eLearning allows learners to practice (and potentially fail) in a safe environment, we can skip the “presentation slides” and let them roll up their sleeves.

Here’s why:

  • Very few people are interested in the content for content’s sake.
  • Most people want DO something, not READ something.
  • Designed correctly, your course can meet the best of both worlds (taking in new content AND experiences that help to build skills).

Still don’t believe me? Answer this question:

Congratulations, you just won a new vacuum! What will you do with it first?

a.      Brag to my friends, then plug it in and see how it works
b.      Brag to my friends, read the entire instruction manual, then plug it in and try it out

If you answered B, good for you! You are the person your family comes to when stuff breaks. If you answered A, you are like most of the learners you are designing training for—problem-based learners. This means that you’re only interested in learning things if it helps better your life (aka has relevance or solves a problem). If that vacuum breaks, you’ll find the instructional manual, search for the exact piece of information you need, and use it to solve your problem (aka Just Enough, Just In Time, Just For Me). Then, you’ll toss the manual back in the dusty junk drawer where you found it and keep vacuuming.

Can you imagine how technical writers would feel if they knew the truth? No one reads the whole manual! As instructional designers, we have to embrace this reality as well. People don’t want to read our whole course, even if the content is good. We must change our methods.

Here’s how:

  • Put the learner in a situation where they need to apply your prepared content by practicing the new skill or behavior
  • Use the strength of your eLearning tool to make the aforementioned situation as realistic as possible. Include:
    • Story
    • Emotion
    • Sound Effects
    • Images that clearly show the problem to be solved and help the learner feel it
  • Tell the learner it’s their job to “fix it” by applying the new skill or behavior
  • If the learner does not yet know what they need to know in order to apply the new skill, allow them to access a RESOURCE.
    • The resource is where you have placed the relevant content (not irrelevant content!) that will help them perform the task
    • The learner will be motivated to read this Just Enough, Just in Time, Just for Me piece of content because it is going to help them solve the problem, win the game, achieve the goal, etc. of your scenario

Think back to the question about the vacuum. Whether your learner is someone who would answer A or B, they are covered with the way you designed this. If the learner wants content first, they can have it. If the learner wants to jump right in and try it out, they can. The worst that will happen is that they will fail in a safe environment where:

  • They are provided with a realistic RESULT stemming from their application of the skill
  • They feel this result in an emotional way due to the design of your content, audio, media, etc. and their emotion boosts memory, engagement, and retention
  • They are presented with the relevant content via a coaching opportunity (which they are more interested in now that they have failed and realize they need it)
  • They are allowed to reflect and internalize that instruction before they try again
  • They correctly apply the skill and see a successful result, repeating the emotion and retention cycle over again

By focusing on creating new experiences for learners, rather than “course content,” we can:

  • Create eLearning that is more engaging, interactive, and effective.
  • Allow the learner a chance to use new skills
  • Allow the learner to experience the realistic effects of applying the new skill successful and unsuccessfully
  • Increase the chances that they will transfer this new behavior to the job

 

3. Plan for Future Experiences

Once your learner has been able to spend the majority of the course practicing new skills or behaviors, you should conclude by helping them connect what they learn to relevant application once they return to the work environment.  This helps to finish your “Experiential” Course Flow:

  • You started with helping them connect to existingexperience to establish relevance and prime them for something new
  • You provided opportunities for them to have a new experience and refine their practice of it through meaningful coaching and feedback
  • Now, you are inviting them to plan for how they will use this new skill in future experiences in order to solve problems back on the job and enjoy enhanced results.

Did you know that most learners know, before they ever leave a classroom or eLearning session, whether they are going to apply the information or not? Structure your course in such a way that you can use this time to:

  • Connect their new experiences to how they plan to perform in the future
  • Increase their motivation to transfer the skill back to the job
  • Eliminate personal or organizational barriers they may face in implementing the new skill
  • Provide supportive resources they can use as they begin to implement the new skill

As you strive to focus your instructional design on experience: existing, new, and future, you will be helping the learner to better prepare for learning, engage in the practice of the new skill, and integrate that new skill into their future performance.

 

Source: http://elearningbrothers.com/how-to-use-experiential-course-flow-to-enhance-elearning

 

QuickThoughts is one of The Top 50 Most Socially-Shared eLearning Blogs

QuickLessons blog: QuickThoughts, is located in #21 position in The Top 50 Most Socially-Shared eLearning Blogs.

Access: www.cmoe.com/blog/top-50-elearning-blogs.htm

The Top 50 Socially-Shared Learning & Development Blogs this time, it’s about the best E-Learning blogs.

The Center of Management & Organization Effectiveness used the same method as before to come up with their list, by summing up all the social shares of each blog’s posts from January 1, 2013 through December 31, 2013.

The social-shares data were pulled on April 13th, 2014.

The total social shares is what determined this list of the top 50.

 

 

 

QuickLessons y eLearningBrothers: alianza para desarrollar y potenciar experiencias de e-learning innovadoras

QuickLessons, la plataforma de colaboración para la creación de cursos en línea atractivos y eficaces, y eLearning Brothers (eLB), el proveedor líder de plantillas de e-learning y diseño de formación virtual a medida, anunciaron una alianza global para dar mejor servicio a sus clientes actuales y futuros.

Los personajes, plantillas, juegos y otros contenidos de eLB (http://elearningbrothers.com) ahora aportan a la mejora de los cursos creados con QuickLessons (www.quicklessons.com), en una experiencia de aprendizaje más rica para los usuarios finales.

“Todos los planes corporativos de QuickLessons incluyen ahora una selección de 200 personajes de eLearning Brothers. Los clientes pueden elegir entre fotos, ilustraciones y una amplia variedad de posiciones. Además de eso, estamos lanzando una nueva función para añadir interacción a los cursos construidos con QuickLessons, con más de 25 juegos y concursos de eLB disponibles en nuestra biblioteca HTML5″, explicó Alfredo Leone, CEO de QuickLessons.

Por su parte, Dan Dellenbach, Business Development de eLB, destacó: “eLearning Brothers se complace en trabajar junto con QuickLessons. Hemos seguido a QuickLessons durante varios años y valorado su profesionalidad, la calidad de sus productos, y la capacidad de penetrar en nuevos mercados. QuickLessons ofrece una excelente plataforma a diseñadores y desarrolladores, para convertir rápidamente sus contenidos en eLearning atractivo”.

“Tenemos plena confianza en la capacidad de QuickLessons para mostrar nuestras herramientas a una gran audiencia de usuarios potenciales, que las utilizarán con entusiasmo para crear impresionantes procesos de eLearning”, añadió Dellenbach.

“Estamos convencidos que los recursos ofrecidos por eLearning Brothers contribuyen a lograr una experiencia increíble de formación en línea. La integración de estos recursos en nuestra plataforma de colaboración ofrece una poderosa y convincente propuesta de valor para las organizaciones interesadas en el desarrollo de formación en línea eficaz y eficiente, que permita lograr los mejores resultados de negocio”, completó Leone.

QuickLessons y eLearning Brothers buscarán aprovechar y potenciar sus sinergias, con nuevos lanzamientos de productos integrados, que se anunciarán progresivamente

En conjunto, ambas compañías tienen como objetivo ofrecer soluciones para convertir a los expertos en diseñadores de e-learning, y a los diseñadores con experiencia en rockstars del aprendizaje.

 

Manténgase informado en las plataformas sociales de QuickLessons:

Manténgase informado en las plataformas sociales de eLearning Brothers:

QuickLessons and eLearningBrothers partner to develop awesome e-learning experiences

QuickLessons the Collaborative Platform for creating engaging and effective online courses, and eLearning Brothers (eLB) the leading provider of e-learning templates and custom e-learning design, announced a global alliance to better serve their current and future customers.

eLB’s characters, templates, games and other content now help enhancing courses created with QuickLessons into a richer learning experience for end users.

Alfredo Leone, QuickLessons CEO said: “All QuickLessons corporate plans now include a selection of +200 characters from eLearning Brothers. Clients can choose between photos, illustrations and a wide variety of poses. In addition to that, we are launching a new feature to add interaction to courses built with QuickLessons with more than 25 games and quizzes from eLearning Brothers available in our HTML5 library”.

Dan Dellenbach, eLB’s Business Development highlighted: ”eLearning Brothers is pleased to work together with QuickLessons. We have followed QuickLessons for several years and value their professionalism, quality of products, and ability to penetrate new markets. QuickLessons provides an excellent platform for designers and developers to quickly turn their content into engaging eLearning.”

“eLB has full confidence in QuickLessons’ ability to showcase our tools to a large audience of potential users who will enthusiastically use them to create awesome eLearning.” Dellenbach added.

“We are convinced that the resources offered by the eLearning Brothers make for an amazing online training experience. Integrating these resources into our Collaborative Platform provides a powerful and compelling value proposition for organizations interested in developing effective and efficient online training to achieve the best business results”, Leone completed.

Both companies look to further leverage synergies between QuickLessons and eLearning Brothers 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:

Stay informed on eLearning Brothers (eLB) social platforms:

 

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