I missed Donald Taylor’s hangout with Elliott Masie from 5 December 2014 in London but it’s all been recorded and it’s definitely worth a watch. Covers MOOCS, mobile learning, wearables, personalisation and more.
Articulate excel when it comes to product support. In the early days of Articulate Presenter the tool was fairly basic and there were a number of competitors with similar feature sets so the guys at Articulate realised early on that if they were to stand out in the marketplace then they needed to help customers use it effectively. This support extended way beyond simply using the tool (the button pressing) and really helped those new to e-learning explore how great e-learning gets made. Today Tom Kuhlmann, Jeanette Brooks and David Anderson are stars in their own right because they have helped elevate Articulate and Storyline 2, to be the authoring tool of choice. When it comes to learning as content marketing Articulate are practitioners par excellence.
And now they have launched a great new e-book: ‘5 Highly Effective Strategies for Creating Engaging E-Learning‘ a great guide for those just getting started with developing e-learning or for those who already have some experience under their belt.
It’s broken down into five key sections (obviously) along the following lines:
How to Build a Compelling Visual Experience
A great introduction to the basics of good graphic design.
How to add Meaningful Interactions
A really useful overview of what constitutes a proper learning interaction
How to let Learners Pull Content
A wonderful exposition of the ‘in at the deep’ end approach with a great defence of the ‘don’t lock navigation’ ideology.
How to Engage more Senses with Video
Just some really useful practical stuff on making and incorporating video and screencasts.
How to Add Fun Gaming Elements
A useful (but quite short) section on gamification.
Download the FREE e-book here: 5 Highly Effective Strategies for Creating Engaging E-Learning
A great evening was had by all at the 2014 E-learning Awards Gala Dinner in London on 6th November. Sponge UK took the E-learning Development Company of the year award on their 10th anniversary which was really great to see. For all the other winners see E-Learning Age magazine (the award organisers). Entries for the 2015 awards open from February 2015. Now what project could I enter I wonder?
All the winners here: E-Learning Age list of winners
This year as vice-chair of the E-learning Network I thought it only natural to volunteer as a judge for the annual E-learning Awards organised by E-learning Age magazine. In 2012 I played an active role in two winning projects so I was keen to see behind the scenes and get an appreciation of what it’s like to be an award judge.
Having made it onto the judging panel at the beginning of August I was allocated two categories Best e-learning project: Private sector and also Best LMS Implementation. I was chair for the LMS category which means I was responsible for collating results and guiding discussions on the final short list.
There were a lot of entries this year, over 250 in all, with 20 entries in Category C (Best e-learning project – PrivateSector) and 12 entries in Category O (Best LMS implementation). Our initial task was to review each entry and award marks across a range of key attributes and then to use this marking scheme to arrive at our short list. Generally the submissions were excellent but there were large variations in how clearly the organisations described the work they had done. This lack of consistency made judging tricky but it is immensely rewarding and enlightening to see how people are using e-learning in all sorts of interesting ways.
Once we had arrived at our short lists we had to dig a little deeper and this is where the short listed companies presented their projects to us either at the two day face to face event at the Oval Conference Centre in London or alternatively online via Adobe Connect.
A key focus of the judging is an evaluation of effectiveness of the e-learning project. This is always tricky and traditionally L&D can sometimes be weak at measuring effectiveness beyond Kirkpatrick’s Level 1 (Reaction – the happy sheet). E-learning often benefits from a check of understanding via a multiple choice quiz so technically it makes to to Kirkpatrick’s Level 2 (Learning), but evaluating effectiveness at Level 3 (Behaviour) and Level 4 (Results) is much harder and many entrants struggled to find reliable evidence at these levels.
Following the presentations and some additional deliberating amongst the judges we selected three award winners (Gold, Silver and Bronze) from each category. Keeping these winners secret has been pretty easy for me (my mum thinks I should have worked for MI6 because I tell her so little) but on the evening of Thursday 6th November the results will be revealed to all at the awards dinner in London. I’m looking forward seeing the smiles on the winners faces and hope that those that missed out will also take comfort from the fact that simply making it onto the short list was an achievement in itself!
Interested in being a judge next year? Judging is open to all – the only qualification you need is to be passionate about e-learning! Now where is my dinner jacket?
Last week saw the launch of the Serious eLearning Manifesto. Its themes are ones that I’m familiar with having been working at the e-learning coal face for the past 10 years. Its basic premise is that most e-learning is ineffective and rarely improves performance. To take e-learning to a new level we must do more (actually a lot more). This is a valid viewpoint but the manifesto is vague about the ways in which things should be improved on a practical level.
Now part of me agrees wholeheartedly that e-learning is capable of much greater things and with the appropriate vision, budget and skills I believe we should all strive to push e-learning much further but there is a large group of people who are only just getting started with e-learning and for them a simpler (but hopefully still effective) approach is going to be just fine. Horses for courses as they say.
Now I also understand where this e-learning snobbery comes from. A lot of e-learning isn’t brilliant and in my work in getting clients started with e-learning I sometimes come across the dreaded 100 slide page turner, but there are also a lot of people out there getting up to speed with tools like Articulate Storyline and who are exploring what is effective and what is possible as they begin to transition from classroom to online. But not every SCORM module can be a tour de force of deep behavioural performance improvement. Sometimes you just need 10 minutes on getting started with the company timesheet system. Deep learning it may not be but unlike a static web page or PDF file the e-learning option should at the very least give you a starter for 10 (literally).
Some may argue that this isn’t e-learning at all but performance support but for me the application of basic instructional design to a defined learning need effectively moves us into the e-learning space.
Of course e-learning is capable of much more than this and the growing raft of technologies at our disposal opens up innovative new ways to learn online. But doing things at the cutting edge requires more skills, more budget and invariably more risk so not every project will be a candidate for the high-end approach. Indeed one could argue that the manifesto is really describing the wider landscape of online learning rather than e-learning specifically but that’s a subject for another post (see Defining e-Learning in 2013).
I’m serious about the future of e-learning but let’s be pragmatic about its application at all levels of need. Sometimes a five minute Storyline module will be enough – seriously.
More comment here:
Sign-up to the Serious e-Learning Manifesto here:
I just completed two very long days at Learning Technologies at London’s Olympia. I wasn’t at the conference but spent a couple of hours on both days on the Elearning Network’s stand in my capacity as ELN Vice-chair. I also did an Ignite session on ‘Teaching Sells’ where my tech failed me completely but I did manage to recover after losing a precious minute. The lesson – practice with the tech before you rely on the tech! I also joined in the fringe event in the Beaconfield Pub on the Wednesday evening. I’m a sucker for anything fringey or anti-establishment – must be the Celt in me!
The show seemed pretty busy and I had lots of good conversations on the ELN stand – primarily with those e-learning newbies struggling to make sense of the multitude of different approaches to learning online. I’ve been in e-learning a long time and have grown up with it all but anyone new to the scene can easily find themselves overwhelmed. Of course that’s where a group such as the ELN can help – guiding people through the various approaches, exploring the different tech solutions. My most used one-liner at the show was that ‘we are a self-help group for those just getting started in e-learning’. That seemed to strike a chord with most of the people I spoke with.
Some other show highlights in no particular order:
A new cloud based e-learning authoring tool from elearning 24/7 looked really user friendly. Had a great quick tour from Joe Jarlett (Tech Director) and looking forward to having a play myself (blog to follow). Sadly it doesn’t use responsive design principles so isn’t really mobile friendly but it will work just fine on tablets (I’m guessing it publishes to HTML5). Link: NimbleAuthor
Responsive Authoring Tools
This is an area of particular interest for me. I’m loosely involved in Adapt (the Kineo open source initiative) so am keen to see what approaches other companies are taking.
Epic have completely re-designed their GoMo tool and it now looks and works a lot better than Version 1 (M-Learning with GoMo). And to underline their commitment to the tool they have recruited Mike Alcock (of Atlantic Link fame) as GoMo MD. I’m on the Beta test programme so looking forward to having a play (blog to follow of course). Link: GoMo
I watched a demo of this neat authoring environment where they made an app in 15 minutes (clearly they did some preps before they started in the best TV cookery tradition). Looking forward to comparing this with the GoMo tool. Link: Linestream
The Death of the LMS
One theme that seemed to weave its way around the show was the realisation finally that the LMS as we know it doesn’t really work for learners. I’ve always maintained that the LMS is designed primarily for managers not for learners. Little ‘L’ big ‘MS’ not big ‘L’ little ‘MS’. Toby Harris from Saffron started his talk on their Learning Experience Network with some interesting research from behavioural science and behavioural economics. The key point is that learners don’t learn in isolation and what they learn, or more importantly what they are motivated to learn, is shaped by the behaviour of others. A new manager will be more motivated to learn about a project management methodology if she sees that other managers have been doing the same thing. This of course is not how the world looks when you log-into an LMS as a learner. All you see if what you have been allocated to do by your manager or by HR. Other managers may also be doing the same stuff but you have no visibility of it – you are effectively learning in a silo of one. Anyway I don’t want to go too deep on this topic here but I am really keen to explore Saffron’s LEN which attempts to combine a socially mediated approach to learning with user generated content. Of course the death of the LMS may also result in the death of the conventional e-learning module, and even the instructional designer! Toby is clearly in the Jeff Bezos camp in that to be really innovative you should try and kill your existing business model!
Sponge Cake and Champagne
Sponge celebrated their 10th birthday with a sponge cake (naturally) and some champagne (happily). Julie Dirksen of ‘Design for How People Learn’ fame was the guest cake cutter.
Had a nice chat with Julie while drinking champagne and eating sponge cake. She is considering a refresh of ‘Design for how People Learn’ but there is also the tantalising possibility of a second book on learning and behaviour change. You heard it here first (probably).
Interactive Learning Maps
One interesting new content authoring tool that I came across was Learning Map from Edynco (from wonderful Slovenia). This tool allows you to create a learning resource using a kind of mind mapping approach. It supports text, images, links, audio, video and even includes a question and feedback engine. It facilitates a much more exploratory approach to learning and is a refreshing change from ‘click or scroll to see the next bit of content’. Link: Learning Map
The LT14 Fringe
Martin Cousins organised the friendly intimate fringe event in the Beaconsfield Pub behind Olympia. A number of ‘conversation starters’ moved around tables stimulating conversation around different topics while we all drank free beer. Not a bad format for a Wednesday evening. My fave session was with David Kelly from Elearning Guild in the US where we talked wearable tech and all tried his Google Glass glasses.
I contributed an Ignite talk on ‘Teaching Sells!’ I also enjoyed Dipesh Mistry’s’ talk on ‘The Value of Paper’. Videos to be uploaded soon!
Overall a great show and a real buzz for the future of learning technologies!
Thanks to everyone who voted I am now the Vice Chair of the E-Learning Network. We had our first Board meeting last week and there is lots to do in 2014 – not least increase the membership and ensure that the ELN plays as valuable a role in the e-learning industry in the next 10 years as it has in the last 10 years!
I’ve put my name forward for a position on the Board of the eLearning Network (ELN). I’ve always been an active member of the ELN and it has done a lot to promote e-learning in the UK especially in the corporate world. Not sure how much work is entailed if I get appointed/elected but hopefully it will be enjoyable!
Here’s my 100 word manifesto (100 words is not very much):
I’m passionate about e-learning because it combines two subjects I love – learning and technology. I’ve been in e-learning since the early days. Initially it was tough trying to get people to switch to new ways of learning – the classroom was seen as the only place where real learning took place. But things have changed. The web has revolutionised the way we do things and it’s now revolutionising the way we learn. This is a great time to be involved in e-learning and I’m keen to help spread the love as a board member of the ELN!
I contributed a video on ‘The e-Learning Revolution’ to Bitpod’s ‘In a Nutshell’ series. The script is shown below (it started out at 700 words but was trimmed to 300 to create just two minutes of video).
To be successful in today’s knowledge economy we need new ways to learn, ways that don’t rely on us turning up in a classroom with the teacher.
E-Learning has been around for a while but is often seen as the poor relation to learning delivered in the classroom. This view is rooted in the idea that ‘teacher knows best’ and without a teacher a class is incapable of learning. This position is misguided in two ways.
Firstly the quality of the classroom experience depends almost entirely on the effectiveness of the teacher. If you have a great teacher the learning is effective. If you don’t it isn’t.
Secondly it assumes that learners aren’t self motivated; that without a guide the learning won’t get done. In practice today’s learners are much more self-directed and they need a guide only occasionally.
E-Learning, if it is well designed, can be just as effective as classroom learning but it does have different strengths.
Undoubtedly the single biggest advantage of e-learning over the classroom is efficiency. If you need one thousand people in your organisation to learn something quickly, then e-learning is the only realistic solution. That’s why pretty much all basic compliance training is done online.
E-Learning is also tremendously flexible – its available 24/7 and accessible pretty much anywhere – in the office, at home, or on the train to work. This always-on capability has fuelled the growth of e-learning and the demand for what is called just-in-time learning – learning that’s available at the moment of need.
E-Learning is also cheap – an e-course is typically a quarter of the cost of a day in the classroom. That’s Buy One Get Three Free in the language of Tesco or Walmart.
That’s a powerful driver for the e-approach.
There are many definitions of e-learning. Some limit its scope while others broaden it depending upon the needs of the definer. Its definition in education is quite different to its definition in the commercial world.
In the commercial (non-education) world there is increasing pressure from clients to develop e-learning that is shorter and which can be delivered in bite sized chunks (see ‘Resources or Courses?’). This pressure is forcing many to redefine the very nature of e-learning and this is causing confusion amongst many who are new to it all. I’ve always preferred a broad definition and one that encompasses a wide range of web based learning technologies and approaches.
E-learning is a broadly inclusive term that describes educational technology that electronically or technologically supports learning and teaching. Wikipedia
For me online learning and e-learning are synonymous but this isn’t the way e-learning is understood by many in the commercial world where efficiency and cost reduction is the key driver for its popularity. So in an attempt to clarify what most people mean when they talk about e-learning (what I often call conventional e-learning) here is my updated definition:
E-learning is a packaged digital resource that helps someone learn something new. E-learning resources are normally called ‘modules’. A course may be a single module or a collection of modules which must be completed in a set order. E-learning is different to other learning resources in that it requires learner interaction. Learners must respond to questions, engage in activities and make decisions. Based on their choices they receive feedback and may be directed to different material. In this way the resource is adaptive and will be experienced differently by different learners. In E-learning the leaner is active not passive. Most e-learning modules will be produced as a SCORM package and delivered via a learning management system (LMS).
Of course not all e-learning modules will meet these criteria – much of the early e-learning modules belonged to the ’page turning’ genre but most professional e-learning developers today will rarely build page-turners for their clients. E-learning authoring tools such as Articulate Storyline or Adobe Captivate are designed to develop these conventional SCORM packaged modules – ideally packed full of exciting learning interactions and activities.
So applying this definition – a video (even a very cool explainer video), a beautifully designed PDF or infographic does not constitute e-learning even though they may be delivered digitally though a ‘learning platform’.
The problem with conventional e-learning is that it lacks flexibility and is tied to the old teaching paradigm – it’s usually linear and needs to be completed from start to finish to work effectively. Although some e-learning modules offer a more flexible way to navigate through the material most clients and LMS’ prefer the ‘screen at a time and test at the end’ structure.
The technologies on which most e-learning modules are built (Flash or HTML) are also less flexible that other web based formats such as video or PDF files. In particular the growth of mobile devices in their various form factors and operating systems has really challenged the role of conventional e-learning and many new online learning platforms (e.g. Udemy or iTunes U) have sidestepped SCORM altogether in favour of video and other mobile friendly content standards. The so-called successor to SCORM, Tin Can recognises this new online learning landscape and substantially broadens what constitutes learning on the web. Reading a blog, commenting in a forum, or watching a video are all learning activities in the world of Tin Can. They are all potential learning experiences which is why Tin Can has been re-badged as the Experience API.
So does the conventional e-learning module have a future? In the short term the answer has to be a resounding yes. Most e-learning is still done on non mobile devices accessed via a conventional LMS, and tools such as Articulate Storyline are making it easier for everyone (not just the pros) to develop conventional e-learning modules.
However even if, like the classroom, the conventional e-learning module may be with us for some time yet many in the industry are exploring new approaches to learning online and I’ll take a look at what those new approaches are in my next post.