How to Build Better E-Learning

Are you tired of building the same courses over and over again? Sure you may get to build a hundred courses, but they’re essentially the same course built a hundred times. The result is that many of the courses look the same and they don’t provide the opportunity to expand your course design skills.

Today I’d like to offer a few tips on how you can get out of the hundred course rut.

Many organizations allow their employees to have some free time to hack together ideas or work on other types of projects. I spoke to one elearning manager that lets his employees spend a few days each month on personal projects. His rationale is that it gives them “time to unwind and play around with ideas.”

Most organizations probably won’t make time for you to “mess around with ideas” so you need to find ways to get the time. We often used the team meeting time to brainstorm ideas. For example, one challenge was how to navigate a course if all you could do was drag and drop objects and couldn’t click anywhere on the screen. Another was to come up with 100 analogies we could apply to our training programs: climbing stairs, climbing mountains, going down a road, entering a building’s lobby, etc. We then used some of the ideas as models for our course designs.

The main point in the activity was to think about things in a different way and to prototype ideas. They may not always be used, but they will help develop your skills.

As you know, I am a big fan of the weekly elearning challenges because they do exactly what I’m talking about above. They’re a springboard to playing with ideas. We present simple challenges to help nudge you a bit. They’re not intended to be big courses or even all that elaborate. Some people put together complete ideas and some just build quick prototypes. The main goal is to get you to try something different than what you normally do at work. Through that process you find new ideas and production techniques.

Even if you don’t participate in the weekly challenges, I still encourage you to look at what’s being done. They’re a great source of inspiration. You may pick up some neat ideas that can be applied in your own elearning courses. All of the participants get the same instructions but the results are always different. It’s nice to see the diverse ideas.

All of the Articulate community managers do a great job building courses. However, if I were to look at the demos they build without knowing who built them, odds are that I’d be able to match the course author to the course. And the reason is because we all tend to have our own style.

That means our course screens tend to look similar. The layouts, colors, fonts, and object sizes all tend to be the same. That’s not a bad thing. But build the same type of course a hundred times exactly the same way can cause some creative fatigue.

By stepping away from our own style and attempting to mimic the work of others we become better course designers. I recommend collecting elearning courses, multimedia examples, or visual design ideas that you find inspiring and then setting some time to practice recreating them.

Step 1: Try to replicate what the content creator did. This helps you figure out what they did and how you’d do the same thing with your authoring tools. Don’t worry about copyright or anything like that. This isn’t for public consumption. Instead it’s for your personal development. Step 2: Once you have decent replication, start to iterate. Pretend that a client told you they wanted this project redone. What would you do? From there you’ll be able to transform the idea that inspired you to something that’s uniquely yours. And most likely it’ll look a lot different than what you would have done on your own. I usually look for color themes, font pairings, and visual design ideas like how shapes and lines are used. I’ll create a few different layouts based on the original design.

Here are some of the places I go to find inspiration:

E-Learning Examples: a good collection of all sorts of elearning and interactive multimedia examples that could inspire course design ideas. Articulate demos: the elearning challenges have produced over 1000 different examples. You can find a complete list here. But we also feature a few of the more popular ones and other demos in our examples section. News multimedia: with every major news event there’s usually some multimedia composed to explain it. USA Today and NY Times (links to examples) usually have some good demos. Museums: many of the large museums have interactive tours and demos. Here’s one from the Smithsonian on how to build a sod house and an interactive tour of the Louvre. Design sites: I’m not a graphic artist but I can glean ideas from those who are. I like to look at some of the portfolios on sites like Dribbble and Loviv. I often get ideas on layouts, colors, and UI.

If you don’t want to get stuck building the same course over and over again, challenge yourself to find inspiration in the work of your peers. Make some time to connect with others and if you have time, join one of the weekly challenges. I’d love to see what you do.

How do you find inspiration for your elearning projects? Share your thoughts by clicking on the comments link.

Vancouver & Toronto Workshops: We’re planning a couple of workshops in Toronto & Vancouver. If you’re interested, let us know. Click here for more details. February 10 & 11 (Omaha, NE). Sign up for one day or both:
Day 1: How to Build Interactive E-Learning 
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Day 1: How to Build Interactive E-Learning 
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Day 1: Learn to Create Your Own E-Learning Assets
Day 2: Use Storyline to Build Interactive E-Learning Other locations include: Philadelphia, Portland, Atlanta, Vancouver, and Toronto.

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Want to Build Better Courses? Then Do This.

I facilitate a lot of elearning workshops and from my experience most of the people who attend are just getting started. Generally the transition to elearning happens like this. They’re good at explaining things and go from explainer to trainer. Then somewhere in the process the organization says that they’re switching to online learning.

Now the trainer has to make another transition as she goes from creating and facilitating workshops to building elearning courses. And as we know, building an online training course is different than creating a facilitated live session.

So the challenge is: How do I learn and get better at building online training especially when working with limited resources?

If you’re just getting started, don’t worry about being perfect. The first online course I ever built was a mess (as I look back on it today). I was teaching people who had never been online how to navigate this new thing called the “World Wide Web.” What should have been a fun course full of discovery was a long-winded, information-heavy course. I made learning about the Internet about as fun as doing taxes.

But that’s OK. I received some good feedback and the next course was a little bit better. And with each one that followed I tried something new. Over time I learned to build better elearning. You only know what you know. Do the best you can, and then learn from it to get better at what you do.

Essential point: You’ve got to start somewhere. Do something with the expectation that the next time you’ll incorporate what you learned to build it a bit better.

If you want to be good at something, you have to practice. Building courses is a job and we usually only commit to the job what’s required to get our paychecks. That means we work from 9 to 5 and at the end of the day, we’re done. The challenge is that during the 9 to 5 we only work on projects and have little time to practice.

Great athletes start with natural athletic skills. But what makes them great is that they start with their skills and practice, practice, practice to build on where they’re currently at. If they didn’t they’d never be exceptional.

If you want to be good at your craft, you have to practice doing more than building the same type of course over and over again. Build practice activities into your routine as part of your on-the-job development. Tell your boos it’s cheaper than going to school.

Essential point: Take time to practice building something new. Practice new instructional ideas and production techniques you can add to your next course.

This part is a bit harder, but pays off big time. Start a blog or portfolio. The goal isn’t to become a recognized blogger with lots of subscribers (although that could be a goal). Instead it’s your public learning journal and a means to reflect on and share what you’re learning.

This will let you solicit feedback and get ideas to help build better courses. It also helps the person like you who wants to learn more. If we want better elearning, we need fewer blogs from thought leaders who throw out big picture ideas and more from practitioners who share practical tips and tricks.

Essential point: Writing about your learning experience will help you and those like you to become better developers. It’ll also add your voice to the community at large.

Every week, David Anderson posts a simple elearning challenge. The idea is to promote exactly what I referenced above—practice doing something new to help build your skills.

It’s all about fleshing out some ideas, sharing them, and getting feedback. Most people develop simple prototypes but some put in a bit more polish. It doesn’t matter what you do, just do something to push your boundaries a bit. That’s the key.

Essential point: The weekly challenges are happening now and an easy way to get into the habit of trying new things. That saves time trying to come up with different ideas and helps establish a routine of practice.

There are a few who take the challenge one step forward by including a write up of what they did. What I like about these posts is that the participants are at various levels of experience. Some are just getting started and some have quite a wealth of experience. Not only do they share some nice examples, they also often share good production tips and some even share their source files.

Create a Comic Book Inspired Course via Paul Anders

Gamify Your E-Learning via Jackie Van Nice

Typography Challenge: Create a Design Tip Poster via Gemma Henderson

Create a Drag & Drop Interaction via Dan Sweigert

Use Characters in Online Courses via Montse Anderson

Makeover a Quiz Results Slide via Jeff Kortenbosch

Build an Interactive Screenshot via Allison Nederveld

Build an Interactive Screenshot via Michael Hinze

Odds are you’re building the same course over and over again. That won’t do. Want to build better courses? If so, commit the time to learn something new and apply what you learn.

What do you do to improve your skills? Share your thoughts here.

May 20 & 21: Fargo, ND (ASTD). Sign up for one or both days here.
Day 1: PowerPoint for E-Learning
Day 2: Build Interactive E-Learning with Articulate Storyline

June 11 & 12: Lincoln (ASTD). Sign up for one or both days here.
Day 1: PowerPoint’s No Longer a Slideshow Freak
Day 2: Getting Started with Articulate Studio ‘13.

October: Dallas (ASTD). Details coming.

More to follow.

Post written by Tom Kuhlmann

View the original article here

How to Build Course Objectives That Matter

The key to success is having clear goals and then mapping out a way to meet those goals. Without the map, you’ll never know if you got where you intended to go. In a previous post we looked at how to build learning objectives. Today we’ll take it a step farther and look at a simple process that will help structure the objectives around measurable actions.

There are many courses that exist for reasons other than performance improvement. For example, a lot of annual compliance or things like sexual harassment training are usually more about the awareness of policies and less about actionable activities.

On the other hand, there are many courses that do expect that upon completion the learner is able to do something specific. Perhaps they’ve learned a new procedure or how to apply a given policy in the work environment.

Understanding the type of course you build is important because it’ll help you craft the appropriate types of objectives, measure their success, and help you manage your resources.

Once you understand why you’re building the course you can focus on who is going to take it, why, and what expectations exist after the course. One way to begin is by answering the questions below.

Who is the learner Why is this important to him? In what situation would he use this information? What is the course objective? How does he prove that he’s met the objective?

I create a simple table to look over the answers. Here’s an example based on my experience working for some large organizations.

As part of our ethics training, there was a course on how to deal with bribes. This course was important because we had a number of international sites and many of our sales and procurement staff had to deal with bribery as part of the business culture. Even though we only had a handful of international staff, everyone who took the ethics training had to take the bribery course, regardless of getting bribed.

For the international staff the bribery course was performance-based. We had specific behavioral expectations. For all of our other staff, the objective wasn’t centered on their performance. Instead the objective was to build awareness of the company’s policies on bribery which fit into the larger context of being an ethical organization.

Here’s an example of how this I could have completed the table for this course and the tow different audiences.

Click on the image to see a larger version.

You’ll notice that I broke out the two types of learners and their course objectives. For those who encounter bribes, we focus on the performance aspect. As we build the course, we want to create the types of situations they encounter and have then make the decisions that are in line with the organization’s policies.

For the IT analyst who is never bribed, we create a scaled down course. There’s no need for them to go through time-wasting situations not relevant to their job expectations. In their case, the objective is general awareness of the policy. Presenting the content in an engaging manner and having them certify their understanding is all we need.

A few key thoughts:

Build the course appropriate to the performance expectations of the learner. If none exist, then don’t force them through the same type of course for those who do have performance expectations. Taking a course costs time which is equal to money. And pulling someone from their work to go through irrelevant scenarios is a time-waster. Don’t overstate the importance of the course. Subject matter experts have the tendency to do this. In this example, the temptation is to suggest that everyone needs to be able to make the appropriate decisions so they should all go through the same training. While it’s technically true if presented with a situation everyone should make the right decisions, but forcing people to take certain types of training because of some remote chance that they’ll be bribed is a waste of time. Focus on how the learners will prove their understanding. Are they able to make the right decisions in certain situations? How do you know? If the person needs to make certain types of decisions in certain situations then make that the burden of proof. Create situations like they’ll encounter in the real world and have them demonstrate their understanding through the decisions they make. If they don’t encounter those situations, then the level of understanding centers on general awareness. Instead of a decision-making situation, you can focus on the principles that drive the policies. Perhaps a simple case study would do the trick.

I know that some people say the non-performance courses shouldn’t even be built. They should be job aids. Perhaps. But they do get built and often you’re not in a position to force that change. By understanding what the organization expects from the learner you’ll be able to craft good course objectives and determine the appropriate proof to ensure they’ve been met. If they have performance expectations focus on what you want them to do. If it’s about policy awareness, certify their understanding with a simple quiz.

How do you determine the course objectives in your training programs?

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May 4-7: Washington DC. I’ll be at ASTD International Conference & Expo. Swing by the Articulate booth #419 to say hello.

May 20 & 21: Fargo, ND (ASTD). Sign up for one or both days here.
Day 1: PowerPoint for E-Learning
Day 2: Build Interactive E-Learning with Articulate Storyline

June 11 & 12: Lincoln (ASTD). Sign up for one or both days here.
Day 1: PowerPoint’s No Longer a Slideshow Freak
Day 2: Getting Started with Articulate Studio ‘13.

October: Dallas (ASTD). Details coming.

More to follow.

Post written by Tom Kuhlmann

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9 Ways to Build Your Next Online Software Training

The other day someone asked for different ways to present simple screencast videos. They didn’t want an elaborate production process. Instead just a few ideas to help them change up the way they’re currently doing their screencasts for their online software training.

I regularly put together simple screencast videos. Sometimes I’ll play with different ways to present the information. Below are a few examples from the blog over the past couple of years. I highlight some of the things I did to mix it up a bit.

In the example below, I demonstrated how sometimes it’s easier to use static images to teach about software than creating a video. Some of the benefits of this approach are smaller file size, easier updating, and less production time.

This example was built in PowerPoint. So if you don’t have a different application, you can still create some simple interactivity that mirrors the software training.

Click here to view the demo.

Form-based tools are nice because they make production super simple. All you do is add your content to the form. This can be text, narration, images, or video. And then you hit publish. The software does the rest because it’s already designed to do something very specific. That means fewer decisions for you and a faster production time.

Click here to view the simple software training demo.

In the demo above, I used an image of the software I was training (in this case Articulate Storyline). Then I inserted some labels on top of the image to highlight features of the software.

This demo has three labels to show what you can do:

Text only: the easiest to do Image & narration: added a more detailed image to dig deeper and recorded some narration to explain more Video screencast: which lets me chunk up the video part of the training into smaller and more targeted videos.

Below are a few tutorials that I’ve done in the past. They’re mostly video screencasts. But sometimes I like to mix up how I present them. This way I can play with ideas on the look and layouts. I also try to add some interactive elements if I can.

In this example, the main page mirrors the free PowerPoint template. I broke the tutorial into three chunks and used the circles as a menu.

Click here to view the software training example.

You’ll also notice that once complete, the circles indicate a visited state to show that the tutorial has been viewed.

Here is a somewhat different take on the tutorial page. I was playing around with some drag & drop ideas where the end user selects a video and drops it in a box which loads the video.

Click here to view the software training example.

The tutorial below looks different but is similar in design. And here’s a follow up post on how to make the interactive tutorials more practical in their usability since the drag & drop interaction is novel, but maybe not always practical.

Click here to view the software training example.

It’s easier to build a simple click interaction to play the video tutorials. But sometimes the contrast of doing something different (like a drag & drop) helps engage the person during the training.

Original posts:

In this example I start the tutorial with a simple page that explains the series of tutorials. The first tutorial just goes to just the video. For the second tutorial, I added a start image with the idea that you can quickly brand or describe the video prior to clicking.

Click here to view the software training example.

You’ll also notice that in this demo I chose not to use the player controls so the profile of the course is a bit different.

For this example I tried a different looking layout and some animations to make the menu screen less static. On each button there’s an animated icon and tutorial description.

Click here to view the software training example.

Each video starts with a washed out screen and title bar graphic. This fades away as the video plays. I also added an interactive menu for quick access to the other tutorials.

Click here to view the software training example.

This example is pretty generic because it just starts right with the screencast tutorial. I threw it in as a way to show some contrast compared to the examples above.

What I like about some of the other examples is that there’s more visual indication of what the tutorial covers. You don’t get that with just the video, unless you add some details to the screen like a starter image or title graphic.

In this last example, the software training has links to four tutorials with descriptive titles. And the tutorials have a visited state to indicate that they’ve been viewed.

Click here to view the software training example.

So there you have it, simple examples of different ways to build your screencast tutorials. The easiest thing is to just record the screencast video and upload it to a server. But sometimes it helps to change things up. That’s what I showed with these examples.

My favorite demo is the last one. I like it because it’s a combination of tutorials with visited states. I also like the simple title graphic and that it is consistent across the other tutorials.

Hopefully these examples inspire your own ideas for your next screencast or online software training. Which of the examples above do you like best and why? Or what would you recommend for those just getting started? I look forward to your comments.

March 11-12: Phoenix, AZ (ASTD). Become a Rapid E-Learning Pro & Getting Started with Articulate Storyline. Register here.

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April: Indianapolis (ASTD). Details coming.

May: Fargo, ND (ASTD). Details coming.

June 11 & 12: Lincoln (ASTD). Details coming.

October: Dallas (ASTD). Details coming.

More to follow.

Post written by Tom Kuhlmann

View the original article here