Articles

Conquering The Isolation Of The Online Classroom
Virtual Classroom
February 10, 2016

Conquering The Isolation Of The Online Classroom

Do you ever feel that you are on an educational island? It’s 4 am, you are answering posts in an online classroom and it feels like you are alone. As the poet John Donne[1] said, “no man is an island”. No student or instructor is either. But what are some tips for making the asynchronous online educational environment into communities of learning?
by Elsie Walker
How Neuro-Science Drives eLearning Effectiveness And Retention
Learning Psychology
February 9, 2016

How Neuro-Science Drives eLearning Effectiveness And Retention

Over the last several years, I’ve helped many companies evaluate game-based learning and gamification technology solutions. I noticed that vendors are beginning to market how their solutions leverage “brain science”, “neuro-science”, “micro-learning”, and other terms. These are popular buzzwords indeed! The problem is that many solution providers don’t go beyond the use of the buzzword. Where is the substance behind the buzzword in their solution? Let’s provide some substance behind neuro-science as it relates to learning and learners’ retention.
by Bryan Austin
Training Needs Analysis For eLearning: 2 Sets Of Questions To Ask The Client 
Training Needs Analysis
February 8, 2016

Training Needs Analysis For eLearning: 2 Sets Of Questions To Ask The Client 

Now it’s time to meet the client for the very first time as an eLearning Project Manager in order to discuss in detail their training needs and the overall requirements of the eLearning course to be developed. This step is not about selling; the client has already agreed to work with your company, and most probably, has already signed a contract, too. In this article, I will examine what happens in this very first meeting with the client, how the eLearning Project Manager identifies what to be included in the eLearning course to be produced by using the right set of questions for training needs analysis for eLearning, and how this meeting proceeds by setting priorities and documenting what to be delivered .
by Marisa Keramida (M.Ed.)
7 Tips To Fact Checking eLearning Courses: A Practical Guide For eLearning Professionals
eLearning Design and Development
February 8, 2016

7 Tips To Fact Checking eLearning Courses: A Practical Guide For eLearning Professionals

As the famous American writer and satirist, Mark Twain, once said: “Get your facts first, then you can distort them as you please”. Giving your eLearning audience information that is supported by concrete evidence is part of the eLearning professional's job description. In this article, I'll share 7 tips for fact checking your eLearning courses, so that you can rest assured you’re offering your online learners true and up-to-date subject matter.
by Rory Cameron
6 Tips For Serious Game Development For Non-Game Designers
eLearning Authoring Tools
February 8, 2016 | Sponsored

6 Tips For Serious Game Development For Non-Game Designers

To train more than to entertain: That is the motto of a proper serious game. Indeed, these kinds of training methods have gained undeniable popularity, since institutions, as well as companies, decided to implement them as part of their training programs some years ago. Consequently, a lot of training managers became interested in serious game development or, in other words, in how to design such training modules. However, when it comes to serious game development, a lot of questions come into play. Sometimes they can be scary, or even overwhelming. For instance, «Will I have to create 3D environments by myself ?», or «Will I have to do some coding in order to make my training module work?». Well, if you are a non-game designer interested in serious game development, you should keep reading.
by Yann Teyssier
The Four Responsibilities Of The Learning Professional
Corporate eLearning
February 7, 2016

The Four Responsibilities Of The Learning Professional

In this ground-breaking article you will find out: Why you don’t become a professional just by calling yourself one; why the professional does not serve the interests of their clients simply by doing what they are told; why learning professionals should aim to do no harm to their learners; why it is absurd for a learning professional to be technophobic; why being a professional means basing your recommendations on hard evidence, not romanticism.
by Clive Shepherd
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