Mobile Learning Solutions with Flash to HTML5 Conversion – Case Study

Let’s see a case study where we have successfully exhibited the legacy content conversion services. Company’s Outline: A prominent e-commerce company having a diversified experience of providing fast moving goods to its customers approached us to convert their existing Flash courses into HTML5. Three set of courses each consisting of 70 flash slides need to be…

Learning Thursday #3: Use Virtual Reality (VR) to Try on Makeup

Learning Thursday typically focuses on L&D articles and research. But this week, I’m featuring a fun virtual reality activity to ease us into the new year.  (If you need to satisfy your academic reading fix, the last Learning Thursday is here.)

Virtual reality (VR) has been a hot topic in many industries. As you may know, the makeup industry is beginning to use VR to sell products. Maybelline is a prime example. Check out their Virtual Try On tool, which shows you how different products will look on your face. The tool allows you to upload a photo of yourself, take a photo using your device camera, or try out looks on a model.

If you want to know what you’re getting into before you try the tool, here is what it did with a photo of me.

The first photo is me with minimal makeup:

And this is me after using Maybelline’s tool to apply eyeliner, eyeshadow, blush, and lipstick:

Not my usual style, but it’s pretty realistic!  A few questions for discussion…

  1. Do you think this tool would motivate you (or someone you know who wears makeup) to purchase more products?
  2. Is it less intimidating to try out looks like this, versus in a store?
  3. Is it less realistic to try out looks like this, versus in a store?

If virtual reality is interesting to you, check out Adobe Captivate 2019, which helps you build immersive VR learning experiences.

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Learning Thursday #2: Project-Based Learning

Earlier this month, I started the Learning Thursday blog series, which features a new learning and development article every other week that has a unique perspective.  I’ll also post some discussion points for those who would like to reflect on the article.  If you’d like to participate, please follow me here on the Adobe eLearning blog and comment on this week’s article:

Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 317–334). New York, NY: Cambridge University Press. Google Scholar

(The Google Scholar link will take you to a free PDF of the article.)

Introductory Paragraph: Any teacher or parent can tell you that many students are bored in school. But many of them tend to assume that boredom is not a problem with the best students, and that if students tried harder or learned better they wouldn’t be bored. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn (Blumenfeld et al., 1991). Studies of student experience found that almost all students are bored in school, even the ones who score well on standardized tests (Csikszentmihalyi, Rathunde, & Whalen, 1993). By about 1990, it became obvious to education researchers that the problem wasn’t the fault of the students; there was something wrong with the structure of schooling. If we could find a way to engage students in their learning, to restructure the classroom so that students would be motivated to learn, that would be a dramatic change.

After reading the article, please add a comment with your thoughts on one (or all) of these questions:

  1. Can you give an example of a project-based learning experience you’ve had?
  2. What is one topic you would like to deliver using a project-based learning approach?
  3. How can learning technology be used to support project-based learning?

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Learning Thursday #1: Mobile Technologies in Education

We’re almost to the new year, so I figure I’ll start a new blog post series.    I’m going to put out a new learning and development article every other week that has a unique perspective.  I’ll also post some discussion points for those who would like to reflect on the article.  If you’d like to participate, please follow me here on the Adobe eLearning blog and comment on our first article:

Vavoula, G., Sharples, M., Lonsdale, P., Rudman, P., & Meek, J. (2007). Learning bridges: Mobile technologies in education. Educational Technology, 47(3), 33–37. Google Scholar

(The Google Scholar link will take you to JSTOR, where you can read this article for free.)

Abstract: MyArtSpace is a service for children to spread their learning between schools and museums using mobile phones linked to a personal Web space. Using MyArtSpace as an example, the authors discuss the possibilities for mobile technology to form bridges between formal and informal learning. They also offer guidelines for designing such bridges.

Please add a comment with your thoughts on one (or both) of these questions:

  1. Have you seen a learning experience in the corporate world that is similar to the MyArtSpace experience discussed in the article?
  2. Can you think of an environment other than a museum where this sort of learning experience would be effective?

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Case Study – Conversion of Flash Courses to HTML5 using Articulate Storyline

In the recent times, the learning needs are changed and the technology has increased at its pace. This has transformed the traditional classroom training into e-learning. The courses that were developed in Adobe Flash or tools whose output is in SWF are now not compatible with the modern devices. Thus there is a need of…

Engaging the Long Distance Learner: Part 2

I recently did a webinar called, “15 Ways to Market Your Training Program & Learning Tech.”  (Here is the recording and slide deck.) This blog series expands on the webinar content.  The first few posts will focus on engaging the long distance learner.

As we discussed in part one, it’s easy for a remote employee to feel isolated from their larger organization.  This is especially true when they first join their employer and are most in need of support.

Sometimes when we develop a new hire orientation curriculum, we think more about what is practical for us as the trainers, and less about what a new hire needs to be successful.  We might accidentally create what I refer to as “Two Days of New Hire Haze.”

Here is what a new hire often hears when they begin orientation…

“Step right up, ladies and gentlemen…  You have joined our organization and will now be blessed with two days of someone telling you everything you need to know in order to do your job.  We will also provide a printout of the 400 slide PowerPoint in case you would like to take notes.  Oh, and here is a binder of everything we just told you, but in even greater detail.”

“I promise… I’ll obey the HR policies… Please just let me go home.”

Funny as it may sound, this is actually a common approach to new hire training.  It’s unfortunate, because the learners are only able to retain a small percentage of the information provided.  They might feel as if they’ve failed their first assignment, because they can’t remember everything they were taught.  They may even feel as if they can’t ask questions of their colleagues because it will appear that they weren’t paying attention in class.

There is a practical alternative.  We can create a training cohort for new hires.

A training cohort is just a fancy term for a group of learners who take classes together over a period of time, similar to what you would find in a college course.  New hires within a cohort attend multiple, shorter classes together.  They may primarily learn in a classroom or via virtual sessions, or both.  This allows the new hires to process new information and retain it effectively.  They may perform assignments in between sessions to reinforce what is being taught.  They get the opportunity to get to know each other and also learn from multiple instructors.  The feeling of cognitive overload is much less compared to learning everything in a short time frame.

Create Your Training Cohort

Here is a practical example of how you might go about creating a cohort structure for new hire orientation.  This is based on a structure I designed and used successfully while managing a learning and development team for a former employer.

Structuring Your Cohort

There are two items to address early on:

  1. How often will you form a cohort of new hires?  Decide how many new hires you would like to have in a cohort, and use that information to determine how often to begin a new cohort.  For example, let’s say you decide you want an average class size of ten new hires per cohort.  After tinkering around in your HRIS, you calculate that your organization hires ten new people every two weeks.  So, you will create a new cohort twice a month.
  2. Will new hire training be delivered in person, virtually, or both combined?  My structure was mostly virtual, and there were often new hires from multiple offices attending virtual training sessions.  We also offered for new hires to attend in person if they were in the same office as the instructor, and they could receive one on one coaching any time either virtually or from their resident trainer.

The New Hire’s First Day

Decide what a new hire absolutely must know the first day in order to function.  Typically this will include:

  • How to reset default passwords and work within your organization’s security protocols
  • How to access and use email applications, internal communication systems, and document management systems
  • How to contact each department, especially HR and the service desk
  • Safety information about the new hire’s primary office location, unless they work remotely
  • Anything a new hire is required to review and/or sign from a compliance standpoint

A new hire typically receives their equipment the first day as well as a packet of policies, benefits paperwork, and reference materials.

Keep first day training as concise as possible, and consider structuring your onboarding procedures so that new hires only start on Mondays.  That way, you aren’t delivering multiple sessions of the same class each week.

Cohort Sessions

Once you’ve provided new hires with what they absolutely must know, plan to provide additional training over the next 90 days.  Create an internal web site for new hires that explains what classes or resources they should access during their first week, first month, and so on.  Provide links to content within your learning management system.  My team created a web site that included links to virtual classes, short videos, tip sheets, and internal resource pages, so learners could get as much or as little information as they wanted.  Make sure managers are also aware of this page so they can remind new hires to access it.

Work out a recurring schedule for cohort classes so they are always readily available to new hires.  Make sure there is a class recording or other content that is available should a new hire need information prior to the next cohort class.  My team offered recordings and an interactive e-learning course as a substitute to attending virtual sessions.

Consider whether you would like new hires to complete assignments in between classes.  If so, upload the assignments to your LMS and post links to them on the new hire training site.  You could even have new hires work together on an assignment so they get to know each other.

Offer One on One Coaching

No two new hires are exactly the same.  Their skill levels will be different, and someone in Accounting may need very different new hire training than someone in Marketing.  It’s good to offer cohort classes for information that is relevant to most or all new hires, and offer one on one coaching on more specialized topics.

Depending on your organization, this may mean having a designated trainer from each department reach out to relevant new hires and offer coaching.  (Definitely put coaches’ contact information on your new hire training page!)  My team created a “menu” of coaching topics a new hire could request, because sometimes a new hire doesn’t know what they don’t know.  Coaching not only fills in any gaps within the general curriculum, it also gives new hires a chance to bond one on one with a person who can act as a connection to the overall organization.

– Katrina

Have you used a cohort structure, or do you have questions about how to create a cohort?  Comment below!

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Mobile First Designs in eLearning: A Mobile Learning Case Study

From being a desirable approach, mobile learning is fast becoming a standard for online training. Now, you hear of debate on mobile friendly vs. mobile first designs. In this article, I share a case study featuring a mobile first design in eLearning.

A Case Study On Mobile First Designs In eLearning

Mobile learning has matured over the last 8 years and has seen a steady increase in its adoption by L&D teams worldwide. With its intrinsic strengths of any time, anywhere access to learners, it comes as no surprise that it is now seen as the future of learning.

Specifically:

  • It provides control to the learners with the added advantage of flexibility as they can choose when to learn, how to learn, and which device to learn on.
  • It facilitates higher usage and application as it is accessible to all learners within their workflow. They can access the required inputs at the moment of their need.
  • From the organizational perspective, it can address the wide spectrum of corporate training needs making it the first choice of L&D teams.

What Are the Key Drivers That Are Increasing Its Adoption?

Besides the flexibility and control mobile learning offers to learners, the following factors are accelerating its adoption:

  • Look at the extensive usage of smartphones in our daily lives. Given this, using smartphones for training (to facilitate both formal and informal learning) makes sense.
  • More often than not, learners do not log in to the LMS or intranet to seek inputs they need during work. However, if these inputs (formal training/learning summaries/job-aids and so on) are available on smartphones, they will certainly be accessed and processed. This reality check is leading organizations to offer more pieces of training in the mobile learning format.
  • For training to be engaging, we need to offer it in formats that engage learners better. Notably, mobile learning uses microlearning techniques that make learning short and easy to internalize. Furthermore, it normally features formats like videos, interactive videos, and apps for learning that resonate better with learners.
  • Another significant factor is that mobile learning solutions offer multi-device support. This flexibility allows the same course to be available on desktops/laptops and tablets/smartphones. Learners can begin learning on office desktops but continue the practice or quizzes on their smartphones.

All these factors are accelerating the adoption of mobile learning for corporate training.

Now, let me address mobile friendly versus mobile first designs in eLearning—What do they mean and when should you use these approaches?

To understand this better, let us look at the evolution of mobile learning. Then, I will share a case study that features a mobile first design in eLearning.

How Has Mobile Learning Evolved, And What Considerations Are Important As You Use It Today (Mobile Friendly Vs. Mobile First Design In eLearning)?

At EI Design, our mobile learning practice was established in 2011. In the absence of established authoring tools then, we had created a custom HTML5 framework. During the last 8 years, we have been part of the evolution and maturing of mobile learning solutions.

Let me summarize the evolution of mobile learning. This backdrop is necessary to understand as it leads us to the mobile first aspect:

  1. The early mobile learning solutions supported formal training, which was rendered in the traditional eLearning format. During this phase, only certain components of the formal training were made available on mobile devices.
  2. The second avatar was the use of mobile learning to offer informal learning, notably as job aids (Performance Support Tools or PSTs).
  3. Increased usage of microlearning-based techniques enabled mobile learning solutions to address formal training (with learning paths) and informal training with equal ease. This truly accelerated the adoption of mobile learning to address most of the corporate training needs today.

With the maturing of authoring tools and supporting technologies to create mobile learning solutions, mobile learning solutions are now available in 2 formats:

  • Mobile Friendly (Adaptive designs)
  • Mobile First (Fully responsive designs)

How Can You Determine If You Should Opt For The Mobile Friendly Or The Mobile First Design In eLearning?

At EI Design, we make the distinction based on how content is consumed by learners (that is, on which device).

Mobile Friendly (Adaptive Designs)

These are multi-device designs and work seamlessly across desktops/laptops and tablets/smartphones.

  • The notable aspect is that on smartphones, they map the landscape mode well but will shrink when viewed in portrait mode.
  • This approach is designed when content is mainly to be consumed on a combination of desktops/laptops and tablets and partially on smartphones.
  • In short, these designs are not optimized for smartphones.

Mobile First (Fully Responsive Designs)

While this approach also supports a multi-device approach, the designs here are fully optimized for smartphones.

  • The design adapts to the viewable area and as a result, the user gets the same experience in both portrait mode as well as landscape mode of the mobile device.
  • This approach should be adopted when you expect a majority of content consumption on smartphones.

Case Study

Now, I share a case study that features a mobile first (fully responsive design) approach. The learning strategy is Scenario-Based Learning (SBL).

Key Aspects Of Mobile First Designs For eLearning

As mentioned earlier, this approach was used as we expected nearly 100% of the usage of smartphones.

As a result, we had to design learning experiences that were optimized for smartphones. The cues were taken from the way we interact with smartphones as well as from Apps.

  1. The interactive screen had simple and intuitive interactivities (similar to a mobile app design approach).
    Mobile-first-design-in-eLearning-case-study-interactive-screen
  2. To bring in more dynamic animations and visual effects, the scenario screens were converted to video nuggets.
    Mobile-first-design-in-eLearning-case-study-video-nuggets
  3. Knowledge checks were converted to decision-making activities. Usage of icons to represent key concepts made the processing of content easier for the learners.
    Mobile-first-design-in-eLearning-case-study-knowledge-checksMobile-first-design-in-eLearning-case-study-knowledge-checks-feedback
  4. We simplified the conversational screens’ representations by keeping minimal content on the screen and using intuitive mobile first interactivities.
    Mobile-first-design-in-eLearning-case-study-conversational-screensMobile-first-design-in-eLearning-case-study-conversational-screens_kcMobile-first-design-in-eLearning-case-study-conversational-screens-feedback
  5. We also used knowledge checks periodically to check the learner’s understanding by using interesting and contextual visuals.
    Mobile-first-design-in-eLearning-case-study-knowledge-checks-introMobile-first-design-in-eLearning-case-study-knowledge-checks-question

Impact

With this approach, we were able to create a high impact mobile first design in eLearning. The designs are visually engaging and interactions are optimized for mobile devices as the users wanted.

Listen to the audio version of the article:

https://soundcloud.com/user-623513612/podcast-mobile-first-designs-in-elearning-a-mobile-learning-case-study

I hope this article helps you in understanding the differences between a mobile friendly versus mobile first approach and aids you in opting the right approach for your mobile learning solutions. If you have any queries, do contact me at apandey@eidesign.net.

Source: https://www.eidesign.net/mobile-first-designs-in-elearning-a-mobile-learning-case-study/

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Microlearning Case Study: Just-In-Time Information For Faster Learning

A lot has been said of dwindling attention spans and the need for L&D Teams to have online training that can be short and effective.

Microlearning is a delivery format that owes its wide acceptance not only to the fact that it addresses the attention span challenge but also to the increased adoption of mobile learning or mLearning.

Microlearning-based training finds a natural alignment to the learning on the go that can be consumed by the learners on the device of their choice and when they need it.

What Is Microlearning?

Microlearning refers to short, bite-sized learning (often 2-5 mins long and normally not exceeding 7 mins run length).

Let me outline few of its highlights:

  • A worthwhile point to be noted is that it is not “eLearning lite” (that is, a traditional eLearning course spliced into shorter nuggets), but it is designed to have an associated learning outcome. As a result, it can be consumed on its own or as a series of interconnected nuggets.
  • Learning through shorter pieces is certainly not a new concept, microlearning has gained momentum in the last 2 years on account of its capability to keep pace with the way learners want to learn. It fits in well with our fast-paced lives and provides flexibility to learn on the go, complete the training in a short time and access it again, when required.
  • While its initial foray was for Performance Support (job aids to support learners at the time of their need), today it is being used to offer both formal and informal training.
  • Microlearning also offsets the other challenge of low engagement that traditional eLearning programs may have encountered. Given its delivery in wide-ranging, high impact visual formats, and its short run lengths, it normally has a higher completion rate.
  • Microlearning also provides a more dynamic training delivery approach. The short nuggets can be quickly updated and redeployed. From a learner’s perspective, they can consume the learning nuggets based on their preference or need. They are no more bound by a rigid learning path often associated with traditional eLearning.
  • Microlearning can be used very effectively to meet a specific need—that is, a specific action leading to a specific skill gain or clearing a problem. Thereby, you will see a higher performance gain with reduced investment.
  • Microlearning approach also facilitates personalization of learning. Given its granularity, you can offer highly customized or personalized nuggets based on the learner’s preference or proficiency.

How Does It Fare Against Macrolearning Or Traditional eLearning?

Does wider adoption of microlearning means a demise of macrolearning or traditional eLearning? In my opinion—No.

Here is how I see both macrolearning and microlearning co-exist.

There will continue to be training needs that need the run lengths, structure and recommended learning paths that macrolearning or traditional eLearning offers. For instance, when you need to learn a complex application software, you need a traditional eLearning course rather than learning through a maze of multiple, microlearning nuggets.

On a related note, the same training can certainly gain by an addition of Performance Support (job aids) to offer tips, shortcuts, FAQs and so on.

My assessment is that macrolearning and microlearning will co-exist to address certain types of training needs. However, a lot of the training needs will map fully to microlearning approach with the flexibility to personalize.

What Is The Gain As You Opt From Traditional eLearning To Microlearning?

As I have highlighted, the wider adoption of microlearning will not see an end to traditional eLearning. I do see the following key gains:

  • Microlearning-based training empowers learners by giving them higher flexibility and better control on how they want to consume learning.
  • Learners are likely to show higher usage/referencing (particularly as Performance Support).
  • It costs less and can be developed in shorter time as compared to traditional eLearning.
  • It is easier to update and redeploy.
  • It demonstrates higher completion rates.
  • It is flexible and can be used to offer both formal and informal training.
  • It can be used very effectively to bridge a gap.
  • It can be created in diverse, appealing formats that suit the content and context best.
  • It encourages sharing within the employees.

Microlearning Case Study

To help you see the difference in the 2 approaches (macrolearning vs microlearning), I pick a microlearning case study featuring a course on professional skills training. The traditional eLearning course is part of a suite of 15 courses for Instructional Designers.

This microlearning case study reflects how the learning path and the learning experience was updated as we transitioned the source content to microlearning.

Approach 1: Macrolearning Case Study

This demo uses a story-based approach (a storytorial) as an innovative and engaging strategy to present the information. The story revolves around a team of Instructional Designers creating an eLearning course.

Through the story and the interaction between the Instructional Designers, various content types and their visualization techniques are shown to the learners. This approach also helps showcase the ways in which Instructional Designers process and ideate to create a course.

Team introduction: Cast of characters, who are part of the storytorial approach.

Macrolearning case study-Team Introduction

Usage of storytorial: Used real-time situation to explain the various content types.

Macrolearning case study-Storytorial

Knowledge checks: At the end of each topic, a knowledge check question is provided to the learner. This helps the learners to recall the learning from the respective topics.

Macrolearning case study-Knowledge Check

Tips: The course also covers the tips on usage of content types.

Macrolearning case study-Tips

Impact: The course enables learners to understand the different information types and map them to suitable and relevant visualization techniques. Using a story, the key concepts are presented in a way that can be practically applied to the actual work environment.

Approach 2: Microlearning Case Study

With the same content, we built a microlearning-based course with a simple but compelling narrative-based visual wrapper. Different microlearning formats were included in the flow of this course. The learner scrolls through to reveal the content and interact at specific points to view the microlearning nuggets.

Introduction screen:

Microlearning case study-Introduction

Learning journey through multiple, microlearning nuggets: Simple and intuitive learning nuggets are used to create different interactions and videos.

Microlearning case study-Learning journey through multiple Microlearning nuggets

Knowledge checks: These are used periodically to check the learner’s understanding of each content types.

Microlearning case study-Knowledge checks

Impact: As you will note, the usage of microlearning nuggets can infuse a different learning experience. Given the more specific focus and shorter run length, it is likely to resonate better with learners. Usage of high impact formats like videos will certainly aid in higher recall and retention.

Listen to the audio version of the article:

Fueled by acceleration in adoption of mLearning or mobile learning, microlearning-based training is here to stay. Given its flexibility, it can be used to offer both formal and informal training. I hope the featured microlearning case study gives you insights on how the technique can be used in contrast to traditional eLearning or macrolearning. If you have any queries, do contact me at apandey@eidesign.net.

Source: https://www.eidesign.net/microlearning-case-study-just-time-information-faster-learning/

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Product Knowledge Training: eLearning Translation and Localization for a Distributed Sales Force of a Fortune 500 Company

Product related educational material is transformed into online multi-lingual eLearning programs for global workforce in their native languages. Highlights Convert learning content from English language to widely spoken global languages – Chinese, Spanish, Turkish, Polish, German and Russian Stringent development standards to deliver high quality elearning solutions to one of the fortune 500 company eLearning…

Converting Technical Manuals into Immersive eLearning Courses for Fortune 500 Company

An American multinational technology company converts its ‘Course Guides’ (Technical Manuals) into engaging eLearning programs. Highlights More than 100 hours of classroom material converted into eLearning As the learning material was ‘supporting reference manuals’ – client didn’t want to invest more time and cost Plain learning content to be transformed into engaging and visually-rich eLearning…