Instructional Design Tips to Create eLearning to Train Corporate Millennial Workforce

Millennial-Employees_Swift-Elearning

“Modern Instructional Design can address the millennial learning needs and help you create an effective eLearning.” In this blog, we will discuss the modern digital learning needs along with the corresponding instructional design tips to create learner-centered corporate eLearning.

But What is the Need?

Retaining talents is one of the biggest challenges in the corporate world. Despite every effort, corporates now have a hard time to retain employees and achieve their strategic business goals.

In the current business landscape, Millennial generation also known as Gen Y represents a major proportion of the workforce. Typically, they keep on switching their jobs throughout their career. One of the major reasons for this could be the ineffective learning and development initiatives. And traditional training approaches may not address their learning needs and preferences. Therefore, it essential to assess, review and modify the learning and development practices to effectively develop Millennial talent. The best solution would be to devise online training based on modern instructional design.

But Who Are Millennials?

Millennials, are the most diverse, tech-savvy, confident generation who tend to be little impatient at times. And surveys suggest that the good work-life balance and appropriate learning and development opportunities could create an ideal job environment for them.

Characteristics of Millennials

Tech Savvy Conventional Ambitious Team-oriented
Highly Optimistic Multitaskers Gadget Lovers Self-directed
Open-minded Competitive Self-centered Impatient
Collaborative More Diverse Flexible Skeptical

How to Design Training for Millennial Employees?

As an instructional designer, it is imperative to understand the learning preferences of millennials and design the learning that better aligns with them. So, before we move further, let’s meet Mr. Jack, a young professional. Lets understand his learning preferences better along with the top four instructional design tips to create effective eLearning.

Are you ready?

Meet Jack, Gen Y, to Know His Learning Preferences

Learning-Preferences_Swift-Elearning

I love relevancy: Well, I am driven by a strong sense of purpose. I feel disconnected when the training is no more relevant to me. I always wanted to know what am I doing and why am I doing it. So make the learning more meaningful, contextualized and personalized for me.

Bite-sized learning interests me: Though I am a quick learner, my attention span is considered to be short – less than gold fish. Bite-sized learning or microlearning strategy would be ideal for me because I can digest the short, sweet, succinct learning nuggets easily. So please do not dump the text-heavy content and increase my cognitive load. Video-based eLearning can as well be effective for me to retain the information.

Encourage me during the training: Appreciations and rewards give me a sense of accomplishment during learning and this certainly motivates me to do better. I also need immediate feedback and direction to proceed. You can provide me virtual rewards such as badges, points and currencies throughout the course. Gamification can be the best strategy to completely engage me.

Traditional learning methodologies are boring: As an experiential and exploratory learner, I prefer active learning methods that incorporate more multimedia, gamification and collaboration. In one word, the learning should be interactive and provide me with immediate and continuous feedback.

Embrace digital learning technologies such as mobile learning, learning analytics, gamification, augmented reality and virtual reality to get the best out of online training.

Conclusion

So let’s adapt the modern instructional strategies as part of on-going training to meet the needs of ever growing digital millennial workforce. Hope this post would help you focus on the areas in creating an effective and engaging eLearning courses.

Please do share what other instructional design strategies do you adopt to bring the desired learning outcomes in the corporate online training.

Source linkhttp://www.swiftelearningservices.com/instructional-design-tips-to-create-elearning-to-train-corporate-millennial-workforce/

Instructional Design Tips to Create eLearning to Train Corporate Millennial Workforce

Millennial-Employees_Swift-Elearning

“Modern Instructional Design can address the millennial learning needs and help you create an effective eLearning.” In this blog, we will discuss the modern digital learning needs along with the corresponding instructional design tips to create learner-centered corporate eLearning.

But What is the Need?

Retaining talents is one of the biggest challenges in the corporate world. Despite every effort, corporates now have a hard time to retain employees and achieve their strategic business goals.

In the current business landscape, Millennial generation also known as Gen Y represents a major proportion of the workforce. Typically, they keep on switching their jobs throughout their career. One of the major reasons for this could be the ineffective learning and development initiatives. And traditional training approaches may not address their learning needs and preferences. Therefore, it essential to assess, review and modify the learning and development practices to effectively develop Millennial talent. The best solution would be to devise online training based on modern instructional design.

But Who Are Millennials?

Millennials, are the most diverse, tech-savvy, confident generation who tend to be little impatient at times. And surveys suggest that the good work-life balance and appropriate learning and development opportunities could create an ideal job environment for them.

Characteristics of Millennials

Tech Savvy Conventional Ambitious Team-oriented
Highly Optimistic Multitaskers Gadget Lovers Self-directed
Open-minded Competitive Self-centered Impatient
Collaborative More Diverse Flexible Skeptical

How to Design Training for Millennial Employees?

As an instructional designer, it is imperative to understand the learning preferences of millennials and design the learning that better aligns with them. So, before we move further, let’s meet Mr. Jack, a young professional. Lets understand his learning preferences better along with the top four instructional design tips to create effective eLearning.

Are you ready?

Meet Jack, Gen Y, to Know His Learning Preferences

Learning-Preferences_Swift-Elearning

I love relevancy: Well, I am driven by a strong sense of purpose. I feel disconnected when the training is no more relevant to me. I always wanted to know what am I doing and why am I doing it. So make the learning more meaningful, contextualized and personalized for me.

Bite-sized learning interests me: Though I am a quick learner, my attention span is considered to be short – less than gold fish. Bite-sized learning or microlearning strategy would be ideal for me because I can digest the short, sweet, succinct learning nuggets easily. So please do not dump the text-heavy content and increase my cognitive load. Video-based eLearning can as well be effective for me to retain the information.

Encourage me during the training: Appreciations and rewards give me a sense of accomplishment during learning and this certainly motivates me to do better. I also need immediate feedback and direction to proceed. You can provide me virtual rewards such as badges, points and currencies throughout the course. Gamification can be the best strategy to completely engage me.

Traditional learning methodologies are boring: As an experiential and exploratory learner, I prefer active learning methods that incorporate more multimedia, gamification and collaboration. In one word, the learning should be interactive and provide me with immediate and continuous feedback.

Embrace digital learning technologies such as mobile learning, learning analytics, gamification, augmented reality and virtual reality to get the best out of online training.

Conclusion

So let’s adapt the modern instructional strategies as part of on-going training to meet the needs of ever growing digital millennial workforce. Hope this post would help you focus on the areas in creating an effective and engaging eLearning courses.

Please do share what other instructional design strategies do you adopt to bring the desired learning outcomes in the corporate online training.

Source linkhttp://www.swiftelearningservices.com/instructional-design-tips-to-create-elearning-to-train-corporate-millennial-workforce/

eLearning Course Design: 7 Instructional Design Theories & Models To Consider

top-instructional-design-theories-models-next-elearning-course

Knowing the foundational principles behind Instructional Design can help you create more effective eLearning experiences. Here are the top 7 Instructional Design theories & models that you should consider for your next eLearning course.

If you want to be an expert in the field of Instructional Design, you need to do your research. Learning various Instructional Design theories will help you develop more meaningful eLearning courses. You’ll have a firm grasp on how the human mind absorbs, assimilates, and retains information. Thus, you will able to create eLearning experiences that offer real-world value. Here are 7 top Instructional Design theories that you may want to think about for your upcoming eLearning course design.

1. Situated Cognition Theory

The Situated Cognition Theory was first published in 1989, but its principles are still just as applicable today. Essentially, the theory is based on the concept that you cannot separate knowing from doing. It also stresses how important it is for people to apply the things they learn within a clear context. It also stipulates that learning is a social endeavor that gives people the opportunity to expand their knowledge through discussions and group problem-solving tasks.

2. Sociocultural Learning Theory

The original work detailing the Sociocultural Learning Theory was written in the early 1930s. Due to political turmoil under Stalin and translation issues, it took a long time for it to become widely known. The theory revolves around three critical elements. These are culture, language, and the zone of proximal development. It suggests that our environment plays a crucial part in a learner’s development. For example, peers have the power to influence how a learner thinks or feels about a particular subject.

3. The ADDIE Model

This acronym stands for Analyze, Design, Develop, Implement, and Evaluate. The ADDIE model was first designed in the 1975 by the U.S. Army by the Centre for Educational Technology at Florida State University. It is comprised of the five factors listed above, which helps Instructional Design professionals tackle eLearning projects in stages. ADDIE tackles eLearning development rather than learning behaviors. It allows Instructional Designers to delve into the needs, learning objectives, and desired outcomes so as to create more personalized eLearning resources.

4. Merrill’s Principles Of Instruction

Merill’s theory is based on the different ways that learning can be facilitated. Each phase in the learning process has an important role to play. There are four core phases of learning: demonstration, activation of previous knowledge, application, integration into real world challenges. The approach is task-centered. This theory also involves “scaffolding”, whereby learners are gradually introduced to more complex ideas and concepts as the lesson progresses.

5. Individualized Instruction

As the name implies, the Individualized Instruction Theory revolves around the individual and how they learn. If you are learning something and catch on quickly, you can keep going. However, if you are not connecting with the material, the theory allows you to go at your own pace. It also accounts for learners who respond better to different learning preferences.

Individualized Instruction centers on 4 key principles:

  • Learners should be able to complete the work autonomously. As a result, they have the opportunity to focus on their own strengths and areas for improvement.
  • Each lesson should be followed by an assessment to gauge learner progress.
  • Written learning materials are preferred over presentations.
  • Facilitators support learners and add a level of social interactivity to the experience.

6. Bloom’s Taxonomy Of Learning Objectives

This well-known theory was first developed in the 1950s. While some contemporary theories focused on pure memorization of facts, Bloom focused on the cognitive domain. This portion of the theory moves up a hierarchy of processes starting at the most basic. These specific processes include: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The committee which was overseen by Bloom also stipulated that there are 3 essential domains to consider: cognitive, affective, and psychomotor.

7. The SAM Model

This Instructional Design model allows the Instructional Designer to make changes by performing small steps and multiple iterations. You begin with the short Preparation Phase, where information on the eLearning project is gathered. Then you move to the Iterative Design and Iterative Development where the design is created and reviewed. This process allows for more flexible designs with rapid changes as the eLearning project moves forward.

How To Find The Right Instructional Design Theory For Your eLearning Course Design

Ideally, the Instructional Design theory you choose must align with the needs of your online learners and your client’s learning objectives. The subject matter also plays a pivotal role in the process. For example, a corporate eLearning project that calls for problem-based training may require Merrill’s Principles of Instruction. Individualized Instruction, on the other hand, is great for personalized learning paths that rely on self-paced studies. The key is to identify your client’s expectations and needs beforehand so that you can narrow down the list of potential Instructional Design theories, then determine which one supports the learning behaviors and desired outcomes.

Learning about the principles behind the work that you do is important in any field, but especially in Instructional Design. Learning all you can about Instructional Design will help your career in many ways. Your clients will appreciate your comprehensive knowledge of the field. When clients ask questions or need guidance, you will be able to support your recommendations by citing specific Instructional Design theories. Additionally, you will develop better work products utilizing the theories you have learned. While you will not be able to implement every Instructional Design theory on every eLearning project, you can take pieces from each one. Research as much as you can now — it will go a long way to helping your Instructional Design career.

Benefits Of Personalized eLearning – Featuring A Case Study For Instructional Designers

The Impact And Benefits Of Personalized eLearning

Personalized eLearning is customization of eLearning so that it can meet the specific needs of learners.

While the concept of personalization of learning is not new and has been in existence since the 1960s, its adaptation for online training or eLearning is a recent phenomenon. The concept continues to evolve and there is no single definition that is widely accepted. I feel that the United States National Education Technology Plan 2017 defines personalized learning effectively:

Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs.In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.”

What Are The Techniques That Can Be Used To Create Personalized eLearning?

Personalization of eLearning is typically done in the following ways:

  1. You could begin the eLearning course by personalization through an avatar-based selection. This could then be followed by customized elements, like themes, fonts, backgrounds, and so on.
  2. Another way to offer customized eLearning is through customization of the format of content deliveryto suit varied learning styles. For instance, options to use audio/video, or otherwise, bring in changes in the degree of interactions, and so on.
  3. The highest degree of customization is at the learning path level that is personalized for each learner through pre-assessments or surveys. For instance,
    • A pre-assessment can help us understand the baseline proficiency, and the learner can be given a personalized learning track that corresponds to the competency gaps.
    • Alternatively, we can use a survey to assess where the learners’ interests lie and then offer a personalized set of recommendations on how to “consume” this module (that is, which parts could be skipped and which should be taken with special attention).

What Are The Approaches That Can Effectively Personalize eLearning?

As I have highlighted, personalized eLearning can be crafted through a variety of measures that can help us customize the learning experience for each learner.

The 2 approaches that are useful in creating an effective personalization are:

Approach 1

Adaptive learning: This approach uses techniques like pre-assessment to offer customized feedback and a specific path to each learner. The advantage of this approach is its ability to match the varied learning proficiencies of learners to the most relevant learning path.

Today, microlearning techniques can be used to provide tremendous granularity to break down the primary eLearning course and offer highly customized or personalized learning paths.

Approach 2

Control to the learner: In this approach, rather than taking control through a pre-assessment, we empower the learner to create their own customized learning path (based on their interests and their own assessment of their proficiency). This approach is increasingly gaining popularity on account of its learner-centricity.

We can integrate checks and balances through assessments to redirect the learners, so that while they get the flexibility, they do not skip the sections they may not be good at.

What Are The Benefits Of Personalized eLearning For The Learners And The Organization?

Instead of a “one size fits all” approach, personalized eLearning uses various approaches to engage the learner more meaningfully, and helps them set and achieve their specific learning goals.

This is not all; personalized eLearning also enables learners to set their own learning paths and gain exactly what they need.

Learners’ perspective: As I have highlighted, personalized eLearning empowers the learners and offers them control through the following measures that allow them to:

  1. Set their own goals.
  2. Set manageable milestones.
  3. Select their own learning path.
  4. Select the device they wish to learn on.
  5. Learn at their own pace.
  6. Select the kind of interaction levels they feel is relevant for them.
  7. Get personalized feedback and use it to assess their progress.
  8. Use the offered recommendations to enrich the learning path.

Organizational perspective: Personalized eLearning provides the following key benefits:

  1. You can use the personalized eLearning approach to promote a culture of learning as a continuum.
  2. You will see better learner commitment and higher completion rates.

What Are The Approaches To Offer Personalized Learning?

At EI Design, over the last two years, we have been adding approaches that focus on crafting learning designs to offer control to learners. Essentially, we want to create learning experiences wherein learners can “pull” what they want rather than be “pushed” into a prescriptive learning journey. The personalization of eLearning is a significant part of this practice.

We have created various approaches to offer personalized eLearning, which map to 4 levels, ranging from simple personalization techniques, including Avatar selection, custom themes, and so on, to highly customized learning paths that offer learners the control to choose the learning interactions that match their interest and learning styles.

Let me share a case study that uses several of these personalization techniques in a training course intended for newly joined Instructional Designers in our team.

  • With personalization, we are now able to scale the usage of our existing training courses to ongoing learning (learning as a continuum).
  • For the learners, personalization provides them the required control to decide on the most effective approach to learn and come back for enrichment.

Case Study

Here’s a short video that showcases a case study on using personalization techniques in a corporate training course to double the impact of learning.

Additionally, I am sharing the highlights of our approach to personalize eLearning.

Before – The Traditional eLearning Approach

Designed to induct and onboard newly joined Instructional Designers into our team at EI Design, we had created a suite of 15 courses. Although, our audience comprised team members with different profiles, the approach mandated that all Instructional Designers needed to go through all the courses. Goes without saying, the approach used the classical “push” model to train rather than enabling the learners to “pull” what they need.

ProductLine - Instructional Design Courses List - EI Design

After – The Personalized eLearning Approach

Using the personalized eLearning approach, we give the control to the learners (new Instructional Designers onboarding with us) who can now craft their own learning path, based on their proficiency.

Personalized eLearning - Instructional Design Courses 2

Highlights Of The Personalized eLearning Approach

  • Create learner-centered goals and objectives.
  • Assess online learners to identify knowledge gaps.
  • Offer timely, personalized eLearning feedback.
  • Provide constant online support.

Features Of The Personalized eLearning Approach At A Glance

  1. Avatar selection/Role selection.
  2. Pre-assessment on topics covered.
  3. Range of educational pathways.
  4. Personalized recommendations/feedback.
  5. Re-directs learners for remediation and for good performance.
  6. Provides resources for further exploration of knowledge.
  7. Learners are informed and empowered.
  8. Assessments are related to meaningful tasks.
  9. Reduces the achievement gap.
  10. Enhanced interaction between individual learners and individual teachers.
  11. Facilitates the “community of learning” approach.
  12. Instead of incorporating a linear navigation map, it offers online learners a clickable guide that features diverse eLearning activities and multimedia.

Personalized eLearning - Instructional Design Courses 1

The Impact

Learners’ perspective: They are fully empowered to design their own personal learning path that works best for them.

Organizational perspective: We can validate their current proficiency and provide support (remediation) as well as personalized feedback. Additional learning resources equip the learners to match the proficiency level that our organization requires. The approach also fosters a strong collaboration (between the peers and with senior managers).

Gains of the personalized eLearning approach for the learners: 

  • Let online learners choose their own eLearning activities and multimedia.
  • Set manageable milestones.
  • Incorporate online resource libraries for asynchronous eLearning.

 

Source: https://www.eidesign.net/benefits-of-personalized-elearning-featuring-case-study-for-instructional-designers/

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Jeopardy Jedi: return of the branching menu monster

In a previous post on the Adobe Help Forums, I outlined a challenge that I was facing by trying to execute a branching menu interface which would allow a user to choose from 3 paths each containing a related question pool. In the spirit of “flexible learning” the general idea was that none of the paths were meant to be sequential, i.e. the learner was not expected to complete set 1 before attempting set 2 or set 3. What that meant though, was that a path should only be available to a learner if he had not already visited it and completed the related question set.

Using question slides, I also intended to provide unique feedback to the leaner based on his performance at the end of each path. Captivate, as I soon learnt, would by default, view my output as a single quiz with a single system generated results quiz slide at the end. I created customized “checkpoint” results slides at the end of each path so that the learner could have some feedback on his performance regardless of if all 3 groups had been completed.

Just when everything looked set: (i) my user variables were running accurately and generating the right calculations, (ii) states were changing as they ought to and (iii) all other cosmetic details, I noticed that the caption at the bottom of the question slide on the final set of questions -whichever set was the last to be completed – kept reading “Question 4 of 8” -when truly this could not be the case. This caused the final results slide to return null values as well since the real values from the second set were never being stored or recorded.

I immediately reached out to Lilybiri and Ron Ward and Allen Partridge – as I am teaching myself Captivate. I experimented with the quiz scope. I experimented with “branch aware” vs. not “branch aware” but alas, it didn’t quite fit what I thought my finished product should do. For example, I included the menu in the quiz scope since I had users jumping back and forth there (remember the 3 paths?) but instead, this increased the ‘perceived’ number of questions in the output: Question 4 of 16. Though it appeared as a grey, barely visible caption that no learner would probably take seriously, I was annoyed and took it seriously because it was “not what i wanted” In the interest of time, and at my wit’s end,  I opted to give the learner a linear experience and finished 2016 feeling defeated.

 The Study Tour Project


In early 2017, I developed a content planning template: Jeopardy for the creation of a game. I had briefly glimpsed the learning interaction available in the Captivate software and initially thought that it would suffice for what I wanted. However, from the point of view of an artist, the published interaction was not at all engaging. I would have to design my own thing. Unfortunately, the branching menu conundrum was on the return – perhaps in a less complex way but nevertheless it was re-surfacing and I hadn’t worked out a solution for it. This case study is about how I did just that.  I would like to share my process with other newcomers like myself.

The Jeopardy Project

Project details:  Length 41.5 secs (1245 frames) ; Resolution 1024 x 627;  Slides = 13; Responsive project; Size: 4.3mb

I will describe the lessons learned based on individual slide designs and the reasoning behind each in the Jeopardy Game project. The slide categories in this case study are: (i) Title Slide, (ii) Instructions Slide, (iii) Menu Slide, (iv) Question Slide and (v) Results Slide.

Personal Planning Tips:

Tip #1. I usually refer to the eLearning Brothers website by default. One of the bonuses of working in Captivate is that you are automatically linked to their much coveted assets library. The cut-outs are hands-down every elearning designer’s joy. Unfortunately, the game templates aren’t quite as attractive at least to me. I didn’t like any ready-made option that I saw, and the Game Show Quiz Challenge wasn’t even working as it should. This proved useful in showing me what NOT to do for my particular needs.

Tip #2. I put aside the artist in me – at least at the very start – and became an amateur logician. It is always more important to know that it will work right, i.e. the logical flow, definition of user variables, selection of system variables and the writing of execution of advanced actions: shared, single or conditional. There was no need to build out the entire thing as some creative masterpiece, I focused only on the baseline structure. What were the critical/parent actions? I began with those. Which of these have children or will be duplicated/repeated? How often?  I used some basic shapes and buttons and ensured that everything was operating as they should. The idea is to embellish with transitions, animation, sounds, etc. after.

Tip #3. I have a habit of designing my graphics (as detailed as possible) in an external programme and simply importing them as static background graphics into Captivate. I have found that this reduces the number of objects that only add cosmetic value on my stage and nothing else. The was the approach used for the look and feel of the jeopardy game.

Title Slide

As a launch slide,  its purpose is to gain attention (Gagne, 1965). This can be achieved by adding music, transitions, animations etc. I included an exit button as an option to the learner.  Adding audio to the timeline tends to extend the length of the frame count. In the past, I have been advised by Lilybiri to keep this to a minimum, so instead I used the On Enter option in the Slide Properties to “Play Audio” with the continue movie at the end of audio option selected. When it was not selected, the published project appeared white and nothing was happening. Additionally, it was discovered that for most, if not all, of my buttons I would only allow users, a single attempt. What that meant however, is that if an advanced action was linked to a single attempt button, I would have to again specify the same advanced action script for the “on last attempt” dialogue.

Instructions Slide

Conveying expectations to learners/users good is proper instructional design practice. Even if users glance over instructions, they should be there as a precaution. While I’m sure everyone gets the idea of Jeopardy, I wanted to briefly indicate how performance would be assessed.

I have also used the instructions slide to achieve something that I never did before in my previous projects. I executed an advanced action on entering that has absolutely nothing to do with the current slide! The advanced action Start_Game sets up the next slide rather, by resetting any and all variables or changed states to their default or normal value. By handling the reset one slide ahead, I was free to write another advanced action, and perhaps a more pertinent one, for the coming slide.  This, was a breakthrough for me as in the past, I often tried to do too much on a single slide and an advanced action at run-time.

Menu Slide

There are a couple of design tricks here. I used shapes which I turned into buttons and positioned them against the background graphic. Because my graphic had used different coloured crowns as visual cues for the 3 levels/categories of questions, I would have to reduce the opacity of the shape to 0%. At first when I did this, the four customized states that I had assigned to each button also automatically changed to 0% – causing my heart to sink. However, I later realized that I could customize the states individually and leave the normal state at 0%. This was neat – and is a lot like the “hidden” option in Articulate Storyline.

There are 9 hidden user variables on the menu slide. These count or check if a learner/user/player has previously accessed one of the questions from the menu. These variables are important because this is a branching menu where the learner is free to choose which jeopardy question he wants to attempt. I don’t want him repeating any questions. I don’t just want them disabled, I want to give him an indication that he has already tried, and whether it was right or wrong, that question is now no longer available to him. Isn’t that how jeopardy works? 

Using those variables helped to set up a conditional action called “Menu_Checks” which I executed on Enter. What it does is loop through Q1 to Q9 by determining if “Any of the conditions true” such as [Q1 is equal to 1] etc. Change the state of Question1_Button to Attempted and Disable Question1_Button etc. As a non-programmer, I don’t profess to know anything much about variables except what I have gleaned from Lilybiri’s Tutorials on Adobe – I am sure there are other ways to do this more efficiently.

I used the system variable cpQuizInfoPointsScored to display the Game Participant’s earnings at the start and during the game.

Question Slide

As you may guess, for the branching menu to work accurately I had to ensure that the Q1 through Q9 variables were assigned the value of 1 ON ENTER – for each respective question slide.  This is perhaps the subtle difference between this Jeopardy project and the Study Tour project since here a single slide was assigned to a single variable, once it was counted, it triggered the right change.

Questions slides, in addition to having slide properties where advanced actions can be executed, also have quiz properties where more advanced actions can be added. Each question in the Jeopardy Game has a conditional action for its specific question. The conditional action that I have used takes advantage of the system variable cpQuizInfoAnswerChoice. I disabled shuffling of questions for this to work appropriately. Basically the command checks that the right answer (designated by the literal A/B/C/D that I indicated), plays a success or failure audio clip and jumps back to the menu. It was the first time my if/else conditional action worked! I was only too pleased to duplicate it for the nine questions.  I am a bit curious though, if I did want to enable shuffling of answers, would I have had to specify the correct phrase (full sentence related to the right A/B/C/D) as the literal value instead?

Results Slide

This slide, though system generated, has some changes. My objective for this one was to personalize the quiz results using an avatar. To achieve this effect I used the technique described earlier by the opacity at 0% trick for normal inbuilt states. Under project info in the Pass Fail option, I added the “Change State” of avatar to “Happy” / “Disappointed” and adjusted the default pass and failure messages.

Conclusion

IMG_1440

Thinking it through – My Storyboards

Building the Jeopardy Game was a giant leap in my self-directed learning with Captivate because I was able to move faster and apply lessons from previous projects to make it come together. Adobe Captivate for Beginners who may be overly zealous and ambitious in their creations like me – is a worthwhile challenge if you’re up for the task.

How to Start With eLearning: 10 Basic eLearning Terms You Should Know

10 Basic eLearning Terms To Help You Start With eLearning

They say that learning just one new word every day can do wonders for your personal vocabulary. In this article, I will offer the basic eLearning terms that you can add to your professional dictionary. Doing so can boost the productivity of your team, improve your communication skills, and, most importantly, equip you with a few essential buzz words that are sure to impress at your next eLearning meeting.

  1. Blended learning
    An Instructional Design strategy that combines face-to-face corporate training with online training activities. For instance, the learners may be asked to complete an online scenario or watch an online training video before coming to class. During the in-person training session they would discuss the ideas and tasks that were covered within the online activity. In essence, virtual learning materials are used to support face-to-face instruction, and vice versa.
  2. eLearning authoring tool
    Software that features asset libraries and design tools that eLearning professionals can use to create eLearning courses and online training materials. eLearning authoring tools may include pre-made interactions, images, graphics, and audio that can be quickly be uploaded into the eLearning template to reduce development time. These eLearning authoring tools can also organize and deploy eLearning content or upload it to an LMS platform.
  3. Flipped classroom
    Flipped classroom is an instructional design approach that involves self-guided activities and eLearning assessments that are then reinforced in the classroom. For example, the learner would complete an online module, then meet with their peers in person to address their questions and concerns. Unlike blended learning, most, if not all, of the training activities in flipped classrooms are done online and face-to-face instruction gives them a chance to elaborate and fully explore the topics.
  4. Mobile Learning (mLearning)
    Mobile learning
    , also known as mLearning, refers to eLearning materials that individuals can access via mobile devices. For example, an employee can participate in online scenarios, view the interactive company manual, and listen to an online training podcast via their tablet or smartphone. This gives online learners the opportunity to engage in eLearning courses whenever it is most convenient for them. Thus, they are more likely to benefit from the eLearning experience and acquire the necessary information. Responsive design Learning Management Systems are typically the best option for mLearning courses, as they automatically adjust the elements on the page based on the online learner’s device of choice.
  5. LMS
    Learning Management System (LMS) platforms allow eLearning professionals to create, organize, update, and deliver eLearning courses. Most Learning Management Systems also have advanced tracking and reporting capabilities, which enables you to track online learner's progress and identify the strengths and weaknesses of your eLearning course. There is a variety of LMS platforms to choose from, including hosted and cloud based solutions.
  6. SCORM
    SCORM stands for Standard Content Object Reference Model, and refers to a popular packaging model for eLearning content. In essence, all eLearning materials would be packaged into a SCORM compliant module before it could be uploaded to the LMS. The LMS would then deliver and track the SCORM eLearning course.
  7. Tin Can API
    The new packaging option that is quickly taking the place of SCORM. Tin Can API is also known as "The Experience API". This model allows eLearning professionals to take SCORM functionality to a whole new level. For instance, they are now able to create multi-platform eLearning courses and track the learning objectives more effectively once the eLearning course is deployed.
  8. Rapid authoring tools
    As its name suggests, a rapid eLearning authoring tool gives eLearning professionals the power to create rapid eLearning materials. Most eLearning authoring tools include asset libraries, templates, wizards, themes, and interactions that significantly reduce eLearning course development time. For example, an Instructional Designer has the ability to create an interactive video or eLearning scenario using pre-made images, audio, and branching interactions. Thus, even eLearning professionals who do not have any previous graphic design experience can still produce engaging, high quality eLearning content.
  9. HTML5
    HyperText Markup Language, version 5, that utilizes semantic tags to describe eLearning content. HTML5 also features Microdata markup specifications that allow eLearning professionals to create more targeted eLearning content tags. Flash was once the "king" of eLearning content development, but HTML5 is now taking its place. This is primarily due to the fact that Flash is not supported by most mobile devices, such as iPhones and tablets, while HTML5 is accessible on all platforms and browsers.
  10. Storyboard
    A detailed document that is created at the beginning of an eLearning project which highlights every eLearning course design element, from the learning goals to the specific eLearning activities. In essence, the storyboard provides a visual map that tracks every step a learner must complete throughout the eLearning course, from start to finish.

Expanding your eLearning vocabulary can help increase productivity and avoid any confusion with your team. Commit these key basic eLearning terms to memory, and then seek out new ones on your own if you want to take your eLearning lingo to a whole new level.

Want to learn more about how to become an eLearning professional? Have a look at The Free eBook: How To Become An eLearning Professional to learn hot eLearning tips, secret concepts, specific steps and insider information from 23 eLearning Experts.

This post was first published on eLearning Industry.

Becoming A Super Designer: 7 Ways To Help You Get And Stay There

What Is A Super Designer?

In the past, Instructional Designers managed the curriculum development process by being the liaison between the Subject Matter Expert, instructional technologist, as well as administrative stakeholders. Additionally, Instructional Designers made sure they constructed content in a manner that allowed students to achieve stated learning outcomes in an effective and engaging manner. However, difficult economic times and an increase in the demand for tech-savvy Instructional Designers have led to the emergence of the “Super Designer”.

A Super Designer possesses skills far beyond traditional Instructional Designer qualifications. The Super Designer takes on all of the tasks of the traditional designer while also effectively using technology tools such as Dreamweaver, Articulate, and Adobe Flash.

Why Should You Want To Become A Super Designer?

In addition to the obvious benefit of marketability, possessing technologist skills in addition to design skills allows Instructional Designers to stay at the forefront of their craft. Additionally, Super Designers have the skills to lead Instructional Design teams, supporting their teams with technological and design expertise. On a more basic level, anyone looking to make a six-figure income must provide companies with both, the technology and instructional expertise they seek.

7 Steps To Becoming And Remaining A Super Designer

There are several steps you can take to become a Super Designer that will also help you remain one:

  1. Love learning.
    It’s essential to stay abreast of the newest trends in online education, as well as emerging technologies. Signing up to receive popular technology blogs’ posts, attending eLearning conferences, and reading bestselling books on Instructional Design and technology will all feed your passion for learning.
  2. Read between the lines.
    While you will not find companies officially looking for “Super-Designers” in their employment ads, read through Instructional Designer job listings frequently. Focus especially on the ones that are in the six-figure range. Read these job requirements and preferred qualifications carefully and you will find the description of a super-designer. Note the technology skills you see listed most often and focus on learning those first.
  3. Learn to love...
    ....technology that is. Don’t just read about technologies, but choose two to three each month that you will study in depth via online tutorials, free webinars, or product demonstrations. Then, create multiple projects for your digital portfolio using those new technologies. Applying the technology will allow you to practice your new skills in a meaningful way. Make sure to integrate your chosen technologies in your design work whenever appropriate and don’t forget to look for badges to acknowledge your new technology skills publicly!
  4. Showcase your work.
    In addition to adding your technology projects to a digital portfolio, consider submitting conference proposals and article submissions describing your experience learning the technology. Reflecting on your new skills in this manner is a great practice that others will benefit from as well.
  5. Seek out a mentor.
    Who among your colleagues appears especially tech-savvy or is always excited about the newest technologies? Is there an Instructional Designer on your team who always seems to be trying out innovating approaches to curriculum design? Ask such a “Renaissance Man (or Woman)” if he or she would be willing to meet with you on a weekly or by-weekly basis to share their passion for technology and knowledge with you. Find out what books your mentor reads, whose blogs he or she follows, and who inspires him/her!
  6. Pay it forward.
    The best way to become an expert at a new skill is by teaching it to others. After studying and practicing a new technology, offer to teach it to your colleagues. Consider offering a free workshop on the technology at a local library or school, or share tips for becoming a Super Designers with other designers.
  7. Reflect and refine.
    Take the time to reflect on your efforts to become a Super Designer and evaluate where it has been most valuable to invest your time. Focus on those areas and refine your personal Super Designer job description to meet your needs and career goals.

Remember…

Even if your role is that of a traditional Instructional Designer, becoming familiar with instructional technologies allows you to serve your design process stakeholders more effectively. Being a Super Designer is fast developing into a necessity, rather than a preferred qualification. Using the 7 strategies outlined in this article will help you become and remain a Super Designer!

This post was first published on eLearning Industry.