Mythen der Digitalisierung mit Blick auf Studium und Lernen

Die Digitalisierung revolutioniert die Bildung, so eine These. Die Investitionen in EdTech, in Educational Technology, über die letztes Jahr viel berichtet wurde, scheinen diese These zu bestätigen. Dagegen setzen die Autoren, Rolf Schulmeister und Jörn Loviscach, auf „verstärkte Aufklärung und empirische Forschung“: „Es wird Zeit, einen kritischen Standpunkt zum Technologie-Determinismus einzunehmen.“ Im vorliegenden Artikel tun sie dies, indem sie sich mit vier Mythen der Digitalisierung auseinandersetzen:

1. Lernen heutige Studierende „digital“?
2. Helfen Notebook, Tablet und Smartphone in der Präsenzlehre?
3. Helfen Vorlesungsaufzeichnungen und Blended Learning?
4. Hilft technisch unterstützte „Aktivierung“ in der Präsenzlehre?

Die Einführung des Artikel und die Formulierung der Fragen lässt erahnen, dass ein einfaches „ja“ hier keine Option ist. Die Autoren verweisen auf Empirisches, auf unzählige Studien und deren Ergebnisse, um ein differenziertes Bild aufzuzeigen. Wobei „Empirie“, und das macht die Sache noch einmal vertrackter, sich in der Regel auf die bestehenden Strukturen, auf den Status Quo der Hochschullehre bezieht. „Helfen“ (um die zentrale Formulierung aus den Fragen der Autoren aufzunehmen) also digitalisierte Konzepte sowie digitale Systeme und Tools, um unter bestehenden Bedingungen des Studierens erfolgreicher zu sein? Nein, zumindest nicht auf den Wegen, die die Mythen suggerieren. Und, nein, wenn sich die Systeme und Tools am Ende des Tages an erfolgreich bestandenen Klausuren messen lassen müssen. Aber könnten diese neuen Möglichkeiten nicht Anlässe bieten, um über bestehende Konzepte des Studiums, des Lehrens und Lernens, nachzudenken?

Der Artikel von Rolf Schulmeister und Jörn Loviscach ist Teil eines Online-Sammelbandes. Weitere Beiträge sind hier abrufbar. (via Gabi Reinmann)
Rolf Schulmeister und Jörn Loviscach, in: Christian Leineweber und Claudia de Witt (Hrsg.): Digitale Transformation im Diskurs, 2017 (via Fernuniversität Hagen) (pdf)

Bidquelle: Fernuniversität Hagen

eLearning Trends And Predictions For 2018

What Are The eLearning Trends And Predictions For 2018?

We are going through a phase of significant and rapid “learning transformation“. This has led to an adoption of new, immersive approaches to creating impactful learning that can lead to the required performance gain. This is not all. We also see that L&D teams are on the look-out for measures to evaluate the effectiveness of learning.

As a Chief Learning Strategist, I have been part of many such opportunities across the world. The pointers shared by me here reflect my insights from this close interaction and collaboration.

For ease of applicability, I have banded various trends and predictions in 2018 into 3 tracks:

  1. What will continue to offer value
  2. Coming of age – An increase in adoption
  3. Emerging or maturing – Watch out for

Section 1 – What Will Continue To Offer Value

mLearning Or Mobile Learning

Usage of mLearning or Mobile learning adoption in corporate training saw a significant increase in 2017 and this trend will continue. With the maturing of authoring tools that are completely responsive, BYOD (Bring Your Own Device) flexibility in training policy will see an even more effective use of mLearning or mobile learning in 2018.

What I see changing in 2018, would be its wider application across all corporate training needs as well as its increased use to support informal learning and digitization of Instructor Led Training (ILT).

I also envision increased usage of formats that learners use in their daily life (notably, Apps and videos) to offer both formal and informal learning and more significantly reinforcements (through assessments supported by practice exercises leading to skill acquisition and mastery).

Digitization Of ILT (To Blended Or Fully Online)

In my assessment, the digitization of ILT (particularly to blended rather than fully online) will see further acceleration.

For instance,

  • I see training programs like induction and onboarding adopting a blended approach.
  • Others like application simulation training programs will opt for the fully online model (supported by practice sessions on the actual tool).
  • Similarly, I see soft skills training moving to largely online (for knowledge acquisition), but being supported by coaching and mentoring on one hand (to retain the human touch) and leverage on platforms for social learning and curation.
  • I see training programs for professional skills opting for predominantly online delivery supported by Performance Support Tools over learning paths.

I envision a higher usage of microlearning for pre-workshop and post-workshop collateral to support predominantly ILT programs.

Microlearning

The usage of microlearning began as nuggets to support traditional eLearning courses a few years ago. 2017 saw an acceleration in its adoption across most corporate training programs.

In 2018, I continue to see this momentum grow with more training programs using the power of microlearning for primary (formal training) and as just-in-time performance support (learning aids or job aids).

I also see an increase in the richness of the formats to offer microlearning. More significantly, I see leveraging on “learning paths” to not only offer a clear learning journey to the learners but also continuing the connection through the year (through a variety of nuggets).

Performance Support Tools (PSTs)

Offering Performance Support Tools on smartphones, so that these learning aids are within the learner’s work-flow and available to them exactly at the moment of their learning need, will see an acceleration in 2018.

Leveraging on the popularity of microlearning, in 2018 too, PSTs will be used extensively to support primary formal training enabling organizations to see the application of the learning.

They will continue to support ILT training as well.

Gamification

Till 5 years ago, gamification in corporate training was viewed with skepticism. From this perception to today’s reality, gamification (full or partial) has increasingly become a part of the organization’s learning strategy.

I see an increase in gamification for serious learning to continue and extend to the programs that have traditionally not used it or used it rather sparingly (for instance compliance and application simulation-based training).

Social Learning

Although learning from others and with others is intrinsic to human beings, we have seen a recognition for using social learning as an important part of corporate training only in last few years.

With options for platforms or portals, I see an increase in usage of social learning to foster a spirit of collaborative learning in organizations.

Mobile Apps Or Apps For Learning

The total number of app downloads across the world in 2017 was a staggering 197 billion. Given the fact, that we use apps several times during our day, its usage for learning is a logical extension.

I see an increase in the usage of mobile apps for learning, and this will become a significant part of corporate training in 2018. They, too, will leverage on microlearning (including learning paths) as well as on gamification. The flexibility of personalization and connect with learners through notifications (on updates) continues to establish their value.

Video-Based Learning (Videos And Interactive Videos)

I don’t even need to highlight the role of videos in learning. If you were to poll the learners, this would definitely be in their top 3 formats for learning. The only challenge with classic video-based learning is the passivity and most of us forget what we learned after 60 seconds.

In 2018, I see more investment in videos that offer interactivities (similar to traditional eLearning), interim knowledge checks, branching based on the choices learners make as well as the end of program assessments.

Furthermore, you will see an integration of videos from YouTube to create a specific learning path (similar to topics in other online courses) and track learners’ progress and performance.

Next Gen-LMS/LCMS

In 2017 eLearning Trends and Predictions, I had highlighted how LMS/LCMS platforms need to align to the way the learners want to learn. I see the trend continuing in 2018, and a shift from corporate LMS platforms that “push” training programs to personalized learning paths that learners can “pull”. Flexibility to learn offline and sync back with the LMS once you are online are no more desirable but essential features.

Rapid And Completely Responsive eLearning Tools

The next year will see further enhancements in ease of development (rapid and fully responsive designs) to keep pace with microlearning needs as well as flexibility to incorporate trending learning strategies and high impact formats.

Informal Learning

Organizations are realizing that the budget spent on only formal and structured training (that is only one of the many ways we learn) is not enough. Providing learners with more channels to learn from, having access to precise information they need when they have a challenge and foster collaborative learning are some key aspects that will see increased focus in 2018.

The usage of Performance Support Tools (PSTs) needs to be an integral part of the training to provide just-in-time learning aids to the learners and I see this trend certainly picking up momentum in 2018.

Grab your copy of free eBook eLearning Trends and Predictions for 2018 from here.

Section 2 – Coming Of Age – An Increase In Adoption

Learning Portals

Learning portals were initially conceptualized for certain key programs that needed a different degree of engagement from the learners (in contrast to traditional LMS platforms). Today, they can be designed as stand-alone platforms or co-exist with the LMS.

They are learner-centric and provide a higher degree of control to the learners. The reason for their popularity is a niche and a definitive need they are often designed for. They typically feature a learning path (featuring resources in different formats) and some collaboration features (extending to curation). Most of them offer a highly personalized path to the learners. More significantly, they capture learner analytics at levels that a traditional LMS cannot or does not capture.

In 2018, I see an increased adoption of learning portals as many of the legacy LMS platforms do not provide this capability. It would be interesting to see with similar features being available in next-gen LMSs, how learning portals do evolve in 2019.

Personalization

“One size does not fit all” and learning is no exception. Personalized learning will see an increase in 2018.

Using assessments (pre-test) or surveys (to determine learner’s interest and their assessment of proficiency) will help organizations create personalized learning paths for the learners. Interim check-points (with formative feedback) can be used to redirect learners to other aspects of the training that may not have been the recommended path but which would be useful. Looking at the way learners engage with various assets can lead to other, new recommendations to be made.

I believe this is one trend that is worth a closer look in 2018.

Curation

Thanks to the internet, today we have tremendous knowledge at our fingertips. However, sifting through various options to determine relevancy is often a time-consuming process. This is precisely where content curation fits in. The curator (an expert) sifts through the data and creates a learning path that meets defined objectives.

Learners are provided with learning paths, and they have the flexibility to re-configure them if required. They can also share and recommend assets from the portal. The process can be made more inclusive by having learners contribute and enrich the repository.

I believe that 2018 will certainly see an increase in content curation solutions.

Section 3 – Emerging Or Maturing – Watch Out For

Artificial Intelligence (AI) In Learning

Do I see a world where AI can replace the tasks L&D teams do in terms of defining what courses learners should take and what additional resources they have access to? Not quite!

However, using cues from learning analytics (notably, xAPI) AI can add tremendous value in recommending assets that can help the learners reach the desired goal (skill enhancement or behavioral change).

As we begin understanding learner motivation, behavior and the dynamics in the current learning path (how they navigate, what they browse, where they spend time, and so on), we can potentially use AI to direct them to areas they may not have explored.

It would be interesting to see which of the current LMS providers turns out to be the first mover in offering this capability in 2018.

AR/VR For Immersive Learning

Without any doubt, AR/VR provides one of the most immersive learning experiences. Although this has seen a considerable traction in 2017 and shows promise in 2018, it does come with a hefty price tag (and longer lead time to develop).

With early adoption in training intended for hazardous workspaces (Health and Safety training) or complex simulations, we are already seeing the beginning of usage of mobile apps that embed AR features.

Now, it is anticipated that this will eventually substitute scenarios including branching scenarios as well as video-based learning for behavioral change. This will open doors to its application in soft skills and to a wider application for corporate training.

Big Data-Reporting And Analytics And Its Usage In The Determination Of ROI

Big Data refers to voluminous data that is aggregated from various sources (typically, LMS, LCMS, learning portals, and surveys/polling or assessments in the context of eLearning). Given its large volume, complexity and the fact that it is dynamic, there is no tool that can manage and analyze it.

Big Data reporting and analytics encompass the approaches through which this data can be presented in formats that are relevant for analysis, decision making, and action. When processed right, this can give us tremendous insights on how learners learn, the impact of training on skills or behavioral change and the impact on business. It can then help in the determination of ROI on training spend.

I see an increase in Big Data reporting and analytics in 2018 leading to the further optimization of the training delivery.

This analysis can be used to understand the learner’s behavior, and the way they want to learn, the learning paths that are chosen by the learners and update the existing training delivery. These cues can be further used to create personalized and more effective learning paths that enable learners to learn, practice, obtain feedback and remediation, and so on.

Learner Analytics To Enhance Learning Experiences

Although learner analytics is an integral part of the overall Big Data that is being collated through multiple, I am highlighting this as a separate aspect. In 2017, we have seen an increased focus on understanding the learners’ behavior and what can be done to improve the motivation, engagement, and application of on-the-job learning.

Usage of Tin Can API can give a very detailed view of how learners are interacting with the eLearning courses and validate it against the assumptions and revise the learning designs/learning paths, if necessary. I see this trend seeing further traction in 2018 resulting in learning designs that appeal to learners and create the required value that businesses seek.

Over the next 2-3 years, I see an extensive use of AI (Artificial Intelligence) in using this analytics and creating recommended and highly personalized cues for the learners.

I hope you find these pointers as part of my eLearning Trends and Predictions for 2018 useful and I also wish you are now able to use them in your organization. If you have any queries, do contact me at apandey@eidesign.net

How to Edit SVG Graphics in PowerPoint

edit SVG in PowerPoint

The good news is that now you can edit SVG images in PowerPoint. And that’s a big deal because we’re starting to see more SVG images every day.

In fact, one of the sites where I buy images has the option to download SVG images. This is great because they can be edited and customized. However, to edit them requires knowing how to do so with an illustration program. Unless of course, you know how to use PowerPoint.

Insert & Edit SVG Image in PowerPoint

This first step is really easy. Insert a picture by using Insert>Pictures on the toolbar. Locate your SVG image and insert it. Voila! I will add, that I’ve had a few SVG files that didn’t work, but for the most part it’s been smooth sailing.

SVG PowerPoint

The next step is also very easy. What you’ll do is convert the SVG image into an object that can be edited in PowerPoint. The newest version of PowerPoint has a “Convert to Shape” feature. If you don’t see it in your version of PowerPoint, you’ll need to upgrade to the Office 365 version.

  • Select the image
  • In the format toolbar (or via right-click) select Convert to Shape. It will ask if you want to convert it.
  • Once it’s converted, you need to ungroup the image. Right-click, and select Ungroup.
  • Now the image is broken into multiple shapes where you can edit them as you wish.

convert and edit SVG in PowerPoint

Once the image is ungrouped you can edit it. For example, I removed the background content and just isolated the guy on the computer. now I can insert it anywhere I want. You can regroup the object and right-click to save as an image. I like to save as a PNG file so that the transparent part of the image remains transparent.

edit SVG in PowerPoint computer man

How to Edit SVG in PowerPoint Video Tutorial

Here’s a video tutorial where I show how to convert and edit an SVG in PowerPoint.

Click here to watch the YouTube tutorial.

As you can see, it’s super easy to edit SVG files in PowerPoint. That should open the doors to all sorts of possibilities as you find free SVG files at those various sites that offer free stock images.


Download the fully revised, free 63-page ebook: The Insider's Guide to Becoming a Rapid E-Learning Pro

Upcoming E-Learning Events

2018
 

Free E-Learning Resources

Want to learn more? Check out these articles and free resources in the community.

Here’s a great job board for elearning, instructional design, and training jobs

Participate in the weekly elearning challenges to sharpen your skills

Get your free PowerPoint templates and free graphics & stock images.

Lots of cool elearning examples to check out and find inspiration.

Getting Started? This elearning 101 series and the free e-books will help.

Image already added

Die Siegerprojekte des eLearning AWARD 2018

Die eLearning Awards 2018, das sind, wenn ich richtig gezählt habe, 63 Kategorien und 63 Siegerprojekte, die von der Jury des eLearning Journals ausgezeichnet wurden. Über die Jury selbst und die Kriterien des Awards habe ich nichts gefunden, und die Kategorien sind alphabetisch geordnet. Mehr kann ich ihnen nicht ablesen.

Was findet man also? 63 kurze Fallbeschreibungen, nicht sehr lesefreundlich, aber man kann schnell die Liste der Unternehmen und ihrer Umsetzungspartner überfliegen und eintauchen, wo man halt hängenbleibt. Die Fallbeschreibungen decken ein breites Spektrum an Lösungen ab: Es reicht von den „Klassikern“, also LMS, WBTs und Assessments, bis zu aktuellen Stichworten wie „adaptiv“, „augmented“, „micro“, „gamification“ und „apps“. Zum Stöbern.
eLearning Journal, 2018

Brauchen die Studierenden von morgen noch E-Learning?

Martin Ebner, TU Graz, verzichtet in diesem Artikel auf das Kleingedruckte. Stattdessen nimmt er fünf Fragen, um über das Digitale in der Hochschullehre nachzudenken. Sie lauten: „Wer braucht noch E-Learning?“ (sehr schön: „Daher braucht es den Begriff E-Learning zwar in der Theorie, um eine Abgrenzung zu traditionellen Formen vorzunehmen, aber er macht wenig Sinn in der praktischen Anwendung“), „Wie lernt man E-Learning?“, „Wie kommt man zu den Lerninhalten?“, „Wie macht man E-Learning?“ und „Wo lernt man eigentlich?“ Das sind seine Antworten in der Kurzfassung:

„Die Zukunft des Lernens
– ist ohne Medien für Jugendliche (bereits heute) undenkbar;
– benötigt umfassende Medienkompetenzen der Lehrenden und entsprechende organisatorische Rahmenbedingungen sowie ausreichende Infrastruktur;
– ist ohne frei zugängliche Bildungsressourcen kaum umsetzbar;
– ermöglicht eine noch nie dagewesene didaktische Vielfalt
– und passiert schlussendlich überall und jederzeit“.

Martin Ebner, in: Lehre und Digitalisierung. 5. Forum Hochschullehre und E-Learning-Konferenz. Tobina Brinker und Karin Ilg (Hrsg.), UVW UniversitätsVerlagWebler, Bielefeld 2018 (via Academia.edu)

Articulate Storyline – How To Add Animations To An Object States

Animations play an important role in an eLearning course as it will make the course look engaging. Using animations conceptual elements can be presented in an easy and effective way. In this blog we will demonstrate you on how to add animations to the “States”. Step 1: Create an image or shape. Step 2: Select…

Dossier „E-Learning“

Der neue wb-web-Dossier widmet sich dem Thema E-Learning. Die erste Folge zur Didaktik und Methodik im E-Learning ist online. Sie enthält eine Reihe von Checklisten (z.B. „E-Learning planen: Von der Ausgangsanalyse zum Feinkonzept“) und Handlungsanleitungen (z.B. „Kontakt und Austausch beim E-Learning“ oder „Lernziele überprüfen im E-Learning“. Weitere Folgen sollen sich mit den technischen Grundlagen des Online-Lernens und dem Einsatz von Social Media-Tools beschäftigen. Nützlich.
Angelika Gundermann, wb-web, 31. Januar 2018

Bildquelle: sandra_schoen (pixabay, CC0)

How to Create Interactive Videos with 3D Models in Storyline

interactive video

This is part two of the series on working with 3D models and interactive video. In the previous post, we looked at how to create a video using 3D models in PowerPoint. Today, we’ll discover how to use them to create interactive videos in Storyline. And then of course, once you have an interaction you can also insert it into a Rise course, which is what I did in this Rise lesson.

Create the Interactive Videos in PowerPoint using 3D Models

If you want to create a different kind of interactive video, you can apply what you learn here. The process is similar. For this demo, make sure you understand how the video is created and how it plays all the way through because we’re going to add a trigger to pause it before it completes.

For this demo, I created a video where the object rotates in and then rotates back out. It was built using a three-slide PowerPoint file and exported as a video.

Tutorial: how to create a three-slide video using 3D models in PowerPoint.

A Teardown of the 3D Model Interactive Videos

There are a few nuanced steps in this process. Let’s review what happens and then we can look at how to create it in Storyline:

Interactive video in Storyline using 3D models in PowerPoint

  • User clicks on the side tab which shows a layer.
  • The layer plays the video we created in PowerPoint.
  • Since the 3D object in the video rotates in and out, we set the video to pause when the object is rotated in.
  • Then we add a trigger to resume the timeline (with a hotspot or button) which continues to play the video and shows the object rotate out as the video completes.
  • The completion of the media (the video) triggers the layer to hide which takes us back to the base slide with the side tabs.

Create the Interactive Videos in Storyline

The video I create in PowerPoint is the exact same aspect ratio as the Storyline file. For the most part, 16×9 is fine. But if you change the aspect ratio of your .story file make sure you do the same on the PowerPoint slide.

  • Go to slide 1 in PowerPoint and save it as a .PNG image. This image will be what the user sees on the base slide in Storyline and perfectly aligns with the videos that will be on the layers.
  • In the Storyline slide, insert the slide image from PowerPoint.
  • Create the appropriate number of layers based on how many interactive elements you have.
  • On each layer add the appropriate video. Each video should play automatically. I also recommend putting a hotspot over the video so the user can’t click on the video to start/stop it.
  • On the video layer, add a trigger to pause the video when it reaches either a certain time or cue point. I like to add cue points so I can nudge them without modifying the trigger. The video should pause at the apex of the object rotation.
  • Add a trigger to unpause the video. It could be a simple button or perhaps a hotspot.
  • Add a trigger to hide the layer when the media completes. This should take you back to the base slide.

Click here to view the tutorial on creating an interactive video.

That’s basically it. Of course, there’s a lot more you can do to decorate the layer or add additional content. It just depends on your needs. Practice the technique first and once you have it set, see what you can do.

If you do create something, please share it with us so we can see it.


Download the fully revised, free 63-page ebook: The Insider's Guide to Becoming a Rapid E-Learning Pro

Upcoming E-Learning Events

2018
 

Free E-Learning Resources

Want to learn more? Check out these articles and free resources in the community.

Here’s a great job board for elearning, instructional design, and training jobs

Participate in the weekly elearning challenges to sharpen your skills

Get your free PowerPoint templates and free graphics & stock images.

Lots of cool elearning examples to check out and find inspiration.

Getting Started? This elearning 101 series and the free e-books will help.

Mein Wochenausklang: Trends und Perspektiven im E-Learning

Trends im E-Learning sind so eine Sache. Meistens diskutieren wir ja, ob eine bestimmte Entwicklung wirklich ein Trend ist. Denn was für die einen ein alter Hut ist, klingt für andere wie ferne Zukunftsmusik. Alles eine Frage der Perspektive. Aber darum geht es mir gar nicht.

Audrey Watters hat uns kurz vor Jahresschluss noch einen schönen Artikel mit dem Titel „The Business of ‚Ed-Tech Trends’“ mitgegeben. Darin fragt sie sich, welche Themen es eigentlich in Trendreports schaffen und welche nicht. Anschließend gräbt sie sich in das Thema „personalized learning“ ein, das aus ihrer Sicht gerade die Schlagzeilen bestimmt. Doch keine klare Definition, keine Empirie, keine Erfolgsgeschichten, „so is “personalized learning” really a “trend”?“ fragt sie. Was sie zu der Beobachtung führt, dass es die großen Philanthropen dieser Tage, Bill Gates, Mark Zuckerberg und andere, sind, die die Richtung der Diskussion bestimmen. Silicon Valley und EdTech.

Gerade in diesen Tagen, Jahreswechsel und LEARNTEC, werden Trends ja überall gehandelt. Wenn man dem Augenschein traut, dann ist zum Beispiel Virtual Reality ein Trend. Auch in Karlsruhe waren die Brillen und die verzückten Gesichter ihrer Träger unübersehbar. Ein anderer Trend dreht sich um Künstliche Intelligenz, Algorithmen und Analytics. Blockchain klopft leise an die Tür. Kaum ein Artikel, der nicht auch Bildung und Lernen hier Großes prophezeit. Virtual Reality und KI, aus Sicht der Industrie macht das Sinn.

Es ist noch gar nicht so lange her, da sprachen wir über Blogs, Wikis, RSS, Podcasts und die sozialen Netzwerke als die kommenden Lernthemen. Lerntechnologien, die vor allem die Nutzer stark machen sollten. Mit ihnen sollten Personal Learning Environments möglich sein und damit ein Gegengewicht zu den großen Lernplattformen. Edupunks und DIY-Learning. Heute schafft es gerade noch „Social Learning“ auf die Trendlisten. Irgendwie schlägt das Pendel also wieder in die andere Richtung aus. Denn Virtual Reality braucht Inhalte, Equipment und Experten. KI und Algorithmen brauchen Lernerdaten, aber ihre Lösungen sind deswegen noch nicht lernerzentriert. Aber vielleicht ist auch das eine Frage der Perspektive.

Bildquelle: Lindsay Henwood (Unsplash)

E-Learning-Dienstleister zeigen sich wie gewohnt umsatzstark – die Großen wachsen stärker als der Rest

Ich bin fast versucht zu sagen, dass im Titel bereits das Wichtigste steht. Aber das stimmt natürlich nicht. Das mmb Institut hat sich jetzt bereits zum zehnten Mal der Herausforderung gestellt, den E-Learning-Markt zu vermessen. Eine Herausforderung ist es, weil dieser Markt kaum abgrenzbar ist. Wenn etwas hilft, ihn einzugrenzen, sind es die Anbieter selbst, die sich bewusst unter dem Stichwort „E-Learning“ versammeln und die zur Selbstauskunft bereit waren. Und das waren 2017 35 Unternehmen.

Im Branchenmonitor finden sich wieder Hinweise zur Umsatzentwicklung, zu den Geschäftsfeldern der Anbieter, der Zahl der Mitarbeiter sowie deren Tätigkeitsprofile. Aber den größten Nutzwert hat wahrscheinlich die Liste der teilnehmenden Unternehmen, die für viele Leser*innen eine erste Orientierung bietet. Sie wird dieses Jahr übrigens von SAP Education angeführt, die meines Wissens zum ersten Mal an der Erhebung teilgenommen haben. Der Spitzenreiter der letzten Jahre, die COMCAVE.COLLEGE GmbH, taucht dagegen gar nicht mehr auf. Panta rhei …
mmb Institut – Gesellschaft für Medien- und Kompetenzforschung, mmb-Branchenmonitor „E-Learning-Wirtschaft“ 2017, Januar 2018 (pdf)