Your 2015 Professional Development Resource Is Here!

Great Professional Development

Luckily you’re not alone. The eLearning Guild is here to help. With a vibrant community of more than 65,000 learning professionals, plus thousands of eLearning resources, including, Research reports, keynote and session video from face-to-face events, exclusive discounts on Guild conferences and online courses, and much more, The eLearning Guild has something to offer every professional. Join The eLearning Guild today, and for just $99, you’ll have access to important resources to help you achieve success in 2015.

Plus, if you join The eLearning Guild at any paid level by this Wednesday, December 31, 2014, you’ll automatically be entered into a drawing to win one of 34* eLearning prizes from industry-leading companies!

Learn more about Guild membership or join today at:

This post was first published on eLearning Industry.

7 Tips To Create Attention Grabbing eLearning Course Titles

How To Create Attention Grabbing eLearning Course Titles

A long ago, I read the article Four Strategies for Creating Titles That Jump Off the Page, written by Michael Hyatt, whom I find really inspirational. The article emphasizes on the importance of a book’s title and what it takes to create a great title. A few days ago, while in a meeting discussing about a new project, it just hit me! These strategies can also be applied to eLearning course titles. So, what if your eLearning course could become a best-seller?

Creating eLearning course titles that are to the point and powerful, give learners the chance to pre-determine if your eLearning course will offer them the skills and knowledge they need to achieve their goals. Without even looking at your eLearning course description, they should be able to quickly and concisely understand what to expect and how your eLearning deliverable will help them solve real world challenges. Here are a few tips that you can use when creating eLearning course titles.

  1. Make your audience a promise.
    There's a famous line from a movie that also happens to serve as a great tip for creating eLearning course titles: “Make them an offer they can't refuse”. When you're trying to come up with a creative and catchy title, why not draw them in by making them a promise. Provide them with an opportunity that they simply cannot pass up. Let them know what your eLearning course is going to offer them and how it will improve some aspect of their lives, either personally or professionally (or both). There is one caveat to this approach, however, and that is you shouldn't make promises that you know your eLearning course just won't be able to keep.
  2. Create a sense of intrigue.
    We humans are curious creatures. If something is mysterious or only gives us a small glimpse into a topic, we always want to know more. As such, you might want to consider developing a title that appeals to this trait and creates a sense of intrigue for your audience. Why not make it a question that is thought provoking and immediately gets them excited about what knowledge your eLearning course may hold, or boost their motivation by creating a bold title that is emotional or provocative.
  3. Give them a remedy for their need.
    Learners viewing your eLearning course title and description have one thing in common. Whether they want to develop their professional skill sets or to learn more about a topic that interests them- they all have an educational need. Therefore, you can create a title that provides them with a solution to their problem, a remedy for that need. Make it clear that your eLearning course is going to provide them with the knowledge they are looking for, so that they can improve their lives in some way, shape, or form.
  4. Be as descriptive as possible without being verbose.
    One of the most challenging things about creating an eLearning course title is not figuring out what it can offer your learners, but whittling it down so that it is as clear and concise as possible. You need to walk the fine line between being descriptive and being verbose, since potential learners will only be glancing over your eLearning course description for a brief moment. In that moment they need to know what they can expect if they enroll and why they need to sign up. If you use an abundance of words and make it too lengthy or complicated, they will just keep looking for an eLearning course title that is clear and concise.
  5. Think about the context.
    If you are developing an eLearning course that only appeals to certain individuals, such as one that is intended for staff members in a particular department, then consider the context when creating your eLearning course title. For example, if you are designing an online training course that deals with technical support skills, rather than creating a title like “Technical Support for Beginners”, you may want to opt for “Technical Support for Customer Service Enhancement”. While staff members outside of the department may not be motivated to sign up, those who are in the tech support department will immediately know what the training experience can offer them. Also, consider where the eLearning course will be marketed. For example, if you are going to be promoting it internally through an organization's staff website, then you can be very specific and use professional jargon.
  6. Don't sacrifice clarity for creativity.
    It can be tempting to go overboard when creating your eLearning course title. You may want it to be innovative and unique, but you should never sacrifice clarity for the sake of creativity. Don't try to draw in potential learners with an eLearning course title that may be inventive and engaging, but fails to tell them exactly what the eLearning course is going to offer them. Make it clear, concise, and attention grabbing, but always remember that your eLearning course titles should, first and foremost, be informative. To gauge whether your eLearning course title is the perfect balance of clarity and creativity, ask members of your ideal learning audience to read over the eLearning course title and then tell you exactly what they think the eLearning course is all about, or hold a focus group to brainstorm possible eLearning course titles that may be better options.
  7. Get them excited about learning!
    Last, but not least, you need to generate excitement with your eLearning course titles. Learners need to be able to almost immediately feel motivated to learn and to reap the many rewards that your eLearning courses can offer them. Let them know about the benefits they can expect to receive, and make them aware of just how much your eLearning courses can make their lives better.

Grabbing your learners attention and encouraging them to click that enroll button by creating memorable eLearning course titles doesn't have to a time consuming chore. Keep these eLearning course title tips on hand to develop a clear and concise title for your next eLearning deliverable.

Now that you have created the ideal title for your eLearning course, you should continue with an even better introduction! Read the article, 7 Tips To Create an Attention-Grabbing eLearning Course Introduction to find out  tips on how to create an attention-grabbing eLearning course introduction

Keep your audience engaged and motivated to learn with eye-catching graphic design throughout the eLearning course. The article Top 10 Graphic Design Tips for eLearning Success features 10 top graphic design tips that can help you create an immersive and interactive learning environment for your audience.

This post was first published on eLearning Industry.

South African ipad Summit

Leading schools worldwide are choosing iPad. Don’t miss the chance to see how you can maximise the potential of iPads in your school. South African iPad Summit brings you the opportunity to see the international speakers and educators – sharing with you their iPad experiences and insights.

iPad is revolutionising the way we teach and learn.

iPad gives you so many ways to consume, contextualise, create and curate learning assets, allowing you to communicate and collaborate, personalise and differentiate in ways you never thought possible.

Meet the Speakers

Tom Daccord, Director and Co-Founder of EdTechTeacher.
Tom has worked with schools, districts, colleges and educational organisations in the United States, Canada, Europe, Asia and the Middle East. He has presented at national and international conferences, Including ISTE (US), FETC (US), ELMLE (Europe), ICTLT (Asia), and NESA (Asia), as well as EdTechTeacher’s series of international iPad Summits. Tom has also produced a series of online courses on iPad integration, as well as 21st century school leadership and classroom assessment.

Beth Holland
With over 15 years of educational experience, speaker Beth Holland brings expertise in the mobile learning and differential instruction to the EdTechTeacher team. She has presented regionally and nationally, including TEDxModesBrown, the Golden Education Conference, the Massachussets Assistive Technology Expo, MassCue, CECA, Edscape, CoSN, and the EdTechTeacher iPad Summits.

Sabba Quidwai
A passionate educator who believes in empowering students, Sabba loves designing innovative student-centered learning experiences that are personalised and is driven by the following philosophy: "I hear and I forget. I see and I remember. I do and I understand." ~ Confucius.

South African iPad Summit will be held at The Forum in Johanesburg, South Africa, on February 16-17, 2015.

This post was first published on eLearning Industry.

Why Corporate Brand Books Are Not Good For eLearning

Corporate Brand Books Are Not Good For eLearning

Nearly every company has its own corporate style regarding colors, fonts, and aesthetic design for presentations and promotional material: all recommendations on how to follow this style are presented in a Corporate Brand Book. You can see all different kinds of brand books, from really detailed ones, to those containing just a few tips on using a corporate logo or color scheme.

When eLearning course development became a common practice for many companies, some decided to use Corporate Brand Books for course design. While this may seem to make sense, I'd like to remind you what kind of content these Corporate Brand Books were developed for:

  • Corporate presentations for internal and for external events;
  • Marketing materials that should present company with it's own style and culture.

This means, that these don't include:

  • Reading a lot of on-screen text (perhaps, this is not good for an eLearning course, but still happens a lot);
  • Managing the attention and engagement of online learners;
  • Conveying meaning with all different types of design approaches.

Typical eLearning courses stay on-screen much longer than presentations, and need a lot more of the user's attention: they have to read, participate in interactive elements, and feel comfortable through the duration of learning.

For an eLearning course, we need color coding and attention-catching, engaging visual aids to help the learner remember the course. Using bright colors for important words or phrases is useful: you will definitely need colors for your organizational and learning graphics. For example, there are clients that don’t have any red or orange on their color palette: their entire Corporate Brand Book is blue, grey and green. All of those colors are calming and relaxing, but not about being alert and paying attention. The choice of color should always be a factor when designing a course.

Besides colors, fonts are one of the biggest issues. In an eLearning course, we tend to use mainly sans-serif fonts, which are the best for reading on-screen texts. But what if the Corporate Brand Book allows only a serif font, like Times New Roman, which is definitely one of the worst options for eLearning? We also need a font for comments, (like hand-writing or something else; creative but easy to read) and maybe even a third one for something special.

If you are confined to following a Corporate Brand Book, you can try one of these two options:

  • Develop a separate eLearning Brand Book. Some companies already use it, but be sure to give some space for creativity and keep in mind recommendations for using color in eLearning;
  • Agree on following only some of the guidelines, like logo placing and using color palettes for all the slides' content, while not exactly following the Brand Book verbatim.

This post was first published on eLearning Industry.

6 Tips To Calculate Seat Time In eLearning

How To Calculate Seat Time In eLearning

The seat time is the time it takes a learner to complete an eLearning course. Knowing the seat time is particularly important if you are designing corporate training deliverables because it will give you a general idea of how much time employees will need to set aside from their work, in order to complete their online training.

  1. Traditional classroom vs. eLearning.
    If you are creating an eLearning course with learning materials that were previously used in a traditional classroom setting, keep in mind that seat time in eLearning can be reduced by about 50%. Of course, this greatly depends upon the types of eLearning activities you integrate and the nature of the subject matter. However, as a general rule, eLearning can accomplish much more in a shorter amount of seat time.
  2. Use focus groups.
    Using focus groups may be time consuming and may require additional resources, however it worths the investment since it will allow you to calculate your seat time more accurately, given that you can determine how long it takes the group to complete your eLearning course. To do this, you can simply ask the focus group to complete the eLearning course as they would normally do. It's key that they understand that they should go at a pace at which they successfully acquire and absorb the information. Once every member of the group has completed the eLearning course, you just add the individual seat times and divide by the number of participants. This will give you the average seat time per learner.
  3. Consider the nature of your eLearning activities.
    When trying to calculate the seat time of your eLearning deliverable, you will need to consider the type of eLearning activities you've included. For example, if you have integrated an abundance of text-based modules, then the seat time would be less than that of an eLearning course with many video lectures, given that learners tend to read faster than someone who is speaking in a video lecture. However, it's important to choose the nature of your eLearning activities based upon the needs of the learners, rather than just the seat time. For instance, if your eLearning course needs to teach learners a new skill, then they would probably benefit more from interactive scenarios or simulations, even though this would take more seat time than just reading the text with the instructions. More interactive elements may require more time, but they also offer greater benefits for the learners.
  4.  Always leave room for learner reflection and critical thinking.
    Your learners are humans, not robots. Therefore, they are going to need some time to think, reflect, and absorb the information you are giving them. This is why you need to always leave room in your seat time estimate for these mental processes. Some tasks and learning activities may require more critical thinking time, such as assessments or simulations, so keep that in mind, as well. Also, if you have an abundance of text in your eLearning course or plenty of emotionally-compelling stories, you will need to give them time to actually think about the topic or ideas and to emotionally connect with the content. Analyze every eLearning activity and module within your eLearning course, so that you can accurately gauge the seat time for every learning experience within the eLearning course.
  5. Remember that different learners acquire information at different rates.
    No two learners are alike. Just as every learner will respond differently to various eLearning activities, so will they acquire and absorb information at different speeds. While one learner might complete your eLearning course in half an hour, another might take 45 minutes to make his/her way through all of the modules. As such, it's important to get a diverse group of individual learners involved in your focus group. This will allow you to calculate a seat time estimate that accounts for different learner behaviors and needs. Other factors to consider when estimating seat time, especially for corporate training deliverables, is the age of your audience and their educational and/or professional background. For example, if you are creating an online training session for more mature professionals who are new to the industry, this will boost the required seat time, and it will be higher than if your audience was comprised mainly of younger or more experienced employees.
  6. You don't have to be precise!
    You shouldn't stress about being precise when calculating seat time in eLearning. In fact, it's perfectly acceptable to just give a rough estimate of how long it will take to complete it. For instance, you could estimate that it will take about 20 to 25 minutes to finish the eLearning course if you would prefer to give a time window rather than a specific number. Also, don't forget to adjust the estimate if any additional eLearning activities or materials need to be integrated into the eLearning course, or if items need to be removed.

Use these tips for calculating seat time in eLearning to figure out just how long it will take your learners to complete your eLearning deliverables, while also ensuring that you offer effective and meaningful eLearning experiences.

Moreover, in the article Tips To Estimate Your eLearning Course Length you will find 6 additional key factors that you'll want to bear in mind when estimating your eLearning course length. This will allow you to create eLearning courses that are just long enough to achieve the desired learning objectives, but still short enough to avoid learner boredom and frustration.

Do you want to know all about the important considerations when estimating your eLearning course development time? In the article, 6 Tips to Estimate Your eLearning Course Development Time you will find everything you need to know to estimate the development time of your eLearning course as accurately as possible.

This post was first published on eLearning Industry.

3 Major Training Management Failures

The Training Management Failures

In order to avoid the training management failures, businesses need to ensure they pick the proper practices to achieve the most encouraging result. If the training procedures are not properly selected then the learning practices could damage the business and the organization, which no one wants to see happen. If an organization wishes to have their training initiative succeed, it is best to avoid these three training management failures: having a training procedure that allows for no connection to the learners, has no application to the employees’ daily work, and provides too much information in a limited time.

1. Train To Ensure There Is No Connection Made 

By allowing training managers to train in their own preferred, unique style, businesses ensure that they ignore the preferred learning styles of the employees. Businesses should give the trainers complete authority and freedom to do as they please, but require them to train the masses, not individuals. Training should be applied in the same way with the same material provided for all employees. As a result, no connection is made.

Employee are treated as numbers and do not receive the proper relationship or coaching to ensure a successful, positive outcome. They are forced to accept the structured approach of the trainer and their overall performance suffers. Every employee is treated the same and there is no real fit or connection with the trainer. Therefore, no relationships can be built and no personal assistance can be provided. Everything the training manager does is from a general perspective. Training managers keep a distance and decide what is the best approach regardless of what the employees need or what approach would work best.

In a survey conducted, only 23% of managers appeared to actually engage with their staff throughout the training process in a meaningful way. As a result, employees do not learn what is needed as efficiently and effectively as possible, which ensures a negative training experience for everyone in the organization.

As well, businesses should make sure they fail to provide follow-up opportunities to see if the training was successful or if employees have any questions or concerns. This way both parties keep a distance and proper communication is prevented. This seems like a perfect method to employ to ensure the training experience is truly as terrible as can be.

2. Train To Ensure There Is No Application Towards Everyday Work 

Learning and Development managers should conduct training in a way that ensures the event is memorable, but the content is not. The concepts and information is taught, but how the employees can use them and apply them in their daily work is not. The learning experience is described as “off-the-shelf”. Training is conducted, but it is not successful because employees do not see the concepts they are learning as relevant to their daily tasks and requirements. The trainer describes situations that do not happen in the trainee’s day-to-day life, which provides no real, relevant context for the concept taught. The learning experience ends up being irrelevant and wastes the time of everyone involved.

For example, businesses could use “ice breakers” when all the employees already know each other. Also, “ice breakers” could be used with senior managers who have little time to spare for training, need to get to the point of the training immediately and cannot afford to waste time. By conducting training in this manner, the employees remember what they were taught, but cannot use it in the workplace, as it is not applicable. As a result, the return on investment is extremely low.

3. Provide Too Much Information In A Short Amount Of Time 

Training managers should conduct training in a manner that overwhelms their employees. Training material should attempt to teach as many concepts and pieces of information as possible in a limited amount of time. This process will ensure that the employee's short-term memory will be overwhelmed and their ability to retain and process information will be negatively impacted. Training is delivered in large chunks of information, which prevents employees from internalizing, processing and understanding the information. This approach works much more effectively than conducting several, shorter training sessions. Shorter, more frequent training sessions allow for proper comprehension, application and storage of the information presented. Conducting training in a massive, overwhelming, one-time event is much more effective at ensuring employees remember as little as possible.


If your organization conducts training in the process outlined above, your employees are guaranteed to have an absolutely terrible training experience. The organization will receive a low return on their investment, in terms of their employees, and the company will suffer and not be in business very long. There are several ways a business can conduct their training initiative successfully, but having a training practice that allows for no connection to their employees, no application to the employee’s day-to-day work, and provides too much information are guaranteed ways to see a training program fail. These three Training Management Failures should be avoided at all costs, if an organization wishes to have their training initiative succeed.

This post was first published on eLearning Industry.

ICI2ET 2015

The 3rd ICI2ET 2015 is an international refereed conference dedicated to the advancement of the theory and practical implementation of secured Internet transactions and to fostering discussions on E-Learning Technologies evolution. The 3rd ICI2ET 2015 aims to provide a highly professional and comparative academic research forum that promotes collaborative excellence between academia and industry.

The 3rd IC2ET 2015 will provide a high-profile, leading-edge forum for researchers, engineers, and practitioners to present state-of-art advances and innovations in theoretical foundations, systems, infrastructure, tools, test beds, and applications for the Internet and E-Learning Education, as well as to identify emerging research topics and define the future. 3rd IC2ET 2015 is the next edition of the successful series, previously held as 2nd ICI2ET 2013 in Istanbul, Turkey ( October 22-23, 2013 )  and  1st  ICI2ET 2012 (Abu Dhabi, UAE , September 2012 ).

ICI2ET 2015 will be held at the Hotel Barcelona (Atiram Hotels) on February 11-12, 2015.

This post was first published on eLearning Industry.

How m-Learning is Changing the Future of e-Learning

We’re approaching the year 2015, which is also the year by which research firm IDC predicted the number of U.S. mobile Internet users would surpass their wired counterparts. IDC also predicted that 40 percent of the world's population, or 2.7 billion people, would have access to the Internet by 2015—up from 2 billion in 2010.

I can’t speak for the whole world, but even my youngest cousins have cell phones already. Gone are the days of my youth—when I didn’t own a cell phone until my senior year of high school, and even then it was to be used only for emergencies. Today you probably get made fun of on the playground if you don’t have a cell phone!

The ubiquitous nature of mobile devices is beneficial for those interested in m-Learning.

Learners and educators have much to gain from m-Learning. Lesson plans are no longer based around textbook exercises or “Next” button driven online courses. Instead, mobile learning breaks you free from your desk! You can access resources anywhere, anytime. With apps like CourseMill® Mobile, learners can even download courses and files to your phone for offline study as well. Conveniently accessible m-Learning materials provide ideal performance support, just-in-time learning and lead to innovations like augmented reality.

Augmented Reality and m-Learning

It might sound like something out of the Matrix or Star Trek, but augmented reality technology can make learning more interactive and enriching. What exactly is it? The simple definition is: a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view. For a real-world example, let’s look at the 2014 IKEA catalog and its accompanying app.

After launching the IKEA Catalog app, you use your smartphone or tablet camera to zoom in on an orange cross at the bottom right of certain product pages. An icon then appears on the device display, allowing you to access the augmented reality features. You close the catalog and place it wherever you’re considering new furniture in your room.

The app uses the size of this physical, real-world IKEA catalog to come up with the approximate dimensions of the virtual furniture that is about to appear on screen. You can rotate, reposition and manipulate that image until you think the furniture or decor looks just right, before confirming the selection from a scrollable list. Finally, a virtual version of the new sofa, desk or bookcase with your room in the background is shown onscreen—allowing you to visualize how your new furniture will work and make sure it will fit in your room!

Picking out furniture isn’t quite the same as taking an e-Learning course, but imagine the possibilities for learning! You could put triggers (images that activate media when scanned by an augmented reality-enabled device) all around your work space so that when employees scan them, they can quickly access information about that object or space. For example:

  • Doctors in training could use their mobile phones to view videos demonstrating the proper usage of different surgical tools or overlay a digital image of a patient's X-rays onto a mannequin for added realism.
  • Mechanics in training could use augmented reality to watch video of a repair process for any part of a vehicle just by pointing their phone at that part.
  • Scientists in a lab could quickly learn safety procedures and protocols for working with the different equipment.

From augmented reality to anywhere, anytime learning, m-Learning is the wave of the future. Are you ready to develop mobile-friendly learning? It’s easy when you use an authoring tool like Lectora® Inspire. Download a free 30-day trial to test it out yourself.

PS—Need a last minute gift for someone on your list? Check out our Holiday Gift Guide for e-Learning Developers

This post was first published on eLearning Industry.

The Future Of Google Glass In eLearning

7 Ways For Using Google Glass In eLearning

As eLearning professionals, it's essential to keep up-to-date with the latest tools and technologies, even with those that may not be specifically intended for the world of eLearning. In this post I'll offer insight into the role that Google Glass might play in the future of online learning by delving into many uses of Google Glass in eLearning.

Today, eLearning professionals have access to a wide range of new wearable technologies. Each year brings bigger and better tools that give us the power to make learning experiences even more effective and meaningful for your audience.

Google Glass is one such tool: in this guide, I'll walk you through its many eLearning applications of today and tomorrow.

  1. Developing truly interactive and immersive scenarios and simulations.
    Google Glass takes simulations and eLearning scenarios to a whole new level. Learners will have the ability to participate in tasks, real world situations, and on-the-job processes from a first person point of view. For example, if a corporate learner needs to know how to carry out a sales transaction using the company's new POS system, a Google Glass-based scenario can put them in the shoes of a cashier so that they are able to operate a virtual register and interact with a virtual customer, as if they were really on the sales floor. This also helps learners to better understand the real world consequences of their decisions and actions, given that they can see, first hand, how every choice leads to a benefit or risk.
  2. Improved learner knowledge assessments.
    Google Glass in eLearning isn't a one-way learning street: in fact, instructors and facilitators can monitor their learners’ performance via live feeds. The instructor can step into the shoes of the learner using Google Glass, and make their own assessment regarding the course or training themselves: being able to see everything from the learner's perspective, it’s easier to understand learning behaviors and give immediate feedback.
  3. Quick and convenient supplemental information.
    Google Glass features a “heads up display” (often known as the HUD), which can give learners the chance to access supplemental resources, even while they engaging in learning activities. For example, during a lecture or online scenario, a learner can go online and seek out information that can help them better understand the topic or make more informed decisions. If they are delving into a complicated task or process, they can look for a step-by-step guide that offers them the opportunity to boost their performance and more effectively absorb and retain knowledge for later use. Essentially, it provides learners with the power to expand their education on their own terms.
  4. Taking mobile learning to the next level.
    Google Glass in eLearning offers your learners the ability to access information on-the-go, hands-free, so that they can develop their skills and access a wealth of knowledge on the spot. No longer will they have to use their smartphones or tablets to access courses, as they can simply switch on their Google wearable gadgets and immediately become active participants in the learning experience, listen to lectures while sitting in traffic, or engage in scenarios on the commute to work. The possibilities are virtually limitless.
  5. Developing detailed first-person tutorials.
    Imagine the benefit to your learners from looking through the eyes of a trained professional or experienced instructor in their niche, who can give them a deeper understanding of how to perform a specific process. Google Glass can give your audience the opportunity to learn from the pros by viewing a first-person tutorial. Instructors and facilitators (or subject matter experts, for that matter) can put on the Google Glass device and record what they are doing by simply telling the gadget to record a video, as it is handsfree. The videos and pictures that have been captured by the pro can be uploaded to an app that has been designed for your course, which can serve as an in-depth tutorial or walkthrough that your learners can view anytime, anywhere. In essence, your online learners get a unique perspective that they can use to expand their comprehension of a task or on-the-job process.
  6. On-demand learning, whenever you need it, discreetly.
    Learners can have access to information and online resources when and where they need it the most. Best of all, they can do so discreetly, without customers or clients even knowing that they are venturing online or accessing a training course. They can remain focused and engaged with what they are doing, which means that it's an ideal tool for working environments. For example, if a sales associate needs to know more about a particular product that your organization now offers, they can simply access that module in the training program and get the data they need to close the deal.
  7. Safe learning in hazardous situations.
    Google Glass in eLearning can add a level of safety, in certain cases. For instance, if an employee needs to know how to carry out a complicated or potentially hazardous task, such as disposing of chemicals, they can access the information and resources they need to know about how to effectively remove the toxins, what safety equipment is needed, how to avoid injury, etc. The employee can stay fully focused on the task at hand, while still learning all they need to know about the process.

It's clear that Google Glass may play an all-important role in the future of eLearning. Not only can it offer eLearning professionals the power to create more immersive and engaging eLearning experiences, but it gives learners the opportunity to access resources and courses on demand, making it a truly remarkable learning tool.

If you'd like to learn about upcoming trends for the eLearning industry, the article Top 8 eLearning and EdTech Trends for 2015 features the top eLearning and EdTech trends for 2015 that you should know about.

This post was first published on eLearning Industry.

OETC 2015

Join educational technology experts, renowned keynote speakers, and colleagues from around the state at the 2015 Ohio Educational Technology Conference (OETC 2015).

Tuesday February 10th will bring a new format to OETC 2015. The OETC Pre-Launch will feature morning and afternoon extended workshops presented by some of the best facilitators. The trade show will open at 12pm for a 1/2 day of product demonstrations, networking, and learning!

During your time at OETC 2015, be sure to visit the trade show. With over 200 exhibitors, showcasing the latest in technology products and services, the OETC trade show floor is a must-see!

OETCx is the official “unconference” of the 2015 Ohio Educational Technology Conference (OETC 2015). This participant-driven day-long event offers alternative learning experiences to the traditional conference sessions and creates space for peer-to-peer learning, collaboration and creativity. OETCx mixes new presentation formats, like Ignite-style talks, app smack downs, genius bar and interactive panels with unstructured time for smaller critical conversations to spontaneously occur.

There is a heavy emphasis on social media and back-channeling to strengthen and support the professional learning experience. Whether you’re a seasoned professional in these types of events or someone new to the “unconference” and social media experience, OETCx promises to have something that fits your comfort level and learning style. Join us on Wednesday, February 11, 2015 for one of the most innovative and entertaining professional learning experiences of the year!

Kenynote Speakers

Danielle Feinberg, Director of Photography - Lighting, Pixar Animation Studios

Yong Zhao, Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon

OETC 2015 will be held at the Greater Columbus Convention Center (Columbus, OH) on February 10-12, 2015


This post was first published on eLearning Industry.