Don’t Get Eaten! How Training Professionals Can Survive and Thrive with Software

Training Professionals Can Survive and Thrive with Software

Marc Andreeson, internet pioneer and Netscape cofounder, famously wrote in 2011 that “software is eating the world.” This was an electrifying essay whose main thesis was that increasingly, software companies will begin taking over large swathes of the broader economy, even in markets that don’t seem to be related to software at all. While this was a fairly bold statement that hadn’t been widely accepted by mainstream, non-technical circles in 2011, today his conclusion seems to be a given. We’ve seen it play out over and over again, in market after market.

The Training and Education Industry is Not Immune

The mental image of hungry software goblins, out to eat us, can be amusing on the one hand, but deeply disturbing on the other. Pressure from software and software companies is already impacting every aspect of the training and education industry, and we’re only in the beginning stages. Free online courses are impacting training centers, training centers are pressuring higher education, higher education is launching free MOOCs which affects everyone’s model, and internal training departments need to innovate and demonstrate results vs. new high quality entrants.

How To Respond

So how are we to respond? I believe that no matter what your business is, you need to become the CEO of a software company. Software must be your differentiator. Software must be your competitive advantage. Software must be integrated, ingested, and ingrained in every aspect of your offering. Software must become your foundation so that you’re freed to build the rest of your offering, rather than constantly defending against new challenges posed by voracious software.

Here’s a few things to consider when evaluating your training operations:

  • Do you have a comprehensive online marketing strategy that drives prospects to book online, pay online, and get registered?
  • Is your website world class, up-to-date, and loaded with value for potential prospects? Can you make quick changes without a lot of friction?
  • Can you quickly and easily find the information you need, across your entire operation?
  • Are all your business processes automated so that you’re not spending more than a few minutes on manual chores each day?
  • Are you delivering online learning? Does it look amazing? Is it easy to engage with on a variety of platforms?

If the answer to any of these is “no” then you have a strategic weakness that will become material within the next few years.

It’s Time to Get Technical

If you’re not technical, it’s time to get technical. Develop the skills you need to evaluate and design high quality business processes that are managed by software. Set aside a budget for technology that solves these problems and make it a key part of your ongoing strategy. You don’t need to learn to code, as most tech CEOs no longer code each day, but you do need to be familiar with how to manage and deploy software and tech resources.

It has been reported that sometimes Google will value companies they’re acquiring by how many programmers they have on staff. It’s not too far fetched to think that within a decade the same metric could be applied to companies within the training and education industry. This doesn’t mean that you should go out and start building custom software or hiring programmers, but it does mean you’ll need team members who are capable of integrating different software solutions to provide an innovative, excellent, and focused experience to your students.

A Roadmap for a Post "Software Consumed" World

A world that runs on software requires the minimization of time spent on administration, and the maximization of time allocated to creating customer value. While no organization is ever going to be perfect, imagine a world where your operations can run mostly unattended, where you’re free to focus on the things software doesn’t do so well.

Software isn’t very good at customer service, so make this your core. Software struggles to be empathetic, and it has difficulty reacting to fluid environments so make this your wheelhouse. Software can’t create and it struggles at coaching, mentoring, nurturing, and figuring out a solutions to student comprehension challenges. This is where you and your organization should live and thrive.

Don’t worry about being late to the party. As the Chinese proverb says, "The best time to plant a tree was 20 years ago. The second best time is now.” Instead, set aside the time to invest in your future now, attack your problems, and you'll be amazed at how much better your operation becomes. In our experience, those organizations that took the time to evaluate their needs and then tackled their issues with software solutions invariably saved huge amounts of time and in many cases experienced substantial business growth.

In summary, lets focus on appropriate incorporation of software to remove as much of our operational burden as possible and refocus our efforts on why we got into this industry in the first place - to provide amazing education that helps people improve and deliver outstanding results.

This post was first published on eLearning Industry.

Google in Education West Coast Summit

The Google in Education West Coast Summit is brought to you by CUE, producers of the Google Teacher Academy and the nationally acclaimed Google Workshop for Educators (GWE).

As campuses across the globe adopt Google solutions to support student learning, powerful and affordable professional development is essential. Join us for an engaging summit focused on infusing Google in Education in K-20 environments. CUE’s Professional Learning Program will provide two keynotes and dozens of sessions with hands-on activities led by Google Certified Teachers and Google Apps Certified Trainers, including instructional strategies with ties to Common Core. All attendees will be invited to the Google Workshops for Educators Network (GWEN), an online community focused on supporting educators as they learn more about the power of Google to drive student learning.

The Summit is conveniently scheduled to launch immediately following the Annual CUE Conference in the Palm Springs Convention Center, allowing attendees to extend their learning with minimal expense.

The Google in Education West Coast Summit will be held at the Palm Springs Convention Center (Palm Springs, CA, US), on March 21-22, 2015.

This post was first published on eLearning Industry.

Savvy Transition: An Online Program To Help Leaders Excel In Their Roles

Savvy TransitionTraditionally, leadership development coaching has been an expensive service reserved for only an organization’s senior-most executives. E-Learning is changing this paradigm by making cost-effective leadership development programs available to leaders at all levels of the organization.

Savvy Transition was developed by the transformation and change experts at Emergent, based on their years of experience working with leaders at Fortune 500 and mid-market companies. The program represents the collective wisdom of highly experienced executive coaches, leadership development professionals, and researchers who have studied the characteristics of successful leaders.

Savvy Transition: An Online Playbook and Toolkit For Leaders In Transition

Savvy Transition is an online structured six-month program of coaching and tools designed to help a leader excel in his/her new or expanded role. The program engages the leader in collaborative efforts with supervisors, peers, direct reports, clients or customers, and key stakeholders. Because a leader’s success depends on forging constructive relationships with these stakeholders, you will find that the program continually directs the leader toward others — for information exchange, alliance building, and visioning work.

Designed for leaders at all levels of the organization, Savvy Transition is specifically targeted to:

  • Existing leaders taking on expanded responsibilities
  • Individuals newly appointed to a leadership role
  • Individuals just hired into a leadership role

The program content enables leaders to more quickly integrate into their roles, and achieve higher performance in a shorter period of time.

Savvy Transition: performance comparison

Savvy Transition Program Content

Savvy Transition is a six-month online program organized around 4 Transition Phases, 6 Focus Areas, 21 Transition Activities, and is supported by 40+ Transition Tools to help leaders be successful.

Transition Phases

  • Taking Hold (Month 1) focuses on clarifying the leader’s role, building relationships, paving the way for necessary changes, and targeting specific factors affecting the leader’s success.
  • Immersion (Month 2) focuses on building awareness of strengths and needs of the leader and key stakeholders. The leader learns to leverage insights about the organization’s systems, politics, and culture.
  • Reshaping (Months 3-4) focuses on assessing team competencies and development needs, managing conflicting agendas, promoting an inclusive culture, creating a vision for the future and securing buy-in for that vision.
  • Consolidation (Months 5-6) focuses on future challenges and opportunities. The leader repairs and enhances stakeholder relationships, builds support for the vision, and measures progress to date and charts the path forward.

Transition Activities Tools

  • The four phases are supported by 21 transition activities designed to help leaders develop practices that they can use the rest of their career. The activities enable leaders to learn and understand core leadership concepts, skills, and techniques, and then incorporate them into their thinking and daily work routines.
  • Embedded in the transition activities are 40+ tools to help leaders analyze, plan, and execute their transitions. Tools are downloadable in MS Word and Excel formats and can be easily customized.
  • A Dashboard provides a snapshot view of the leader’s progress against the 21 transition activities.

Focus Areas

  • Six focus areas help leaders identify critical objectives, work with teams, develop relationships, build self-awareness, understand the organization, and partner with supervisors.

Savvy Transition: dashboard

Savvy Transition Benefits

Savvy Transition provides benefits at three levels – to individual leaders (users of the system), the leaders’ supervisors, and leadership development professionals.

For Leaders

  • Identify critical steps you must take to maximize your success
  • Negotiate with key stakeholders to achieve results-oriented, rewarding, interdependent business relationships
  • Build high-performing coalitions of people who achieve business results
  • Communicate successfully from a strong leadership platform
  • Assess the organization’s culture, your learning needs, and achieve your learning goals

For Supervisors of Leaders

  • Avoid the most common mistakes of leaders
  • Engage effectively with you and other key stakeholders
  • Learn practical skills and techniques that really work
  • Resolve conflict in a professional and productive manner

For Leadership Development Professionals

  • Provide an affordable turnkey solution for your leaders
  • Enable leaders to more quickly integrate into their roles
  • Build a strong foundation for long-term success of your leaders
  • Increase employee engagement and performance by cultivating high-quality leaders

More Information

Learn more by visiting the Savvy Transition website at: SavvyTransition.com. There you will find screenshots and a video overview.

If you are an internal leadership development/HR/L&D professional and would like to request a demo, you may sign-up here: Savvy Transition: Demo Request

This post was first published on eLearning Industry.

7 Tips To Evaluate eLearning Professionals

How To Evaluate eLearning Professionals

Whether you are looking for an eLearning professional to expand your Learning and Development team, or an eLearning freelancer to develop an online training event for your organization, evaluating eLearning candidates is of the utmost importance. Here are a few key evaluation tips you'll want to keep in mind when you need to evaluate eLearning professionals.

  1. Do they have work samples?
    Even if some eLearning professionals may have never completed a paid project, they should still have work samples on hand, as a result of a volunteer or an intern work. Often these work samples will be included in a portfolio that also features their bio, skills, and references or reviews from past clients. When you're reviewing these work samples, there are a handful of things that you'll want to pay close attention to, such as the design and the overall presentation. You may also want to lookout for work samples that are more creative or innovative than others, like an inventive layout or case studies that feature stunning graphic design elements or interactive multimedia and eLearning games. Last, but not least, make sure that the portfolio and/or the work samples are free of any spelling and formatting errors.
  2. Do they have the experience you need?
    While the eLearning candidates may have a degree and an in depth understanding of eLearning design and development, if they don't have much experience under their belt then this may be an issue. Experience can come in the form of internships, volunteer work, or past eLearning projects. If you cannot gauge their experience based upon their online portfolio, then ask about past eLearning projects that may have required the skill sets or talents that you are looking for.
  3. Are they personable?
    While their qualifications and skills are important, you will also want to determine if the perfect eLearning candidate is someone you would actually want to work with. Do they have a good personality? Are they friendly and polite? How did you feel when you were around them, and do you think that they have the character and personality you are looking for in a new hire? These may be the most significant intangible qualities that the eLearning candidates possess, as there are no work samples or case studies to back them up, but it also happens to be of great importance.
  4. Do they really fit in?
    One of the most overlooked aspects of eLearning candidates is analyzing how they will mesh with your current staff. The person you will ultimately hire should fit seamlessly into your team. So, when you're conducting the interview, you'll want to assess whether they have the traits and the overall personality that will mesh with your existing staff. Also, in terms of your company culture, how well do you think the eLearning candidate will fit in? For example, if an eLearning candidate seems like someone who always plays by the book and isn't very flexible, then he/she may not be a good fit for an organization who prides itself on innovation and “outside-the-box” thinking. By considering this all important question when you evaluate eLearning professionals, you can ensure that everyone will have an enjoyable and productive work experience.
  5. Will there be a steep learning curve?
    If an eLearning candidate is new to the world of eLearning or may not be familiar with the tools and technologies that your organization uses, you'll want to consider whether it's really worth the investment of time and training resources. How much time will the eLearning candidate need in order to be on the same page with the rest of your team, and does he/she really know enough about the subject matter? While some eLearning candidates may be skilled and talented enough to make training a worthwhile expense, others may need to gain more experience before they are a good match for your organization.
  6. Do they have a passion for their profession?
    Are they excited about eLearning? Do you get the sense that they are truly passionate about their eLearning career? Are they enthusiastic about the position that you are interviewing them for? Ultimately, the person you will hire should be passionate about educating your target audience and excited about the idea of diving right into a project and working with your team. This is one of the key qualities of a successful eLearning professional. Another thing you'll want to consider is whether they have a passion for the pursuit of knowledge. Are they willing and ready to learn all they can about Instructional Design theories and models by taking additional courses, reading books, and visiting forums?
  7. Ask for references.
    It's completely acceptable and advisable to ask for references from your eLearning candidates. Be sure that all of the contact information is up to date and feel free to follow up by reaching out to their references via email or phone. Ask them if they were happy with the work that was produced by the eLearning candidate. You could also ask about  the overall experience working with the eLearning candidate in the past. If the reference is a client, ask if they are still working with the eLearning candidate and if they are not, ask if they would hire them again and why. All of this invaluable information can give you insight into how it would be to have this individual on your team, and determine which skills, talents, and work ethics he/she can offer to your organization.

Use these tips to evaluate eLearning professionals and to find the perfect eLearning candidate who can offer you the experience and expertise you need to create effective eLearning courses and online training events for your organization.

Asking the right questions during an interview can help you to gain insight into what an eLearning candidate has to offer to your organization. Read the article 6 Tips On Interviewing eLearning Professionals to know what questions you should ask, and how you can insure that you will get the most out of the interviewing process with eLearning professionals.

Want to learn more about the skills you should be looking for in an eLearning professional? The article Top 10 eLearning Skills That eLearning Professionals Should Have features the top 10 eLearning skills that eLearning professionals should have to be successful and stand out.

Are you currently looking for the ideal eLearning professional? You can search for eLearning Professionals' resumes or upload your job request for free, at eLearning JobsThe Leading Source for eLearning Jobs - Free eLearning Job posting!

This post was first published on eLearning Industry.

How To Encourage Continuously Interactive Online Discussions

2 Techniques To Encourage Continuously Interactive Online Discussions

Teaching for-credit online courses at state, private, and for-profit universities involves many challenges, not the least of which is ensuring that weekly discussions are lively, informative, and constructive for students. Similar challenges are faced in the non-credit world of corporate training. As instructors, we want ways to promote the best kinds of learning and knowledge exchange in discussions. In this article I’ll discuss two basic strategies I have used. Most of my experience is in for-credit education, so I am going to assume that the instructor is in the position of being able to motivate students through grading as well as through other means.

The de facto standard in online higher education is the weekly discussion question. Weekly discussion questions should be formative experiences that enrich and deepen the student’s knowledge. I stress should be because the levels of interaction – the number and kinds of posts throughout the week – often fail to meet the optimum. Ideally, the classmates should be chomping at the bit to answer the week’s discussion question as soon as it appears on the first day of the class week – I have been in a few graduate classes like that! By Wednesday (let’s assume a Monday through Sunday class week), most of the class members have logged their initial responses to the DQ (Discussion Question) and are already engaged in friendly repartee that will last through the end of the week.

In reality, discussions often take the opposite form: many students view the discussion questions as an item to be dispensed with rather than an opportunity for knowledge enhancement by understanding and critically responding to the perspectives of others. Instead of posting early in the week, students put it off until the weekend and then quickly type their initial response to the DQ and a few half-hearted responses to their peers. Needless to say, with only a few days remaining in the week there is hardly time for the class as a whole to experience a meaningful set of points and counterpoints. In fact, some of the discussion grading rubrics typical of for-profit universities fail to discourage this kind of behavior. If the rubric specifies that only such things as the number, length, quality, and accuracy of the posts are graded and not such things as “timely contribution to discussion,” the instructor cannot dock students any points for making all of his or her posts for the week between 10:00 pm and 11:55 pm on Sunday. Yes, these kinds of grading policies are intended to make allowances for the busy schedules of working adults. (In the online for-credit sector, the current typical student is a woman in her mid-30s with children and a full-time job!) But from a strictly educational point of view, these kinds of grading policies do not result in the vibrant discussions envisioned by bright-eyed instructors. What is an instructor to do?

Technique 1: Instilling a Sense of Social Purpose

This leads to my first technique: instilling a sense of social purpose into the class. Remind students that online learning is a collaborative group venture that is only as good as the participants want to make it. Steer the class away from turning the class into a contest of individuals. Encourage students to make the exchange of information and viewpoints the center of their learning experience. Make sure students understand that it is their class, not yours or the institution’s. I often tell classes that I am looking not just for energy (individual efforts) but synergy – active help to each other throughout the week.

For example, near the start of the class you might use announcements like these:

  • In reviewing your bios, I have calculated that total experience in this class of 18 amounts to almost 220 years of expertise! That’s a lot of knowledge. Be sure to share your experience and insights with others in our weekly DQs.
  • I am seeing lots of good initial responses to our discussion question this week, but not enough in the way of helpful criticism. Please make sure you are doing your part to raise the level of critical commentary in the class.

When you see a pickup in constructive interactivity, be sure to praise the class:

  • This week featured good interactions. Ideas were exchanged and great points were made. Keep the synergy going!

Another way to encourage better interactions is to occasionally pick out a single individual or a small group of posters and encourage them:

  • Great post, Frank! But did you see how Yvette and Chris responded to the same question? I suggest you take a look and share your insights with them.

I have had good success with the social purpose approach to developing communal efforts. A kind of peer pressure often results, where students start to encourage each other, making your own cheerleading less necessary.

Technique 2: Bonus Points

Let’s be frank. In most classes there are stragglers, people who don’t want to be there, and people who should not be there. In most cases, this group posts at the end of the week or, nearly as bad, they sign in once a week, make a few posts, and are never heard from again. At the other end of the academic spectrum, there are enthusiastic students who post at the beginning of the week, exchange ideas with other good students, but often also stop posting for the rest of the week. You want better students to share knowledge and provide constructive criticism to students who are struggling and you want a more even flow of posts during the week.

To help encourage a more even flow of posts, I inserted a timeliness grading system into a standard discussion grading rubric that also measured other aspects of posts, such as quality, courtesy, and freedom from errors.

Timeliness All posts are after Friday or all posts on a single day First post no later than Wednesday; other posts prior to end of week Posts early: First post no later than Wednesday; at least one other post Friday or before; posts on several days of the week
0 pts 1 pts 2 pts

 

The total number of points possible in my rubric was 13, so the effect of awarding 2 points for timeliness was to add about 15% to the grade. Keep in mind this rubric used a Monday through Sunday time frame.

It won’t do to just post your rubric with a timeliness component like the one above in it. Make sure to explain what the rubric means in terms of grades by spelling out a couple of examples:

  • If you post early (before Wednesday) and respond to at least one other student before Friday, you will get full credit for timeliness.
  • If you post on Monday and Saturday only, you get 1 point for timeliness.
  • If you post just one day per week, you lose 2 points for timeliness. No matter how good your posts are, you can score no higher than a “B.”

You might find that some students with busy schedules will balk at this scheme, but in my own experience I encountered no problems. In fact, it worked exactly as I wanted. Poorer students in the habit of posting on weekends only soon realized they could get a letter grade boost by posting early. Even if their posts were mediocre in other respects, they could get still get a “B.”

In summary, encouraging continuously interactive discussions is an essential task of the instructor, but by using the right techniques it is a job that can be accomplished fairly easily. By inspiring your students to work toward the greater good by helping each other, by promoting synergy, and by using appropriate point incentives, your discussions should be more fruitful for both you and your students.

This post was first published on eLearning Industry.

Top 7 Tips For Effective eLearning Course Subtitling

Effective eLearning Course Subtitling Tips For eLearning Professionals

Hard of hearing learners and those who may be learning English as their second language are just some of the learners who will benefit from eLearning course subtitling. By adding subtitles to your eLearning deliverable, you have the power to make it more informative and engaging for all of your learners, such as those who want to view it on a mobile device or may need text to boost their knowledge absorption. Adding subtitles can even help you localize your eLearning course, so that you can branch out to international markets. Here are a variety of tips for effective eLearning course subtitling.

  1. It's all about placement.
    As the saying goes- there's a place for everything and everything in it's place. This rule also applies to eLearning subtitles. The general rule stipulates that subtitles should be placed low on the screen and centered, so that the learners can read along with the text, but at the same time they don’t distract those who aren't fond of subtitles. Also, you should not place the text too close to the edge or bottom of the screen, as it may get cut off, depending upon the resolution, screen size, etc.
  2. Keep it short and legible.
    It may be tempting to get creative when it comes to the placement of your subtitles on the screen. You may even get the urge to use fonts that are elegant and innovative, believing that it will enhance the overall aesthetic appeal of your eLearning course. However, it usually does the exact opposite. Try to keep your subtitling as legible as possible, so that the learners can actually benefit from them. Use a large font, preferably one from the sans-serif font family, and keep it two lines of text or less. Ideally, you'll want to include as little subtitle text as possible, to avoid overloading your learners. They can only read and digest small bits at a time, so keep that in mind when you're creating your eLearning course subtitles. If needed, you can up it to 3 lines. However, if you do this, try to keep it on the screen for a longer span of time.
  3. Add labels to avoid confusion.
    If you are dealing with multiple characters or narrators, then you may want to consider adding labels to your subtitles in order to help the learners differentiate between them. Also, if the narrator is not on screen, as is the case in most eLearning courses, then you may want to place a label on the first screen of subtitling, just to make things clear for your learners.
  4. Minor rewrites may be necessary.
    If you are localizing your eLearning course and you are including translated subtitles, remember that the text may take up more room than the English version. For example, a Spanish translation may be about 20% longer than the original English one. In this case, you'll probably need to either speed up the text, which may take away from the effectiveness of the eLearning course, or rewrite the text slightly, so that you can make room. For this, you may want to enlist the aid of the subject matter expert, who can let you know what absolutely needs to stay in and what can be omitted.
  5. Slow and steady wins the race.
    When it comes to eLearning course subtitling, it's all about achieving a balance between slow and steady. You'll want to go slow enough, so that your learners can actually read them without having to rush, but also keep it at a constant flow, so that they don't get bored with the subject matter. If you find that you have to rush your subtitles to keep up with the text or visuals, then you may want to think about cycling the screens more slowly in order to show the subtitles at a more digestible pace.
  6. Contrast is key.
    Try to make your font white, and place it on a dark, solid color background if at all possible. Ideally, you'll want to place the text in a box rather than placing it directly over the content, just in case you have a screen or two that may blend with the color of the text. However, there is a caveat to this- don't make the box so obtrusive that it draws attention away from the subject matter. Only leave a narrow margin between the text and the edge of the box, so that you get contrast without the captions becoming a hindrance.
  7. Always give it a test run.
    Ultimately, you'll want to test the eLearning course as you go along, to ensure that the subtitles are running in sync with the text and the other elements. Make a point to stop every two or three screens to see how everything is flowing, and then at the end of the subtitling process review and proofread the entire eLearning course at least once to make sure that everything matches up. You wouldn't want to launch the eLearning course only to discover that the video or visuals are completely out of sync with the subtitles you just spent hours creating.

Subtitling can be a powerful tool when used effectively. Keep these tips for effective eLearning course subtitling in order to integrate captions that help, rather than hinder, the overall eLearning experience.

In addition, adding closed captioning to your eLearning course may be a good investment of both time and resources, but it also enables you to bring all of the benefits your eLearning courses offer to the deaf and/or hard of hearing learners. In the article 6 Tips For Closed Captioning eLearning Courses you will find how to add closed captioning to your eLearning courses.

Last but not least, subtitling is one of the most effective and cost efficient ways to localize your eLearning. The article eLearning Localization Benefits and Tips highlights the benefits of eLearning localization and offers tips to make the eLearning localization process less stressful, more effective, and more profitable.

This post was first published on eLearning Industry.

Quick Tips to Boost Your e-Learning ROI

Take your e-Learning even further with these 4 tips to boost your e-Learning ROI!

1. Teach Real-World Skills

Creating e-Learning that aligns to actual organizational objectives and teaches employees how to achieve those objects is the ultimate good investment. Talk to your subject matter expert (SME) to find out what your learners really need to know, and then focus your course on that. Haven’t worked with any SMEs before? Don’t worry—they’re not that scary. Here’s how to maximize your time with the experts:

2. Design with Authority

First impressions matter in e-Learning. If your learners dismiss your course at first glance due to cheesy stock photos or bad typography, it’s a waste of everyone’s time and lowers your ROI. A professional looking course imparts authority—and knowledge—with every meaningful graphic and carefully edited content block.

Learn more about first impressions in this article: The Halo Effect: First Impressions for e-Learning, and take a look at these posts for more design tips:

3. Get User Feedback

Beta testing is extremely useful when designing e-Learning for maximum ROI. Asking a small group of leaners to evaluate your course before the official company-wide rollout can help you identify problem areas and fix them ahead of time. You might discover that question 5 on page 10, which made perfect sense in your head, is confusing your learners. Wouldn’t you rather fix that now, before the whole company takes the course and everyone gets question 5 wrong?

Take a look at these articles for more tips on getting feedback and evaluations on your course:

4. Encourage Social Learning

Keep the learning going long past the “Submit Test” button. E-Learning that gets employees talking has better return on investment because sharing and discussing thoughts and reactions to the training increases knowledge retention. For the most ROI, deploy your learning through a social LMS that enables you to track informal and formal learning. You can even do a test run for free with a 30-day trial of CourseMill® Wave! For more social learning information, check out these articles:

For more resources and ideas for creating the most effective e-Learning, subscribe to the Lectora® e-Learning Blog.

This post was first published on eLearning Industry.

ICEIT 2015

ICEIT 2015 aims to provide a high level international forum to bring together industry professionals, academics, and individuals from institutions, industrials and government agencies to exchange information, share achievements, and discus the advancement in the fields of Educational and Information Technology, etc..

Topics of ICEIT 2015

The conference is soliciting state-of-the-art research papers in the following areas of interest:

  • Database Technology
  • Artificial Intelligence
  • Computer architecture
  • Software Engineering
  • Computer Graphics
  • Computer Application
  • Control Technology
  • Systems Engineering
  • Service learning
  • Learning models
  • Faculty development
  • Distance Education for Computers
  • Life-long education
  • Computer Education for Particular Group
  • Other Computer Education
  • Active learning
  • Computer Education for Graduates
  • Computer Education for Undergraduates
  • Network Technology Communication Technology
  • Other Advanced Technology
  • Undergraduate research experiences

Keynote Speakers

  • Prof. Michele Della Ventura,, Music Academy 'Studio Musica', Italy
  • Dr. Katerina Maniadaki, Technological Educational Institution of Athens, Greece

2015 4th International Conference on Educational and Information Technology (ICEIT 2015 ) will be held at the Hotel Novotel Firenze Nord Aeroporto (Florence, Italy) on March 19-20, 2015.

This post was first published on eLearning Industry.