“Digitales Lernen attraktiv gestalten”

In der zweiten Woche unseres CL20 MOOCs ist die Swisscom Gastgeber und lädt uns ein, mit ihr die Frage zu diskutieren, wie man digitale Lernangebote so attraktiv gestalten und so erfolgreich vermarkten kann, dass sie beim Lerner ankommen und etwas verändern. Dafür hat das Team der Swisscom um Martin Geisenhainer viele Informationen über die eigenen Aktivitäten und Angebote zusammengestellt. Ein multimedialer Werkstattbericht, der allein schon den Blick in den Kurs lohnt! So entwickelt das Team z.B. einen monatlichen Newsletter, der nicht nur Lernthemen enthält. Und eine Reihe von eTraining im Kurzfilmformat. Als Teaser verlinke ich hier das Whitepaper der Swisscom. Neugierig?

“In dieser MOOC-Woche wollen wir am Beispiel unserer Zielgruppe diskutieren, wie man die Motivation, digitale Lernangebote zu nutzen, erhöhen kann:

– Welche Möglichkeiten gibt es, gezielt Impulse zu setzen, damit die Mitarbeiter zum digitalen Lernen angeregt und vom Nutzen überzeugt werden können?
- Aber es geht nicht nur um attraktive Werbemethoden für das digitale Lernen, sondern auch darum, wie man für diese Zielgruppe die Inhalte so gestalten kann, dass sie sowohl medial attraktiv als auch lernförderlich sind.
- Und im dritten Schwerpunkt unserer MOOC-Woche wird es darum gehen, welche Werkzeuge (z.B. Monitoring, Performancetracking) wir brauchen, um die Vorgehensweisen und Inhalte weiterzuentwickeln und zu optimieren.”

Swisscom, September 2015

Socratic Questions In eLearning: What eLearning Professionals Should Know

Socratic Questions In eLearning

As Socrates once said:

Socrates Quotes eLearning

So, it makes perfect sense that this famous ancient Greek philosopher would introduce Socratic questioning to the world, a disciplined inquiry method that requires deep thinking, thought exploration, and questioning of our assumptions. Instead of just absorbing ideas that are being offered, learners must examine the logic and reason behind those ideas.

In eLearning environments, Socratic questioning can be a powerful tool, as it gives instructors the ability to assess learner knowledge. It also helps learners to expand their comprehension of complex subject matter and probe key issues, theories, and problems.

6 Types of Socratic Questions

  1. Clarification.
    Encourages learners to examine why they are asking a question or the logic behind an opinion or idea. Clarification questions typically require an explanation as a response. Example: Why do you believe that…?
  2. Probing assumptions.
    This type of inquiry prompts learners to think about the beliefs or assumptions that are the basis of their argument. It gives them the opportunity to delve into their thought processes and figure out why they think the way they think. Example: Can you tell me why…?
  3. Probing reasons and evidence.
    This type of questions is often used as a follow-up question. When a learner provides an explanation, you can use this form of inquiry to probe deeper into the reasoning and logic behind their presuppositions. Example: Can you provide an example of…?
  4. Analyzing perspectives.
    Encourages a learner to look at the situation or problem from an opposing angle, so that they are able to see the other side of the argument. This is one of the trickiest forms of Socratic questioning, as it can make a learner feel as though they are being attacked or alienated from their peers. As such, it should be used with caution. Example: Why is your solution better than…?
  5. Probing consequences.
    Prompts learners to explore the consequences or repercussions of their assumptions and theories. Example: If you take that approach, what do you think might happen?
  6. Questioning the question.
    Asks the learner to think about the reason for asking the question, itself. This can encourage them to examine why you are calling their assumption into question. Example: Why do you believe I asked this follow-up question?

5 Tips To Use Socratic Questions in eLearning

  1. Give learners time to reflect and explore the topic.
    The beauty of Socratic questioning is that it gives learners the chance to think about their ideas and assumptions. However, in order for this to happen, you have to give them enough time to reflect, examine, and ponder the situation. After asking the question, allow them sufficient time to think about their response. This may seem like a long time in the world of eLearning, where you have to fit a whole lot of learning into a short span of time, but every second is an opportunity for them to explore the topic on their own terms.
  2. Spark an online discussion with probing questions.
    Ask a question and then let the learners take control. By asking a thought-provoking probing question that makes learners think about their opinions and presuppositions, you can spark a lively and authentic online discussion. Just make sure that it’s not offensive or too edgy, as this can alienate certain members of your audience. You won’t want to push too many boundaries.
  3. Socratic questioning is about the journey, not the destination.
    The primary objective of a Socratic question is to let your learners arrive at their own conclusions. More importantly, it gives them the chance to determine why they arrived at those conclusions. Socratic questions allow learners to explore the subject without having to worry about formulating a correct answer. They are free to use their creative and critical thinking skills however they wish to come up with new solutions to a problem and see the argument from an alternative viewpoint.
  4. Develop a list of questions beforehand to stay on-topic.
    Socratic questions in eLearning is more disciplined that other open-ended forms of inquiry. As such, you will need to have a list of questions  ready in advance to keep the online discussion on track. Otherwise, you run the risk of veering off course and venturing into irrelevant territory. Give them direction and purpose, so that they are able to examine assumptions and thoughts that are related to the subject matter. If you notice that the online discussion begins to stray away from the topic, then pose the next question on the list or come up with another related question to reel them back in.
  5. Open-ended questions lead to open minds.
    Socratic questions in eLearning should always be open-ended questions. Avoid using multiple choice or true/false questions, as they won’t give your learners the chance to explore the topic or defend their viewpoint. Also, make sure that your eLearning questions are clear and concise. Don’t try to “trick” your learners by offering vague questions just for the sake of being philosophical. Give them direct questions that they can immediately start processing, rather than having to decipher them beforehand.

Socratic questioning goes beyond fact-checking and allows the learner to examine their core values and assumptions. As a result, they are able to fully understand why they are learning the information, as well as how it can benefit them in the real world.

Higher order questions are another effective method or inquiry, as they prompt learners to explore an idea and approach problems from many different angles. Read the article Higher Order Questions In eLearning: What eLearning Professionals Should Know to find out about the types of higher order questions, as well as how to use them in your next eLearning course.

This post was first published on eLearning Industry.

Where To Start With Creating Your Online Course (Exercise)

How To Create Your Online Course

Good news: You think you have what it takes to create a great online course. (Fantastic.)

Bad news: We’re all adults here, so let’s acknowledge the fact that some eLearning projects fail.

You’re probably thinking “That’s an encouraging start, Juste”. But bear with me; I’m going to crush this fear.

To gear up for a successful launch, we need to understand why some of the online courses receive no attention whatsoever. They get no love. Zero. Null. Nada. Nichevo.

They weren’t meant to succeed? Not really.

They were built with a lot of care and effort, but were they built with a target audience in mind?

Great stuff always finds a following, but don’t test this belief if it’s your first attempt at building an online course. The only person vouching for the quality of your course is you and that is not something people will feel inclined to trust too much.

So what does that mean? It means that a good idea is not enough. Learning is something everyone talks about, but a very small percentage of people actually want to do and an even smaller percentage want to pay for.

That’s why some of the eLearning projects fail; people don’t want to pay for them.

No money, no honey, not funny… So, how do we make them pull the credit cards out?

Lesson #1: Stop Being All Me Me Me

Question your ideas and question them hard.

Just because you think you had a revelation, doesn’t mean someone would want to spend money on your idea. C’mon. It’s not about what you want, it’s about what people NEED.

Signing up for an online course takes a little bit of desperation and a lot of self-discipline, so why not make it a tad easier for these poor souls and create something that is useful? Like an easy exit from an annoying problem?

I assume you have already identified your key strengths. Something that you know better than most of the people around you: Negotiating, PowerPoint, public speaking, growing vegetables, crafting – anything. If you haven’t, do it now. Do it and write it down, because it’s your golden ticket.

The sad truth is that your strength is someone else’s weakness and that’s a very very good thing for you. These people will turn out to be your most loyal followers.

So, where do you start? Let’s discuss some mind reading techniques.

One of the best-known demand indicators is competition. Do a quick Google search and see what it brings up. If no one is talking about your project idea, there are three plausible reasons:

  1. Your idea was, indeed, genius and you’ve discovered an untapped niche.
  2. The angle you chose is not relevant (try rephrasing and testing different keywords).
  3. Welcome to reality – no one actually needs this course (but don’t give up just yet; do the exercise below and you will gain a new perspective).

Lesson #2: Rub Salt Into The Wound

To convince learners to spend their money on a course, you need to inject a feeling of immediate improvement. Show them how your teachings will help them change whatever they want to change right away.

To do that, you need to focus on a very specific pain that many people can relate to.

So this is how you read minds.

Magic: Let’s say your superpower is self-confidence. You have a lot of it, so it’s easy for you to influence people, win arguments, and make new connections. You have what it takes to be a strong communicator. Who doesn’t want that?

It’s an impressive skill, but it’s too vague to give you any sort of guidance and it doesn’t trigger self-reflection. So let’s try to narrow it down.

  1. Google “confidence online course” (or “your superpower online course”) and run through the results to get a better perspective on what others are doing.
  2. Identify the pain points. You will recognize them easily, as they are basically thinking and feeling patterns that trouble the masses. Look for trigger phrases. In what areas of their lives do people lack confidence? The best places to hunt this information down are: Comment sections under articles exploring the topic; Quora answers; book reviews on Amazon or goodreads.com; Facebook self-help groups (and comments under posts); online forums.
    Here are my research findings: 

    “I am a shy person naturally…”

    “I am more confident around people, where before I would be something of a wallflower – often afraid to engage with people.”

    “My main problem was social phobia – in classes at university I would go bright red, and was even beginning to stutter, when asking questions or giving corrections, especially in lectures.”

    “I went from being a man who lacked confidence in the workplace, in everyday situations, and with girls, to someone who is super confident in all situations and proud of who I am.”

    “Having not had a job interview for 13 years and being desperate to change careers, I decided to use the CDs from this package to assist me in getting a job I really wanted.”

    “I surprisingly opened up conversations to strangers or people I bump into all the time but was too shy to speak to.”

    “I have always got really nervous when speaking or presenting to large audiences. Unfortunately at uni and my future job this is something required of me frequently.”

Review on Amazon. "Overcoming Anxiety" by Helen Kennerley

Review on Amazon. “Overcoming Anxiety” by Helen Kennerley

This is a gold mine. Using people’s personal experiences, you can pinpoint actual, real-life problems and tailor your online courses to provide solutions. To define your niche audience, you just need to extract specific troubles these people are referring to. It does feel a little like mind reading.

  1. “I am a shy person naturally…” = Introversion, shyness, social anxiety. 
  2. “I am more confident around people, where before I would be something of a wallflower – often afraid to engage with people.”  = Find it hard to start/maintain a meaningful conversation, afraid of talking to strangers. 
  3. “My main problem was social phobia – in classes at the university I would go bright red, and was even beginning to stutter when asking questions or giving corrections, especially in lectures.” = Suffering from social awkwardness, fear of public speaking. 
  4. “I went from being a man who lacked confidence in the workplace, in everyday situations and with girls, to someone who is super confident in all situations and proud of who I am.” = Struggling to establish authority at work, find it difficult to communicate with co-workers, find it difficult to approach and talk to women. 
  5. “Having not had a job interview for 13 years and being desperate to change careers, I decided to use the CDs from this package to assist me in getting a job I really wanted.” = Lacking interview skills for career success. 
  6. “I surprisingly opened up conversations to strangers or people I bump into all the time but was too shy to speak to.” = Lacking communication skills, struggling to overcome shyness to make new connections. 
  7. “I have always got really nervous when speaking or presenting to large audiences. Unfortunately at uni and my future job this is something required of me frequently.” = Lacking presentation skills, struggling to communicate effectively to large audiences, lacking public speaking skills.

It took me 15 minutes to gather this information, but it’s enough to start bouncing ideas and narrowing my research field.

If I decided to kick off with a course focused on one of these pains, here are a few possible angles I could work:

  • Overcoming shyness and social anxiety: Take control of your life
  • Mastering the tactics of meaningful conversation: Talk your way into a better life
  • The art of communication: How to use the power of language to shape your career

When you hit a nerve, you won’t need to fret about finding a unique sales point for your course; it will be painfully obvious.

Lesson #3: Don’t Be A Foreigner

It’s a no-brainer: Talk to your students in the language they understand about the things that trouble them.

If you think it’s easier said than done, we’ve created a series of checklists to help you build online courses with great ease and confidence.

Good luck! :)

This post was first published on eLearning Industry.

Wie geht effektives Videolearning? In 5 Schritten zum nachhaltigen Lernerfolg

Klar: Wer Videolearning nutzt, will nachhaltig und effektiv lernen. Aber das klappt natürlich nicht, wenn man sich einfach nur von einem Schulungsvideo „berieseln“ lässt. Das hätte etwa den gleichen Effekt, wie wenn man in einem Präsenzseminar wegdöst oder durch ein Lehrbuch nur flüchtig durchblättert. Nein, um das Ziel eines wirklich nachhaltigen Wissenserwerbs per Video zu… weiterlesen →

The post Wie geht effektives Videolearning? In 5 Schritten zum nachhaltigen Lernerfolg appeared first on Wissen in Bewegung | Blog.

Getting To Know ADDIE: Part 5 – Evaluation

Getting To Know ADDIE: Evaluation 

We started our journey by studying the target audience, formulating the learning goals, and performing technical analysis. We then proceeded to choosing the format of the course and developing the educational strategy. The next step was creating a prototype and getting busy developing the course itself. In the previous installment we spoke about preparing the teachers, learners, and the environment.

Let us take a look at the individual steps comprising the final stage of the ADDIE framework, Evaluation.

Formative Evaluation

Formative evaluation runs parallel to the learning process and is meant to evaluate the quality of the learning materials and their reception by the students. Formative evaluation can be separated into the following categories:

  1. One-to-One Evaluation.
  2. Small Group Evaluation.
  3. Field Trial.

1. One-to-One Evaluation. 

Imagine that you are conducting a training teaching medical students to use an X-ray machine. You play a video explaining the basics of operating the device. One-to-one evaluation involves you gauging the effectiveness of the video taking into account the age and skillset of the target audience. It is necessary to evaluate the following aspects of the video:

  • Clarity.
    Was the main idea of the video well understood?
  • Usefulness.
    Did the video help in achieving the goals that were set?
  • Relevancy.
    Can the video be used to good practical effect in regard to the place it takes in the curriculum and the material being studied in parallel?

It is important to keep evaluation questions clear, concise, and to the point.

2. Small Group Evaluation. 

This type of evaluation is meant to understand how well do the activities included in the course work in a group setting. Form a small group, preferably consisting of representatives of the various subgroups that make up the student body that is the course’s target audience.

When doing the small group evaluation, you should ask the following questions:

  • Was learning fun and engaging?
  • Do you understand the goal of the course?
  • Do you feel that the teaching materials were relevant to the course’s goals?
  • Was there enough practical exercises?
  • Do you feel that the tests checked the knowledge that is relevant to the course’s goals?
  • Did you receive enough feedback?

3. Field Trial. 

Once the small group evaluation is complete, it is recommended to do one more trial, this time under conditions as similar as possible to the actual environments that will be used in the learning process. This “field trial” will help you evaluate the efficacy of learning in a specific environment and under specific conditions.

Summative Evaluation

The main goal of summative evaluation is to prove, once the course is finished, that the performed training had a positive effect. For that, we use the Donald Kirkpatrick training evaluation model, which has long ago become the standard for evaluating the effectiveness of training.

Summative evaluation helps us find answers to the following questions:

  • Is continuing the learning program worthwhile?
  • How can the learning program be improved?
  • How can the effectiveness of training be improved?
  • How to make sure that the training corresponds to the learning strategy?
  • How can the value of the training be demonstrated?

Donald Kirkpatrick divided his model into 4 levels:

  • Level 1: Reaction.
  • Level 2: Learning.
  • Level 3: Behavior.
  • Level 4: Results.

Let us examine them in more detail.

Level 1: Reaction. 

First thing to be analyzed once the training is complete is how the students reacted to the course and the instructor (if applicable). Usually, the data is obtained with the help of a questionnaire containing a number of statements about the course that students need to rate from one to five, depending on whether they agree or disagree with a particular statement. These questionnaires are usually called “Smile sheets”.

Level 2: Learning. 

On this level we test the knowledge and skills acquired during the training. This evaluation can take place right after the training is concluded, or after some time has passed. Tests and surveys are used to evaluate the training results and to assign to them a measurable value. Another option is to have the learners who have completed the training to train other employees, conduct a presentation for colleagues from different branches, or help in adapting and training new hires. Besides helping internalize the acquired knowledge, this has the additional benefit of speeding up the knowledge transfer process within the company.

Level 3: Behavior. 

According to Donald Kirkpatrick, this evaluation level is the hardest to implement. It involves analyzing the changes in the learners’ behavior as a result of participating in training, and also understanding how well and how often the acquired knowledge and skills are being employed in the workplace. In most cases, the latter reflects the relevancy of the knowledge delivered via the training, as well as the motivation to use the newly acquired knowledge the training may have imparted. For this level, the best evaluation tools are observing the learners’ behavior in the workplace and focus group testing.

Level 4: Results. 

Finally, the fourth level deals with analyzing the financial results of the conducted training. Namely, whether the delivered results matched up to the goals that had been set, whether the company’s financial indicators (sales volume, decrease in expenses, total profit, etc.) improved as the result of the conducted training, and so on. Other factors that can be taken into account include increase in productivity, improvements in quality, decrease in workplace accidents, increase in the number of sales, and decrease in turnover.

For this reason it is important to determine the factors that will be taken into account to determine the effectiveness of the training beforehand, and to measure them before and after the training is conducted.

Evaluation on this level is both difficult and expensive. To obtain results that are as accurate as possible, it is recommended to use one of the following methods:

  • Using a control group (consisting of employees that have not participated in the training).
  • Performing the evaluation after some time has passed since the completion of the training, so that the results would be more pronounced.
  • Performing the evaluation both before and after conducting the training.
  • Conducting the evaluation a number of times during the course of the training.

Is It All Worth It?

Carrying out evaluation following the Kirkpatrick model is time-consuming and not always cheap, but it provides valuable insight into whether it is worthwhile to continue a training program and whether it will deliver the expected results and earn back the money spent on it, so that you can make the correct choice. In addition, this model helps gauge the effectiveness of the training department, and its alignment with the organization’s goals. Some companies neglect to perform third and fourth level evaluation, contenting themselves with analysis on the basic reaction level. However, this denies them the benefits of a clear understanding of the effectiveness and usefulness of the conducted training. Summative evaluation helps in getting on the right track, even if the conducted training is found to have been of substandard quality. It enables you to correct past mistakes and improve the training, so that it may better benefit the next group of students.

Evaluation As The Final ADDIE Stage 

Despite the fact that evaluation is the final stage of the ADDIE methodology, it should be considered not as a conclusion of a long process, but as a starting point for the next iteration of the ADDIE cycle. Diligent evaluation will enable you to review and improve the educational program. Instructional Design is an iterative process, and evaluation should be carried out on a regular basis. Besides, keep in mind that to achieve best results, it is recommended to keep an eye on the quality of the course under construction throughout the development process according to the ADDIE framework, and not only at its conclusion.

Have fun building, and best of luck to you!

This post was first published on eLearning Industry.

Online Personal Training: The Future Of Fitness?

What Is Online Personal Training? 

Online personal training might vary from site to site or trainer to trainer. Generally, though, it’s just as it sounds. Users are given a personalized training program to perform in the comfort of their own homes, gyms, hotel rooms, etc., without the supervision of a trainer.

For some, this can be a deal breaker. A major selling point of personal training is the personal attention, after all. However, there are plenty of benefits of online personal training, including convenience and cost, which explain why it has taken off.

Why Is It So Popular? 

It’s easy to guess at least one of the reasons why online personal training has become very popular: It’s extremely convenient.

Rather than schedule an hour with a trainer, say, a week in advance, a client can log on and start the workouts when he or she has time. This makes it ideal for someone on the go, whether they’re a businesswoman who travels 75 percent of the time or a stay-at-home dad who can sneak in an hour while the kids nap.

It’s also great for those with an aversion to working out at the local gym. A personalized session in private provides all of the benefits without having to actually go anywhere.

Eliminate The Guesswork Of Whom You’ll Train With 

Online personal training takes the guesswork out of choosing a trainer, too. It’s possible to find reviews of a personal trainer at the local gym, or a friend could recommend a great trainer he or she worked with.

However, it’ll be much easier to find online reviews of trainers who maintain an online business; where else would their clients go to provide feedback? Good reviews can give potential clients peace of mind before paying for a training package.

On that note, clients will most likely pay a lot less for online personal training sessions than they would for in-person sessions. That’s because trainers who are great at their job get attention and, therefore, a flood of wannabe clients. This drives their prices through the roof, and those with normal incomes simply can’t afford the new bottom line.

Online trainers can afford to charge less for their virtual services because their physical presence isn’t needed for the workout. This means their guidance is provided at a fraction of the price – the trainer can even dole out online services while also taking clients in person and charging more. That seems like a good deal for everyone involved.

That also explains why online training has renewed the passion for the business in many trainers. As much as its popularity has to do with the clients, online personal training has taken off because so many trainers want to get involved. In fact, the internet has made a career in personal training something that’s convenient to attain. Many reputable programs offer online certification courses, which would give a personal trainer the credentials to start their own online business.

Does Online Personal Training Have A Future?

The reasons above -and the many testimonies of those who train or are trained online- seem to show online personal training isn’t going anywhere. In fact, with the increasing popularity of cell phones, tablets and light-as-air laptops, it makes sense the rise of online personal training will continue.

Fortunately for trainers or clients who prefer in-person sessions to virtual ones, the gym-centric training session won’t be going anywhere, either.

In fact, the need for personal trainers is expected to continue to grow for the next several years, according to the Department of Labor.

What About Traditional Personal Training? 

The only thing trainers should expect of the future is their services won’t simply be devoted to in-person, one-on-one training. Because online personal training has provided clients with a way to slash prices, gyms will have to adapt to changes to remain competitive with their virtual competition.

That means some trainers will likely have to provide semi-private training sessions, in which they give members of a small group a personalized routine to perform while the trainer supervises everyone. They might have to lead group fitness sessions, too.

This is the role the personal trainer has always played, though. Adapting to plateaus, rises, and falls should be second nature. In the case of the fitness industry, whether online or in-person, there’s nowhere it’ll go besides up.

This post was first published on eLearning Industry.

Lernen 2.0 und Management 2.0: Die (neue) Rolle der Führungskräfte

Neue Lehr- und Lernszenarien sind immer eingebettet in eine Kultur, eine Arbeitskultur, eine Unternehmenskultur, eine Führungskultur. Wenn es keine Freiräume in der täglichen Arbeit gibt, keine Führungskräfte, die das Lernen in Netzwerken und in netzbasierten Lernszenarien vorleben, ist der Spielraum für das informelle Lernen klein. Also fragen wir nach “lernförderlicher Führungsarbeit” oder “Management 2.0″. Dieser Verbindung bin ich in der Präsentation nachgegangen.
Jochen Robes, SlideShare, 29. September 2015

Top 5 Tips To Market eLearning In Your Organization

How To Market eLearning In Your Organization

The great Milan Kundera has successfully summed up the importance of marketing in a famous quote that has been inspiring marketers all over the world for years now:

Business has only two functions – marketing and innovation.

But you don’t need the Czech-born writer to remind you that without marketing, there is little hope for success for any kind of products. Marketing your eLearning project is fundamental; if it’s not promoted to the right people, it is doomed to fail. However, it is not rare that many organizations, despite having invested a large amount of resources on major online training programs, neglect to promote them and instead, they expect their employees to just take them; an unsurprisingly weak strategy. In this article, I will show you 5 top tips to effectively market eLearning in your company so that you can make sure that you introduce your online training courses in a way that truly inspires and motivates your employees to take them and complete them successfully.

  1. Identify your goals.
    First things first: What are you hoping to achieve by implementing online training in your organization? Are you aiming to reduce costs? Increase productivity? Enhance customer service? Develop your employees’ soft skills? Inform about a new product? Educate about new company politics? Setting the right goals will certainly help you to market eLearning within your organization, as knowing exactly what you’re trying to achieve will help you communicate it more effectively. To establish what you want to accomplish consider following the SMART method, according to which your goals must be:

    • (S) Specific.
    • (M) Measurable.
    • (A) Achievable.
    • (R) Realistic.
    • (T) Time-framed.
  2. Determine your audience.
    Whom are you targeting your eLearning marketing campaign to? Do your research and analyze your audience. Use surveys, focus groups, and interviews to determine who your employees are. What are their professional and educational backgrounds? How old are they? Are they Millennials, members of Generation X, or Boomers? Knowing the profiles of your employees will help you determine what interests them, hence what motivates them, and define the right message for your eLearning campaign.
  3. Build a compelling value proposition.
    In other words, answer your employees’ vital question: “What’s in it for me?” Common objections that employees make are that they don’t have time for online training as they “have real work to do”, that online training is not relevant to their jobs, or even that online training is really boring. This is why you need to highlight the benefits of eLearning; only by making your employees aware of the benefits you will be able to motivate them to actively take and complete their online training courses. Inform them about the ability to participate via their mobile devices and tablets, explain how online training will improve their workflow by saving them time or effort, and get them excited by sharing information about thought-provoking online discussions and appealing eLearning games. Furthermore, consider providing incentives for those who successfully complete their online courses. How about offering a valid certificate or an incentive program upon completion? The more specific is the answer to the question “What’s in it for me”, the more likely it will be for your employees to be encouraged and motivated to participate in their online training courses.
  4. Collaborate with the right people.
    Having the right people on your side will significantly help you successfully market eLearning in your organization. And by the “right people” we mean:

    • Your company’s marketing department. 
      This may sound obvious, but have you thought about involving your marketing team in building a marketing campaign for in-house use? Take advantage of your company’s experts and allow them to show you how successful marketing works. They will surely have one or two valuable tips to share.
    • Popular managers. 
      When management is on board with any organizational plan, it is always easier to get a message across. Identify the key people your employees like, trust, listen to, and are more likely to follow. Convince them that online training will benefit both their teams and the organization as a whole, and let them communicate that priority to their teams.
  5. Use the right channels to announce launching.
    Now that you have determined your goals, audience, and value proposition, it’s time to advertise your eLearning program. Remember, you need to attract your employees’ interest, so consider keeping your messages short to avoid overwhelming your target audience. Focus on key points and only share necessary information, such as the objectives of your program, how it will benefit the participants, and a small description of activities. Craft your message and deliver it through the following channels:

    • Newsletters and emails. 
      A traditional way to communicate internal messages; indeed, a well-written text empowered with compelling visuals can be very effective. Include details about the time frame of your online training courses and the ways your employees can access them.
    • Your company’s website. 
      Advertising banners, news about the upcoming launch, and access information can be all communicated through your organization’s official website. Just make sure that the information is available only after logging in, to avoid confusing your company’s customers.
    • Your company’s intranet. 
      If your organization has an intranet site, you can take advantage of this platform to market eLearning and promote your online courses. Again, consider including appealing images and graphics.
    • Videos. 
      Apart from advertising trailers, you can create short video interviews with key stockholders and senior executives to highlight the benefits of your online training program. When your initiative is supported by leadership, the message gets stronger and your employees get connected with it more easily.

Marketing your eLearning project properly will help remind your employees that learning and development is an ongoing process and they can only benefit from participating in online training. Have these tips in mind and use them to get support from your corporate audience.

Now that you know how to market eLearning, you may be interested in learning more about using marketing to increase the sales of your eLearning products. Read the article 6 Marketing Tips To Boost Your eLearning Course Sales and discover 6 marketing techniques that will help you spread the word about your eLearning courses.

This post was first published on eLearning Industry.