7 Tips To Create Personal Learning Paths In eLearning

How To Create Personal Learning Paths In eLearning

A personal learning path is a learner-centered eLearning approach that emphasizes learner-specific goals and objectives, as well as preferences. It also refers to the path that a learner elects on their own, such as which eLearning activities and exercises they choose to participate in during the eLearning experience. Each eLearning activity gives them a better understanding of the topic, and gives eLearning professionals the opportunity to pinpoint the individual’s learning style and needs. Personal learning paths give learners control over their own eLearning experience, so that they can more effectively acquire and retain knowledge and skills that will help them in the real world.

7 Tips To Create Personal Learning Paths In eLearning

  1. Consider the overall learning goals.
    Even when creating personal learning paths for each individual learner, the goals and objectives of the eLearning course must still be an integral part of the eLearning experience. The key to creating a successful personal learning path strategy is to develop a plan that seamlessly blends the eLearning course essentials with the needs and wants of each learner. In addition to the individualized goals and objectives they set for themselves, they must also walk away from the eLearning experience with the key subject matter.
  2. Empowerment is key.
    For a personal learning path to be truly successful, online learners must feel as though they are in control of their eLearning experience. This can be achieved by allowing them to choose which eLearning activities they complete next, how they receive the eLearning content, and even which eLearning assessments they will take. For example, you can offer them the chance to test their knowledge via online scenarios, multiple choice exams, or essay online assessments. The key is to make them feel like they have a direct say in the learning process, rather than telling them how, what, and when they are going to learn.
  3. Stress the importance of online self-assessments.
    In addition to the mandatory eLearning assessments that learners must complete throughout the eLearning course, it’s also important to offer them online self-assessments that they can take on their own. Provide them with one or two quizzes or simulations that enable them to test their own progress and knowledge comprehension. Include a self-grading rubric or answer sheet that offers them the opportunity to correct their mistakes and receive the right information. Also, don’t forget to make them aware of the fact that you are there to offer support, should they need it.
  4. Create periodic milestones.
    Periodic milestones give learners the chance to check their progress along the way and ensure that they are on the proper path. In fact, it’s a great idea to make weekly checklists that your online learners can follow in order to stay on-track and up to date. If you want to give your learners more control, simply create one list of mandatory online assignments, exercises, and assessments, and then another that features optional tasks. You can even use project management online platforms to keep them organized, or integrate the checklists right into the homepage of the eLearning course.
  5. Cater to multiple different learning styles.
    Not all of your online learners have the same personal preferences or learning styles. This is why it’s important to integrate a wide range of online activities and exercises into your eLearning course, so that your learners have the ability to choose what works best for them. Auditory learners can listen to virtual lectures or podcasts, while visual learners can watch eLearning videos and view image-rich content. Those who prefer to read their way through an eLearning course can opt for text-based modules. Variety gives every learner the opportunity to benefit from the eLearning course and create a learning path that is ideally suited for their needs.
  6. Offer immediate constructive feedback.
    Even though a personal learning path is, well, personal, learners still need some form of direction and feedback. If they complete an online assessment, you must let them know what they need to correct as soon as possible so that they do not memorize incorrect information or pick up unfavorable learning behaviors. They key is to give them the constructive criticism they require, while still allowing them to learn from their mistakes. Likewise, you should also solicit their feedback so that you can fine tune your eLearning strategy and ensure that every learner is getting the personal support they need.
  7. Learning pathways offer invaluable data.
    A personal learning path in eLearning offers online learners a wide range of advantages. However, eLearning professionals can also use them to discover more about their audience and eLearning course design. For example, if you closely examine the learning path of a single learner, you can find out what online activities they prefer, how they are progressing, how they like to receive their information, and if the individual eLearning exercises are successful. Thanks to the analytics and tracking abilities of modern learning management systems, you can view all of this with the click of a button. In many respects, personal learning paths in eLearning give us the rare chance to see learning behaviors, first hand, so that we can improve our eLearning strategy moving forward.

Allowing your learners to embark on their own personal learning paths can make your eLearning course even more meaningful and powerful. Use these 7 tips to successfully integrate personalized paths into your next eLearning experience and empower your audience to take control of the learning process.

Now that you know about personal learning paths in eLearning, read the article 8 Tips To Use Personal Experiences In eLearning Course Design to learn how you can incorporate personal experiences into your eLearning course design so that learners can benefit from the wisdom and know-how you have to offer.

This post was first published on eLearning Industry.

Free Webinar: Mapping Your Organizational Learning Architecture

Free Webinar: Mapping Your Organizational Learning Architecture

Understanding your learning architecture is critical to the success of major learning technology projects. If you don’t, you could be missing critical connections in how your organizational learning technology components work together causing your projects to become delayed due to confusion and unnecessary time spent reviewing details.

Your organizational learning architecture can be complex and confusing. So where do you start?

This complimentary webinar, Best of Ecosystem: Mapping Your Organizational Learning Architecture, from The eLearning Guild, will show you how to create a map that explains the connections between all the moving parts of your learning architecture and enables you to get buy–in on your plans and strategy.

You’ll learn how to find and choose images to represent components of your architecture, and how to clearly show the relationships between systems and the various data feeds. You’ll leave this session able to build your own map, clearly explain your plans, and show what a successful solution looks like.

Join Adam Weisblatt, head of learning technology at Nielsen, on December 9 at 10:00 AM PT to learn how to map your organizational learning architecture so you can successful explain your system to your stakeholders.

Learn more or register now!

This post was first published on eLearning Industry.

3 Keys To Successful, Low-Cost Gamification

Low-Cost Gamification: Remembering The Gamification Essentials

As the popularity of gamification in eLearning continues to grow, I find myself watching for its appearance in other parts of my life. Last week, my daughter and her friends had a Star Wars movie party where they somehow decided to start with Episode 1 (kids today). When they got to the pod-racing scene, life began to imitate art. They headed to the garage, and, within minutes, turned old boxes into pods and were running around the house, screaming and laughing in piles of Star Wars-geekiness. The entire event was a success, but the most engaging, exciting part of it wasn’t the movie or the food (not even the TIE-fighter-shaped snacks) but the spontaneous, completely free game they created themselves.

The moral of the story is not only that our corporate training should involve more pod-racing than it currently does, but also that gamification doesn’t have to be an expensive, complicated venture. Here are 3 keys to successful, low-cost gamification:

  1. Tap into learners’ creativity.
    Psychologists Richard Ryan and Edward Deci argue that self-determination is one of the most important variables in engaging activities. They found participants need to have some sense of control over the action to be truly engaged; perhaps one reason video games have brought in more than double the revenue of movies in recent years. We can enhance self-determination in gamified training by focusing on three principles described by Amy Bucher: Autonomy, competence, and relatedness. By helping learners feel in control, gain a sense of accomplishment, and connect to others in the game, we can achieve the stickiness that will make our training truly effective. More open-ended activities help learners feel more like invested participants and less like experimental subjects.
  2. Provide goals that are just hard enough.
    A recent study by Manu Kapur and June Lee compared the performance of students who received directed math instruction with those who were given “complex, ill-structured problems” and allowed to fail in their attempts to solve them. The latter group performed significantly better on future math tests, suggesting there is a strong learning value in “productive failure”. Struggling forces us to consider a variety of options, and we are often pushed outside our usual perspective. Too often we are afraid to make learning difficult, lest our learners get discouraged and give up. And though we probably don’t want to ask our learners to solve Goldbach’s Conjecture, we shouldn’t shy away from giving them challenging problems. Paired with the previous principle, this can be especially effective: As we offer difficult, open-ended problems, we may be surprised at the creative solutions they find.
  3. Design for competition.
    James Banfield and Brad Wilkerson recently conducted a study in which they measured the effect of the intrinsic motivation provided by games on learning and confidence to solve future problems. They discovered that gamification principles made learners almost 20 times as likely to “organize knowledge and relate it to existing knowledge”. This ability to connect new information with existing knowledge significantly increases the likelihood the training will lead to true performance change. Perhaps even more importantly, the intrinsic motivation of games can help learners believe they can tackle new challenges. In the same study, Banfield and Wilkerson reported that 90% of students who had taken a gamified course about the Windows operating system believed they could “figure out how to do anything in Windows”. Only 28% of those who took a traditional lecture-based course agreed. This confidence in facing new tasks is one of the most important outcomes of any training, and it seems to be independent of the technological sophistication of the game – it’s all about the competition. The social interaction of competition helps build learners’ intrinsic motivation, leading them to want to learn more for their own satisfaction.

Gamification is an important tool in corporate training, but many people think it’s out of reach because it’s too complex or costly. But effectively gamified training does not have to be prohibitively expensive. We can build cost-effective gamification principles into web-based training if we focus on the three concepts above: Learner creativity, productive failure, and competition.

With some thoughtful design, we can develop gamified training that will help you produce the most creative, motivated, and engaged employees your company has ever had. And those pod races are always fun to watch.

This post was first published on eLearning Industry.

Do you work in a course factory? Do you care?

Are you a cog in the course factory, or are you a performance consultant? Where do you or your clients fall on the following spectrum, and where do you want to be?

(Feed readers, there’s a table here! It might appear at the end of the post in your feed reader.)

Course factory


Performance consultancy

My job is to create training. ————– My job is to improve the performance of the organization.
I shouldn’t question the client’s decision to provide training. ————– Since my job is to help the client solve their performance problem, I need to determine if training really is part of the solution and identify what else might help.
The only thing I ever design is training. ————– I might design job aids, create help screens, identify ways to streamline processes, encourage managers to provide stretch assignments, push for better communication tools…
My goal is to transfer knowledge. ————– My goal is to solve a performance problem, and the best way to do that isn’t clear until I analyze the problem. Maybe it has nothing to do with knowledge.
The best way to transfer knowledge is to push information at people so they’re all equally exposed. ————– If information really will help solve the problem, I look for ways to let people pull it when they need it. Training might not be necessary at all.
Training is an event, like a one-time course or workshop. ————– If I decide a practice activity will help, it might be just that — an activity, not a course, delivered in any format, maybe in a live session, maybe as part of a “try it when you want” collection of online challenges, and preferably as part of a series of activities spaced over time.
Once the training has been delivered, I’m done. ————– If the performance measure has improved, I’m happy, but I’m not done. I need to talk to the people affected by the project to find out what’s working and what isn’t.
When I finish one project, I wait for the next request to come in. ————– I notice problems and suggest solutions before someone asks me for help, because I know what my organization is trying to accomplish.


Two opposing sides?

Industry gurus have been pointing out for some time that L&D needs to stop being a course factory and become more of a performance consultancy. Sometimes they express their opinions with such zeal that it can feel like they’ve divided us into two irreconcilable groups: We’re either marching onto the bright consulting field waving the flag of the latest workplace learning model, or we’re stubbornly hiding in the basement, cranking out irrelevant courses.

Cranking out the courses in the basement factoryI agree we need to become more of a performance consultancy. In fact, I think some new models of workplace learning don’t go far enough, at least as I understand them. They correctly and importantly remind us that people learn in a million ways, regardless of our “help.” They give less attention to making sure that learning will actually solve the problem.

If we’re going to be performance consultants, we need to identify all barriers to performance. We can’t assume that knowledge and skills will help.

I also don’t think we’re divided into two opposing groups. Instead, I see a spectrum.

I’ve talked to many people who want to leave the course factory behind but have trouble seeing how they could actually do it. Some have to fight their organization to take just one step because their job title is literally “Course Producer.” To climb out of the basement, they have to drag the dead weight of their department with them.

In the title of this post, I asked, “Do you care?” Most people I’ve heard from care. They know that cranking out courses on demand doesn’t meet the real needs of the organization. They just need help finding a way out of the basement.

For a lot more about why we need to move toward performance consulting, see The Business of Corporate Learning by Shlomo Ben-Hur. Jane Hart has a recent series of blog posts on what she sees as a stark division in L&D, starting with this post. In this interview, Donald Taylor sees the L&D world as divided not into two sides but four regions on a quadrant.

Looking for feedback on my book

If you’ve read this far, you might be interested in giving me feedback on my upcoming book. Map it: The hands-on guide to strategic training design offers a step-by-step process to help training designers leave boring courses behind and instead find the best solutions to performance problems. It’s action mapping all grown up. I’m looking for 30 people to read a PDF version and complete a survey about it, so I can make the book as useful as possible.

Map It helps you find non-training solutions to problems. And when training is part of the solution, it helps you design challenging practice activities that can be provided in any format, not just in courses or training events. It shows you one way to start climbing out of the basement and to bring your client or boss with you.

I’ve been using it with my scenario design courses and plan to publish it in early 2016.

I’m looking for a cross-section of my intended audience to be beta readers. If you’re interested in participating, please fill out this quick demographic survey. From the responses, I’ll pick 30 people to receive a PDF version of the book. The first survey requires your email address so I can send you the book if you’re chosen; the second feedback survey will be anonymous.

If you just want to know when the book is published, sign up for the announcement list. You’ll get an email when the book is available, which should be in early 2016.

Finally, before we go back to our places on the course assembly line, let us sing in solidarity with our fellow workers who are hauling out the data on the Xerox line.

Factory worker photo by Howard R. Hollem. Public domain; US Library of Congress.

IC4E 2016

IC4E2016 is the premier forum for the presentation of new advances and research results in the fields of theoretical, experimental, and applied E-Education, E-Business, E-Management and E-Learning.

IC4E 2016 aims to bring together researchers, scientists, engineers, and scholar students to exchange and share their experiences, new ideas, and research results about all aspects of E-Education, E-Business, E-Management and E-Learning, and discuss the practical challenges encountered and the solutions adopted.

IC4E 2016 Keynote Speakers

Prof. Ahmad R. Songip is a Professor in Innovation Management at the Management of Technology Department, Malaysia-Japan International Institute of Technology (MJIIT), UTM Kuala Lumpur since May 2012. Currently he heads the Marketing Team of MJIIT with the aim to quantum leap the MJIIT’s brand capital in the market place. He is also a Consultant in Breaking Pattern at Uni-Technology Sdn. Bhd. (UTSB), the consulting arm of UTM. Prof. Ahmad was the Founding Director of UTM Transformation & Risk Management, UTM (2010-2013). He was also a member of the UTM Central Executive Committee and a member in the UTM Board of Director Sub-Committee on UTM Enterprise Risk Management. Prof. Ahmad was formerly the Director of the Academic Program at Business Advanced Technology Center (2002-2005), managing the whole value chain of the unique Experience Based Learning (EBL) Programs at BATC. The EBL provides an alternative to the working population who did not have the opportunity to go through the normal academic and skill-based education channels. EBL starts with the Executive Development and re-GEneration (EDGE) Program and continuing up to the highest Engineering Doctorate level.

Professor Dr. Ananda Kumar Palaniappan is an Educational Psychologist at the Faculty of Education, University of Malaya. He obtained his doctorate in Creativity from University of Malaya in 1994. He specializes in Creative & Innovative Thinking, Organizational Creativity and Creative Problem Solving. Dr. Ananda also lectures in Research Methods and Statistics and has been conducting SPSS and AMOS workshops since 1995 for both academic and non-academic researchers in both public and private organizations. He has also conducted workshops and presented papers on Creativity for numerous groups including managers, magistrates, legal officers and educational administrators in Malaysia, Singapore, Hong Kong, Spain, UK and the United States of America. He has researched and published internationally on creativity and on the validation of several instruments He has published in many international journals including Perceptual and Motor Skills and Journal of Psychology. Dr. Ananda Kumar Palaniappan is a member of American Psychological Association (APA), American Creativity Association (ACA) and International Association of Cross-Cultural Psychology (IACCP).

Dr YIP MUM WAI was born in Penang, Malaysia in 1973. Dr. YIP holds a Diploma in Materials Engineering and MSc in Manufacturing Systems Engineering from University of Warwick, United Kingdom. In 2008, he was awarded an Engineering Doctorate in Engineering Business Management (specialized in Knowledge Management) from Business Advanced Technology Centre, Universiti Teknologi Malaysia. Dr. YIP is an Associate Dean of Department of Mechanical Engineering, Faculty of Engineering and Built Environment, Tunku Abdul Rahman University College. He is a certified Train the Trainer of PBSM Malaysia, TRIZ Practitioner with Level II certified, certified Knowledge Management Facilitator and Practitioner, Senior Member of International Association of Computer Science and Information (IACSIT), Senior Member of IEDRC and member of Malaysia TRIZ Innovation Association (MyTRIZ). Dr.Yip is very keen and specialized in TRIZ, Knowledge Management (KM), Quality Management (QM), and Strategy Management (SM). Dr. Yip has experiences in conducting professional training (in house and public programs) such as Knowledge Management (KM), Quality Management (ISO 9001, ISO 17025), Total Productive Maintenance (TPM), Lean Manufacturing, 5S, TRIZ, effective communication skills, leadership skills, team building, customer service excellence for many corporations in Malaysia. Currently, he is an advisor for Zheng Yang Steel Works Sdn. Bhd. Dr. Yip has a lot of experience in research. His research areas include Knowledge Management. TRIZ, Strategy Management, Innovation Management and Materials Science and Engineering. He is given a grant by Ministry of Higher Learning Institution to conduct a research in the implementation of Knowledge Management (KM) in SME in Malaysia. Besides, he has presented many papers in the field of engineering management especially in KM in many international conferences in China and Indonesia. He is also a reviewer, editorial board member and keynote speaker for International Journals and International Conferences.

2016 7th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E 2016) will be held in Penang, Malaysia on January 09-10, 2015.

This post was first published on eLearning Industry.

6 Tips To Apply The ASSURE Model In Blended Learning

How To Apply The ASSURE Model In Blended Learning: 6 Tips For eLearning Professionals 

While many blended learning approaches may strive to incorporate technology into the ILT environment, at PulseLearning we believe the ASSURE model takes it one step further by catering on the specific needs of the every learner. Rather than offering general tech tools or resources, it focuses on giving each learner the specific technology they require to achieve their personal goals and objectives.

What Is The ASSURE Model?

The ASSURE model gets its name from the following six stages involved in the process:

  • A: Analyze learners.
    Identify your learners’ expectations, goals, preferences, and needs, so that you can create a blended learning strategy that offers them real world benefits.
  • S: State goals and objectives.
    Determine the objectives for your blended learning course, including performance goals. These goals and objectives should clearly state what the learner will be able to do once they complete the class.
  • S: Select methods and media.
    Choose online learning content, multimedia, both online and classroom exercises and materials that will serve your training goals and objectives. This may also pertain to modifying current training content in order to meet the changing needs of your audience.
  • U: Utilize media and technology.
    After choosing the online training content and materials, eLearning professionals must then decide how they are going to utilize these tech tools and online resources most effectively.
  • R: Require learner participation.
    Determine how you can engage learners to encourage them to actively participate in the blended training experience.
  • E: Evaluate and revise the blended learning strategy.
    All eLearning strategies are a work in progress, due to the fact that technology and learner needs are always evolving. Thus, the final step in the ASSURE model is to evaluate and revise your blended learning strategy to ensure that it is as beneficial as possible.

6 Tips To Use The ASSURE Model In Blended Learning

  1. Conduct surveys and online assessments to research audience.
    To focus on the specific needs of your learners, you will first have to know what those needs are. Surveys, focus groups, interviews, and eLearning assessments are all valuable tools that can help you analyze your audience’s traits and experience levels. They can also give you a good indication of their learning styles, such as which exercises will appeal to them and how they absorb information.
  2. Create custom-tailored objectives.
    Aside from the organization-wide objectives and goals that you’ve created, you should also develop goals that are learner-specific. What learning behaviors do they need to display? What knowledge do they need to know by the end of the blended learning course? Is there a particular task they need to master or skills sets they must build? You must also have a way to test their knowledge and determine if they have actually met their goals and objectives.
  3. Choose tech tools that align with common goals.
    One of the most common blended learning strategy mistakes is using technology just for the sake of technology, rather than finding the tools that are ideal for the particular audience and training goals. Ideally, you should choose tools that your learners are already familiar with or have a minor learning curve, rather than those that may be difficult to master. For example, if you are developing a group collaboration online assignment that utilizes a project management platform, you must be sure that your learners can actually use the online platform when it’s time to work with their peers.
  4. Give the tech tools and materials a test-run.
    To verify that all of your tech tools are in working order and that your learners can use them effectively, it’s always a good idea to give your technology a test-run before you offer them to your learners. For example, if you are using tablets in the classroom, you should ensure that all of the devices are working properly, fully charged, and loaded with the right applications. If you are using an online tool, verify that your learners have all the information they need to access the online platform and that there aren’t any issues with logging into the site.
  5. Get learners involved.
    As is the case with all learning strategies, it is important to get your learners onboard and make sure they are all excited about the process. Start your discussions with thought-provoking questions that prompt them to seek out answers online and expand their knowledge. Create an online community forum where they can go to address concerns, get help from their peers, and stay in touch with their online facilitators. Ask for their feedback so that you can figure out what’s working effectively and what may need to be modified as you move forward with your ASSURE blended learning strategy. Get them involved, so that they feel as though they are a vital part of the blended learning experience and that their opinion matters.
  6. Understand that your ASSURE strategy is a work in progress.
    After you’ve created your ASSURE plan, you must keep in mind that it has to adapt with the changing needs of your learners. It must also adapt to the ever-evolving technologies, so that you can offer your future learners the best resources you have at your disposal. If there is a learning activity that is no longer serving the needs or goals of your learners, they you may want to consider modifying or omitting it from your training curriculum altogether. The same goes for your eLearning assessments, online training content, or even the level of tech integration. For instance, you may discover that your learners might benefit from even more tech tool usage.

The ASSURE model can help you not only blend technology with traditional classroom training, but give your learners the customized experience they need to broaden their horizons. Use this article to integrate technology tools and resources into your blended learning strategy while still catering to the specific needs of your corporate audience.

This post was first published on eLearning Industry.

What Makes A Good Ending? Here Are 3 Ways To Create An Effective eLearning Ending

3 Ways To Create An Effective eLearning Ending 

In the words of Stephen CoveyBegin with an end in mind. In terms of eLearning design, that means having a direction that guides the structure of your course. Having a clear end in mind can help you visualize an overview of the course before you even begin. Developing a script or storyboard provides a framework for the beginning, the middle and the end of your course, it creates a clear pathway for your learners. Very much like a story. Being clear about your objectives and the outcomes to be achieved will drive your ending.

Let’s look at 3 ways you can create an effective eLearning ending:

1. Set a “real world” challenge.

If your eLearning has included a scenario or case study, try to bring it to a conclusion with a “real” problem for the learners to solve. This can be done in a multiple-choice format. You can position the results in relation to the original learning goal, using the final screen to recap on the original goal and to report on how well the learner has done.

Here’s a quick example to show you what I mean:


Another effective technique is to end your eLearning course with a call to action. Design activities that learners can do offline using the information and skills they’ve taken from the course. Encourage them to apply these skills in their everyday work or function.

Here’s a good example of a call to action:

3_comparison and social links

Key points to remember:

  • If the eLearning course has involved systems training, invite the learners to move on to apply what they’ve practiced using the real system.
  • Include a “next steps” or “to do” list that learners can download, work on, and take with them. This could involve a template for a personal development plan, or for SMART goals.
  • Create a screen summarizing key learning points, possibly from a scenario or case study, and ask learners to draw parallels with their own context. For example, invite them to rank points in order of relevance to their own role. This will help them to reflect on key learning points and this will improve retention.
  • End with a task that reinforces the key learning points and rewards learners with personalized feedback and possibly lets them compare their results with others’. For example, by using a poll or quiz screen, you can design a task like the one shown below. Including a “share this” function can also cement engagement by allowing learners to share their results and see how others performed.

2. Personalize the learning.

Everything is more memorable if it relates directly to you and your personal context. The same is true of eLearning courses. At the start of a course, it’s a good idea to let learners choose their own pathways through the material, especially if the course is aimed at a range of learners where not all of the content is relevant to everyone. The same principle is true for good endings. Consider designing the end of your course so that it speaks to the individual.

For example, if your course contains an assessment or quiz, the summary screen could show the learner’s score and provide some advice about next steps. Are there more topics they should revisit if they scored low on certain questions, or is there a way to improve their score and retry the assessment?

I particularly like this example below that provides a link to a take-away summary document. This gives the learner something tangible that recognizes his or her achievement.


Key points to remember:

  • Design courses that are personalized to individual learners.
  • Let users choose their pathways so they can focus on learning what is relevant to them.
  • Provide a personalized takeaway document that highlights scores and key points the learner needs to work on.

3. Link to further support and/or resources.

An eLearning module is often part of a blended learning experience. The end of a module is a great opportunity to point to further learning opportunities and to encourage the learner to act on what they have learned. Think of the final screen as a launch pad to go and do something else.

The example course below demonstrates how you can present personalized results, using badges to indicate the tasks or topics that this learner has completed successfully. I also like how the final screen links to further learning resources.

2_recap and resources

Key points to remember:

  • Provide a link to post-course information.
  • Point learners to additional resources such as job aids, links to helpful websites, or a list of key contacts.
  • Give learners any follow-up information, for example, if a certificate is available.

Final Thoughts

Every good story needs a good ending. Your eLearning program is no different. Good endings offer a resolution, provide a reward, and stand out from the crowd.

  • A good resolution makes the learner feel like they’ve completed the journey. You can go back to your course objectives and summarize how the journey has achieved these.
  • A reward gives your learners a pat on the back and feedback on how they’ve done. This may come in the form of a certificate or badge, and advice be accompanied by some next steps and how to continue improving.
  • A memorable eLearning program stands out by being creative. The last screen should break the mold and do something different.

Try something different like this fun example:


Did you like this article? Stay on top of the latest eLearning ideas, trends, and technologies by subscribing to the Elucidat weekly newsletter.

This post was first published on eLearning Industry.

Computershare presented with TAP Gold Partner trophy for “commitment to quality assurance in learning and development”

Bristol’s Computershare (ASX: CPU) was today presented with a trophy in recognition of its “commitment to quality assurance in learning and development.”

Partner status is only granted to organisations that commit to the robust ‘Queen’s Award for Innovation – winning, skills-based, assessable TAP methodologies for learning.