2017 Workplace Learning Report

Ich bin sicher, dass LinkedIn Learning ganz andere Learning-Reports schreiben könnte, wenn es denn wollte. Oder schreiben wird, wenn alle Profile und Daten einmal sauber verknüpft sind. Eine Umfrage unter 500 amerikanischen Learning Professionals und LinkedIn-Kunden, wie im vorliegenden Fall, wäre dann nur noch zur Abrundung nötig. Aber bis dahin müssen wir noch mit den vertrauten Top Trends vorliebnehmen: von 1) „organizations are investing more in talent development” bis „L&D professionals see room for improvement in their own programs”. Auf S.17 findet sich noch eine Liste der derzeit angebotenen Lernformate, die von „In-house instructor-led classes” und „Peer-to-peer coaching” angeführt wird. Das eigene LinkedIn Learning-Angebot wird nur sichtbar, wenn es „video-based online training” heißt, wo auch „online training” ausgereicht hätte.
LinkedIn Learning Solutions, März 2017

Top 5 Instructional Design Theories For Modern Online Training

Instructional Design theories are tried and true. However, you must be able to determine which methodology is best for your tech-savvy, multigenerational workforce. In this article, I’ll share the top 5 Instructional Design theories for modern online training.

This post was first published on eLearning Industry.

Turnitin Sponsors Inaugural MidSummit Thinkference

Turnitin, the leading online resource for learning and writing, is one of the major sponsors for the OEB MidSummit this June. MidSummit brings together leading experts, thinkers, innovators and practitioners from North America and Europe to examine and discuss the future of learning in Iceland. In its first year MidSummit will explore the complexity of learning in the digital era through multidisciplinary perspectives. The unique nature of host city Reykjavik reflects the unique approach and programme of MidSummit, encouraging engagement, thought and discussion in what is being described as a “thinkference.”

3 Questions To Ask When Developing A Microlearning Strategy

Microlearning is the process of learning in small and manageable nuggets. The information presented is focused and precise. Microlearning is a great way of providing continual re-enforcement for learning.

This post was first published on eLearning Industry.

Thoughts on Accessibility Naming and Descriptions – Best Practices

Please note: not following these doesn’t result in failing a 508/accessibility test, it just makes the learning experience less than optimum for those using screen readers

Filling out the “Accessibility Name” Box: the screen reader already identifies what type of object it is automatically – so titling an image as “image: XXX” results in screen reader repetition (“Image. Image XXX.”). Unless you’re using this to call out a slide title or identify a specific, unique characteristic of the object essential to learning the content – it’s probably just clutter.

Filling out the “Accessibility Description” Box: Ask yourself a simple question; Is giving this object a description (or a name) essential to understanding the content being presented in the course, or is it simply a visual cue or  decorative element that aids a sighted learner in a way that is not applicable to a visually impaired learner’s methods?

If you decide to describe it, don’t restate the name or or start your description by saying “This is an image of..” or something similar – building on the example for Accessibility Name above, the screen reader would say “Image. Image XXX. This is an image of XXX.” Again – it passes 508 testing, but it creates unnecessary repetition and detracts from the learning experience.

Don’t over-describe the image – remember your audience. Do you really think the visually impaired user cares about what the person is wearing, or what color hair he or she has if it has nothing to do with the content? If it isn’t related to delivery of the content, it’s not necessary and may even detract from the content.

Using technical and/or formatting terminology (“terms of art”) – using terminology associated with accepted terms used to format documents and tables as plain text names will lead to frustration on the part of a screen reader user.

Screen readers are set up to use keyboard commands to access the embedded tags found in formats to “skim” the headings, subheadings and bulleted lists without being forced to read through an entire document, skipping around just as a sighted user uses the visual cues associated with the format to do so. Using formatting terminology to identify static text boxes may lead to frustration on the part of screen reader users, as they may use the keyboard commands associated with the terms to try and skim or preview what they believe to be accessibly formatted content and are unable to do so. Adobe tags content text using their pdf standards:


Using terms like these, or terms lifted from the style and formatting menus of Word, will more than likely cause screen reader users to access their keyboard shortcuts, assuming you have created a method to preview, review or access content that you really haven’t created.

Focus on delivering the content to your audience effectively and efficiently.

Coursera’s Rick Levin on the Evolution of MOOCs and Microcredentials

Wie sieht es aus, fünf Jahre nach dem Start der MOOC-Plattform? Wie hat sich das Kursformat entwickelt? CEO Rick Levin zählt auf: Skills und Kursinhalte sind noch genauer aufeinander abgestimmt, die Diskussionsforen und Online-Assessments haben sich verbessert. Wer ist die Zielgruppe von Coursera: Unternehmen oder Mitarbeiter bzw. Lerner? Beide werden angesprochen, so Rick Levin. Überhaupt bietet sich Coursera als Plattform und Kursbibliothek dort an, wo Interessierte – Unternehmen, aber auch staatliche Organisationen – das ganze Paket, Technik, Administration und Inhalte, einkaufen wollen. Beim Flipped Classroom-Modell – Lehrende nutzen „fremde” Coursera-Materialien für ihre eigenen Hochschulkurse – sieht der CEO noch Potenzial.
Jeffrey R. Young, EdSurge, 29. März 2017

Common Accessibility Issues

Just wanted to put out some recurrent issues we’ve been running into and how we address them:

Problem: Inaccessible screens in projects – When trying to use Inspect or other accessibility tools to check readability of objects inside a published Captivate project, the tool cannot get beyond reading the information associated with the slide level. 

Current solution: This seems to be associated with publishing as a swf – either in combination (swf/html5) or swf only. We’re now only publishing as html5.

Problem: No Project Title – when a project is being published, the title is missing. 

Current Solution: Make sure the full project title gets inserted as follows:

info pagemaanifest

This seems to be the only way to ensure the title is read correctly.

Problem: Inconsistent or missing Slide Titles using the placeholder

Current Solutions: The title of any Captivate slide will be read as the slide title on entry if it is inserted in the slide title box in the properties tag for the slide   

prop tag    

If you would rather leave the slide title area blank, you can call out a slide title you inserted in a text box as “the title” and not simply as text by setting up your accessibility box as follows

slide name





IBT Learning Content Management – die server- und browserbasierte Lösung für Ihren Content. Digitale Lerninhalte sind einheitlich verfügbar und auf Knopfdruck aktualisierbar. Zahlreiche Vorlagen für Kapitel, Seiten, Tests und Interaktionen. Didaktische Assistenten helfen beim raschen Erstellen. Word-basierte Drehbücher konvertieren Sie in ablauffähige WBTs. So geht Rapid-Authoring heute.