eLearning is not a passive activity. It should provoke thought and reasoning, and we should believe in our participant’s ability to do so. One key element I believe is missing from a lot of eLearning is critical thought.  As designers or developers (or in some cases both) we should be pushing ourselves to go beyond a simple question and move our learners to think through all aspects of the objective. Continue reading →

Throughout high school and college, I was a DJ at the college radio station. As technology improved around the turn of this century, our little radio station became much more automated, and the massive compact disk library moved to digital files. One thing that didn’t change before I left college was the soundboard that we used to fade music and microphones and do some light mixing. Continue reading →

Comic strips tell a story in a linear timeline that read from left to right. Anyone who opened a newspaper as a kid, read comic books or graphic novels, or has ever seen a panel meme is familiar with the style of storytelling.

One obstacle in eLearning is that our participants cannot tell us a story. Continue reading →

Last week, we began looking at some of the limitations of eLearning interactions, and how to work within those constraints. Your comments and feedback indicated that this is a topic of interest to many of you. Over the coming weeks, we will continue to discuss effective ways to design eLearning interactions on the Thursday posts to this blog. Continue reading →

eLearning instructional design has different challenges and advantages than instructor-led training. Interactions are limited to the learner interacting with keyboard and mouse functions, and you have to shift your thinking of how an interaction is executed. eLearning design can be a challenge for those of us who spend most of our time designing instructor-led training. Over the next few weeks, I’ll be covering various eLearning interactions and how to incorporate them into your eLearning courses. Continue reading →