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eLearning Development

5 Scientifically-Proven Ways to Grab Attention in Your e-Learning

By Hannah Hunter, Instructional Writer

Does this sound familiar? You’ve spent weeks writing, editing, and re-writing e-learning content only to watch learners skip through your carefully constructed on-screen text as fast as their little fingers can click “Next.” As demoralizing as this experience can be for a designer, it is not new to any of us. In our office, we even have a saying: “You can lead a learner to content but you can’t make him read.”

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Six Conversation Examples & Questions For Selling Performance-changing Learning

By Gerald Matykowski, Inside Sales Manager

This is a very pragmatic discussion about a very difficult challenge. In a previous Allen Leadership Blog, You say Quantitative – I Say Qualitative: Whose ROI is this Anyway?, and webinar, Seal the Deal! Getting Executive Buy-In for Your E-Learning Needs, we provide perspectives to help instructional designers, developers, and learning practitioners influence their managers, directors, and CLOs about making forward strides in implementing effective e-learning design practices and performance-changing learning.

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3 Friendly Tips to Save Your Learners from Information Overload

by Carrie Zens, director of marketing | @carriezens

I was recently on maternity leave and during those early morning hours I rekindled my fond addiction to the show, Friends. It always brings me back to my high school and college days of getting together with girlfriends on a Thursday night to share in the hilarity, bond, and interactions of the six friends that I still find such connection to.

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Educating & Challenging Stakeholders on Instructional Design Best Practices

By Gerald Matykowski, Inside Sales Manager

I have in-depth conversations with instructional designers (IDs) and ID managers on a daily basis—many invariably turn to frustrations related to “selling” instructional best practices to stakeholders and higher level decision makers.

Here are some common challenges I hear in my conversations:

  • Promoting new design/development approaches to jump-start a large project
  • Selling action-based interactivity up the leadership ladder
  • Convincing SMEs that learning ‘to do’ is more effective than teaching a folder full of content
  • Moving beyond a ‘check the box’ approach to compliance training
  • Getting approval to present a single prototype before an ADDIE design sign-off

What Language Do They Speak?

Let’s face it, we don’t often get the response we hope for when we propose or attempt to initiate ‘new’ techniques to create ‘serious’ e-learning. Promotion of higher level interactions, SAM vs. ADDIE, or doing vs. knowing can fall on deaf ears. Stakeholders approve the budgets and timelines of e-learning projects―they also often have established notions about what e-learning should look like which often conflict with an ID’s vision of best practices. Frustration builds each time we encounter ‘executive speak’ and/or a content-centric page-turning mentality. 

Challenger Strategies

If this has been your experience or you simply want to increase your influence with executives, there are new insights that you can leverage to improve your effectiveness. The Challenger Sale: Taking Control of the Customer Conversation, by Matthew Dixon and Brent Adamson, Corporate Executive Board (CEB), offers valuable research and insights into strategies that educate and gain influence with prospective customers. If you are thinking, “Hey, I’m not a salesperson. This doesn’t apply!” Stop! IDs and ID Managers can also employ Challenger methods to gain better influence with stakeholders, SMEs, and executives on the methods and practices necessary to create lasting learning. 

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Four e-Learning Design Practices to Leave Behind

by , vice president - training & marketing | @rhillsites

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Instructional Design: Make the Switch to Interactive e-Learning

by Ethan Edwards, chief instructional strategist | @ethanaedwards

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Laugh All You Want

by Mary-Scott Hunter, vice president - client services

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