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Iterations: Ask, Listen, Solve Performance Problems [Ep. 9]

In this episode of Iterations, Richard Sites and Angel Green discuss what happens when you jump to design too early in the process of learning development.  Failure to ask the right questions and listen to the answers can result in unmet expectations and increased risk.

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Youthful e-Learning Design

by , vice president - client services | @rhillsites

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Your Top 10 e-Learning Challenges List

by , vice president of client services | @rhillsites

What a great response!! Thank you all for taking the time to add your thoughts and comments. Since I had the fun task of reading through all of the comments, I decided that I would just make a new Top 10 List from all of the submitted comments. These are in no particular order – but they are all great!

  1. Daniel Albarran – The assumption that all that is necessary for creating a course is in the manuals, slides, PDFs, etc (raw documentation).
  2. Scott Nipper – Managers that say, "Just video tape John talking - people will learn from that."
  3. Paul Safyan – Being limited by or enamored by certain technology, rather than doing good design.
  4. Jennifer – Requests for the overuse of e-learning bells and whistles.
  5. Lisa P – Having stakeholders not see the value in e-learning and not want to invest the money to get a quality product.
  6. Yuna – Rampant objectives. I find lots of courses have a laundry list of objectives that seem to eclipse the final actual goal of the course. 
  7. Sylvia – Business reviewers who don't provide timely reviews that they committed to at the beginning of the project thereby delaying the project.
  8. Amy – The large skill set required. Often designers have to be developers, instructional designers, graphics artists, tech support, SMEs, technical writers, proofers, etc!
  9. Kara – I usually hear “We can’t do a CBT. Our employees hate them.”
  10. Tim Johnston – Content developers who have too many other responsibilities to have the time to create high quality content within the deadline.
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Create a Training Holiday

by Ethan Edwards, chief instructional strategist

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Designing. For A Change.

by , instructional strategist

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You've Made Your Bed...

by Richard Sites, Studio Executive

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Who Cares About e-Learning for Compliance Training?

by Ethan Edwards, chief instructional strategist

Each time I teach the ASTD e-Learning Design Certificate courses, I’m reminded of how many organizations look to e-Learning as the vehicle for delivering compliance training — training that for legal or regulatory reasons the organization is required to conduct and document.  Compliance training often is related to certification or accreditation, and failure to comply may result in hefty monetary fines or restrictions to even operate.

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Games vs. Gaming: Creating Custom e-Learning

by Steve Lee, strategic relationship manager 

These days more and more "games" seem to be popping up in e-Learning. The problem is these games have no "Context". No context means the interface, rules, flow, choices, thought processes of the games are not realistic or relevant to the actual job performance of the learner. Many of these games simply take "facts" and place the into a game similar to Jeopardy, Wheel of Fortune, etc. to simply make taking a test more fun.

While increasing the motivation of the user to learn is paramount, making Q&A fun is not nearly as efffective as using "Gaming Theory" to create a simulation, scenario, adventure, or some other type of realistic challenge, with relevant scoring, feedback, and consequences.

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The "Click Thru" Test: Mistakes in Corporate e-Learning

by Paul Howe, VP Sales

When designing online courseware or even individual interactions, how do you know your learners will retain anything? How do you know they’ll be able say or do what is expected of them on the job? Answering these questions take us into potentially long discussion about instructional design, behavior change and measurement. Industry experts, including us, write books, speak and teach classes about these topics which I recommend, but for the purpose of this blog, I offer a simple test that can be used to look at the question in another way. How will you know if your design will not be retained and the learners will be unlikely to perform?

Have you ever taken a web-based training course and did everything in your power to get through it as fast as possible because you were busy? If not, try it. Take an online course, it can be one designed and developed by you or someone else. While taking the course, click the next arrow as fast as you can, guess at questions, pick a different answer without reading feedback. Do everything you can to advance without reading or listening to anything. My guess is that you will be able to find courses that you can complete by “guessing your way through” or “clicking your way through.” While there are other motivating factors that can be employed that will decrease the chances of learners behaving in this way, in today’s fast paced world, there is a good chance the majority of learners do what I asked of you. If they are allowed to do this without other mechanisms to engage them or motivate them to focus, there is a good chance you will know that your learners will be unlikely to retain information and perform on the job.

If a course is designed that fails the “click-thru-test”, there is a good chance that the only success that can be attained is checking off the “I completed the project” box.

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