eLearning Leadership Blog

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Tools for Instructional Investigation: Finding the Root Cause of Waste and Failure

By Christopher AllenMA, PMI-ACP, Product Manager

“There’s no better learning technique than preparing to teach others.”

Valid? Yes.


This adage does presuppose that during preparation the instructor is working with the right information, uncovers the implied and important steps to getting it right, and masters the concepts well enough to build learning frameworks for their students. Without each of those components the effort is likely a big waste of everyone’s time. 

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3 Tips to Get More from E-Learning Course Reviews

By Ethan Edwards, Chief Instructional Strategist / @ethanedwards 

Recently I was speaking in New Orleans and had a little bit of time to kill before heading to the airport for my flight home and was searching for a place of interest to occupy my time.  I spotted the New Orleans Museum of Art online and a few clicks took me to the TripAdvisor reviews. 

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Does Your E-Learning Create Learner Indifference? Try These Five Ideas

By Ethan Edwards, Chief Instructional Strategist

One of my greatest frustrations as an e-learning designer is how impervious the field seems to be to improvement. I began my interest in computer-based instruction back in 1982 as an undergraduate at the University of Illinois at Urbana-Champaign. I undertook an independent study involving the PLATO instructional system, which had been invented there at the Computer-based Education Research Laboratory.

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What If We Reviewed e-Learning Courses Like We Reviewed Movies?

by Edmond Manning, Senior Instructional Strategist

What if there were e-learning critics just like movie critics? What if learners decided whether to attend our e-learning courses based on the quality of what we produced and critical reviews instead of being 'forced' by company mandate?

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The Drawing Board: Using Paper Prototypes to Proof e-Learning Design

by Hannah Hunterinstructional writer

There are some things that words just can’t describe. Articulating a highly complex, branching e-learning instructional interaction or game is a daunting task for even the most experienced instructional designers. Trying to communicate to writers, developers, media artists, and clients exactly how the e-learning design will function is often challenging. I’d like to share with you a solution that worked for us recently (and hopefully can work for you, too): turn off your computer, herd your team into a conference room, and role play your ideas with a paper prototype!

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6 Things You Don't Know About Our Upcoming Conference

Here are 6 things you may not know about our upcoming conference, co-located with Training Magazine's Online Learning Conference, this coming Monday, September 22nd in Chicago.

1. Kimo Kippen to Keynote

We are honored to have client partner, Kimo Kippen, chief learning officer at Hilton Worldwide, join us on Monday. He will provide our conference closing keynote, Valuing Design & DevelopmentA CLO's Perspective.

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Responsive e-Learning and Milton Berle’s Glasses

By Gerald Matykowski, Inside Sales Manager

I am a relatively new employee at Allen Interactions and delighted to be here. In my role as Inside Sales Manager, I am challenged on a daily basis to apply my instructional design, sales and entrepreneurial experience developed over the last three decades. I provide support to our Strategic Relationship Managers and to those of you who come to us for resources and custom services. As I settled into my role at Allen Interactions and began talking with instructional designers about their existing and upcoming challenges, I started noticing history repeating itself. Today, instructional designers face challenges very similar to those encountered in the early 1980s, when the computer-based training space emerged. Let me share some history before I offer an example.

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The Serious eLearning Manifesto: A Multidimensional Tool

Will Thalheimer, consultant and research translator, Work-Learning Research, Inc. | @WillWorkLearn

The Serious eLearning Manifesto is NOT a Jewel. It’s a Multidimensional Tool—if We Know How to Use It.

On the Serious eLearning Manifesto website you can read the endorsement statements of hundreds of elearning professionals throughout the world.

“I proudly endorse the Serious eLearning Manifesto. It is a brilliant document, not to mention a much needed one, that every professional in the Educational Technology arena should be familiar with and support.”

“I endorse the eLearning Manifesto! It is the best set of principles to date.  Bravo!!”

“AWESOME!  I support the Serious eLearning Manifesto and will do my part to live up to the 22 Supporting Principles and pledge to do my best to promote and support Serious eLearning! Thanks for putting this together. I look forward to the future of eLearning!”

Every time I go to the website and read the new endorsements, I get newly inspired. It gives me a great feeling to see how many people are dedicated to building great learning interventions.

Many of the signatories pledge to utilize the 22 principles in their own work and to encourage others to do the same. These sentiments are great, of course. But they are not enough. For e-learning to fulfill its promise, we also need to create second- and third-wave effects.

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See SAM In Action & 6 Steps To Improved e-Learning Activities


See SAM In Action
Friday, April 11, 2-3 pm Eastern
Sponsored by ASTD
Cost: Free

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