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Acquiring a Learning Managment System (LMS)
October 14, 2010 | Leave a comment
It is surprising to see companies that acquire a Learning Management System (LMS) without identifying their needs or even establishing specifications first.
Online training (e-learning) has now proved its worth, and several organizations turn to LMS solutions.
With all the available solutions, how can I make sure to choose right? How can I be sure that the chosen solution will meet my needs? Can this solution (the LMS) be customized based on my company’s needs and growth? Does it comply with industry standards? Do I have to buy it or can I simply rent it? Finally, can the provider offer me appropriate assistance for the implementation of my project?
All these essential questions are part of the “shopping” process when you are looking for a solution for your organization. You must compare apples with apples and avoid buying the first solution you find. In addition, you must ensure that all the previous questions are addressed diligently.
It can be very useful to seek external advice from an independent consultant or firm in order to ensure objectivity when identifying your needs and choosing your solution.
Regarding the acquisition mode, the Software as a Service (SaaS) model, which was initially used mainly for Customer Relationship Management (CRM) solutions, has been extended to learning management solutions. This type of outsourcing or rental allows companies to use the solution without buying it. Since software solutions are already offered in SaaS mode, this method not only reduces the cost, but also allows an extremely quick rollout.
Many organizations make the mistake of prioritizing technology over pedagogy. Educational efficacy and easy access for learners must come first when you choose your solution. Organizations often don’t realize that their project is focused on technology, whereas it should be guided by educational (training) needs.
The implementation of an LMS will not solve everything by itself – it must be linked to an effective communication strategy so that the culture change generated by this new method is well understood and accepted, and that your employees or learners adhere to it.
Choosing a Learning Strategy
October 14, 2010 | Leave a comment
The way in which a learner absorbs knowledge depends on the type of knowledge presented. Procedural, declarative, strategic and factual knowledge are all integrated differently.
Factual knowledge is concrete, uncontentious facts that can be transmitted easily by a presentation strategy. Often, this type of knowledge is used to inform someone rather than teach them, so the presentation is well suited to this type of knowledge. In addition, factual knowledge is the easiest type to integrate.
Procedural knowledge varies in complexity, depending on whether the procedures are concrete or abstract. To allow the learner to integrate procedures as effectively as possible, we recommend creating a learning environment where they can be practised. This can be achieved directly or through a simulation. For example, we could train someone to create a mailing list with a software package by creating a simulated database. This would allow the learner to manipulate data without jeopardizing the integrity of system data.
The complexity of declarative knowledge (concepts) also varies with the degree of abstraction. It is much easier to understand the concept of exponents than it is to understand the concept of logarithms, even though the two are closely related. An effective way of addressing these concepts is to describe their attributes and provide a large number of examples and counter examples, making it easier to classify them. Mastering a concept is about recognizing its attributes and properties and being able to identify whether or not a fact belongs in this class. The classification and identification of properties are the best activities to facilitate the integration of concepts. Despite its inherent limitations, the analogy is also a powerful tool, as is the Socratic dialogue, especially when it is presented in written format.
Strategic knowledge is probably the most difficult to comprehend. Because it deals with the “When” and the “Why” of a given subject, it is often associated with a large amount of field experience. To make learning as efficient as possible, the learner must be able to test this knowledge. Simulations provide an invaluable asset and are particularly useful for this type of knowledge.
“Technically speaking”: The importance of language in e-learning
October 14, 2010 | Leave a comment
E-learning is a powerful way to transmit knowledge. It conveys content through a variety of communication channels that work together to reinforce the key message. The success of this reinforcement is based on the quality of each instructional process, with language playing a leading role. It is made even more important given the context of e-learning, where software resources cover most of the learner’s essential needs. If they are inadequate, the learner will need the constant support of a tutor, making this type of training program ineffective. Language is critical to resources and visual aids—think about the concepts and instructions displayed on screen and covered in narration—and must meet several criteria in order to achieve the targeted learning objectives.
Above all, the level of language used must be tailored to the audience, meaning it should relate to the learners (based on their level of education, occupation and socioeconomic status) and lead them to a better understanding of the subject material. Whether we’re talking about style, tone or complexity of language, each of these parameters should be given special attention because learning starts with the accessibility of the language in which the content is presented. Clearly, the language used will be different for a young teenager than for a retired person. Similarly, we will adapt our structures and vocabulary if the training is aimed at high school students as opposed to university graduates. Moreover, the tone—be it formal or playful—must respect and enhance the concept being learned. For example, in a serious game where the learner is expected to become familiar with the various technical processes of the production chain at the plant where he or she works, a lively, investigative style can be effective. If this first approach is ignored, and the learner fails to click with the subject material, it will be very difficult to proceed with the training.
Once we reach the learner, it is important to make smart choices in terms of the terminology of the field covered by the training. We must be careful not to make it too simple or too complicated. It should be appropriate to the job in question and include relevant terminology that is both necessary and useful, introduced in a measured way. To ensure that the terminology talks to, not down, to the learner, complex terms should be presented in a way that makes them easy to integrate into everyday speech. The learner should be able to grasp the full scope of the knowledge being transmitted through the accuracy and richness of the chosen vocabulary and the tools that allow him or her to explore these terms (e.g., glossary, examples, images, animations, etc.).
It goes without saying that a training program with a coherent, clear and rigorous structure, starting with the table of contents and continuing through the modules, concepts and activities, gives the learner a simple roadmap, optimizing the use of available resources and clearly demonstrating the opportunities, milestones and targets of the proposed learning path. Another critical component of any e-learning course is that it is free of clumsiness, misspellings and grammar errors. Poor quality language seriously tarnishes the credibility of its authors and compromises both its instructional and commercial success. After all, language is used to teach concepts, and the program’s instructional value can be degraded by the way language is used and the impact it has on the learner. High quality language allows the learner to assimilate the subject material and perfect his or her mastery of the terminology. The quality of language—whatever the learner’s level—should never be compromised. It is, without a doubt, a sign of the quality, success and sustainability of any e-learning program.
e-learning Africa 2011 in Tanzania
October 8, 2010 | Leave a comment
The 6th International Conference on ICT for Development, Education and Training will take place in Mlimani City Conference Center in Dar es Salaam (Tanzania) from 25-27 May 2011. e-learning Africa is the largest gathering of eLearning and distance education professionals in Africa, enabling participants to develop multinational and cross-industry contacts and partnerships, as well as to enhance their knowledge, expertise and abilities.
E-learning Expo Kuwait 2010
October 8, 2010 | Leave a comment
E-learning Expo Kuwait 2010 is the first and only international exhibition in Kuwait dedicated to E-Learning technologies for professionals in education and human resource development. This event will take place at Safir International Hotel from 07 - 09 December / 2010.
Rapid learning or e-learning ?
March 11, 2010 | 9 comment
It’s not always easy to separate these two terms and to see what’s hiding behind each definition.
What’s rapid learning ? A way to create content or a way to learn ? What differentiates producing e-learning from rapid learning ?
Once again, your e-learning expert tells you everything you need to know in 2 minutes.
Click here to see the interactive word from the designer video
A word from the designer: the match Pixel vs Vector
January 6, 2010 | 3 comment
In the internet world, there are some simple rules to follow to communicate effectively.
One of them is the difference between a vector graphic and a pixelized image…
Your e-learning expert tells you everything you need to know in 2 minutes.
Click here to see the interactive word from the designer video
