Switch Up Your eLearning Training with Scenarios

But First, Why Scenarios?

Scenarios cover areas of learning activity that are more difficult to reach than traditional forms of training. The psychomotor, or ‘skills’ phase of learning, is outside the normal scope of simply reading and memorizing. For a greater understanding of course material, occasionally an Instructional Designer must dip into his/her bag of tricks and pull out a scenario. As an added bonus, scenarios enable the learner to put their new skills into practice within a safe environment, one with zero impact on the learner’s organization.

Tamanya Pawson | 09/03/2014

Posted in: eLearning training, Storyline, Articulate

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eLearn Your Way to Successful Training

If you’re reading this chances are you’re thinking about how effective and engaging your eLearning courses are right now. You’re also probably thinking: How do I know if a course is “beneficial?” How can I tell if it’s going to help our employees gain knowledge, develop skills, or change behaviors?

Jen Tanzi | 03/17/2014

Posted in: eLearning training, eLearning tips

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Branding your learning management system

4 things to consider when branding your learning management system (LMS)

We know you spend a lot of time focusing on the design style of your e-learning courses but have you done the same for your learning management system? Think of your learning management system as an opportunity to build your brand and culture. Your learners are ‘there’ and you need to make the most of this face time, whether these learners are employees, partners or vendors.

Here are a few things to consider when determining your LMS style:

1. Visual style

What should your learners feel when they take a course? How should they feel when they log in and navigate to open and launch a course? What does this say about your organisation?

2. Expectations

Focus on building a comfortable experience so your learners are confident and know they are in the right place doing the right thing. Make sure it looks well thought-out, something your organisation takes seriously AND is dedicated to.

3. Style of audience

Know and understand your user base. It is one thing when you are training your employees but perhaps you are a retailer and depend on independent sales reps. In this case, your branding efforts and look & feel might be even more critical because you are inviting them to take your training.

4. Mobile ready

Do you need to build and enable your courses for a tablet or even a smart phone? If so, then you need to consider your imagery and layout for optimal performance. And let’s be honest, in today’s environment audience expectations and demands are high. Long are the days when users were happy to just watch and click the next button, now they demand e-learning to be easy to use and engaging or otherwise they literally shut down.

Could a better branded learning management system lead to improved participation, course completion and learner engagement? We’d love to hear about your ideas and experiences.

Adriann Haney | 03/26/2013

Posted in: lms, eLearning training, eLearning, e-learning, Learning management system

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3 key steps for retail e-learning success

The retail sector, it seems, is getting tougher by the minute. From big name technology outlets like HMV and Jessops, to fashion brand closures like Republic, many stores are struggling just to keep their doors open in today’s tough economic climate, and those that are staying afloat face a faster pace of work than ever in order to remain competitive. The stores that are surviving are the ones that have embraced digital methods – and not just when it comes to e-commerce.E-learning is a vital training resource for any e-retailer: it makes training their staff easier, quicker and ultimately more effective. The 3 following factors will maximise the efficiency of any retail e-learning strategy, so if you’re a retail manager, it’s time to take note!

Adriann Haney | 03/05/2013

Posted in: mLearning, eLearning training, eLearning in retail, accessible training, retail training, eLearning, Storyline

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Use scenario based learning to tell stories

Scenario based learning is one of the principles for workplace learning as defined by Forum Corporation. In essence, if you make learning relevant to both learner and organization, everyone wins. The challenge is how do we accomplish this? One way is to break learning down into smaller pieces. This is not rocket science and seems easy enough. However, when you are the one within your organization that is looking to implement this suggestion, you probably start wondering “What does this look like?” So, one way that this could look like is in a form of scenario based learning. As described by Ray Jimenez, Ph.D., “Scenario-Based Learning (SBLs) are high-interactive and high-discovery methods of learning that put the learner on the spot. SBLs have proven to help learners learn in areas where the subjects involve risks, emotional experience, behavioral changes, decision making, and social learning.” SBL’s embed learning into a story in order to engage the learner and get them to think and react. Like great storytelling, the trick is to help learners find the heart and hidden wisdom while keeping them entertained and attentive.

“Scenario-based learning is the technique, while the story is the soul. When you use storytelling, it has to be organic, real and authentic. The story allows the reader, audience or learner to learn from it.” (Ray Jimenez)

So how long does a scenario need to be? There is no exact length but the scenario needs to be long enough so that you can accurately describe a situation or scenario that the learner would likely find themselves in.  That might take a few sentences, 1 paragraph, half a page or more depending upon how complex your information. You can even use micro-scenarios; short, instant and very brief scenarios that drive home a point. Here are a few areas where Dr. Jimenez recommends using a micro-scenario:

Adriann Haney | 10/12/2012

Posted in: eLearning training, Scenario Based Learning, Storytelling, eLearning

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