The E-Learning Zone

PowerPoint 2010 Transitions and Lectora

2010-05-08T22:28:00.001-04:00

I've been having loads of fun playing with the fancy new transition features in PowerPoint 2010. Because of that, I wanted to speak to the Lectora users out there.

Lectora offers a great PowerPoint integration tool (formerly called Integrator). When you import your PowerPoint storyboard into a Lectora title, the wizard asks if you wish to retain the transition settings. This is a great feature. You don't have to reprogram Lectora to utilize transitions because Lectora uses those transitions. It's a bit different with 2010 though, so you need to be ware!

I've tried several times to incorporate some of the fancy new transitions (if you haven't seen them it's TOTALLY worth a look) into Lectora. Each time however, it loses my transitions because they do not already exist within the Lectora program. This is definitely something I want to talk to Trivantis support about because these funky new features make my Articulate courses look amazing, and I'd like to retain this look when I import my storyboards into Lectora.

Want to try the new Office 2010 Beta – get it here http://www.microsoft.com/office/2010/en/default.aspx

***A word of caution – if you use Groove 2007 do not user Groove 2010 – it may not function properly (Ask me, I know). There are a few posts about the problem which I won't discuss here so "bing" it or "google" it, whichever you prefer.

Enjoy the beta – which I believe will function until October 2010. When you do – you'll be hooked! I just love it.

What Can I Learning From Social Networking Sites?

2009-04-11T22:49:00.001-04:00

Like many of my age group I spend way too much time on a social networking site. I check the status of my friends, post my own, review photos and take a bunch of useless quizzes. I have found out what I should have been named, Annie in case you wondered, what my aura says, how much I know about movies and other useless information. What I want to know is how I can use this same technology to make my eLearning just as ‘sticky’?

In my training courses I have used online midterm and final assessments to check the knowledge of my students. But really what I am doing is forcing them to regurgitate what they learned throughout the session. I don’t think I am really measuring their learning or are they excited to do it. In fact I have had adults suffer from test anxiety just like when they were in school.

How could I make the experience more enjoyable?

What about this? Create quizzes like I take on that networking site. With this theory I could have my students taking quizzes that they are interested in. They would be short 10 question multiple choice quizzes that can be accessed at will, in any order the learner wants, you could even add an images to the questions. My thought would be creating several quizzes for a course. After they are created they can be posted an LMS and allow students to access them when they like. They could be used as a pre-test to find out how much they know or just as a review of material they already learned. All at their own pace and in any order they like their own version of self directed learning.

I was even thinking some of the quizzes could be on generic topics such as customer service skills, collections or sales techniques, topics that are often glossed over many times due to time constraints. On quizzes that don’t correlate to topics taught in class a quick review could be made on questions answered incorrectly to give the student additional information.

Of course now it would be trying it out to see if it would work. How do you make your eLearning sticky?

Will eLearning Replace Trainers???

2009-03-05T20:35:00.003-05:00

I saw this question posed today on an eLearning site and I had to ask myself that question. As an individual who has a background in eLearning as well as many years as a classroom facilitator will one replace the other?

It really got me thinking. I remember growing up with Atari and Commodore 64’s. I never would have imagined at that time that Pong could turn into Wii Fit or that I would be writing this blog on a wireless laptop in my living room. But the world has changed drastically in the last 30 years and we are really only at the beginning.

I think that training has had the same evolution. You used to go into a training room and get your information spoon fed to you by an instructor/ trainer. Interaction was not asked for nor was it prized. You were simply there to fill a seat.

I think of many learning (note learning not training) environments now and that is not the case. We actively want people to participate and be engaged in the learning process. Learning professionals use games, stand up facilitation, eLearning or a blended learning approach to get the message to their students. If it helps to increase the learning, application or retention of the information anything goes.

The same principle applies if I am creating an online course. I have learned the hard way that 25 pages of straight content doesn’t allow a student to learn but then again neither does 25 pages of amazingly beautiful Photo Shop images with no content. I now know that I can incorporate pictures, games, audio or video to my core text to help get students to learn. It is to my advantage as a designer to touch as many learning styles as possible and eLearning allows me to accomplish that in an easy way.

Now back to the question, will eLearning replace trainers? In my opinion…no. I know that when I develop an online course I still think of myself as a trainer. I am not a programmer or a software designer I am merely a facilitator in a different medium. At the end of the day my goal is have the person who is taking my course to learn, that’s it.

What are your thoughts is eLearning going to replace trainers?

eLearning & Off Shoring…my experience

2009-01-24T19:33:00.000-05:00

For the last year I have worked with different departments within my organization in support of our off shoring initiatives to India. This posting isn’t about whether it is right or wrong to off shore these are just a few of my observations and what worked for me.

One of the initial items to consider when starting a new process in India is how you going to teach the agents. We decided since it wasn’t feasible to bring all of our new Indian agents to the U.S. for training that we would use a blended learning approach instead. We decided to send a Subject Matter Expert (SME) to India for classroom facilitation and supplement his information with eLearning courses. Creating the assorted eLearning courses is where my assistance was needed. We began this approximately a year before the process was to go live.

I worked with our SME to create eLearning courses that not only included policy and procedures but mirrored system access. One problem we had was this group of agents would not have access to the system until they started their job function; there was no system in place that allowed new agents to practice their skills during the training period.
One challenge I had was taking standard operating procedures (SOP’s) and transforming them into a storyboard. Many people assume that a SOP is already appropriate for learning, but in most cases it is not. In order for our new agents to learn I had to go back to that training theory standby, KISS (keep it simple stupid.) Start at step one and continue. This worked well.

After the storyboard was completed it was time to build the course. I needed this course interactive so using Lectora I inserted radio buttons, transparent buttons and entry fields that duplicated what was in the system they were going to use. I also added a scored assessment at the end of each course. These courses are hosted on CourseMill and what is really great about that learning management system (LMS) is that you can pull interaction reports to know exactly how agents answered each question. This is beneficial when coaching agents on how they can improve their skills.

After the initial review of the courses we decided to add a bit more to them. Because our Indian agents would not be able to see someone performing the skills they were learning we added call examples to the courses. This allowed them to hear how a tenured agent made each call so that they had an example to follow. We also added call scripting to giving them a template of how to have a success call.

A few of the benefits that we experienced with our blended learning approach:
~ Tracking course performance through the LMS.
~As time permitted we were able to un-enroll and re-enroll agents in course so they could be re-taken and new interactions would be scored again.
~Agents felt a greater level of comfort with the system once they began to do the job, i.e. making outbound calls.
~Agents were allowed to practice what they learned without impacting customers.

Overall the project was successful; we had agents who were giving accurate information and comfortable doing the job they were trained to do.

How have others used their LMS to track performance of their courses?

Translation Blues

2008-10-14T15:36:00.001-04:00

It's complicated enough having to design, develop and implement e-learning solutions but when your company requires that all documentation and training be translated into the "other" official language your job just got a lot more challenging.

My workplace uses Lectora to create our e-learning SCORM packages that integrate with our LMS. Now, I'm not a programmer, I am an instructional designer, which makes me very aware that there is likely a technically more savvy way of doing this – but I don't yet know what it is.

I worked with an E-Learning course vendor over the last 9 months and they were able to use some type of scripting to extract the text from a module, the problem however is that they wanted the translators to use WORDPAD (not Word, or WordPerfect, or OpenOffice) because any "real" word processor would cause formatting issues and cause their developers more man hours-so for the inconvenience we did as they asked, but I have paid the price with one translator who will now no longer work with us because the project was, in their words "HELL".

My big problem was that with the exception of some Office 2007 Word SmartArt that I used, I created everything in Lectora. All the text is in Lectora text box objects. If you are not familiar with Lectora, think of creating a PowerPoint presentation. You may use text box objects and graphics and layer them to create the look you want. Each box is an independent object and each box would need to be translated and then put back where it belongs.

When you create text in Lectora, there is not an easy way to export that text or, for that matter, to IMPORT the translated text into the correct location.

For those of you that know me, you know I like to cheat when it comes to working with computer applications. I'm always looking for shortcuts and I've had to do a fair amount of tweaking to my process, so here is what currently works for me.

Create all content in Lectora the way that it needs to be and have it all set up appropriately
Use two monitors: have word on one monitor and Lectora open on the other
In Word, use Heading Level 1 to type the first Lectora Page name (or page number)
For that page, copy and paste the text from Lectora to Word – do not copy the objects, just the text
If there are other items that need to be translated such as the SmartArt graphics, I leave those in the document (or copy from my initial word document where I created them)
Save the file and send for translation asking the translator to only translate text that is not assigned Heading Level 1
When I receive the translation, the Word document headings make it easy to see what pages the content to be replaced goes on to (I also use the Heading Level 1 style to add notes to other things such as objects, or placement that I don't need the translator to work on)
Always have someone check out the translation before publishing the course

I'm sure this process will continue to evolve for me as I become more familiar with Lectora, or develop programming skills, or find another E-learning tool to assist me, but for now, I'm happy and my translators are as well! If you have some tips on helping to make translation processes successful or streamlined, please leave us a comment and let us know your tips!

Procrastination: Synonymous with Summer?

2008-07-22T11:34:00.002-04:00

If you are like me, some or all of the following conditions may be true at this very moment:

You are very busy getting courses ready for a demanding audience
You look outside every 20 minutes and long to be out of doors
Your list of things to do grows, while you list of accomplishments does not
You close your eyes and relax by remembering the wonderful weekend you had at the cottage, camping, gardening etc.(and open them 20 minutes later with slobber on your chin and eye sleeps left over from your trance)
You open your email to send important messages to your boss, but when you see the sun outside your cubicle you decide to email your friend for lunch instead
You have the best intentions of getting everything done, but you don't have enough hours to do them
Your desk is a disaster area waiting for the next big storm to clean it up…could be October before that happens
You walk to the mail room to drop off packages and check your inbox and on the way you stop at reception to stare at the visitors, you hit the lunch room to fill up your coffee/tea/water (again), and since you don't want to be rude, you say hello to everyone you pass along the way and get details on everyone else's holidays
You keep putting off until tomorrow what you didn't have time for today – and that list grows and grows AND GROWS
Fire – did someone say Fire – you deal with constant interruptions, misplaced priorities and something I like to call the Summer Sizzle

So let's start with the fun stuff: Summer Sizzle. Yes, the Summer Sizzle is what occurs when other people want to look as though they have accomplished all their goals while on the golf course. They dish their work to everyone else and turn up the heat until you produce the results they should have worked hard for while you your buns sizzle trying to keep everyone and their brother happy (often this means you are also trying to keep your job).

Even with events like the Summer Sizzle, I can't help but feel that I just can't say no to those people holding me over the fire. My desire to make others happy often gets in the way of my common sense.

I have found that these things generally happen only over the summer. I want to do ALL kinds of work, get loads accomplished. I don't feel depressed because the sun is shining and it's hotter than a sauna in here, the air is on the fritz again and I'll be right back because I have to find a fan to help move the air around.

Yup – it's summer and who wants to be in the office working away on eLearning projects, planning, having meetings, doing design work? Not me, I want to be outside, in the sun (or rain as it happens to be today). I want to be walking down the street, playing with my dog, enjoying a BBQ, and reading a trashy romance. I want to be anywhere but where I am right now. It's sure hard to beat the "I'm in the office all summer" summertime blues.

To lift the spirits, and because I truly like to share, I'm going to share a couple of things that help me deal with the procrastination associated with working during the summer.

Create a to do list that encourages items to be completed
I work with the hardest item and make time commitments – I will work for 20 minutes on this item before I go for coffee

I don't list too many things…if I listed everything I had to do, well that's just too much. I try to keep my list to 8 – 10 items I can accomplish in the day

At the end of the day/week/month celebrate your successes and accomplishments

Be accountable to someone besides yourself
When I have to let someone know how I spent my day, even if it is just a friend, it makes me realize that I can't daydream the hours away

Bring your lunch to work and walk around the block, trail, down the road so that you can enjoy the weather, get some fresh air, and soak up that vitamin D
Ensure you take your breaks – but not too many

I find when I don't take my breaks away from my desk, I don't feel as relaxed as I could/should

I also find if I don't take my breaks, I want to get up and wander around the office looking for an escape

Don't work evenings or weekends unless it is part of your schedule or work agreement

If I take work home with me *few exceptions occur where I have to work in the evenings or weekends* I get the time back by leaving early on a Friday afternoon. I have to enjoy my time away from the office and feel like I not only accomplish my work tasks but my personal goals as well.

So – I hope your summer isn't filled with the kind of procrastination and longing that occupies my every waking, sun-filled second. Get out there – enjoy the summer, but make sure you earned it!

Summer E-Learning Guild Courses Announced

2008-06-12T09:51:00.001-04:00

I was pleased to receive my updated E-Learning Guild announcement in my inbox this morning.

The seminars sound very hip and exciting: Learning in the 21^st Century: Get Social, Get Game, Get Learning!

Over the course of four days there will be expert speakers tackling the latest in Collaborative Learning (podcasts and blogs – two of my passions will be covered) along with other social networking and learning opportunities.

As well there will be a series on Immersive Learning Simulations where this discussion centers around games, simulations and virtual environments designed to aid and engross the student in their learning.

Check out the link to the E-Learning Guild summer seminar series in Chicago for more details.

Tom Kuhlmann: The Real Purpose of E-Learning Template

2008-06-10T12:08:00.001-04:00

I am a huge fan of Tom's Articulate blog. I wanted to share a great discussion generating article with you that Tom posted on his site. To get the full effect, you may wish to start at the previous article.

Take a look at The Rapid E-Learning Blog and see what has me so ex-E-cited.

This isn't the first time I've found myself nodding in absolute agreement with Tom saying something about PowerPoint presentations are different than PowerPoint e-learning! A template is a guide, and once you have become proficient with a template, you don't need it anymore – right? Well – maybe not – while Tom does mention templates are great for beginners and not so great for experienced e-learning professionals, he does bring to light the problem of reliance. While you rely so much on the template you can lose focus on developing your own ID (instructional design) skills. He's Right! – AGAIN I found myself nodding in agreement so hard I feel a bout of whiplash coming on!

So read along and see why Tom thinks there is still a place for templates within E-Learning – and let's get the discussion going.

Learning Paths – The Evolution of Training

2008-06-09T14:46:00.004-04:00

Today I'm pleased to introduce you to our first, official guest Blogger! Welcome Arupa Tesolin to the E-Learning Network!

I had an opportunity to chat with Ms. Tesolin about this concept of defining a path to the right learning outcome. It's a great idea, an informative article, and I hope you enjoy it.
Jac Hutchinson

Copyright April 18, 2005 by Arupa Tesolin, Intuita, 905.271.7272, reprint permission received June 9, 2008.

A new approach to training is winning rave reviews from companies who are reducing the time it takes to get employees up to speed by 30% or more. Learning Paths, the brainchild of Steve Rosenbaum and Jim Williams, is making training more realistic and accelerating the development process at the same time. Both Steven and Jim are long-time corporate trainers who together recently authored a book by the same name co-published by Wiley and The American Society of Training & Development (ASTD), (more info see ).

The concept of a Learning Path represents much more than a re-labelling of old terms. Put simply it is a complete rethink of how training ought to work from the point of view of both the company and the employee. And it is concrete, completely and definitively measurable from Day 1.

Here's how it compares to the way training usually happens. The typical training process starts with a needs assessment to determine performance and business needs. Then course objectives are determined and a detailed training program curriculum follows. The return on investment is somewhat nebulous and speculative while quality depends on the content and delivery of the training program. Following the training in an optimal scenario, participants and managers give feedback on content, delivery and performance. But it pretty much ends there. In actuality, the feedback process assesses whether the training program fulfilled what it said it would, not whether the right things were taught the right way to begin with.

The process discipline involved with Learning Paths ensures that the right things are taught the right way AND in the shortest time. Learning Paths involves a re-engineering of the basic training process from start to finish. It's really much cooler than the term implies. Intuitively employers "get" that the payoffs are via both increased profits and employee motivation. It is the "how" they get it that is the most fascinating.

The up front measure is Time to Proficiency, which means how long it takes to get an employee performing at an average level. Historically, curriculum approaches tend to fill classroom days with stuff. By contrast, a Learning Path covers the entire learning protocol both in and beyond the classroom. The key to success with Learning Paths is getting very direct with what really happens during the so-called "Mystery Period", between when training ends and proficiency is achieved.

"This is the precise interval", says Steve, "where most gains in learning can be achieved."

"Usually there's a lot of wandering around. Learning happens when someone has time to show you. A lot of things happen after training that ought to be either included in the training or written down. When people get out of training they start to ask questions as they struggle. And they're usually the same questions all the time. Why wait for people to ask the question? Let's put the questions back into the training."

The first part of the process is to map your existing Learning Path. First review the existing training program and what happens after that, then quantitatively establish the performance level and figure out how many days it takes for an employee to reach an acceptable average performance level. This defines what proficiency is required.
Here are two examples of different proficiency requirements. The first is from an airline reservation agent. Average performance of an effective employee for this company means handling 20 calls per hour, processing 3 reservations, $1500 in revenue, and a cancellation rate of 3%. The second from a field sales representative is 3 calls per day, $10,000 in sales, 5% return rates and 1 new customer per month. Each parameter of proficiency is captured in a report, statement, or the company data-base.

Usually from this point it's easy to determine how much training costs and how much each day of less-than-average performance costs the organization. Shrinking this time by 30% adds up to a lot of measurable savings and potential profits. And employees are more motivated too because they are learning quickly, and not wasting time in training.

This is done by systematically improving and speeding up the learning process by removing unessential elements, replacing theory with more practice and on-the-job coaching, self-study assignments, and creating other learning opportunities that could include e-learning or other components with feedback that replace components of the classroom training program with a designed learning track that works better. Steve calls this part of the process Quick Hits and says that time and cost savings of 30% represent are typical easily achieved results.
The process invests and engages supervisors in a direct role as coaches and mentors. But there is nothing ambiguous about this coaching role and its outcomes. They are linked directly to proficiency development.

"Another factor that can be positively impacted by Learning Paths is attrition. The majority of turnover happens in first 90 days. Some significant things can be done to address that early turnover by putting training feedback into the hiring process. For example an organization hires nurses for an in-home health care job doing full-time health support. In coming employees who are nurses have an expectation that there is more nursing in the job than patient care. But it's not that kind of a job. So, if it takes 90 days to get a nurse to say they don't like it we've lost a lot of money and time training that employee. It's better if they quit on the first day. The solution is to show the employee up front what the job is and what the conditions are."

But how do Learning Paths differ from a competency model? Steve described it this way. "Doing a competency model can help you get to where you want to go by determining skills, knowledge and attitude. But this breaks it down into very small pieces. When one of those pieces is done together with other pieces that's another competency."

"As an example let's look at a Call Center. You need to be proficient on the computer, you have to have good communications skills to talk with customers and you have to know and be able to explain the products and services they offer. But you need to do all of this at the same time. That's what proficiency is, the linkages among the skills and groups of skills that are done together."

Learning Path project successes have been achieved with major enterprises both in North America, Europe and in India, proof that the method works internationally and in multi-national companies. Smaller companies too, where finances and resources might be more constrained, also have a lot to gain from this methodology. Learning Paths are also used effectively at the first stage of a training project to scope out what parts are best done by e-learning, in the classroom, on the job or by coaching.

The best part of Learning Paths? They work. And they achieve results through involvement and buy-in from all stakeholders involved in the training process, executives, HR Managers, trainers, and most importantly supervisors and employees.

Arupa Tesolin is a Speaker, Trainer and Innovation Consultant who provides Innovation Training programs through Intuita and is the Canadian Partner for Learning Paths International. www.learningpathsinternational.com She is a Speaker, seminar leader and consultant who is the author of 2 books, Ting! & Spark. 905.271.7272.

2008-06-04T23:13:00.013-04:00

Bring Your E-Learning to Life with Talking Images!

Recently I had an opportunity to work on a unique project for one of our clients who was having trouble recruiting and retaining competent, loyal employees. So we developed a tool using Lectora that guides the hiring manager through the steps of recruiting. The tool was used in an instructor-led seminar attended by hiring managers.

If you think about the process of hiring someone, you know that a bunch of similar-looking resumes come flooding in. The hiring manager has to sift through them, and then most likely arrange a phone interview with the top prospects. A face-to-face interview is then scheduled with those candidates who passed the phone interview stage.

Realize that certain impressions are formed at each stage of this process. The hiring manager might think someone looks great on paper, but then finds they are a complete dud on the phone. Or maybe the candidate is great on the phone, but you find your impression of them alters greatly once they arrive for their face-to-face interview.

My team and I thought it would be a great idea to guide the seminar participants through these stages in a realistic, interactive way. How? By using audio to simulate the phone interview and avatars for the face-to-face interviews. An avatar, as you may know, is a digital representation of a human.

On the day of the seminar, the instructor divided the hiring managers attending the seminar into groups of five and provided one laptop to each group. Each laptop was pre-loaded with our interactive Lectora presentation.

Based on the results of a Zoomerang survey we submitted to the attendees in the weeks before the seminar, we created a job description for an account manager position for an insurance firm. We then created five resumes for potential candidates. We also provided participants with a brief bio on each candidate as well as the most common questions that we felt would be asked of these candidates.

We scripted answers to the interview questions unique to each candidate (fitting the personalities we had created for them – i.e. the older female had a deep voice and came across as no-nonsense, a lot of ‘likes’ and ‘ums’ were used for the younger candidates). Using the voice over skills of the good-natured folks on our staff, we recorded audio of the answers to be used in the ‘phone interviews’. (Techie note: I love the Blue Snowball USB microphone for audio recording and WavePad and Audacity for editing the .wav files.)

We had the participants conduct a ‘phone interview’ by having them click on a simple rollover button in Lectora that would play each candidate’s answers to the various phone interview questions. We then asked participants to jot down notes of their first impressions of these interviewees.

Now the fun part! The face-to-face interview using the avatars.

To create the avatars for this course, I needed .jpg images for each candidate and the CrazyTalk 5 program from Reallusion. I visited iStock photo and my other favorite image site, Dreamstime, and searched for five candidate images. Our team chose a young African American female, a middle-aged Caucasian female, a young European male, a Spanish male, and an older Caucasian female. The trick to choosing images for use as an avatar with CrazyTalk is to make sure they are facing front and have their mouths closed. It also helps to have them isolated against a white background.

I imported the images and pre-recorded audio files into CrazyTalk and with minimal intervention, the program brought the candidates to life. Using the masking tool in CrazyTalk, I was able to apply a background behind each candidate of an office environment, making them look like they were sitting across the hiring manager’s desk. I then exported the finished product into a .wmv file for insertion into Lectora.

In this phase of the exercise, the seminar participants were able to now put a face with a resume and could click on each candidate’s photo and hear their responses to the in-person interview questions. The participants were amazed at how their impressions either coincided with or were completely different than their original impressions from the resume.

Here’s an example of one of the candidates. This is a simple .jpg image purchased from Dreamstime.

Now here is the .wmv file of the avatar talking:

Remember, this moving, talking person was created from a simple still .jpg photo!

The feedback from this seminar was incredible. And creating these avatar images was easy and added zip to what could have been just another boring hiring presentation. Try it!

The Power of a Storyboard

2008-06-03T20:30:00.002-04:00

In the last few days I have been working on two e-Learning courses for different customers. In both cases the storyboards were created for me by Content Consultants, otherwise known as SME's (Subject Matter Expert). One of my content consultants has a strong learning background the other is truly a SME. Seeing these two very different storyboards helped me to realize just how important a strong storyboard is.

When I write e-Learning courses that I am going to develop I find that I slack off on the level of details I include because I know I will be putting into our authoring tool, Lectora 2008. I also know what I want to accomplish. Based on my experience this week it has help me to understand what exactly I should include on my own courses just in case someone else creates the course. In my organization the client sees the storyboard before the course is created. A strong storyboard will gives them a better description of the product they will be receiving.

I wanted to share some of my lessons learned after this week.

If there are specific images, in my case screen shots, that need to be included in the course either include a link as to where the images can be found or the actual images. Descriptions just don't cut it.
Speaking of images don't just do a piece of the image if you want your learner to understand exactly where the specific section is located. It doesn't help if they don't have a road map to guide them.
If the course is going to have a drop down list of items the learner can choose from be sure to include every option the user can select from. Writing in the storyboard to have the learner select C without listing A-D won't really help once it time to develop the course.
Details, details, details. This should have been first! In my case both courses are for new individuals to the company. Be sure to include the "why's" don't just assume that everyone will be on the same page. Learners need to understand why they should do something before you tell them the instructions on how to do it.

In the end both courses are working out just fine. However, I find myself asking a lot more clarifying questions to my SME because I have gaps in my materials.

Thanks for letting my share my best practices. I hope they helped. Until next time.

Welcome Aboard

2008-05-27T11:25:00.001-04:00

A recent article on Page 16 in the May 2008 issue of HR World gave me an idea into the introduction of this new e-Learning forum.

The article titled "What is E-learning?" provided a fantastic introduction into what e-learning means and how e-learning can be accessed. I encourage you to read through the article and make special note of the 3 Keys to Success: Plan, Pilot, Build.

Many people I have spoken with recently have a narrow view of e-learning and through this forum I'd like very much to open the proverbial "eye flaps" and extend beyond learning using the internet as the sole focus of this forum to include it and other avenues such as web-conferences, CDs and DVDs, teleconferencing, video and film and the newly emerging mobile and wireless technologies.

In the near future you will see articles posted by many different contributors, each with their own special talents in the training and development realm, and I anticipate that there will be a flurry of active postings to help keep you informed, show you new tools, tips and techniques and also provide some light entertainment from time to time. Topics will include e-learning tools, techniques and tips, Learning Management Systems (LMS), e-learning software, technical writing, using graphics and graphic design, animation, audio and video integration, presentation, learning styles, consulting, and project management for the e-learning professional (and so much more).

We'll also keep you posted on the launch of our new website, community forum and contact information.

But for now, we want to welcome you to our readership and hope you have a great time while you are here. If you have something you would like to share; a tool, a tip, an article, a product or service, even a resource, please drop me a line and I'll be sure to share it with others – and credit you in return. Don't forget to include your blog address or website when you correspond so that we can include that.

I look forward to hearing from you and sharing with you.