Organizing Videos for Instant Learning and Sharing in e-Learning

A lot of e-Learning use videos. We can learn from how this site, WebbAlert, produces and delivers its video to make it viral. When applied in e-Learning, viral means easy to share, reference, subscribe, embed... in essence easy-to-use video libraries as a tool for instant learning and sharing. This design helps in rapid e-learning, where learners can access knowledge rapidly -- avoid many clicks and flipping all over the place. View the video below and click MENU.

See the graphic below and check out the key features of the video and the options associated with it. As e-Learning developers, we can learn a lot from YouTube's "insane" methodologies.

This is the site http://www.webbalert.com/viral-video/ CLICK MENU.



Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

The iPod Video & e-Learning Looking Glass

The holidays are coming and I must find a justification for buying (as a gift to myself) the iPod Video. Currently, I am enjoying my 40 Gig iPod for music and have downloaded hundreds of my favorite songs. The cool thing about iPod is the way I can organize, listen, and purchase music anytime I want. I can personalize my iPod. I’ve also added audio books and have now tested Podcasting files.

I am however, amazed with how my fellow trainers respond to technologies in this case the iPod. I once asked a group of participants in a workshop about their reactions to the iPod. Only a few have actually experienced using it. But after showing the group how the iPod works, a couple of people had very strong feelings about how trainers are losing control over the learning process. The question raised was: how do we know if they are really studying? How can we track progress? And for e-Learning, how do implement SCORM (an electronic method of passing completion data of participants from one) so we know if they have completed the training?

Raising the question on losing control is very valid and this should be answered and a solution should be developed. However, it is better to ask the question: what can the iPod video do to improve ability of our learners to learn or perform on the job? And do we take advantage of this if the tool has the potential to solve a training or performance problem?
Answers to these questions may dwarf our concerns for control.

Here are some possible approaches.

1. Producing videos for iPods follow a different paradigm. Although the video production process is the same, the learning consideration is different. Videos should be very short, no more than one minute.
2. Use iPod video for highly motivational, high-celebrity, presentations. And you may need to zoom a little more on faces of people. I am sure there are other applications. iPod video is also good for highly changing content or event driven content, i.e.
   
3. Use iPod video not just for learner training, but also for client, customer and even sales presentations. (But it may be not a good idea to loan your iPods to clients – smile). Clients could view product demos, features and functions, or a message from your top executive on a new change in the business.
4. Blend iPod video lessons with e-Learning, classroom, and coaching sessions. In an integrated blended training delivery, viewing an iPod video lesson may distribute iPod videos as assignments. This will provide learners more flexibility for them to study materials.

If you have done applications of iPod video with your training, please share your story. Please email to rjimenez@vignettestraining.com.


Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

Designing Effective Graphics For e-Learning Programs

Topics this issue:
1. Designing Effective Graphics For e-Learning Programs
2. Featured Slideshow: “Multimedia”
3. Converting Content is Tough: It is tougher than software development

1. Designing Effective Graphics For e-Learning Programs
Many trainers and designers copy free canned graphics, and slap them into e-learning programs. It’s the easy way—but it rarely works. To make graphics function for you and help elearners grasp your points:

• Think before you design
  Clarify the ideas you want to burn in with your graphics. It is impossible to create an effectively communicative image based on a fuzzy concept.
  
• Create images that illustrate your message and story
  Without an exciting concept or engaging story, you cannot design an engaging image. So work on expressing your ideas through stories, events, characters, and situations. Then illustrate them with graphics. Unfortunately, too often e-learning programs are void of stories and are largely factual. Consequently, images are uninteresting.
  
• Respect graphics professionals
  Professional visual artists almost always produce better graphics than amateurs. Do it yourself, or on the cheap, and your images predictably will fall short of the impact they could add to your e-learning program.
  
• Test effectiveness
  Finally, how would you know if an image delivers the results? When the
  learner gets the idea by merely viewing the image without reading the
  content - then, and only then can you say that your image is effective.

2. Featured Slideshow: “Multimedia”
This slideshow will show you that the right combination of multimedia and graphics can enrich the learning experience of your learners.

To see more slideshows, please register and preview the Slideshow Gallery.
Visit http://www.vignettestraining.com/galleries/trainers/preview/trainers_prev.htm

3. Converting Content is Tough: It is tougher than software development
In the Blended e-Learning Workshop you will learn how to choose and mix the right media to enliven your e-learning content.To check schedules of the Blended e-Learning Workshop in your area, please click here http://www.vignettestraining.com/workshops/index.htm

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"