Good To Great

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Nine tips for writing excellent RFPs

Good To Great

Or, if you’re a provider, how many times have you laboured over a proposal only to find – on rejection – that it all hinged on a vital piece of information you didn’t have? If you really do need the e-learning proposal equivalent of War and Peace , provide a realistic deadline; it’s in your own interest.

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10 ways to improve learner experience: webinar summary

Good To Great

James illustrated 10 examples of incremental innovation (or ‘butterfly moments’) in e-learning, which I think are well worth sharing. Find something that works and tweak it to keep it fresh, for example by modelling your next course on a tried-and-tested website or tool. Reflect your users. Resources not courses.

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Day 5: Sanity check!

Good To Great

The good news is that this can be going on at the same time as the SME review, but of course your test or sample learners will be looking for different things. Where possible provide a 1-4 scale (this way they can’t always simply select the middle number) as well as space for free text. Get a third opinion from an end user.

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Day 2: The right interactions at the right time

Good To Great

Peripheral or context-setting screens (like the second screen in the example above) probably don’t need to be interactive. But screens around key learning points are likely to benefit from ‘testing’ interactions (like the third, fourth and sixth in the example above). Do you need to make any changes?

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Day 3: The Goldilocks rule and good feedback

Good To Great

I’m sure you can come up with many more examples of common mistakes that render a potentially good interaction next to useless. I really hope your course doesn’t include examples of this, but these things do happen so let’s get them out of the way right at the beginning. Here’s what they came up with. Make feedback meaningful.

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Brilliant backchannel tweeting: what to do during an event

Good To Great

Provide an introduction and some context. Provide the title of the session, the Twitter handle of the speaker if possible, and a very brief summary of what to expect (if the title doesn’t provide that itself). Take advantage of any visuals provided. Okay, you may need two opening, context-setting tweets…!

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Interactions: to tell or to test?

Good To Great

Yes, in theory, you could work through a drag-and-drop, quiz question or matching pairs activity (to name a few examples) without engaging intellectually, but it’s not so easy to do. I call these ‘telling’ interactions. Other interactions demand a little more from the learner. ‘Testing’ interactions.