| | | e-bites | | Providers | 3 articles |
| Page 1 of 1 | Previous | Next | E-BITES SEPTEMBER 9, 2009 Training across business lines and languages – the multilingual jungle Learner and Manager packs : The Learner and Manager packs provided information on how to prepare for the training, including a pathway recommending what resources to access and when, tips on getting the most out of the resources etc. Trainer Kits : The trainer kits provided the super users with the key points covered in the trainings and advice on how to best pass on this knowledge to their colleagues. The first project i handled was quite a complex one – supporting the rollout of a new system to users across The Netherlands. Lots of work ! Our Solution. How did we do it? | E-BITES NOVEMBER 20, 2008 Vendors sharing their expertise – rapid learning blends It provides a quick and practical guide on how to create blended e-learning in short timeframes and at low cost. . It’s amazing how a phone call or an sms or an email can provide the touch that makes a rapid e-learning module successful. I have been reading through a few of Kineo’s rapid guides and tip sheets and i love them! . The guys at Kineo do a great job at sharing their expertise in the e-learning space. One of their latest papers is “ How to design rapid e-learning blends ”. . So keep an open mind.and keep it simple ! | | | | | | | E-BITES FEBRUARY 28, 2009 Learning professionals today, the credit crisis and grabbing attention Learning execs need to provide sponsorship – learning professionals need to know when to ask for thus support. I was on a train trip to Den Haag yesterday and remembered I had a few podcasts on my ipod I hadn’t got around to listening – one of them was an interview with Alisson Rosset, Prof of Ed Tech at San Diego State University : [link]. In it she discuses how learning has changed in the past 10 years. The main points she makes are: * Basics are still the basics – customer needs, recognition of learning as one of many interventions to achieve business outcomes. | |
| | |
| | |
| |