Vignettes Learning

NOVEMBER 10, 2009

Because of this “dumping dirt” practice, the training profession is losing ground to other ways to learn on the Internet. Forget about the training program.” Related Blog Entries: Think Artichoke eLearning, Understand Learner’s Instincts If your Content is 1,000 pages, how do you discover the 10% key performance content?

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Vignettes Learning

AUGUST 9, 2004

Designing Effective Graphics For e-Learning Programs 2. 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.

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Vignettes Learning

SEPTEMBER 20, 2004

If the "Blind Swordsman" were to successfully sell e-learning programs to top management 2. How do you successfully sell e-learning to top management? Ask your vendors and internal developers to always construct a prototype as part of the project justification process. Featured Simulation: "Millionaire Game" 3.

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Vignettes Learning

AUGUST 16, 2004

Googlelize e-Learning Programs for Repeat Value 2. Illustration: "e-Learning Search Function” 3. Googlelize e-Learning Programs for Repeat Value We love Google for the way it helps us search tons of information to retrieve just the bytes we need, and for the way it helps us do this in a flash.

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Vignettes Learning

APRIL 12, 2005

Mobile learning is the use of a personal digital assistant (PDA) to produce an anytime, anywhere learning experience. Content and software developers are customizing e-learning programs to fit the requirements and capacity of the PDA.

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Vignettes Learning

NOVEMBER 7, 2005

To achieve this, you need to introduce a process that will allow SMEs to provide you content to get your end results Â- learner performance. The process needs to cover: Agreement of principles on why the process meets the best learning results, reduces cost, and speeds up delivery of the program.

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Vignettes Learning

AUGUST 30, 2004

Other, more effective, e-teachers recognize that their online students are much more likely to learn information that equip them to perform their job functions. e-Learning trainers and program developers who stress "total content" at the expense of "functional information" risk producing trainees who have mastered neither.

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