learning-platform-1-1-pm1bnabs5p8koj410qio3xf2ljwi095buuv0e0dkt0

What learning platform? Part 1

Often we see a number of posts on social media where people are asking “what platform should I use to get my courses online?” And the community responds with this whole range of suggestions around what would be a good platform, based on their own individual experiences. Very rarely do we see comments to take a step back and consider what they specifically need the platform for.

Not every learning platform is the same. We’ve got learning management systems (LMS), learning experience platforms (LXP) as well as content aggregation systems that you can use to promote and sell your course. The run yourself LMS & LXP’s come in a variety of types. There are the ones that are WordPress (and other content management system) based plugins. There are other ones that are better designed for the small course creator or edupreneur. Then there are others that have been developed for large corporates.  They all have a number of similarities (namely host a learning experience) but they also have their own specific functions and differ in a number of ways. Selecting a platform that a large corporate would use and then trying to use that for your own small course that you are delivering to an outside audience it’s probably going to be overkill or not going to work.

What is the experience you want to create?

Before you select your learning platform you need to think about a few different things. First of all, consider, what is it that you want the learning platform to do? I’m not just referring to delivering a course, but what is the experience you want to create and the features that you will need. Also, think about the audience. Who are we delivering this course for? How are they accessing the course? If you are building a course for an internal audience; the way they promoted to the course and given access to that course is going to be completely different to an external audience. There is an extra level of a promotion that you needed to attract people to the course. So think about what are the capabilities of that platform to achieve this.

How do you want people to engage with your content? Do you want people to become active participants in the learning, rather than just sitting back as passive consumers? Do you want to encourage participation through gamification, providing rewards to learners? Do you want to encourage social learning? You need to make sure the learning platform allows for this. Make the decisions around the required learning experience first, then find the platform. The alternative is selecting the platform provides and then building the experience based on what it provides, which can be very limiting and a bad decision.

Most importantly, think about the course itself. What are you trying to achieve? How are you delivering this course to people? Is it purely online? Is it part of a blended learning experience? If it is a blend how does the platform allow people to engage with the content as part of that experience? Are they able to go into the online space and see when events are happening? Are they able to book into events through the learning platform? Does it have that capability?

What learning assets are you delivering?

Consider what does the course look like? What is the content – the learning assets – you are delivering as part of the course? Often, we see a lot of video only courses. There are a lot of platforms out there that allow you to simply just put in video and some basic text content. But is that how you want your course? Certainly video is a medium that can be used to engage, but it’s not the only medium, and you need to think about matching the method to the media.  You might need to look at creating content in an external authoring tool to provide a higher level of engagement, to deliver content in a much more engaging way. If you’re looking at having to do that, then you need the ability for that content to be simply and easily put into the system. I have seen some great platforms that have got great front ends, great on the marketing side, great on the landing page. But when it comes to building the content inside, you’re limited to video and basic text. So, the course experience obviously then leaves a lot to be desired. Consider the learning experience you want, and the learning assets required to create that, and if this can be done in the platform.

We advocate the idea of building the content in an external authoring tool (to give us greater flexibility and functionality) and then putting it into the platform. It also provides greater flexibility if you want to move to another platform. If you build everything directly into your platform, and something happens to the platform or you decide that you’re no longer going to operate your courses through that platform because you have found a better alternative, then you’re going to have to build everything. Very rarely are you able to pull content built directly into a platform back out with ease. Whereas, with an external authoring tool you could pick up those objects, pick up those assets, and put them into a new learning platform.

What external systems do you have?

You also need to consider your existing systems. Now, obviously if you are just moving into this space and you have nothing then the decisions are going to be a bit easier. But if you’ve already got existing web pages, a CRM, landing pages, or other elements that for part of this potential ecosystem for your clients then obviously you need to consider some of those factors as well. If you already have people engaged in a community, and this is using a membership site through a WordPress plugin and they are used to going into your WordPress site, well then logically a WordPress plugin platform might be the best option.

How are you promoting the course?

Also, you may need to consider how you are promoting the course, and the marketing functionality of the platform. Do you need people to be able to see an external page that displays a course catalogue? Do you want people to be able to buy and enrol courses directly from the front end of the platform? A lot of the learning platforms were built for corporates and may not be able to be access the course catalogue into you logged into the platform.

What is the usability of the platform?

Consider the usability of the platform, not only for the course creator but also usability for the facilitator and learners? How easy is it for learners to engage in the course? How does the platform to provide a positive experience? But also, how easy is to actually create content, to upload your content, to enrol users and do all of the management functions required? How easy is it to pull reports? What sort of reporting and analytics do you need?

What is your budget?

The final factor to consider is your budget. How much do you have to spend on the platform? What pricing model works for you? There are some platforms that provide you the administration functions to build a course for free, or a very small amount, and then charge for every user who enrols. Others will charge you a higher fee for hosting and managing the platform but no extra costs per user, with the same price regardless of if you have 5, 50 or 500 users.

In conclusion

So it’s not simply a case of selecting a platform, and then building a course. Consider all of the other factors you need. Develop a checklist of your essential and desirable features to create your ideal learning experience, then choose the platform to fit your needs.

edupreneur-toolkit-3-pm1bnabs5p8koj410qio3xf2ljwi095buuv0e0dkt0

Piloting your online course

To ensure that your online course is successful, it’s often a wise idea to pilot it. This is basically a way of testing it, so that you can iron out any issues before you start taking on real students. How you decide to pilot your course depends very much on the type of course. Here are just a few tips for piloting your course.

Decide how long to run the pilot

Will you pilot the course for the same length of time as the actual course, half the time or simply for a couple of days? The length of time at which you run your pilot, depends on how long the actual course is expected to last. You may be able to cram the basic elements of a long course into a few days to save you time – this won’t be as costly and it will be easier to find an audience to test on for a shorter period of time.

Assemble your pilot audience

Your pilot audience should ideally be complete strangers that haven’t had any part in putting together your course. Their opinion is then likely to be unbiased. They should be people who are interested in the nature of your course. Providing your pilot course to people at a significantly reduced rate could be a win-win for everyone.

Take notes

Once your pilot is underway, it’s important to take notes so that you can spot any problems. Are your students struggling in certain areas? Are there any problems with the technology you’re using? All of this is worth noting for helping you to make future improvements.

Ask questions and collect data

Asking your students questions can help you to collect data on how well the course is going. This could help you to spot issues that may not have even noticed are there. Review analytics to see where students are spending the most time, or where they are skipping looking at certain learning objects. If you have incorporated social learning in your course, look at the quality and content of comments. This can all be done throughout the piloting process and after the pilot is complete. You can ask individuals direct questions as well as offering general surveys along the way.

Use your data to improve your course

Once you’ve finished piloting your course and collected all the data you need, you can then start tweaking your online course before its official launch. Take as long as you need to make the changes that are necessary. Once all the major flaws have been rectified and you’re confident that your course is as polished as it can be, you can then finally start advertising your online course to real students. Good luck! Interested in designing and developing your own online course? Get in touch with us and let’s chat about what’s possible.

Kickstarter-mage-1060x263-1-1024x263

Superb L.O.V.E

Sharing our Knowledge through LIVE ONLINE VIRTUAL EVENTS

REGISTER NOW

Driving-automation-in-learning-campaigns-with-data-and-analytics-pm1bnabs5p8koj410qio3xf2ljwi095buuv0e0dkt0

Driving automation in learning campaigns with data and analytics

Delivering a learning campaign moves away from the “one and done” learning event, to a learning experience that is spaced over time, using multiple points of learning. The concept of the learning campaign borrows from the marketing campaign concept, where users receive marketing information over a period time through multiple points of contact. In the simplest form, Learning & Development (L&D) and Marketing are trying to achieve the same objective – to change behaviours. In one case, it is buying behaviours, in the other behaviours around how we perform a task. Yet, when it comes to the campaign approach Marketing are doing it so much better. But why? What is Marketing doing better? Why can’t L&D replicate this?

Automation

One of the key things that we see Marketing doing well is around the whole automation piece. Sales funnels are set up and based on user actions different points of contact are provided. A classic example is when you sign up to access some content on the web. Undoubtedly you would get an email providing you with the content. You’ll probably also get another email not long after, providing another point of contact. Maybe a video or article that explains how the solution they are selling will solve your problem. If you ignore it, then you might get a nudge in a few days’ time with another point of contact. If you decide on taking up the offer, you will receive another point of contact providing more content to assist in changing your behaviour. All of this is automated. It is driven by data and actions. L&D can replicate this. The same concept can be applied to drive a learning campaign that can be automated based on learners’ actions and choices. Rather than a sales funnel, we can be providing a course. The various points of contact can be points of learning. Inaction results in nudges to help motivate the learner. Progression results in the learner receiving more points of learning, personalised based on their actions and choices. We can continue to provide nudges, points of learning and sources of reflection as they progress through the campaign. We can space the learning over time to avoid cognitive overload and enhance recall.

Sparks

All of this can be achieved with capturing the data and based on that data, sequencing certain actions to occur. The power of xAPI and the potential to do this has excited me but has always been a challenge to fully understand how to manipulate the data. Marketing, for a while has had automation tools that allowed us to easily configure the campaigns and the actions that would occur. Now, with the power of Sparks, L&D has this opportunity too. Sparks provides us with the tool to easily automate the process. For example, a user is enrolled in a course. We trigger a point of learning to engage with them and look to motivate them in the course. Inaction results in a nudge. Nudges continue to occur to engage and provide further points of learning as the campaign progresses.

Getting started

If you are thinking about getting started with automating a learning campaign, here are some tips to help:

  • Work with a marketing mindset and think about the key behaviour indicators (KBI’s) you want to see
  • Think about what these KBI’s would look like in terms of learning data
  • Consider when you are going to nudge and prompt people with the various points of learning
  • Consider the different mediums you can use as the points of learning
  • Avoid the Marketing issue of making things too “spammy”
  • Evaluate the success (and or failure) of the campaign and reconfigure where necessary

Kickstarter-mage-1060x263-1-1024x263

Superb L.O.V.E

Sharing our Knowledge through LIVE ONLINE VIRTUAL EVENTS

REGISTER NOW

The-benefits-of-using-technology-to-deliver-learning-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

The benefits of using technology to deliver learning

The following is the second in a four part series on using digital learning technologies.

Technology is rapidly changing. We have access to so many types of technology to craft different learning experiences. With the different types of technologies come different features, that provide us with a wide range of benefits.

benefits-of-using-technology-2

Different modalities

One of the key benefits of using technology to deliver learning is that we are not limited to one modality or the one type of technology. As a result, we can use different technologies to provide a unique blend of learning experiences to create positive change and inspire action.

Blended learning has been shown to provide effective learning outcomes. Blending technologies can also provide quality outcomes. We can use technology to gauge participant understanding or thoughts immediately through polling tools in a face-to-face workshop or webinar. We can develop interactive and immersive learning experiences for people to have virtual try it exercises to apply their skills and knowledge. We can share information before, during and after a learning event through weblinks, emails and online courses. We can provide a collaborative online space for people to share and engage in social learning with their peers and facilitator.

These modalities can be part of one learning campaign, providing a much more varied and richer learning experience than a face-to-face workshop.

Extend our reach

Traditional face-to-face training is limited to participants of a certain geographical area, unless a large expense is occurred with transporting participants to a location. Through the use of technologies, such as virtual classrooms, webinars and online meeting tools, we are able to extend our reach beyond these geographical areas. From just delivering courses in Brisbane or Sydney we can use technology to deliver courses to participants from across Australia, Asia or anywhere else in the world.

Opportunities to practice

I’ve never participated or facilitated a role lay that worked well. But if it did there wouldn’t be any opportunity for me to rewind the scenario and run it again. We have a range of technologies available to us now to create interactive and immersive learning experiences that people can use to practice their skills and knowledge. We could create a range of customer service scenarios using interactive videos. The participants can choose their own path and learn the good and bad ways to deal with the experience. We can create virtual reality scenarios where someone can operate a virtual forklift, letting them make mistakes without the risk of damage or injury. And each of these scenarios are repeatable allowing people to continue practicing until mastery (or at least competency) has been achieved.

More information

Designing a learning experience we need to consider cognitive overload. Jamming too much information in the short time and participants are going to learn very little. Technology provides us with the opportunities to space our learning over time, to provide just-in-time resources such as job aids to support them at the point of need and share larger volumes of information for people to access after a learning event.

Social learning

We are social creatures and we learn socially. This is one of the advantages of attending a face-to-face workshop, conference or networking session. We can meet and collaborate with our peers. It can also happen through technology. People can enter chat rooms, participate in Tweet chats, collaborate in social learning platforms (such as Curatr) and share information or experiences through social learning technologies. This also means that we are not limiting the social collaboration to those in the room. We also have the ability to review the content or discussions in our own time, something that we can’t do in face-to-face.

Content curation

Content curation is becoming an essential skill for the modern L&D professional. Technology allows us to aggregate and curate content without having to reinvent the wheel. We can share information and articles on the web, vidoes on YouTube or TedX and other key pieces of content. The technology tools allow us to curate this in such a way that makes sense of the content and provides an effective learning experience.

The above list is just a few of the key benefits. I’m sure we could continue to list a range of other benefits that technology provides and, based on your context, there may be others that you could consider.

In part three of this series we look more at the technologies that can provide these benefits. The final part will showcase a possible playbook for implementing digital technologies.

Should-I-use-eLearning-to-deliver-training_-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

Should I use eLearning to deliver training?

The following is the first in a four part series on using digital learning technologies.

Many trainers, facilitators, training organisations and businesses who deliver predominately through face to face are asking themselves the question “Should I use eLearning to deliver training?”. It’s an interesting question, but with the wrong focus. People often talk about developing or delivering eLearning or if they need to consider mLearning (mobile learning). To start with, we should drop the little letter at the start and consider it all as “Learning”, whether it is done face-to-face, electronically, on mobile or through other means. The real question that should be asked is “How can I use technology to provide a better learning experience?”. Reflecting on the last ILP Future of Learning Conference (if you missed it you should consider getting to this year’s event in September), during one keynote participants were surveyed and approximately 70% of the ILP members present were still delivery through face-to-face only.

In my opinion, these individuals and organisations are missing great opportunities. By incorporating learning technologies into their facilitation toolbox they have a much greater opportunity to reach a wider audience and higher chances of creating an effective transfer of learning. So why aren’t more people using learning technologies effectively to facilitate learning? The main reasons I have come across are:

  • Are happy with how they are facilitating
  • Don’t know how technologies can be used
  • Don’t see the benefits of using learning technologies
  • Confused by the volume of different technologies and don’t know what to use
  • Don’t know how to get started

How can technologies be used?

Some of the ways we can use learning technologies include:
  • Extending our reach by delivering virtually through webinars
  • Creating immersive experiences for participants to roleplay and apply skills and knowledge
  • Providing materials as part of a pre-course activity
  • Delivering asynchronous training through videos, podcasts and online presentations
  • Providing just-in-time resources for participants back in the workplace
  • Providing post-course follow-up or materials to support the transfer of learning
  • Creating and faciliating a social and collaborative space for participants to learning socially, with and from others
  • Creating a virtual learning environment to simulate or immerse people in difficult or dangerous to replicate situations
  • Curating content from the wide range of sources available
  • Allowing participants to create their own content
  • Providing participants an opportunity to capture digital evidence of their skills

There are many more ways that technology can be used, with a range of wide ranging benefits. In part 2 of this series we will explore these various benefits. Part 3 will look at the types of technologies. The final part will showcase a possible playbook for implementing digital technologies.

Kickstarter-mage-1060x263-1-1024x263

Superb L.O.V.E

Sharing our Knowledge through LIVE ONLINE VIRTUAL EVENTS

REGISTER NOW

Best-of-the-Blogs-–-Video-in-Learning-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

Best of the Blogs – Video in Learning

In this month’s best of the blogs we turn our focus onto the use of video in learning.

“If a picture is worth a thousand words, then a video is worth a million.” - Olsen and Loquist

Video has become a common media for sharing and distributing information. We only have to have a look at increase of video on social media sites, such as Facebook. Surveys. Other data also highlight an increase in the use of video, such as Kaltura’s report on

The State of Video in Education 2016. In this report 86% of respondents say that their organization includes teachers actively using video in the classroom.

The Benefits of Video in Learning

Salman Khan in ‘Let’s use video to reinvent education’describes the transformative way video can impact on teaching and learning.

Liza Brown describes a number of benefits for teachers using video in the classroom and Cisco, in their report ‘The Impact of Broadcast and Streaming Video in Education discusses how video appears poised to be a major contributor to the shift in the educational landscape. Both of these articles discuss video in relation to the education sector, but most is equally relevant to corporate learning and development.

Video Learning Facts You Can Use to Make the Case for A Video Platform provides some more benefits on using video, which you can use if trying to make a business case for video in your learning.

With every type of educational medium there are positives and negatives. This article discusses 6 of the pros and cons of video learning.

How can video be used?

The article 14 Ideas for Using Video in Employee Training provides a number of ways traditional video can be used.

However, we should also consider some of the advancements available, including the use of Interactive Video and 360 degree video.

Rapt Media’s blog talks about What Interactive Video Is. In the eLearning Industry blog they talk about how Interactive Video Platforms Are The Future Of Online Learning. The article Is Interactive Video the Next Big Thing? you can see 3 creative examples of how interactive video is used.

360 degree videos now open up new options for bringing advanced contextualisation to online learning. In this interview Dreamtek’s general manager for video, Dharmesh Makwana, shares his insight into the extra impact 360 video can have on learning. He discusses the application of 360 video as well as the technical issues around it.

My final thoughts

Video has always been an excellent medium for engaging learners and as internet and download speeds increase it is only going to continue to provide better learning experiences. We at Superb Learning are having some great success with the development of 360 and interactive videos and can only see this medium becoming better in the future.

Using-Tin-Can-to-help-tell-the-stories-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

Using Tin Can to help tell the stories

Learning is not simply an event happening inside a learning management system (LMS). It happens in classrooms, in the workplace, as discussions between people or through an individual’s self-study. But how do we track these learning events? Well, with advances in technology, we now have Tin Can (or more accurately xAPI) to capture the learning events and tell the story of what is happening.

What is xAPI?

xApi is a powerful tool that can be used to track learning events and other data. The simplest description of how xApi works is that it captures data, or a statement. The statement consists of an actor (the learner), a verb and object – or simply put “I did this”. In essence it captures a short story of an individual’s learning events.

The feature that makes this different to other analytical tools or programs is the freedom. The simple statement structure gives you the freedom to capture almost any event. xAPI has the freedom to talk to other learning record stores and device freedom means that any enable device can send xAPI statements, even when there is only occasional connectivity.

Capturing learning stories

Learning events or stories go beyond what has happened in a Learning Management System (LMS), rather any learning event an individual has been involved with can be captured. This could be automatically captured by performing an action or manually recording the event.

For example, we have an individual…let’s call him Billy.

  • Billy uses Tappestry, a mobile app that allows him to capture and track what he has learned and what he wants to learn about sales techniques. This data is sent to an organisation’s learning record store to measure and track these informal learning events.
  • Billy had a coaching session with his manager on closing the sale. His manager records the discussion, feedback given and future plans in an app on his phone. This session is recorded and stored in the record store.
  • Billy attended a sales master workshop. The workshop registration system captures an xAPI statement about attendees.

At a course or learning program level we can capture a range of data and tell a variety of stories:

  • For the individual learner we can examine their learning path and identify where they are struggling.
  • We can look at the course components and get a story of what is working and what isn’t.
  • We can identify the content that is providing value or how learners are interacting with different media.
  • At the course level we can see how learners are progressing or identify areas where non-completion occurs.

Putting it all together

All of this data (the xAPI statements) are recorded in a Learning Record Store (LRS), such as Learning Locker (which incidentally has a Moodle plugin). In an operational setting, dashboards can be created to provide a visual display of these xApi / Tin Can stories. Couple this with other metrics – such as sales, retention and customer service levels – and the success (or non-success) of a learning program can be measured. We can use these metrics to tell the story of high performing individuals, who have developed greater capabilities. Once the successes and non-successes have been identified then more stories can be gathered.

Consider the power of these stories. They provide:

  • The opportunity to maximize on what you are doing well, and learn from anything that didn’t quite go to plan.
  • Rich evidence of learning and engagement that could be shown to an auditor.
  • Unlimited marketing opportunities!

So, are you capturing the data you need?

Is your LMS helping you tell your stories of success? If you want to be able to tell better stories we’d love to hear from you.

Designing-Technology-Enhanced-Learning-Objects-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

Designing Technology Enhanced Learning Objects

As an instructional designer, the task of creating quality training resources can be daunting. However, with greater access to technology based tools it is becoming easier to create learning resources; in particular technology enhanced learning objects.

What is a technology enhanced learning object?

To put it in simple words, a technology enhanced learning object is:

  • (a) A chunk of content structured to support learning delivered using available technology.
  • (b) Electronic content designed to be reused within different instructional settings.

Technology enhanced learning objects can be used for content delivery, instructional activities and assessment.

What are the key elements of technology enhanced learning objects?

The basic principles of instructional design and user experience design apply to designing quality technology enhanced learning objects. The principles provide the foundation for the key elements, which include:

Objectivity

Technology enhanced learning objects must be aligned to a learning objective. Consider what skills and/or knowledge the learners will develop from the learning object. Develop the learning object so that these skills and/or knowledge can be developed.
For example, if you want learners to be able to recall information then flash cards could be used to deliver the content or a simple drag and drop could be used to apply the information.

Excitability

Learners should want to use the learning object. There should be an emotional connection with the object that excites the learner, making them want to explore its contents.
For example, providing an engaging introduction that highlights the importance of safety before an object related to health and safety.

Interactivity

To engage learners they need to be able to interact with the object. The advantage of technology enhanced learning objects is that they can be layered, allowing the learner to explore further information, and they can provide immediate feedback to the learner. Interactive learning objects also allow the learner to practice skills they would use in the workplace, not just learn the theory behind them.

For example, A scenario based learning object which allows a learner to apply their knowledge on a challenge, receiving feedback on the choices that were made.

Usability

The technology enhanced learning object should provide a positive user experience. Learners need to be able to easily use the object. This usability should apply across all devices, so learning objects need to be responsive.
For example, navigation should be clear and easy to use on all devices.

Reusability

Technology enhanced learning objects need to be reusable. That is, the object must be able to function in different instructional contexts.
For example, a quiz game could be used in a traditional classroom setting or as part of an online course.

Interoperability

The learning objects need to be interoperable. That is, the object can be freely transferred to different delivery platforms. The learning object should be able to operate independently of the delivery media or learning management system.

For example, the learning object could be embedded into a digital publication, viewed on a tablet device, or placed in an e-learning module, delivered through an LMS.
For more information on interoperability see the e-standards for training website.

Accessibility

Technology enhanced learning objects need to be accessible to all learners. This means the content is accessible to a wide range of people with disabilities, such as vision impaired, hearing impaired, learning disabilities, cognitive or physical limitations, speech disabilities or a combination of these.

For more information on accessibility see the Web Content Accessibility Guidelines (WCAG) 2.0

Superb-Learning-is-Story-Based-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

Superb Learning is Story Based

Once upon a time, stories were used to teach. They were used to deliver powerful meaning and messages. They were fables, bedtime stories and fairy tales. Stories were told around a campfire or more recently, read in a gripping novels or watched in an engaging animation or film. In today’s learning environment, programs can be “massive data dumps” ignoring the value and impact of a good story. Learners are exposed to massive amounts of disengaging content that they can’t connect to. They end up unable to see why and how the content applies to them or their jobs.

“Stories have the ability to encapsulate, into one compact package, information, knowledge, context and emotion.” (Norman, 1993)

That is why you will remember your favourite bedtime story as a child yet struggle to remember what you did at work on Monday. So how do stories improve the outcomes and returns of your training material?

When you use stories as part of your training:

  •  It grabs and retains learner attention
  •  The learning becomes fun as opposed to meeting a list of objectives
  •  It establishes the content flow and engages learners at every point
  •  Learners will remember the concepts covered in the course as they always remember a good story
Because stories communicate best practices and behaviours in a specific context, learners will have a better chance of understanding what you are trying to teach and how they can use that knowledge appropriately. In short, a story contains elements that appeal both to your head and heart — that’s why they work!
 
What can you do to improve the quality of stories in your training?

  •  Provide plenty of opportunities for your learners to tell their story during your training. Telling their story allows them to consider how what you are teaching applies to them.
  •  Use scenarios and allow opportunities for your learners to practise what you are teaching. Give them options to choose from allowing them to see the consequences of their choices
  •  Use examples of other people that have applied your teachings and succeeded
  •  Ensure the technology you are using effectively highlights and priorities storytelling
  •  Practise your stories and make sure they are relevant, entertaining and appealing. Just because you are using stories doesn’t guarantee you are using them to their full potential.
Engaging-learners-with-interactive-video-pm1bn9dxyv7acx5e6841jfnm0614sk1liq7iwqeyz8

Engaging learners with interactive video

Video is a powerful learning tool, yet it is often underutilised. The popularity of YouTube (with more than 1 billion unique users each month and over 6 billion hours of video watched during this time) and other video sites, such as Vimeo and TED Talks, highlights how people are engaged when consuming knowledge through video. Video provides a multi-sensory resource, where people can learn by listening, watching and sometimes reading. And now, the use of video in learning is even more powerful with the use of interactive video to provide another way for users to engage. Interactive video increases the learning experience by providing learners with the opportunity to interact with the video content. Videos can be made interactive where learners can choose the small chunk of content they want to watch, they could choose a path to take based on the scenario provided in the video. Quizzes can even be embedded into the video, allowing for a knowledge check to occur before progressing further. In addition to all of this, the videos play natively in modern browsers and across devices, including tablets and handhelds. So what are the tools required to create the interactive videos? Below is my run down on four of the best applications (in no particular order) that I have tested so far.

1. Klynt

Klynt (http:www.klynt.net) is a very straight forward, easy to use application. Users can upload a selection of their videos and using the mind map like storyboard, can connect the videos together. Hyperlinks can then be applied to the primary screen, which links to the other videos. An example of this can be seen in the Klynt Demo. Klynt has a responsive HTML5 player that can be embedded in a browser or other applications. It also has the ability to add detailed analytics to measure the effectiveness of your video project. Of the three applications, Klynt has the most affordable pricing option, with a free 14 day trial demo version, a lite edition for a one-time fee of $199 and the pro edition for a one-time fee of $599. Klynt also has the least amount of features, compared to the other two programs. If you are interested in checking out Klynt, view their range of tutorials here.

2. Rapt Media

Rapt Media (http://www.raptmedia.com/) also has an easy to use drag-and-drop authoring platform. As with Klynt, Rapt Media allows you to link between videos allowing users to choose their own path. A great example of this is Deloitte’s interactive recruitment video. Rapt Media has a one-click publishing function, allowing you to publish your video to multiple devices easily. Rapt Media is also cloud-based, giving you easy access to your interactive video files from any internet-enabled device. While Rapt Media has a slicker interface and output than Klynt, it does come at a cost with one quote I received for an entry level account starting at $550/month. There is a free account which you can start building and testing your videos. If you are interested in checking out Rapt Media, view their range of how-tos and tips.

3. HapYak

HapYak (http://corp.hapyak.com/) has a large amount of features but it is not as easy to use as Klynt or Rapt Media. It also differs by linking to video files stored elsewhere, rather than uploading the video files to the application. This tool allows you to link to video files hosted on streaming sites (such as YouTube) or hosted on your own website. It has a range of tools including the ability to build video chapters, hyperlinks in videos and the ability to draw on the video – to point out important details to learners. My favourite function of this tool is the quiz function. Multiple choice quizzes can be built into the video o pop-up over the video screen at pre-determined times, to provide an opportunity to assess understanding of the video content. The quiz results can also be integrated with an LMS. A great example of this can be seen in chapter 2 of this video. Hap Yak is also a cheaper option than Rapt Media, with a free plan (up to 5 interactive videos) and a professional plan of $100/month. If you are interested in checking out HapYak, view their Getting Started Guide.

4. ChatMapper

ChatMapper is an easy to use tol for creating branching dialogues and other non-linear training resources. It is built using an intuitive tree graph, with different nodes showing the branches of the dialogue. This tool can be used in the creation of interactive scenario based videos, where the users make decisions and various points. Each node can be set to branch off to another video file, or a specific time in the existing video file. ChatMapper is a freemium product. It has a free version with limited functionality. Paid licensing options ($65 and $495) are also available. A fully functional publisher licence (incorporating 3D avatars) is also available. Use can see full details on the features and pricing on the ChatMapper website. Enjoy playing with the interactive video.

Kickstarter-mage-1060x263-1-1024x263

Superb L.O.V.E

Sharing our Knowledge through LIVE ONLINE VIRTUAL EVENTS

REGISTER NOW