Active listening skills can not only help build better business relationships with your customers, partners, and vendors; but they can also increase your chances of promotion. When the Harvard Business Review surveyed subscribers to find out the most important requirement for making an executive promotable, subscribers overwhelmingly rated the ability to communicate at the top of the list. They ranked it more important than ambition, education and hard work. Exercising effective active listening skills can increase your chances of creating new and repeat business; and help build better business connections and lasting relationships with key business partners.
2017 will be the year of personalization in eLearning. As eLearning becomes more and more popular, students will demand more interaction, entertainment, and personalization. Going forward, a one-size-fits-all approach will no longer be the norm. Personalization in eLearning can mean a few different things from creating personalized learning plans and paths based on an individual’s job role, learning style, to capitalizing on students’ personal interests and objectives. Simply, personalized eLearning is student-centered learning in which the learning needs of the individual become the primary focus. Furthermore, it has now been shown that when delivery of blanket content is not interesting enough or specifically relevant that learners become disconnected and uninspired or unmotivated to learn. So, the time has come for the learning department or officers to look at the individual rather than the organization as a whole differentiated and diagnostic within an individual’s personal make up as to what will make the their training program and objectives more effective.
Through eLearning, trainers enjoy the benefits of being able to effectively and efficiently teach trainees what they need to know. One of the key challenges with course material on your LMS is finding a way to gain the attention of your students. Below are a few resources to help you keep learners engaged and growing.
Industry terms come and go. New terms crop up, while other terms disappear. Sometimes terms remain, but their meaning changes over time. The online training industry is no exception, and if you don’t use the “right” or “latest” term, others may not see you as an industry expert.
If you’re creating your first eLearning course with a new LMS, here’s a tip: Grab your slide deck (PowerPoint, Haiku Deck—whatever you use) and upload it. You can always delete this “test course” later. But in the meantime you’ll get a good feel—very quickly—for how your LMS works. And, you’ll also quickly learn that simply uploading an existing slide deck doesn’t (usually) create an engaging online course in and of itself.
In developing your last online training module, you likely poured significant effort into choosing the right training vehicle to solve the business problem, creating engaging content, mapping learning to expected outcomes, etc. Good stuff, and essential to excellent instructional design. But did your training inspire action? Post-training, did the learner change her behavior or attitude or apply her newfound knowledge to improve workplace performance?
One technique that helps to make our eLearning content digestible is to break it up into bullet point lists of talking points. A bullet point list is easy to scan, and the content is easier to remember. No one wants to read large paragraphs of text during an eLearning course, right? Of course not. In fact, I have used bullet points in my eLearning courses for years because it works.
We have all made mistakes in our lives, and eLearning is no different. I have certainly made mistakes in my eLearning designs. Sometimes because I didn’t know any better, and sometimes I knew better but did it anyway out of expediency. Sometimes I had a deadline. What can I say? It had to be done. Remember, the point of our eLearning designs is not to create something perfect, but to create content and experiences that help people learn something new.
Too many eLearning courses are lectures in the form of slides with content that learners must either read or listen to. The content usually contains abstract topics, such as processes, that learners are then expected to apply in real life. The problem is that there is a gap between a concept in a course and applying it in action.