Text in elearning should be concise and lively. But what does “concise and lively” actually look like? Use a simple readability formula to make sure you’re writing in the best style. Learn more.
We’re wasting our time talking about appealing to learning styles when research has identified far more powerful techniques. This post summarizes two meta-analyses about learning styles. Read more
When should elearning be narrated? I think we should rephrase the question as, “When is it a good idea to force all learners to go at the same pace?” That’s what narrated material does. The pace of the narration controls…
What happens if you don’t set any boundaries in your relationships? You wear yourself out doing everything for everybody. Here are some ways to say “no” to unreasonable requests. Read more.
We’re obsessed with designing information when instead we should be designing experiences. We need to focus on what people need to do, not what they need to know. Read more
You’re a US Army sergeant in Afghanistan. Can you help a young lieutenant make a good impression on a Pashtun leader? Try the branching scenario and learn how it was designed. Read more
You want to create an action-packed experience that revolutionizes learners’ behavior. Your subject matter expert wants you to reproduce every bullet of their 217-slide presentation. Is there any hope for your relationship? Read more.
Imagine that you’re in a competition to overhaul an information-heavy course so it creates real change. What would you do? Read more
Here’s an example of a simple scenario that incorporates a meter, built using simple tools. Read more.
What’s wrong with conventional learning objectives, and what’s the alternative? Read more.