Archive

Author Archive

How to Reduce Your Course Development Costs By 90+ Per Cent

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMS

Learners today are presented with a wealth of choices and opportunities for learning. They can turn to Blogs, wikis, social networks, video sites, etc. to find learning content. The problem, though, is that it can be difficult to find high quality, informative learning content among a massive sea of choices.

How much stuff is out there?

YouTube Statistics

YouTube Statistics

Research indicates that the time, effort, and cost to create e-learning courses using authoring tools is exorbitant. This often quoted ASTD article states that it typically takes 127 to 184 hours (16 to 23 days) to create, using authoring tools, one hour of self-paced online learning containing moderate interactivity.

A solution

An effective solution to the problem of learning content overload and pressure on course developers to create courses quickly and cheaply is to leverage the workplace learning management system (LMS) as an on-ramp to the world’s best learning content.

Traditionally, instructional designers and course developers create courses using third party authoring tools and import these into the LMS to deliver to learners and track their progress. Comparatively, the course assembly tools built into some learning management systems (LMS) allow you to quickly create courses that contain:

  • Instructional videos from the most popular sites including YouTube, Vimeo, TED.com, etc.
  • Articles from Wikipedia and other online encyclopedia
  • Blog posts from such reputable sources as Harvard Business Review
  • Slideshare and Prezi presentations
  • Free online courses
  • External discussion forums in the form of Facebook or LinkedIn groups, Reddit discussions, etc
  • Etc.

Although the source files for the content types listed above are located outside of the LMS, the system can still track the learner’s progress through the courses. Learner activity reports can then be generated, shared, exported, and e-mailed to instructors, administrators, managers, and others.

Absorb LMS course created with content from Wikipedia, Youtube, and Slideshare

Absorb LMS course created with content from Wikipedia, YouTube, and Slideshare

Cost savings

Based on the estimate that a traditional e-learning course takes 16 to 23 days to create, and assuming a conservative annual salary of $65,000 for an instructional/designer/course developer, and 250 work days per year, a simple one-hour page-turning type course using a traditional authoring tool would cost $4160 to $5980 to create.

Comparatively, a course of a similar duration featuring, say…

  • An existing YouTube video
  • A quiz
  • A PDF document
  • A existing Prezi presentation
  • A final exam

…takes less than two days to create at a cost of $520, including the time to find and vet content, create assessments, and assemble/test the course. This translates into cost savings of $3640 to $5460 over a traditionally-authoring course. Given that most organizations provide dozens of courses to learners, the cost savings translate into tens to hundreds of thousands of dollars per year.

Higher learner engagement

Also, courses leveraging existing Web content (videos, Blogs, presentations, etc.) produce learning events that are potentially more engaging to learners than boring page-turning courses. (After all, learners hang out on such sites outside of work.) This translates into significantly higher level of course completion and increased learning.

Organizations will always need to create some courses in-house. But for a multitude of topics, cost savings and increased learning can be obtained by leveraging existing Web-based content in their learning management system.

Weight Control Strategies for Learning and Development

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMS

A friend of mine, an Oxford-educated mathematician, had a smart strategy to succeed in university. When two or more of her professors scheduled exams for the same week, she would immediately ask the instructors to clarify to what extent these exams would influence the final class grade. If the exam in one class was worth, say, 25 per cent of the final grade, and the exam in the other class was worth 50 per cent of the final grade, she would spend significantly more of her efforts studying for the second class.

This seems logical and self-evident.

And yet, I’m a bit ashamed to say, the relative weighting of exams was the last thing on my mind when I was a student. Presented with two exams, I’d either study equally for both or study much more for the subject I found more difficult, even if that subject’s exam was only worth 10 per cent of the final grade. Had I been as smart as my math-whiz friend, I would have largely ignored the 10 per cent exam and focused on the big fish. After all, if you can get 100 per cent on a preliminary exam worth 50 per cent of the final grade, you can pretty much ignore this subject going forward and sleep soundly knowing you’ll pass the course.

Assessments are an important part of learning and development strategies. Exams, of course, measure knowledge and retention and help establish whether a person is qualified to do a job or attain some type of accreditation.

Since we tend to overestimate our own knowledge of a subject, exams also provide an important feedback mechanism. An exam can be a wake-up call, telling us we aren’t the experts we think we are. Exams designed to provide this type of reality-check feedback really shouldn’t count for as much of the final mark as an exam designed to measure overall knowledge of the learning content.

Consequently, learning strategies can benefit from providing exams with different weightings. A course, for instance, might contain a preliminary exam worth 20 per cent of the final grade, and a final exam worth 80 per cent. Did you fail the first exam? Don’t despair! You can still pass the course if you stop goofing off and get a decent mark on the final exam.

To implement this type of strategy, look for assessment authoring tools or a learning management system that allow you to add weightings to exams:

Weighted exam in Absorb LMS

Weighted exam created with Absorb LMS

If you implement this strategy, be prepared to discover a few really smart students, like my math-whiz friend, who do poorly on the first exam and ace the second one.

Borrow this University Business Model to Sell Certification Programs

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMS

You, dear reader, can obtain an education from the most prestigious universities in the world, all for free. It makes no difference whether you received straight `A’s in high school or whether you spent your high school years sitting in your friend’s basement learning to play the opening to Stairway to Heaven on a Gibson Flying V guitar instead of studying for final exams. Your past educational performance has no impact on your ability to study at the world’s best universities.Gibson Flying V

Your choice of institutions includes many of the status rock stars of the higher-ed world:

  • California Institute of Technology (Caltech)
  • Columbia University
  • Harvard University
  • Massachusetts Institute of Technology
  • McGill University
  • The University of Queensland
  • The University of Tokyo
  • And many more

You won’t even need to move to the U.S., Canada, Australia, Japan, or elsewhere to attend classes. These institutions have all generously put their courses online, accessible through sites such as EdX and Open Education Consortium.

Imagine how great it will be to apply for your next job by submitting a resume showing off your Harvard education! Your starting salary will easily pay for your Fifth-Avenue lifestyle with a bit left over for a yacht.

Reality check

Although you will have successfully completed courses provided by these institutions, you won’t actually be a graduate. These universities (and potential employers) get a little touchy about people saying that they studied there unless they have an actual signed diploma hanging on their wall.

There was a time when people paid university tuition fees to access great content. Increasingly, that content is available for free to anyone with Internet access. Tuition now pays for the certification. In the education section of your resume, it’s not what you know that opens career doors. Rather, what many employers want to see is that a respected university has vetted you, certifying that you truly know what you say you know.

Commercial course providers agonize over how much content to provide for free as marketing teasers, and how much to make available only to paying customers. If you provide a certification program that is highly respected and desired by learners, you may want to consider adopting a business model similar to the academic one discussed above:

  • Make courses available for free
  • Charge for the certificate

This is an easy model to replicate in a learning management system:

  • Create a curriculum containing the courses and learning activities the learner must complete to meet the requirements of certification.
  • Create a course separate from this curriculum that issues the certificate. A prerequisite for accessing this certificate course must be the successful completion of the curriculum.

Absorb LMS: prerequisites

  • Configure this certificate course with the necessary pricing details.

Absorb LMS: Shopping Cart

Although learners will be able to purchase the certificate course prior to completing the curriculum, the actual certificate will only be issued once they complete the necessary courses.

Managing this type of model manually is time-consuming and expensive. A learning management system can automate the process, freeing you up to focus on creating great content for your learners.

Identify Your LMS Requirements Easily Using this Powerful Visualization Tool

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMS

I’ve ranted repeatedly (here, here, and here) about the horribly-designed Request for Proposals (RFPs) that cross my desk. Invariably, these so-called learning management system selection tools suffer from one or more of the following design flaws:

  • They ask vendors to provide information they won’t ever disclose and/or is not relevant to the acquisition of a learning management system. Example:

“Describe in detail all of your company’s marketing activities including the percentage of leads generated by each.”

  • They ask for textual descriptions of features that really should be demonstrated. Example:

“Describe the steps required to create a certification-based course containing a video, a quiz, a presentation, and a final exam.” 

  • They contain a list of every possible LMS feature ever invented (of which the organizing acquiring the LMS will use a tiny fraction).
  • They fail to differentiate high priority `must-have’ features from low priority `nice-to-have’ features. I’m pretty certain that within every organization, the ability of the LMS to track whether a classroom has a projector isn’t as important whether the system can serve learning content on mobile devices such as iPads.

The smartest organizations I’ve worked with keep their requirement lists short and prioritize must-have features over nice-to-have functionalities. Prioritized lists of requirements help these organizations quickly weed out systems that don’t meet their needs, allowing them to spend their time doing a deeper dive into the systems that might be a good fit.

Here’s a fun tool you can use to quickly identify and prioritize your LMS requirements. Mind mapping tools are immensely effective ways to make sense of anything complex. Rather than attempting to describe what a mind map is, here’s a mind map that explains itself:

MindMapGuidlines.svg from Wikipedia

To help get your creative juices flowing, here’s a basic mind map that identifies and organizes some learning management system features. (Click the image to see a full-size version.)

Absorb LMS Mind Map

The tool I used to create the image above is Mindmeister. Lifehacker recently published an article listing others you might want to investigate. Happy mind mapping!

July 9th Webinar Recording: Absorb LMS Tips and Tricks

Thanks to everyone who attended our July 9th Webinar, Absorb LMS Tips and Tricks. We covered the following in this short, 30-minute session:

  • Creating Online Courses by Embedding Great Free Stuff
  • Changing Labels and Prompts

If you weren’t able to attend, you can view the recording here:  https://www4.gotomeeting.com/register/704608519

May 20th Webinar Recording: Absorb LMS Tips and Tricks

magicianThanks to everyone who attended our May 20th Webinar, Absorb LMS Tips and Tricks. We covered the following in this short, 30-minute session:

  • Using Mercury Module Billboards for branding
  • How Smart Departments turbo charge administrator roles
  • Using Optional Learner Fields to create highly personalized communications

If you weren’t able to attend, you can view the recording here:  https://www4.gotomeeting.com/register/747996535

Our next Tips and Tricks session is scheduled for June 17. Whether you’re an Absorb LMS customer, use a different learning management system, or are considering acquiring your first LMS, this session will likely give you ideas on how you can optimize the management of your learning initiatives to provide a rewarding experience for your learners.

Register Now

The Powerful Amazon Feature You Should be Adopting in Your Learning Management System

April 1, 2014 3 comments

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMS

It seems like just yesterday that business analysts were wondering whether this newfangled e-commerce fad would catch on.

  • Would anxiety over credit card theft deter customers from trusting on-line retailers?
  • Would people feel confident in buying stuff sight unseen or would they instead stick to going to brick-and-mortar stores to paw and sniff the merchandise?

Fast forward a few years and we now find Web retail giant Amazon, fueled by our insatiable urge to buy stuff on the Internet, with 2013 sales of more than $17 billion U.S. and a market capitalization of $153 billion.

We choose to buy from sites such as Amazon because of convenience, pricing, breadth of offerings, product reviews, and a simple and pleasant shopping experience.

One of the things these sites excel at is the ability to recommend products based on our browsing or purchasing history. Search for, say, a bicycle helmet and Amazon will tell you that “Customers Who Bought This Item Also Bought” cycling shorts, cycling shoes, cycling gloves, and every other cycling-related item including chamois cream (don’t ask).

chamoiscream

Photo by Naoto Sato on Flickr. Some rights reserved

Amazon’s recommendation engine encourages us to increase the number of items added to our shopping cart. Rather than feeling like these items were forced upon us, we are instead grateful to the site for making shopping so easy. Gone are the crowded parking lots, endurance of inclement weather, and eternal waits in checkout lines, replaced with anticipation for delivery which may soon come within minutes via a flying drone.

With millions of customers, Amazon has the big data to support a powerful recommendation engine. But really, it isn’t rocket science to suggest to someone shopping for a kitchen knife that they may also want to purchase a cutting board and maybe some adhesive bandages for potential sliced fingers.

Adopting an Amazon-like recommendation system in learning and development doesn’t require big data and teams of programmers. This can be done within any learning management system (LMS) that contains two simple features:

  • The ability to have course-specific communication templates
  • The ability to link directly to one or more courses

Here’s a typical course completion e-mail:

Absorb LMS Course Completion E-mail

Here’s a variation that contains a couple of recommendations:

Absorb LMS Course Completion E-mail With Recommendations

Adding recommendations to your communications with learners can provide measurable benefits:

  • Increased enrolment, course completion, and certifications obtained
  • Better learner engagement through a more pleasant experience
  • For commercial learning content providers, increased sales

Successful on-line retailers such as Amazon would never let you buy a pen without also suggesting you take a look at notebooks. Consider using the same simple logic in your learning initiatives.