Archive for eLearning

We’ve all heard the myriad of eLearning buzzwords right? The mantra of Instructional Designers, confidently projected from the proverbial mountaintop by the eLearning industries leading thinkers.

“Engage the learner. Create interactive content. Gamification! This is the key to successful eLearning.”

Well… yes. These components of course are important but you don’t need to be an expert to know that. This dialogue is all too common. The practice of serving up vague, often redundant advice (albeit true), offers little progress to improving design and achieving learning outcomes. It’s the equivalent of saying, “If you make better eLearning, your eLearning will be more successful.” What we want to know is HOW. HOW do you “engage” the learner? HOW do you design great “interactive” content? HOW does “gamification” affect your user and their learning?

We set out to shake things up and explore the “HOW” by backing these theories up with concrete psychology science. It’s our belief that great eLearning starts with the learner. Understanding how your audience processes information is the first step to realizing how you can ACTUALLY design engaging and interactive content. We had ICS’s own Julie Grignon outline her research on the pivotal link between human memory processing and multimedia design. Check out her findings here….

Human Memory and Multimedia Instructional Design

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Using Video in eLearning Part One

Wednesday, January 20th, 2016

Video is a learning game changer.

Video, when properly utilized, can be a powerful tool for actively engaging your target audience while supporting their learning processes to the fullest potential. Whether you choose to deploy your video as a simple standalone clip delivered via mobile devices or as an element of a larger eLearning course, video enables you to build a collection of learning stories from your industry’s high performers, key demonstrators, and leaders. It allows you to establish another level of connection with your learner; thrusting them into the moment, encouraging them to learn, and provoking them to react to the content at hand.

A high quality, well-polished video with compelling material will draw learners in, evoking a sense of expertise and dramatically increasing your ability to capture their focus. Realistically, we understand that not all organizations have the budget or the timeframe for creating a professionally edited video (these can be costly and time-consuming). Thanks to popular video sharing sites like YouTube and Vimeo, using real “in house” footage is now a viable, affordable alternative. Your eLearning video does not need to rival Hollywood’s latest blockbuster with a budget to match. Be realistic and know that it is entirely possible to develop highly effective video that is both helpful and accessible on a budget.
Here are a few helpful considerations to effectively incorporate video into your eLearning or mLearning courses:

  1. When using video in an eLearning or mLearning course, it is important to keep it relatively brief; short enough to be one of the supporting assets of the entire training initiative. We have found that video is most effective when kept to 5-10 minutes for each clip.
  2. An intuitive and well-concentrated video will be more effective in keeping leaners engaged. For mLearning delivery specifically via mobile devices, video is a very effective way to convey a quick message as a standalone delivery. They should contain short segments of content that can be easily processed and that emphasize on all the key points.
  3. Videos should be easily accessible and available on multiple e-locations to be viewed/downloaded at the user’s convenience (on or off company premises). We have found that compressing all video content allows quick access for users, smaller file sizes take up less storage space and help increase streaming and download speeds.
  4. An interactive video will better assist you with engaging your learner and highlighting the main points. If the video cannot be interactive, be sure to also offer a brief summary of the learning objectives to allow for better user retention.
  5. Video can be used virtually anywhere in your eLearning course – beginning, middle, or end. An energetic video introduction to your course can dramatically increase your ability to grab your learner’s attention. Use video for an exercise or demonstration, or to summarize all the key points of your course.
  6. Try and be unique with your video, a poorly executed job will never be well accepted. Anything that you can do to be creative with camera angles, music, actors (or employee-actors), and editing will make an incredible difference and leave a lasting impression on your learner.
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ATD TechKnowledge 2016

Wednesday, January 6th, 2016
Attending ATD TechKnowledge next week? Come on by and see us! The Inquisiq R4 LMS team will be heading to Caesars Palace in Las Vegas and would love for you to join us; we will be at booth #105 showing off the newest version of Inquisiq R4.

Be our guest on the expo floor! For a complimentary expo registration, go here:

https://registration.experientevent.com/ShowATD164/Flow/EXPOONLY

Invite ID: 1855

Come visit us at booth #105

  • Wednesday, January 13, 9:30a – 6:30p
  • Thursday, January 14, 9:30a – 2:30p
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What Is the Impact of mLearning on Training?

mLearning is undeniably changing the landscape of current and future education; a determined force driving forward despite leaving many designers in its wake. Adapting your design to reflect the technological and cultural growth of education is a necessity in an industry that does and SHOULD evolve rapidly to reflect the changing times.

The first step to create great mLearning is to fully comprehend its impact on training. Let’s take a brief look at mLearning’s influence on 3 broad stages that cover the lifespan of any training initiative: development, delivery and learner consumption.

Development – How mLearning influences education design:

An mLearning module that tries to function like an eLearning module will undoubtedly result in a poor learning experience. Mobile learning requires an elegant and simple design to operate and account for proportionate selectable areas and easy to navigate interfaces. Learning modules should be succinct and easy to resume as mobile devices are used frequently throughout the day, but for brief periods. mLearning design should also consider size of touch targets; placement of navigation controls (so they align with how we hold mobile devices); touch gestures; simplicity; and the amount of content per screen. An effective mLearning course maximizes efficiency with smaller segments of information for the learner to consume at their own pace and leisure. The content is presented in a concise manner on an interface that loads quickly and is easily navigated with a mobile device.

Delivery – How mLearning changes the way education is distributed:

With an incredible variation among mobile devices, from size to operating system, an understanding of mobile education in terms of its technologies and hardware is essential for development purposes. Many learning departments have focused on tablets as a sort of middle ground for formal instruction in a structured travel setting, while smartphones act as medium to encourage best practice in informal learning in a truly mobile environment. In addition, mobile devices are packed with features and hardware allowing an mLearning product to be highly effective in a contextual setting. It enables quick communication with others, the ability to upload information, use of geo-location for place-specific guidance, as well as creating and sharing content including photos, audio, video, calling and text.

Consumption – How mLearning impacts the context of education:

Perhaps mLearning’s most significant contribution is to the learners themselves. Accessing training on a mobile device allows learners to participate without the restrictions of time and space or the requirement of having to sit in front of a computer for a specified amount of material. mLearning has the potential to dramatically influence when and where people are learning; it is meant to facilitate learning on the go, maximizing flexibility and accessibility. Mobile learners can engage in education virtually anywhere at anytime, and as such, open the door to a learning environment where interactivity thrives and learning challenges can occur while on location and in context.

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The human mind is immensely complex, at times capable of amazing feats of intellectual mettle, yet seemingly fragile and forgetful in other circumstances. Great educators overcome this contrast through genuine connection, striving to bring out the best in their learner. This theme rings equally true within the eLearning realm. How do you tap into your learner’s potential and truly leave the forgetting curve behind?

A study by psychologist Hermann Ebbinghaus shows us that memory retention declines over time and that the rate in which we forget information is exponential. The initial period after learning new information is when we forget the most; almost 60% of newly learned information is forgotten in the first couple of days.

It is vital to keep this forgetting curve in mind (pun intended) when designing your online training course or eLearning content. In fact, when done right, eLearning provides a uniquely effective tool for combatting the forgetting curve, allowing you to engage a learner across a multitude of stimuli. However, this relies on your ability to design your course in such a way that information is portrayed clearly, frequently, and in a concise manner.

We have found that the most effective training courses all share similar traits:

  • Course objectives are well-defined and plainly state how the learner will benefit from learning the presented information
  • Long lessons are broken into multiple modules; individual modules are at most 15-25 minutes long and should avoid running longer than 30 minutes.
  • Courses are concise; too much “fluff” can have a serious impact on the learner’s ability to focus on the meaningful core content. Before adding content to your eLearning module, always ask yourself, “How does this content teach and reflect my learning objectives?” Presenting information with a purpose allows for more retention and easier recall in the future.
  • The information is given meaning and relevance to the learner when it is delivered in a work-related context. More information is retained when the brain links a reason for it to be remembered.
  • The content engages the learner with multimedia (animation, graphics, narration, simulation) and exercises like short quizzes or gamification. When designing multimedia, consider the varying learning styles of your audiences, accounting for kinesthetic, auditory, and visual preferences.
  • Review, review, review! Important concepts are repeated multiple times in various formats throughout the course. This makes memory of the information stronger and more easily recalled in the future.
  • Training is evenly distributed to keep the information practiced and current, rather than held as an annual training session. Ebbinghaus found that relearning known information is more effective than learning information for the first time.
  • Incorporating these traits into the design of your eLearning content or online training course will improve the efficiency of your course and its impact on a learner’s ability to retain the information. Remember the forgetting curve!

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All types of training have their strengths and weaknesses; the best approach is often dictated by the purpose, need, environment, and overall situation. However, some organizations may have not yet delved into online training due to misconceptions or a simply not being comfortable with the jump into eLearning.

 

Fortunately, since there are several advantages to web-based training, there are also a several reasons why implementing an eLearning initiative – whether fully or phased-in as supportive and hybrid solutions – is a smart move. For example, through eLearning:

  • Knowledge retention is promoted through self-paced interaction and iteration.
  • Traditional training programs recognize significant cost savings – from travel, to printing expenses, to facilities and equipment rental fees.
  • Online learners often score higher on standardized tests than classroom learners.
  • Certification requirements can be accessed anywhere, at any time, with mobile implementations.
  • Companies have improved the employee productivity by 50% and cut overall instruction time by up to 60%.
  • Tracking user’s certifications, continuing-education credits, and general subject-matter knowledge can all be centralized.
  • Organizations find they are more responsive to employee requirements and current with training theories.
  • Social learning and capturing tribal knowledge is improved.
  • Internal resources and training expenses can be optimized through a ‘flipped-hybrid’ approach – where online sessions compliment and support traditional ILT.
  • Various forms of content (policies, presentation, handbooks, facilitator/participant guides, etc.) can finally be centralized.
(see our “Is eLearning Worth It” whitepaper for further details)
Overall, transitioning to a well-defined eLearning plan offers your organization an opportunity to recognize several benefits. A number of integrated SCORM/LMS and xAPI/LRS products are available and growing, allowing for an ideal elearning solution for most any organizational requirement. Overall, the “The traditional classroom is becoming less prevalent as a delivery method, while the virtual one is emerging.” Chief Learning Officer
 
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One bonus of Adobe’s eLearning Suite (eLS) product is a few extra tools that are not normally included with the various products. For instance, Captivate comes with a ‘Multi-SCO Packager’ if licensed through the eLearning Suite, and Flash comes with a few quiz templates and ‘learning interaction objects’ that, again, are not included with Flash outside the eLS.

Another such additional feature is the CourseBuilder extension and eLearning templates that come with Dreamweaver as part of the eLearning Suite. The CourseBuilder extension has actually been around for years in various forms. The current iteration provides an interface to select an interaction and setup the parameters, including SCORM 1.2 and 2004 support.

Now, the way this extension is integrated with Dreamweaver, the term ‘course builder’ could be a bit of a misnomer unless you simply want your course to consist of a series of quiz questions…. Through the Insert > CourseBuilder interaction, that’s all CourseBuilder appears to be – an easy way to create quiz-type questions – though there are a lot of options, from standard multiple choice, to drag’n’drop, to Likert scales. All in all, there around 25 interaction options to choose from.

The gem of the CourseBuilder extension, however, is the ‘eLearning templates’ designed for a range of the more common types of courseware, like Compliance or Soft Skills. Between these templates, providing some decent designs, and the included CourseBuilder interactions, one can certainly develop a pure HTML-based course for mobile/mLearning requirements.

However, helpful these assets may be, there are still issues. With the quick advance in browsers, compatibility is sure to be something that will need significant testing. For instance, the drag’n’drop interactions often have problems with various browsers – especially on mobile devices – enough that we wouldn’t recommend using them at all. And while we’ve not thoroughly tested all the templates, just being ‘templates’, some restrictions on layout and style will be in place…and, again, compatibility with a variety of platforms and browsers/versions can cause issues. And while there is extensive CSS, it’s not really ‘mobile-optimized’ at this point.

The larger issue is, unfortunately, a lack of ‘finish’ to this integration. You can put together a fairly solid eLearning course with the templates and interactions….but then what? Unlike most other tools, DW does not provide any sort of ‘publish SCORM package’ option. You are left to your own devices to figure out how to build an imsmanifest file and how to bundle everything up properly so your LMS will accept it.

There are a few extensions in the Dreamweaver Exchange that can help, but none seem to have been updated since 2004… And there are other ‘manifest makers’ out there…in fact, you could probably cobble something together with a SCORM-published Captivate lesson. BUT why should you have to? Adobe is SO close with a solid HTML-solution with the CourseBuilder extension… Fortunately, of course, here at ICS we have the knowledge and programming skills to make such SCORM wrappers ourselves. If you find yourself intrigued by the DW eLearning options but get stuck on that last step, drop us a line.

So while the overall integration needs refinement, all these features are helpful and can have their place in the development process. We hope the specific tools for eLearning and mLearning development continue to be improved to work with advancements in HTML and browser support, and are included with the various (assumed) forthcoming eLearning Suite 3.0 products.

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The ADDIE model has got to be one of the, if not just *the*, most popular instructional models used in the eLearning development process. It’s been around a long time, before ‘eLearning’ as a term even existed, and has its share of adherents and detractors.

ADDIE, as a model, is a ‘waterfall’ approach…if you follow the classic definition. However, there’s no reason ADDIE can’t be cyclical and consist of small, iterative components within. The ADDIE model, like training itself, doesn’t have to be a singular goal; in truth, it should be never-ending and continuously redefined. In other words, once the ‘Evaluation’ component of ADDIE ends, that data should go right back to the front for re-Analysis and refinement of the entire course.

Indeed, this is what alternative models, such as Michael Allen’s ‘SAM’, advocate; constant reiteration. You don’t have to leave ADDIE for SAM; you can integrate the principles SAM advocates into your overall ADDIE model. Before SAM was conceptualized as a term (and perhaps more of a marketing strategy), we had already been creating prototypes throughout the ADDIE process – simple project outlines, UI designs, navigational and layout prototypes, alpha and beta versions – all lend themselves to the ‘successive approximation’ process that SAM promotes.

The Agile process can also integrate just fine into an overall cyclical ADDIE model. Similar to SAM, Agile looks to address and resolve project requirements on an iterative basis. In fact, either approach you want to advocate is fine – both ultimately suggest short development ‘sprints’ and prototypes to (hopefully) more quickly arrive at an output that meets the eLearning objectives.

However you want to integrate your model and actual processes, you must keep in mind overall instructional strategies for designing effective courseware. One approach may be Problem-Based Learning (PBL), where learning occurs through problem-solving and pathways to explore more than a singular, correct approach.

Exploratory, or Discovery, learning strategies are similar. All encompass the goals of promoting ‘deeper’ learning, promoting metacognitive skills, and encouraging engagement. Of course, this can be quite a challenge in an online course where discovery, even guided, requires the individual to figure things out for herself…especially if the learner is not already curious, motivated, and/or independent.

On the bright side, fun scenarios and case studies are often a solution to that challenge. And, of course, there are techniques such as the classic “Gagne’s 9 Events of Instruction” or newer takes on older engagement concepts like ‘gamification’ to consider. Overall, there are a variety of methods to ensure a solid, effective course design, from established strategies to plain old experience. Just throwing a PPT presentation into an authoring tool and making it SCORM-compliant is rarely going to result in an effective eLearning piece! Try a different approach to the user interface, present the objectives as a series, look for better ways to navigate between the content slides instead of relying on the predictable ‘Next’ button…

Here are a few suggestions to wrap up:

  • Gagne’s first principle is ‘Gain Attention’. While you should probably stay away from a 5-minute video game intro, a little animation and interesting illustration to start off an eLearning lesson can sure start the student off on the right foot.
  • Objectives need to be accurate to the purpose of the training and measurable by the user’s actions in the piece or, at least, by the ‘post-test’. However, you don’t HAVE to present objectives as a bulleted list at the beginning of the piece. What a way to quickly drown any excitement…
  • Include some sort of navigation ‘help’ reference just in case, especially if you are trying something a bit different than ‘Click the Next button to continue’… Don’t make it a required screen but make it an easily-found reference (a clean, visible ? is pretty universal)
  • Interactivity may often lose out to shiny things like 3D animation, but interactive components are what help drive home concepts and processes, and provide eLearning with a true advantage. Guiding a user through a scenario where they have to make the correct decision and select a correct path helps drive home the relevancy of the process.
  • Watch the overall design – too many shiny objects will ultimately distract from the purpose. Interactions are essential but that doesn’t mean everything needs to be clickable. Proper design and white-space are just as important to understanding and retention as is the actual content itself. Remember the rules of ‘chunking’; don’t saturate learners with verbose content. Too much information (especially these days) can detract from the learning process and actually decrease retention.
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For most all of our ‘bespoke’ eLearning projects, we use professional narrators to record any voiceover the courseware requires. It does add a cost to the projects, of course, but it’s not terribly impactful to the overall budget and the advantages of clean, clear, and properly-emotive narration provides an additional element of interest and engagement to the instruction.

However, there are certainly times when non-professional narration is worthwhile. For example, some of our training products are sponsored, or heavily influenced, by subject-matter experts. Using their actual voice in the narration can lend authority to the piece. As another example, we can do quick, in-house, ‘scratch’ voiceover tracks to work out the timing of screen elements and animation – to give the customer an idea of how things will ultimately be presented. In these situations, we just have one of our employees record the temporary narration, to be later replaced by professional tracks.

Here are a few guidelines if you’re recording narration tracks in-house;

Environment

Your room may be working against you. Bare walls reflect soundwaves easily and cause a small ‘echo’, often described as making the audio sound ‘hollow’. Be aware of ambient sounds around you – airflow created by HVAC systems or fans, doors opening and closing, people talking, and street noise are common contributors to unwanted background noise.

The best solution is to find a more quiet location. Conference rooms can be good solutions as they’re often setup to minimize outside noise and echo. Alternatively, believe it or not, a cluttered office is often a decent environment – with lots of things to absorb soundwaves and prevent echoes. Editing and audio processing can help but can introduce additional problems (see the ‘Post-Processing’ section below).

Sometimes the best solution may just be to do the recording at home, after the family is in bed and outside traffic is at a minimum.

Placement

The next primary effect on recording quality is placement of the microphone and how you actually read the script. General ‘mouth noise’, such as breaths, pops, and swallowing  are common issues when the mic is too close to your mouth. Setup the microphone “off axis” – so it’s not directly in front of your mouth; speak ‘across to top’ of the mic head instead of into it.

Whether you are using a headset or a standalong microphone, finding the right distance between your mouth and the mic may take some experimentation. Hit ‘record’ and say where the mic is, then move the microphone and do it again (i.e. “mic in front of mouth”, “mic above mouth”, “mic below chin”, etc) – then stop the recording and listen to the results. What sounds best for your environment and setup?

Generally we’ve found a headset microphone set about 3” out from the mouth and located level with the lower-chin works pretty well.

Equipment

Assuming an otherwise quiet environment, a lot of ‘white noise’ can simply come from your computer. Power supplies are notoriously noisy, whether from the fan spinning to excessive electromagnetic (EM) generation. The placement and quality of the audio card matters too. Many folks prefer standalone ‘add-in’ cards instead of the audio features that tend to be integrated into the computer motherboard these days. Generally, how much your actual computer will affect the quality of the sound recording is a huge variable – some have almost no impact while others turn out impossibly noisy audio.

You may not have too much of a choice regarding the computer, so then avoid really cheap microphones like those that may have come with your workstation or laptop. Those mics are very simple and probably poorly constructed. Freely test them out, of course, and if all sounds good then you’re all set.

On the other hand, good quality microphones (i.e. “studio condenser mics”) can make you sound better but they can also be much more sensitive to surrounding noises and interference, which can result in a lower-quality recording than a cheaper microphone!

But generally it’s at least worth a small investment for a moderately priced headset. Those with the older ‘mini-stereo’ connections seem to retain an edge in quality; USB-based headsets are widely derided by multimedia developers… However, many folks use USB-based headsets without any cause for complaint. This is, again, likely due to variations in computer ‘noise’ and headset quality.

Here are some general product recommendations from various discussions:

  • Logitech headsets: generally inexpensive with reliable and decent output. Try to find one with a ‘pop-filter’ (the cushioned ball thing) over the mic.
  • Samson C01U: a decent mid-range microphone. USB-based so will be dependent on your computer’s capabilities, and it’ll need a stand.
  • Yeti: a very popular, mid-range mic for many ‘do it at home’ users and those without the budget for a professional narrator. Nice setup, comes with stand…but is USB.
  • Snowball: Same general following as the Yeti, perhaps with a bit more flexibility (i.e. iPad compatibility).
  • Shure SM58: Same general capabilities as the Samson, and much more traditional looking. Will also need a stand.
  • Zoom H2 Portable Recorder: If you just can’t get any good quality out of your computer setup, consider something like the H2. It’s a self-contained unit with lots of features. Of course, this sort of equipment isn’t cheap (you could probably buy a quality laptop that won’t have audio-recording issues for the same price).

Microphone choice can be a personal thing; especially the more involved you become with audio recording. There are intense debates over mics! Overall, you don’t need super-high-end; you shouldn’t need to spend over $100 at absolute most for a quality microphone.

Software

Once you’ve got a decent computer (minimal white noise) and a decent microphone (headsets included), it is best to use dedicated audio application to record the actual audio files.
 
Many folks record directly into their presentation or authoring tool – such as PowerPoint, Presenter, Captivate, and Storyline. We don’t recommend that. These are not audio-recording applications and their toolset reflects that limit. Far better to use dedicated audio tools, such as:
  • Audacity: free and an excellent piece of software and a lot of community support. Support the cause with a donation.
  • Adobe Audition: A pretty high-end piece of software. If you already use tools in Adobe’s Creative Cloud, this is the tool you want to use and learn. There’s a bit of a learning curve but help is out there.
  • WavePad: Mac or Windows. Not free but not unreasonable with a bit more features than Audacity (but not to the same level as Audition).
  • GarageBand: Mac only, and comes with the OS. Solid free tool for home recording and editing, and a $5 App if you want to try on the Apple mobile device.
All those tools are more than sufficient for recording and editing (see Post-Production section below) in-house audio tracks, and all include ‘noise reduction’ filters and processing, which is often the most important filter for finalizing self-recorded narration.
 
Post-Production
Despite what we said above, “white noise” may also be a result of having input levels too high. All audio recording software has some sort of visual input meter, those where you can see green-to-red lights. If your input is peaking well into the red on every word, your input level is too high. This may be adjusted by moving the mic way from your mouth, adjusting input levels in the software, or  – perhaps best – adjusting the input level of the microphone within the computer control panel itself. Ideally, your input should peak into the red only on hard constants and/or higher-volume recording (exclamations or effects).
 
If you have any of the above issue after recording your narration, whether it be noise from the computer equipment, the microphone, the environment, or the input settings – you’ve got one more chance at working out a decent outcome with what you have: noise filters.
 
Most audio-recording applications offer some sort of noise-reduction options. Some work better than others, resulting in a cleaner sound, whereas others are pretty basic and just result in ‘tinny’, higher-pitched output. Audacity and Audition both have solid noise-reduction filters…but as with any software, they can only do so much.
 
Summary
Ultimately, you shouldn’t rely on post-processing. You want the quality of the initial recording itself to be as clean as possible in order to end up with clear, engaging narration for your eLearning project. An environment with minimal outside noise and non-echoing walls, a decent computer with a decent microphone, and a solid audio recording application – a combination of all those should allow audio recording of sufficient quality.
 
Now, how WELL you speak and the script itself – that’s a whole different ballgame! No amount of preparation or post-production will enliven monotone recordings filled with ‘um-ah’, unintelligible words, and awkward cadence. Sometimes, it’s just best to hire the professionals to edit your script and record the narration.
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In this blog we generally write about overall news, trends, and insights related to the world of eLearning but some recent developments urge us to do a quick entry to toot our own horn…

First, a resounding ‘Thank You’ to all who voted in this year’s Best of eLearning! competition. Due to your support, we’ve won the category of ‘Best Custom E-Learning’ [see the EMC press release here, scroll to #24 at the bottom]. Our primary goal is to deliver engaging and effective courseware to our clients. We not only appreciate the direct feedback and satisfaction our customers provide to us directly, but certainly in these more public displays as well. Thank you!

As we ramp up for DevLearn in October (look for our Inquisiq LMS booth), we’re not attending the Enterprise Learning Conference and Expo this year – which is taking place next week – but we look forward to the subsequent award we’re due to receive for ‘Best Learning Services’. Keep an eye on this page and look for a “The Best of Elearning! 2013 Awards” entry after the conference.

Award Winning eLearning Courses - OMNI
In other news, our Custom Content group has also been recognized by the Omni Intermedia Awards for three different bespoke projects! The Omni Awards “exist to recognize outstanding media productions that engage, empower and enlighten”. Search for ‘ICS’ on the Winner’s Circle page for the results, but in sum:

Silver Award: NanoFab Overview and External Labs Safety – a SCORM-compliant, Level 3 course featuring 3D, custom video, characters, and scenarios for the orientation of new users to the Nano-Fabrication laboratory and specific safety procedures within the National Institute of Standards and Technology (NIST).

Silver Award: Foundations of Effective Leadership – A Level 2 course integrating interactive media, characters, and gamification techniques targeting community organizers and substance-abuse prevention initiatives – for Synergy Enterprises and the Department of Health and Human Services (HHS).

Bronze Award: Practice Management 101 – A Level 2 course with custom video and interactive scenarios for a medical insurance company to teach safe and effective management of their doctors’ offices in order to achieve a safe environment and lower premiums.

We here at ICS Learning Group are happy to provide demos of these products to anyone who would like to see our award-winning solutions. And if we can help you develop your award-winning courseware, contact the ICS eLearning experts!

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