Caveo Learning

Corporate Strategy and Learning Center

Bring Dry Training to Life with Characters, Conflict, and a Realistic Plot

Posted by Brian Ziemba on April 24, 2018

Training content on onboarding information, product knowledge, or processes can be inherently dry and hard to deliver in an engaging manner. But dry or not, this content is important for employees to learn about their workplace, the processes they need to follow, regulations they need to comply with, and changes or initiatives happening throughout the company. It’s up to the training department to deliver this content properly.

However, because this information often does not apply directly to everyday tasks, it’s difficult to train using performance-oriented learning methods. Therefore, before training on informational content, it’s important to consider the learners’ perspective, existing knowledge, and how motivated they are to learn the content.

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Plan to Make Review Cycles Part of Learning Project Success

Posted by Joelyne Marshall on August 7, 2017

The process that learning & development professionals follow when designing and developing learning deliverables helps all players on the project team complete their specified tasks. The review cycle stage—when the deliverables are examined by the stakeholder—is perhaps most critical.

Before the learning project begins, it's crucial to determine when reviews will take place, what needs to be reviewed (and to what depth), how long reviews should take, etc. The learning project plan should take all of this into consideration early on, and it’s important to establish expectations and set the foundation for the “how” in relation to review cycles. Here are some basic guidelines for managing and executing review cycles for both the stakeholder and the L&D team.

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Use Realistic eLearning Interactions to Enhance Learning Retention

Posted by Brian Ziemba on March 30, 2017

While eLearning has become one of the most widely adopted training modalities, the quality of its interactive components often falls short of optimal. It's up to instructional designers to ensure eLearning interactions are truly enhancing learning retention and supporting performance, not merely breaking up the text and audio.

It’s easy for instructional designers to give in to the temptation to pepper interactions every three or four screens, or by default at the end of every lesson. But rather than feeling pressured to meet some arbitrary interaction quota, be thoughtful and strategic about the types of meaningful, performance-focused activities or interactions that will support each of your learning objectives or business goals.

When weighing whether an interaction is meaningful, think about the likelihood that the learner would perform that particular task in a real work environment. It’s not often that most people would need to explain information they read, nor do they usually need to click a box to learn more. These types of interactions are meant to "engage" the learner, but they’re not really that different from simply turning the page.

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Best Practices for Using Video in Training Programs

Posted by Joelyne Marshall on January 26, 2017

Instructional designers are often tasked with using bells and whistles, including video, to make training programs "engaging,” but experienced IDs understand that engagement doesn’t come from simply placing a video into a deliverable. We know that connecting the dots for learners and providing relevant and purposeful content at the right time is truly what enhances engagement.

The use of video isn't a learning panacea, but video can nevertheless be an effective tool when deployed strategically.

Video works well in training programs when it’s part of a larger initiative—as a step along the learner’s journey. It can reinforce learning when it’s used as a designated touchpoint within the training.

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Prepare and Plan for Global eLearning Localization

Posted by Nicholas Strozza, Interpro Translation Solutions on October 6, 2016

The eLearning localization process is a critical step for training workers in their native languages and cultures, and for the organization to ultimately function as a global unit. The development of multilingual classroom-based learning was once complex and time-consuming, but today eLearning localization is a more streamlined and straightforward endeavor.

However, unless you have been through an eLearning localization project from start to finish, you may not know exactly what goes into each step, and preparing for the localization process from the very start of the project can help save a lot of difficulty later. Whether you work with a professional translation company, an in-house resource, or freelance translators, there are some best practices to consider when developing eLearning programs in order to ensure they are easily localized and produce the right results, no matter where your audience is located.

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eLearning Developer Discusses Global Learning Tech Challenges

Posted by Renie McClay on September 20, 2016

This is part of our ongoing series, Interviews with Learning Leaders.

James Eifler is a senior technical course developer with National Instruments, a producer of automated test equipment, where he designs online courses and some instructor-led training. He was previously an instructional designer and web course developer for AECOM/URS, a global engineering firm, as well as additional instructional design and courseware development roles. He has a master’s in instructional technology from Bloomsburg University of Pennsylvania. His bachelor’s degrees are in computer information systems and Latin American studies, also from Bloomsburg.

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The eLearning and Mobile Learning Lessons of Pokémon Go

Posted by Adam Kirby on September 15, 2016

Whether you love it or are mystified by it, there’s no denying that the pop culture impact of Pokémon Go has been immediate and staggering, becoming the most popular mobile game in history within barely a week of its July release.

While it’s a bit of a stretch to call Pokémon Go a learning game, there are nevertheless a number of important lessons that instructional designers and eLearning developers can glean from Pikachu and friends. Gamification and mobile learning are among the hottest topics in L&D today, and there are a number of training takeaways inspired by Pokémon Go.

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Go Beyond Multiple Choice for eLearning Skills Assessments

Posted by Brian Ziemba on September 1, 2016

Multiple choice and true/false questions are the most common forms of eLearning and blended learning assessment, and while these forms absolutely have value, their usefulness is limited to gauging the learner’s ability to comprehend knowledge-based content. Mere knowledge doesn’t necessarily lead to improved performance, however, and there are better assessment methods for identifying actual skills transfer.

Just as not all training is knowledge-based, not all progress can be measured with a question, so instructional designers should choose the most effective method for verifying performance capability. Look past common objective questions to find more creative methods of skills assessment.

Before making any changes, first examine your current strategy. Are you using objective questions as your main type of assessment for a reason, or just because that’s the way it’s always been done? Instructional designers and trainers often use objective questions because they think they're supposed to.

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Developing Quality eLearning on a Budget

Posted by Renie McClay on August 11, 2016

The company wants you to keep costs down. You want to keep the eLearning interesting. You really can create eLearning on a budget—if you’re willing to be a little creative.

Fortunately, there are ways to save money and still deliver effective, high-quality eLearning. Don’t cut corners on getting the content right and having effective instructional design... but where can you save?

Start by considering your organizational culture and conducting a basic audience analysis. In an organization that promotes a casual and fun work environment, an eLearning course that looks homemade and features amateur photography can fit right in—in fact, it may even be preferred. On the other hand, if the work environment is more structured and formal, that sort of do-it-yourself aesthetic would appear out-of-place and might seem inappropriate.

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8 Questions When Converting Training to eLearning or Virtual ILT

Posted by Barbara Opyt on April 21, 2016

Taking instructor-led training online with virtual ILT or eLearning carries a host of potential benefits, both financial and practical. When making the transition from classroom training to an online or blended learning program, though, it may be better to scope the project as a new build of the training, rather than incorrectly scope it as a direct conversion of existing content.

There are many reasons why converting ILT to eLearning or VILT might be a good idea. Offering the content online grows the potential audience, while reducing time and travel costs. Today's workers are used to digital knowledge transfer formats, and they appreciate being able to set their own pace. And, in the case of eLearning anyway, it's available on demand any time.

But online training formats come with challenges that in-person learning programs don't have. When taking ILT online with VILT or eLearning, it's important to thoughtfully consider the qualities that make good ILT successful, like hands-on practice and interpersonal interaction. Instructional designers must not fail to account for intrinsic differences of the platforms when converting training to VILT or eLearning.

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