The Insider’s Guide to Becoming a Rapid E-Learning Pro
This free e-book by world-famous e-learning guru Tom Kuhlmann, author of The Rapid E-Learning Blog, will turn you into an e-learning pro in no time. Tom will walk you through foundational e-learning concepts, explain common terms, and introduce you to the different types of tools you’ll use. He’ll also give you a top-to-bottom framework for partnering with stakeholders, gathering needed resources, and developing your online course effectively and efficiently. In this fundamental e-book, you’ll learn how to: Set yourself up for success by defining learning objectives connected to your customer’s goals Choose the right e-learning authoring tool for the job Create effective information- or performance-based e-learning courses Select the right kind of instructional approach to accomplish your goals Establish a successful, repeatable process you can use to work efficiently Measure and improve upon your success And for more expert advice from Tom, subscribe to The Rapid E-Learning Blog.Building E-Learning Games: Concept & Storyboard #470
Game Show Design: Storyboards#470: Challenge | Recap How in the world did you build that? A common challenge for new course designers is seeing polished e-learning projects and having no clue how they came together. I hear from folks all the time that they want to do the weekly challenges, but it feels too advanced for beginners. So, for this challenge, we're going to pump the brakes and spread the build over four weeks. We’ll follow a linear development model so we can really dig into and focus on common development steps. I realize experienced designers will prefer a more iterative approach for real-world projects. And that's fair. But using a progressive, step-by-step approach should help new users follow the evolution of an e-learning challenge project from concept to deliverable. Plus, it gives us something tangible to show each week. Week 1: The Concept & Visual Storyboard This first week, we’ll focus on the initial game show theme or concept. Your task will be to create a wireframe, flowchart, or visual storyboard that captures the flow of your game. For new users, this helps you work intentionally through your ideas before jumping into development. And for you pros, this might seem like extra work, but slowing it down will help others visualize how polished interactions come together. Here’s a breakdown of the four-week schedule: Week 1: Concept & Storyboarding Week 2: Prototype Development Week 3: Development & Review Week 4: Final Testing & Project Submission 🏆 Challenge of the Week This week, your challenge is to develop an e-learning game show concept and present a visual, non-interactive storyboard or flowchart of your game’s mechanics and visual elements. You can either create something new or take an old project and break it down with us over the four weeks. This way, everyone can see how it all comes together. Week 1: Concept & Storyboarding Goal: Choose a game show concept and design theme Deliverables: Choose a game show concept, theme and design style Create a visual storyboard, flowchart, or static mock-up of the game Share a link to your static design concept Week 2: Design & Prototyping Week 3: Production & Development Week 4: Final Testing & Project Submission ✨ Share Your E-Learning Work Comments: Use the comments section below to link your published example and blog post. Forums: Start a newthreadand share a link to your published example. Personal blog: If you have a blog, please consider writing about your challenges. We'll link to your posts, so your great work gets even more exposure. Social media: If you share your demos on Twitter or LinkedIn, try using#ELHChallengeso your tweeps can follow your e-learning coolness. 🙌 Last Week’s Challenge: Before you get started on this week’s design concept, check out last week’s examples to see what e-learning designers do and how they got started in the industry. What Instructional Designers DoRECAP#469:Challenge|Recap 👋 New to the E-Learning Challenges? Theweekly e-learning challengesare ongoing opportunities to learn, share, and build your e-learning portfolios. You can jump into any or all of theprevious challengesanytime you want. I’ll update the recap posts to include your demos. Learn more about the challenges in thisQ&A postand why and how to participate in thishelpful article. 📆 Upcoming Challenges Challenge #471 (07.26): Week 2: Prototype Development Challenge #472 (08.02): Week 3: Production & Development Challenge #473 (08.09): Week 4: Final Testing & Project SubmissionBuilding a Working Prototype for Your E-Learning Game Concept #471
Interactive Prototypes in E-Learning#471: Challenge | Recap Welcome back to part two of our e-learning game design challenge. Last week, you laid the groundwork with your design concepts and visual storyboards. Now, it’s time to bring those ideas to life with functional prototypes. This week, you’ll build a working model to test your game’s functionalities and interactive components. Your example should give us a clear preview of your game's key features and gameplay interactions. 🏆 Challenge of the Week This week, your challenge is to build an interactiveprototype to test specific functionalities or components. The goal is to create a functional version of your game that you can test and refine over the next two weeks. Think of this as the halfway point between the design concepts you created last week and the final version of your project. Don’t worry about making this version of your game perfect. You’re only creating a working model of your project. Keep it simple, focus on the essentials, and let us know if you need help or have any issues. Week 1: Concept & Storyboarding Week 2: Prototype Development Goal: Build a working prototype of your game Deliverables: Create a rough prototype of the game with basic interactions and navigation Build the basic game functionality with questions, scoring, and feedback Focus on core interactions and basic navigation Submit to Review 360 to gather initial feedback (optional) Week 3: Development & Review Week 4:Final Testing & Project Submission ✨ Share Your E-Learning Work Comments: Use the comments section below to link your published example and blog post. Forums: Start a newthreadand share a link to your published example. Personal blog: If you have a blog, please consider writing about your challenges. We'll link to your posts, so your great work gets even more exposure. Social media: If you share your demos on Twitter or LinkedIn, try using#ELHChallengeso your tweeps can follow your e-learning coolness. 🙌 Last Week’s Challenge: Before you move from concept to prototype, check out the storyboard ideas your fellow challengers shared over the past week: Game Show Design: Storyboards RECAP #470: Challenge | Recap 👋 New to the E-Learning Challenges? Theweekly e-learning challengesare ongoing opportunities to learn, share, and build your e-learning portfolios. You can jump into any or all of theprevious challengesanytime you want. I’ll update the recap posts to include your demos. Learn more about the challenges in thisQ&A postand why and how to participate in thishelpful article. 📆 Upcoming Challenges Challenge #472(08.02): Week 3: Production & Development Challenge #473(08.09): Week 4: Final Testing & Project SubmissionWhat You Need to Know About Encouraging Your Learners to Pay Attention
You’re in a meeting with some stakeholders discussing a new e-learning course on a really dull topic. Obviously, you have questions for them and ideas to share, but you quickly realize that all they want you to do is to take a Subject Matter Expert’s 200-slide PowerPoint and put it on the LMS. No attempt to pare down the content or align it with the training goal. No reimagining the source material to add interest or engagement. You want to object to this approach because you know it’s dull and pointless. Learners aren’t going to pay attention to, let alone learn from, four hours of auto-advance lecture material. So maybe, in the interest of gaining more control and creative leeway, this is a good time to share the rather shocking claim that human attention spans are rapidly decreasing, down from twelve seconds in the year 2000 to just eight seconds today. That means our attention spans are even shorter than that of a goldfish! Holy cow! Well, now you have everyone’s attention. While I’m no expert on brain science or attention span, this claim has always struck me as being a little … pardon the pun … fishy. And sure enough, a few minutes of internet sleuthing confirms that not only is human attention span not fully understood—neither are goldfish attention spans! So it seems the oft-cited claim that humans only have an eight-second attention span isn’t actually backed up by evidence. It’s a myth, and it’s one that learning professionals have relied upon for years, usually with the honorable intent of winning the battle against dull e-learning. Unfortunately, perpetuating this hyperbolic claim—one that drips of confirmation bias and oversimplifies some pretty complex topics—can also paint you and your training team into a credibility corner over time, as your organization realizes that: 1) they drove themselves to work in an hour of traffic today, so they must have more than an eight-second attention span, and 2) simply making something shorter doesn’t mean people will pay attention to it or learn anything from it. So that leaves us with two big questions: What can you say to your stakeholders? And what are some credible, evidence-backed techniques you can use to help your learners pay attention? I decided to pose these questions to an expert in this area, so I sat down with Julie Dirksen, founder of Usable Learning and author of Design for How People Learn and Talk to the Elephant. The rest of this article is the highlights reel of our decidedly nerdy conversation. On the Topic of Attention Spans Me: Obviously, we can’t really process or recall information we haven’t paid attention to, therefore attention must be important for learning. Can you talk a little more about that? Julie: Attention is an important factor for many kinds of learning—but not all. Take learning to play the guitar, for instance. It involves skill-based practice and you need to focus while you are first learning a skill, but your mind can wander while you’re doing ongoing practice—for example, scales—to build your muscle memory. People can learn certain tasks through repetition, automating their behaviors and movements so they become unconscious. But at first, you need to pay close attention. After a while, you’re good. Me: So if there are different kinds of learning, does that also mean there are different degrees of attention? Julie: Patti Shank has written some really useful articles on attention, and she points out that there are five different kinds of attention spans, each requiring a different level of effort. Focused attention is involuntary—like reacting to a loud noise or a touch—so it’s a no-brainer. But as willpower becomes a bigger factor, the level of effort increases. Once you’re asking learners to pay attention to two things at once (i.e., divided attention), the level of effort becomes more difficult. On the Topic of Immediacy Me: I know there are lots of ways to get people’s attention, but which ones work the best? Julie: One of the most powerful ways to get people to pay attention is to create a sense of immediacy. So, if I ask how interested you are in watching a five-minute video about printer repair right now, your interest is probably zero. But if I asked you that same question when your printer is broken and it’s 5 o’clock on a Friday and you need to print out your timesheet and turn it in before you can leave work, you’re going to be much more interested in watching that printer repair video. That’s because it’s relevant to your current situation and there’s a sense of urgency to it. People don’t pay attention to the video because it’s flashier—they pay attention because it’s immediately useful. Me: So how can I create that same sense of urgency in a typical e-learning course? Julie: Well, one thing you can do is give people a scenario they need to solve by using the information you’re giving them. This creates an immediate need for that information. On Interest and Engagement Me: Okay, so I get how needing to solve something would make paying attention to that information feel more urgent. But the topic of printer repair brings up another important factor for me: interest. Julie: Yeah, it may seem ridiculously obvious to say this, but it’s just a whole lot easier to pay attention to things that are interesting. And if you’re interested in something, your capacity to pay attention to it is almost unlimited, Me: But what about when the content you’re sharing is really boring? Julie: People can force themselves to pay attention to things that aren’t interesting. But I don’t think it’s an accident that we put attention into monetary terms—paying attention. Basically, when you’re asking people to spend their willpower on something boring, that comes at a price. Most of the limits we talk about aren’t about how long people can pay attention, but that’s probably almost unlimited. The limits are more about how long people will force themselves to pay attention to something they don’t find interesting. I wouldn’t bet on that being longer than twenty minutes, and it might only be a minute or even a few seconds. If your training is always about delivering information—rattling off dos and don’ts or dictating policies and procedures—rather than giving folks a chance to get hands-on, make decisions, and practice their skills—there’s nothing interesting about that. You’re missing out on an opportunity to engage them. Engagement with your material helps people pay attention. On Importance Me: When I think about training that tends to lack engagement, I also think about things like compliance training that’s designed to address “what if” scenarios—things that could put the operation at great risk but happen relatively rarely. These types of courses are important for many reasons, but that sense of immediacy and interest isn’t really there. Julie: A lot of folks work in orgs where they’re told that everything they’re given is important. This course is mission-critical. Understanding this information over here is vital. Fatigue just settles in and people eventually find none of it worth their attention. Think about ways we can signal importance. Social proof—what others in the organization are doing with the information you’ve given them, how it’s made them better at their job—things like that definitely grab people’s attention and demonstrate that the information you’re sharing is important. However, text-heavy screens lacking visual design, learning objectives that are written in instructional design jargon—these are ways of signaling that the information you’re sharing isn’t important or useful. People instinctively know that if it was really important and useful, you would’ve made some effort to make it easier, more professional-looking, more relevant and personal. If something is genuinely useful or interesting, people probably won’t have to struggle to pay attention to it. Summary For those of you who’ve read Julie’s book or attended her sessions at industry events, you might be familiar with one of her favorite catchphrases, “One of the primary responsibilities of instructional design is the ruthless management of cognitive load.” It strikes me that encouraging your learners to pay attention requires some pretty ruthless management. Not only does the content you’re sharing and how you’re sharing it need to respect the demands on your learner’s time and attention, but that content also needs to be useful and engaging in a way that signals its importance. If you enjoyed this topic, there are lots of industry pros in addition to Julie who are talking about the science behind attention span, memory, and so much more. Check out folks like Clark Quinnand Patti Shank, to name two. You can alsolearn more about the backstory behind the goldfish/attention span myth in this videofrom Julie or by visiting her site,Designbetterlearning.com. What are you doing to encourage your learners to pay attention? Share your thoughts with me in a comment, below. I’d love to hear what’s working for you! New to e-learning? Sign up for our E-Learning 101 email course, a series of expertly-curated articles that'll get you up to speed with course development.How I Became an E-Learning Instructional Designer #469
What Instructional Designers Do#469: Challenge | Recap Have you ever tried explaining your job to friends or family, and all you get are those confused looks? Even though our industry is booming, titles like “Instructional Designer” or “E-Learning Designer” are still pretty much a mystery to most folks. It usually leads to a bunch of questions: What kind of education did you need? What exactly do you do? What technologies do you use? Do you build those compliance courses I have to take? And, of course, what do you love about your job? Now, explaining all that can be a bit of a challenge, but it’s also a great way to show off the wide range of skills we bring to the table. And demystifying our profession is what this week’s challenge is all about. 🏆 Challenge of the Week This week, your challenge is to share an example that explains what you do as an e-learning or instructional designer. Your example can be anything from a simple static graphic to a complex interaction. ✨ Share Your E-Learning Work Comments: Use the comments section below to link your published example and blog post. Forums: Start a newthreadand share a link to your published example. Personal blog: If you have a blog, please consider writing about your challenges. We'll link to your posts so your great work gets even more exposure. Social media: If you share your demos on Twitter or LinkedIn, try using#ELHChallengeso your tweeps can follow your e-learning coolness. 🙌 Last Week’s Challenge: Before you share your e-learning origin story, check out the drag-and-drop interactions your fellow challengers shared: Drag-and-Drop in E-LearningRECAP#468:Challenge|Recap 👋 New to the E-Learning Challenges? Theweekly e-learning challengesare ongoing opportunities to learn, share, and build your e-learning portfolios. You can jump into any or all of theprevious challengesanytime you want. I’ll update the recap posts to include your demos. Learn more about the challenges in thisQ&A postand why and how to participate in thishelpful article.5 Ways to Use Animated GIFs in Your E-Learning
Animated GIFs—or image files that act like a short video that loops endlessly—are everywhere these days, on social media, in blogs, and even in e-learning courses! That’s right, instructional designers are using these eye-catching multimedia assets to grab their learners’ attention—and you can too. Check out these ideas to get inspiration on how to incorporate animated GIFs in your courses. 1. As Course Header Images If your learners have a ton of courses in their dashboard and you want yours to stand out, try using an animated GIF in the course header, like in this example: Mars Curiosity Rover. It’s a surefire way to get your course noticed. 2. As Attention Getters GIFs are eye-catching. Have you noticed how hard it is to look away even when you’ve already seen the same animation loop 10 times over? That’s what’s so great about them. Their movement naturally draws your learners in and incites them to pay attention. Not convinced? Take a look at this Rise 360 course: Space Travel–Themed Interactive Infographic See how the GIFs draw you in and make you want to click on the interactive parts? I thought so. 3. To Illustrate Key Messages But GIFs can do more than just catch your learners’ eye. They can actually help learners better understand the concepts you’re teaching them. Check out the GIFs in this course, for example: An American’s Guide to Driving in France. See how the GIFs support the key messages? 4. To Lay Out the Steps in a Process If you’re creating a how-to course, you might be tempted to make a video. And that’s definitely one way of doing it! But if people need to replicate the steps one by one, they might need to rewind each step and watch it over and over again. What a pain! Instead of creating a lengthy video or screencast, why not create a GIF of each step, making it easy for people to rewatch the steps as needed, like in this article on how to make coffee? 5. For Comic Relief If the topic of your course is particularly dry, it might be a good idea to work in some humor to make sure your learners don’t fall asleep. GIFs are a great way to do that! However, be careful to not overdo it. A humorous GIF here and there is one thing; peppering every section of your course with them is another.Here's an example that uses humorous GIFs effectively. Another thing to keep in mind with humor is that it’s subjective. Test your course out on a trusted coworker or two and make sure they find the GIFs to be both work-appropriate and funny. The Bottom Line As with anything, it’s important to keep in mind that too much of a good thing is bad. When using animated GIFs, make sure they’re helping and not hindering the learning process. After all, the goal is to get your learners to focus on the content and retain the key messages. If you’re sold on using animated GIFs in your courses but aren’t sure how to go about creating your own, check out this tutorial. Like this article? Subscribe to our newsletter to get the latest e-learning inspiration and insights directly in your inbox. You can also find us on LinkedIn and X (Formerly Twitter).15 Examples of Interactive Prototypes for E-Learning Games #471
Interactive Prototypes in E-Learning RECAP #471: Challenge | Recap This week’s challenge asked course designers to share an interactive prototype of their game show designs. This is the second week of our four-part game design series. Phil Mayor Example | Phil Mayor | Website | @philmayor David Davis Example | David Davis Jonathan Hill Prototype | Working Demo | Jonathan Hill | Website | @DevByPowerPoint Ron Katz Prototype | Ron Katz | Website Jesse Wu Prototype | Jesse Wu | Website Jodi M. Sansone Prototype | Jodi M. Sansone | Website | @jodimsansone eLearn Dev Prototype | Learn more | eLearn Dev Samuel Apata Prototype | Samuel Apata | Website | @afrostem Arron Walker Prototype | Learn more | Arron Walker | Website Thierry EMMANUEL Prototype | Thierry EMMANUEL | Website Kate Golomshtok Prototype | Kate Golomshtok | Website Lisa McDonald Prototype | Lisa McDonald Angela Thomas Prototype | Angela Thomas Shelby Breece Prototype | Shelby Breece Mara Buggenthin Prototype | View progress | Mara Buggenthin New to the E-Learning Challenges? The weekly challenges are ongoing opportunities to learn, share, and build your e-learning portfolios. You can jump into any or all of the previous challenges anytime you want. I'll update the recap posts to include your demos. If you have a blog, please write about your challenge example. I'll add links to your blog post so your examples get even more exposure. And for those who share your demos on Twitter or LinkedIn, please include #ELHChallenge so your network (and Articulate!) can track your e-learning coolness. Share Your Working Prototype Examples! The game show prototype challenge is still open! If you have one or more ideas you'd like to share, please jump over to the original challenge and post your links in the comments section. I'll update this recap page to include your examples.Basic Elements of an E-Learning Course
When something’s new, it can feel complex and difficult. And when you’re first getting into e-learning and you view a finalized course, it’s hard to imagine what all the moving pieces are. However, when you pull back the curtain and look at the most basic elements of an e-learning course, you’ll realize that most courses are made up of the same fundamental components. If you’ve taken or designed at least one online course, you should recognize most of these course building blocks. While there’s no rule saying you must include these components in every course, it’s helpful for new e-learning designers to be familiar with the basic elements and where they fit into the overall course structure. Course Welcome or Opening This is the first thing your learners see when they open your course. In addition to welcoming learners visually, it usually provides options for navigating the different sections of the course. Remember that the welcome content sets the tone for your course, so it’s important to start off strong! Here’s an example of a welcome screen created in Rise: Here’s an example of a Content Library welcome template you can insert into your Storyline 360 project: Instructions Depending on the type of course you’re creating, you may want to include instructions to help learners understand how to navigate through the course. If you’ve built your own custom navigation using a slide-based authoring app, you could use arrows, callouts, and text to point out the important features of the course player. Noteworthy features include navigation buttons, resource tabs, a transcript menu, and help buttons. If you’re using the built-in course player that comes with your authoring app, you may not need to go into that level of detail. But even if you’re using standard navigation, it’s still helpful to let your learners know if they need to turn on their speakers, whether there’ll be a quiz at the end, and how much time they should set aside to complete the course. If you’re using a web-based app, like Rise, it might look something like this: If you’re using a slide-based app like Storyline, a simple instructions slide could look more like this, for example: Learning Objectives Objectives give learners an overview of the course goals. Usually presented in bullet point format, the list shows actionable tasks the learner should be able to do after completing the course. However, objectives don’t have to be listed in bullet point format. Often, it’s the client, business partner, or organizational style guide that requires objectives to be presented that way. There’s a trend in the e-learning industry to find creative alternatives to the bulleted format. For example, you could create an accordion interaction in Rise so your learners can explore the different objectives at their own pace, like in the screenshot below: Or, if you’re using a slide-based tool like Storyline, you can create a stylized objectives layout to catch your learner’s eye: Here are some additional resources and discussions on making bullet points more engaging: Convert Your Bullet Points to Interactive E-Learning with Video Five Surefire Ways to Get Rid of Bullet Points Ideas on Getting Rid of Bullet Points to State Course Objectives Reducing Bullet Points and On-Screen Text Animating Bullet Points — Is It Possible to Animate More Than One? Content This section is the meat of your course, where all the learning happens. Here you can include text, images, charts, tabs or timeline interactions, scenarios, screencasts, videos, and much more. There are many different ways to present your content, but here are a couple of ideas to get you started. Text and Images Example created in Rise Content Library template available in Storyline 360 Scenarios Example created in Rise Content Library template available in Storyline 360 Timeline Interactions Example created in Rise Content Library template available in Storyline 360 Depending on your content and course objectives, your course could include just one or two of these elements, or all of the above and much more! Let your objectives guide you through the creation process and help you decide how to best present your content to help your learners reach their target. Practice Activities The purpose of practice activities is to help learners strengthen their skills and knowledge. As such, they should include content presented earlier in the module so learners can apply what they just learned. Here’s an example of a practice activity you can create in Rise: And here’s another example created in Storyline 360: Knowledge Checks & Assessments Knowledge checks and assessments are quizzes at the end of each topic, module, or course, where learners can test their progress during a module. The main difference between the two types of quizzes is that knowledge checks do not generally count toward the final score, while assessments do. They might look like typical quizzes (i.e., true/false, multiple choice, etc.), or take on a more casual format, such as a scenario in which learners must make decisions about what to do in a real-life situation. Check out this example of a quiz question created in Rise: And this one created in Storyline 360 : Summary At the end of each topic, module, and course you’ll often find a summary of the key points from that section. They can include links to additional resources to help highly motivated learners take their knowledge to the next level. In Rise, that could look something like this, for example: Or if you’re working in Storyline or another slide-based app, you could create a slide like this one: Contact Info & Resources At the end of each course you’ll usually find contact information for the trainer or subject matter expert (SME) as well as some additional resources to help support learners as they apply the skills they’ve learned in the course to their jobs. Typically they include one or more of the following: Contact information: People to contact for help or questions about the course Continued learning: Additional resources beyond what was in the course Job aids: Handouts from the course that can be used as performance support In Rise, you could create something that looks like this, for example: Or you could build a slide like this in Storyline or another slide-based app: Final Thoughts As a course designer, you have unlimited options for combining e-learning elements in your courses. Your experience level, combined with expectations for your course and learners, will influence many of your choices. If you’re a new e-learning designer, try covering these common elements to start. Good luck! Leave a comment or post in the forums if you have any other questions about these e-learning elements or want to share ideas for combining them in unique ways. Follow us on Twitterand come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning.Converting Classroom Activities to Interactive E-Learning #465
Converting Classroom Activities to E-Learning#465: Challenge | Recap Some of the most common questions we get about building e-learning come from teachers moving from traditional classrooms to online teaching. Sure, they have the education and teaching background and find today's authoring tools easy enough to learn. However, their bigger challenge is visualizing how they'll recreate the classroom experience in a meaningful online format. Here are some of the most frequent questions we hear: How can I adapt my classroom teaching strategies to e-learning? How do I overcome the lack of face-to-face interaction? How can I maintain student engagement and accountability? How do I repurpose classroom materials for an online format? How can I effectively assess student performance online? Whether or not you have a background in classroom teaching, you're looking for ways to build better online training. And that's what this week's challenge is all about. 🏆 Challenge of the Week This week, you have three options for your challenge demo: Rework an everyday classroom activity into an e-learning interaction. When you submit your example, include a description or link to the original classroom activity. Convert any static content (classroom, e-learning, job aid, etc.) into an e-learning interaction. See challenge #424 for more ideas. Share a tip or technique to help teachers move from traditional classrooms to e-learning. This option can be either static or interactive. See e-learning challenge recap #383 for more ideas. ✨ Share Your E-Learning Work Comments: Use the comments section below to link your published example and blog post. Forums: Start a new thread and share a link to your published example. Personal blog: If you have a blog, please consider writing about your challenges. We'll link to your posts so your great work gets even more exposure. Social media: If you share your demos on Twitter or LinkedIn, try using #ELHChallenge so your tweeps can follow your e-learning coolness. 🙌 Last Week’s Challenge: Before you go back to school, check out the labeled graphic interactions your fellow community members shared over the past two weeks: Labeled Graphics in E-Learning RECAP#464:Challenge|Recap 👋 New to the E-Learning Challenges? The weekly e-learning challenges are ongoing opportunities to learn, share, and build your e-learning portfolios. You can jump into any or all of the previous challenges anytime you want. I’ll update the recap posts to include your demos. Learn more about the challenges in this Q&A post and why and how to participate in this helpful article. �� Upcoming Challenges Challenge #466 (06.21): Accessibility Makeovers. See challenge #417 for a general idea of what we’re doing. Challenge #467 (06.28): Using 360° images. See challenge #337 for examples. Challenge #468 (07.05): Drag-and-drop interactions. This will be a general drag-drop challenge, so you can share anything you like.
