An Introduction to SAM for Instructional Designers
The ADDIE model is probably the most well-known approach for mapping out the course design process. But it isn’t the only game in town these days. One popular alternative is SAM: the Successive Approximation Model. Created by Allen Interactions, SAM offers an instructional design approach consisting of a few steps that you repeat as many times as necessary. These iterations address common instructional design pain points like meeting timelines, staying on budget, and collaborating with Subject Matter Experts (SMEs). So what is SAM? And how is it different from ADDIE? Is one better than the other? Let’s dig in and uncover some answers to these questions. What’s the difference between ADDIE and SAM? ADDIE and SAM are two different approaches for crafting learning solutions that share some similar language. To better see where they differ, it’s helpful to understand how each of them works. Let’s start with ADDIE. ADDIE ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. It’s a linear approach—like a production line—with each step depending on the successful completion of the previous one. To borrow some terminology from project managers, ADDIE is a “waterfall approach.” And in a traditional waterfall method, analysis, design, development, implementation, and evaluation are all treated as ordered steps in the overall development process. While this model is preferred in many organizations, some folks say this sequential approach contributes to many of the challenges faced by instructional designers, including: Prolonged development cycles: Have you ever had your project come to a screeching halt in the development phase? It’s not uncommon for new training or technology requirements to emerge in the project development phase, bogging down your productivity with re-work. Communication challenges with SMEs and stakeholders: Even the most thorough explanations and storyboards are still open to interpretation. And with a sequential approach, SMEs and stakeholders typically don’t get to try a hands-on version of the project until well into the development phase. This can mean it’s not until you’re near the end of the project—when you’re out of time and money—that you discover your vision doesn’t match theirs. No time for testing: When projects run out of time or money, what’s the phase of the process we tend to skimp on? In my experience, it’s testing. Shortchanging this step may save you time, but with risky downsides like a training product that doesn’t work—or work effectively—to address a critical performance gap. Successive Approximation Model (SAM) SAM, on the other hand, is considered to be an “agile approach” that can be scaled from basic (SAM1) to extended (SAM2) to suit your needs. Both SAM models use iterative cycles to create the end product right from the start—all while continually analyzing and refining your work as it’s being produced. Proponents of using agile methods for creating e-learning claim that models like SAM can alleviate many of the challenges discussed above—in particular, improving the project team’s visibility into the instructional design process and reducing development time frames. The basic process—SAM1—can be a good fit for smaller projects or teams. This flavor of SAM is a simple model with three iterations of the familiar instructional design steps of evaluation, design, and development. Using this approach, everyone’s ideas and assumptions can be discussed, prototyped, and tested early on, bringing you closer to a usable product more quickly. And what if your project is more complex? That’s where SAM2 comes into play. SAM2 is an extended take on SAM1. It consists of eight iterative instructional design steps spread across three project phases: Preparation, Iterative Design, and Iterative Development. In addition to the incremental cycles, another notable feature of the SAM2 model is the preparation phase. It consists of two steps to help you prepare for your design and development work fast: gathering information and then holding a brainstorming and prototyping meeting known as a “Savvy Start.” Which is better—ADDIE or SAM? When it comes to evaluating which design model is a better fit for you and your team, it really boils down to what you’re trying to achieve and what your work environment will support. When applied in the right situations and fully committed to by everyone involved, SAM’s flexibility can get you to a successful final course fast. Its iterative approach both helps you use prototypes to get stakeholder buy-in quickly and also makes it easy to pivot should your course requirements change. However, many instructional designers work in organizations that have embraced agility in theory but not so much in practice. Applying an agile approach like SAM can be difficult when your environment doesn’t encourage rapid feedback or flexible processes. In those cases, ADDIE’s waterfall model may be a better choice. Because ADDIE is a waterfall method that’s been used for years, it might make clients, stakeholders, and even team members more comfortable. And while it’s still not as flexible as SAM, many people find an adapted version of ADDIE that includes some iterative loops does a good job of splitting the difference between both methods. More Learning Whatever design model you follow—whether it’s ADDIE, SAM, or another one entirely—weighing your options for more thoughtful, responsive development practices can be a great way to build collaboration and grease the wheels for smoother training rollouts. Start by digging into these related articles from the archives. An Introduction to ADDIE for Instructional Designers What’s the PADDIE Model of Instructional Design? Best Practices for Effective E-Learning Project Management How to Manage E-Learning Project Scope Creep What design model is closest to how you really work? What are your thoughts on ADDIE vs. SAM? We love hearing from you, so share your thoughts in a comment. Follow us on Twitter and come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning.Make Working with SMEs a Breeze with These 3 Downloads
One of my favorite things about being an e-learning designer is creating courses on a wide variety of topics. I’ve learned so much over the years! When I look back on it, it’s almost like I had to become an expert in every subject in order to create the most effective learning experience. And while some of my knowledge came from my own research, more often than not it was gleaned from the content provided by my project’s Subject Matter Experts (SMEs). Subject Matter Experts play a critical role in course design. They have the knowledge, experience, and insight to help you create the most impactful training. Despite their importance to your projects, working with SMEs can also be challenging. From different perspectives around how content should be presented to old-fashioned beliefs around how people learn, many e-learning pros find themselves in a battle of wills with their SMEs when all they really want is a productive partnership. This problem can be especially vexing when creating custom e-learning in a powerful app like Storyline 360. With so many creative possibilities, there are countless ways to present content. So how do you help your SMEs visualize different treatments and bridge gaps in understanding, all while building positive relationships with your SMEs? Here are three documents I’ve found essential for communicating clearly and aligning expectations from the start. Document 1: Project Kickoff Questions Before meeting with your project’s SMEs, it pays to do a little prep work. If you already have some source content pulled together, study it to get a basic understanding of the material. And if you don’t have content, research the topic or the company to make the most of your time with your SMEs. As you study, prepare a list of questions to help guide the conversation and show the SME how much you value their time. Need to kick-start your thinking? Download and customize this Project Kickoff Questionnaire for your needs. Download With all of your prep work done, you’re ready to set up a meeting with your SME to discuss the project. Make sure to bring your list of questions, and then listen actively and take notes. This is your time to build trust with your SMEs and identify knowledge and performance gaps to determine the right solution. Document 2: Project Plan After you determine the right solution, it’s time to put the details in writing so you’re all on the same page. A project plan can be a great way to align expectations. In the project plan, you can include the project background, course information, deliverables, timelines, and any other important details. Once you’re done preparing the project plan, have the SME review it and confirm its accuracy before moving forward with design. Need help creating a project plan? I’ve got you covered! Download this free project plan template. Download Document 3: Storyboard Now that you and the SME are on the same page, it’s time to start designing the project. If you’re using a slide-based authoring app like Storyline 360, the best way to make sure you have a solid foundation for development is to create a storyboard. A storyboard is the blueprint for a course that outlines the content screen by screen. Storyboards help your SMEs visualize how the content will flow and allows them to make edits before you start development in your authoring app. Note: If you’re using a web-based authoring app like Rise 360, you can skip the storyboarding phase and go straight to development since it’s easy to use and quick to make changes. Need help getting started? Then download and customize this storyboard template with your content. Download What Next? After the storyboard is finalized, you can feel confident knowing you have a solid foundation to start building your course. Taking the time to develop project kickoff questions, create a clear project plan, and storyboard the content before you start developing it in your authoring app will set you, the SME, and the learners up for success. For more ideas on working with SMEs, check out this series on Everything You Need to Know About Working with SMEs. Follow us on Twitter and come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning. If you have any questions, please share them in the comments.6 Agenda Items for Your E-Learning Project Kickoff Meeting
Project kickoff meetings are an important part of the e-learning process. It’s the first time you meet with stakeholders, SMEs, and anyone else who has a hand in your project to get the ball rolling. But this meeting isn’t just a formality. It’s a crucial first step in starting your e-learning project. To make sure everything gets off to a good start, it’s important to use your time wisely. In this article, I’ll walk you through six key items you should discuss for a successful project kickoff. 1. Find Out Who Has the Final Word Identifying your primary stakeholder(s) is a crucial part of any successful project. There’s nothing worse than spending weeks designing a course, calling it ready to roll out, and then having someone say, “Now, let’s take it to Bob so he can review it.” To avoid this situation, you want to know who’s ultimately responsible for approving a project from the start. Touch base with them and find out their criteria for success, then have them review your project periodically. Doing this up front saves time and money on the back end. 2. Agree on Deliverables The key project deliverables can vary from one project to another depending on a variety of factors, like the e-learning development app you use, the level of course complexity involved, etc. For example, if your client wants to use an app like Rise 360, you know you can skip creating a prototype. That’s because with Rise 360, the visual design and functionality are done for you—all you need to do is select colors and fonts—saving tons of time. Take time to chat with your client and decide which deliverables make sense for their project. Maybe they don’t need a prototype or a storyboard, but they want a few extra review cycles. As long as you’re both on the same page from the beginning, it doesn’t matter what you decide. Once you’ve made a decision, make sure to document it to avoid extra work, wasted resources, and frustration. After you’ve nailed down the deliverables, it’s time to look at your timeline. 3. Commit to a Timeline Your project timeline is important because it says when you’ll hand off deliverables to the client. Work directly with your client to build the timeline, and if you make any changes later on, be sure to loop them in right away. When working on a realistic and attainable project timeline, you should: Identify the dates your major deliverables are due Note any connected projects or resources owned by other teams that will need to be completed before the e-learning launches Outline the due dates of key milestones and when you expect to have the project wrapped up Include deadlines for items the client must provide to you, so they know their responsibilities Include dates when client reviews need to be completed Budget time for rework after each stage of review Build in time at the end of major phases as a buffer for any unexpected issues or events, since no project ever goes 100% as planned Once you’ve got your timeline set, document it along with the project deliverables and share them with your team for greater project visibility. Once you’ve got your timeline nailed down, it’s time to consider your learners and their needs. 4. Think About Your Audience The cornerstone of any successful e-learning project is a thorough audience analysis. An e-learning audience analysis is a deep dive into job- and context-related details. It teaches you who you’re training and covers important facts, like what your audience knows and how best to communicate with them. For example, what’s their level of prior knowledge? And are there any cultural considerations you should be aware of? If so, knowing this up front will help you design inclusive e-learning that resonates with your entire audience. While an audience analysis is incredibly helpful, it can’t account for everything. For example, a learner might have a disability they aren’t comfortable sharing with their employer. In that case, you won’t be aware of this disability either and can’t take it into account as you’re creating the course. That’s why it’s a best practice to always design courses that are accessible. This ensures all learners have equal access to your course content. 5. Clarify Learning Objectives Once you’ve thought through who your learners are and how to design an accessible course, it’s time to drill down and identify learning objectives. A great way to start is by answering these three questions: What needs to be learned? (What do they need to be able to do after taking the training?) What do they need to know before they can start? (What level of knowledge is required to understand the course content?) How will you measure whether they’ve learned what you set out to teach them? (By passing a knowledge check? By performing on-the-job demonstration?) After you’ve identified and written the learning objectives, make sure to get them approved by your key stakeholders and SMEs. The learning objectives will determine the content you include in your course, so it’s important to get buy-in up front to reduce project scope creep. 6. Think Through Technical Considerations The technical requirements for e-learning courses can vary greatly from one project to another, so it’s important to know what they are before you get started. Some good questions to ask are: Do learners have access to the technology they need to take the course (for example, computers or mobile devices)? Do they have headphones or speakers to listen to audio? Do you need to track the course progress and completion? How will you share the course with the learner (LMS, video hosting service, browser, etc.)? Do the learners have a high-speed internet connection? Figuring out answers to these questions will help you identify potential issues learners might run into. A good practice is to identify the worst-case scenario and build your training in a way that ensures it will still function even if that happens. After all, a course is only successful if learners can access it! Wrap-Up As you can see, there are many things to consider when kicking off an e-learning project and they are all important pieces of the puzzle. And while it might seem like a lot, covering these six items in your kickoff meeting will ensure you’re off to a good start. Want more project management tips? Check out these articles: 3 Tips for Building an Effective E-Learning Project Team Keep Your E-Learning Project Moving Forward with These 3 Tips 3 Ways to Ensure Your E-Learning Clients Keep Coming Back For More And here are someuseful templates: Basic Project Management Timeline in Excel Basic Project Management Plan in Word E-Learning Project Estimates Worksheet E-Learning Project Plan Remember tosubscribe 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). This article is part of our E-Learning 101 e-mail course, a series of expertly curated articles that’ll help you get started with e-learning—delivered right to your inbox. You’re only a click away from becoming an e-learning pro!Sign up here to enroll.8 Simple Steps for Creating Online Training
Are you new to e-learning and looking for someone to walk you through the course creation workflow from A to Z? If so, you’re in the right place. Read on for a high-level overview of what happens in each step as well as some additional resources that’ll set you up for success. Step 1. Confirm Training Is Needed When you land an e-learning project, the first thing to do is identify the “why” of the training request. Specifically, you want to learn what problem—usually a performance gap—e-learning is supposed to fix by doing a training needs analysis. When you do this, you might find that training isn’t really the appropriate solution. If that happens, share what you’ve found with the client or stakeholder. Odds are they’ll be open to what you have to say! But if—for example—you’ve been tasked with creating legally mandated training, there might not be a ton of flexibility for exploring other options. If that’s the case, don’t worry! Just move forward with developing the course as requested. Step 2. Meet with Your Client Once you’ve explored the root of the training request, you’re ready to gather some more project details. To do that, set up a meeting with the person who requested the training—often referred to as the client or primary stakeholder. You’ll want to go over things like: High-level learning objectives Budget or resource constraints Course creation app the company uses Timelines for different deliverables Review process and who has the final say Branding requirements and style guide information How learners will access the course (email with a link, learning management system [LMS], hosted online, etc.) To learn more about what to cover at the start of a project, check out this article: 6 Agenda Items for Your E-Learning Project Kickoff Meeting. Step 3. Gather Content With the project details sorted out, it’s time to start collecting the course content. Sometimes clients make your job easy by providing you with pre-existing content—like PowerPoint presentations—you can use to build out the course. It’s fantastic when this happens, but it’s not always a given. If there’s no existing content—or if there are gaps that you need to fill—you’ll likely need to research and write the content yourself. If the course topic is specific to the company, you might need to work closely with Subject Matter Experts (SMEs) to get the information you need. While every e-learning project is different, the aim of most trainings is generally the same—to teach someone a new skill. As you gather information, cut out anything that doesn’t support the overarching learning objective and help reach the training goal. For more information, see this list of articles: 5 Steps for Collecting Content for Your E-Learning Project The Dos and Don’ts of Separating Need-to-Know from Nice-to-Know 3 Tips for Designing Courses on Topics You Don’t Understand Step 4. Storyboard or Prototype Ok, so you’ve collected all the content you need. Now it’s time to start organizing it in a logical way and deciding how to present it to learners. This step is often referred to as storyboarding. Storyboards often take the form of a Word or PowerPoint document. The purpose of the storyboard is to ensure you and your stakeholders agree on the course structure, content, and format, so there are no surprises later on—when it’s often harder to make adjustments. That being said, some people prefer to skip the storyboard phase and build a prototype—also called a functional storyboard—directly in their course creation app. This gives stakeholders something more tangible to interact with, making it easier for them to imagine what the finished course will look like. It’s up to you to decide which option makes more sense for your project. But whatever you decide, be sure to check out the articles below for help with this step: E-Learning: Storyboard vs. Prototype 11 Best Practices for E-Learning Storyboarding What to Include in an E-Learning Storyboard Step 5. Review and Edit Once your storyboard or prototype is ready, it’s time to share it with your stakeholders for review. When you send it to them, emphasize that it’s just a first draft—and that it’s not the way the course will look when it’s done. This helps reviewers focus on the most important things—like content and course navigation—instead of the visuals. It’s also a good idea to tell your reviewers when you need their feedback completed by, so your project stays on track. Keep in mind that you might need to go through several rounds of review before you get everything exactly the way your stakeholders want it—which can be frustrating. But remember: feedback just makes the course better! And if you’re looking for tips on making the review process run more smoothly, check out this article: 5 Steps to an Easier E-Learning Course Review Process. Step 6. Build the Course If you started out with a storyboard, this is when you’ll begin moving your content into the authoring app. In this step you’ll make decisions around course functionality, fine-tune your course navigation, and design the visuals. Of course, if you skipped the storyboard step and went straight to a prototype, you’ll already have the functionality and navigation built out, so all that’s left is the design. Either way, it’s a good idea to follow some best practices during this step to ensure the final course is easy to use and professional looking. Check out the resources below for some tips: User Interface Design: 3 Things E-Learning Designers Need to Know Tips for Designing Buttons That Scream “Click Me!” How Do I Choose a Design for My E-Learning Course? Your Ultimate Guide to Choosing Graphics for E-Learning Improve Your E-Learning Designs Using White Space Step 7. Quality Assurance and Testing Now that your course is developed it’s ready to launch, right? Actually, not quite. Ensuring your course works as expected and doesn’t have any grammatical errors or design inconsistencies is a really important part of the development process. And the best way to ensure this is with a thorough round of quality assurance and testing! When you go to test your course, have a few different people look at it and ensure everything looks and works as expected. There are a whole host of things to watch out for, so having a checklist like this one can be really helpful, to make sure you don’t miss anything. Step 8. Publish and Share Your Course Once you’ve gone through the testing phase and made any necessary edits, you’re finally ready to share your course with learners. How you do that will depend on your client’s needs—which you will have already discussed during the project kickoff. For more information on the different options, check out this article: How to Share E-Learning Courses with Learners. Wrap-Up Building an e-learning course can seem daunting if you’ve never done it before, but if you follow this simple workflow, you will get there—step by step! For more tips for e-learning newbies, check out these resources: What Is E-Learning? What You Need to Know to Create Amazing E-Learning How to Plan E-Learning Courses Like a Pro Follow us on Twitter and come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning. If you have any questions, please share them in the comments.How to Plan E-Learning Courses Like a Pro
Whether you’re creating an e-learning course from scratch or updating an existing one, planning is key. A good plan helps you visualize your ideas, get organized, and stay on schedule. Read on for three steps to help you create a project plan that clearly outlines your course objectives and how you’ll achieve them. 1. Identify Your Deliverables Start by making a detailed list of everything you plan to produce and deliver. Keep in mind that deliverables can vary from project to project. For example, if you’ve been asked to create a brand-new course, your deliverables might include a storyboard, the e-learning course itself, and a post-course evaluation. But if you’ve been asked to update an existing course, your deliverables might only include a revised storyboard and the updated course. Whether you have 15 deliverables or just one, this list will help you understand what you need to accomplish and in what order. 2. Define Your Requirements Once you’ve identified your deliverables, define your requirements and outline what you’ll need to achieve your goals. This list might include: People who can help you with different pieces of the project Software and hardware needs Multimedia assets (video or audio files, images, logos, etc.) for building your project By outlining these requirements now, you can help your team understand what’s needed and avoid problems and delays later. And if you share this list with your stakeholders or project managers before the project starts, they can give you access to the right people and tools when you need them. 3. Create a Review Process It’s essential to gather feedback from a variety of reviewers. Doing so reduces the chance of overlooking things and also brings fresh perspectives to your project. So, before completing an e-learning course, be sure to have others review it, even if your organization doesn’t require a formal review process. There’s no right or wrong way to complete a review process, but here are a few things you’ll want to consider: Who should provide feedback (subject matter experts, stakeholders, etc.) How often or when to collect feedback Methods for collecting and incorporating feedback And don’t forget to keep your stakeholders involved every step of the way. If you do, you’ll be more likely to achieve a final result that makes everyone happy. The Bottom Line Using these three steps can create a solid project plan for each of your e-learning courses. By doing so, you’ll set yourself up for success before your projects even begin! If you want to learn more, check out these helpful articles: How to Manage E-Learning Project Scope Creep How to Write Requirements for Your E-Learning Project 5 Steps to an Easier E-Learning Course Review Process Follow us on Twitter and come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning. If you have any questions, please share them in the comments.How to Calculate the Seat Time for Your E-Learning Course
Let’s say you’ve designed a really awesome e-learning course and you’re ready to share it with your learners. But before you do, your boss wants to know how long it takes to complete your course. Why would he want to know this? Because managers—and ultimately, learners—want to know before they start the course whether they need to set aside a few minutes, or an hour or more, to finish it. This is what’s called seat time for your e-learning course. So how do you go about calculating how much time e-learning courses will take? This exact topic was recently raised in the E-Learning Heroes Forum by one of our community members, and it’s a great subject to write about. So here are a few things to consider on the issue. Factors That Affect Seat Time Slide Count You may have seen or heard some people in the industry use a ratio of 1 slide = 1 minute when it comes to calculating seat time for an e-learning course. However, this is not an official number, because the reality is that the slide count is only part of the equation. What if some of your slides have multiple layers, and each of those layers reveals a few paragraphs of content, or videos, that your learners must view? Is your slide count including all layers? You may also be using branched navigation, in which case the learner might not see all of the slides in the alternative paths in the scenario. Amount of Audio, Video, and Interactivity Your seat time can vary greatly depending on whether you have audio, video, and interactive elements in your course. Further, it makes a difference if the learner is required to sit through these elements, or can skip ahead. Several community members considered using the narration length as a guide for course seat time. There are online tools available where you can copy and paste your narration script and it will estimate its running time. However, be aware that the narrative length may not tell the full story: some slides might not have narration, and on others, the user might be able to advance before the narration is complete. Your Audience Different people will react to your course in different ways. For example, a young and tech-savvy high school audience for a mandatory course might zip through the materials at a different speed than the senior citizens who are taking the course in their leisure time. Audience interaction with your course is one of the puzzle pieces that factors into seat time, so be sure to account for it in your estimate. How You Should Calculate Your Seat Time The best way to calculate the seat time for your course is to do some live testing. Have a variety of learners, with various technological skills and demographics, complete your course while you time them. When you complete your testing, calculate an average time for learners to complete your course. Calculating an average is very simple: add up all the duration times, then divide by the number of people that tested your course. For example, say you had four people test your course and they had the following durations: Your calculation for the average would look like this: You could present your boss with your calculation, or give him or her a range of approximately 30 to 35 minutes for learners to complete the course. There’s a lot of good information to help you estimate your course duration, but the very best way to calculate an accurate number is to have real learners take your course and calculate the average seat time. Hope this information helps you in a future project! You can always sign up for a fully functional, free trial of Articulate software. And don’t forget to post your questions and comments in the forums! We’re here to help. For more e-learning tips, examples, and downloads, follow us on Twitter.4 Simple Steps for Updating Old E-Learning Courses
Something all training departments should do but often don’t is review their existing courses regularly to ensure they’re up-to-date and functioning as expected. There are a few common reasons this critical task is often overlooked: Launching a course is considered the last step in the process—reviewing and updating isn’t on anyone’s radar. Everyone’s focused on creating new courses. There are so many existing courses that maintaining them all seems daunting. If you’re in the same boat, now is the time to make a change. After all, if your training courses are outdated or broken, it’s a waste of time for employees to take them. When you think about it like that, it really highlights the importance of making time for course maintenance. To make the process feel more manageable, I’ve broken it down into four simple steps—and I’ve even included some tips for improving your courses while you’re at it. Let’s take a look! 1. Make a List Start by compiling a list of your existing courses. Use Google Sheets, an Excel spreadsheet, or any other app you’re comfortable with to get organized. Here are some things you might want to include: Course title Date published Authoring app Published course URL Source file location Actions needed (e.g., republish, refresh, remove, or redesign—we’ll talk more about these options in the next section) Notes Priority Here’s an example of what that could look like: Like how I’ve set this up? Download my template to help you get started. 2. Review Your Courses Once you’ve made a list, set aside some time to do a thorough review of your courses. Ensure your interactions, animations, and other course assets work as intended, that the content is still relevant, and the graphics are up-to-date. For a complete list of things to watch out for, use this handy resource: E-Learning Maintenance Checklist. If you come across some things that are broken or out-of-date, decide whether it makes most sense to update the existing course or to rebuild it from scratch. If the choice isn’t immediately obvious, head over to this article to help make the call: Update or Rebuild: How To Know if an Old E-Learning Course Can Be Revived. Then, update the spreadsheet you made in the previous section to include information about next steps. 3. Make a Plan Before you start updating, sit down and make a plan. Look at your list and decide the order in which you should update the courses. Prioritize business-critical courses such as new employee onboarding, software training used by your frontliners, or training that’s urgently needed to support business goals. Think about whether it’s something you can do on your own or if you’ll need to enlist the help of a coworker or a freelancer (via our job board, for example). Decide whether to update the courses all at once or little by little. Put together a schedule for updates to keep the project on track and set up checkpoints (using calendar reminders, for example) to ensure it’s progressing. 4. Take Action Once you’ve made a plan, you can start converting your content. Here’s how to update your courses based on your decision to republish, refresh, remove, or redesign. Republish Let’s say the course content and visuals are up-to-date but it’s not working anymore because it includes Flash content that’s no longer supported by most browsers. If you created the course in Storyline 1, Storyline 2, Studio ’09, or Studio ’13, just upgrade your course to Articulate 360 (which includes both Storyline 360 and Studio 360) or Storyline 3. Both options can do the hard work of converting older content for you, so in just minutes your legacy courses will work on modern browsers. We’ve made it super easy to upgrade. Just follow the steps outlined here: Upgrading Courses to Storyline 360 Upgrading Courses to Storyline 3 Upgrading Courses to Presenter 360 Upgrading Quizzes to Quizmaker 360 Upgrading Interactions to Engage 360 Once you upgrade a course, be sure to republish and reupload it to your Learning Management System (LMS) or website. Refresh Go through and edit the course based on your notes during your review. This might include updating visuals, rewriting some content, or fixing minor technical issues. And check out this article for some tips on how to quickly update the design of your older courses: 4 Fast & Easy Changes That Will Make Your Old Storyline Courses Look New Again. Remove Even if you no longer need a course, take a look at the slides and see if there’s anything you want to recycle—an image, a cool interaction, etc. If there is, and you’re using Storyline 360, you can save those slides as a Storyline template to import later or use Team Slides to easily share with your team. When you’re done reviewing, remove the file and move on. If removing a course makes you a little nervous—even if you know it’s not needed—do what I do and keep a backup of the source file in case you want to revisit this content someday. Redesign If your course’s source files are no longer available or if the content is really out-of-date, you may need to redesign the course. When you’re faced with a redesign, start by deciding which app to use. Here’s an article that can help you make the call: Which app should I use—Rise 360 or Storyline 360? From there, ask yourself questions like: What content changes need to be made? What new graphics are needed? Are there videos that need updating? Would this content be better broken up into smaller courses? More Resources I hope these steps make it easier for you and your team to stay organized and keep your content up-to-date. And in case you forgot to bookmark the helpful articles mentioned earlier in this article, here they are once again: E-Learning Maintenance Checklist Course Update Spreadsheet Refresh or Rebuild: How To Know if an Old E-Learning Course Can Be Revived 4 Fast & Easy Changes That Will Make Your Old Storyline Courses Look New Again 6 Ways to Quickly Update an Outdated E-Learning Design Rise 360 or Storyline 360: Which One Should You Use for Your Project? And be sure to follow us on Twitter and come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning. If you have any questions, please share them in the comments.Top 3 Types of E-Learning Analysis
When developing e-learning courses, analysis is an important piece of the puzzle. Often, you need to complete a wide variety of analyses before even starting your project. While there are many different types of analysis, this article will cover the three primary ones. 1. Needs Analysis I tend to think of this as the most important type of analysis. It informs everything you do course design-wise—from content development to delivery. Here, you gain an understanding of the training gap—if there is one—and how to create material that will help bridge that gap. During a needs analysis, you compare employees’ actual performance (how they’re doing now) to their expected performance (how they should be doing.) If these two things don’t align or there’s a “gap,” then you have identified an area your training can improve upon! While this is a great way to identify what training to create, if a course is legally mandated you won’t need to do a traditional needs assessment. If training is required by law, then the government has already identified the training you need to create! That being said, even if training is mandatory, it can still be helpful to look at ways you can improve it, or evaluate if yours is meeting government standards. In this case, you won’t do a needs assessment to identify what training to develop. Instead, you’ll do one to evaluate if—and how—you can improve the training. Sometimes, in doing a needs analysis, you’ll find that training isn’t the right solution to the problem. This happens when another factor causes a problem, such as corporate culture or employees not having the right technology to do their job. If that’s the case, training won’t solve the problem. To learn more about creating a needs analysis, check out this article: Needs Analysis - When Is E-Learning the Solution? 2. Audience analysis An audience analysis involves studying your learners and identifying their traits and demographics. This helps you create training that’s relevant and meaningful to them. An audience analysis is typically done after a needs analysis but before you start content development. This is a key step that will influence your entire course development and project success—so don’t skip it! An audience analysis uncovers who your learners are, their level of experience, education, and much more. Depending on where you work, you might be able to get these details by surveying your audience directly. Or, you might need to partner with HR and the manager who initiated the project. An audience analysis is critical because it provides descriptive information that guides your course design and content development. For example, maybe your audience analysis showed that half your learners are software engineers, while the other half are line workers who aren’t tech-savvy and don’t use computers in their daily life. After uncovering this, you’d likely choose to create two courses, with each tailored to the learners’ technical abilities. This is just one example of why an audience analysis is important, but there are many more. To dig a bit deeper, read this article: How to Do an E-Learning Audience Analysis. 3. Task analysis Most of the time when designing on-the-job training, the goal is not only to educate your learner, but improve their job performance. For this reason, it’s beneficial to break the training down by task and outline the best way for learners to perform it. But before you can do that, you need to identify the specific tasks that will help improve employee performance. Although this might seem obvious, you’ll often find it is not. That’s where a task analysis comes in. A task analysis allows you to break one macro task—for example sending an email—into a bunch of micro tasks or steps. This allows the learner to easily follow the training and accomplish the task efficiently. Some tasks are straightforward and follow one set of steps in sequential order. Others are complex and require the learner to make various decisions. Whether simple or complex, the task analysis identifies the physical and mental steps learners go through. For more details, check out the article How to Do a Task Analysis Like a Pro. Wrap-Up Ideally, you’ll have all the time in the world to complete these three different types of analysis. And doing so will increase the likelihood that your course will be effective. However, if you find you’re tight on time or don’t have the resources to do all three, don’t panic! In the real world, people often get by with just a needs assessment. But if you decide to go that route, be sure to include learner demographic information in it! Do you think there’s another analysis type that’s critical to the success of a project? Or do you have personal experiences with any of these types you’d like to share? If so, tell us below! And if you’re searching for more helpful resources on the planning stage of your e-learning project, look no further! Here are some great ones to check out: How to Write Requirements for Your E-Learning Project 5 Steps for Collecting Content for Your E-Learning Project How to Plan E-Learning Courses Like a Pro Follow us on Twitter and come back to E-Learning Heroes regularly for more helpful advice on everything related to e-learning. If you have any questions, please share them in the comments.How To Calculate the Cost-Benefit of E-Learning
Most organizations create e-learning as a means to improve employee performance. Courses are supposed to deliver knowledge and skills that make workers better at their jobs. So if e-learning doesn’t improve job performance or the bottom line, most organizations don’t want to invest in it. That’s why it’s critical to calculate the cost-benefit of your e-learning course before you start to develop it. You want to show ahead of time that the benefits of creating and administering the e-learning course outweigh the development costs associated with it. Here are a few things to consider when you calculate the cost-benefit of your course: The Costs Design, Development, and Delivery A lot of factors go into calculating the costs associated with designing, developing, and delivering your e-learning course. You might need to see the HR department to help you figure hourly rates for various job titles, and then do some calculations to convert a salary into an hourly rate. Some costs to include are: Software/Hardware Costs: For example, you might need to purchase a new authoring tool, some stock photography, or a new microphone. Development Time: Calculate development time by multiplying developer’s hourly rate by number of hours needed to develop the course. To calculate an hourly rate from a yearly salary, you can use this formula:salary / 52 weeks / number of hours in a workweek. Meeting and Review Time: Include the value of the time of everyone involved with the project: meetings with a manager, the tech department, your SMEs, copyedit, graphic design, etc. Calculate the dollar value of the time spent in meetings with these people as well as the time they devote to the project. Lost Production Time: The time your participants spend taking your e-learning course is called lost production time. Calculate the lost production time using this formula:# of employees x hourly rate x # of hours the training lasts. These are some of the most obvious costs you need to consider. There might be others, such as organizational overhead and, the cost of setting up an LMS or webpage to host the course. Once you’ve identified and calculated the costs associated with developing and delivering your e-learning, you need to look at the second part of the equation: the dollar value associated with the benefits of your e-learning. The Benefits Benefit of Training The benefits of training can be tricky to identify and narrow down, but it is possible and very important to do so. To calculate the dollar value of the benefits, you need to identify 1) the specific task that is being taught in the training or e-learning, and 2) the average benefit, in dollars, of improving performance surrounding this task. Once you’ve done this, multiply the dollar value of the benefit by the number of employees, and multiply that by a time period. When you have both your total costs and your total benefits, you can calculate your Return on Investment (ROI) using this formula: Having flashbacks to math class? Let me share an example with you to illustrate this more clearly. Cost-Benefit Analysis Example: XYZ Delivery You work for XYZ Delivery as a training designer. Over the past few months, an increase in shipping label errors has caused more packages to be returned undelivered. To reduce the amount of errors, the Shipping Manager wants to create a one-hour e-learning module for 50 employees on the proper way to fill out shipping labels. They ask you, their in-house training designer, to do a cost-benefit analysis for designing this module. First you look at the costs associated with designing, developing and delivering this module: Now that you’ve looked at the total costs, you need to identify the benefits of training the employees at XYZ Delivery on how to fill out shipping labels properly. The specific task being taught: How to fill out a shipping label. The benefit of improving performance for filling out shipping labels: You investigate and identify that, currently, the 50 employees get an average of one error each per week on shipping labels. An error on a shipping label means a package is returned at an average cost to XYZ Delivery of $15 per returned package. Teaching the employees how to properly fill out the shipping label could save XYZ Delivery $750 per week (50 errors per week x $15 per error = $750). Multiply that by four weeks in a month and by 12 months in a year, and XYZ Delivery can potentially save $36,000 per year if they can reduce the rate of packages returned due to shipping label errors to zero. To calculate the net benefit, we’d then subtract the cost of training from the benefit, $36,000 - $4000 = $32,000 is the total net benefit. Now let’s plug these numbers into the ROI calculation shown above: XYZ Delivery can potentially get an 800% return on their money in a year if they invest in this one-hour e-learning module designed to reduce the error rate for shipping labels to zero. It may make sense to leave room for a few shipping label errors—that’s only normal human behavior—so you could edit your calculation to reflect this. Again, this is just a general example to illustrate the cost-benefit analysis more clearly. Hopefully this simple method for completing a cost-benefit analysis and calculating the ROI of your e-learning course will encourage you to do so for your next project. If you’ve done a cost-benefit analysis in the past and you’ve learned a thing or two that you’d like to share, please leave a comment below. We love to hear your feedback! You can always sign up for a fully functional, free trial of Articulate software. And don’t forget to post your questions and comments in the forums! We’re here to help. For more e-learning tips, examples, and downloads, follow us on Twitter.10 Tips for Coping With Vague E-Learning Project Requests
The typical advice when you start a new e-learning project is to find out as much as possible about the problem you’re trying to solve, the audience you’re creating it for, and your stakeholders’ vision for the solution. And while this is a best practice for a reason, sometimes it doesn’t go as planned in the real world. Maybe new regulations require you to provide training on a topic but don’t specify much other than course length. Perhaps your only guidance is that doing anything new is better than what your company is doing now. Or you could be dealing with the problem our Articulate User Conference attendees faced in this Training Trailblazers activity—stakeholders who don’t know enough about training to understand what exactly they need. So, what should you do when you need to know a lot more about a project before you can move forward? Let’s look at some useful strategies community members suggest for digging up that information! 1. Start by outlining what you do know If you feel overwhelmed by project ambiguity, sometimes the simple act of summarizing everything shared with you so far in one document can give you a better sense of what to do next. Also, if all the project conversations and decisions up to this point have been fragmented across lots of meetings and teams, your stakeholders and subject matter experts (SMEs) may not realize how little has been settled. Rounding up the few facts you have and sharing them with those partners can make it easier for you to highlight critical project gaps. 2. Create a list of questions—and experts to answer them Another way to narrow down next steps is to list the big questions that come to mind as you consider the project. Once you’ve finished your initial list, consolidate what you want to ask, ensure you’re covering all your information gaps, and triage the items so you’re asking the most vital questions first. When you finish the list, review each question and identify the best person to answer them. Project stakeholders or SMEs are logical places to start. But also consider if there are others inside or outside your organization that could have helpful information to share. 3. Analyze the problem with the project requester One source for answers can be the person or group who first contacted you for assistance. Even if they’re not experts in the material, they may have insights into what problem they want this training to solve and what they want people to do differently after they take it. If the project requester doesn’t know the answer off the top of their head, it’s worth spending some time chatting with them to try and uncover the answer. After all, if the requester doesn’t know what performance gap the training needs to fill, you’ll be hard-pressed to make that happen. 4. Get to know your audience It’s hard to design training when you don’t know much about who you’re designing it for. Learning more about your target audience can answer lots of questions about what your project should cover and formats likely to work well for them. Not sure what information is most important to find out? This article on how to do an e-learning audience analysis can guide you along the way. Your audience is also a valuable resource when your stakeholders know the gist of what they want your training to address but are foggy on the specifics. Interviewing and surveying your audience members can fill in those content gaps and give you practical ideas for what training experiences would help them the most. Not only that, but their feedback can also point out aspects of the topic you can leave out because your audience already has them mastered. 5. Research common problems and solutions If the initial request is vague about what exactly your training should cover, try exploring the most frequent issues people have with the topic and best practices for overcoming them. That way you can uncover tried-and-true ideas for your course content. This approach may not work well for niche, company-specific content or challenges. But it’s a great starting point for more general training topics, like leadership, communication, or compliance training. 6. Dig into metrics If your stakeholders aren’t sure about the specific areas your audience is struggling with, data may paint a clearer picture for you. Performance metrics can give you direct information about learner strengths and gaps. And you can infer a lot by looking into what company goals they aren’t currently meeting. This approach also has a bonus—it gives you concrete numbers to compare pre- and post-training. That’s a handy way to show the impact of what you create. 7. Consult official documentation or regulations When designing compliance training—or any courses related to legal requirements—the regulations themselves can offer guidance on the content your project needs to cover and what behaviors need to change. While it may take some work to convert this information from legal theory to real-world application, that effort puts you in a much better position to craft learning experiences that effectively meet your compliance regulations and land well with your audience. 8. Review historic courses and related training Has this training topic been covered by your organization before? Digging into what’s been done in the past may give you inspiration for what to do in the future. Old or retired courses can point out what approaches click with your audience and which fall flat. And you may even discover that you don’t have to create your project from scratch after all, but can instead rework existing course materials to meet your new training needs. To keep your course content streamlined, try investigating related courses too. That way you can spot if there are subtopics you don’t need to touch on because they’re covered in other training your audience is taking. 9. Investigate what other organizations are doing in this space Chances are, other companies are tackling similar challenges to yours. And thankfully, we work in an industry where people tend to be generous about sharing their work. Webinars, white papers, conference sessions, podcast interviews, social media posts, and articles are some of the many places you can learn about the training approaches other organizations have used. But publicly available insights aren’t the only resources to check out. Consider reaching out to former colleagues and industry connections outside your company to chat one-on-one about what training they’ve created or seen on your topic. 10. Do a needs assessment Finally, if you’re not in an emergency time crunch, one of the best ways to get all the answers you need and more is to take a step back and do a full training needs analysis. This process helps you analyze the business problem or performance gap your stakeholders want to address and determine the best approach to help—sometimes even identifying when interventions other than training are better suited for the job. Wrap-Up Vague project requests can be stressful and confusing. But these approaches can help you cut through the ambiguity, giving you the details you need to make your e-learning a success. Want more practical tips for starting a project on the right foot? Try these articles: 6 Agenda Items for Your E-Learning Project Kickoff Meeting All About Training Needs Analysis The 7 Questions You’ll Want To Ask When Deciding What Kind of Training To Create And if you’re looking for even more ideas to make every stage of e-learning design and development easier and more effective, be sure to 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). And if you have questions, please share them in the comments.
