Expert Insight Needed!
Hi Everyone! I am a graduate student in an Instructional Design and Performance Technology program. In my Distance Learning Policy and Planning course, we are conducting an informal research investigation on current use of technology in our field. We are tasked with finding out what practitioners are using out in the real world, and how they feel about those technologies. Can you please share the platforms you use and your own personal feelings about these technologies (what works well, what is challenging, etc.) for purposes such as: Delivering instruction or training (such as an LMS) Communication and collaboration Assessments or testing Analytics Thank you so much for helping me learn from your experience!❓What Is an LMS… Really? And How Do LRS and LCMS Fit In?
I’ve noticed a surprising lack of consensus around this in the industry so I thought it might be useful to do deep dive and ask: 🕵️What is a Learning Management System (LMS)? Is there an official checklist that a piece of software has to meet to earn that title? And what about a Learning Record Store (LRS)? Or a Learning Content Management System (LCMS)? The answer? There isn’t actually a universal, enforceable definition that says, “This is an LMS!” Instead, the industry’s largely settled into a “call it what we want” model, where marketing often defines classification more than behavior. 🤷 But from a practical engineering and standards-based perspective, I think we can be a little more precise—especially because specs like AICC, SCORM, xAPI, and cmi5 clearly define the roles and responsibilities of LMSs compared to other components. 💡Here’s how I define an LMS at the functional level If a piece of software does all three of the following, I consider it an LMS: Hosts eLearning content built to a standard (like AICC, SCORM, xAPI, or cmi5) and makes it accessible via a portal or interface Provides user/learner management (logins, assignments, access controls, etc.) Records user/learner data and makes that data available for analysis or reporting Why those three? Because every major eLearning specification includes a section titled “LMS Responsibilities”—and when you distill that down to a Minimum Viable Product (MVP), these are the pieces that remain consistent. All other features—dashboards, UX bells and whistles, analytics layers—are useful but not required for a system to be an LMS by role. Many elements of an LMS are actually outside the scope of eLearning specifications! 🔍What About an LRS? A Learning Record Store (LRS) is similar in some ways, but with a few key differences: It doesn’t need to host the content (though it can) It can treat events or content as "experiences" tracked through xAPI It identifies users, but doesn’t typically manage roles or course permissions It records structured learning data, but doesn’t always offer built-in analytics In essence, LRSs are structured databases designed for learning data. Because of their database-like nature, they’re often paired with LMSs in what I’d call "LMS/LRS hybrids"—systems that handle frontend access and user roles while leveraging xAPI data for deeper analysis. Fun fact: cmi5 itself is a kind of an LMS/LRS hybrid by design. It was created specifically to fill the gap left by xAPI’s lack of LMS-like mechanisms, such as content launching and attempt tracking. 📚And an LCMS? An LCMS (Learning Content Management System) is the fusion of two worlds: A content authoring tool An LMS While it’s not a spec-defined term, it’s useful for describing platforms that allow you to both create and deploy learning content in one place. These systems can really streamline workflows and help teams consolidate tools. There are a few LCMSs out there on the market—and depending on your use case, some may even straddle the LRS category too! 🤔Is that all there is to it? Maybe! But it's a huge world out there and the number of LMS and LRS platforms grows and shrinks almost daily. Each one brings its own nuances and minor differences, so I wouldn't be surprised if there's a type of system out there I haven't encountered yet! Your turn: Which platform(s) do you use and how would you classify them—LMS, LRS, LCMS, or a hybrid? Or, are there other criteria you’d add to the list when deciding what qualifies as an LMS? It's a big world out there, and I can't explore all of it alone, so I look forward to hearing others' thoughts and ideas!RISE- Automatic Certificate Creation
I've been playing around with how to create a custom certificate in a Rise course and I've finally found a workaround using an embedded form that creates and delivers a PDF. Check it out: https://share.articulate.com/IcrVo3X-PV5k7x9CMMFkx I've been struggling with this for a long time and I know a handful of you have been too. Hope it helps! ps. I used the AI Assistant to create this mini course based off of the video I recorded outlining the steps, which I also included as content within the course to follow along.Graphic Design Resources
I've been in ID for years now but was never formally trained - just figured it out as I went. Other companies I worked for didn't have the budget for certification and neither did I. I'm confident in my ability to create clear, engaging content. What I'm less confident in is my ability to "make it pretty." I rely heavily on the available formats and templates, which isn't a bad thing, but I want to grow beyond that. How does someone decide on a splash of color here, a swoop there, creative transitions or animations? I'd appreciate any tips, tricks, resources for improving my graphic design skills in course creation, because I feel a bit stuck at the moment.How does your organization support different ways of thinking and working?
For the neurodivergent folks in L&D… Lately I’ve been thinking about what it’s actually like to build learning experiences with a neurodivergent brain, ADHD in my case. Not just how it influences my design decisions (as mentioned in my previous post), but how it shapes the experience of doing this work inside a team. For me, neurodivergence shows up as a kind of heightened sensitivity to flow, clarity and cognitive load. It helps me spot moments where a learner might lose their place, or where a step needs more framing to feel safe and predictable. That part has become a real strength. But there’s another layer I don’t see discussed much in our field: How well do our teams understand the way our brains work? Not in a clinical sense, more in the everyday reality of collaboration, feedback, expectations, and creative problem-solving. Things like: having time to process before diving into solutions getting clear checkpoints instead of vague “keep going” feedback having tools and structure that reduce mental friction balancing flexibility with predictability For some of us, these aren’t preferences. They directly affect how well we can design. So I’m curious to hear from others who identify as neurodivergent, in whatever way that shows up for you: Do you feel like your strengths and challenges as a neurodivergent designer are understood in your team or workflow? And how does your neurodivergence influence the way you approach learning design itself? Share only if you feel comfortable. I know these conversations can be personal. But I also think they make our craft stronger, because the more we understand our own brains, the better we design for everyone else’s.Check Out the New Free Downloads Section in ELH!
We launched a new section in ELH dedicated to free downloads, a space to grab templates, assets, and resources to help you build faster and smarter. 👉 Link to Downloads Hub 💡 What would you love to see added? We're planning more content for this space and would love your input. Drop a comment and let us know: What kinds of templates or assets would be most useful to you? Are there any specific course types, industries, or formats you'd love help with? Have you downloaded something you found especially helpful? Let us know! Your ideas will help shape what comes next in the hub, and could even inspire new community contributions. Thanks for helping us build a library by the community, for the community.What Would You Love to See in ELH?
ELH has long been a space for e-learning creators to share, connect, and grow, and what makes it special is you. Whether you’ve been here for years or just joined recently, your voice helps shape where this community goes next. As we explore new ways to support sharing, learning, and connection, I’d love to hear from you: 💡 What would make your ELH experience even better? Drop your ideas, big or small, below. Here are a few prompts to get you thinking: What kinds of threads or posts do you always click on? What would you love to see more of? What makes you want to post or reply? Any rituals or ideas you’ve seen in other communities that you’d love to try here? 🗓️ Want to chat 1:1? If you’d like to have a more in-depth conversation, you can sign up for a short call with me. I’d love to hear more about how you use the community and what would make it even more valuable to you. Thanks for being part of this community. 🙌Redesigning Under Constraints: Condensing 8 Hours of Training into a 1-Hour eLearning Module
In most projects, SMEs provide slides, facilitator guides, or at least some documentation. In this case, I received none. The request was to convert a full-day (7–8 hour) onboarding workshop into a 1-hour e-learning course. Instead of materials, I was invited to attend the live session as if I were a new hire. The onboarding itself was highly activity-based (discussions, reflections, group exercises...). As a training workshop, it worked well, but that's exactly what made the conversion harder. The real challenge was this: How do you compress a full day of experiential learning into one interactive hour without simply digitizing the activities? That alone would have been enough to deal with. But then another constraint surfaced. The original workshop had been designed by an external consulting firm. Leadership later raised concerns about copyright and ownership. I was instructed not to replicate or closely resemble any of the original activities, even the ones that had consistently received the best feedback. That meant redesigning everything from first principles. How I decided what to keep from the 8-hour workshop Rather than starting with the activities themselves, I focused on understanding what the workshop was really trying to achieve. Observing the learning intent behind each activity While attending the workshop, I paid close attention to several things: * What the company expected learners to gain from each activity * What learning goals those activities were meant to support * How participants reacted during the session and what feedback they shared After the workshop, I asked the HR what they had observed from employees who previously completed the onboarding? Which behaviors seemed to reflect the intended outcomes, and where they still noticed gaps? One question I specifically asked was: What behaviors or thinking patterns do you expect a new hire to demonstrate after this training? Once I understood what the training was really trying to do, it became much easier to decide what to keep and what to cut. Have you ever had to redesign training under similar constraints? I'd love to hear how you handled it. And if there's interest in the design side of this project, drop a comment. I'm happy to share more.Trainer-Led Materials That Help Facilitate Discussion
Hello! Does anyone have suggestions for how to build materials in a way that will help a trainer encourage questions, discussion, participation with the learners? I do most of the Instructional Design in Rise for my team and there are 3-4 trainers who use the material I create. We often have 1-10 people in a virtual class. We have self-guided courses, and then follow up with discussions, review, and/or practice sessions where the trainer will share their screen and present the Rise 360 program. I have used discussion questions with suggested answers, but it is easy for a trainer to just read what is written rather than start a true discussion. Any suggestions or advice is welcome!Corporate Trainer with No Degree
I worked as a trainer for a trucking company. I facilitated in-class training and managed continuous learning by creating PPTs, converting them to MP4 videos and uploading to an LMS. I then assigned them to office staff and drivers and communicated completion to leadership. I do not have formal training in instructional design or a college degree, but want to continue in this career with the goal to eventually freelance. I'm currently working on learning Articulate and upskilling with other multi-media and editing tools, and brushing up on learning methodologies. I do plan to get my ID professional certificate. My concern is the lack of the degree and no formal training in ID. I was a Quality & Security SME and was promoted to a trainer internally and have 6+ years experience. I've been getting mixed feedback on what's most important, a degree or a good portfolio to show I have the skills needed. I'm also seeing a mix of degree requirements and equivalent experience. I want to make sure I'm on the right track with just upskilling, the professional certificate, and working on a good portfolio or if I need to try to get a degree. Any advice?
