Recording voiceover for an e-learning course

I have been recording some podcasts for a leadership programme. One of the modules was Giving Feedback.

In order to record the voiceover I used Recordium on the iPad, the free version (sound quality was good, in comparison to the microphone attached to my laptop), and converted the mp4 file to an mp3 using http://audio.online-convert.com/convert-to-mp3, it was then edited using Audacity (free sound editing software).

Any free audio recording or editing software that you’d like to share?

Training Initiatives should be created as Learning Campaigns

A Learning Campaign could consist of key messages being delivered via:

Cloud 2

Blogs, E-mails, Face to face delivery, Online webcasts, Recordings of offline presentations, Posters, E-books, Screen saver, Video, Animation, Virtual classroom, Competitions, Themed informal events, Surveys, Quizzes, Top-up tests, E-learning modules.

You could add a social dimension, with discussion and sharing of useful knowledge.

Good campaigns have good stories that form a connection with the learner.

Have any of you created a Learning Campaign? Was it deployed over weeks, months or years? What was your experience?

Good stories – great e-learning

Scenario based learning is a term that has been used significantly to enhance the learning experience.

Stories always capture the audience.

Seven basic stories
The quest
The tragedy
The comedy
The rebirth
Overcoming the monster
Voyage and return
Rags to riches

A story always has a Beginning, Middle and End

Beginning – The context is set for the learning experience, describing the learning (or perhaps the character) objectives

Middle – (the instruction) may entail a series of tasks (the complications or obstacles) that ultimately seek to lead to an extension in knowledge (the climax)

End – (the plenary) rounds off the learning experience, perhaps with a summary to reinforce what has been learnt (the moral of the story)

An Idea – how about using the filmstrip to tell your story.

E-learning course skins

This is from my Financial Crime course. It is a typical main menu page with a company specific header and links to various modules.

Menu

Another page from the same course has a button for the learner to navigate back to the main menu page using the home icon. There are next and previous icons to let the learner navigate accordingly.

screen2

This page is from my Treating Customers Fairly Course. It differs from linear navigation, the learner has the choice to select the area they would like to know more about.

screen3

Your thoughts on e-learning course skins. What should they look like? Do we need them as a template?

Video in e-learning:

Use video for:

  • Expert views
  • Short pre recorded lectures
  • Demonstration (e.g. first aid)
  • Scenarios (e.g. interview to show body language)
  • Software simulations

Best practice

  • Keep videos short and to the point
  • Use videos for emphasis
  • Reinforce learning with activities or questions
  • Make videos interactive
  • Avoid autoplay
  • Provide media and volume controls
  • Provide progress and status info
  • Follow up with questions or a summary
  • Use videos to demonstrate how to do, or how not to do something
  • Include a transcript

Useful resources
http://www.powtoon.com A recommendation by Craig Taylor.

Here is a link to his blog Click here

Blended Learning for Induction and Orientation

Extracts taken from Kineo’s white paper

A blended strategy enables organisations to provide an experience which orientates learners with walkthroughs and interactive maps. It may include:

  • Face to face events
  • Online materials and e-learning
  • Supporting resources
  • Virtual classrooms
  • Coaching
  • A range of web 2.0 approaches to extend value and impact

 

Show them that they made the right decision through:

  • Strong and dynamic images of the organisation, often drawing on ad campaigns and other marketing and communications material
  • Positive messages about the organisation
  • Stories of personal growth and progression within the organisation
  • Glowing endorsements from customers

Stories and examples from people who’ve recently joined and how they’re fitting in and succeeding.

For example, you may design the learning so that new starters can listen to (or see) staff reflecting on each of your key values. An employee could explain the importance of health and safety or customer service. You could also involve clients giving their views on what makes your organisation different and why they work with you.

Comments and reflections included in this approach should be as authentic as possible. These can been conveyed as audio, text and even video-based vox pops.

If induction is about anything, it’s about telling the story of the organisation. That doesn’t mean just recounting the history of when the organisation was started, when offices opened, and so on – though you’ll want to include this of course. It means telling the stories of what it’s really like to work here, how we get things done, how we make decisions, and what the culture is like in reality.

Don’t be afraid to include examples of where the organisation made mistakes, got things wrong and learnt from it. Induction is a time for honesty with your new starters, If they feel you’re sharing the ‘warts and all’ version of the organisation’s life story, it’ll build trust and sense of inclusion too.

We want to show the learner that each issue relates to them on a personal level, a business level and a customer level. Begin each module with a number of surprising facts and figures that show how big an issue, for example, Health and Safety is and the potential impact poor practice can have on staff and customers.

Ideas

  • Your career at ‘company’
  • Pre-induction can bridge the gap between job offer and start date
  • Buddy up the new starter with an exosting member of staff
  • Have a jargon buster – access to a reference app to help understand acronyms
  • Make it look and sound great – talk to your marketing and recruitment departments
  • Provide opportunities to practice. At regular points throughout the scenarios the learner would be asked what they would do in this situation and provide the learner with a number of realistic actions to choose from.

Any good examples you’d like to share