FREE eLearning Thought Leaders Series
Summer Webinar Series:
All eLearning Thought Leaders webinars qualify for 1 CAE credit if attending live.
The Learning Business Maturity Model
April 27, 2017 – 11:30am – 12:30pm CT
This webinar will feature Jeff Cobb and Celisa Steele, co-founders of Tagoras, who are experts in continuing education and professional development. Cobb and Steele will discuss Tagoras’ newly created Learning Business Maturity Model—how it was created, how it impacts the eLearning industry, and where it could grow in the future.
Using Video to Drive Revenue for Learning Programs and Events
May 30, 2017 – 11:30am – 12:30pm CT
Video is the hottest marketing channel in use today, with a full 87% of marketers, in a recent Outbrain survey, preferring it to all other forms of content. That’s because video attracts and converts prospective customers at higher rates, resulting in more customers and more revenue.
Yet, many organizations shy away from video, believing that it’s too expensive, or that it requires skill sets they don’t possess. Others have experimented with video, only to achieve lackluster results that weren’t sustainable.
In this session, we’ll discuss the best practices that make video marketing successful. We’ll examine the different types of videos that should be targeted at different stages of your marketing/sales pipeline, to achieve results. Finally, we’ll look at some video production tactics that will improve the performance of your videos. Participants will leave the session armed with real-world tips they can put to work immediately for creating and deploying video in support of upcoming courses and events.
Learning is a Behavior: How to Improve Educational Outcomes Through Interventions
June 27, 2017 – 11:30am – 12:30pm CT
For as long as educators have been designing interventions for healthcare professionals, we have operated with the belief that learners are fully equipped to learn. And, if educational content is effectively aligned with educational needs AND if we follow some generally accepted adult learning theories, then learning can be optimized.
In reality, our learners are overwhelmed: time is short, life is hectic, and they are distracted. Moreover recent research suggests that learners rely on a variety of ‘learning actions’ or behaviors that make-or-break a learning experience – and these actions are not fully evolved. In the end, it appears that they while learning theory is clearly supportive of better learning, it is insufficient to ensure that our educational interventions have the impact we ultimately desire. Yet there are other, very well evolved fields of science that we may draw from to improve our interventions. Once we accept that learning is a behavior, than we can embrace this critical, actionable, and invaluable related body of science!
Failure is the New Success: Solving Complex Problems with Game-Based Learning
July 25, 2017 – 11:30am – 12:30pm CT
This isn’t another “gamify your curriculum” webinar. There’s no gamification to be found here. That’s because games have so much more to offer in terms of education.
Learners don’t need points, leaderboards, or virtual trophies to be engaged with their learning. They certainly don’t need content shoved into a game in hopes that they’ll absorb it. Learners enjoy being challenged. They like to solve problems that don’t have an obvious solution. They like trying different solutions until they find one that works.
In the real world, our solutions can have serious consequences. A clinician, for example, may misdiagnose a patient with a common disorder when she actually has a more severe problem.
But instructional designers can create educational spaces for our learners in virtual environments that let them explore “what if?” without causing harm or distress to them or their companies. We can create simulations that allow learners to try different solutions to complex problems in a safe environment. This is much more engaging than reading bullet points on a SCORM package.
We have the tools to create virtual educational spaces that allow learners to be intrinsically motivated and deeply engaged with complex problem solving. Now we need to use them.