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Hélène Baudet

Webinar Wire / How to Advertise Your Webinar - 0 views

www.webinarwire.com/...how-to-advertise-your-webinar

webinar

shared by Hélène Baudet on 12 Jul 11 - No Cached
  • Hélène Baudet on 12 Jul 11
     
    "Preparation is important, but to be able to "pack the seats" and get maximum webinar ROI, you need to promote it. Fortunately, the Internet offers many great sites where you can display your message and target it at the right audience. We've come up with a few tips to help you do just that!"
Jean-Marie Cognet

How to Make Video Training More Effective for Your Corporate Workforce | Learning Techn... - 1 views

www.trainingindustry.com/...-your-corporate-workforce.aspx

trends corporate elearning vidéo

shared by Jean-Marie Cognet on 09 Aug 16 - No Cached
  • In particular, the use of video can be of huge benefit—but only when done correctly. Here are some tips for effectively incorporating video into your training.
  • Keep it Short
  • According to some Google researchers, the ideal video length is between three and three-and-a-half minutes
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  • Use Text in the Right Way
  • Keep text minimal, visual, and only use it to highlight keywords and concepts. If you are introducing something new that will be unfamiliar to the viewer, display that on the screen in clear text for them to see.
  • Incorporate Graphics
  • Another good technique is to break up all of the words with graphics. It’ll help everyone if there is more variety of content, but particularly the visual learners among your employees
  • Combine Instruction with Examples or Scenarios
  • Using imagined scenarios or examples can be the best way to help viewers to understand how certain instruction will apply in their day to day work, and video content is the best way to provide this.
Jean-Marie Cognet

Three Things You Don't Need in Your Microlearning Video - 1 views

info.alleninteractions.com/ed-in-your-microlearning-video

trends elearning tips

shared by Jean-Marie Cognet on 06 Jun 16 - No Cached
  • t might seem unnatural—impolite, even—to begin a presentation or demonstration without introducing ourselves to the viewers and explaining why they should pay attention to us. Combing YouTube™ or Vimeo, you'll find a plethora of educational videos that begin with a lengthy preface to the content. Here comes the Skip button.
  • Instead, try this approach: Mention your name at the beginning of the video, or put it on a title screen. You might put the name of the sponsoring organization here instead, if the video doesn’t feature a personal host. Don't mention the issue of credibility at all; this is established by the content itself. If it gives learners what they need, they'll pay attention. Use the video's title and hosting Web page to convey what the video will cover. Don't waste valuable screen time on this stuff.
  • It might seem economical or helpful to show multiple ways of completing a task within one video, but that's not how people generally consume this type of media. Assume learners are accessing your video at the moment of need, almost as if they're asking their coworkers for help over the cubicle wall. They want to get something done now. Most processes can be completed a few different ways, and most concepts can be approached from different angles, but you don't have to cover all of that in one video
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  • Show, don't tell. It's the storyteller's mantra, but it sure applies to microlearning videos, too. Avoid long stretches of time where nothing is happening on-screen while the host speaks in the background. In a tutorial video, the amount of time spent showing the learner how to do something should be maximized, and the amount of audio-only commentary minimized. If you're creating a video of a conversation, use cuts and framing to add greater realism and visual interest. For conceptual videos, get creative! Tools like PowToon and VideoScribe are making it easier to illustrate your points with graphics and animation.
  • There's a quote attributed to Antoine de Saint-Exupery that captures the essence of good microlearning: “A designer knows he has achieved perfection not when there is nothing left to add, but when there is nothing left to take away.”
lauraschmitz1992

For better edtech purchasing, ask these 4 crucial questions - 0 views

edscoop.com/urchasing-procurement-k12-tips

online edtech classroom education digital school

shared by lauraschmitz1992 on 19 Jul 19 - No Cached
  • Howard said that for developers, it’s not about whether the product can address a learning goal, but whether it can address variable learning goals. One strength of edtech is the ability to help teachers provide differentiated lessons, and Howard said the best edtech can be used for students at various stages and across a variety of abilities.
  • “How might tech support educators’ ability to differentiate learning in the classroom?”
  • Furman said he looks for third-party reviews, especially from classroom teachers, before he brings any tools to his teachers for testing. Howard encouraged educators to ask for documented and validated positive learning outcomes with students. Noakes added that most educators want to see results from a third-party evaluation because they don’t trust research run and validated by the publisher.
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  • Furman said once he’s examined a product, he brings in a small team of teachers — typically one from each grade level — to test it.
  • Once the test team approves, he then has a group of teacher ambassadors train their colleagues and advocate for the new tool
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