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The Good and Bad Side of Interactive E-learning

This allows them to actively process and apply this content to their everyday lives. 50-90% of learners are able to retain content that has been taught in an interactive way, however passive courses only result in a 5-30% knowledge retention rate.

Many courses that can be found online state that they are interactive, however the majority aren’t. Clicking a next button, providing masses of content or over using sound or animations are not interactive features. These are most likely doing more harm than good, for example, overusing sound or animation only distracts the leaner and directs them away from the content that they should be learning.

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Gamification and Open Badges: a Fun Way to Train Staff


However, rewarding your staff in such a way can be a lot more effective than you think. Remember - adults are as likely as younger people (albeit maybe slightly less so) to become addicted to games. So, taking elements of game playing and applying it to your employees’ learning can engage them more in training and non-certified courses. In fact, a lot of the businesses we’ve discussed gamification with are now using these awards to track internal compliance.

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What is a MOOC?

Set Your Own Pace

There is a big difference between this and traditional push learning. In a MOOC the onus is on the end users to learn at their own pace. This can often be structured (follow activities 1-5 in order) or directed (here are this week’s activities) but often allows users to self manage. A key advantage here is it can take less teacher time to manage, a few course facilitators could deal with requests from hundreds if not thousands of users, rather than having a ratio more like 1 to 30. Having an open flow through the course can also let learners work at a pace comfortable to them.

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Successful Onboarding with eLearning

They illustrated the deployment of the Totara learning management system (LMS) which the UCLH is using for onboarding. First, Rob outlined what the issues with their previous LMS were and how it was failing to meet the needs of a large organization such as UCLH. Their switch to an open source system such as the Totara LMS was forced by the disappointing experiences they have had in the past using proprietary software.

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