Dirtyword - The E-Learning Magazine: Issue 5 by Dirtyword - The E-Learning Magazine

EVERYBODY WAS

KUNG-FU TRAINING

WHY EXPERTS ARE GIVING DEVELOPMENT THE CHOP IN FAVOUR OF CONSULTING

COMPETENCY-BASED LESSONS FROM MR MIYAGI

THE 12 LEVERS OF TRANSFER EFFECTIVENESS BECOMING BATMAN Ancient

WANNA SEE SOME PUPPIES? SHOULD YOU BE SO EAGER TO HOP IN AI’S VAN?

AI’S THE VOICE TRY AND UNDERSTAND IT

WHO’S YOUR ADDIE?

THE PROBLEM WITH PROJECT DESIGN

GAME ON CHOICE DESIGN IN BRANCHING SCENARIOS HOW TO CREATE BUY-IN DEGREED INVESTIGATES GUESS WHO’S LEARNING?

GAMIFYING THE ROYAL COLLEGE OF PODIATRY A TIMELINE OF E-LEARNING TECH

We’re back with another jam-packed issue catering to old-skool print-sniffers and digital dabblers alike. Whether you’re a training manager who prefers to thumb through paper pages on your sofa, or an instructional designer who scrolls us on your screen, thanks for being here for issue 5!

This issue, as you’ll notice from the cover, has a bit of a martial arts vibe to it, so if you’ve ever considered yourself something of an e-learning ninja, this issue is for you.

We start off by looking at a recent trend whereby e-learning developers have decided to pack in the day job and try their hand at becoming training consultants - is it easier to tell others how to create learning than do it yourself?

What’s that old saying?

“Those who can, do. Those who can’t, teach.” Joking/not joking...

Moving on, we turn our attention to those classic 80s movies, The Karate Kid, made popular once again by the awesome Cobra Kai series on Netflix. Mr Miyagi taught Daniel LaRusso how to kick-ass at karate, now see what he can do for you.

Our guests this issue are: Miranda Verswijvelen from Learning World Design, talking us through choice deisgn in branching scenarios, Darren Bindert, explaining how Hubken used the “Guess Who?” game to train The Royal College of Podiatrists, and Conor Gilligan from Degreed, who interviews the moderators from a recent roundtable event to uncover the secrets of creating buy-in and driving business value.

Lewis channels the ghost of Sister Wendy (points if you know who that is) and takes us on an art historyinspired journey through learning technology, as well as unloading his ADDIE issues.

I use a sinister 80s metaphor for not jumping straight into the AI-is-awesome van and then school myself - and possibly you readers - on Dr. Ina Weinbauer Heidel’s 12 Levers of Transfer Effectiveness, using Bruce Wayne’s transformation into Batman.

All that, plus the usual suspects, Sam, Matt, Dr. Carl and Whisper.

Enjoy!

Mark

Who do you think you are?

Just who are the team behind this awesome e-learning magazine you hold in your hands?

Lewis Carr

Lewis is the founder of an e-learning agency that builds custom Moodles, kick-ass content and, if really pushed, WordPress sites. Having worked both commercially and in education, Lewis has been a Moodler for over 20 years, so he knows his onions when it comes to the e-learning industry.

However, amongst friends he is better known for his 80’s and 90’s movie and video game knowledge.

Mark Gash

Mark is the jack-of-all-trades design, copy, marketing, journalism and advertising bod who has worked for the national press, agencies, and other places he would rather forget about. He is currently the Creative Lead at an e-learning company and most people just call him Gash.

His knowledge of comic books and toys is unparalleled. His knowledge of current affairs is underdeveloped.

Sam Harold

Sam is an instructional design whizz-kid with mysterious origins and an almost unhealthy interest in gamifying things. This comes in handy when creating e-learning projects but is a massive pain in the arse when trying to order a lunchtime Domino’s pizza.

In stark contrast to his movie-loving colleagues, Sam feels that watching films is a waste of time and instead learns everything about pop-culture from Reddit.

Are you an e-learning professional with something to say? Are you more photogenic than those guys above?

We’re on the lookout for guest writers and contributors who want to see their name in digital print in a future issue of Dirtyword. It’s all for the kudos and the community spirit - we’re looking for non-commercial editorial, tutorials and life wisdom; no sneaky advertorials pushing your wares (we can sell you some ad space for that). If you’re interested, get in touch at info@dirtywordmag.com

CLIENT’ELL

Hey Whisper! Could I get a quarter pounder with cheese, with extra cheese, no tomato and peri peri mayo instead of normal mayo?

Of course! Anything else?

Yeah, throw a hashbrown in there too. And three pickles. No onions though.

One custom order coming right up...

Oh, you’re just gonna lick it right in front of me? just

NEWS ROUNDUP!

What’s happening in e-learning?

Learning Pool

and Lextegrity

Join Forces to Revolutionise Compliance

Learning Pool has teamed up with Lextegrity to improve how businesses handle compliance. Learning Pool, known for its smart learning technology, is combining its compliance training with Lextegrity’s platform, which offers tools for managing compliance tasks like tracking conflicts of interest and monitoring

This partnership allows companies to integrate compliance training directly into daily workflows. Employees can learn about compliance in a personalised, interactive way, while also completing necessary compliance tasks. This streamlined approach helps organisations stay compliant, avoid costly violations, and create a strong culture of ethics.

Pearson and The Home Depot Partner to Boost Trade Career Opportunities for

Pearson’s Connections Academy has teamed up with The Home Depot’s Path to Pro program to help high school students explore careers in the trades. Through this partnership, students, graduates, and their families can access free resources and on-demand courses in fields like plumbing, HVAC, electrical work, and general construction.

Students can also join the Path to Pro Network, where they can create profiles, upload resumes, and apply for thousands of job opportunities. With the U.S. construction industry expected to grow by 250,000 jobs in the next decade, this initiative offers a direct path to stable, well-paying careers.

Create Courses 9x Faster with Articulate’s New AI Assistant

If you’re overwhelmed by a growing list of courses to build, Articulate has some great news for you! Their all-new AI Assistant helps course creators build engaging content up to 9x faster, (without sacrificing

quality - according to Articulate - but the jury is out on that one). Integrated directly into Rise 360 and Storyline 360, AI Assistant enables you to quickly generate new content or refine existing material.

Developed alongside e-learning professionals, AI Assistant is designed to fit seamlessly into your workflow. Whether brainstorming, drafting, or revising course content, this tool allows you to focus on the creative aspects while accelerating the production process, helping you deliver top-notch training to learners more efficiently.

EdTech World Forum 2024: Shaping the Future of Education Through Technology

The highly anticipated EdTech World Forum returns on November 21-22, 2024, as a fully virtual event, bringing together global leaders, educators, and innovators to explore the future of education through technology. Known for being one of the premier conferences in the EdTech space, the forum will provide a platform for insightful discussions on cutting-edge technologies and their impact on education.

Attendees can look forward to engaging keynote presentations, panel discussions, and interactive workshops.

Byju’s: From EdTech Giant to Survival Mode

Once celebrated as India’s most valuable startup, Byju’s is now fighting to stay afloat. The edtech company, which soared during the pandemic and reached a $22 billion valuation, is now facing mounting financial and legal troubles, with investment giant BlackRock recently slashing its value to just $1 billion.

In February 2024, shareholders in Byju’s parent company, Think & Learn (T&L), voted to remove CEO and founder Byju Raveendran, accusing him of mismanagement. Raveendran has challenged the decision in court, calling the meeting a ‘farce’. The Karnataka High Court temporarily halted the move while the case is reviewed.

Eastman Dental eLearning Expands with New Modules for NHS Dental Teams

Eastman Dental’s eLearning program has introduced new modules aimed at upskilling UK NHS dental teams with both clinical and non-clinical content. The new additions include:

- Restorative-Based Learning: A set of five topics for earlycareer dental practitioners and teams.

- Core Learning Series for Dental Care Professionals: Courses in radiology, photography, and oral health, offering knowledge enhancement opportunities.

Developed in partnership with the Eastman Dental Hospital Education Centre and NHS England’s Technology Enhanced Learning (TEL) team, the modules align with the Advancing Dental Care (ADC) agenda. Available on

the eLearning for Healthcare (elfh) Hub, they provide interactive learning designed to improve clinical skills, confidence, and practice efficiency.

Free for NHS staff, these courses provide certification of continued professional development (CPD) upon completion and are available on the elfh Hub. Dental professionals can access the courses and offer feedback to shape future learning modules.

Gomo Releases New ebook on Optimising eLearning Design Workflows

Gomo, a cloud-based eLearning authoring tool, has launched a new ebook titled ‘6 Tips for Streamlining Your eLearning Design Workflows’, aimed at helping Learning & Development (L&D) teams improve efficiency and save time. The ebook provides practical advice on content authoring, focusing on how to eliminate time-consuming tasks and make the most of intuitive, collaborative tools.

Key topics include creating responsive, feature-rich content, collaborating with subject matter experts, and simplifying publishing with instant updates to Learning Management Systems (LMS). The ebook also explores using generative AI to assist with text generation and multi-language translation, helping L&D teams deliver high-quality, visually appealing training content faster.

Duolingo launches 2 new AI-driven feature - Adventures and Video Calls

Duolingo is introducing a new feature called ‘Adventures’, adding a gamified twist to its lessons. In Adventures, you can explore different settings and storylines within the Duolingo universe, featuring familiar characters like Lily and Oscar. Along the way, you’ll apply your language skills to practical situations, such as ordering in a café.

This new feature focuses on helping you practice conversational skills in a more lifelike environment.

Additionally, its new ‘Video Call’ feature is designed to simulate natural dialogue, providing an interactive, personalised space to practice. During these video calls, you’ll chat with Lily in real time, using what you’ve learned from your lessons. Duolingo hopes that this low-pressure setting will help build your confidence to engage in reallife conversations.

Pearson to deliver new UK Government online learning platform

Pearson has been awarded a four-year contract to create a new online learning platform for UK civil servants, following a competitive Cabinet Office procurement process. The platform will centralise core learning resources and department-specific training, allowing employees to create profiles, track progress, and receive personalised training recommendations.

The platform will also provide data to support strategic recruitment and workforce planning.

Have you ever listened to the classic 1970s Carl Douglas hit Kung Fu Fighting without performing karate chops? The answer is ‘no’ because it’s not possible. There’s just something about the song that convinces you you’re a Kung Fu master and makes you punch, kick and shout random ‘Huh’s and ‘Ha’s around your living room. But then the song ends, and you realise you look foolish and that you should probably get back to vacuuming.

Lately, it seems like the e-learning industry has taken a page out of that song’s playbook.

But instead of society suddenly performing high kicks and roundhouses, we’ve got hordes of established e-learning developers ditching their bread-and-butter gigs to become training consultants for the next wave of e-learning ninjas. What’s driving this mass exodus?

Is e-learning kicking ass or on its arse?

In recent years, the e-learning industry has been booming. Thanks to the Covid-19 pandemic, organisations worldwide have ramped up their online learning initiatives. And just like in the

heyday of the dot-com boom, there was more work than developers knew what to do with. But with the good times came the inevitable question: How sustainable is this?

Well, it turns out that not everyone believes the boom will last forever. Some savvy e-learning pros are reading the writing on the wall and realising that with the advent of AI, the landscape is about to change - drastically. Why build a course from scratch when AI can do it in minutes? Sure, the tech isn’t perfect yet, but it’s good enough to make a lot of people rethink their careers.

Is the economy about to sweep the leg from under you?

The economy is another factor causing developers to reconsider their paths. While e-learning was a safe haven during the height of the pandemic, the zen waters are getting choppier. Inflation, rising costs, and budget cuts are hitting businesses hard. Clients are starting to look for ways to cut costs, and unfortunately, that often means slashing training budgets. Suddenly, those lucrative contracts don’t look so steady.

For many developers, this is their Daniel LaRusso moment: learn a new skill or take a beating. If clients are cutting back, why not shift to a model where you’re less dependent on their whims? Training and consultancy offer that independence, allowing developers to set their own rates and control their schedules. If Mr Myagi can train a skinny kid from New Jersey to beat Cobra Kai and win the All Valley Karate Championship, you can train wannabe e-learning bods how to create awesome online platforms and courses.

The AI assassin

Now, let’s talk AI. While some developers see AI as the enemy - something that will take their jobs and leave them in the dust - others see it as the next big opportunity. By positioning themselves as the go-to experts on how to leverage AI in e-learning, these developers are staying ahead of the curve.

It’s a classic case of “if you can’t beat ‘em, join ‘em.” Or better yet, teach others how to beat ‘em. These forward-thinking developers are starting their own training businesses, not just to survive but to thrive. They’re offering coaching services on how to create more effective, AI-enhanced e-learning content. In a world where AI can do the heavy lifting, the human touch - strategy, creativity, and that allimportant empathy - becomes the differentiator.

The lure of the small business lifestyle

But it’s not just the economy or AI that’s driving this shift. The small business lifestyle has its own appeal. Many e-learning developers have been working as freelancers for years, and they’ve had enough of the feast-or-famine cycle. Starting a training or consultancy business offers a more predictable revenue stream. Plus, there’s something undeniably attractive about being your own boss.

Instead of dealing with the whims of clients, they can focus on building their own brand, setting their own agenda, and working with clients on their own terms. It’s like opening your own dojo after years of training under someone else - you finally get to set the rules and decide which techniques to teach.

Counterpunch - is becoming a trainer really the smart move?

Of course, this trend isn’t without its critics. Some argue that this mass shift could flood the market with too many trainers and consultants, leading to oversaturation. If everyone’s teaching, who’s left to do the actual work? And let’s not forget the potential for burnout. Running your own business is no jog in the park - it takes time, effort, and a whole lot of hustle.

Plus, with so many jumping on the bandwagon, standing out in the crowd is going to be tougher than ever. How do you differentiate yourself when everyone and their dog is offering e-learning training services?

The Final Showdown: Is this the future?

So, is this wave of developers turning into trainers and consultants a flash in the pan, or is it the future of the industry? It’s hard to say for sure, but one thing’s certain: The e-learning world is changing fast. Those who adapt, innovate, and continue to offer value - whether through teaching or creating - are the ones who will come out on top.

The best fighters in a kung fu movie are the ones who know how to read the room, anticipate their opponent’s next move, and adapt their strategy on the fly. Whether you’re staying in the ring as a developer or stepping into the role of trainer, the key is to stay nimble, keep learning, and never stop evolving. If everybody really is kung fu training, you don’t want to get left behind - the real masters in this industry know that there’s always more to learn.

So, you’ve decided to make the leap from e-learning developer to training consultant. You’ve got the skills, the experience, and the passion - but now what? Here are five top tips to help you successfully transition into your new role as an e-learning training consultant.

1. Find Your Niche and Own It

Just like in e-learning development, specialisation is key. The e-learning field is vast, so hone in on what you know best and where you can offer the most value. Are you a whiz with AI tools? A pro at designing engaging microlearning modules? Focus on that niche and build your brand around it. When you become the go-to expert in a specific area, you’ll find it easier to attract clients who need exactly what you offer.

2. Build a Strong Personal Brand

Your brand is your new business card. Start by creating a professional website, blog, or portfolio showcasing your work and expertise. Use social media platforms like LinkedIn to share insights, tips, and industry trends. Remember, consistency is key- your online presence should reflect your brand’s values and your unique approach to e-learning. This is how potential clients will get to know you and, more importantly, trust you.

3. Network Like a Pro

Networking isn’t just about collecting business cards or LinkedIn connections - it’s about building genuine relationships. Attend industry conferences, webinars, and local meetups. Engage in online forums and groups where e-learning professionals hang out. Don’t just talk about what you do; listen to others’ needs, offer advice, and collaborate. Networking can lead to referrals, partnerships, and even new business opportunities you hadn’t considered.

4. Develop a Scalable Service Offering

As a consultant, time is money, so think about how you can maximise both. Create a range of service packages that cater to different client needs and budgets. This might include one-onone coaching, group workshops, or even online courses that clients can take at their own pace. Scalability is crucial - it allows you to serve more clients without burning out.

5. Stay Ahead of Industry Trends

The e-learning world is evolving rapidly, especially with the rise of AI and new learning technologies. To stay competitive, you need to be ahead of the curve. Subscribe to industry newsletters, take advanced courses, and experiment with the latest tools. Clients will come to you not just for your current expertise but for your ability to guide them through what’s next.

By following these tips, you’ll be well on your way to becoming a successful e-learning training consultant. Remember, transitioning into this new role is a journey - one that requires patience, persistence, and a commitment to continuous learning. But with the right approach, you’ll soon find yourself at the top of your game, helping the next generation of e-learning professionals kickstart their own careers.

WAX On WAX OFF

LEwis Carr takes Competency-Based

Learning Lessons from Mr Miyagi

As an avid reader of Dirtyword, you are probably aware of our fascination with 80s movies. Last month, we were working on a real-world project involving competency-based learning. We discussed how “The Karate Kid” provides a perfect analogy for competency-based learning, with Mr. Miyagi as the quintessential CBL instructor, and we thought this would be a perfect fit for Dirtyword.

While it might seem like a modern concept, the principles of CBL have been around for decades (just like us and our 80s obsession).

Before I delve into my over-egged LaRusso analogy, let’s briefly define competencybased learning. CBL is an educational approach that focuses on mastery of specific skills or “competencies” rather than on time spent in a SCORM package. In a CBL dojo, learners progress at their own pace, moving on to new skills only when they’ve demonstrated mastery of previous ones.

Key principles of CBL include:

Clear, specific learning objectives

Personalised learning paths

Immediate, constructive feedback

Emphasis on application and real-world relevance

Flexible pacing

Mastery before progression

Now, the fun part, and I won’t apologise for milking my movie analogy (cos it’s ace). Let’s discuss how Mr. Miyagi embodies these principles in his unorthodox karate training methods.

When Daniel LaRusso seeks karate training from Mr. Miyagi, he expects a traditional (classroom-style) approach. Having seen the Cobra Kai guys lined up in rows punching the air and kicking ass, Daniel expects all karate to be taught in this way.

Instead, he finds himself embroiled in child-labour, waxing cars, painting fences, and sanding floors. Daniel doesn’t yet realise that he’s enrolled in a perfect example of competency-based learning.

Mr. Miyagi doesn’t overwhelm Daniel with a complex karatecurriculum or syllabus. Instead, he focuses on specific, actionable tasks: “Wax on, wax off,” “Paint the fence,” “Sand the floor.” Each of these tasks, while seemingly unrelated to karate, are designed to build specific competencies that are fundamental to the martial art.

In CBL, clear learning objectives are crucial. Students need to know exactly what skills they’re working towards. Mr. Miyagi’s approach, while initially obscure to Daniel, is focused on developing the precise movements and muscle memory needed for effective karate techniques and taking on his Cobra Kai rival, Johhny.

Mr. Miyagi recognises that Daniel’s journey to ‘karate proficiency’ will be unique. He doesn’t try to force Daniel into a one-size-fits-all program. Instead, he creates a personalised training regimen that takes into account Daniel’s physical abilities, mental state, and life circumstances. Daniel is arrogant, but he’s still a little wimp, so lifting weights and breaking boards isn’t going to cut it.

This personalisation is the hallmark of competency-based learning. In a CBL system, educators recognise that each learner’s path to mastery may look different. Some learners may progress quickly in certain areas while needing more time in others. The key is to adapt the learning experience to the individual learner’s needs.

Throughout Daniel’s training, Mr. Miyagi is always present, observing and providing immediate feedback. He corrects Daniel’s form, encourages him when he’s struggling, acknowledges his progress, and catches the occasional fly using chopsticks (to demonstrate his own mastery). This constant feedback loop is essential in competencybased learning, yet is very difficult to do in a one-size-fits-all all Articulate build.

In CBL, learners don’t wait for end-of-course quiz scores to know how they’re doing. Instead, they receive ongoing, timely feedback that helps them understand their progress and areas for improvement. This allows for quick course corrections and prevents the reinforcement of incorrect techniques or misunderstandings.

One of the most powerful moments in “The Karate Kid” is when Mr. Miyagi reveals how the seemingly mundane tasks Daniel has been performing translate directly into karate moves. Waxing cars and painting fences later become powerful blocking techniques. This exemplifies the CBL principle of emphasising real-world application.

In competency-based learning, skills aren’t taught in isolation. Instead, learners understand how their newly acquired competencies apply in practical situations. This not only increases engagement but also improves retention and the ability to transfer skills to new contexts.

Mr. Miyagi doesn’t rush Daniel through his training (it’s a 2-hour movie, after all). He allows him to practice each task until he’s mastered it, regardless of how long it takes. This flexible pacing is a core tenet of competency-based learning. Even when Daniel gets beat up by spandex-skeletons, Miyagi still doesn’t teach him the good stuff until later.

In a CBL system, the focus is on mastery, not on adhering to a rigid timeline. Some students may grasp certain concepts quickly and be ready to move on, while others may need more time to fully understand and apply a skill. This flexibility ensures that students achieve mastery, rather than moving on with gaps in their understanding. Daniel isn’t allowed to move on to new techniques until he has fully mastered the foundational movements embedded in his chores.

In competency-based learning, students must demonstrate mastery of a skill or concept before moving on to more advanced material. This ensures a solid foundation and prevents the accumulation of knowledge gaps that can hinder future learning.

I realise my “Karate Kid” analogy is wearing thinner with each paragraph I write (I did warn you) and you might be wondering how these principles translate to modern educational settings. So let’s explore some real-world applications, outside of the Reseda neighborhood of Los Angeles (OK, I’ll stop…for now).

Coding Bootcamps

Many coding bootcamps use a CBL approach, focusing on specific programming competencies rather than theoretical knowledge. Learners work through practical projects, receiving immediate feedback from instructors and peers. They only progress to more advanced concepts once they’ve demonstrated proficiency in foundational skills.

Medical Education

Some medical schools have adopted competency-based curricula, where learners must demonstrate mastery of specific clinical skills before advancing. This ensures that future doctors have the practical abilities needed for patient care, not just theoretical knowledge.

Corporate Training

Many companies use competency-based approaches for employee training and development. Employees might progress through a series of modules, each focused on a specific skill relevant to their job role. They can move at their own pace, but must demonstrate mastery before advancing.

School Education

Some schools are experimenting with competency-based models, particularly in subjects like Maths and English. Students work through skills at their own pace, with teachers providing personalised support and only moving students forward when they’ve demonstrated mastery.

Challenges and Considerations

While the competency-based approach has many advantages, it’s not without its challenges. And here at Dirtyword, we know the difference between fact and fiction (well, sometimes) and know how hard it is to actually apply stuff in the real world. Some of the challenges in applying CBL include:

Assessment complexity: Designing assessments that accurately measure competency can be more challenging than traditional tests.

Time management: The flexible pacing of CBL can be challenging for some learners who struggle with self-regulation.

Resource intensity: Providing personalised instruction and feedback often requires more resources than traditional e-learning courses.

Standardisation: In systems that require standardised testing or fixed academic calendars, implementing a pure CBL model can be challenging.

Mindset shift: Both educators and students may need to adjust their mindsets from time-based to mastery-based progression.

The Wisdom of Mr. Miyagi

I’ll conclude with a word from our sensei. As we’ve seen, the teaching methods of Mr. Miyagi in The Karate Kid provide a surprisingly accurate and insightful model of competencybased learning. By focusing on clear objectives, personalised instruction, immediate feedback, real-world application, flexible pacing, and mastery-based progression, Mr. Miyagi transforms Daniel from a skinny kid from New York, into an “All Valley Champion” (and Daniel gets the girl).

As a fellow online sensei, you would do well to take a page from Miyagi-do. By focusing on competency rather than arbitrary timelines or one-size-fits-all SCORM packages, you can create learning experiences that are more engaging, effective, and relevant to the real world.

So the next time you’re designing an online course, or even learning a new skill yourself, remember the wisdom of Mr. Miyagi. In the words of the sensei himself, “First learn stand, then learn fly. Nature rule, Daniel-san, not mine.”

AI’s the Voice

Try and Understand it

Matt Clough ponders the future of voiceovers as he works on his tan.

If video killed the radio star then just think of the genocidal threat that AI poses against the good old voiceover artist.

To begin with (and frighteningly, it’s not that long ago) AI voices were easily exposed as frauds. They were clunky, robotic and above all else, hollow. They pronounced words in an odd way, with not a hint of the honest slang or regional accents you’d find in your local Butlins or Costa Del Sol resort, so it was simple to spot the pretender. But these days, not so much.

Speaking of holidays… on my recent summer outing, I found myself lounging around the poolside when I received a ping for another AI tool. This one was different from most of the ones we had looked at in the office, so I decided to give it a try in between suncream top ups.

It was a song-based app where you can pump in your own lyrics but not only did it create the entire song (guitar, piano, solo - the lot!), it did it with the most amazingly realistic AI singing voices I’ve heard yet. If you didn’t have lyrics, no problem, just tell it what type of song you wanted and offer a few prompts and ‘hey presto’ you have a 3 minute wonder hit on your hands. I spent the rest of the day making sure I got as many people to listen to mine as possible - hotel staff, holiday reps, even the old lady taking the lift gave it a thumbs up and hummed along.

What’s next!? Do the stadium rock bands need to be worried? I don’t think so (just yet) but the use of AI voices was often frowned upon as recently as last year. By flipping the table and embracing these rapid advancements within your elearning courses, you could have a huge advantage in creating vibrant, dynamic content that is not only engaging to the end user but also provides a memorable experience with a catchy chorus.

Take a look at our top 10 ways to unashamedly utilise AI voices within your content, and if all else fails, at least you might have a number one hit on your hands by the end of the day. Go for it!

1. Personalised Learning Experiences

Voice technology can help deliver content tailored to individual learner preferences.

AI voices can be customised to suit different learning styles, preferences, and yes - even accents! This could help provide learners with a more personal and relatable experience. For example, learners can choose different accents, speech speeds, or even the gender of the voice delivering the material, creating a more comfortable learning experience. Personalisation provides a sense of connection with the material, making it more engaging and easier to follow.

This adaptability allows eLearning platforms to cater to diverse audiences across the globe.

2. Accessibility for Diverse Learners

One of the key benefits of incorporating voice technology into eLearning is improved accessibility. AI voices support learners with visual impairments or reading difficulties such as dyslexia, or those who find it challenging to focus on text-heavy content can benefit immensely from spoken content.

By offering high quality voiceovers for content, eLearning becomes more inclusive, meeting the needs of learners who benefit from auditory content over written text. This in turn helps to ensure that all learners, regardless of their physical or cognitive abilities, can fully participate in the course. This technology aligns with legal and ethical obligations to make learning accessible to all.

3. On-Demand Multilingual Content

Voice technology is a powerful tool for offering content in multiple languages. With AI-powered voice synthesis, eLearning platforms can quickly generate content in multiple languages. This allows platforms to deliver courses to international students or create localised versions for different regions, all without needing multiple human voiceovers.

In turn, this eliminates the need for learners to translate materials themselves, which can lead to misunderstandings or missed information. It also allows organisations to expand their audience and cater to international learners without the high cost and time constraints of hiring human translators and voice actors and allows learners from different linguistic backgrounds to receive instruction in their preferred language.

4. Interactive Learning Modules

Interactive learning is a proven way to boost engagement and retention.

Voice technology can play a key role in bringing interactivity to learning modules, offering instant verbal feedback to learner inputs, guiding learners through exercises and quizzes, or providing gentle prompts along the way, and receiving instant verbal corrections or encouragement.

This form of interaction feels more natural than reading text on a screen and can create a more immersive and engaging learning experience.

5. Verbal Assessments and Feedback

Providing learners with verbal feedback rather than written comments can make assessments more engaging and impactful.

Instead of reading text based feedback, learners can receive personalised feedback in a natural sounding AI voice. This could make assessments feel more engaging and reduce the cognitive load on learners by having key points explained clearly through audio which can help them to feel more motivated to act on the feedback.

6. Cost-Effective Content Updates

One of the challenges of maintaining up-to-date eLearning content is the cost and effort involved in re-recording human voiceovers whenever materials need updating.

Re-recording human voiceovers can be expensive and time consuming. AI voices, however, can be updated with minimal effort and cost, allowing for continuous improvements and updates without breaking the budget.

Changes can be made on the fly, ensuring that learners always have access to the most current information, all while reducing time and costs. This makes it easier for educational institutions and businesses to maintain and improve their training materials regularly.

7. Enhanced Learner Engagement

A well-crafted voiceover can breathe life into eLearning content.

AI generated voices can mimic human intonations, adding energy and enthusiasm to content. This helps combat the monotony sometimes associated with eLearning and keeps learners engaged for longer periods.

Rather than reading through dense, text-heavy slides or handouts, learners can listen to expressive and dynamic narrations that bring the material to life. Voiceovers that vary in tone, intonation, and enthusiasm can make the content more relatable and enjoyable. A lively voice can keep learners attention and maintain their focus, which is especially important for longer courses or when covering complex topics.

8. Customisable Voice Tones and Styles

Different subjects or types of training may require different tones and styles of delivery.

For instance, a course on leadership or communication skills may benefit from a more conversational, friendly tone, while a technical course on compliance or regulatory frameworks may require a more formal and authoritative voice.

Voice technology allows content creators to adjust the tone, pitch, and pacing to match the subject matter, helping to set the right mood and context for the material.

9. Real Time Voice Translation in Virtual Classrooms

In virtual classrooms, voice technology can provide real-time translation services and allow learners from different countries to follow along even if the course is taught in a foreign language.

While a lesson is delivered in English, non-native speakers could listen to a near-instantaneous voice translation in their preferred language. This capability provides greater inclusivity, allowing students from diverse linguistic backgrounds to collaborate and participate in lessons without the barrier of language differences.

10. Scalable Learning Solutions for Large Audiences

Voice technology makes it easy to scale eLearning content to large audiences without compromising on quality.

For organisations offering open online courses or internal corporate training across multiple departments, using voice technology allows high quality narration to be added without the logistical challenges of managing human voiceover talent.

This scalability ensures that even as the audience grows, learners can enjoy the same consistent, professional quality in their learning materials, allowing educational initiatives to reach a broader audience with less effort and cost.

Right, I’ll get back to my sunbathing. I expect to hear some AI tunes from you soon!

DR. CARL’S E-LEARNING SURGERY

Got an e-learning problem?

Need a quick and dirty solution? You’ve come to the right place.

I’m a creep

Dear Dr. Carl,

I’m working on project for a client, and what started as a straightforward course has spiraled out of control. We agreed on a few interactive quizzes and some video content, but now the client is asking for all sorts of extras – animations, gamification, and even some weird dancing mascot. The project is becoming a monster, but the deadline and budget haven’t budged.

How do I stop this madness without offending the client or getting myself fired?

Dear Scope-Creeped,

Ah, classic scope creep – the instructional design equivalent of being asked to cook a five-course meal when you only signed up to make a fish-finger sandwich. Suddenly, you’re knee-deep in orders for soufflés and lobser bisque but no one gave you more ingredients or extra time in the kitchen!

Here’s the secret sauce: set boundaries. Have a chat with your client and remind them of the original scope. It’s all about being polite but firm - “This is what we agreed on, and this is what we have the time and budget for.” Then, you can gently guide the conversation toward the extras. Sure, you can add that dancing mascot (though, personally, I have questions about that decision), but let them know this will need more time and resources.

Essentially, you’re not saying “no” – you’re saying “yes, but with conditions.” They’ll appreciate the clarity. Plus, you’ll avoid burnout from trying to juggle impossible demands like a sous chef on Ramsey’s Kitchen Nightmares.

Stay strong, set those boundaries, and keep the dancing mascots under control!

Lost in the woods

Dear Dr. Carl,

I’ve just started working on an e-learning project, but there’s a huge problem - the client has no clear idea of what they want their learners to achieve. No learning objectives, no specific outcomes, nothing. I’m pretty sure they just want to try make money selling courses and have no real interest in the actual learners. I’m just guessing what they need, but every time I think I’ve nailed it, the client throws another random request my way.

How can I get them to clarify their learning goals without sounding like I’m totally lost (even though I am)?

Dear Objective-ly Frustrated,

The mysterious case of the Missing Learning Objectives, eh? It’s like setting off on a road trip without a map, just hoping you end up somewhere decent. Unfortunately, this approach doesn’t exactly scream “effective learning.”

Here’s what you do: take the lead. Instead of relying on the client to magically know what they want (spoiler: they won’t), help them clarify the objectives. Ask targeted questions like, “What do you want your learners to be able to do by the end of this course?” or “How will you measure if the learners have succeeded?”

Don’t worry about sounding lost – you’re actually steering the ship in the right direction. By getting specific about the goals, you’re helping the client avoid a lot of frustration down the road. And hey, they’ll probably be relieved that you took the initiative to ask - the paying learners certainly will!

So, grab that metaphorical map and guide them toward clear outcomes. You’ll look like a genius and save yourself a lot of guesswork.

Need Dr. Carl’s help with an e-learning dilemma? Send your problems to dr.carl@dirtywordmag.com

Game on

6 tips for choice design in branching scenarios

by Miranda Verswijvelen

Branching scenarios are a highly effective way of learning but crafting these complex learning experiences is not an easy task. Interesting choices carry the experience and they are the key element that distinguish non-linear, interactive stories from linear ones. To craft branching scenarios, learning designers need specific creative writing skills.

We can’t learn all of what is needed from writers of books or movies. We need to look to the experts in interactivity in stories. Since the first computer games in the eighties, they have innovated and iterated towards interactive storytelling. This article focuses on insights and tools I learned from games during my PhD research to help with choice design. How do game designers write choices and consequences? How do they align goals with the story paths a player takes due to their decision-making?

Excellent choice design will increase the engagement of your learners in the story, intrigue them about consequences and entice them to replay to check out other paths.

Tip 1: Don’t treat choices like classic multiple-choice questions

I recently saw a LinkedIn post describing scenario-based learning as a story that links some multiple-choice questions. This is exactly what we need to step away from. This way of thinking reduces the storytelling to a mere wrapper, while in fact it is the essence of branching scenarios.

Multiple choice questions have incorrect options (“distractors”) to test misconceptions, gaps in knowledge

2B 2A 2C 3 1

or insufficient instruction. Choices in branching scenarios are not really correct or incorrect: they are decision points in a story. They can lead to undesirable outcomes, but those assist the learner through nuanced failure in a safe environment.

Choices in branching scenarios consist of three closely interconnected parts:

Framing: the information the learner uses to make the choice

Options: the possible choices

Outcomes: what happens due to choosing one of the options.

Balancing all parts is crucial when you design choices.

Tip 2: Add non-learning choices that enrich your story

Choices give the learner agency to navigate the story in their own way. This means that not all decision points need to be related to learning goals or failure paths.

Some can simply serve learner engagement: they add information, let the learner express an opinion or preference or even just advance the story in an interesting way.

For example, you can give the learner options to read a document, ask questions or observe something to convey a bit of information – just make sure that whatever option they choose, they always end up with the same amount of insight.

Choices can offer diverse acceptable ways to achieve the same goal, giving learners opportunity to personalise the experience. Compare it to a travel choice: do you go by train, by bus or drive yourself? All learners get from A to B in your story no matter what they choose, but you offer a little personal expression before starting at point B. This approach to branching can also give the learner moments of extra non-learning related conversation with story characters to enhance their emotional connection.

The space travel illustation below shows what this structure can look like. 4A 4B 4C 5A 5B 6A 6B 7

Tip 3: Make each story path an equally valuable experience

Common advice to write branched scenarios is to design the “ideal” path through the story first. While this is practical – certainly for beginners - game narrative design experts question this approach. A focus on the “right path” immediately stamps the other paths as secondary, resulting in a less interesting story experience. Research shows that stories of equal value in all possible paths supports learner engagement.

Try to forge suboptimal (or failure) paths as full story experiences. The techniques from Tip 2 can support you. For example, a conversation can work out in diverse ways: the outcome is the same, but the emotions of the parties are affected differently depending on the path taken. An extra path can also replace boring “try again” situations: the consequence shows your choice was not ideal, but you simply continue and get another chance further in the story to make a better informed, similar choice.

Test each possible walkthrough of your branching scenario thoroughly, not only to check for mistakes but to get a feel for each story experience.

Tip 4: Think of choices as “moments”

We often focus on a flowchart in our mind or on paper, and think about the direction in which we want to steer the story. We forget that the learner doesn’t know this flowchart and never will. They only know what is right in front of them, the current moment of decision. While it is obviously still important to have the flow and direction of the story in mind, temporarily relinquishing them to dive deeper into the moment helps to write more engaging choices.

Each choice therefore needs to be a well-defined moment. Ask yourself these questions about the framing: what is happening at this point? Which characters are involved? What has happened before this moment? Which information do learners have or need?

Tip 5: Narrow the choice space

Well-designed choices should not feel authored. Ideally, choices should feel organic to players and integrate seamlessly with their own emotions and expectations. Not an easy task, as we must serve the learning goals as well.

The solution lies in carefully playing with the “narrative space” in which a choice occurs, and more specifically in narrowing it down. Clear and confined parameters help to make the choice feel integral to the context, while still leaving room for personal expression and emotional connection. You plant ideas in the learner’s mind during

the story and then at a key moment you require a decision, putting options on the screen that feel like they could have thought of those themselves.

Imagine a choice where the learner plays a call centre agent. If the customer on the call is perfectly amiable (framing), offering choice options that are aggressive or evasive feels unnatural. In contrast, in a confrontational customer situation these will be expected. Adding a personal element narrows the space down even further. What if the customer says something quite personal and derogatory? It will be easier to write options that fit the mindset of the learner.

Tip 6: Use choice models for inspiration

In general, writing options for a choice can be a quick pathway to writer’s block! That’s where choice models can remove this block and help you think. One of my favourite narrative designers, Jon Ingold from Inkle Studios, introduced the accept – reject – deflect model. For example, in a conversational choice where someone asks you a question, this could mean the following:

Accept: continue the current conversation, e.g. simply answer the question

Reject: react negatively or refuse to answer. Deflect: change the topic, e.g. ignore, bounce a question back or refocus attention

It’s important to carefully consider the outcomes, such as the reaction of the other character in the story, when writing these options.

Lots to learn from games

Game narrative designers have a wealth of insights and tools to help us create more exciting branching scenario experiences, not only for choices but for character design, writing dialogue, story structures and much more. It’s my goal to help learning designers with the results of my PhD research, and these tips are just a start.

Connect with me for projects, talks, coaching or workshops. https://www.linkedin.com/in/miranda-verswijvelen/ https://www.learningworlddesign.co.nz

Out with the old?

Like a faithful old labrador, traditional e-learning methodologies have been the cornerstone of digital education for decades. Pre-recorded video lectures, interactive quizzes, discussion forums, self-paced modules and Learning Management Systems (LMS) are often called out for being dull and unengaging. Yet, they still serve as the backbone of e-learning, providing a structured environment for content delivery, assessment, and learner progress tracking.

Asynchronous learning allows students to engage with materials at their own pace, while synchronous elements like webinars foster realtime interaction. Adaptive learning technologies have also been incorporated to personalise the learning experience based on individual progress and needs. These methods have effectively delivered scalable, accessible education across various subjects and skill levels. They offer consistent content delivery, clear learning objectives, and measurable outcomes, particularly valuable in corporate training and formal education settings. So if it ain’t broke, why fix it?

… and in with generative AI.

Generative AI, particularly doe-eyed large language models like GPT-3 and its successors, is touted as a potentially transformative force in education. It’s shiny and new and because AI is creating such a buzz across all industries right now, it’s got a lot of people in e-learning hot under the collar. AI systems can generate human-like text, answer questions, and even create educational content on demand. What’s not to love? The allure of generative AI in education lies in its ability to provide personalised, on-demand learning experiences. It can generate practice questions, offer explanations tailored to individual learning styles, and even simulate conversations to help learners practice language skills.

Some platforms are exploring the use of AI tutors that can provide instant feedback and guidance 24/7. The potential for scalability and customisation has caught the attention of many educational institutions and corporate training departments. As a result, there’s a growing trend of organisations looking to rapidly integrate these technologies into their learning ecosystems, sometimes at the expense of more established e-learning methods.

Here at Dirtyword, we’ve used AI to create imagery for the magazine from the beginning - it’s fast, cheap and saves time. If it wasn’t for AI, the mag would have been a non-starter, as our small team couldn’t produce the amount of visuals needed with the time and budget we have. But had we been an established magazine with artists and designers, would we have replaced them with AI and would the output quality have suffered? It’s the same question we need to ask of e-learning.

Why AI?

The integration of generative AI in education clearly offers many advantages. Firstly, it provides the prospect of unprecedented levels of personalisation. AI can adapt content and pacing to individual learners’ needs, potentially increasing engagement and retention. It can generate unlimited practice materials, allowing students to reinforce concepts through varied examples and scenarios.

Secondly, generative AI can offer immediate feedback and support. Unlike traditional e-learning systems that may have limited interactivity, AI can respond to learners’ questions in real-time, clarifying concepts and providing additional explanations as needed.

Thirdly, AI can assist in content creation, helping instructors develop courses more efficiently. It can suggest improvements to existing materials, generate assessment questions, and even create entire lesson plans based on learning objectives.

Lastly, generative AI has the potential to make education more accessible. It can provide 24/7 tutoring support, translate content into multiple languages, and offer alternative explanations for complex topics, potentially bridging gaps for learners who struggle with traditional methods.

These benefits are not to be sniffed at and go a long way to explain the enthusiasm many organisations have for rapidly adopting this technology.

Why not AI?

While the potential benefits of generative AI are amazing, it’s easy to be blinded by the promise of an L&D utopia where you get paid for writing a few prompts and chucking them at ChatGPT for it to add meat to the bones. Changing the way you do things and getting in the van comes with risks but what exactly are we looking at?

Accuracy and reliability concerns

Generative AI models can produce convincing but incorrect information, a phenomenon known as “hallucination.” In an educational context, this could lead to the spread of misinformation, potentially undermining the learning process and eroding trust in the educational institution.

Lack of critical thinking development

Over-reliance on AI-generated content and answers may stunt the development of critical thinking skills. Students might become dependent on AI for problem-solving rather than developing their own analytical abilities.

Reduction in human interaction

While AI can simulate conversation, it can’t replace the nuanced, empathetic interactions that a human teacher or trainer provides. Rushing to

replace human-led instruction with AI could lead to a loss of valuable social and emotional learning experiences.

Privacy and data security issues

AI systems require vast amounts of data to function effectively. Rapid adoption without proper safeguards could lead to breaches of student privacy or misuse of sensitive educational data.

Equity and access concerns

Despite its potential to increase accessibility, the adoption of advanced AI technologies could widen the digital divide. Students without access to high-speed internet or advanced devices might be left behind.

Lack of contextual understanding

AI, despite its sophistication, may struggle to understand cultural nuances, local contexts, or specific institutional needs that human educators intuitively grasp.

Overemphasis on metrics

AI systems excel at measuring and optimising for quantifiable outcomes. This could lead to overemphasising test scores and easily measured metrics at the expense of harder-to-quantify but equally important skills like creativity and collaboration.

Ethical concerns

The use of AI in education raises ethical questions about authorship, originality, and academic integrity. Rushing to adopt these technologies without establishing clear guidelines could lead to confusion and potential misuse.

Integration challenges

Hastily implementing AI systems without proper integration with existing e-learning infrastructure could result in fragmented learning experiences and technical difficulties that frustrate both educators and learners.

Loss of valuable traditional methods

In the excitement over AI, organisations might prematurely abandon proven e-learning methodologies that have been refined over years of practice and research.

These risks highlight the need for a cautious, well-considered approach to adopting generative AI in educational settings.

Can’t we just have 2 dogs?

AI is here to stay and for many of us, we’ve already stuck our heads in the van, patted the puppy and liked what we’ve seen with no sinister consequences. But we still need to be cautious and take a balanced approach to AI adoption.

Gradual integration

Implement AI technologies incrementally, allowing time for evaluation and adjustment.

Hybrid models

Combine AI-driven tools with traditional e-learning methods, leveraging the strengths of both approaches.

Ongoing assessment

Regularly evaluate the impact of AI on learning outcomes, student engagement, and overall educational quality.

Ethical guidelines

Develop clear policies for AI use, addressing issues like data privacy, academic integrity, and appropriate AI assistance.

Educator training

Equip teachers and instructors with the skills to effectively use and monitor AI tools in their courses.

Student digital literacy

Incorporate lessons on AI capabilities and limitations, fostering critical thinking about AI-generated content.

Collaborative development

Work with AI developers to create educationspecific models that align with pedagogical best practices.

Are you getting in the van or what?

While the generative AI puppy holds immense potential for transforming education, rushing to adopt it at the expense of proven methodologies carries significant risks. A thoughtful, balanced integration combining the best AI innovation with traditional e-learning approaches is probably the safest path to tread right now. So get in the van and stroke that puppy. But bring your fully-grown German Shepherd along for the ride.

The history of e-learning

Lewis Carr takes a Sister Wendy-style tour of the tech that taught us.

Instructional Designers, LMS Admins, corporate trainers and everyone in between gather around your screens for a tale as old as... well, 2004. That’s right, we’re diving into the ridiculous history of

e-learning, but starting in 2004 because learning tech life was truly crap before then. Buckle up because this ride is bumpier than trying to connect to LNER’s train Wi-Fi.

2004: The Dawn of

Digital Enlightenment

Picture this: It’s 2004. Facebook has just been born, MySpace is all the rage, and somewhere in a dimly lit computer lab, an enthusiastic teacher is about to change the world with... PowerPoint presentations uploaded to a shared network drive!

Yes, this was the cutting edge of e-learning. “But wait!” you cry, “PowerPoint isn’t e-learning!” Oh, sweet child of mine, in 2004, if it was on a computer and you learned something, it was e-learning. We were easily impressed back then. But now I come to think of it, people are still using PowerPoint today.

Meanwhile, Moodle, the open-source learning management system, was taking its first toddler steps into the world. Little did we know this Australian export would stick around longer than our hopes for a good Crocodile Dundee remake. (Crocodile Dundee in Los Angeles doesn’t count for two reasons, one, it was made in 2001, and two, it’s shit). And the amusing irony is that people still use Moodle to dump PowerPoints into.

2006: The Year We Learned to Share

Enter 2006: YouTube has arrived, and suddenly, everyone is uploading cat videos. E-learning creators, not to be left behind, jump on the bandwagon faster than you can say, “Charlie bit my finger.” Interestingly enough, that Charlie video was sold in 2021 for £500k and put Charlie through university. Now I feel old.

Behold the birth of the educational video! Now, instead of reading boring PowerPoints, learners could watch boring videos. Progress, people! Progress!

But wait, there’s more! 2006 also saw the rise of “Web 2.0” technologies. Everything was touted as “Web 2.0”. Wikis, blogs, and social bookmarking tools burst onto the scene, promising to revolutionise collaborative learning.

Spoiler alert: All of the bookmarking sites are pretty much dead, and Delicious got bought out by Pinterest (for a fraction of the cost).

2008: The Mobile Revolution

As 2008 rolled around, smartphones were becoming...well…smarter. The iPhone had made its debut, and suddenly, everyone wanted to learn on the go.

E-learning developers, always quick to jump on a trend (and occasionally off a cliff), rushed to create mobile learning solutions. The result? Courses designed for 21-inch monitors crammed onto 3.5inch screens. Crappy LMS apps and mobile versions of websites and themes. This is all before responsive design was standardised, and you were actually asked what version you wanted. Crazy.

2010: The Gamification Game-Changer

In 2010, someone had a brilliant idea: “What if learning was... fun?” Mind. Blown. Enter gamification, the art of adding game elements to non-game contexts. Suddenly, every e-learning course had points, badges, and leaderboards. Learning about corporate tax law? Here’s a digital badge! Completing a course on workplace safety? You’re now the mayor of “Safe Space” on FourSquare! (I know what you’re all thinking,...”I used to love FourSquare!”.

It’s now 2024 and we still haven’t really cracked gamification. We’ve written about it a fair bit in Dirtyword but the jury’s still out.

2012: The Year of the MOOC

2012 saw the rise of Massive Open Online Courses (MOOCs). Suddenly, you could take courses from Harvard, MIT, and Stanford from the comfort of your couch, all while wearing your pyjamas. The democratisation of education was at hand! This was the future. We Brits could finally see what those college lectures from the movies actually looked like in real life! And guess what? They bored us to tears.

There was just one other tiny problem with MOOCs: hardly anyone finished these courses. Turns out, “free” and “easy to start” don’t always translate to “I’ll definitely complete this 12-week course on quantum mechanics.”

2014: The Flipped Classroom

In 2014, educators worldwide had a collective epiphany: “What if we make learners watch lectures at home on the LMS and do homework in class?” And low and behold, the flipped classroom was born.

This revolutionary approach allowed students to pause, rewind, and rewatch lectures as many times as needed. They could also fall asleep during lectures in the comfort of their own beds, rather than in uncomfortable classroom chairs. Progress marches on!

2018: AI and Chatbots

Artificial Intelligence and chatbots made their grand entrance into e-learning in 2018. Finally, students could get their questions answered 24/7 by an entity with slightly less warmth and personality than their human professors. Things have come a long way since 2018. ChatGPT and Co-Pilot may have actually found a way for AI to fit more harmoniously with e-learning, but time will tell.

Back in 2018, these AI tutors promised personalised learning experiences tailored to each learner’s needs. In practice, they mostly excelled at providing hilariously inappropriate responses to simple questions and convincing learners that the robot apocalypse might not be such a bad thing after all. So, a bit like now, then eh?

2016: Virtual Reality

VR burst onto the e-learning scene in 2016, promising to transport learners to new worlds. “Immerse yourself in ancient York!” they said. “Experience molecular biology from inside a cell!” they proclaimed. In reality, most learners just experienced motion sickness and an aversion to sweaty headsets.

2020: The Year Everything Changed

Ah, 2020. The year that needs no introduction. As the world went into lockdown, e-learning went from “nice to have” to “oh my god, how do I turn on my camera?”

Zoom became a household name, and “You’re on mute” became the catchphrase of the year. Kitchen tables turned into classrooms, and parents everywhere gained a new appreciation for teachers and Working From Home became the new norm.

E-learning platforms saw unprecedented growth, and ed-tech companies rejoiced. Everyone else just tried to figure out how to make their bookshelf look more impressive on video calls.

2024: The Future Is Now

As we stand here in 2024, gazing back at two decades of e-learning evolution, what have we learned? Well, for one, the “e” in e-learning might stand for “exasperating.”

Although we think we’ve come a long way from shared PowerPoint files and glitchy video conferences, in many ways, we haven’t. Today’s learners have access to AI-powered adaptive learning platforms, immersive simulations, and virtual reality experiences that would have blown our tiny 2004 minds, but none of this has found its way into everyday e-learning.

But some things never change. Somewhere out there, someone is still

2022: The Metaverse

Just when we thought we’d seen it all, 2022 brought us the promise of learning in the metaverse. Now, instead of just staring at a screen, you could stare at a screen strapped to your face!

Zuckerberg hailed it as the ultimate immersive learning experience. We called it “Second Life with better graphics and more corporate sponsorship.” We remain unconvinced, but one thing’s for sure: virtual fist bumps will never be as satisfying as the real thing (fist bumps became a thing after COVID when we couldn’t shake hands). No matter how much money Zuckerberg throws at it, or how shiny Apple makes a visor, I think we all agree that we have never really moved past the smartphone.

trying to make learning tax law fun.

As we look to the future, one can only imagine what’s next. AI-powered sunglasses? Holographic professors? Courses taught entirely in memes? Whatever’s next, one thing’s for sure: e-learning will keep evolving, keep surprising us, and keep giving tech support job security for years to come.

Class dismissed. But don’t forget to upload your homework to the cloudbased, AI-enhanced, blockchain-secured, quantum-encrypted LMS before you go. And if you can’t, well... there’s probably an app for that.

The L&D Interview

Degreed recently hosted a roundtable event focusing on how L&D can create buy-in and drive business value.

Degreed’s Conor Gilligan reports on the key takeaways, along with the event’s modertors Rachel Wood, Learning and Development Business Partner at Sopra Steria and Arash Rezaei-Mazinani, Learning Solutions Manager at Aggreko.

Conor - Rachel and Arash, firstly thank you for taking the time to share your expertise and experiences with the L&D community and for facilitating the last L&D community event in Leeds.

Why do you think an L&D community is important and how does this help you in your everyday role?

Rachel – It’s really easy to fall into a rhythm when working in a business – particularly if standalone, this comes with its challenges, when needing to push and influence those with differing priorities, in different fields to your own. Building a community of learning people has enabled me to stay true to my passion for the industry and share that with the organisation I work for, it gives me space to keep up to date with creative and innovative ways that things can be done and continue learning myself from all the brilliant minds we have in our industry.

Arash - I think it’s great we work in a profession where people are so willing to share what they’re doing, their insights, and challenges. It can be incredibly helpful if you work in a small team or a standalone capacity to learn from the experiences of others in the profession. People are so open and willing to share what worked well for them or what they would have done differently and perhaps challenge your thinking. I’d say a lot of the work I do has been shaped in some way or another by the little bits of wisdom I’ve picked up from the people I’ve met over the years.

Conor - At the L&D community event, we discussed the importance of creating buy-in and driving business value. How do you position this in your organisations and what were some of the learnings from the event you’d like to share?

Rachel – Organisations are complex. I’ve worked across industries, in varying roles but what they all have in common is that ‘value’ looks different for everyone. Positioning and creating the momentum needed (or ‘buy-in’) really is about building strong relationships with people. And you do this by treating them as people and not as the money!

Arash - I think it’s about building relationships with people and most importantly, something I learned more recently, show don’t tell. As learning professionals we’re passionate about learning and will often bamboozle stakeholders with jargon which they don’t care for and often just muddies the water, it’s easier to show them the destination you’re trying to reach than explain what you’re trying to do from a learning perspective. From the event several things came up. Collaborating with HRBPs to facilitate and foster connections within the business, leveraging L&D ambassadors within the

business to support your case, looking at data and seeing what’s had buy-in before, avoiding HR language and making sure you’re being commercial, and finally making sure what you’re seeking to get buy-in for is relevant.

Conor - How important do you think involving key executive stakeholders in the process is and how do you go about this?

Rachel – Vital. The drivers of the vision, our leaders need to be able to lead from the front while creating an environment that allows autonomy and self-driven proactivity for initiatives. They can’t support what they don’t believe in themselves. Regular communication, sharing of stories, ‘ah-ha’ moments, and challenges/ lessons that we are learning and overcoming during the process keeps everything real. They will be beneficiaries of initiatives – either directly or indirectly as they will all be supporting the business objectives in some way so keeping stakeholders engaged is a (sometimes) lengthy but totally worthwhile pursuit.

Arash - Critical. To quote Nick Shackleton-Jones “people like the cake they bake”. It’s about making sure they’re brought in from the beginning and involving them in the process as much as possible. I’m sure we’ve all had instances where we’ve not done this, and they’ve parachuted in at the end undoing weeks of hard work.

Conor - When it comes to providing return on investment and / or showing the cost of doing nothing. How do you position this in your organisation?

Rachel – We like to see tangible results, but sometimes this can take some time. Keira (an event attendee) shared some great practice that she does with her programmes and that’s to breakdown results – and therefore return on investment – over 3 time periods. Short, Medium and Long term. I love this approach as it sets very clear expectations of what you are going to see and when you should expect to see it, be that monetary return or higher employee engagement/lower attrition etc. In my organisation, linking everything back to our values and our ambitions for being a great place to work helps to set the tone of what we will be missing out on if we do nothing. This generally gets people fired up. We hate to miss out!

Arash - Clearly defining the business outcomes you’re trying to achieve from the onset and determining how you’ll know whether you’ve achieved this. There were some interesting discussions at the event around this. For example, a discussion around ‘hard dollar’ and ‘soft dollar’ measures e.g., how does it reduce attrition vs employee engagement. There were also some discussions around whose job is it actually to… say increase sales?

A Head of Sales would say it’s their job and would never admit training has helped them sell more. So, you may have to look at a mixture of ways of measuring from direct expenditure – the cost of people doing the training – can this be brought down? To other things like feedback –what are people saying about the experience.

Conor - What are some of the tips that you can share when it comes to pitching for funding, were there any learnings from the event that you would like to share?

Rachel – In the organisation I work for, there is no centralised budget, this makes the total cost of any learning initiative seem excessive when that cost is never going to be borne by one specific area. So, when it comes it pitching, I find it best to break it down to cost per learner – this works for us, as each area can clearly see their contribution to the whole and it feels more manageable. This is also they way the business works for non-learning initiatives so to follow the same flow as the rest of our processes makes things feel more natural. My biggest piece of advice, which we discussed at the event, would be pitching for funding happens after the stakeholders are onboard. People first – money next.

Arash - There weren’t any tips that came out of the discussion I facilitated. I’d just say be clear on why you’re asking for it and how it’s going to benefit the initiative you’re planning on using it for.

Conor - I know there were lots of ideas from the L&D community at the event, what were some of the key takeaways for you personally?

Rachel – My takeaways are always around the value of talking things through, my group may have gone ‘offpiste’ and were talking about challenges and asking each other questions around skills frameworks, but that’s the joy of bringing together people, to share where they are at in the moment and connect them to others who are experiencing the same. I particularly enjoy and get a lot of value out of hearing about different business contexts. Having a varied background myself, I find this keeps us all a little fresher when thinking about what might or might not work for us and the cultures we all sit within.

Arash - As a whole these events are important, and people want to be a part of them. They’re an experience. They help give us a sense of belonging, which is really important if you are the L&D function in your organisation. I always enjoy meeting peers and hearing what subjects come up, what people care about, and what challenges they’re facing. The only other tip that hasn’t been mentioned yet was about working with external suppliers. There was a recommendation of spending the time to find a supplier who could be a trusted advisor and also making sure you immerse them in the culture of your organisation. By doing this, they’ll know what life is truly like working there and you’ll get more from the relationship with them.

Conor - Again, thank you both so much for sharing these insights - I am sure the L&D community will appreciate it. If you would like to connect with Rachel or Arash, please follow the links below.

Rachel https://www.linkedin.com/in/rachel-w-191848228/

Arash https://www.linkedin.com/in/arash-rezaei-mazinaniflpi-99a455116/

ADVERTISE YOUR JOBS FOR FREE

We’re launching a jobs board. And it’s free.

Are you trying to fill an e-learning role but struggling to reach your candidates? E-learning is a specialised industry and just because someone has the skills to code, design or sell, doesn’t always mean they can put those to use in an L&D organisation.

With that in mind, we’re launching the Dirtyword Jobs Board on our website and we’re inviting you to post your jobs for FREE. There’s no catch - we just thought the e-learning community needed a dedicated space for recruitment.

Dirtyword is read in over 33 countries by e-learning professionals across all sectors, so be where your people are and submit your positions for free at www.dirtywordmag.com/job-submission

We’ll list them on the site and send you links once your adverts have gone live.

Becoming Batman

Mark Gash likens Dr. Ina Weinbauer-Heidel’s 12 Levers of Transfer Effectiveness to a hero’s origin

Like many grown men whose brains have struggled to evolve past the age of 12, I’ve always thought I could be Batman. Okay, so at 44, I’m slightly out of shape but with a decent home gym to work on the bod, a lottery win to buy the gadgets and an online course in criminology,

I reckon I’d be cleaning up the mean streets of Yorkshire in no time. Or would I? Is the knowledge, the theory, a batmobile and a six pack enough to be Batman? Or am I missing a crucial step in the transformation from middleaged wannabe to kick-ass vigilante?

Before Bruce Wayne could become the Dark Knight, he had to go through a grueling journey of learning and mastering skills. Sure, he had endless resources, top-notch mentors like Ra’s al Ghul, Henri Ducard, David Cain and Alfred Pennyworth (yes, I’m a nerd and no Henri Ducard and Ra’s al Ghul are not the same character, despite what Christopher Nolan says) and the motivation of avenging his parents’ deaths, but learning alone wasn’t enough. He had to transfer those skills into real-world actions that ultimately shaped him into Batman.

This journey from learner to practitioner mirrors the challenge many face in today’s e-learning environments - gaining knowledge is one thing, but applying it effectively is where the real transformation happens.

I recently came across the work of Dr. Ina Weinbauer-Heidel, whose 12 Levers of Transfer Effectiveness addresses this gap between theory and practice in learning. If you’re looking for a Batman-style utility belt for ensuring that what’s learned in training can be put to use in real-world

scenarios, this is it. Whether you’re developing corporate training or educational e-learning modules, understanding these 12 levers will ensure your learners don’t just walk away with knowledge - they’ll walk away ready to apply it, just like Bruce did when he donned the cape.

So sticking with a theme, let’s use Bruce Wayne’s transformation into Batman to illustrate how the 12 Levers of Transfer Effectiveness can enhance e-learning development.

According to Dr. Ina Weinbauer-Heidel, there are three areas which are critical to making transfer happen: trainees, / participants, training design and the organisation. The 12 levers are spread across each of these areas to enhance the effectiveness of training courses.

Trainees / Participants

1. Transfer Motivation

Bruce Wayne’s motivation to become Batman is deeply personal and informs every decision he makes from a young age. The trauma of losing his parents drives him to master skills that will allow him to fight crime. Hopefully, trainees haven’t witnessed the murder of their parents but like Bruce, they need to be emotionally connected to their “why.” They need to be able to see how the training can transform them, whether for personal achievement or to make an impact in their field.

2. Self-Efficacy

When Bruce climbs that mountain to train with Ra’s al Ghul, he isn’t immediately Batman. His skillset builds over time and through rigorous training, he gains confidence in his abilities. Similarly, trainees should be given the opportunity to master foundational skills gradually, building their self-belief along the way. Just like Bruce’s evolving prowess, their sense of “I can do this” should grow with each small success.

3. Transfer Volition

Bruce doesn’t become Batman overnight. His determination to stick to his training plan and continue fighting, even when things seem impossible, is what makes him effective. For trainees, developing the willpower to stay on course - especially when faced with challenges - can be cultivated by showing them real-world, attainable examples and coaching them through tough moments.

Training design

4. Clarity of Expectations

When Bruce begins his journey, he has a crystal-clear vision of his goal: to rid Gotham City of crime and prevent other kids from experiencing the same trauma he endured when his parents were murdered. During his training, Ra’s al Ghul made sure that Bruce understood this would require sacrifices, including an eventual willingness to kill. Luckily, Bruce had other mentors, Alfred and Lucius Fox, to stop Bruce from going too far and to set boundaries in his crime fighting. For training, participants need the same clarity. They should understand both what the training entails and what is expected of them afterwards. Clear goals will prevent confusion and ensure focus.

5. Content Relevance

Every aspect of Bruce’s training, from martial arts to detective work, is directly relevant to his mission of fighting Gotham’s criminals. If Henri Ducard, one of the world’s greatest detectives, had taught Bruce ballet instead of investigation skills, he wouldn’t have become Batman. The same goes for training - learners need to see how their training applies directly to their role or personal mission. Relevance drives engagement.

6. Active Practice

Bruce doesn’t just read about combathe practises it with intensity, first with Ra’s al Ghul, then Lady Shiva and even with allies such as Robin and Catwoman, as well as in real-life scenarios. Training needs to mirror this approach. Participants should actively practise the skills in realistic or simulated situations to cement their learning. Whether through role-playing or hands-on activities, they need space (a Batcave?) to test their new abilities.

7. Transfer Planning

Before he ever dons the cape and cowl, Bruce meticulously plans his next moves: what gear he’ll need on his utility belt, how he’ll navigate Gotham’s underworld, and where to strike first. Training programmes should incorporate this same level of planning. Participants should complete their training with a concrete plan for how and where they will apply their new skills, anticipating obstacles and preparing strategies to overcome them.

8. Application Opportunities

When Bruce returns to Gotham, he doesn’t hesitatecrime doesn’t sleep, so he’s given the opportunity to use his skills immediately, fighting the bad guys in his city. In training, participants need similar opportunities to apply their skills. Without this, their newfound knowledge fades. The organisation must allow and even encourage them to step into situations where they can use what they’ve learned.

9. Personal Transfer Capacity

Bruce has Alfred’s emotional, tech and medical support, Commisioner Gorden’s leeway with the police, and Wayne Enterprises’ resources - giving him the capacity to balance being both Bruce Wayne and Batman. Trainees need the same kind of support, whether it’s time, tools, or a manageable workload, to ensure they have the capacity to apply what they’ve learned without burning out.

10. Support from Supervisors

Alfred is the epitome of support. He encourages Bruce when he doubts his mission and ensures he stays on the right path. Supervisors should play a similar role - actively promoting the use of new skills and guiding their team when they falter. Without Alfred, Bruce wouldn’t have been able to juggle his double life effectively.

11. Support from Peers

Even Batman doesn’t work alone - he has Lucius Fox, Commissioner Gordon, and eventually, Robin. This peer support reinforces his mission and gives him allies to lean on. Trainees benefit from a network of peers who can share experiences, provide encouragement, and help each other overcome challenges in applying new skills. A team effort can amplify results.

12. Transfer Expectations in the Organisation

When Bruce becomes Batman, Gotham takes notice. His actions draw attention - both positive and negative - and this reinforces his commitment to his mission. In a workplace, setting expectations that applying new skills will be recognised (and not applying them will have consequences) creates an environment of accountability. Trainees need to know that their efforts will be seen and valued, much like how Gotham’s citizens eventually view Batman as a force for good.

From Training to Ass-Kicking

Bruce Wayne’s journey from a billionaire orphan to Gotham’s protector wasn’t just about learning how to fight or mastering gadgets. It was about applying those skills in the real world, under immense pressure, with the fate of a city at stake. Instructional designers, developers and training managers are the Ra’s al Ghuls and Alfreds of e-learning, delivering support to trainees. The focus shouldn’t just be on delivering content to learners but on ensuring that those learners can apply that content in their jobs, just like Bruce applied his training to become Batman.

Dr. Ina Weinbauer-Heidel’s 12 Levers of Transfer Effectiveness ensure that what happens in the e-learning environment doesn’t stay there. By building in motivation, planning, support, and practice, you can develop courses that don’t just teach learners - they transform them.

Now, where’s that sit-up bench?

I’ve got abs to work on…

PODIATRIST

Hubken’s Darren Bindert and Pulse Advanced Media’s Ben Reeves explain how to design effective gamification elements in your future eLearning project

Gamification has emerged as a powerful tool in eLearning, transforming traditional learning experiences into interactive, engaging, and motivational journeys.

So much has been written about the numerous aspects of gameplay and the psychology inherent in successful games (if you’re looking for inspiration, look out for books and papers by Andrzej Marczewski, Yu-kai Chou, Kevin Werbach & Dan Hunter).

When you dive into this subject, it becomes clear that designing eLearning that incorporates effective gamification, requires more than just adding points, badges or leaderboards. It demands a strategic approach that blends clear educational objectives with game mechanics to improve learner engagement and retention.

In this article, we’ll explore how the Royal College of Podiatry (RCPod) introduced gamification elements into a recent course for their membership, and along the way, we’ll be offering practical guidance on how you might include gamification elements in your own courses.

Project Overview

The Royal College of Podiatry (RCPod) represents 10,000 UK podiatrists, providing support, training, and CPD courses. RCPod collaborated with Ben Reeves at Pulse Advanced Media and LMS partner Hubken, with their Totara platform, to develop a course on ‘Heel Pain’.

Addressing this common, but complex condition, the course incorporates multimedia and interactive elements to enhance learning and increase retention. Although designed for busy schedules, it also ensures clinical accuracy.

This eLearning approach uses several layers of gamification, the first of which is the adaptation of a well-known board game to create immediate learner engagement.

Practical Guidance on Designing Engaging and Effective Gamification Elements

Understand Your Audience

Before diving into the design process, it’s crucial to understand your learners. What motivates them? What are their learning preferences and challenges? Tailoring gamification elements to the specific needs and characteristics of your target learners will ensure that your eLearning course is more relevant and engaging.

The RCPod wanted to push the boundaries of the style of training the College traditionally produced, whilst understanding that for their members, the three most important considerations were:

• Time it would take to undertake the training

• Clinical accuracy

• Learner engagement

Don’t start with gamification

Gamification should not overshadow the educational goals of your course, and care should be taken not to turn the learning into a gimmick.

Start with the performance goals or objectives. What improvements in the organisation are we trying to achieve? What are the learning objectives and what decisions are we asking learners to make? What constraints do we need to consider?

Engagement and motivation strategies should come after these have been understood.

Align with Learning Objectives

With the RCPod, every effort went into ensuring that game elements aligned and supported the learning objectives. In this case, the RCPod wanted to enhance the membership training program, specifically looking to improve engagement rates, diagnostic effectiveness, and CPD.

And while there are many different gamification features that can be incorporated, it’s more important that appropriate elements are used thoughtfully. More is not necessarily better.

Incorporate Feedback Loops

Immediate feedback is a core component of effective gamification. Use real-time feedback to help learners understand their progress, correct mistakes, and stay motivated. Feedback can be provided through scores, progress bars, or direct messages.

Assessment

Learners shouldn’t be taken out of an immersive gaming experience so that their skills and knowledge can be assessed, through a multiple-choice test, for instance. Assessment should be embedded within, and as part of the learning.

With RCPod’s Heel Pain course, learners demonstrate their understanding as part of their interaction with the game. The choices they make affect how successful the outcome is, just as would be the case in a real-life patient consultation.

Rewards

Rewards are powerful motivators, but they need to be meaningful and relevant. In eLearning, achievements are virtual symbols, used as a form of reward to signal the accomplishments of learners. Badges are the visual display of the user’s capability to do something or demonstrate that they have acquired a new skill. The benefits of using badges and achievements are:

• Create higher performance expectations

• Increase user self-efficacy

• Satisfaction for task completion

• Support social proof

In the case of the RCPod Heel Pain course, two levels of reward were integrated. The first level was point-scoring. For each correct diagnosis, learners are awarded 10 points.

At the conclusion of the game, the number of points the learner has been awarded determines which medal (if any) they receive. This is the second level of reward. The more points the learner has earned, the more valuable the medal they receive. It is also possible for learners to pass the course, but not receive enough points to earn a medal.

The intention then, is to encourage learners to retake the course, earning enough points to receive a gold medal on subsequent attempts.

However, for each hint used, they lose 5 points.

Interactive Elements

Use interactive elements such as quizzes, simulations, and scenarios to actively engage learners. These elements encourage participation and allow learners to apply their knowledge in practical contexts. Interactive content also provides opportunities for experiential learning, which can enhance understanding and retention.

Visual and Audio Enhancements

Visual and audio enhancements can significantly impact immersion and engagement levels. Use high-quality imagery (preferably in vector format, such as SVG), animations, and sound effects to create a rich, multisensory experience. Ensure that the visual and audio elements are not only aesthetically pleasing but also serve a genuine purpose to reinforce the learning.

Continuous Improvement

Gamification in eLearning is an iterative process. Continuously gather feedback from learners and analyse their performance data to identify areas for improvement. Use this information to refine and enhance gamification elements, ensuring they remain effective and engaging over time.

Balance Fun and Learning

While it’s key to make learning fun, game elements should not distract from the educational content. Strive for a balance where fun elements support the learning experience, rather than detract from it.

For the RCPod, this was critically important as the outcome of the learning was to reinforce and improve accurate diagnosis of heel pain. Ultimately, the game had to provide a learning outcome that enabled Podiatrists to achieve better patient outcomes, therefore gamification elements needed to support this, not belittle it.

In the case of RCPod Heel Pain, each consultation was introduced by a virtual character with AI generated voiceover. As well as providing a more immersive learning experience, voiceover also addresses accessibility considerations, allowing learners with visual impairments to more readily access the learning.

Conclusion

PATIENT

And so how has this new gamification approach to eLearning for RCPod gone down with its members? Feedback has been extremely positive and reinforces how well targeted this approach was.

• 75% of those polled reported that the course was either very good or good

• 95% indicated that it was relevant to clinical practice

“Clear explanation, thought provoking clinical presentations, fun learning exercises”

“Accessible, relevant to my practice and good format”

“Clinically relevant, challenging and helpful”

“Inciteful, testing and job appropriate”

“Informative, Engaging, Interactive

Including effective gamification elements in eLearning requires a thoughtful and strategic approach. By understanding your audience, aligning the appropriate game elements with learning objectives, and incorporating clear goals and meaningful rewards, you can create a compelling and motivational learning experience. Additionally, leveraging thoughtful interactive, visual and audio elements will help you craft immersive and engaging game-like experiences.

Embrace these tips and tricks to transform your eLearning courses and drive learner success – just like RCPod.

Darren Bindert, Head of Marketing at Hubken Group and Ben Reeves, Director Ben Reeves, Director of Pulse Advanced Media Ltd

MAKE YOUR OWN FROOTY NINJA

Sam Harold shows us how to slice up watermelons like a pro in Articulate Storyline

Now that Dirtyword is a print magazine as well as a digital one, we’re changing it up a bit with our tutorials. It’s hard to pinch-and-zoom on paper and there’s a risk that the instructional screenshots are difficult to make out on a printed page. So we’re taking them online, where space is infinite and Sam can churn out screenshots and explanations to his heart’s content.

This issue, he’s exploring the inbuilt animation tools of Storyline360, to create moving shapes that can be triggered to form other animation pathways. He’ll be showcasing the entrance and exit animations, and putting them together to make interactive multilayered animation objects, resulting in a fun game you might be familiar with...

Get the tutorial here:

COLOUR

USING COLOUR THEORY IN ONLINE COURSE DESIGN

When designing courses, we are usually restricted by the client’s corporate colours and brand, resulting in somewhat dull experiences. So, does neglecting colour theory in our design process affect the learning experience?

Let’s explore the world of colour theory and its potential to transform courses from plain to captivating, supported by some popular theories and research.

Understanding the Science of Colour

Let’s begin by discussing an influential figure in colour theory, Johannes Itten. This Swiss expressionist painter and Bauhaus school teacher developed the colour wheel and contrasts that are still relevant today. Itten’s theory proposes that specific colour combinations are harmonious and can establish balance and order, which is desirable in our e-learning courses.

However, it’s not just about aesthetics. The psychology of colour runs deeper than this and can significantly impact learning. Let’s explore this further:

Blue: The Focus Facilitator

There’s a belief that wearing blue on an exam day can enhance performance, and a study by Mehta and Zhu (2009) found that blue environments improve performance on creative tasks. Incorporating blue may encourage learners to think outside the box, especially on tasks where the learner is asked to produce something or is being assessed.

Green: The Concentration Booster

Research by Lichtenfeld et al. (2012) suggests that exposure to the colour green before a task could enhance creativity and motivation. Adding some green elements to your course might be beneficial. I’m not saying we should change our background slides to meadows reminiscent of Windows XP or the Teletubbies field (they do look similar), but a splash of green won’t go amiss.

Red: The Attention Grabber

Red is not only attention-grabbing but has been scientifically proven to enhance performance on detail-oriented tasks. Red does usually denote danger or stop, and we have become accustomed to such. Use it sparingly to emphasise critical points or warnings in your course; don’t use it like a red flag for a bull.

Yellow: The Memory Enhancer

Warm colours, mainly yellow, have been suggested to improve memory performance (Dzulkifli and Mustafar, 2013). Let’s use yellow to highlight essential information for better retention.

The Disney Colour Magic

The idea that Disney uses colour psychology in its animations and theme parks is not just a rumour. In her book “If It’s Purple, Someone’s Gonna Die: The Power of Color in Visual Storytelling,” Patti Bellantoni (2005) discusses how Disney uses colour to enhance storytelling and evoke emotions. For instance, deep purples and greens in the villain’s scenes create an ominous atmosphere.

However, while colour can influence mood and perception, the notion that it directly leads to increased sales is more of a marketing myth than a scientific fact. Colour is just one component of Disney’s comprehensive design and marketing strategy; other factors are at play.

Applying Colour Theory: From Theory to Practice

So, how can we implement these theories in practical course design without littering every course element with colours? Here are some evidence-based strategies we could adopt:

1. Use Colour Coding: A study by Kumi et al. (2013) found that colour-coded instructional materials can enhance learners’ performance. Try using consistent colours for different content or activities in your course.

2. Consider Contrast: The principle of figure-ground contrast, as explained by Gestalt psychology, suggests that items that stand out from their background are more likely to be noticed and remembered (Bradley, 2014). Use this to make important information stand out.

3. Cultural Context Matters: Colour perceptions can vary across cultures. A comprehensive study by Madden et al. (2000) examined colour meanings across eight cultures, highlighting the importance of understanding your audience.

4. Less is More: Sweller’s cognitive load theory (1988) suggests that our working memory has limited capacity. While this article encourages the use of colours, it’s important not to overwhelm learners with an excessive variety of colours. Stick to a limited, consistent colour palette throughout your course.

Bringing It All Together: Final tips tp refine your e-learning colour palette

Set the Mood: Use cooler colours like blue and green for content-heavy sections to promote focus and calm. Switch to warmer tones like yellow and orange for interactive elements to boost engagement.

Highlight Wisely: Use contrasting colours to make key information stand out, but remember the principle of selective attention (Yantis and Egeth, 1999) – if everything is highlighted, nothing is highlighted!

Accessibility Matters: Ensure enough contrast between text and background colours. The Web Content Accessibility Guidelines (WCAG) provide specific ratios to aim for.

Test and Iterate: Every audience is unique. Feel free to A/B test different colour schemes and gather feedback from your learners.

Remember, using colour theory in your course design isn’t about creating a psychedelic wonderland like the front cover of a Stone Roses album or a 90s tie-dye t-shirt. It’s about thoughtfully and strategically using colour to enhance the learning experience. So go ahead and paint your e-learning masterpiece – just don’t forget to clean your brushes!

WHO’S YOUR ADDIE?

Lewis Carr lays on the couch to talk us through his ADDIE issues and the problems with e-learning project design.

ADDIE. You know the one, Analysis, Design, Development, Implementation, and Evaluation. It’s a trusty and well-used model, but can we apply it to e-learning projects in real life?

I’m talking about actual, real-world projects where the client is the boss and, to some extent, the project manager.

Before we dive in, let me tell you a little about ADDIE. This instructional design framework has been around since the 1950s, when it was first developed by the US Army to create effective training programmes. Over the decades, ADDIE has become the gold standard for designing all kinds of learning experiences, from classroombased training to online courses and beyond.

Of course, ADDIE isn’t the only player in the game when it comes to instructional design. Some eLearning teams have success with

more iterative frameworks like LLAMA or Design Thinking. But for large-scale, highstakes projects that require a robust, structured approach, ADDIE is still tough to beat.

So what is it about ADDIE that has made it such an enduring model? For starters, its linear, systematic approach provides a clear roadmap for eLearning development. Breaking the process down into distinct phases helps designers stay organised, focused, and on track. The emphasis on analysis, evaluation, and continuous improvement ensures that the final product is carefully tailored to learner needs and performance objectives.

Now, before you all start critiquing my project management skills, let me tell you that ADDIE is great. I’m a fan; however, things can go awry quite quickly when the client dictates the project and all this clever ADDIE stuff goes out of the window.

ALet’s look at the first part of the model: A for Analysis. This is where we gather and analyse all the stakeholder requirements, learning objectives, and target audience details. From learner pain points to subject matter expertise, we leave no stone unturned. We may even conduct a needs assessment and job task analysis if that’s what it takes to truly understand the learning.

However, in the real world, it is very difficult to get clients to actually sit down and provide a comprehensive list of requirements, learning objectives, and audience details. More often than not, it’s a constant game of “Oh, by the way…” and “Can you just…?” as they trickle in new information every other day or after you have started the build. And don’t get me started on subject matter experts - they’re often juggling several jobs and barely have the time to answer an email, let alone meet with you. So, you can’t have all the information you thought you were getting. Analysis still happens, but it’s based on past experiences and gut feelings as a developer.

Getting the most out of the analysis phase is all about thoroughness and attention to detail. I’m talking about comprehensive needs assessments, detailed audience profiles, and a deep dive into the content and its associated tasks and competencies. The better your analysis, the stronger the foundation for the rest of the project. But when this doesn’t happen, and that project brief you were promised never materialises, then you can scratch off that all-important “analysis” section and move on to “D”.

DD is for “Design”. As designers, we love to start by sketching out storyboards, planning the navigation, and selecting the perfect colour scheme. After trawling Dribbble for inspiration, we get all excited about the instructional strategies we can employ, such as scenario-based learning and interactive branching scenarios. The client wants gamification elements, so we set about designing those too; it all sounds incredible.

But this is where things start to come undone. As soon as we start putting together storyboards and

wireframes, the clients will inevitably swoop in with a barrage of “Can we just…” requests.

“Can we just add in a fancy animated intro?”

“Can we just throw in a random game for no reason?” “Can we just make the whole thing bright pink because it’s the CEO’s favourite colour?”

“My cousin sketched this on a napkin; can you turn it into a Pixar cartoon?”

And the final crushing blow: the content we receive from scriptwriters and SMEs has no scenarios, no branching content, and zero gamification elements. It reads like an essay or a poorly bullet-pointed PowerPoint. How are we supposed to craft a cohesive, effective learning experience when we’re presented with this?

But the design phase in ADDIE isn’t just about the creative elements. It’s also where we carefully map out the learning objectives, define the instructional approaches, and plan the overall structure and flow of the eLearning course. We may get to flex our creative muscles after all, as long as we ground those ideas in solid instructional design principles. The only problem here is that the client has given us two vague learning objectives, so we spend the next few meetings teasing the rest out of them.

DNow we move on to the third letter of ADDIE, D for “Development”. Development is where the real magic happens. We’ll code up those interactions, record the voiceovers, source the stock imagery, and AI the life out of everything. And let me tell you, there’s nothing quite like the satisfaction of seeing all the pieces come together. It’s like watching a caterpillar transform into a butterfly - if that butterfly was made of vector drawings pinched from stock sites, JavaScript, and clickable hotspots.

But alas, we’ll be merrily building away, thinking we’re on track, when suddenly the client decides they hate everything and demands a complete redesign. “I know we approved those interactions last month, but now I want them to look totally different.” “The voiceovers are terrible; we need to re-record everything.” “Wait, why does the script we sent you sound terrible now?” Cue the sound of our souls slowly withering away.

But rest assured, development isn’t a solo endeavour. ADDIE has taught us to keep looping

back with stakeholders and subject matter experts, getting their input and feedback at every step to avoid the inevitable trap above. That way, we can address any issues or concerns early on and ensure the final product is truly aligned with learner needs. The only issue is that the client happily nods along and agrees with everything we say and show them until the last minute when suddenly they look at it properly.

IThe fourth letter in ADDIE is “I for Implementation”. Easy peasy. We’ll upload everything to the LMS, test it thoroughly, and ensure a smooth rollout that would make every project manager swoon. No hiccups, no glitches, no unpleasant surprises. Just a seamless learner experience that has stakeholders high-fiving each other and the compliance team doing cartwheels. But wait. Has the client given us enough time and resources to properly test the eLearning course before unleashing it on learners? Nope, it’s straight from development to “Just publish it already; we’re already two weeks late!” And then, of course, the inevitable avalanche of bug reports and angry user feedback comes crashing down. But hey, at least we get to play the hero when we frantically work overtime to patch everything up, right?

Implementation isn’t just about pushing the “publish” button. It’s also about meticulously testing the course, working out any kinks, and providing comprehensive training and support for the end users. But often, projects don’t go to plan, and much of this is done the day before the project goes live. Now I know a lot of project managers reading this are cursing me, saying this is all just bad project management, and although I agree, I also work directly with clients, and this is the real world (sorry PMs, but you don’t have to build the course; it’s harder than it looks).

ELastly, we move on to “E for Evaluation”. Well, that’s where the ADDIE model and the instructional designer really become the dynamic duo. We gather all the learner feedback, crunch the assessment data, and use those insights to keep refining the course. It’s a never-ending cycle of improvement - just the way I like it. After all, what’s the point of designing an eLearning masterpiece if you’re not going to continuously iterate and enhance it?

However, as if clients actually care about collecting data, analysing results, and using that insight to improve the course. They’re already onto the next project, leaving me to awkwardly ask, “Uh, so should we send out a survey or…?”

And heaven forbid I suggest doing a proper postimplementation review - they’ll just glare at me and say, “Can’t you just wrap this up already? We need to move on.” “We haven’t budgeted for phase two.” I have yet to see a course refactored based on student feedback. Once built, it is forever SCORMED in the LMS tomb.

The evaluation phase isn’t just about the final product. We’re supposed to build formative check-ins throughout the entire process so we can make agile adjustments and refinements as we go. That way, we’re not waiting until the end to get crucial feedback - we’re incorporating it every step of the way. If only things were this simple. Yes, there are check-ins in all projects, just as there are testing windows. Often, we end up doing continual changes throughout the build, and then there is still a massive end-of-project testing script (or unscripted testing script), which equates to countless hours spent making tweaks.

I realise that this article sounds very negative, and don’t get me wrong, I’ve been involved in projects that have gone smoothly and used ADDIE to great effect. Incorporating key ADDIE principles - like upfront learner analysis and continuous feedback loops - can be incredibly valuable. But I wrote this article to tell the truth; hopefully, it has resonated with you. Even with the best intentions, you will be railroaded by a client who doesn’t like the characters you’ve drawn, the padding above the logo or the white space you thought looked ace.

Now, it’s not all doom and gloom. Every project starts with a plan, but it’s how we find a balance that allows us to apply ADDIE while accommodating the whims of the client and the human side of development. If you manage all this, then you are a design/project manager legend and I tip my hat to you.

COWABUNGA

eLearning takeaways from the Teenage Mutant Ninja Turtles arcade game

Alright, let’s hop into the Technodrome and take a trip back to 1989 - the year the Teenage Mutant Ninja Turtles (TMNT) arcade game hit the scene like a pepperoni pizza on a Saturday night. This game wasn’t just another 50p-muncher in the city centre arcade; it was a shellshocking phenomenon. And, believe it or not, it holds some radical lessons for us modern-day e-learning developers.

So grab a slice and let’s see what Leonardo, Michelangelo, Donatello, and Raphael can teach us about creating e-learning experiences that are, dare we say, bodacious.

1. Teamwork Makes the Dream Work

The TMNT arcade game was designed for up to four players, each controlling one of the Turtles. Whether you were Leonardo with his cool-headed leadership or Raphael with his hot-headed enthusiasm, success in the game depended on collaboration. The Turtles had to work together to take down Shredder and his Foot Clan goons.

E-Learning Takeaway: In the world of e-learning development, collaboration is key. Just as the Turtles needed each other’s unique skills, e-learning projects benefit from the collective talents of instructional designers, graphic artists, developers, and subject matter experts. It’s like a virtual turtle team: everyone brings something different to the table, and together, they create a learning experience that’s stronger, more engaging, and ultimately more successful.

2. Engagement Through Immersion

The TMNT game was a visual and auditory feast. The vibrant, comic-book-inspired graphics, the catchy 8-bit music, and the iconic “Cowabunga!” voice clips all created an immersive experience that pulled players into the world of the Turtles. You weren’t just playing a game; you were part of the TMNT universe.

E-Learning Takeaway: Immersion is a powerful tool in e-learning. When learners are fully engaged - whether through interactive simulations, rich multimedia, or scenario-based learning - they’re more likely to retain information and apply it in realworld situations. Just like the TMNT arcade game made you feel like you were fighting alongside the Turtles, e-learning should make learners feel like they’re part of the action, not just passive observers.

3. Instant Feedback Fuels Progress

One of the most satisfying aspects of the TMNT arcade game was the immediate feedback you got from every punch, kick, and jump. Defeating a Foot Soldier or rescuing April O’Neil was met with instant gratification - points, sound effects, and sometimes even a shout of approval from the Turtles.

E-Learning Takeaway: Learners thrive on feedback. In e-learning, providing instant feedback - whether through quizzes, interactive exercises, or progress bars - helps learners understand what they’re doing right and where they need to improve. It’s like getting a “Cowabunga!” every time they complete a task correctly, motivating them to keep going and achieve mastery.

4. Difficulty Levels and Challenge Balance

TMNT wasn’t an easy game. Sure, it started out with a few simple Foot Soldiers, but before long,

you were up against Baxter Stockman, Bebop, and Rocksteady. The difficulty ramped up gradually, keeping players engaged without overwhelming them right out of the gate.

E-Learning Takeaway: Pacing is critical in e-learning. Start with the basics and gradually introduce more complex concepts as learners build their skills. This keeps learners challenged and engaged without feeling frustrated or lost. Remember, the goal is to help them reach Shredder-level skills without feeling like they’re battling Krang on day one.

5. Replayability and Content Reusability

How many times did you and your friends replay the TMNT arcade game, even after beating it? The answer is probably “a lot.” The game’s replayability kept players coming back, thanks to its fun factor, cooperative gameplay, and the joy of discovering new ways to defeat enemies.

E-Learning Takeaway: Content reusability is a concept we should embrace in e-learning development. Designing modules, quizzes, and activities that can be revisited - or repurposed in different contexts - adds value for learners and keeps them engaged over time. Plus, if the content is good enough, learners will come back for more, reinforcing their knowledge and skills.

But wasn’t the game a bit linear?

Not everything about a 1989 arcade game translates perfectly into e-learning development. The game’s linear progression might feel restrictive in a learning environment where flexibility and personalised learning paths are more effective. Additionally, while immediate feedback is great, not all learning scenarios can afford to give learners instant gratification - sometimes, reflection and deeper analysis are needed.

The way of the ninja

The TMNT arcade game wasn’t just a buttonbashing experience; it was a masterclass in engagement, teamwork, and learning by doing. By taking these principles and applying them to e-learning, we can create experiences that are not only educational but also incredibly fun and immersive. So, as you head to your next e-learning project, remember the lessons of the Heroes in a Half Shell. After all, when it comes to e-learning development, we should all strive to be a little more turtle-like: collaborative, immersive, feedbackdriven, and always up for a challenge.

Cowabunga, dudes!

If you’re still reading Dirtyword on a screen, you’re missing out on the nostalgic smell of ink and the real feel of papercuts on your fingers. Get Dirtyword through your letterbox - order your free printed copy here.