Developing effective rapid e-learning isn’t simply about delivery. With so much effort needed to create a course it’s easy to underestimate the amount of effort to get it out to the audience, accepted and used.Of course it’s common sense. A successfully marketed course is likely to: increase take-up of the training; ensure return on investment in training – unused training is a waste; ensure staff are trained in the skills and knowledge they need to do their jobs successfully.

Stephen Walsh explains how rapid e-learning design is different -- and better -- than traditional methods. Is there room for design in Rapid E-learning? You better believe it. In this free report, we share the three ways in which Rapid E-learning Design is different -- and better -- than traditional e-learning methods: (1) Where you start from: use structures and patterns to accelerate design; (2) How you get to release: get to first version quickly, iterate to release; (3) How you keep it relevant: wide range of tools, many of them free.

The term ‘soft skills’ is widely used in training, yet there are some key questions that need to be asked about its definition and how it can be taught and learnt: What are soft skills? Can soft skills be taught? How are soft skills best learnt? Do soft skill simulations work? Are there good soft skills e-learning case studies? What’s the future for soft skills in e-learning? We are now in a position to answer these questions by examining both theory and practice. There is now good evidence that sound soft skill simulations are proving effective in learning.

This free guide has been created specially by Joe Quilter of PSP learnix for the benefit of eLN members. It provides a host of practical tips and hints for the successful marketing within an organisation of elearning and blended learning programmes.

Good practice depends on good research. However, although the use of technology in learning has been around for several decades, there is still the feeling that little evidence based research exists to prove its effectiveness. The research seems difficult to find and fragmented, with no obvious authoritative sources. The common perception is that the use of technology in learning is largely unproven. Some would go as far as claiming that it hasn’t worked at all.