Comparable: Marketing and L&D

In her guest blogpost for eLN, Marketing Consultant Hayley Maisey examines the similarities between Marketing and L&D and sets the scene ahead of her upcoming webinar “Marketing your learning courses and content”, as part of our interactive self-development series.

Marketing and L&D are two business functions that have a lot in common

The two departments have similar aims and objectives.

Both drive business performance and aim to generate demand for a service/product. Both connect with their audiences and strive to increase retention. Both endeavour to increase brand awareness and contribute to business success.

They also share similar traits.

Consider the shift for L&D from providing essential workplace training to offering self-directed learning – it reflects the move from ‘push marketing’ (paid ads and promotion) to that of ‘pull marketing’ (content marketing for eg).

Similarly, the growth of digital marketing isn’t dissimilar to the uptake of online learning. Likewise, the introduction of blended learning that dominated the 2000’s mirrors how direct mail, print and collateral remained part of marketing’s mix (tactics) while demand grew for more multimedia and e-communication.

I’d also throw in the notion of providing bite-sized learning at the point of need and how this is reflected in learners’ day-to-day lives as consumers, with the influence of social media marketing, engagement via online personal networks and ubiquitous access to technology and wifi/3G…

There are many similarities to highlight. Yet there are also differences in the departments’ playbooks – the approach Marketing employs to meet their aims and objectives isn’t always found among L&D’s plays.

This presents an opportunity.

How can Marketing help L&D?

“Marketing is effectively sharing what a business or person does and why their product or service is of value to meet the needs of their customer.”

(There are several definitions out there on the Internet; ^^ that’s my take.)

As an L&D team, you deliver a fundamental service and provide a range of products (courses, interventions etc) to meet the needs of your people, and ultimately that of your organisation.

Adopting marketing strategies and tactics would help you connect with your audience, raise awareness of your products and service and generate demand for what you do. Longer-term, you’d create engagement, build relationships and develop trust across your organisation because of your consistent and planned marketing communications.

Where would you start?

If you’re intrigued as to how marketing tactics could help you promote your courses and content, you will no doubt have a range of activities and initiatives in the pipeline and want to start creating communications and campaigns asap. My advice is to stop and think top-level.

Marketing strategy

Consider a marketing strategy to define your ‘why’ and ‘what’ over and above ‘when’ and ‘how’. An effective marketing strategy outlines a business’ audience/market, competitors, and threats and provides a comprehensive overview of your vision, mission, and proposition. It also defines marketing objectives and targets against what your organisation wants to achieve and outlines the tactical strategies to use, together with your budget.

For an L&D team, however small or large, the same process would apply – you’d be relating a marketing strategy to the aims and KPIs of your department and how they sit with your business’ objectives. You may have existing documents/models that do the job – if this is the case there’s no need to reinvent the wheel… But, if you feel you don’t have time to create such a strategic document, I implore you to explore the foundations behind your department’s marketing efforts so you can revert to top-level thinking when needed.

Marketing plan - map it out

In the knowledge of why you exist and what you are to achieve, create a marketing plan that summarises your goals and activities across six months, a year, 18 months – whatever timeline fits with your organisation and roadmap. You may be launching a new course, introducing a new change management programme, or releasing a repository of video learning assets – get it in the plan (‘what’), consider your target audience (‘who’), and define the purpose behind the activity (‘why’).

Marketing campaigns for L&D

This is where the fun lies – devising and delivering an integrated marketing campaign. Each activity outlined in your marketing plan warrants a dedicated campaign.

A marketing campaign plan captures the strategic elements behind your efforts and outlines the logistical/practical components (‘how’ you’re going to promote the activity and ‘when’ – a tactical schedule). A campaign typically lasts 2-3 months and uses the most effective marketing strategies, tools and channels to communicate to your target audience. You also add power to your campaigns when you integrate your activity – you ensure the messaging behind your communications makes an impact as you reach your target audience across all touchpoints.

Whatever you’re launching, introducing, or releasing there is a step-by-step approach you can adopt to planning your campaign, managing the rollout, and measuring the results.

On Tuesday, 12th October 2021 I’m hosting a webinar as part of eLN’s interactive self-development series, where I share how to build an integrated marketing campaign from scratch. I’ll break down the method I use when campaign planning that you can then adapt to effectively market your offering and engage with your learners.

Strategy in place or not, please come with a learning solution/programme in mind as well as any challenges you’re facing so you can relate what you learn to a real-case scenario; there will be an opportunity at the end of the session for Q&A.

Easy ways to improve your live online facilitation and delivery

“I did it!” If that was your reaction to facilitating live online when the pandemic first put paid to face-to-face, you’re not alone. The end of March 2020 saw countless learning professionals scramble to convert their classroom-based sessions to a live online format.

Many celebrated simply making the switch. But those who’ve enjoyed real success have gone a step further. They’ve honed their design and facilitation skills, and are reaping the benefits.

They are the ones known for providing live online sessions that engage and encourage participation. The ones who can read and react to digital body language, and handle dominant attendees.

If you’d like to join their ranks, here’s where to start.

Encourage Participation

The key here is frequent interaction. I call it the ‘3-5 minute recommendation’. Get the interactivity going early in your session and keep it rolling with a new element every three to five minutes.

You’ve got a smorgasbord of tools at your fingertips to make this happen. For instance, your participants can respond with annotation tools on a slide; on a whiteboard; in a chat window; on a poll; with an emoticon; with a hand-up icon; over the microphone; in a breakout room… the list goes on. 

To build momentum, you could start with a closed question that elicits a yes/no response via the feedback icons (green tick/red X or smileys etc). Next, ask everyone to add more in chat. Then pick out a few people to discuss the topic on audio.

It’s similar to the way you’d do things face-to-face, but just needs a bit of forethought live online. Choose the tools you’re most confident with (could you deal with any technical issues that arise?), run through how to use them at the very beginning of your session, and be clear with your instructions when telling your participants how to respond.

Learn to decode digital body language

Using these tools will also help you to decode ‘digital body language’. The term comes from marketing but we can, and should, apply it to L&D. As Lori Niles-Hofmann, author of Data-Driven Learning Design, explains: “Every drop-off, click, or share is a learner shouting their likes and dislikes. These actions are the eye-rolls, smiles and arms crossed from the classroom, simply in digital format.”

Tune in to your participants and the way they respond. Are they slow to answer? If it’s not a technical issue, you’ll need to change the energy and get people actively engaged again.

Deal with dominant attendees

While some participants need a nudge to join in, others may try to control the session or go off-topic. It’s important not to alienate anyone, so do acknowledge and thank them for contributing, just don’t always react to their comments.

If your system allows it (such as Adobe Connect) ask your participants to choose a text colour so you can easily spot everyone’s input and filter accordingly.

Where possible use other ways to get people to write their answers, such as whiteboard swim lanes (a table), to keep the focus on the topic.

And if someone does go off at a tangent, acknowledge it and refocus with a few words such as: “Bob, thanks for the comment about X. Today we are focusing on Y, so with that in mind, how can we…”.

Over to you

With the ATD reporting that “learning how to engage virtual audiences is a must”, live online delivery has reached a tipping point. Now is the time for all facilitators to demonstrate the ambition we so desperately want to see in our learners.

If 2020 was the year you overcame the obstacles and transitioned to virtual, 2021 could be the year you take it up a notch.

To learn more about enhancing your live online delivery and facilitation, be sure to register for my upcoming eLN webinar. And for more support, drop by my website at Lightbulb Moment.

Is your online learning hurting you? Why it’s beyond time to unfollow the pack and embrace ethical digital design

Imagine it’s your job to find or create an online tool that will help deliver coaching experiences to clients — coaching that is meant to enhance wellbeing, inclusion, and work/life satisfaction.  Simple, right?

If you’re not paying attention, maybe.

Now imagine you’ve been dialled into the headlines, research findings, and social media controversies swirling around ‘Big Tech’, and your journey will hit at least two gaping potholes:

POTHOLE 1: Harm vs help

Almost all current digital tools rely on foundational design elements and features (such as like buttons, notifications, and endless scrolling content) that

  1. Are so common we no longer even ‘see’ them; and
  2. Are patently harmful.

The ‘standard’ digital features we know so well were developed over time and with heaps of venture capital by the likes of Google, Facebook, and Twitter with the aim of inciting addictive and compulsive behaviours—because the ‘Bit Tech’ business model requires companies to make money off user engagement, not user wellbeing.

The resultant — and well-documented — harms to cognition, attention, and wellbeing extend to such serious consequences as contributing to sleep deprivation, depression, and worse. And we all experience this so frequently that it’s difficult to identify the cause of our tiredness, overwhelm, or general inability to feel we’re accomplishing what we want. But if you tried a digital detox, you just might.

POTHOLE 2: Bias vs inclusion

A little more addictive Googling and you hit another snag.

On a regular basis, consumers and researchers alike are discovering the dangers of seemingly inconsequential algorithms that are now baked into everything from booking a rideshare to buying groceries or applying for a job.

Unintended racism is a nearly ubiquitous feature of AI systems according to Professor Parham Aarabi, director of the University of Toronto’s Applied AI Group. “Programs that learn from users’ behaviour almost invariably introduce some kind of unintended bias,” he said*.

And most of the larger, venture-funded digital coaching products rely on AI for key functions such as deciding who should get coaching, what content a user should see or not see – when any assurance that their algorithms are unbiased is likely premature.

Steering clear

So, let’s return to the original task: how do you buy or build an online tool that improves wellbeing and inclusion when the foundations of digital product design are based on features that have an opposite effect?

“Very carefully,” as they say. It’s easy to overlook these issues, to figure that one more app or tool won’t make it that much worse, or to rationalise that good intentions will change these outcomes. But doing so would add to what is in reality a serious problem, and you could be exacerbating the very problem you’re trying to solve.

As providers and/or creators of digital technology, we have the power to make a difference in this arena, and to look for better alternatives that respect our audience’s time, autonomy, and attention.

It’s time to #unfollow the pack, and we can start simply by raising our awareness of digital design impacts and re-envisioning an online life built around our needs. It might be an uphill climb, as was the process of designing and building Talking Talent Online, but many hands make lighter work—so the more we can all embrace the idea of ethical digital design, the easier it will be to move towards it, together.

*Source: Collier, Kevin. NBC News, “Twitter’s racist algorithm is also ageist, ableist, and Islamophobic, researchers find.” 9 Aug 2021. 

eLN Interactive Webinar Series: Learning evaluation is easier and more useful than we might think. Maybe transformative!

The world of learning evaluation is undergoing a transformative change with critical improvements in the way we survey our learners and use learning-evaluation frameworks to guide our work. In our next online webinar, one of the global leaders in learning evaluation, Will Thalheimer, will share two innovations that are gaining hold throughout the world. He’ll share his new work on learner surveys based on his award-winning book (soon to be available in a second edition).

Will will also describe LTEM (the Learning-Transfer Evaluation Model) and how it’s helping organizations move beyond traditional approaches. Will is also known for his Presentation Science approach to making presentations, so this session ought to be well-presented as well (NOT too much pressure Dr. T!).

What you will learn:

  • Scientific findings: How traditional happy sheets are virtually uncorrelated with learning results.
  • How to replace Likert-like and numeric scales with more actionable question formats.
  • How to present data so that it enables post-survey decision making rather than indecision and confusion.
  • How to utilize the LTEM framework to guide BOTH learning evaluation and learning design.
    How to transform your learning evaluation approaches to get meaningful, useable data.
This content is for members only.  Annual individual membership is only £29, sign up today and start taking advantage of the benefits of being an eLN member!
With insights gained from decades navigating the borders of research and practice, Will Thalheimer has begun to dismantle the antiquated learning-evaluation folklore that has suppressed and hidden our most critical learning outcomes—making it difficult if not impossible to use evaluation for what it’s good for, providing feedback to enable learning improvements.

You can learn more about Will at Work-Learning Research.

You can follow him on Twitter, LinkedIn and Will’s blog.  

eLN Interactive Webinar Series: Accessible eLearning myths and tips

Empowering people to learn and to achieve their full potential is at the heart of what we do as eLearning professionals. That’s why we’re so focused on making our learning experiences engaging and effective. It’s also why accessibility is crucial to the success of our content. Why would we design and develop inaccessible content which creates barriers for a potential 12% to 26% of our learners and prevents them from achieving their potential?

Susi will tackle some of the myths and misconceptions which stop many eLearning professionals from engaging with accessibility. She’ll also share some tips on how to make resources more accessible for people with a range of disabilities and impairments.

In this session you will learn:
  • Some key facts and statistics to make you a more effective advocate for eLearning accessibility.
  • Why digital accessibility is important beyond the public sector.
  • How authoring tool providers can support eLearning practitioners in creating accessible content.
  • Strategies to ensure learners with a wide range of access needs are included in your learning content.
  • How accessible content enhances rather than harms the learning experience for all learners.
  • How learning which is accessible can also be interactive and innovative.
  • How accessibility standards can be a help rather than a hindrance.
This content is for members only.  Annual individual membership is only £29, sign up today and start taking advantage of the benefits of being an eLN member!

Susi Miller is an industry leading expert on accessible learning design and the Founder and Director of eLaHub. She is the author of Designing Accessible Learning Content (Kogan Page) and her accessible learning content has been shortlisted for the Learning Technologies Awards.

You can follow The eLearning Accessibility Community Group and Susi on LinkedIn.

 

eLN Interactive Webinar Series: Relax and Reflect: the power of paper & pen!

Join us for a relaxing and rather different webinar, which will encourage you to have a go at some simple drawings in a friendly and informal environment. The drawings will be used to prompt reflections upon your work and life over the past year and to look ahead to future challenges.

Lots of people have discovered or rediscovered over the past couple of years, just how relaxing and refreshing it can be to spend time doing something hands on and creative. Drawing and colouring-in can enable you to step away from the stresses and strains of everyday life and find a calm and peaceful space for yourself.

We know that reflection is an important part of how we learn and develop behaviours. Often we find it difficult to do or don’t make time for it. This session will give you the opportunity to try out using drawing as a prompt for reflection.

The session will also give you the opportunity to see how an older technology – paper and pen – can be combined with a newer technology – a live online session – to create an effective learning experience.

The session is pitched for people who are brand new to drawing or who may not have drawn since they were a child – all you need is an open mind and to be willing to give it a go. The session will be hands on and practical. You don’t need to be an artist to use drawing to aid your learning, thinking or working.

No special equipment or resources are needed just plenty of plain paper, a black felt tip, a pencil and some coloured pencils or felt tips. It is helpful to have a table to lean on for this session, as you will be drawing throughout.

This is all about play, exploration and trying something out. Why not unpack your pencils and take part?

Dive deeper into Rachel’s own Pinterest world of Sketchnoting.
This content is for members only.  Annual individual membership is only £29, sign up today and start taking advantage of the benefits of being an eLN member!

Rachel Burnham is an advocate of Sketchnoting, which combines words and simple pictures to create memorable notes, plan work and develop ideas. More recently her practice has developed to encourage visual thinking and the use of drawing for relaxation & wellbeing and as a tool for reflective practice.

She has worked with people from many different professional backgrounds to introduce them to drawing – engineers, L&D professionals, software developers, digital marketers, forensic scientists and coaches. Most of these people thought they couldn’t draw beforehand and were surprised to discover that they can!

Rachel is a Learning & Development consultant, with her own consultancy based in Manchester for the past 20 years. She is a member of the eLN.  You can follow her on Twitter and LinkedIn.

Writing for learning with Helen Hill

How much do you consider the finer details your writing beyond making sure it covers the right topics, the learning objectives and is grammatically correct?

I see it time and time again – dry learning content filled with jargon, acronyms and unclear messages. Content which satisfies the needs of a company CEO or marketing team, rather than focusing on what the learner needs. 

Why do we do this? 

For fear that we have to cover EVERYTHING and provide as much value as we can. We focus on the wrong things in our approach. It is easy to get caught up in other factors such as timing, budget and satisfying too many stakeholders’ opinions.

What if our definition of value is wrong? Creating learning should not be about giving every piece of related information we can think of. It is about creating a great experience for the learner, meeting them at their level and helping them to achieve their goals. Why put stumbling blocks in the way of that? 

Writing is an area where we can have great impact and make sure that the learning is inclusive for all. By refining how we write for learning experiences it helps to reduce the cognitive load for the learner, makes the information easier to scan, helps make learning inclusive for all, increases accessibility, and reduces stress and time pressures. 

We can learn from other areas of design such as user experience (UX) design and content design which can enhance our ability to reach our audience and make learning inclusive for all. The core principle of content design is making sure you are delivering the right content, in the right place, at the right time. These 3 factors alone give a lot of food for thought and areas for improvement. 

So how can you make sure you are putting the learners first in your writing? 

Meet the learners where they are

Consider the learner journey – what feelings do they bring to the experience? How can you acknowledge them and provide clear benefits for completing the learning? 

Writing in plain language

Is you content full of jargon and technical info? Can you remove these or at least provide glossaries to help them? Look at the level of difficulty in the language you use and areas where there could be potential misinterpretation or confusion.

Translation and localisation

Look at how you can prepare content for translation and potential areas of confusion. Also look at the impact of metaphors, local language, and other potential areas of difficulty. 

Be concise

Many IDs work by the question of what so learners need to know vs nice to know. Others live by the mantra ‘cut your content in half, then half again’. Either way, being concise is an important factor in making sure your learners get the knowledge they need when they need it. This also includes looking at how you can break text down visually through short paragraphs,  varying sentence length and bullet points. 

Looking from another perspective

Consider how the non-typical user may experience the course. This is where accessibility requirements come in. Are the instructions clear and easily read by screenreader (get rid of all ‘click here’)? Could you understand the buttons/navigation if English was not your first language? Have you made state changes clear (i.e. not just a change of colour).

Test with learners

Usability testing with members of your audience can highlight problems you never considered and open your eyes to issues you did not expect. As we build learning experiences we should actively ask for feedback at all stages – and use it! Often we can forget to include questions around language in the questions we ask – focusing more on higher level features such as flow and topics. 

Write as you speak

Learning doesn’t need to be stale, technical and filled with jargon. By using conversational language it is easier for the learner to relate to the content (and you as the training provider), to focus on the point being made, and interpret the information. 

Creating findable and watchable videos

A recent search for me was ‘How to fix a tent zip’. I have a lovely tent, but the zip would not close so I searched for a video to learn how to fix it.

You too have likely searched for a video to solve a problem. TechSmith conducted research to discover viewer preferences and video viewing habits, results revealed that online search to be the most common way (45%) for users to find instructional and informational video content.

The search engine then returned several videos to choose from.

Why did you choose to watch the one you did?

Did it meet your expectations?

Did you stop watching before it finished?

Sometimes you can be lucky, and the video offers exactly what it promised, it was worth investing your time to play it. Sometimes it can be a waste of time. Have you played a video that:

  • Did not cover the expected content.
  • Did not get to the point in a timely manner.
  • Had bad audio.
  • Included the presenter talking about themselves far too long.
  • Included irrelevant content.
  • Had shaky, out-of-focus poor video.
  • Did not have captions.

When making videos it is key to make them findable and watchable. A good, clear, accurate title and thumbnail (a static image displayed before the video plays) can help the viewer determine whether your video will meet what they are looking for. Most host platforms offer the ability to upload a thumbnail. Then ensure your video meets those expectations:

  • The content should cover what the title said it would.
  • Get to the point as quickly as possible.
  • Record the best audio that you can in the environment you are in. This article from TechSmith has useful tips for recording great audio.
    Some videos benefit from having a short intro, ‘short’ here is key.
  • Keep to the point the video is addressing.
  • Stabilise the camera by placing it in a secure position or use a tripod.
  • Add captions to ensure your video is accessible to people with hearing impairments and to those who choose to watch with captions on, perhaps they are in a noisy environment for example.

In the upcoming session, we will be digging a little further into making successful videos.

What’s the best e-Learning authoring tool?

For those of you involved in the world of Digital Learning, whether you’re an Instructional Designer, E-Learning Developer, or involved in Learning Design or Administration in any other way, I know you have lots of options. I receive (on an almost daily basis) a new promotional message, advert, or e-mail highlighting why this authoring tool or system simulator/emulator is better than all the rest. Having used many of the most common tools over the last 15 years, I’m always dubious about such claims. And in my line of work, I regularly get asked by clients to support and advise on Learning Technology investments, or to help implement them in a way that offers the best possible learning experience for their employees. So I thought I’d share my experiences, opinions and some quick demos on the tools I’ve used in the hope of giving you something useful to take away from this session, here’s what I’ll talk about:

Simplicity: How easy it is for a ‘novice’ like a content/process SME to create engaging and effective content and what’s the UI like?

Speed of Design & Development: How quickly you can go from Concept to Implementation

Feature Range: How ‘clever’ you can be with your design (as an author)

Integrations: Is it integrated with any LMS/LXPs or anything else.

Output options: What are the different ways you can publish?

Pricing: How much is it, and what’s my opinion on the cost of a single license?

Disclaimer: Everything is my personal opinion (as objective as I can make it). I’m aware I may not have delved deep into some things, so if you think I’m wrong, get in touch afterward and I’ll gladly stand corrected.

What would I recommend for you?

All authoring tools have an audience and if you’ve used as many as I have (or more) you’ll know each has a specific thing it’s really good at.

What this means for how I’ve advised my clients about authoring tools is this:

  1. Before purchasing any authoring tool, know what your Learning Strategy, Desired Learning Culture and Learning experience is first. This will dictate whether you need a comprehensive tool to make innovative experiences, or whether a rapid authoring tool would be best.
  2. If you have an LMS with an attached Authoring tool (Like CrossKnowledge/Gomo) it makes most sense to use the attached too. It’s built to work with it.
  3. Designers are an absolute pain for asking for new tools (me included). The truth is, however, you’re probably better off investing in their skills using the tools you have, instead of buying something new.

Beyond these 3 points, the other important thing for everyone to know about Online/E-Learning/Systems authoring tools is that they are mostly very similar. There isn’t a single tool out there that does anything so unique that it’s head and shoulders above the rest. For this, you’re probably better of partnering your learning experts with developers who can create things from scratch using whatever code is best for the job. This way, you can get the learning to do whatever you want.

Podcasting – more than just an audio recording

Do you feel the pressure to keep up when it comes to developing engaging content?

Have you ever run out of ideas to help you promote a course?
Do you want to provide additional advice and guidance by providing more than the mandatory information?
Or maybe you’re looking to reach that ideal client when there otherwise unavailable?

If you have answered yes to any or all of these questions, then may I take a few moments of your time to introduce the power of podcasting.

Podcasts have been around for a while now and have increased in popularity for both regular listeners and those launching their own show. With many professionals using podcasts as a key strategy for creating content, it allows them to build relationships with their audience, whilst providing the opportunity to repurpose and redistribute this one longer-form piece, into many other formats.

For those who are a little unsure of what a podcast is, let me put it simply, it’s like your own pre-recorded radio show, that allows you to demonstrate your knowledge and build trust by providing listeners with value. Unlike traditional radio, podcasts can be listened to at any time or place your audience chooses, resulting in you being able to reach people when they would normally be unavailable.

Maybe you have used audio as an alternative method of delivering information or as an embedded supporting asset within your core content before. But often they are considered as part of a single-asset rather than a stand-alone resource.

A podcast is often considered to be something that you download from Apple, Google or Spotify. But in fact, a podcast is an audio file delivered to listeners via the internet, so yes, you can go big and share this on the traditional podcast distributors, or you can reserve this for those who have access to your website or LMS.

Although you may be thinking, podcasts are simply another piece of content that will take time to develop, alongside all of the other content you create. They can be the key to creating everything you need, based on one recording.

What I am trying to get at is, podcasts don’t need to stay locked away as a single piece of long-form content, when done right they can provide you with a huge amount of bitesize, essential or complementary promotional assets that you can use across social media, your website and other platforms you may use to impart knowledge, build trust with your audience and demonstrate your expertise.

But how would this work?

Good question.

Firstly you need to start with capturing your audio, now this doesn’t have to be an expensive exercise, but using a dedicated microphone helps.

For those on a super tight budget, a pair of smartphone headphones are a great low-cost entry point, this coupled with a quiet recording environment, can produce a surprisingly good quality recording.

Then once you have your recording, you should review and edit your audio to create the best listening experience, helping to keep your audience immersed in the information you are sharing.

Again this doesn’t need to be expensive, software such as Audacity and Garage Band (for Mac users) are fantastic free options to help you get started. But be mindful to use any music and sound effects that you have the rights to use.

Lastly, you need to think about how you are going to share your show. Consider if you want your episodes to be published via Apple, Google, Spotify, and other podcast distributors allowing you to be found by anyone searching for the episode topic you have chosen to focus on, or if you want to create more of an exclusive experience, via an LMS or other private access only platform.

Sharing your longer-form podcast is just the first step, remember we want to make the most from each episode.

By going a step further, we can share key information and make shorter concise content such as use quotes and facts. Allowing us to produce infographics and images. We can provide longer-form content by using the transcript of our recording to produce articles and even supply the voice-over for an animated explainer video, allowing you to appeal to a wider audience and their content consumption habits.

Has this whetted your appetite for creating your own podcast?

If you’re raring to go, then awesome, but if your keen to learn a bit more, sign up to the upcoming webinar delivered by Liam Gardner, which will cover the following in a bit more depth:

• What a podcast is
• How podcasts work
• How to start podcasting
• How can you turn your recording into multiple content assets

Bring any questions you have and Subscribe to Liam’s YouTube channel

About the author:

 Liam Gardner – E-Products manager at Qube Learning – National Training provider in the UK.

Liam has been recording, producing and promoting his own show since 2018, whilst helping others to plan, launch and make the most out of their own shows.

eLN Interactive Webinar Series: Tips for creating successful videos with Jayne Davids

We’ve probably all chosen a video to watch then stopped watching before it finishes. Come and share your experiences in this interactive session where Jayne will be exploring what makes a successful video.

In this session, we’ll discuss:

  • Why do viewers stop watching videos
  • How long should a video be
  • Audio
  • Editing tips
  • Accessibility
This content is for members only.  Annual individual membership is only £29, sign up today and start taking advantage of the benefits of being an eLN member!
eLN Director Jayne Davids has been involved in Learning & Development for over 20 years designing and delivering systems’ training. Combining her love for teaching and enjoyment of making videos, through her company, Raiveon, she provides Camtasia video training and video production services with her husband Kevin.

Raiveon is a TechSmith Recommended Training Provider and Authorised UK Reseller.

Follow Jayne on Twitter, LinkedIn and www.raiveon.com