E-learning templates are great. They speed up production and deliver a professional and polished look. And there are lots of e-learning templates from which to choose. Articulate 360 offers slides and interaction templates for both Storyline 360 and Studio 360 in PowerPoint.

With all that said, there are some challenges with templates and issues I run into when delivering the e-learning workshops.

• Mix & match templates. The course author wants to mix and match templates. Generally, this is easy enough to do. For the most part it’s a matter of changing theme colors and theme fonts. But this assumes that the person who created the template used the accent colors the same way. Also, if the colors aren’t mapped to the color themes, then they can’t be changed through the themes and need to be changed at the slide level.

• Inconsistent slide layouts. In the same sense, it can be a bit tricky when trying to apply the layouts from one template to another if they aren’t mapped to the same type of content and layouts.

• Different design elements. Templates often have visual design elements (and layouts) that make the template design unique. Thus trying to modify one to another style may create some additional work to get a similar look and that often defeats the time savings and efficient production that the template should produce.

A template is designed to provide something specific and not require a lot of customization. They’re great when it’s mostly a matter of adding new content without a lot of editing.

Customization (such as what’s noted above) breaks the concept of the template. As soon as the author needs to customize the template, it often involves deconstructing and reconstructing the layouts and some functionality. This usually requires as much time (sometimes more) as building the screens from scratch. And at that point, the value of the template is lost.

Thus, the big question: how to get the most value out of the template?

It starts with understanding your content and how it needs to be displayed. Once you know that, you can determine how to add your content to the course and how you want it displayed.

Screens are going to be made of text and media (buttons, pictures, shapes, and video). They can be laid out any number of ways: up, down, left, and right.

• Select a single template style. You can always change the colors and fonts to match your brand and course requirements. But you want a single template.
• Download all of the slides for that template. I usually add them to a side scene and then copy and paste what I want to use. I delete the unused scene right before I publish the course.
• Modify the theme fonts and colors if needed. Then apply those to your template.
• If you need a new slide (and want to build it from scratch), use the layouts that are part of the template and not outside of it. This keeps it using the same theme colors and fonts.

If you understand your content and stick with a single template, you’ll find working with the templates to be easy. If you try to mix and match templates, you may find it’s more work than creating content from scratch.

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We all want to give proper credit to our sources when presenting content. Many of us learned to cite our sources when writing reports for school work or research papers. But does it work the same way for an e-learning course?

I had a great question from a blog reader last week:

I am a relatively new instructional designer, but I was an English teacher for nearly 20 years. When I started my new job, I found that other designers and trainers in my company were just quoting and copying resources without stating where the information came from and this really rubbed me the wrong way.

What are some best practices regarding how to cite sources for e-learning? Is there any guidance out there for something like this? It is a bit weird to stop in the middle of a scenario or game to state where the info originated, but attaching a bibliography in a resource tab seems a bit unclear.

I’d appreciate any thoughts you have. 

Credit for Free Assets

I wrote a blog post a while back that dealt with how to credit the source of free assets we find online. We covered a few different ways to give credit to the sources. I assume the mechanics of displaying content on the screen is similar. But that’s still different than citing sources of the content.

Click here to view the demo.

Citing Sources for Web Pages

There are a number of places that explain how to cite online sources and some even provide a way to create the citations. But again, a lot of that focuses on research and isn’t specific to an online course.

• Bibme.org has you covered for APA, MLA, and Chicago.
• Citation Machine also provides similar resources.

Big Question: Citation for E-Learning

Creating an e-learning course is different than writing a research paper. And an e-learning course is different than a web site. Is there a different way to do this? I’ll throw the question out to the community and see if we can glean some best practices.

What do YOU do (if anything) when citing sources in your e-learning courses?

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In a recent survey, 68% of e-learning developers told us that they build compliance training. In fact, it’s the majority of what people build. Compliance training is a bit tricky because e-learning contains the word learning, but often compliance training doesn’t really have a real connection to learning. If we’re honest, a lot of it is a big information dump with little real connection to the learner’s day-to-day activities.

For example, you don’t hire a bunch of unethical people and then figure it’ll all work out after they complete their ethics training. Instead, you have ethical people and the training clarifies and reinforces the organization’s guiding principles. But it doesn’t really change behaviors much, unless your work the mob, maybe.

That doesn’t mean there’s not a real learning component to compliance training, it just means that it’s usually more about certification of understanding rather than changing behaviors.

Here are a couple of things to consider when building your next compliance training course.

What does the law say?

“We can’t build good courses because the law requires we do XYZ.”

That may be the case. However, often it’s not. I’ve worked on plenty of compliance training programs that were driven by the myth of legal requirements. I always challenge that statement. If it’s true, it’s true. But prove it.

If it’s not, then don’t use that misunderstanding to dictate how you build your courses.

Let your learners test out.

Since most compliance training is about certification and many of the people already know the content, why not let them prove it upfront?

Give them an option to take an assessment at the front end of the course. If they can prove they understand the content, then they’ve met the compliance certification objectives (outside of any special legal requirements). If they can’t prove it, they understand why they need to take the training.

Keep in mind that assessing their understanding doesn’t mean it has to be a bunch of boring multiple choice quiz questions. It could be a series of case studies or interactive scenarios.

Some employers don’t want people testing out. The argument is usually along the lines that even if they know the information, it’s a good thing to see it again. I’d start with the cost of training and how forcing people to take courses where they already know the information is not necessarily good stewardship of the organization’s resources. And then take it from there.

Compliance training isn’t always the most engaging content we work with; and it does waste a lot of time. Find out what you really have to do to be compliant. And then create the best learning experience you can.

What do you do to make your compliance training more engaging?

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We’ve all heard about analysis paralysis where we spend a lot of time collecting data and then worry so much about how to interpret it (or building the right course) that we never get anything done.

I’ve worked on plenty of training projects where that was the case. It was frustrating for the customers, as well as the training team.

Here are a few ideas to help in the analysis and getting things done at the speed of business.

Focus on Relevant Content

Training exists for a purpose. It’s a solution for something. Be sure to keep your eyes on the right goals and objectives. Build training relevant to real needs. Get out of your cubicle and meet potential learners. Find out how they’d use to content in your course. And then build training around those real-world scenarios.

What about compliance training? It doesn’t always meet relevant needs, but it’s important to the organization.

True. Odds are you don’t need to do a needs analysis for compliance training.

Create a Pilot Team to Help

If you can’t get out of your cubicle and go onsite, assemble a team from a pool of your learning audience. They’ll help you see the content from different perspectives. You don’t need a big team. It could be just a couple of people.

If you can’t build a formal pilot team, at a minimum you can send out a survey to collect information and feedback. There are all sorts of free and inexpensive survey tools out there. I like to use Google Forms and SurveyMonkey.

Build Proof of Concept Courses

The nice thing about today’s e-learning tools like Storyline and Rise is that you can quickly prototype your courses and build interactive learning experiences. Then roll them out to test and get feedback. You can send them out to subject matter experts and your pool of learners. Sometimes things missed in the analysis present themselves when used in real life.

I like to use Review to get the courses out there for feedback and then manage it all in one place. That type of simplicity wasn’t available a few years ago.

Who Needs a Needs Analysis?

This may be sacrilegious to some of you, but skip the analysis. Between your customer’s insight and your training instincts, odds are that you’ll be fine without investing a lot of time doing detailed needs analysis.

Now I say this knowing that most of us don’t build overly complicated training. If you work for NASA or are in an industry where the training has life or death consequences than make sure to do a proper analysis so that you get things right. But the reality is that most training needs exist because the client or someone has already identified it. In those case, a needs analysis is probably less critical.

I’m curious, what type of needs analysis do you do when asked to build training? Are there times where you skip it?

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Every two years I take my car in and have the emissions tested.  The goal of the test is to certify that my car meets specific emissions standards.  If the car passes, I am certified and I can move on.  However, if it doesn’t pass, then my car has to go under a different series of tests (and perhaps repairs) to get up to the appropriate standard and certified.  Of course, this takes more time.

As I was waiting in my car, I was reminded that a lot of what we call “e-learning” is similar to the emissions testing process.  The purpose of the course is not to learn, but instead to demonstrate what we already know.  If we don’t pass the certification, then just like the car, we have to go through a remedial process.

When I worked for a healthcare organization, we did a lot of training like that.  We weren’t really training the staff since they already knew the subject matter.  Instead, we were certifying that they knew it.

Like the healthcare industry, there are many industries that require annual refresher or certification testing that has little to do with learning.  In those cases, the goal is not so much to teach new skills; instead it is to certify existing knowledge.  Of course, when a person doesn’t pass the certification, it identifies a clear learning opportunity.

One of the frustrating parts of the emissions testing is that, while the actual test only took a few minutes, waiting in line to take the test took a lot longer.  This is especially true if you wait until the last Saturday of the month when all of the other procrastinators also show up.

Sitting in the car and waiting in line is not very productive.  The same can be said for those people who already have existing skills and yet have to go through an “elearning course” before they can be tested.  The ideal situation is to create an environment to assess the person’s skills and then direct them based on their results.

If the person can demonstrate the skills and knowledge, then go ahead and certify them, so they can go back to work or surf the Internet.  If they can’t demonstrate the skills and knowledge, put them on a path to get it, and then reassess them later.

Compliance Training: A Real-World Example

I was talking to a colleague recently who works for a very large financial institution.  Needless to say, they have many certification and annual refresher training programs.  The problem he ran into with his courses was that many of the employees already knew the information, but the organization still made them go through the entire course before they could be tested and certified.

This was a great source of frustration for the employees.  In addition, most courses took anywhere from 30-60 minutes to complete and each employee had to take a number of them throughout the year.

Let’s look at this from a financial perspective.  The organization has over 30,000 employees.  Just a ball park figure shows that 30,000 hours at $50 per hour is $1,500,000…for one course!  That’s a lot of money and lost productivity.

Surely there was a more efficient approach to meet the regulatory requirements and get the employees certified.  There was!  Here’s what his team did to create a more efficient elearning certification process.

• They contacted their law department to better understand the real legal requirements and certification process.
• They found that in many cases they weren’t legally required to deliver a “course.”  Instead they only had to document that the employees were certified and had a certain level of understanding.
• With this new information in hand (and the legal department’s blessing) they changed the structure for many of their courses by allowing the employees to test out of information they already knew.

And, what type of results did they get?

They found that for the more complex information, if they offered a pre-assessment, about 30% of their employees could skip past the course.  They also found that in some of their simple 15-30 minute courses, almost 70% were able to skip past the course and be certified.  Run some numbers on paper and you’ll see the savings add up quickly.

Our industry is always talking about demonstrating a return-on-investment and this seems to be a slam dunk.  There’s no better way to show your value than to demonstrate that you’ve created a more efficient way to certify your employees.

Of course, this approach doesn’t work for every industry or every elearning course.  But it does for many. If you do a lot of regulatory training, now might be a good time to rethink your elearning strategy.  Get with your legal department and find out what the exact requirements are; and then build a course that helps you meet them.

Many of you are in industries that require certification and regulatory training, I’m interested in hearing some of your best practices.

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Many of us are challenged to convert our linear content into something more interactive and engaging. I was digging through some old workshop files and stumbled upon one I built a while back but never ended up sharing it outside of the workshop. In the workshop activity, the objective was to not build completely from scratch. We started with an existing template that was shared in the community, and then we explored a few ways we could add some gamified elements to create something that is a bit more effective and engaging.

Here’s a breakdown of some ideas from the workshop activity.

From Linear Content to a Gamified Experience

We started with a nice clean template designed to meet the team. It’s interactive, in the sense that you click to learn about each team member. This is great for an exploratory interaction where you need to collect information.

Original Template Example

See original template in action.

In our activity, we used the template as a mechanism to interview team members and collect information to make the right decisions. We also added some other elements to gamify it a bit.

Gamified Template Example

Click here to view the gamified example.

Gamified Learning Challenge

The assumption is that there is some sort of challenge and the learner has to determine what to do. But first they need to collect information. They do this by interviewing the team members.

• Each team member has something to say. Some of it is relevant, some not. That’s part of the learning experience. The learner will have to determine what’s what and whether the information is useful.

• Each team member is assigned a point value. Some are low points and some higher.
• You can only collect a specific number of points before you’re asked to stop. Thus, who you ask is important. You don’t want to waste time or opportunity. Another part of the learning experience.

• The information you collect is added to a notebook and you’ll be able to review it later to make a more informed decision. Thus, the more information you have the better.

Gamified Template Modifications

Here’s a video tutorial where I walk through some of what I did to modify the template to go from the original meet the team structure to the gamified interaction. I’ve also included a download with the original and modified files.

• There were ten possible interviews. We added a progress meter to track how many were interviewed. We used a number variable and added 1 for each interview.
• Created a disabled state for each character so you can interview only once.
• Collected information by clicking the star. This is tracked with a T/F variable that we use in the notebook to determine whether to display the interview content or not.
• Added a notebook that shows which answers are collected. The notes have hidden states and the T/F variable is used to show the information that is collected.
• Each character gets a point value. Too many points collected and you’re cut off. Used a number variable to track total points. Each interview adds X points to the variable. Once it exceeds 12 points, the interviews are stopped.

Gamified Learning Opportunities

There are a number of ways to create gamified learning experiences. Of course, this mock up isn’t complete, but here are a few things that I added to the template to increase engagement:

• Put the content into a relevant context. Instead of just sharing information, frame everything around an event where the learner would use the information in real life.
• Challenge the learner to make a decision. For the demo, it’s assumed something happened and the person needs to make a decision. To do so, they need to have all of the information. The more information, the better…maybe. Some of it could be false or irrelevant.
• Create a means to explore and collect information. They can choose who to interview and what information is relevant and add it to the notebook for use later in the course.
• Add risk and pressure. Choosing the wrong people means they collect less information and may not be able to complete the task. This is all part of the learning process: knowing what’s important and what’s not, and where to get the resources or correct information. Again, the demo isn’t completely developed, but you can see how this is important to decision-making opportunities.
• The person gets to demonstrate their understanding of a given topic through the decision-making process and how they use resources. The decisions made produce consequences which create opportunities to add feedback and additional instruction.

I love doing this activity in the workshops. It forces us to work with the constraint of existing templates and find a few simple things we could do to make it a more meaningful and engaging learning experience.

Take the Gamified Template Challenge

Find a template (or a slide with content) that is mostly static or linear content. Convert that linear content into a decision-making interaction. What do you need to do? How do you do this at the speed of business where you don’t have the luxury of working from scratch or building the most complex gamified experience?

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I’m asked to review courses all the time and one of the most frustrating things is to go through the course and find the developer has locked every slide. This requires that I have to click through every screen, interaction, and quiz before I can get to specific places for review.

For those asking for feedback in the community, it’s extra frustrating trying to troubleshoot a course and having to click through everything to get to a specific place in it.

An easy solution is to create a secret menu that lets you, as the developer, gain access to any place in the course.

Two Ways to Create Quick Access Points

Create a shortcut button. I usually put a button in one of the corners that gives me quick access to slides. Sometimes, the button just skips the slide. I may do that if it has longer narration or animations. Other times, I may add a link to a menu area where I have access to all of the slides.

• During production, I keep it visible so I remember it’s there or can easily direct reviewers to it.
• After production, I either delete it or hide it by making it transparent or use a hotspot. It is nice always having access to it once the course is live.
• Put the button on the master slide so it’s available on all the slides that use the layout.

Create a menu tab on the player. The benefit of a player tab is that the link to the shortcuts is available regardless of the slide and layouts. It’s ever present. And then when you’re ready to publish, just disable the player tab.

• Create a slide with menu links. I usually create a separate scene and make sure it’s not visible in the player menu.
• Insert a custom player tab and link to the secret menu slide.
• Hide the player tab when the course is published.

One of the benefits of this over the slide master is that the slide master sits on the bottom. It’s possible that the slide content is on top of the button and not available on a given slide.

Click here to view demo course.

Above is a demo course where you can see both options in action. I locked the sidebar navigation and each slide is locked for five seconds. The first three slides don’t have access to the onscreen shortcut button.

Create Quick Access to Variables

In a recent post, I showed how to do something similar with variables. Instead of going through an entire interaction (or course) to see if the variables are working properly, create access to a variables dashboard. There you can assign custom values to the variables for testing and to see if everything is working as it should.

Click here to view variables demo.

Having quick access to specific slides or be able to jump to certain places in the course is a big time-saver when reviewing the course.

I’m curious how many course designers do something similar and what you do to create shortcuts.

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It costs money to build e-learning courses and it costs money to take e-learning courses. Considering the cost, it’s important to ensure that you get the most value out of the courses you create.

One way to get value is to not create a course. Seriously. We don’t want to admit it, but many courses are pointless and a waste of time.

However, if you do need to create e-learning courses, then consider the following points below:

Create a Resource Hierarchy

You have limited resources and you want to make sure you use them wisely. In a recent post, I shared how I’d determine which e-learning application to use and when. This type of approach will save resources and help you get the most out of the e-learning software you use.

Move Content Offline

A lot of e-learning content is content that already exists in other formats. And most of that content is text-based. If the course is mostly reading and lots of text, why not take it offline and create PDFs or some other medium that’s easier to read? If you need a course, make it an abstract of the resource content with some activities to demonstrate understanding.

Teach How to Find & Use Resources

Since a lot of content already exists in other places, perhaps it’s better to teach them how to find and use those resources than it is to copy and paste that content into e-learning screens. Create real-world activities and then design the courses so that the learner is accessing resources and using that content to solve the activity.

Make the Courses Smaller

Do you need big courses? That seems like something from the 1990s and not the YoutTube generation. Instead of one big course, perhaps it makes sense to create a series of mini courses. They can always be bundled to create a cohesive learning path.

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It’s easy to make a list of things one needs to know and create courses focused on that information. That’s why we have a lot of click and read content.

However, knowing information and understanding the information are two different things.

Most e-learning is designed to present information through a series of screens. Then the course ends with a simple quiz to confirm a rote understanding of the content. However, a good course develops understanding rather than merely present information.

Here are 4 ways to move past information sharing and create courses that present a deeper level of learning and understanding.

Present Clear Learning Objectives

What is the expected outcome of the learning? This seems so obvious, but most courses I see are a little weak on clear objectives. And with fuzzy objectives there’s no clear path for learning and then no way to measure success or prove understanding.

Learn to build meaningful objectives.

Prove Understanding

With clear objectives, the course can establish how to know they’ve been met. What evidence can the learner present that demonstrates how well they understand the content?

Create objectives that are measurable and prove understanding.

Provide Information within a Learning Experience

Build the course to provide content AND create a learning experience. Courses start with content. But learning and understanding is demonstrated not by consuming but by using the content. I like to craft the course around real-life activities. This allows the person to see the content in a real-world context and then demonstrate their understanding by using the content in that context.

How to build real-world interactions.

It’s All About E-Learning Emancipation

Every day I get questions on how to lock course navigation. I get why it’s a question. That’s what the client wants. But it still makes me cringe, because it has little to do with learning and more about controlling the experience.

Free up the course design and let the person navigate the content the way they choose. If you need to lock it, lock it at a point of decision where they need to demonstrate understanding before they advance. Don’t lock it thinking that’s how they’ll learn.

Find ways to move past the locked navigation.

Click and read content exists because we tend to focus on pushing information out. A good learning experience focuses on using the information to craft a desired level of understanding.

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We spend hours building courses that look great and have rich interactive elements, but often we’re missing the key component to an effective course: tapping into the learner’s motivation.

When you frame the e-learning content into a meaningful context, you’ll not only tap into the motivation of the learner, but there’s also a good chance you won’t be tempted to stuff the course with meaningless interactivity (that has the appearance of value).

When building courses, can you answer the following three learner questions?

Meaningful E-Learning: Why Am I Taking This Course?

Good e-learning courses start with solid, actionable learning objectives. The goal is to help the learner to see the value of the objectives. Sure you can start with a bullet point list of objectives and what they’ll learn.

But you really want to convince them that this course has value. And once they understand the value, their more motivated to succeed. And learner motivation is the foundation of a great learning experience.

Meaningful E-Learning: What Am I Supposed to Do with All of This Content?

There are three main parts of e-learning course construction:

• What content needs to be in the course?
• What does the course look like?
• What does the learner do?

Not only does the course need clear objectives that convince the person of it’s value, it also needs clarity around the action required to use the content. What is the person to do with all of this new information?

A real challenge with e-learning is that we’re good at pushing content out. And the reality is most e-learning is rooted in some sort of compliance or regulatory training with little focus on more than a final quiz to certify course completion. But even those courses are rooted in performance expectations.

Help the learner to see the value in the course and then create a means for them to use the new information to improve or enhance their performance.

Meaningful E-Learning: How Can I Prove I Know it?

If you don’t answer the two questions above, the incentive is to click through the course to get to the final quiz and get back to work.

Quiz questions are fine for simple assessments, but do they really measure true understanding of the content and the ability to use it in real life?

Ultimately, the course mimics real world experiences and expectations. In that environment, the learner gets to learn meaningful content and practice using it in a way that demonstrates their understanding. That’s how they prove they learned the information.

It’s easy to build content heavy courses with simple quizzes at the end. That’s why there are so many. And maybe it’s not always wrong. Let people take a course, quick quiz, and get back to work. However, if we want course to be effective we need to engage the learner and create meaningful learning experiences. And that starts by answering the three questions above.

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We all like to see good e-learning examples. That’s one reason I really enjoy the e-learning challenges. They’re little nuggets of creativity. They’re usually not full-fledged courses, but they often have some interesting elements.

In a recent challenge on course starter templates for leadership training, community member, Andrzej Jabłoński, shared a really nice example. Check it out below.

Click here to view the demo.

Here’s what stood out:

• The visual design is fun and clean. I think often our e-learning courses look too formal or corporatey (if that’s a word). We think because it’s a serious topic that the visuals need to look serious. Maybe they do, maybe they don’t. I like this design because it doesn’t look like a typical corporate course. Yet it’s professional and engaging.

• The subtle animations work well. They get your attention, but they’re not gratuitous. Break down the course and look at how he used the animations.
• Leverages existing illustrations. He used an image from freepik to create the visual elements for his demo. As he says, “I mainly work on redesigning and adjusting images for my projects. It’s also a good way to learn how to design when you have to work on ready-made elements. I often try to add something more from myself to develop graphic skills.”
• Andrzej also shared the source file so you can open it up to see how he created the animated effects and other slides. You can find it in the recap post.

Look at what he did, find an image, and see what you can do to apply similar effects for your own template design.

Events

Free E-Learning Resources

Want to learn more? Check out these articles and free resources in the community.	Here’s a great job board for e-learning, instructional design, and training jobs	Participate in the weekly e-learning challenges to sharpen your skills
Get your free PowerPoint templates and free graphics & stock images.	Lots of cool e-learning examples to check out and find inspiration.	Getting Started? This e-learning 101 series and the free e-books will help.

Here’s some content that spans the past decade or so of rapid e-learning. Originally, the interactive scenario started as a PowerPoint file that was published with Articulate Studio to demonstrate how to create simple branched scenarios in PowerPoint.

Interactive Scenario: PowerPoint

Click to view the interactive scenario create with PowerPoint

Since PowerPoint is linear and doesn’t offer tracking logic, it requires a lot of slides to create the illusion of movement and branching complexity. The slide number increases exponentially with each additional choice and gets to a point where it’s not manageable.

In those cases, PowerPoint isn’t the best solution for interactive courses.

Interactive Scenario: Storyline

The same content goes from 154 slides in PowerPoint to just 18 slides in Storyline. That’s a dramatic decrease in slides and the production time required to create an interactive scenario. It really shows off the power of Storyline and why it’s so well received as a preferred authoring tool.

Interactive Scenario: Rise 360 Content Blocks

When we launched the Rise 360, I wrote about the new approach to rapid e-learning. Rise 360 is form-based so the authoring process is different than PowerPoint or Storyline.

I played around with how to convert the PowerPoint scenario into Rise 360, a completely different type of tool. Here’s the first attempt using content blocks.

Click here to view the interactive scenario using content blocks in Rise 360.

Interactive Scenario: Rise 360 Scenario Block

The content block scenario works, but with the scenario block in Rise, I am able to create something that is visually more in line with what I want and it’s a lot easier to build. Here’s an example of the same content in the Rise 360 scenario block.

Click here to view the interactive scenario using the scenario block in Rise 360.

Interactive Scenario Resources

• In a previous post, I showed how I created the menu design for the interactive scenario using PowerPoint.
• Here’s a tutorial to learn more about the scenario block where I used some of this scenario for the demo.
• I am doing a free webinar on May 21, if you want to learn more about the scenario block. If you can’t make it, register and you’ll get a link to the recording to watch at your leisure.

It really is interesting to see the evolution of rapid e-learning through this scenario content. It started with PowerPoint, passed through Storyline, and now it’s part of Rise 360.

Events

Free E-Learning Resources

Want to learn more? Check out these articles and free resources in the community.	Here’s a great job board for e-learning, instructional design, and training jobs	Participate in the weekly e-learning challenges to sharpen your skills
Get your free PowerPoint templates and free graphics & stock images.	Lots of cool e-learning examples to check out and find inspiration.	Getting Started? This e-learning 101 series and the free e-books will help.