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Richard Stephenson explains how e-learning technology can be used to repurpose existing content
and ‘MOOCs’ have been coined to describe new strategies that these technologies enable. These technologies have been successful, and this shouldn’t be understated. Sites like
lynda.com have opened the door to large numbers of previously unskilled people learning highly marketable skills, primarily in terms of coding, and while the much-hyped revolution in learn-from-home universities hasn’t quite taken off, colleges have started to adopt app-based (both web and native) approaches to teaching their students. Furthermore, the growth in a new generation
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of learning management systems (LMS), along with the rich data-gathering they now afford, has allowed learning and development (L&D) chiefs to be increasingly targeted and specific in how they craft learning strategies moving forward. The market responds to this, too, with the corporate training market posting double- digit compound growth for the past five years according to Technavio. This reflects not just changes in how tertiary education institutions frame their courses, but also in how corporates are having to regear existing staff for different tasks with increasingly flexible strategies. For all of these aims, new technology like the LMSs listed above has been invaluable. My position is a little different. Technology
presents new ways not just to develop and present new types of content – such as rich- text interactive textbooks – but also in how to deliver existing types of learning content. Think textbooks, manuals, onboarding videos, interactive assets (such as digital exams), and just about anything that can be packaged up in a desktop or mobile environment. Large companies and organisations often have huge amounts of this sort of content
lot has been written in the past few years about the effect of mobile devices upon e-learning strategies. Various catchphrases like ‘flipping the classroom’
sitting on different parts of different internal networks – many times the content we’re talking about here is old, but dependable and perfectly capable of being used and repurposed alongside new types of content delivery technology to help enhance the way your organisation trains its employees or delegates. In this sense, the focus of e-learning technology becomes not content creation tools, but content enhancement and delivery tools, particularly publishing platforms and apps. And the repurposing of this existing content can allow you to take all those old PDFs or videos and deliver them to a single point of access for all your students, delegates or employees. The possibilities here are perhaps more exciting than this basic rundown of content delivery implies. For example, you could quite feasibly and affordably take every training document you have and publish it to an app in such a way that users on smartphones are delivered a reflowable version of the content – taking old content and making it fit for 2017
consumption, so that regardless of what device a user is on, they’re able to read and learn easily. Similarly, this content can, if required, plug into existing LMSs. Moreover, content really does mean all types
of learning content. Articulate, as a platform for creating e-learning content of all kinds, has become enormously popular in recent years – and this more modern content can be packaged alongside older content easily and simply. The result of thinking more carefully about new types of content delivery, as well as content creation, can allow you to build a more intuitive user experience, benefiting learners and teachers. n
Author
Richard Stephenson CEO of YUDU
yudu.com
Learning Magazine | 19
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