Category Archives: Mobile learning

Does your elearning authoring tool do this? CourseBuilder update vlog

By Harriet Croxton

cb-update-webinar-v2Studies indicate that about one fifth (20%) of the population has some kind of disability. The number of disabled users in the workforce is rising in the UK, and more and more organisations now have positive policies on accessibility for digital learning materials.

One key area is providing support for the visually impaired; making it easier for them to use screen-readers and other aids. Every employer needs to ensure that online learning resources carry all the relevant accessibility features. Continue reading

The challenge of mobile learning content

By John Helmer

Illustration of happy learners using mobile learningResearch from Towards Maturity shows that two out of three learners find accessing mobile learning essential or very useful, and 57% like to be able to access learning on the go.

Meanwhile in the US, where 50% of the US workforce holds a job that is compatible with at least partial telework and approximately 20-25% of the workforce teleworks at some frequency (according to learning solutions that support mobile learning are increasingly being seen as essential.

67% of organisations in the Towards Maturity sample now offer mobile learning in some form, but many struggle with getting the right content in place for this channel.

The options can seem bewildering. Should you build or buy for a start?

Then, if you’ve decided to buy off the shelf e-learning content, where can you find mobile content that really works on mobile devices?

On the other hand, if you’ve decided to build your own, what are the important design principles you should follow – and which is the best content authoring tool to use?

Because we know these are troublesome issues for many of our regular readers, we recently put together a webinar that brought together the key experts within Lumesse Learning on mobile content. Between them they span the key fields of knowledge about

  • OTS content for mobile
  • Learning design for mobile
  • Technology for mobile authoring

To watch a recording of this lively roundtable session  – click the link below.

Webinar: Mobile learning content. How to get it, how to build it ­– and how to make it fabulous

Three mobile trends that are changing learner expectations

By Duncan Barrett

LG8_ident_300pxLast year we passed an important milestone. In 2015, more people accessed the internet through mobile devices than through desktop, laptop and other connected services combined. These are US figures for mobile trends, but the global picture is not much different – and what this tells us is that we are now beyond asking whether mobile is important. We know it’s important.

The more critical question for organisations is how to deal with this new situation – how they optimise the products and services they offer to meet the new expectations this rapid and enthusiastic adoption of mobile technology has produced among consumers.

And for ‘consumers’, read ‘learners’. Remember, learners are consumers too (they don’t automatically morph into some different type of lifeform when they slip on a corporate lanyard). Learners whose expectations are changing.

The expectation is they will be able to do everything they want to do online irrespective of their location, or the device they are using. And when it comes to content engagement, the giants of technology such as Facebook and Google have shaped expectations that make them more intolerant than ever of a poor user experience.

The result is, we are seeing behavioural and technological shifts that will have an increasing impact, going forward, on how and when an employee’s learning and development takes place.

So, to get more specific, what are the three key mobile trends that are shaping the way learners expect to interact with content?

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New Lumesse hire drives omnichannel future

By John Helmer

Graphic showing new global hire for Lumesse LearningWe’re really pleased to announce the appointment of Duncan Barrett as Global Head of Product. He will report to Andrea Miles, General Manager of Lumesse Learning, with a remit to strengthen the division’s competitive product position and ensure that sales, marketing, research and product management have a fully integrated approach and strategic go-to-market plan. The ubiquity of mobile devices in the enterprise and growth of BYOD schemes and more self-directed learners means that learning platforms now have to embrace a learner-centric, multi-device future, with increased focus on the learner experience.

Duncan BarrettDuncan Barrett brings a strong background in SaaS, digital, mobile and content with experience spanning B2C, B2B and educational markets, including stints at the BBC and Cambridge Assessment. With full responsibility for product roadmaps, he will steer the destiny of the division’s SaaS products, content authoring platform CourseBuilder and learning platform Learning Gateway.

Andrea Miles, General Manager, Lumesse Learning, said: ‘We are delighted to have Duncan on board at an exciting time for our product portfolio. This is the year of the omnichannel for us, with content authoring, access and learner management now addressing all digital devices and channels – reflecting the changing behaviour of learners and the business needs of our clients’ organisations. His experience and background are a perfect fit with this vision, and I look forward to working with him.’

Flash conversion to HTML5 gains urgency for learning content

By John Helmer

graphic illustrating Flash conversion to HTML5 - superhero business man arrests declining arrow The long slow death of Flash could be entering a terminal phase – with big implications for any organisation that has large amounts of learning content developed in Flash.

Concerns have grown about serious security vulnerabilities in Flash (a patch released in March addressed 23 separate security bugs). Meanwhile, major video platforms such as YouTube, Daily Motion and BBC have either migrated to HTML5 already or are in the process of doing so. Now Google has announced that it will phase out full support for Flash in its Chrome browser by the end of 2016, seen by many as sounding the death knell. Other browsers, too, are following suit.

This raises the worry that Flash might be supported by Adobe going forward with less than 100% enthusiasm and energy – making security worries all the more intense when it comes to legacy content.

Of course, publicly, Adobe is committed to not leaving its past users high and dry: ‘the responsible thing for Adobe to do is to continue to support Flash with updates and fixes, as we help the industry transition,’ it told Fortune. However, the company’s statements leave no doubt as to where the future lies: ‘Looking ahead, we encourage content creators to build with new web standards.’ Meaning, principally, HTML5. Renaming its web animation software from Adobe Flash Professional to Adobe Animate CC was seen as yet another step in the company’s distancing itself from the Flash brand.

So where does this leave organisations with hours and hours of learning content developed in Flash – content that might be in daily use around the organisation, but which could increasingly become the source of business-critical security risks?

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Adaptive learning is not a blue-sky technology

By John Helmer

Graphic to illustrate adaptive learning course authoringGiven some of the hype-driven media coverage, you might be forgiven for thinking that adaptive learning is one of those blue-sky, might-come-soon technologies you need a masters in machine learning to understand.

But you’d be wrong. Adaptive learning is a right-here, right-now technology. True, at the very high end, there are some heavyweight AI-driven systems (with correspondingly heavyweight price-tags) in the space. But the ability to create content that adapts to the learner’s needs is becoming increasingly mainstream. In fact, you can do it yourself.

That’s right: you don’t even need to get your development partner to build it for you. With an authoring tool like CourseBuilder 8, in-house development teams can create learner-adaptive content of considerable sophistication right now.

The benefits of adaptive learning are easy to understand. Sven Ove Sjølyst , our very own CourseBuilder guru, lists them in this slideshare, and shows how you can use CourseBuilder’s powerful ‘branching’ capability to personalise learning to the individual learner.

Based on a pre-test, several different types of adaptivity can be built into a course:

  1. Role-specific – learners get only the learning appropriate to their role or level
  2. Scaffolding based on level – learners are presented with a selection of learning from different levels, based on their role
  3. Scaffolding based on results – a bad fail on a quiz within the learning that might indicate significant knowledge gaps, will cause different screens to be presented of lower level knowledge
  4. Free play – the learner decide the order, accessing content in their own time and in the order they prefer to do it
  5. JIT – content can be presented ‘just-in-time’ according to need at that specific moment, and fully searchable

This last type of adaptability is especially appropriate for learning accessed on a mobile device. CourseBuilder 8 supports mobile learning, but also learning across all devices, including desktop and tablet as well, for a true omnichannel experience.

To find out more about how you can create adaptive learning with CourseBuilder – or to book a free demo – drop us a line on


5 reasons why learning needs to get the omnichannel

By John Helmer

Graphic to illustrate Retail in LearningOops, here comes a buzzword. And surely we need another one of those like we need a hole in the head. But there’s a serious idea behind this one – the omnichannel – an idea that was born in the world of retail, but which has important implications for learning and communications across all business sectors.

Omnichannel has become a thing in retail because major shopping brands have seen changes in customer behaviour – around the huge proliferation of smartphone use and the convergence of physical and virtual spaces – that are seriously disrupting their markets.

According to Google, 82% of smartphone users turn to their phones inside a store when making purchase decisions. And that process of decision making is highly likely to blend visits to a store with visits to a website. A process of research that starts on smartphone might end up with purchase in a shop around the corner – or vice versa. And it might also involve use of a tablet and a desktop PC along the way.

Infographic giving statistics for consumer use of the omnichannel in purchase decisions

This is where shoppers live now, in the omnichannel, moving seamlessly between physical spaces in the real world and spaces accessed virtually, through a screen. It’s where we all live.

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Explainers for learning – infographic

By John Helmer

Explainers for learningExplainers are catching on like wildfire right across the business world. As production, hosting and sharing of video has become faster, easier and slicker, organisations have increasingly tapped into the power of video for getting across ideas, procedures, concepts … and a whole load of other things besides. What once we might have done with text, or by using powerpoint in a face to face briefing session, we can now wrap up in an online video, and deliver directly to people’s desktop computers or mobile devices.

And because video is a big part of the way we learn now, explainers are rapidly becoming seen as a powerful tool for learning. Learning and development professionals who need to move beyond the course and harness the power of electronic media are using explainers in a variety of ways. Not only can they make a simple message hit home with impact and emotion in as little as 45 seconds, bu t they can also be used to explain more complicated concepts and processes where a change in attitudes and behaviour are needed.

So how can you use explainers for learning? Our helpful and instructive infographic shows at a glance how you can use this hot new medium to support your learners and your business.

Click on the image below to learn more!

Thumbnail image of explainer infographic


Hi-vis learning: how to do elearning without computers

By John Helmer

Two men on a hardhat site consulting a tablet computerHow do you do online learning when the workforce isn’t online? Sounds like an impossible brief? Well I’ve been talking to the account team at Lumesse Learning who are increasingly taking on just such briefs – and this is definitely not the non-starter it might sound like at first hearing.

In certain parts of industry – within the fast-growing service sector, for instance – large swathes of the workforce don’t come into contact with any sort of computer from one week to the next – let alone a computer with internet access. Think of the vast managed services industry, which supplies legions of cleaners, drivers, security guards and traffic wardens. Or Transport, or Energy – or the building trade: industries that employ legions of people in hi-vis tabards who are very much ‘in the field’ and don’t sit down at a desk to work.

Large companies that do this kind of work need the power and scale offered by digital learning at its best as much, if not more than, organisations where staff are plugged into their desktops all day long. Many have strong compliance drivers and large workforces. But sometimes it seems that the learning technologies crowd simply don’t see this problem.

Too often it seems that, so far as the elearning community is concerned, digital learning is just for people who measure out their days with coffee cups and post-it notes, sat at desktop computer and plugged into the corporate network.

However, we at Lumesse Learning love nothing more than a challenge. And more and more, it seems, we are rising to this particular challenge of creating learning programmes for staff who don’t work in offices – online learning for people who aren’t online.

Here’s how we’re doing it.

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