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  • Extending Online Learning to Mobile
  • Two Tips for Using Collaboration Technology More Effectively
  • Making Online Group Learning Effective
  • Harassment Training: Check-The-Box or Change Management?
  • Doing More with Less
  • How Is Business Learning Evolving?
  • When Do You Need an eLearning Partner?
  • When Personal and Professional Lives Intersect
  • What Is OER and How Are OERs Used?
  • Researching Attention Spans
  • Cool Tools: H5P - The FREE Interactive Content Authoring Tool
  • Estimating Costs for Online Courses
  • Optimize Grant Spending with eLearning
  • Monarch Media Acquires GroupMind
  • WordPress: the Quick-Win LMS Alternative
  • An Interview with Monarch Media's New CEO, Greg Flesher
  • Tips for Designing Impactful eLearning for Adults
  • Giving Your Teams an Extra Advantage
  • Accessibility: Make your online training Section 508 compliant

Extending Online Learning to Mobile

By Nicki Nelson
Universities and businesses have always been expected to structure current information into a curriculum and make it interesting for students and employees. But never has the role demanded such a heightened level of technological expertise with the added pressure to attract and retain students and employees who are bombarded by countless digital distractions via mobile devices.

This is especially true for millennial students and employees. Some underlying characteristics of this demographic are that they have very little patience, short attention spans, and want new things all the time. They are about speed and engagement. This extends to how they want to learn. A mobile device with interactive learning options is often more interesting and motivating than an educational slide show. But is this reason enough to create an educational mobile app, or training designed for mobile devices?

Of the employers who experimented with mobile learning (training designed for mobile devices), 42% reported that it has greatly contributed to improving organizational productivity and employee retention. These numbers are only going to increase as the millennials, who grew up amidst screens and gadgets, continue to enter the corporate workforce.*

Most schools and organizations already have some sort of online education for their employees. Here are some of the reasons you may want to also consider creating a mobile app, or mobile training.

  1. Research shows that people learn best in short, regular bursts. Concise microlearning modules, delivered on a scheduled plan to the learner on their phone, allows you to provide reminders of important organizational messages so they are retained instead of forgotten.
  2. Information can be presented through quick videos on a phone that efficiently transfer knowledge.
  3. Your employees are out in the field and need “just in time” resources. Mobile training is very popular for sales people, as there is often a lot of information to memorize, and the information is needed to reference while on the go.
  4. An effective mobile solution will take advantage of social and community features to encourage discussion and information sharing among colleagues. Generating discussion can significantly extend the training experience, provide even more motivation, and build healthy camaraderie within your team.
  5. The way learners interact with their mobile devices, using movement and hand gestures, gives a kinesthetic dimension to learning that can make it a more engaging and memorable experience. Touching the screen to interact with buttons and other elements on a mobile device screen gives a more direct sense of interaction than moving a mouse and clicking.

Here are a few mobile learning projects we’re currently working on:

  • A mobile app that scans and verifies IDs to make sure retail vendors do not sell tobacco or alcohol to minors.
  • Mobile-friendly guidance from a hospital to parents whose children have life-threatening illnesses.
  • A mobile, responsive learning management system that helps educate agriculture students at universities all around the country.

Let us know if you want to explore transferring your educational content to a mobile device.


* (Jan. 17, 2018).

Two Tips for Using Collaboration Technology More Effectively

By Devta Kidd
As Managing Director of Monarch Media’s GroupMind collective intelligence platform, I work with consultants and leaders who operate in highly-collaborative environments.

Most of us realize that collaboration produces a better-quality outcome1, and yet, we resist it because it takes extra time and energy to coordinate the effort and reconcile all the input.

“No one of us is as smart as all of us.”

— Ken Blanchard, Author and management expert

Happily, good digital tools exist to help facilitate and streamline collaborative teamwork. For example,

  • GoogleDocs allow us to easily manage multiple simultaneous reviewers.
  • Zoom and GoToMeeting allow us to see each other and pick up on nonverbal communication during group discussions.
  • Slack, Skype, and Twilio allow us to stay connected with micro-conversations.
  • GroupMind helps us facilitate groups from brainstorming to idea evaluation and selection.

Regardless of the technology, there are two things to consider when leveraging technology for collaboration.

1. Select the Right Tool for Your Purpose
To select the right tool, you need to know why you want to collaborate in the first place. Get clear about what the benefits will be and what obstacles you anticipate—what makes you groan when you think about including others in the process.

For example, we work with a healthcare nonprofit who needed to update their website. Given the major investment of time and money, they wanted to be certain that the revised site would meet the needs of the people using the site. They wanted to include all the major user groups in the design process, but the thought of trying to schedule everyone for a two-day, face-to-face design strategy meeting was overwhelming. Their “groan points” were:

  • Participants in multiple locations in different time zones
  • Some participants who were more outspoken and could dominate the conversation
  • Past meetings of this kind were difficult to keep on track

Given these pain points, the group needed a solution where information could be supplied both synchronously and asynchronously, where participation could be democratized so that the loudest voice in the room wasn’t the only voice in the room, and where an agenda could lead the group instead of the group leading the agenda.

This group used a combination of video conferencing and GroupMind to structure the discussion and collect information digitally from participants in the room as well as virtual participants. Digital participation allowed users to provide input even if they could not participate in the main meeting. It also allowed each idea to be considered individually. Finally, the highly structured process of the GroupMind toolset ensured that users flowed from one activity to the next according to the established agenda.

2. Once You Know the Tool, Define the Rules
Technology can lower many of the barriers to collaboration, but even the perfect tool can fail you if the rules of engagement are not defined.

In the nonprofit example I shared, the group using GroupMind established times for when an activity was open and when it was closed. The agenda was ever-present, so participants who could only join for a short time were clear on where the group was in the discussion and could visit previous steps to get up to speed quickly and join when they were ready.

Help your use of collaborative technology succeed by defining how you want others to engage with it. For each of the tools mentioned earlier, the table below suggests some questions that can help you guide the group’s interactions.

Questions to Consider for Group Interactivity

ToolQuestions to Guide Rule Definition
Video conferencing
  • Who is facilitating the meeting?
  • What happens if someone is talking too long, too often, or goes off topic?
  • What is protocol if multiple people begin to talk all at once?
Collaboration platform
  • How do participants know the agenda and how much time there is for each agenda topic?
  • What kind of meeting is this? (informational, problem-solving, decision-making, planning, etc.)
  • How do you want participants to engage in each agenda item? (speak, answer a flash poll, brainstorm online, etc.)
Always-on chat software
  • What channels should be established?
  • Who should be a member of each channel?
  • What kind of information should be sent by chat vs. email vs. the project management system?

Without a doubt, our nonprofit partner’s site was infinitely more successful because the project managers included all their users in the design process. This level of collaboration was possible because they used the right tool for the job and established clear rules of interaction.

More Information:

GroupMind collective intelligence platform (owned by Monarch Media) is often used to structure effective meetings that facilitate users from ideas to trackable actions. To learn more about how we can help you, contact us at



Making Online Group Learning Effective

By Claire Schneeberger
When organizations start down the path of online learning, there’s often an initial attraction to self-paced learning—and for good reason. Self-service courses, JIT (just-in-time) training, and adaptive learning are efficient and effective methods to help individuals. They also leverage the benefits of the online environment to reach anyone, anywhere, at any time.

And yet, in the instructional world, we know that working in a group setting enhances learning. Jean Lave’s situated learning theory and Albert Badura’s social learning theory both contribute to our understanding of the benefits of group learning. (See sidebar.)

Is it possible to get the best of both worlds? Can you reach a geographically dispersed group of people AND engage them in group learning? The answer is a resounding yes. Recently I collected strategies and tools for managing, designing, and leading online groups from our team of learning designers, and from a group of associates and friends in the field1. The result is this comprehensive list of strategies and best practices.

Situated Learning Theory
Real learning happens only when it is contextual—meaning, when students can directly apply it in authentic activities, contexts and cultures. Social interaction and collaboration are essential components of situated learning.
— Jean Lave

Social Learning Theory
People learn through observing others’ behavior, attitudes, and outcomes of those behaviors.
— Albert Bandura

I. Managing

How you market courses, and enroll and communicate with students, plays a big role in your overall success.

A. Attract and enroll the right people
If your course content isn’t relevant for your students, then no matter how great your course design is, your learners won’t be engaged. Some ways to ensure success include:

  1. Have clear course descriptions that include a clear objective that has benefits for both the user and the organization.
  2. Work with managers to identify people who are ready and would benefit from the courses. Where possible, involve managers to meet with participants before and after each session—before to talk about what they are getting ready to learn; after to talk about their take-aways and expectations for applying or further exploring the subject matter.
  3. Collect information during registration. Gather information to help you get to know your audience, their needs, and the context in which they work before the class begins. You can then use that information to tailor the course to be more relevant for your students.

B. Communicate expectations
Before the class starts, prepare students with the information they need to succeed.

  1. Set expectations for learner involvement. Get people to buy-in to do the prep work and come to the session ready to actively engage by providing very clear expectations for learner involvement in your marketing and registration materials, along with reminders of this expectation—and the rationale for the expectation. Spell out the map of what's happening and when.
  2. Provide technical how-tos to equip learners with the skills needed to use the platform and set expectations for interaction.

C. Ask for feedback
Collecting feedback from learners throughout the course can provide invaluable information to improve relevance as you iterate the course design.

II. Designing

The activities, assignments, and discussions you plan for your course can generate both situated and social learning. The peer-to-peer learning is typically a perspective on the practical application of the concepts. Each participant has their own direct experience—or lack of—with a skill as well as indirect experience—how they've seen or experienced that skill used by other people in their work or personal life. It can reveal new strategies or unintended consequences to be on the lookout for when developing their action plans.

A. Interaction is key
A good rule of thumb is that virtual classes should engage participants with interactions and/or each other approximately every four minutes2. Participants want to engage and collaborate. Select activities that will engage the learners in complex, realistic, problem-centered activities that will support the desired knowledge to be acquired. These may include:

  • Role-playing
  • Scenarios
  • Compare and contrast activities
  • Learning buddies or small groups

B. Seed the discussions
Ask provocative questions that require learners to have to think, not just respond with something that they might have read or heard.

  1. Start the engagement prior to the live meeting. Ask learners to input their thoughts, rebuttal, debate, dialog, etc. asynchronously into the program. And then have people review it, so that when you come together real-time, people are already experienced with what other people are thinking.
  2. Encourage “think time.” Include a handout with live virtual sessions with prompts for reflection where learners can record their thoughts. This will support everyone in being more prepared to share with the group.

C. Get commitments for action
Have your students create action plans and give assignments that require that the learning be applied.

III. Leading

Your online group may have live virtual meetings, or they may be participating in assignments and discussions around the same time, but not in a “live” session. In either case, your job as the course leader is to maximize participation and facilitate learning between participants.

A. Have a visual of participants
Do everything you can to include real profile pictures of all users and when possible use video. Video allows you to pick up on non-verbal cues and has been shown to improve connection over the use of just voice or text3.

B. Set norms
You can facilitate participation by setting norms such as:

  • Have a working microphone.
  • Be prepared to be called on by name.
  • Chat and whiteboards must be seen and used by everyone.

C. Facilitate group dialog
Most importantly, in order to generate group participation leaders must recast their role from content transmitter to facilitator. This can include assessing products produced by learners, encouraging reflection, tracking progress, and helping learners become more aware of contextual cues related to what they are learning4.

  1. Facilitate conversation between participants. Ask a lot of follow-up questions, including asking students about what they heard when someone else had a response. This will get students talking to each other and not have every discussion come back to the leader.
  2. Share the chat transcript from your live sessions.  For each topic, prepare prompts to paste into the chat. This will help you keep the flow when people start chatting. And, after the live session you can clean it up and send it to the group.


1 Thanks and acknowledgement go to Tracy Wright, MAEd at ETR, Camille Smith at Work In Progress Coaching, and Ken Ketch and Devta Kidd of GroupMind for their contributions to this article.

2 Huggett, Cindy. “Virtual Training Tools and Templates.” Main, ASTD Press, 2017,

3 Sherman, Lauren E., et al. “The Effects of Text, Audio, Video, and in-Person Communication on Bonding between Friends.” Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 1 July 2013,

4 Situated Learning. Northern Illinois University Faculty Development and Instructional Design Center,

Harassment Training: Check-The-Box or Change Management?

Over the last year, the #MeToo Movement has brought workplace harassment into mainstream awareness in a whole new way. And yet, many companies still address harassment education with compulsory check-the-box trainings.

As eLearning professionals this drives us crazy! For over twenty years, Monarch has focused on designing online training that goes beyond imparting knowledge to teach complex interpersonal skills and address a learner’s mindset. Why take a mindless approach, when meaningful change is possible?

Which is why we were so pleased to partner with Accelerate Learning & Development to create their new Harassment Free Culture Training. Accelerate focuses not just on the individual, but also on what it takes to create culture-wide change. Their training uses relevant, realistic scenarios and addresses the subtleties of real-world interactions. You can find out more about their approach to quality harassment training, or see a sample of the Harassment Free Culture Training online.

Doing More with Less

As you consider transforming existing print or live training to eLearning a natural tendency is to also reduce budgets to reap the “savings” of eLearning. That may certainly be appropriate in some cases, however, it’s important that you think strategically and make smart decisions in order to maximize the budget you have.

For many organizations, particularly small to mid-sized ones without dedicated learning or IT staff, it’s often much more cost-effective to consider collaborating with an experienced eLearning specialist, such as Monarch Media, to serve as the technical and/or instructional “extension” to your team.

This provides several benefits including:

  • Flexible “staff augmentation” that can be framed specifically to your budget demands
  • Technical and eLearning expertise without the initial and on-going cost of training existing employees on new technologies, strategies, or software
  • Ability to scale up or down resources and/or requirements quickly without penalty
  • Affordable access to a broad collection of skillsets necessary for successful eLearning development including Strategic Advisors, Project Management, User Experience, Graphic Design, Instructional Design, and Programming
  • Economies of production scale for eLearning content including interactivity

Monarch believes in using open source tools whenever possible to keep costs manageable and to drive smart and flexible solutions for our customers. One example is in the area of HTML5 development of rich interactive activities and templates that can be delivered to a number of publishing platforms. We often leverage templates found at

There are currently 42 H5P activity options with more added every day by the broad open-source community. These templates provide a solid framework on which to build your own uniquely branded digital experience.

While it’s possible to do this yourself, without a knowledgeable team, your budget and time can quickly get absorbed in the learning curve. At Monarch, we build these at scale and can effectively produce a large quantity for a very low cost. As an example, it’s feasible to produce 100+ interactives leveraging any of the H5P templates for as little as $25 each. Most customers work with us to develop custom pricing models based on specific and unique requirements.

Please reach out and leverage our expertise for your next project. We realize your budgets may be shrinking and we can help you maximize what you have and still produce outstanding eLearning and online training.

How Is Business Learning Evolving?

By Dan Dye
One interesting emerging trend in education is how shifting business needs are driving changes in learning institutions. In this article we’re going to explore some of the driving forces that are shaping business education needs, and what businesses themselves, and the organizations that support education for business are doing to address those needs.

We’re living in an age of change, sometimes called the second machine age or the fourth industrial revolution, whatever the name, the result is a shifting landscape where changes in business are having far sweeping impact into the ways people conduct their lives, and how they fundamentally go about learning. As we navigate this change, we are compelled to challenge our assumptions about what education is, where it’s conducted, and ultimately who’s responsible for it. Before exploring those questions, let’s talk a little bit about what’s changed.

In the past, education has organized around a fairly linear path, with jobs falling into the buckets of those not requiring a high school education, those requiring a high school education or trade certificate, and those requiring some form of degree from higher education. Compared to today, positions were fairly established, and when a company needed to hire another individual for a role, they would post the job, get candidates that had degrees in the field they were hiring for, put the individual through an onboarding training, then connect them to a mentor (most likely a senior employee in the department) for ongoing training. Education within a business was primarily hierarchical, with management training the next group of individuals that were rising up. Periodical trainings from business units to keep team members up-to-date on trends would be conducted to maintain institutional knowledge, with central trainings, such as periodic software updates, being managed by HR departments with IT support. Although much of this infrastructure is still in place today, the need to change how training is conducted before and during a career is increasingly more evident.

While computers and automation are creating tremendous opportunities, they are also displacing workers at a rapid rate, particularly in areas that focus on repetitive manual and physical skill, but increasingly for more sophisticated repeatable skills. The relatively inexpensive prospect of hiring a designer and developer to replicate and deliver a process to millions puts routine jobs at risk. An estimated 29% of workers in the United States will be affected by job displacement by 2020, and Oxford University estimated as many as 47% of American jobs could be displaced by computers within the next 20 years. However, while jobs are displaced, and increase in the need for roles with a higher level of preparedness are outpacing the output of qualified candidates from traditional institutions, resulting in a high number of jobs without candidates with the skills to fill them. To meet the needs of these roles, candidates need a higher level of analytical skills, critical thinking skills, and social skills to compete. More than ever, candidates are needing to prepare themselves to solve problems, rather than perform functions. This is reflected by the attitudes of individuals with degrees who feel like their degree didn’t prepare them to get ahead, and it is forcing institutions to reconsider their curriculum, and in most cases their core infrastructure, while businesses and individuals reconsider their views on training. When it’s no longer enough to have a degree, what do you do?

For businesses the role of education for their institution may be unclear. Employers are often challenged to find and develop talent. With many human resource departments designed to be more operational than strategic, they lack the capacity to evaluate the company’s current skill needs, much less the needs of the future. This leads to many questions about how the business should approach the development of its talent. Is it the individual’s responsibility to keep up with the latest trends? Should the business work with higher learning institutions, or alternative training programs such as bootcamps and apprenticeship programs to ensure candidates are graduating with the skills they need? Should they create their own curriculum to meet the needs of their unique circumstances? Should they invest time in evaluating and cultivating the hidden skills they’re not seeing on paper? Perhaps bypass training altogether and increase output through automation, process improvements, and temporary gig roles rather than maintain human capital?

For the individual the questions are equally complex. Rapid displacement, coupled with the increasing proportion of highly skilled roles may make career shifting difficult. While individuals are fairly aware that lifelong learning is critical to their ability to stay competitive and relevant, how should they approach it? Are the rising costs and time commitments involved with higher education worth the investment? Are bootcamps or alternative training programs recognized and effective? What about self-training? And if an individual does take the time to educate themselves through online courses and videos, or badged programs, how do they articulate that to a prospective employer?

For higher education institutions, there are significant opportunities and perils emerging from the various paradigm shifts in education. With learning happening all the time, and everywhere, and individuals and businesses increasingly questioning the value of a degree, how does the established institution remain relevant? Online education, whether formal or informal, makes rapid dissemination of ideas inexpensive and much more competitive. Simultaneously shifts in business needs change the demands from curriculum continually. How does the institution stay nimble, while maintaining the rigid standards for which their degrees have long held value? As lifelong learning becomes more the norm, what is higher education's role throughout the lifetime of an individual? Should they branch into online universities and continuing education? Should they participate in boot camp or apprenticeship programs? Do they engage with businesses to create extension courses? What about working with micro-credential and badge providers to create courses and help highlight individuals' self-learned skills to an employer? Should they integrate and promote open education resources in their courses, and if so, is that the institution’s responsibility, or the responsibility of the instructor?

Working between these entities is the government, establishing laws and regulations to help cut a clear and responsible path for how we educate ourselves in order to better prepare ourselves and our country for the competitive landscape of tomorrow. Do we loosen regulations to increase our ability to change, and potentially put our standards of education at risk? Do we shift funding towards emerging alternative education programs and paradigms? Do we test programs in small scale before making changes, and if so, how long can we afford to test, and what’s our criteria for success? Given an individual’s need to continue to learn over a lifetime, how connected should public education and business training needs be, and if it’s more connected, what happens to funding for programs that are not directly connected to a career path?

The challenge to meet the educational needs of businesses as they are changing is genuine, and there are a multitude of creative solutions being explored and applied to meet the demand. At this point it’s unclear what the face of education will look like in a decade, but it will almost certainly include lifelong educational paths more easily tailored to the unique needs of each business and each individual. That’s why Monarch Media’s goal is to listen to our customers, and help them create the best learning solutions and systems to meet their needs. Whether working with subject matter experts to establish online courses for partners, conducting OER content make-overs to help meet on-demand training goals, or working with government agencies to develop and deploy apprenticeship programs, we work with businesses, organizations, government agencies, and individuals to help meet their educational needs.


If you’re interested in exploring this topic further, here are a few sources we’ve read through while writing this article:

More Information

To learn more about how Monarch Media can help you take the next step in talent management for your business please call, email, or visit our website.

Monarch Media, Inc.

When Do You Need an eLearning Partner?

Whether to outsource your next eLearning project or do it internally can be a dilemma. Check out our infographic for a quick look at what matters most when making a decision.

When Personal and Professional Lives Intersect

Monarch Media is pleased to be collaborating with Arizona State University’s REACH Institute to create an evidence-based online program for bereaved families. The Resilient Parenting in Bereaved Families Program was initiated by Irwin Sandler and Sharlene Wolchik, and was recently featured in Sheryl Sandberg’s book, Option B: Facing Adversity, Building Resilience, and Finding Joy.

In preparation for the project, our team read Option B—a moving account of Sandberg’s husband’s sudden death, and how she and her children have faced the challenge and learned to find happiness after a tragedy. Below are our reflections on how this work is impacting both our professional and personal worlds.

As an organization it’s a privilege for Monarch to be working with the team from the REACH Institute at Arizona State. As described in Option B and our own personal stories, the work they do often comes into play at moments we never expect.  It’s powerful, impactful, and inspiring to see the passion, commitment, and energy that goes into a life-long mission to deliver guidance and hope for so many.
—Greg Flesher

I learned so much about how to comfort those after a loss. What I previously thought was helpful to others is not, and I now know to not wait for them to ask for help—just help in ways that you think might be beneficial. People are afraid to ask for assistance but so appreciate it when you do!
—Nicki Nelson

Do you believe in synchronicity? I do. The day after I went to the library to pick up Option B, I received some of the worst news possible. A note arrived from a friend. Her son, fourteen years old, was dead. My stomach sunk. I knew my friend needed support, but I felt paralyzed, ignorant. What should I say? What if I said the wrong thing? If I called and she had to talk about it, wouldn’t I make her feel worse?

Then I realized I had the book I needed right on my desk. Opening it up, I turned immediately to Chapter 3, The Platinum Rule of Friendship. I learned that my sense of helplessness in face of catastrophe was normal and that I needed to get over it if I was going to be of any help. Hearing the experience of others who had traveled through devastating loss and how others supported them gave me an understanding of how to help my friend.

I am thankful that my work and professional life have put me in touch with this book and this program, which are so needed as help for those going through dark times. We are all going to experience tragedy at some point in life, and I’m grateful that I’ve had the opportunity to learn and to help others learn how to cope and go forward in life.
—Claire Schneeberger

What Is OER and How Are OERs Used?

Open Educational Resources (“OER”) have been reshaping the landscape of learning for over a decade, but what are they, and how are they used?

What is OER?

First, a bit of history about OER for context. OER (or Open Education Resources) is a term that was coined in 2002 by UNESCO to describe an initiative intended to bring about universal education resources. OER is described as "teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.”

OER can refer to many kinds of learning resources from textbooks, full courses, and curricula, to videos, tools, software, or even techniques used to support access to knowledge. Often distributed under Creative Commons licenses, OER content is free to use and repurpose or modify for educational purposes.

What is the goal of OER?

OER was brought about as a recognition of the Universal Declaration of Human Rights that “everyone has the right to education." OER was also designed as an effort to foster discussion, create policy, and establish the means by which education resources can be broadly developed and distributed to everyone.

What are the benefits of OER?

OER is often used to make educational resources more affordable and accessible. However, the benefits of OER have proven to be very broad. Here are some examples of how OER is used, and the benefits it has:

OER in Action

Monarch Media recently partnered with to re-design OER content that was originally developed by the Massachusetts Bay Community College, into an interactive course on Quality Care and Unit Conversions for nursing assistants. The goal was to create a cost effective, self-paced training module that could be used for distance education programs, or blended alongside traditional coursework. We adapted the original material into a responsive online module using Articulate Rise. The result was a fully-responsive, self-contained lesson on Quality Care and Unit Conversions. The approach allowed students an option for self-paced, online practice. The responsive design made the lesson also accessible on mobile phones. Features of the re-design included real world practice examples, relevant videos, in-line helpful hints and mini-practice modules, exploratory linear and non-linear navigation and course completion tracking. By utilizing OER content in this re-design, we were able to deliver an exceptional learning experience, for a fraction of the cost.

In Closing

OER is here, and it’s shaping the landscape of education today and tomorrow, benefiting everyone, from content producers to consumers. Now that you know why OER was conceived, what it is, and how it’s being used, the question is—how will you use OER to help your organization succeed?

More Information

To learn more about how Monarch Media can help you utilize OER in your next eLearning project, please call, email, or visit our website.

Monarch Media, Inc.

Researching Attention Spans

By Claire Schneeberger
There is plenty of media coverage these days about the erosion of attention spans among kids and adults alike. One famous Microsoft study showed human attention span has dropped from 12 seconds in 2000 to just 8 seconds in 2015—blaming the 25% drop on our “digital lifestyles.”

While I may sometimes feel evangelical about the antidotes to this problem, this article is not about the benefits of deep reading, mindfulness, or digital sunsets. As a learning designer, I know I can’t change the environments of all my learners or the demands on their attention. Instead my job is to provide useful, relevant content to them in a way that they can understand and apply.

Which brings me to today’s topic… how much time can I expect my students to stick with an online tutorial or video? There are a couple of recent research studies that give some insight into the answer.

The first study comes from researchers at the Open University of Israel, who evaluated data of students enrolled in online courses. The researchers looked at attention span of students watching a traditional video lecture vs. those engaging with video AND some kind of interactivity. Did interactivity increase the attention span of learners, or was it an interruption and distraction? The study found that adding interactivity did increase the percentage of learners who completed the video lecture, up to a point. But they found that when the lecture is longer than 15 minutes, “the completion percentages decreased, even after adding interactive elements.”

In the second study, researchers at DeSales and Clemson Universities studied the use of video in a “flipped classroom” application. In the experiment, students were shown the first six minutes of a video and given a handout on the topic prior to working on a lab in class. The comparison group received the handout, but no video introduction. In three of the four lab experiences, students who watched the videos first "performed significantly better" in pre- and post-lab tests. In those cases, they found a twofold increase in test scores assessing scientific concepts and techniques. Not bad results for a 6-minute intervention. (The exception was a lab that the study suggested had "little room for growth," since most students understood the content.)

While every learning context is unique, this data does help quantify what you may have already suspected—that you have to make every second count when presenting online learning or training content. Use interactivity when you can, and break up learning into short sessions that are no longer than 15 minutes each.


“A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students.” Informing Science Institute, 2017,

Schaffhauser, Dian. “Flipping with Short Lab Videos May Help Students Learn in Science Courses.” Campus Technology, 31 Jan. 2018,

Cool Tools: H5P - The FREE Interactive Content Authoring Tool

H5PAt Monarch we believe strongly in open collaboration and universal access to resources. We’re active users of open source software and of open educational resources (OER) and we always try to leverage the benefits of the open-source model for our clients.

That’s why our team is jazzed about the FREE authoring tool, H5P. H5P allows anyone to create, share, and reuse interactive HTML5 content. Whether you are creating a simple timeline or flashcards, or developing a complex interactive presentation or video, the H5P toolset is an easy way for anyone to create interactive content—no programming skills required. In the industry, we call these “learning objects” and we often incorporate them into web pages, or online courses in Moodle, Blackboard, or Canvas. Learning objects require the user to engage with the content to explore or test their knowledge, or may give them a chance to practice a new concept. You can see some examples at the end of this article.

With 38 different content types, you can use the H5P plugin with Moodle, Wordpress, or Drupal. Or, you can embed the code directly into any other webpage or LMS. The content is packaged into a single file that is easy to administer and move across sites. It’s easy to test drive H5P. Sign up for a free account via

Sample H5P Interactions

What do you think?


Quick Quiz

Estimating Costs for Online Courses

eLearning projects can take many forms, which can make figuring out the cost to create the course seem confusing and mysterious. So how can you understand the factors that influence pricing? When evaluating your potential project, consider the following factors:

  1. Seat time. How many minutes of actual learning time are expected?
  1. Screens. How many screens of content will be needed? Considered another way, if you’re using presentation slides (e.g., Powerpoint) as a starting point, how many slides do you have?
  1. Interactivity. Light to medium complexity is often low cost due to the capabilities of many authoring tools. (Examples include drag and drop exercises, or multiple-choice questions.) Complex interactions including animation will require more time and effort.
  1. Audio/Narration. Do you have audio files ready to go or do you need narration recorded? You may also require language translation as well.
  1. Video. Does it already exist and just need editing, or do you require new scripts to be written and video to be shot?

While Monarch works collaboratively with you to determine the best approach given the requirements and budget of your custom project, the chart below will give you an idea of the cost ranges associated with different approaches. We hope this is a helpful starting point when you are considering your next eLearning project.

Course Solutions Pricing

Optimize Grant Spending with eLearning

In order to deal with future budget uncertainty at the federal level, companies, state agencies, and colleges who are either applying for, or have been previously awarded federal grants, need to make smart decisions regarding spending. One way to do that is through eLearning.

eLearning offers a way to reach large audiences with maximum efficiency and consistency. This is especially true for organizations that make decisions centrally but require broad awareness of that information (e.g. national sales reps, local government representatives advocating apprenticeships to employers, state training coordinators working directly with individuals) and must find effective ways to engage and measure understanding. In such cases, eLearning is a smart choice.

Are you part of such an organization? How are you considering the value of eLearning to improve the effectiveness and education of your workforce and constituents?

Monarch Media has been championing eLearning solutions for more than 20 years. Tap our expertise to make your next project a cost-effective success.

Monarch Media Acquires GroupMind

Monarch Media is pleased to announce its acquisition of the GroupMind Express platform. The GroupMind product line consists of tools and processes that draw on the wisdom of the crowd for culture and leader development, collaborative learning, change management, and more effective planning and decision-making. For the past fifteen years, GroupMind tools have helped companies achieve better results because of greater alignment through collaborative processes.

What does it mean to leverage collective intelligence for higher quality business decisions? Here are some of the ways that the GroupMind tools and processes accomplish that goal:

360 Multi-rater Assessment

Search on the topic of “organization development” and you are bound to get hundreds of articles about the importance of culture. While 360 assessments are not a new concept, what sets the GroupMind 360 Assessment apart is its ability to adapt the question sets used, so that they measure what the culture of the organization truly values. Organizations using the GroupMind 360 Multi-rater Assessment are interested in creating greater awareness of the organization’s cultural values and developing leaders who demonstrate those values. This assessment tool can be used for traditional leader/ employee professional development, multiple interview team ratings for new hires, and to align employee behaviors with organization values.

Crowd Accelerated Individualized Learning (CAIL)

Have you ever understood an article better after reading the online comments to it?

CAIL eLearning methodology uses that same crowd-sourced process for how we learn. CAIL taps into the “wisdom of the crowd” by allowing participants to first reflect on material presented, express their individual ideas, then check in with the rest of their learning cohort on their thoughts and reactions to the material. CAIL lessons are case-based interactive modules that use video and text to deliver content, ask questions to stimulate reflection, and provide a mechanism for viewing and rating the comments of others. CAIL has been used to develop leadership development programs and to both gauge and gain alignment during change initiatives.

Collaborative Planning and Decision Support Tools and Templates

Planning and decision-making processes follow a predictable sequence. The GroupMind Tools and Templates digitize and manage these steps so groups can focus on quality of the input, explore possibilities beyond the first good idea, and gain consensus and alignment before moving to action. Many consultants have digitized their proprietary processes by customizing a sequence of GroupMind Tools. GroupMind Tool combinations have assisted organizations to:

  • Conduct effective meetings
  • Poll and organize information from customer focus groups
  • Perform stakeholder analysis
  • Conduct multi-level strategy planning

For more information about how you can use Monarch Media’s GroupMind to implement collaborative processes that result in greater alignment and higher quality results in your organization, contact .

WordPress: the Quick-Win LMS Alternative

WordPress is by far the world’s most popular and commonly used content management system (CMS). Typically, a CMS is used to manage content and serve as a platform for a website or blog.
There are millions of active web installations that run on the WordPress platform and more than 17 million sites depend on it. It is touted as the best website-building tool because of its simplicity and ease of use.
Most organizations start by creating a simple website. But as they grow, they may want to host internal trainings for employees, provide promotional activities for customers, or build e-commerce functionality into their sites. Hosting and tracking courses and training activities require organizations to invest in a learning management system (LMS). But, not all companies have the funds to set-up a standalone LMS. This is where WordPress saves the day, as it can serve as a cost-effective and efficient option. Did you know that WordPress has an ever-growing repertoire of plug-ins that can turn it into a full-featured LMS while retaining its standard toolset, administrative dashboard, and ease of use?

WordPress’ Powerful Toolset

One of the most valuable features of WordPress is their plug-ins. These plug-ins extend WordPress’s functionality. The number of available plug-ins offered through is 49,000 and counting. They are valued for their ease of use and flexibility. They include solutions for ecommerce and search engine optimization, among other things. Moreover, as an open-source platform, WordPress has a large community of developers who continually improve its code base. Below are highlights of some of the popular plug-ins that turn WordPress into a powerful learning platform.


Touted by industry experts as one of the most widely used LMS plug-ins, LearnDash is not only feature-rich but also flexible. It is packed with a range of features that make course development an easy process. From creating lessons and assessments to tracking student progress to selling courses this plug-in offers a large number of LMS capabilities.
The one feature that makes it standout from other LMS plug-ins is its support for courses published using the xAPI (Tin Can) standard. The xAPI specification for learning content allows systems to collect data about a wide range of learning experiences. xAPI captures this data, allowing learning activities to be tracked, shared, and quantified. It also allows for content to be portable, as it can be applied to eLearning on most devices.
LearnDash also allows courses to be structured into lessons or modules. These lessons can be gated, so learners have to take them in a set order or on a pre-determined schedule. Either the date can be configured so that a particular lesson cannot be accessed prior to that date (for example, a day after course enrollment or purchase) or pre-requisites can be set (that require students to complete previous lessons, topics or quizzes before moving ahead).
LearnDash supports assessments, which are a great way to track student progress. Quizzes can be created using eight different question types, including multiple-choice, single-word, sorting, matching, and essay-type. Questions can be displayed in text, audio, or video format. Displaying custom messages based on quiz performance, applying quiz timers, and using question banks can further enhance the assessment experience.
This plug-in includes some social features that allow for student interaction and competition. Students can earn certificates and badges based on their performance in quizzes or for completing a course or both. And to motivate them further, top scorers can be displayed on leaderboards.
Monetizing courses is also easy to achieve. Purchases can be subscription based or one-time purchases using PayPal, Stripe, or 2Checkout. LearnDash also offers three free WordPress shopping cart integrations. Shopping carts offer extra features, such as additional reporting metrics, coupon support, affiliate programs, and a number of additional payment gateways.
A major strength of LearnDash is its team of active developers, who are always open to suggestions for new features and releasing them as extensions.

WP Courseware

WP Courseware plug-in is similar to LearnDash in its offerings, barring the xAPI reporting feature. This plug-in offers the most integration options for combining with third-party membership plug-ins.
It also has strong quizzing functionalities. Questions can be in many formats, ranging from multiple-choice and true or false to open-ended questions and assessment through document uploads. Quizzes have extensive display options – for example, they can be set up as a survey for data collection. They can require a minimum passing mark before progressing to the next unit; they can require questions to be answered, irrespective of the passing mark, before moving forward; they can show correct answers, show an input and explain the correct answer, or even be viewed later. These options can be turned on or off based on the course creator’s need.
WP Courseware uses emails to update students and teachers about milestones, such as a completed course and passed quiz. These emails can contain links to download a certificate of completion, quiz scores, and course grades.
Course management tools allow administrators to break courses down into modules, which can be further broken down into units. Each course has a grade book space where teachers can view the enrolled students. This space gives instructors an overview of students’ progress, grades, quiz scores, and whether or not marks were awarded to them. Teachers also can mass email final grades from the grade book page. Information from this page can also be extracted, in case teachers need to upload it into another school system.


The strength of this plug-in lies in the ease with which it integrates with a widely used theme website (Woo Themes) and the eCommerce plug-in Woo Commerce to sell courses online. It allows you to create courses and lessons that can come with prerequisites. Quiz questions can be in numerous formats. A random selection of questions can also be displayed by creating a question bank.
A widget displays the progress students make within courses. Sensei also offers extensions that amplify its capabilities to create custom eLearning to suit any WordPress site. These include awarding badges and certificates for passing quizzes and completing lessons, and sharing grades on social media.

While these are some of the more popular LMS plug-ins in use, WordPress’s wide range of other plug-ins have the power to expand and enhance its functionality, allowing for additional customizations.

Successful WordPress Implementation

The San Francisco Department of Public Health (SFDPH) got in touch with Monarch Media to help develop a WordPress-based LMS. Monarch Media developed a theme to help standardize and simplify the design.
Monarch Media’s graphic designers worked with the department’s Center for Learning and Innovation (CLI) to create a design and layout for the theme, which also incorporated its desired branding elements.
The WordPress-based LMS combines features such as blogs, calendar feeds, and social media to learners. Monarch used LMS-specific plug-ins, such as LearnDash, to enable course registration, presentation, assessments, reports, and similar functionalities.
The LMS includes a customized registration form that allows CLI to collect information from learners, with the ability to edit, add, or hide fields depending on their needs. Course administrators or instructors can send emails or alerts regarding current and upcoming courses to learners from within the LMS.
The system offers the ability to upload both xAPI and SCORM-compliant eLearning courses. It can generate reports to track system usage as a group or for individual learners. The data collected can contain information about the number of learners registered, number of courses each individual learner has taken, grades achieved, time spent on the courses, and other similar reports.
A learner dashboard allows users to see what courses or trainings they have completed. A course catalogue allows for currently available courses and trainings to be searched by users. The LMS also awards certificates of course completion to learners.
By taking this approach and leveraging WordPress’ native toolset, Monarch provided CLI with a system that offers the entire gamut of required features and functionalities, and made it as cost-effective, customizable, and easy to use and administer as possible.


5 Ways WordPress Learning Management Systems Outperform Standalone LMSs

Top Five LMS Plugins for WordPress (2017)

Choosing a Learning Management System Plugin for WordPress - LearnDash

WordPress Course Plugin Features

Choosing a Learning Management System Plugin for WordPress - WP Courseware

10 WordPress Plugins for eLearning

The Ultimate Guide to WordPress Statistics (2017)

An Interview with Monarch Media's New CEO, Greg Flesher

E-learning concept with a teacher presenting online education program

Greg joined Monarch Media in late 2016. His eLearning background spans more than 20 years and we recently sat down with him for his thoughts, opinions, and perspective.

Monarch Media: eLearning has come a long way since its humble beginnings in distance education via snail-mail, to its current state. Where do you think it’s headed?

Greg Flesher: We’ve reached an exciting place. Just consider that the smart phones of today that we carry in our pockets are more powerful than the desktop computers of just a few years ago. Technology has made learning ubiquitous and literally at your fingertips. Every day you are presented with new information, data, and ideas to process and think critically about. That’s the really interesting aspect of learning. We each have our own unique personalized way of consuming content and the next wave of eLearning is already adjusting to that need for personalization.

Tell us a little about your work during your term at Elsevier?

I was at Elsevier for nearly 19 years although through mergers and acquisitions it was really three separate companies, Mosby, Harcourt, and Elsevier. I started as a Project Coordinator in the Multimedia department working on CD and early web- based products. Later, I researched emerging technology at a time when handheld devices (remember the Palm Pilot?) and learning management systems were starting to take shape. Blackboard was a new company back then. That background led me to start a new E-Education department for Elsevier that became very successful. Ultimately, I progressed through several senior management roles in the business and technology segments of the company.

You led the establishment of Elsevier’s first online learning platform, Evolve®, which has served more than 5 million health science students and faculty worldwide since inception. Health Science as a subject requires a great deal of hands-on and face-to-face education. How did you address that in the eLearning context?

Most early online courses were more of a hybrid where the faculty member would lecture in a face-to-face setting and then assign homework or specific eLearning content to complete outside of the classroom. Over time, some of the online tools and faculty teaching methods changed to take better advantage of the face time. Online tools such as discussion boards and chat also offered advantages for some learners who found it more comfortable to respond in an online setting rather than face-to-face. It become apparent that eLearning offered multiple ways to appeal to students with different styles of learning. In Health Sciences, there was often a clinical component that did require hands-on training in a lab. However, technology emerged, particularly in the area of simulation that replicated real-world situations to enable practice without requiring a trip to the physical lab.

What is the biggest hurdle in building eLearning solutions and how do you overcome it?

I think in any market with eLearning, an immediate challenge is that it’s different and requires a lot of planning and thoughtful attention from those preparing the material. Some think that eLearning makes teaching or training easy and automated. However, that’s not necessarily the case. Easy doesn’t come from technology. A great teacher is great because they make the effort to be innovative in the classroom, they prepare, and they care. That’s the same whether they are delivering a lecture face-to-face, online, or both. Certainly, online learning management systems can automate some functions (such as grading tests) but fundamentally, it takes time and effort to deliver a great online experience. Much of that effort comes up-front by leveraging expert instructional designers appropriately to prepare content that engages learners of all styles. Lack of time and expertise present a challenge for faculty, administrators, and trainers. Monarch Media excels at reducing that burden cost effectively through specialized expertise in the development of digital content, turnkey technical solutions, and customized curriculum. We also provide an active support system for answering questions and facilitating innovation.

You referred to simulations, tell us how does it make learning more effective?

People learn in a variety of ways. Fundamentally, you have to experience something before real learning takes place. Simulation provides a way to accomplish that. If you work through the steps necessary to complete a particular task (such as taking a blood pressure) you can learn in a non-threatening way. You can make mistakes with drug administration and learn from those mistakes without actually negatively impacting a real patient. That’s powerful and empowering.

In your new role at Monarch Media, what are you most excited about, and what changes are you planning for the company?

After years in a large organization, it’s refreshing to go back to a nimble, innovative, and small company that connects with clients every single day. In a big company it’s harder to get the necessary contact with the customer. With the pace of technological change, it’s critical to engage with your customers regularly. Monarch has always done an outstanding job of that and I’m looking forward to being a part of that culture. As for changes, we’ll see. There are so many opportunities to consider, we want to be open-minded yet focused on developing relationships well aligned to our mission of delivering cost-effective open source solutions that champion learning and collaboration without boundaries.

What are the key things you plan to do in your first few months here at Monarch Media?

For me it’s important to form a bond with the team, absorb the culture, and learn about existing processes and projects. It’s also critical to listen. I’m excited to meet our customers through phone calls and face-to-face discussions. At the same time, I will be reaching out to my existing network of colleagues around the world to promote Monarch Media and strategize about new opportunities. The days are already exciting and flying by!

Tips for Designing Impactful eLearning for Adults

Knowing your audience is critical when developing an online course, program or curriculum. This is especially important when considering adult learners. Over the years, several learning theories have emerged that offer important guidance but no one theory can be applied to all adults.

In this article, we consider aspects from multiple approaches that provide foundational insight for designing solid eLearning for adults.

The Starting Point

Andragogy, the manner in which adults learn, is a term coined by renowned American educator Malcolm Knowles. From its Latin roots, andragogy means “leader of man” whereas the often-used term pedagogy refers to leading children.

According to Knowles it can be assumed that adults are self-motivated, look for immediate benefit, utilize past experience, and are willing to learn when convinced of worthiness.

Various ways in which these basic concepts can be considered in the context of effective eLearning are described below.


Fundamentally, adult learners tend to be independent and do not require much handholding. As opposed to young learners who need guidance, adults work effectively when given autonomous control over their learning experiences. Well-designed eLearning should provide the facilitator capability to offer resources and tools, while leaving the learner fairly autonomous to absorb and learn information in their own unique style. This can be achieved through self-study or group collaboration projects with minimal instructor intervention. Courses can also offer simulations, scenarios, or games without introducing prior information. While adults will participate in activities without guidance, they still require help and support, should obstacles be encountered during the course of study. Also, a good design will promote flexible navigation to enable capability for browsing and bypassing familiar content.

Past Experience

Adults bring a repertoire of life experience that serves as a foundation for further learning. Any group of adult learners will have a diverse knowledge base, experience level and skill set. It’s important to understand the learner, assess their background, educational levels, and peer groups. For example, if learners are young adults active in social media, then incorporating activities involving Facebook and Twitter would be appropriate. As would, including peer mentoring and group activities so experiences could be shared. Tasks should be designed to enable exploration of the subject matter while offering opportunity to use accumulated life knowledge and experience.

Immediate Value-Add and Practical Application

Adults are interested in the immediate benefits gained from learning. They want to be able to apply acquired knowledge and skills to their current work or personal life. By including real-world case studies and integrating scenarios, eLearning should emphasize how the subject matter can be practically applied. Quick tips, hints, and tasks that replicate issues faced in the workplace provide reinforcement.

Motivation and Inclination

Adults are internally motivated to learn…when given the right reasons. They want to know why a certain assessment or task needs to be done and how it helps them. Resistance may occur when learning is forced without explanation. Adults are also inclined to learn socially. Social media and online collaboration tools help introduce a community aspect. Create activities that help build their social network and drive collaboration with those who share interests.

Involvement in Course Creation

Adults desire a certain amount of control over things in their life. This explains an urge to have control over the design and development of the course. Encourage learner feedback for ideas that can be used to improve the course.

Absorption vs. Memorization

It’s important to provide opportunities to practice skills, thus reinforcing the retention of core concepts rather than just rote memorization. Activities like simulations provide repetition and retention.

Real Problems

Action learning is a learner-centered approach that uses people working on real problems. The pioneer of action learning, Reg Revans, has said that there can be no learning without action and no action without learning. It is a reflective process. Revans believed that action learning is apt for problems that do not have a ‘right’ answer because the necessary questioning and self-reflective insight can be facilitated by participants learning with and from each other in groups.

A key to applying action learning is building an online learning community that reinforces the concept of working together individually and in groups. This can be achieved by incorporating activities such as group assignments, problem solving exercises, case studies, and group discussions.

Experiential Learning

Extending the importance of past experience in the learning process psychologist and educational theorist David Kolb describes four stages.

1. Concrete Experience

As noted earlier, adult learners thrive when they can draw from their own experiences and utilize past knowledge. Scenarios that replicate real-life situations, issues, and interactions are an ideal foundation. Scenarios can include phone calls and responding to emails. Use videos to simulate meetings, interviews and interactions with others.

2. Reflective Observation

Adults need to engage with and reflect upon their experiences in order to understand and acquire knowledge and necessary skills. Allow time and space for such reflection. Create opportunities to observe actions through demonstrations and analyze processes and procedures through case studies and scenario-based activities.

3. Abstract Conceptualization

Building upon past experience and reflection, learners need to make sense of acquired abstract concepts and provide perspective. Assessments that exercise “critical thinking” skills are necessary to drive idea development and process formulation.

4. Active Experimentation

Role playing activities reinforce what’s been learned. Games are also an effective and engaging method to “do and learn,” creating realistic interactive situations. Real experience develops and the overall cycle resumes.

Over the years, research has given us insight into the special characteristics that make adult learners unique. Utilizing those characteristics to develop an effective eLearning program takes thoughtful attention.

Monarch Media has nearly twenty years of experience customizing these types of solutions. We look forward to assisting you on a future project.


Knowles, M. S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass.

O'Neil, J. & Lamm, S.L. (2000). Working as a learning coach team in action learning. New Directions for Adult & Continuing Education, v. 87

Giving Your Teams an Extra Advantage

So, your employees have been trained. They’ve completed their learning online, at their own pace, without compromising work. This online model saved your company both expenses arising out of classroom training, and lost time incurred from being away from work during training. This is a great start!

However, it’s not the end. What happens when someone forgets something or feels stuck with a certain process? Is training alone sufficient for performing their jobs well? Probably not! Post training, providing employees with a support cushion to help them reference and remember key aspects of the training will ensure greater efficiency at work.

This is where performance support tools (PST) come to the rescue. These are job aids that help employees learn at their specific point of need.

Just-in-time Support

Performance support is any learning modality or resource material that can be accessed and applied at the time of need. In the workplace, PST’s help employees solve problems immediately. Usually embedded into the employees’ workflow, PSTs can also be standalone information assets to support and guide employees through the work process.

Effective performance support gives employees access to information to apply a skill, solve a problem or understand how to adapt to a new practice related to their performance. It only requires a short amount of time for the individual to refer to the materials needed to get their work done. While traditional training focuses on learning a new skill or knowledge, the goal of performance support is to accomplish a specific task. For example, how to use a new sales software or what compliance regulations must be followed during a process. Remember, the main objective of performance support tools is, to deliver learning at the moment of need. In other words, they’re your new-age sticky notes.

Such tools are also used extensively in the consumer marketplace. Corporations use them as tools in marketing communications for educating consumers about products and delivering relevant information to empower informed purchasing decisions.

Outside the workplace, performance support is also a part of our daily lives as we seek immediate information, like ‘how to swaddle a baby’ or ‘what the 404 error on the laptop means’ or ‘how to choose an insurance policy’ – which is usually obtained from Google searches and YouTube videos.

How They Help

With PSTs, users can perform tasks without external help. This saves time for the more experienced workers who often need to train the less experienced ones. It’s an informal learning format that focuses on quick access to information necessary for task completion. They are an effective way to learn about upgrades, new systems, or when something is being introduced into the workflow or process.

Myriad in Variety

Prior to the digital age, PSTs were referred to as job-aids such as data/ workflow sheets, sticky note reminders, paper-based quick references, etc. The modern day avatar of these tools has taken a more technological form that makes on-the-spot information available at the click of a button. What is even better is that PSTs can be made available for access across multiple devices and platforms.

Explainer Videos

When employees are seeking on-the-job support they want it to be short and quick, catering to their need at that moment. Videos are effective tools towards achieving this purpose. Employing the concept of micro learning, videos can deliver precise and relevant information in a short time span. Using appealing visuals and background music to demonstrate a process or procedure, videos can be very powerful.

Videos are especially useful when companies introduce something new. It is for this reason that Health Net has decided to create video-based performance support tools for their employees, rolling out its new online software ‘Insure Advantage,’ to manage the selling of their health insurance plans.

Monarch Media collaborated with their team to understand the new software and has created a library of video tutorials for Health Net brokers.

These video training modules touch upon various aspects of the software that brokers need to understand well in order to maximize their sales efficiency. They include features such as – how to generate a proposal; how to create/ modify a quote; how to complete a census, etc. Each module is about 3-4 minutes long containing a screencast and simple graphics (e.g., arrows, circles) illustrating key features, menu items, or actions. They also include voiceover narration, closed captioning, and other interactions that make learning more retentive. Not only do they demonstrate key actions, but also answer common questions as part of the module.

These graphically appealing modules are effective broker-education tools with simple and memorable video explanation. The videos are short and crisp with interesting visuals, laying out each step of the process clearly with an appealing background score.

Mobile Apps/ iPad Apps

Making learning support tools available to employees on their mobile phone or tablet is the perfect example of just-in-time learning.

Beyond just mobile apps, downloadable text and video content, created to be compatible on mobile devices and tablets, becomes very useful when employees are in the field.

When Elsevier’s Health Sciences Division realized that there was a more cost-effective solution to the expensive in person training conferences organized for their sales reps, they turned to Monarch Media for help. Monarch designed a flexible hybrid model adding online trainings designed to educate sales reps on new products.

To further enhance their learning, Monarch went on to create mobile-friendly fact sheets to serve as job-aids in the field. These fact sheets contained information about the various new products and their features; their competitive advantage in the market; and additional strategic information of value.

"Monarch Media collaborated with their team to understand the new software and has created a library of video tutorials for Health Net brokers."

As part of their effort to supply customers with useful information, Dow Chemical needed to educate their sales reps in the field on how to diagnose wheat crop diseases and recommend appropriate treatments to farmers. Monarch once again assisted, creating a mobile learning solution for Dow, which contained 3D diagrams and images of various wheat crop diseases, identification features and appropriate treatments. Dow’s diverse global sales rep community used this application on their Blackberry phones and iPads.

Whiteboard Animations

Incorporating animation into your eLearning is a great way to break the monotony of textual content. Animated eLearning is primarily comprised of text, still photography, illustrations, graphical elements and audio effects. Including a recorded voiceover, musical soundtrack and sound effects, when appropriate, can further enhance the learnability and memorability of video content.

When the Affordable Care Act was passed, Health Net turned to Monarch Media to educate their existing and potential customers. With a goal of explaining details of the Act and how it applied to Health Net’s insurance product line, Monarch worked collaboratively with the Health Net team to create videos, both in English and Spanish, aligned with Health Net’s brand and style guidelines. These videos heavily relied on animation and graphics to explain the Act and Health Net’s insurance policies.

Additional videos use whiteboard animations to describe health plan costs; how coverage works; how to choose a plan and enrollment times. Check out this link and this one to see why these videos are such a success. This style of presenting audio-visual content builds suspense in the mind’s eye of the learner. These animations also bring out the lighter side of the content making learning a fun exercise, while improving recall capacity.

PDFs/ Interactive PDFs

What benefit is a course that doesn’t make it convenient for learners to go back and reference content? When learners are stuck trying to remember something, eLearning creators should be able to support such moments of need. This support comes in the form of downloadable references like PDFs, containing information in a succinct form, which can be downloaded to a computer or mobile device.

When the World Wide Fund for Nature (WWF) approached Monarch Media to create eLearning on Market Transformation for their employees, using the route of PSTs was what Monarch decided was the best.

The Markets department of WWF works with businesses and industries to improve the production of commodities by reducing its impact on world ecology. Monarch created an eLearning course supplying background and context to onboard new employees seamlessly, making complex concepts understandable and relatable.

The course includes modules on topics such as Market and Theory; Priority Commodities; Negative impacts of production; and Strategies. With an aim to offer further support during and after the course, learners are provided with more than 20 downloadable PDFs. They include information on areas of fishing, forestry, and sustainable development, in a single page with concise information, stripped of context and story. The PDFs contain links to WWFs partner organizations, providing further information to learners.

Take the boredom out of plain text PDFs; make them interactive by embedding video and graphics. They are an ideal format to create tips, checklists, factsheets, and procedure and process documentation.

Webinars/ Recorded webinars

Performance support can also be offered to learners through live and recorded webinars. A webinar, the web version of a seminar or conference, eliminates the need for attendance at a specific physical location. What’s even better is that with recorded webinars there are also no time constraints. A learner can pace themselves through the material at a time, location, and device of choice. The ease of use and affordability that webinars provide, help foster shorter trainings…exactly what employees desire at their moment of need.

Webcasts/ Podcasts

Webcasts are short pieces of video or audio information that employees can access from their device of choice when in need. While webcasting refers to live streaming of information over the web, podcasting refers to audio or video files placed online and available for Internet download by users and subscribers. Podcasts can also be used for marketing your business by creating educational information for consumers potentially strengthening the customer relationship.

We’ve described various ways PSTs can be implemented and offered a few examples. Learning is a never-ending process and PSTs help reinforce the investment you’ve likely already made in your training program.

For more information on the ways Monarch Media can assist your organization please contact us at


Accessibility: Make your online training Section 508 compliant

With 20 percent of adults reporting some form of disability, making your digital learning content accessible is good business sense. In many cases, it's also required by law.

Section 508 of the Americans with Disabilities Act (ADA) requires that accessibility standards be met for electronic and digital content produced by organizations that receive funding or revenues from the federal government. In practice, meeting these requirements requires a knowledge of the standards and technologies available to make your content accessible.

When it comes to eLearning, Monarch Media has developed a toolkit of best practices and software applications to help ensure your courses and resources meet Section 508 requirements, as well as make your content as accessible as possible for learners with a range of disabilities.

What will you learn from the video?

To help our clients understand Section 508 compliance issues, Monarch Media has put together an interactive video to introduce you to the standards and best practices. You'll learn:

  • Concepts and critical requirements for being Section 508 compliant
  • Tips on how to make your eLearning both accessible and usable, such as ensuring you include instructions to help users find what they need
  • Definitions of the terms associated with accessibility requirements
  • A case study that brings everything together

Feel free to click the sections of the video that interest you most!

What is 508 Compliance?

Section 508 requires all Federal Electronic and Information Technology (EIT) developed, maintained, procured, and used to be accessible to federal employees and members of the public with disabilities.

Electronic and Information Technology includes:

  • Animations and video products
  • Websites (intranets), including access to multimedia elements and documents
  • Audio narration, images, and other media
  • Forms and other data entry elements

Types of disabilities covered include:

  • Visual: blindness, low vision, color blindness
  • Auditory: deafness, hard of hearing
  • Motor: mobility impairments
  • Cognitive: seizure disorders

Creating Section 508-compliant content

Monarch Media has experience creating Section 508-compliant digital learning content for organizations ranging from the U.S. Department of Education to Pepnet2, a nonprofit focused on deaf and hard of hearing students. We have worked with Pepnet2 to ensure their online materials meet the needs of all disability types while still maintaining interactivity and multimedia elements to make the courses fun and engaging.

Icon Casestudies

Case Studies

  • Future-Proof Learning Systems
  • Evaluating an Online Course: Before, During and After
  • How to Build a Digital Library: Disseminating Information to a Nationwide Learning Community
  • How to Approach Curriculum Development - Case Study of Online Masters Degree Programs
  • Effective Skills Training in an Online Environment: Motivational Interviewing
  • How to Build a Successful Online Learning Community: Lessons from pepnet2
  • How Distance Learning Programs Benefit Organizations
  • World Wildlife Fund: Using Adaptive Learning to Train Employees
  • Cengage Replaces Flash-Based Learning Objects with Modules Built in HTML5 for Greater Accessibility
  • REDO ACCIÓN International Launches Leadership Development eLearning Course
  • 4-H Launches mLearning Pilot Project in Tanzania
  • RTRworks! Online Teacher Training for a High School Health Curriculum
  • Iowa ABD Case Study
  • Monarch Takes Agile Approach to Partnering with Autodesk

Future-Proof Learning Systems

By Vanessa Cordeiro
At Monarch Media, we know how important it is for our technical solutions to work for an entire organization, regardless of its distribution across a single office, multiple states, or different countries. We also know that once a solution is implemented, it should maintain its relevance for years to come. These two considerations are part of what gives a project real staying power in today’s market. Both of these ideas were realized in a recent project Monarch completed with Alpha Gamma Rho (AGR) Fraternity and its network of 71 chapters, each containing their own nationwide systems of collegiate members, officers, alumni, advisors, and mentors. When AGR’s home office put the call out for an innovative and modern approach to updating their learning management system (LMS) and new member development, Monarch partnered with Vivayic, Inc. to do just that.

AGR’s previous system had run its course and it was time to modernize. The first step was to identify the LMS that could handle this responsibility. In this case, the choice was clear—Moodle. As arguably the most popular and widely used open-source LMS, Moodle is constantly being updated to meet the needs of its global community. It offers staying power for an organization with an ever-growing community of users.

As in any kind of distributed organization with 50,000+ members, knowledge-sharing is invaluable. AGR’s document library, course catalog, and officer directory are used by approximately 3,000 users per month and need to be user-friendly and outfitted with the latest technology. The document library (or “toolbox” in this case) allows for easy navigation of files and training materials grouped by role, course, and fraternity chapter. The course catalog provides ongoing access to orientation for new members and to self-paced tutorials for personal development by all members. The officer directory allows users to connect with each other by providing contact information such as phone numbers and email addresses. Each of these areas allow members to quickly navigate to the content and resources relevant to them.

Another area where collaboration was key to this project was in designing a personal development tool that allows new members to not only identify which personal competencies they want to develop, but also gives them an opportunity to work with a more seasoned fraternity member as their mentor or “big brother.” Monarch took an innovative look at how the Moodle LMS is typically used and worked with AGR to create a unique self-assessment to aid users in identifying their development goals. Users are then able to share the results of their assessments with their big brothers to allow for a collaborative goal-setting conversation.

As decades-long experts in the eLearning community, Monarch Media is consistently on top of the latest tech trends to keep our products state of the art and relevant for the long-term. Whether you are looking to develop a new eLearning course for your business, you are in need of new ways to collaborate with your colleagues, or your existing LMS could just use a refresh, we are uniquely qualified to find the best solution to meet your needs. Our portfolio is always expanding, so be sure to check back often for examples of our latest and greatest offerings. We are just a brainstorm away from unlocking your organization’s eLearning potential with a solution that will stand the test of time.


If you’re interested in exploring this topic further, here are a few sources we’ve read through while writing this article:

More Information:

We are ready to help you discover the power of collaboration and learning that an LMS can provide to your organization. For more information on how Monarch Media can assist, please call, email, or visit our website.

Monarch Media, Inc.

Evaluating an Online Course: Before, During and After

Evaluating the content and design of your course with direct input from your audience is a hallmark of user-centered design. It can greatly improve the outcomes of the courses you create. We recommend surveying your audience before and after designing your course to collect valuable data. It’s also helpful to look at the data your LMS collects on users to see how they interact with the course. Continually evaluating and analyzing your data ensures that your content remains relevant and informative.

1. Evaluate Your Course Objectives Before You Start Designing
Surveying your audience before you write your content is critical to making sure you address their learning needs. Interviewing prospective learners and conducting focus groups are two ways to gather this information. Design questions to find out:

  • What information or support the learner needs most
  • How they plan to access the course (desktop, laptop, or mobile device)
  • How long they would spend to take the training

It’s helpful to have a list of proposed learning objectives that you can go through with your audience to see if they match their own learning needs. Be prepared to get widely different opinions that you will need to assimilate to come up with your learning objectives and course design.

2. Survey Your Learners After the Course Content Is Available
Once you’ve prototyped (or even launched) your course, you can get more specific feedback about your design by adding a survey at the end to collect feedback from your learners. Most users want to give input on how to make the course better. It’s helpful to ask questions about user experience. Quantify what they felt to be the most valuable takeaways. You can also gather input about the content (whether anything should be added or eliminated). Using the information to further refine your course makes it more likely that your course remains valuable and current.

3. Analyzing Data from Your Website or LMS
In addition to adding an evaluation at the end of the course, you can also analyze the data provided by your Web analytics or LMS. Both of these allow you to track user activity. You can gather information such as:

  • How long a learner spends in the course
  • How they perform on interactivities
  • The number of learners who attempt the course, and the number who complete the course
  • Scores on any knowledge checks or quizzes

This information can often inform you that your course is too long, too easy or too difficult. Making adjustments to the content keeps your course targeted and effective.

Case Study
Our client, the California Victim Compensation Board (CalVCB), wanted to make sure they created eLearning courses that addressed the needs of their audience. Using data collected from learners, we were able to refine the courses to address feedback gathered before, during, and after course completion.

The Scenario
CalVCB provides compensation for victims of violent crime who are injured or threatened with injury. Among the crimes covered are domestic violence, child abuse, sexual and physical assault, homicide, robbery, and vehicular manslaughter. CalVCB wanted to create five online courses to increase 1) awareness of the program with advocates and 2) accessibility to compensation benefits for victims.

CalVCB already had a strong culture of sensitivity toward their audience. Together, we identified the importance of relying on user input and data (not just conventional thinking) as the foundation for our work. Our approach included gathering user information and data throughout the entire process of product development and iteration. The three ways we did this included:

Key Benefits

  • Adjustments were made to the course designs as a result of the focus groups and interviews.
  • The client was able to see how the learners interacted with the courses.
  • Learners were able to provide post-course feedback that helped the client make further refinements.

By taking learner feedback and data into account throughout the design and implementation process, we were able to create courses that were optimized for the specific needs of the CalVCB audience.

More Information

To learn more about how Monarch Media can help you with your next eLearning project, please call, email, or visit our website:

Monarch Media, Inc.

How to Build a Digital Library: Disseminating Information to a Nationwide Learning Community

In today’s fast-paced informational age, finding the right information when you need it can be a difficult task. This is where an online learning community, or community of practice, can be a great benefit. Creating a digital library of curated content with advanced search capabilities allows individuals to access information quickly. In this case study, you’ll learn how a dynamic and searchable digital library can speed up the process of spreading information on best practices and strategies across a learning community.

How to Approach Curriculum Development - Case Study of Online Masters Degree Programs

Effective planning is crucial when approaching any kind of large-scale curriculum development. In this case study, you’ll learn about the process for defining a learning context, useful pedagogical frameworks for online programs, and eight widely accepted course design principles. You’ll also discover how our team phases course development to ensure consensus from all stakeholders and maintain consistency and quality at a program level.

Effective Skills Training in an Online Environment: Motivational Interviewing

Teaching to impart a skill is inherently different than teaching to impart knowledge. With an eLearning course, designers have the added challenge to create a course that allows learners to practice behavioral skills in a medium that does not always lend itself to interpersonal interactions. Monarch Media has developed methodologies for making online training a powerful tool in practicing skills that would otherwise be accomplished face-to-face. In this case study, you’ll learn about the theory and see how our team applied it in a real-world example.

How to Build a Successful Online Learning Community: Lessons from pepnet2

Sparking learners’ motivation is one of the hardest things to do in online education. How do you engage individuals sitting alone at a computer? How do you get them to tackle new information and challenges?

One way to motivate learners is to immerse them in an online community. After all, it’s the social connections and interactions that make learning engaging. Community is the glue that holds your online class together. It allows learners to give opinions, share ideas, provide and receive feedback, and collaborate on issues and answer questions.

Creating this kind of participatory community doesn’t happen automatically. In this article, we’ll share the secrets of success in creating just such an online community of more than 16,000 users. Monarch Media’s client, pepnet2 (pn2), a national nonprofit that provides support to students who are deaf or hard of hearing, has developed a thriving site where users learn and support one another. Here are some of the best practices that Monarch incorporated in building pepnet 2’s online learning community:

Enable Diverse Interactions

With a learner base of more than 16,000, providing diverse resources was necessary to address all members’ needs. Monarch developed different kinds of interactive eLearning resources and support systems, including courses, webinar integration, QuickClasses, and communities of practice (COP).

Individuals seeking self-paced learning can turn to the asynchronous interactive courses, which include videos, assessments, and other activities that maximize learner involvement. This self-directed model allows students to set their own learning schedule that meet their individual needs. Although learners work independently on these courses, they can share their progress and achievements with the community by earning badges and certificates.

The QuickClasses support a more collective learning model through scheduled instructor and group collaboration. Rather than working individually, QuickClasses bring small groups of students together to build community, foster creativity, build leadership skills and encourage greater progress.

Finally, pn2 facilitates informal resource and expertise sharing through the communities of practice (COP). COPs consist of groups of people who share a common passion or interest and engage in collective learning within a shared domain. At their core is an ongoing discussion forum where they can post questions, weigh in on conversations, share resources, or learn from archived dialogue.

Make Usability Effortless

The success of eLearning depends heavily on how user-friendly it is. While pn2 was successful in creating various eLearning resources to cater to their diverse learner base, the designers had to work out a way to bring these resources together for the learners.

Usability is an essential ingredient for fostering user interaction. For pn2, a customized eLearning dashboard was critical. Through a single sign-in, learners have access to a fully customized dashboard that’s a one-stop access point for all resources offered. Learners can exchange ideas and knowledge by participating in QuickClasses, interacting with webinar content, connecting to colleagues through COPs, or learning new skills in an interactive eLearning course.

The dashboard is also a place to broadcast community news and to connect members with upcoming opportunities. Its effectiveness and efficiency helps connect learners to resources and to each other, engaging them in a satisfying experience. 

Highlight Student Progress

Not only can members of a learning community work together to solve problems, they can also support and motivate each other by celebrating successes. An online community allows users to share their progress, collect badges, reflect on completed courses, and even share achievements through social media integration.

One way students can share their work is through ePortfolios, which are personal online spaces to save and display collections of digital work. These ePortfolios allow learners to share work they’ve completed and their accomplishments with peers, instructors, and potential employers.

Be Mobile Compatible

Another key to keeping learners engaged is making learning resources accessible on mobile devices. Smart phones and tablets are now the primary devices for Internet access, so making it easy for learners to engage that way only makes sense.

Follow Up with Your Users

A final word of advice is to learn from your users. Find ways to solicit direct feedback. Your site analytics will also give you insight into where people are spending their time and where they may be losing interest. Investigate the data and use it to inform your community development efforts.

Monarch Media’s team collaborated with pn2 to provide the learning design strategy, instructional design, graphic design, and programming needed to develop robust learning programs. With nearly 20 years of experience in eLearning consulting and development, we can help your organization build a successful online learning community that focuses on engaging and motivating your audience.

How Distance Learning Programs Benefit Organizations

To accommodate the nationwide demand for nurses with a bachelor's level education, Monarch Media collaborated with Wolters-Kluwer to develop an innovative RN-to-BSN curriculum that can be used for distance learning or in a hybrid classroom environment. Distance learning programs give students the flexibility to learn during the time that works best for them and the ability to review material at their own pace, while enabling publishers to scale educational programs.

World Wildlife Fund: Using Adaptive Learning to Train Employees

WWF works with businesses to improve the production of commodities that affect the environment. Monarch Media collaborated with the fund to create a training module for its employees who are working to transform businesses and markets to operate within the planet’s limits.

Cengage Replaces Flash-Based Learning Objects with Modules Built in HTML5 for Greater Accessibility

Cengage Learning's Criminal Justice modules are designed to teach students situational crime prevention, a theory of criminology that attempts to reduce the opportunity for crimes to be committed. The goal is for students to understand the basics of situational crime prevention upon completing the learning modules.

Cengage decided to update the modules because they were coded in Flash, a technology that isn't compatible with some mobile devices, such as iPhones and iPads. Flash also can create problems with passing data through to learning management systems. Finally, Cengage wanted to update the design and layout of the modules to make them more attractive and user friendly.

Monarch Media developed a modernized version of the learning objects in HTML5 to play on both Flash- and non-Flash compatible browsers effortlessly. Media queries allow the styles and layouts to adjust to fit the width and height of the screen of the desktop computer or mobile device, making the course clear and easy.

REDO ACCIÓN International Launches Leadership Development eLearning Course

Industry - Nonprofit microfinance

Challenge - Find a cost-effective way to deliver a successful leadership development program to staff members and partners on four continents.

Solution- An eLearning course developed by Monarch Media that can be delivered over the Internet and on CD-ROM

Key Benefits

  • Users can learn asynchronously, taking the training at the time and place most convenient to them.
  • Cost savings thanks to reduced international travel requirements for trainers.
  • Ideal for a blended learning environment in which additional educational materials can be provided via emails, webinars, and in-person trainings.
  • Allows ACCIÓN to reach all staff members instead of a smaller subset of employees.
  • Learners can permanently access all materials and have the flexibility to revisit applicable information when faced with on-the-job challenges.


ACCIÓN International was founded in 1961 to promote international economic development and alleviate global poverty. Since 1973, the organization has focused on microfinance, providing small loans to tiny businesses founded and run by individuals living in poverty.

Because they often lack substantial collateral and only need to borrow small amounts of money, traditional banks have generally refused to lend to these business owners. Therefore, their only option has been loan sharks who charge exorbitant interest rates. ACCIÓN and its partners are changing this dynamic by offering an alternative source of funds, small loans (as little as $100) at commercial interest rates provided to micro-entrepreneurs for investing in and growing their businesses.

In 2009, ACCIÓN was operating on four continents and in 25 countries. With its partners it served 3.3 million active borrowers.

Training Challenges

ACCIÓN’s leadership development program consists of 10 modules that have traditionally been delivered via in-person, small group training sessions. They are a critical part of promoting the organization’s culture and identity internally. They help employees grow a shared sense of mission, vision, and values, as well as define and practice good leadership skills.

As a global organization, however, cost and time constraints have made it difficult for Lynne Curran, who heads ACCIÓN’s human resources and training department, to provide the leadership development program to everyone in a timely manner. “Our biggest challenge is reaching remote staff,” she says. “We’ve only been able to present the first module in person to about a third of the organization.”

“It was an amazing experience to work with the Monarch Media team. They got what we were looking for and got what we needed. They created an eLearning course that’s simple to use, but tackles some really challenging content.”

— Lynne Curran, head of Human Resources and Training
ACCIÓN International

To overcome this challenge, ACCIÓN has begun using eLearning courses that allow its staff to access educational materials on their computers. Leadership development, however, has traditionally been difficult to present online. “Leadership training involves trying to orient people to share a common language and exercise an ability, rather than simply gaining some knowledge,” says Claire Schneeberger, CEO of Monarch Media. “You’re not just trying to get people to understand the definition of leadership or to grasp and memorize new factual information. You’re really trying to develop and practice some pretty advanced skills.”

Because the leadership development curriculum provides so much value to ACCIÓN’s staff, Curran wanted to see if the challenges of turning it into an eLearning course could be overcome. She decided to start with the program’s first module, which sets the stage for the other nine. “It really helps people become aware of what they’re doing and why they’re doing things the way they are,” she says. “It helps them understand and better work with others, which also improves their leadership abilities.”

Creating the Course

When presented in person, the first module of ACCIÓN’s leadership development program includes participation in a DISC (Dominance, Influence, Steadiness, and Conscientiousness) assessment, a psychological inventory that examines how individuals behave in their environments. DISC assessments are frequently used in workplaces to help employees understand their own and their teammates’ work styles and preferences. The module also included substantial time for participants to discuss their beliefs and feelings about leadership.

Feedback from training participants has shown that these two activities are the ones that provide the greatest value. But they are also very difficult to accomplish in an eLearning environment. “I thought it might be impossible to put this course online because of the self-awareness pieces,” Curran says. “How do you include them without doing it in the classroom?”

Schneeberger points out that in most eLearning courses, developers can recreate some of the feeling of classroom discussion by using Web-based community tools, such as discussion boards and blogs. But because some ACCIÓN staffers don’t have regular access to the Internet and must take eLearning courses on CD-ROM, Monarch Media’s developers couldn’t use these tools.

To overcome these challenges, Monarch Media’s team of instructional designers and Web developers created a virtual discussion group as the first activity in the training. They used a diverse team of voiceover actors to record dialog taken from various sessions of the in-person leadership development training. This allows learners to gain insight by hearing the perspectives and thoughts of other ACCIÓN employees, just as they would during a face-to-face discussion session. “We tried to bring in real voices,” recalls Schneeberger. “We’re capturing and simulating that experience of being in a room with 10 other people. “

Monarch Media also used a number of interactive exercises that help course participants conduct self-assessments based on DISC methods. “The training asks a lot of people,” says Schneeberger. “It’s very reflective and asks a lot of questions. It asks people to demonstrate their knowledge of the DISC framework.”

To create these segments and assessments, Monarch Media’s team used Articulate’s suite of eLearning authoring tools. This software allows developers to rapidly build interactive, Flash-based pages and activities. By leveraging these tools, Monarch’s programmers were also able to keep development costs low.

Although studies prove that most eLearning provides good return on investment, organizations often fear that the start-up costs of launching an online course will be prohibitively expensive. But this doesn’t have to be the case. For ACCIÓN’s leadership course, Monarch’s team used what Schneeberger calls “guerilla eLearning development” to keep costs low.

For example, rather than sending the voiceover actors to a recording studio, Monarch captured their dialog using the company’s voicemail system. The course developers also used traditional Web technology to provide engagement, rather than relying on the heavy use of video. “You can engage people by creatively using still images and dialog versus having video or other relatively high-end types of media carry your message,” says Schneeberger.

Having a good curriculum ready can also make a big difference in containing costs. “ACCIÓN had a really clear and well-developed curriculum already in place,” recalls Schneeberger. “They already had the outline and they had a complete sense of their objectives from an instructional design point of view. That allowed us to jump in and think about how to convert it into digital format.

“One of the things I see that makes eLearning start-up costs expensive is when organizations haven’t thought about their learning objectives before they launch an eLearning project. Having the client come in and say, ‘We’ve done this training in person and we have these supporting materials,’ that definitely makes it much easier to do the multimedia and programming work.”

Engaging eLearning

Curran believes the completed course will make a big difference in helping ACCIÓN achieve its training objectives. “Our biggest goal is leadership, management, and supervisor development,” she says. “It was an amazing experience to work with the whole Monarch Media team. They got what we were looking for and got what we needed. They created an eLearning course that’s simple to use, but tackles some really challenging content.”

Curran foresees using the course in a variety of ways, both as a stand-alone eLearning module and also as the kernel of a larger training program. “We’ll work with specific groups to build a program around it,” she says. “For specific programs or units, we can have participants all take the eLearning module and then do a face-to-face training or a webinar.”

Others have taken note of the course as well. In March 2010, Monarch Media was named a finalist in the eLearning Global Giveback Competition. The contest is co-sponsored by the eLearning Guild and Learning for International NGOs (LINGOs), a consortium of more than 45 international humanitarian organizations.

More importantly, however, is that the course makes learning about leadership skills engaging and fun. “I love going through the training myself,” says Curran. “Monarch thought creatively and came up with a great solution.”

4-H Launches mLearning Pilot Project in Tanzania

Many organizations are exploring ways to reduce hunger and improve economic development in Africa. But few have the depth of learning content and expertise that 4-H offers or the reach of the Bill and Melinda Gates Foundation.

Getting this knowledge into the hands of the people who need it, however, can be challenging for anyone. Rural parts of Africa often lack both physical infrastructure and computer-based Internet access, making training material delivery and network building difficult. What more and more people do have access to, however, is a mobile phone.

To reach these people, 4-H turned to Monarch Media to build an online Global Knowledge Center specifically tailored for mobile browser access. The result? An mLearning portal pilot project that delivers training and community-building tools to Tanzanian 4-H leaders.

RTRworks! Online Teacher Training for a High School Health Curriculum

Research shows that public school teachers who receive skills training for sexual health and safety curriculum are most likely to achieve positive student outcomes. Online training offers low cost, easily accessible, skill-based trainings that are needed to meet the growing training demand of schools.

The RTRworks! elearning course models critical skills through relevant and impactful video examples, offers social learning opportunities, and delivers real classroom simulations.

Iowa ABD Case Study

The Iowa Alcoholic Beverages Division (ABD) took over the Iowa Pledge Program in 2000. This program asks Iowa’s kids to pledge that they will not use tobacco products; retailers to pledge to not sell tobacco products to underage users; and law enforcement to pledge to enforce the state tobacco laws.

The goal for providing a Web-based training program is to support voluntary compliance of Iowa’s tobacco laws by offering education and backing it with enforcement. This training allows employees at retail locations that sell tobacco products to sign up, participate in the interactive class, and take a test to become Iowa Pledge certified. Utilizing the Sakai learning management system (LMS) and Articulate authoring tool, Monarch Media developed the current Web-based training system. In addition to offering Iowa Pledge certification, the platform has built-in query tools that allow administrators and the general public to look up the status of vendor or employee certification at anytime. This tool directly supports Iowa communities by making outcomes transparent to everyone from parents to law enforcement.

Currently one of the only courses of its kind in the country, employees of tobacco retailers in the state of Iowa are required to complete the training and certification every two years to remain Iowa Pledge certified.

Monarch Takes Agile Approach to Partnering with Autodesk

Agile is a software development methodology known for allowing ultra-fast turnaround. Monarch Media believes in Agile done right, which means ongoing dialogue with our clients. This approach brings laser focus to the goals at stake, so that development effort can be applied with maximum precision.

The flexibility that Agile allows is especially essential when a client begins development with a general idea of what they want, but not necessarily an itemized specification. Monarch Media partnered with Autodesk last year to take an Agile approach to redesigning the company's Digital STEAM Workshop, an interactive website aimed at providing students resources to help them master science, technology, engineering, arts, and math skills.



  • How to Prepare for an Online Training Project
  • Successful Agile Project Management

How to Prepare for an Online Training Project

Today, organizations regularly face challenges involved in creating and implementing an online training project. So where should you begin? Monarch Media has designed a toolkit for taking your training online which will lead you through the key considerations to help you start developing a plan to achieve your goals. This toolkit includes an assessment of your learning needs, an opportunity to identify action steps, and ways to support you and your organization in the strategy, authoring, design, and implementation of your project. freetoolkit  

Successful Agile Project Management

Successful Agile Project Management ToolkitThe approach you take to managing a project can make it or break it. Agile methods have grown increasingly popular as a proven approach to successful project management. In this toolkit, you’ll find the answers to some common questions we get about how to effectively manage an eLearning project using the Agile approach. Download the toolkit here.