When we think of the word, motivation, instantly two things come to mind. First, when we are young, many outside things motivate us, a desire to do something, the reality of punishment from our parents, positive and negative reinforcement of what we are doing, etc. All of these things help to motivate children, and in some cases, it has a positive effect, and in other cases, it does not. The more proactive the motivation, the more positive the response to that motivation, the more reactionary the motivation, the more negative the response. The second picture that comes to mind is a learned reaction to something. Like Pavlov and his dogs, which would salivate when he rang the bell, motivation can be at times subconscious. However, there are much more things that drive the motivation of human beings, and in the arena of learning, there are some critical pieces to the puzzle that have to be developed so that learners feel the value of what they are learning and how it will benefit them. The rewards of their success must be considered from a variety of sources and satisfy them on a variety of levels, and as instructional designers of e-learning programs, we must not only understand these factors but be skilled in utilizing them in the courses that we design.

eLearning designers are often the unsung heroes of effective online learning experiences. They have the powerful role of being the ones that build the content provided by the subject matter expert into a robust and engaging narrative for the learner. However, getting there isn't easy. If you are just starting out, you aren't going to become an expert on day one. But if you follow some expert advice, your road to success will be much smoother. This is a compilation of some things we wish we knew when starting out as a new eLearning designer.

There is a simple way to design effective eLearning courses about any subject: brain-based learning. This instructional approach was defined by Hileman in 2006 and has since inspired many “brain-compatible designers” — those who seek to understand the principle and reasoning behind their teaching.

Adult Learning highlights that adult learners are fundamentally different in their methods of learning in comparison with children. As an L&D professional, you need to understand these differences and figure out the best ways to apply them to meet your learner's needs. With adult learners, you will encounter unique expectations, demands, and challenges. The key is to accommodate these and design training and eLearning courses in a manner that is most effective and engaging for them. While there are multiple methodologies to make this happen, there is a model proposed by Lila Davachi, Associate Professor of Psychology at New York University that is known to be effective. Known as AGES (Attention-Generation-Emotion-Spacing), this model highlights four key elements that are essential for effective adult learning to happen.

Take a moment to step back from your role as an eLearning designer, instructor, or course developer and focus on yourself as a learner. Answer these questions: How do you learn best? What learning activities are the most motivational to you? How do you interact with other learners? What do you struggle with when learning new information or mastering a new skill? Understanding your own learning preferences is an excellent place to start when considering the benefits of a learner-centered eLearning model.

With an infinite supply of content available on the Internet, how will you make your next eLearning course stand out? Beyond merely being informative, your content must be engaging as well. Here are eight techniques you can apply today to make your learners love your eLearning courses.

As the workplace moves faster, Learning & Development leaders must keep up to ensure employees can adapt. High-impact learning is the answer to this. It is not only fast-paced, but it also involves strategies to increase retention rates, so your students aren’t just learning quickly, they’re able to retain and apply that knowledge. A large part of a high-impact eLearning program’s success is that it involves people in leadership and management positions which help encourage and enforce learning. Results can be recorded and continual, leading to real changes in job performance.

The brain is constantly on the lookout for ways to improve by obtaining new knowledge and skills, even before birth. Unfortunately, retaining information can be challenging, simply because instructors and course designers do not always use methods that facilitate remembering. The following seven points look at key principles from neuroscience research paired with tips that will allow course creators to achieve effective eLearning courses.