Imported from Diigo

The optimal video length is 6 minutes or shorter -- students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content.

<p>When you’re a domain expert in your field, it’s difficult to step back and remember what it was like to be a beginner. Once we have knowledge, it’s very hard to remember what life was like without it.</p> <p>Instead of placing the burden of training on a subject-matter expert, it’s often more effective to establish a collaboration between subject-matter experts and trainers who are experts in breaking down information, recognizing the critical elements, and putting it back together in a way that’s digestible for people who aren’t experts. </p>

Most perpetual license deals I've seen in the eLearning space are usually priced at 3.5x the annual user price plus another 10-15% of the contract value for course maintenance and support.

<p>The MCPL literature suggests that for an FI to directly improve learning, rather than motivate learning, it has to help the recipient to <em>reject erroneous hypotheses.</em> Whereas correcting errors is a feature of some types of FI messages, most types of FI messages do not contain such information and therefore should not improve learning—a claim consistent with CAI research.</p> <p>Moreover, even in learning situations where performance seems to benefit from FIs, learning through <em>FIs may be inferior to learning through discovery</em> (learning based on feedback from the task, rather than on feedback from an external agent). Task feedback may force the participant to learn task rules and recognize errors (e.g., Frese &amp; Zapf, 1994), whereas FI may lead the participant to learn how to use the FI as a crutch, while shortcutting the need for task learning (cf. J. R. Anderson, 1987). </p>

In the MCPL literature, several reviewers doubt whether FIs have any learning value (Balzer et al., 1989; Brehmer, 1980) and suggest alternatives to FI for increasing learning, such as providing the learner with more task information (Balzer et al., 1989). Another alternative to an FI is designing work or learning<br> environments that encourage trial and error, thus maximizing learning from task feedback without a direct intervention (Frese &amp; Zapf, 1994).

Our temporary fix is to have people place the subheader/divider one row higher than where they want it as it does not seem to move after the first jump.