How do you track revision comments in your e-learning or online courses? Most of the time, I use a spreadsheet based on the revision tracking template below.
My spreadsheet includes a formula to automatically add the page title once reviewers enter the module and page number. That makes it easier for reviewers. However, if I don’t have visible page numbers (either directly on the slide or in a table of contents), I remove the formula and ask reviewers to type the page title or description.
Depending on your reviewers, you may want to protect the sheet and lock down the page title column to keep them from overwriting the formula. If you use continuous numbering throughout the course, you can also probably use a simpler formula than this template.
The spreadsheet has three hidden columns. I keep these hidden when I initially send it to reviewers so they can focus on just their part. After I have gotten the feedback, I make the columns visible to add my comments and questions.
I use Google Docs when I can for reviews because multiple reviewers can all see each others comments. They can avoid duplicating feedback. Everything is all in one file and doesn’t need combining later. However, if Google Docs isn’t allowed in an organization or it’s important to get independent feedback from each reviewer, I use Excel instead.
Feel free to copy this spreadsheet and adapt it for your own use. You can also download it for Excel.
How do you track feedback on your courses? Do you use a spreadsheet like this, or do you use a custom-built tool like ReviewMyElearning or OQAR? If you have your own cool spreadsheet, I’d love to see it. I’m constantly tweaking this form to improve it, and I might learn something from your version.
Often when we talk about storytelling in learning, it’s related to e-learning. However, storytelling can be used in live presentations too. It’s much more interesting than a bunch of bullet points.
I recently gave a short presentation for a client in the early stages of selecting their first LMS. They currently do very little e-learning, although they hope to expand their offerings in the future for both internal and external learners. They manage their classroom training and webinars with spreadsheets and email, and they maintain a PDF course catalog that has to be sent to everyone every time they make a change. Their current processes aren’t very efficient, and they won’t scale well enough to meet their vision for the future.
The organization has experienced some resistance to implementing a new LMS, so one of my goals was to shift their attitudes. That’s one reason I used a storytelling approach for my presentation. The audience included a number of instructional designers, so the hero of the story is an ID—hopefully one the audience could identify with. Anna, the hero of the story, has problems similar to those faced by the IDs in this organization.
I adapted these slides to work as a standalone resource without a speaker; the original version had less text on the slides.
One quick note: I know it’s popular to bash LMSs, and I would never argue that LMSs can fix every learning problem. For example, you can’t manage informal learning, with or without an LMS. An LMS will, however, help this particular organization meet their immediate goals, and it will hopefully free up enough resources from administrative tasks to do more expansive work.
Have you ever given or attended a presentation that used this kind of storytelling approach? How effective was it? Share your experiences in the comments.