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Elearning: innovate or keep it simple? | Part 6: Wrap-up

Elearning innovations

This post is the sixth in a series about innovation in elearning. Customized elearning can offer great value when well-aligned to your learning goals. Read on to learn about the balance between innovation and simplicity.

The beauty of elearning is that it can address a huge range of learning challenges. Its scope spans a diverse set of timelines, budgets, and design preferences.

A potential stumbling block in elearning is that just when we figure out the best ways to use it, technology evolves, and our options expand. Thinking only in terms of what we’ve done before can lead both to oversimplification and over-engineering of our elearning options.

As an instructional designer, I crave organization. I’m not sure if it’s nature or nurture, but we seem to be a group of professionals who live for perfectly ordered sets of things. Life is good when we can cleanly sort and place information into design templates. But templates can be limiting because we build them using the assumptions of past experiences.

At PT, we push ourselves to start from scratch with every project. With a mix of past experience and forward-looking thinking, we work hard to offer you the very best learning experiences possible, at the scale and pace your business demands. We think and create outside of the box constantly. Innovation can be as simple as being open to new ideas, no matter where they come from. Whether the final deliverables are more cutting-edge than you imagined or a streamlined and intuitive reworking of existing knowledge, we’ve worked hard to make sure we solve your learning needs in the best ways possible.

A wise mentor once told me, “If you don’t know your options, you don’t have any.” While her topic was not learning, her wisdom applies here. Trust PT to constantly explore and share options for the most up-to-date and effective learning experiences—after all, we always have more creative options up our sleeves. And we’re always here for you.

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