LMS Hot Topics Archives

Successful LMS implementation requires active workforce involvement and buy-in. It is therefore advisable to run training courses and awareness measures prior to implementation. This will focus learners on the benefits of the learning platform and familiarise them with its functions. Clear communication on the benefits and objectives of the platform is key to fostering a positive attitude.

Moreover, the learning platform should be implemented stepwise so as to ensure smooth integration. Key steps here include providing comprehensive guidance for the employees, creating learning groups and forums for collaboration, and integrating the platform into the company’s existing systems and processes.

Austrian catering and restaurant company DoN can teach us a lot here. Implementing an LMS in a way that enables employees to be more effective hinges on ensuring that the employees understand why they have to change the way they work.

DoN’s answer was to create learning content, tutorials and the like in the lead-up to its LMS rollout. It did this using the imc Express authoring tool. The resulting content was then progressively released to its employees so as to build up their interest in the LMS.

Alongside this, DoN held town hall meetings with its employees. It also handed out DoN-branded “stress heart” key rings with QR codes linked to a fun quiz about the company. Result: the employees were very positive about the new system from the outset because they already understood its functions and purpose.

A successful learning platform implementation is not a one-off project. It is an ongoing process. Companies need to invest in the ongoing development of their learning platforms. Only then can they be sure that their platforms are keeping pace with changing needs and technologies.

That’s a fairly self-explanatory point that probably needs no examples. But it’s worth emphasising that all LMS systems – including established ones – need dedicated staff to administer them.

Ideally that should be on a full-time basis, since in the vast majority of cases, it is not feasible to administer an LMS “on the side”. This is because admins themselves need regular professional development. And there is always work to be done setting up new courses and learning paths, etc.

“It seems ‘learning management system’ is a dirty word at our organisation.” This sobering statement was uttered recently by a client who was looking to implement a new LMS. Hardly the stuff of motivation. The client knew even before the project began that it would have to revisit an ugly legacy.

So, what had happened here? It turned out that something had gone badly wrong with the implementation of the client’s old learning platform. And they wanted to undo the damage by implementing a new one. Unfortunately, the whole idea of learning and professional development using an LMS had by then created such ill-feeling throughout the company that the new project manager knew he had an uphill battle on his hands.

Why do I need it, and what’s expected of me? If the project team can’t provide satisfactory answers to these fundamental questions from employees, they shouldn’t be surprised if the uptake is less than enthusiastic. The benefits and objectives of the learning management system need to be made clear and transparent to everyone.

And, as we know from communication and marketing, it takes multiple touchpoints to truly get the message across. A single email announcing “We have a new LMS” isn’t going to cut it. Instead, you need to reach out to your staff on multiple occasions and actively draw them into the new system.

Imagine this: The company has done the big communication campaign. It has trumpeted the new system far and wide. And finally, the moment has arrived, and it’s ready to use. The employees log in, encounter a fancy UI design, do the first training module, and then – nothing. A dead end. There’s just the one training module, nothing else.

It may sound obvious, but a learning platform without learning content is not an awful lot of use to employees. An LMS needs to have a decent range of high-quality, employee-relevant content right from the word go. If it doesn’t, it will soon be dismissed as irrelevant and will not be used effectively.

When it comes to a new LMS, you need to take your employees with you and actively motivate them to use it. That involves more than merely telling them why they should use the system. They also need to know what they’re allowed to do with it and what sort of learning times are involved. And, of course, they need to be shown how the system works.

Failure to provide sufficient resources and user guidance can lead to uncertainty and low acceptance. But the real key is to go beyond mere enablement and actually make employees want to use the system. The aim is to make them feel motivated so that they enjoy using it and look forward to new content.

One way of doing that is to use quizzes about the company. Or little giveaways with QR codes that lead directly to the learning platform.

Used correctly, with proper planning and linked to job profiles, learning paths can be a valuable tool for long-term, targeted employee development. Some companies are already aware of the value of learning paths in their bid to overcome skills shortages. They systematically foster lifelong learning and are using them to good effect through their learning management systems (LMS).

This is possible because learning paths are core parts of commonly used learning platforms. Put simply, learning paths are used to map long-term training and professional development plans that span multiple courses. These courses can consist of a very wide range of learning content types, including online courses, face-to-face training, and even periods of blended learning. And often there are dependencies between the individual courses: the learner can’t book Course B until they have successfully completed Course A or met some other prerequisites.

Applying these sorts of rules regarding the logical order of learning steps gives rise to various learning concepts. For example, you can create open learning concepts with freely selectable module sequences so the learner can choose the order in which they progress through the modules. Alternatively, you can create closed scenarios in which the sequencing of modules is fixed.

Moreover – and this is where it gets interesting – you can set up these scenarios either as content-based or level-based learning paths. Interesting because this is the point where learning paths become true development paths.

Content-based learning paths are the classic solution and are found in most learning platforms. You can use them to provide and track structured learning content over longer time frames. Take, for example, a six-month onboarding programme in which the participants are required to complete a series of diverse courses.

In case a new hire is assigned to a certain group – say, Sales – in the LMS, they can automatically be signed up for the onboarding programme for that group (in this case “Sales”).

Depending on how the learning path is configured, the new employee is then required to take a test. Depending on the results, they are either allowed to proceed directly to certain modules or required to complete the entire learning path. The learner can in most cases work through the modules in any order they like and can book things like face-to-face training themselves.

In many cases, successful completion of the learning path is conditional on taking a test or passing an assessment interview. Once the learning path has been successfully completed, our learner automatically receives a certificate, which is automatically stored in the system.

Learning paths of this type are a relatively simple way of structuring learning content or courses and are standard in commonly used learning management systems.

This opens up a wealth of applications, as imc business consultant Tobias Sommer explains: “Daimler Global Training, with whom we co-created learning paths of this type, uses them in various scenarios, such as helping employees to meet the requirements of certain job profiles.

Other clients use level-based learning paths for recertification. Recertification means that an employee must regularly complete prescribed professional development courses within the learning path in order to maintain their status as a specialist in a certain area.

Other options for getting the most out of level-based learning paths include using them in conjunction with job advertisements, certificates, and clearances to access certain documents. In other words, certain prerequisites and access restrictions can be tied to pre-defined levels.

Take, for example, a learner who is in learning path two of three. Before the learner can graduate from their current learning path and hence gain access to sensitive documents, their supervisor must confirm in the system that they have acquired all the necessary knowledge. Only then, and after passing a final test, will the learner be authorised to access the documents in question. You can also take the same approach with job profiles: employees are blocked from seeing certain job advertisements until they have acquired the skills needed for the job in question.

Then there’s the certificate use case, as Sommer explains: “The system can also be set up to generate certificates automatically so that, on completion of learning requirements, learners automatically receive certificates which are then also automatically stored in their profiles. This saves time by eliminating manual up- and downloads and HR involvement. Learners can receive certificates on completion of the entire learning path or, in the case of level-based learning paths, on completion of each level as well.”

As we have seen, the potential of learning paths is immense. Tobias Sommer: “Used consistently, level-based learning paths are more like development paths that can be used to take professional development – or even the push to fill skills shortages – to a whole new level.

If I know exactly what qualifications my employees have and consistently provide professional development, I will have the agility, for example, to rapidly fill positions from within the company. I can simply look up which employees might be suitable based on their qualifications and save myself any unnecessary searching.

And that’s why I think this function still has enormous potential, and why I’d like to see more companies recognising that and taking advantage of it.”

Few things are exercising the minds of today’s L&D managers more than the question of how to give employees greater flexibility in their learning. This is part of a trend in many companies away from formal and towards informal learning. And from informal learning, it’s just a hop, skip and a jump to self-directed learning.

Self-directed learning, in a nutshell, is about giving employees the flexibility to decide for themselves what, when, where and how they learn. That sounds simple, but it actually requires a great deal of conceptual design work and careful technical implementation, not to mention trust in one’s employees. But it’s worth it because, planned properly and implemented strategically, self-directed learning can be a valuable complement to classic top-down learning.

This key fact is not lost on Mercedes-Benz Group AG’s Michael Temme and imc Learning's Marion Sander-Feld, who are currently working on ways of integrating new self-directed learning components and functions directly into the imc learning management system (LMS). In this article, we explain the benefits of self-directed learning, what its limitations are, and what Netflix has to do with it.

Given the current skills shortage, employee upskilling and professional development are matters of top priority for all companies, regardless of size. Automotive giant Mercedes-Benz Group AG is a case in point. Its approach to employee learning is guided by five key questions: what, who, where, how and when.

Mercedes is also looking closely at how face-to-face training can be translated into online learning. This requires new approaches because it is not possible to take analogue training digital without careful modifications and workarounds. Anything short of this will serve only to turn employees off.

Michael Temme, who manages innovation projects at Mercedes-Benz Global Training, is an expert on this. He has no doubt that for a training course to be effective, learners need to be able to see and understand how it is relevant to their work.

“We need to face the fact that what matters is not how much an employee learns, but how much they retain”, he says. “We know that learning content is more memorable if learners are able to apply their learnings immediately and are free to select the learning method that works best for them. People have to be able to decide for themselves what, when and how they learn. That’s why we use self-directed learning methods.”

According to Temme, one of the major challenges with self-directed learning is that it requires both different skills and different (digital) systems from those required in conventional learning. For example, when trainers are in the same room as all the course participants, they can ask whether everyone has understood the material and, if necessary, can provide additional details or explanations.

This learning-reinforcing element is a lot more difficult to create in digital settings. To make up for this, Mercedes is employing a number of approaches, including the use of sharing and learning-specific networking (social collaboration) in the LMS.

Self-directed learning also requires employers to place a great deal of trust in their employees, in return for which the employees need to be extremely self-organized and highly self-motivated. The point is that employees will only feel motivated to learn in the first place if they can see that what they are learning is relevant and will benefit them in their day-to-day work.

Just as importantly, they will only retain what they have learned if they are able to apply and reinforce it in their day-to-day work very soon afterwards, as Ebbinghaus’s Forgetting Curve shows.

Temme also notes that the vast amounts of digital learning content generated during the pandemic resulted in many learners feeling overwhelmed by the sheer volume of courses and unable to tell which ones were actually relevant for them. In other words, offering more courses does not necessarily lead to greater initial learning or long-term retention.

For this reason, Temme increasingly favours problem-based learning over classic ‘ready-made’ learning content. Learners engaging with a real-life problem or question can, by using the right social collaboration tools, for example, quickly and easily work their way towards a real-life solution with support from other learners and/or from experts.

By using social collaboration in this way and by learning in the moment of need, learners retain their learning for much longer. They progress from inert knowledge to understanding and, by applying that understanding immediately, they achieve specific competencies.

This leads into an important new feature that imc AG is currently developing for its LMS, the imc Learning Suite, in partnership with Mercedes: channels. The idea of channels is to make learning as easy as watching Netflix or YouTube: learners simply select topics they find interesting or that are relevant to their needs and are then presented with matching content recommendations.

It doesn’t matter what a topic’s form or scope is. The learner is shown everything that matches the topic: everything from short learning nuggets to in-depth explanatory videos to learner-made tutorials. The main focus, however, is on learning nuggets that are readily consumed as part of independent research and can be created without too much investment of time and effort on the part of experts.

These short learning units offer the added benefit that they can be quickly consumed in the moment of need and on the job, which leads to improved internalisation and retention of knowledge. Consequently, the learning outcomes are superior to those achieved in situations where employees first learn and then try to recall the knowledge months later when they need to put it into practice.

Users receive notifications whenever new content is added to the topics to which they have subscribed. Marion Sander-Feld, Head of Product Management for imc Learning Suite, explains: “Channels are topic-based containers. They are represented on screen by tiles and can contain various didactic learning nuggets, such as videos, links or PDFs. The scope is not limited to highly professional and expensive-to-produce training courses.

This is intentional, because we also want the channels to provide content that can be produced quickly in order to meet urgent learning needs. In providing this new feature, we also want to enhance the learning experience because making it faster and more intuitive to navigate the LMS and find the desired content significantly improves learning outcomes.”

By expanding the learning offering beyond the usual highly polished web-based training sessions and enabling all users to post their own learning content, channels will make learning a more bottom-up and accessible experience for all. This addition of user-generated content, which all subject experts will be able to create with ease, will help to reduce knowledge loss.

So far, so good. But as is so often the case, self-directed learning is not necessarily the one and only solution that’s needed. There will always be content that employees are loath to engage with – courses on data protection, compliance or IT security, for example.

These are extremely important topics that require not just learning, but genuine internalisation, so it’s best not to leave that entirely to voluntary self-selection. But even with compulsory training like this, the managers responsible should still apply the problem-based strategies of self-directed learning.

Thus, if the topic is cyber security, the content should present concrete examples and real-life problem scenarios that show employees how they can help prevent cyberattacks. And if this approach works with less-than-popular courses, it is sure to be a major success when it comes to self-selected content. Because learning should be like watching Netflix: child’s play.

Ever had words with your car? Yelled at the TV? Sworn out loud as you stab angrily at your PC keyboard? Or muttered “stupid system!” – only to discover, somewhat sheepishly, that the problem lay with you, not the system? It’s OK, we’re no different. Our consultants are intimately familiar with this phenomenon, too.

That’s why we talked to our consultants about the misconceptions and obstacles that most frequently cause LMS clients grief, and how they can be overcome. And sometimes it’s good to see things through the other person’s eyes, so we’ve decided to write this from the point of view of our learning management system and share some tips for a better handling of the LMS. That’s right, you may not be aware of it, but our LMS has feelings too, and it’s only trying to help!

The following excerpt from the diary of our learning plattforn is a light-hearted take on human-system interaction, but it contains genuine and practicable expert advice that will hopefully make working life less stressful and more relaxed for all concerned – you, the system, and our consultants.

This morning, I wasn’t even fully awake and was hoping for a slow start to my day, but then I received another error message from China. It was from that important guest who checked in recently. Humans, by the way, always call guests “clients”, but “guests” sounds so much nicer to me.

Anyway, this super-important guest thinks it’s okay to check in an additional 50,000 learners without first telling us and giving my human colleagues – imc’s consultants and architecture experts – a chance to make the necessary server preparations. These preparations are quick to implement, but they’re not instantaneous. I mean, have you ever tried to find room for 50,000 guests who show up on your doorstep unannounced? We pride ourselves on being great hosts, and part of being a great host is being prepared.

My personal coach, Lia, always says I need to work on my stress management – it was her recommendation to keep a diary. I like Lia. She listens and helps me manage my endearing little peculiarities – the things that humans for some reason call bugs.

Bugs! Such an unkind word to use, given that everyone has their little quirks and tics. And to be perfectly honest, many of so-called bugs are not actually my fault, they’re user errors. There is always potential for user error, which is why my human colleagues and experts – wonderful people like Andreas and Christian – are there to help. They are excellent human-machine interpreters and are only too happy to clear up these sorts of little misunderstandings and misconceptions.

It’s so pleasing to see that my new functions are being accepted and used by more and more guests. And to think that only a couple of years ago, they still had to log in separately to every system I’m connected to. Such a chore and a bore! But now, thanks to single sign-on authentication, it’s all so much simpler, and they can now access the entire learning ecosystem with a single click.

A lot has happened on the gamification front too. Being able to collect badges after completing courses is extremely motivating and makes learning much more fun. Up until quite recently, gamification tended to be frowned upon, especially in the more staid German companies. They’re supposed to be learning, not playing! Well, I disagree, because I can combine learning and play.

Successful learning comes from motivation, which is why I wholeheartedly recommend my skill management feature. With skill management, I can facilitate employee development by highlighting the skills employees already possess, and those they are yet to acquire.

The employer can then compare this information with the skill requirements in job profiles to identify which candidates still need development in specific areas, and which ones are suitable for the role because they already have the required skill set. This can be applied to all selection scenarios, from promotions to filling vacancies. I firmly believe that not using this feature is a wasted opportunity, particularly for guests who have a lot of office-based employees.

Time for a coffee break, time to share a little secret: I will soon be getting some amazing new functions. And the best thing about it is that people are comparing me with Netflix – finally, a function that’s instantly recognizable for every user! Very clever of my developers to have come up with this: my new ability to recognize when different items of learning content deal with related topics. I can now recommend new courses or learning videos based on these similarities.

I can’t wait to see how this function is received once the first guests start trying it out. Who ever said learning systems are unsexy?

That’s my caffeine fix sorted. Time to move on to the next real challenge – in the form of a new guest from Australia. This guest creates three new courses, then complains that there’s no easy overview of who has done the courses or completed the tests.

But that’s another major misconception, unfortunately, because the solution he needs is already there: learning paths. Let me explain. First of all, there’s learning content. That can be any kind of training, whether face-to-face or digital. If I combine multiple items of content, then that’s a course. I can then combine multiple courses to create a learning path. If I want to, I can then also define various course prerequisites.

The idea of prerequisites is that the learner can’t progress to a higher-level course until they have passed the courses below it. You can even create placeholders – course templates – for individual courses in the learning path if, say, the course dates have not yet been finalized. Guests can then book the relevant courses in the learning path once the dates have been finalized, and the courses created. With this set-up, the administrator will always have total transparency regarding how far along the learning path the individual learners are, and can see full details of the courses.

Pro tip 5

Learning paths need to be well thought out because they are intended for longer-term development programmes. In that sense, they are like semester schedules at universities. The latter comprise various lectures or courses, and by the end of the semester, students need to have attended all the lectures in order to pass.

So, it’s important to think carefully in advance about the purpose for which an item of learning content, a course or learning path is being created. Once you have created a learning path, it’s not that easy to make changes. If you are unsure, it’s best to double check with our consultants.

What a day! But the end is in sight. Meanwhile, there’s something I really want to get off my chest: I’m a precision system, and I can show humans exactly what they want to – or are allowed to – see, but only if they correctly specify what they want via my user interface.

The same principle also applies to authorisations. It makes total sense that sales consultants who only sell, say, drilling machines should not need access to user guides for gardening tools. But to give effect to that, you actually need to specify it in the roles and rights concept. That way, the group defined as “sales consultants for drilling machines” will only be able to view user manuals for drilling machines.

Also, my creators are constantly talking about learning analytics and how it can be used to create really cool dashboards. That’s another new functionality that I’m very proud of. Learning analytics enables you to “measure the business outcome of the learning process,” as my big boss and Head of Product Management here at imc, Wolfram Jost, would say. In other words, learning analytics lets humans track whether they are getting a good return on their investment in learning. Definitely a key technology to keep an eye on!

Well, it’s nearly time to finish up for the day, and I’ve got a really nice evening planned. The product management team will be coming by shortly, and I’ll be paying really close attention to what they say, because it’s about my future. I love my product managers because they’re always checking me over closely to spot untapped potential and find ways of making me even better than my competitors. Time to grab some data snacks, sit back and relax. I can’t wait to find out what updates they’ve got in mind for me.

Ok, Diary, talk to you again tomorrow!

If you ask a real estate agent how much a house costs in general, they will likely roll their eyes at you and bombard you with a number of questions: What location are you looking at? How many rooms? What size? With or without a garden? Are you looking to self-build and be actively involved, or would you prefer a turnkey house? Solid construction or prefab? How do you want it finished and furnished? Laminate or wooden flooring?

There is a never-ending stream of questions needing clarification. As you can see, quoting costs without considering the parameters is not reasonable or tenable.

The same applies to learning management systems. As LMS expert at imc learning, Bernd Heischmann helps customers find answers to such questions, and ensures that the chosen LMS maps all requested scenarios and meets the (future) requirements. It pays to remember, that miscalculations and unnecessary changes after implementations are far more expensive than an investment based on a thorough needs analysis.

But one thing at a time: We asked Bernd about the most common questions relating to LMS costs and his tips for implementation.

You are always looking at one-off costs and recurrent costs. One-off costs include things like implementing a customised configuration or LMS adjustment. Then you need to link other systems. Similar to a house, the planning, design and set-up of an LMS also needs to be tailored to the user so that their needs are met.

Especially in the planning phase, there are often enormous differences between different projects. In many cases, an LMS with an extensive feature set can be used “as is” and configurations are limited to a custom set-up.

If necessary, modules can be added. However, many customers want their LMS to be 100% tailored to their specific requirements. In that case, it’s worth looking at customising the system. Of course, that is more expensive than implementing an LMS in line with the existing system standard.

It is also important to remember that the “interior design” of an LMS is an added cost – for things like creating attractive learning content.

A software-as-a-service (SaaS) solution also involves recurrent fees. Typically, usage fees for such an all-in-one package of system provision and cloud hosting are charged per user. Yet, even with an alternative on-premises solution where the LMS is hosted in-house, software maintenance and support represent ongoing expenditures and hosting costs are incurred in addition to the one-off licence fees.

An LMS can be a worthwhile investment for companies of any size – from SMEs to large corporations. It just depends on how it is used for what purpose. For instance, many of our customers not only train their own employees, but also their customers and partners. This helps them retain existing customers and partners, increase loyalty and attract new customers.

Many create a business model whereby they offer targeted e-learning courses in their system to third parties for a fee. The LMS then pays for itself very quickly.

We should also remember that professional development has become a major focus for employees and applicants. A company can no longer get away with neglecting training for their employees. Regular up-to-date professional development is no longer considered an optional benefit, but an integral part of a modern corporate culture that should be expected.

The technical implementation of an LMS without custom programming or sophisticated interfaces takes roughly three months. Of course, this can vary depending on the scope of the project.

Then, you also need to factor in the time to select a suitable and viable LMS and develop an effective concept for introducing e-learning in the company. Costs can quickly explode if suitability issues are only detected after implementation, or the selected system fails to evolve with the company and becomes obsolete after only a few years.

As stated earlier, careful planning is absolutely crucial. Anything you miss in the beginning could turn into a major expense later on. I would therefore advise thinking carefully about future plans and other potential ways to leverage the system. If add-ons and extensions are considered from the start, a modular system that is easy to upgrade might be the answer.

Modern LMS have many functions, but different companies need different feature sets. With a modular system, the functional scope needed at a given time can be selected, limiting costs. As requirements change, additional features can be added one by one.

Stakeholder management is another important aspect. An LMS rarely involves just a single department. It usually affects the entire company. It is important to get the buy-in of key decision-makers. Typically, you are looking at IT, Personnel Development and L&D, but you might also want to consult Sales and the Works Council.

My final tip: It is vital that sufficient relevant content is available, and that you start off with excellent learning content. When the first learners start using the system, it is an absolute must the learning content they find there is exciting.

Investing in a small number of flagship projects that really inspire your learners is well worth the effort. First impressions count, and a bad impression is hard to rectify. Among our customers, the current trend for flagship projects involves learning games in 2D or 3D environments that allow learners to explore specific worlds. These look and feel nothing like traditional e-learning courses and create a unique atmosphere. You can also choose to create your own learning content, leverage content libraries or purchase off-the-shelf learning content. Simply remember that making a good first impression is key to wide-spread acceptance of the system.

Thank you very much!

Anyone involved in software development will likely be familiar with the term “headless system” – but the same cannot be said about HR or L&D staff.

Yet, it’s worth taking a look at the topic, given that headless systems – that is, systems without their own manufacturer-defined user interface – are gaining importance in many fields. This also applies to learning management systems (LMS). That is why we created an overview of the structure and benefits of headless LMS and answer the key questions here.

A headless LMS has no pre-defined user interface or “head”. This makes it easy to integrate its content and functions into other systems’ user interfaces, resulting in a significantly enhanced user experience. The content can be played in various formats and through different channels or devices. This means that the frontend and the backend are no longer monolithically integrated.

The LMS is used exclusively in the backend and serves as an administrative system. The functions and content are not shown via a human user interface, but through application programming interfaces (APIs). This facilitates customised frontend development and adjustment for different user groups.

It has several benefits. User experience is one of the major challenges for all learning platforms. After all, these systems house enormous data volumes, which must be played to thousands or even millions of users in a targeted and clear manner. Developing a generic user experience that is suitable for all these different user groups and use cases is difficult – if not impossible.

It is also extremely difficult to decide which content is shown to which user group (e.g., administrators, course administrators, learners, trainees), and how exactly that content is presented. The more an LMS can be tailored to a specific company and the more additional systems are integrated, the more complex it becomes. In such cases, a headless LMS can provide greater clarity, as tailored content can be shown to each user group.

Say, a learner receives a badge or certificate for passing a course, and this is displayed in their learning status in the LMS. With a headless LMS, this progress could also be shown elsewhere – for example, in the employee’s profile on the company’s social intranet.

Third-party tools and other e-learning marketplaces can equally be integrated and shown in the same interface, removing the need for the learner to keep switching between different systems.

Some customers also use this type of system when they only want to integrate selected courses or content from the LMS into a dedicated portal they are setting up.

Especially within a learning ecosystem comprising several systems in communication with each other, a headless LMS makes data maintenance significantly easier while also facilitating greater flexibility and customisation. Administrators can use a single source, rather than updating, managing and publishing the same data set on several platforms.

This data source serves the entire learning or software ecosystem and offers complete version control. The data is automatically synchronised across all interfaces that use this feature via APIs.

Flexibility increases at the same time, because administrators can precisely select the LMS components they want to display or hide. Ideally, this provides the user with a leaner user interface that is easier to navigate.

Once the decision has been made to purchase a learning platform, the real work begins. After a long-lasting struggle to reach a decision, the ones in charge are then highly motivated and want to start as quickly as possible with the selection of a provider and implementation.

However, they too often forget to involve important stakeholders in their own company in good time. If there is no early exchange about responsibilities, requirements or possible risks, and if other departments and employees are left out, problems are inevitable. Therefore, despite all the euphoria, first write a list and get those responsible around the table. Then go for it!

Digital learning is teeming with cryptic terms, many of which are not at all self-explanatory and have various, equally-confusing alternatives.

In this A to Z, we shed some light on the subject and have compiled a list of the most important terms and abbreviations in the field of e-learning in 2024.

Jump to a relevant section or scroll on to browse…

A to F / A - B - C - D - E

G to M / G - I - L - M

N to R / N - O - P - R

S to Z / S - V - W - X

The term API stands for Application Programming Interface. This is a tool that acts as a bridge between two software platforms, allowing them to communicate data with one another.

In the context of e-learning, an API can be hugely valuable by allowing your learning platform to communicate learner data with related business systems, such as your HR software or collaboration tools like Microsoft Teams. This saves time by reducing the need to duplicate the management of employee data across multiple platforms.

An authoring tool is software for making it easier to create e-learning content. This could include interactive applications with which text, graphics, sound and interactivity can be combined to form a piece of content. Authoring tools can be used to create simple presentations or WBT (web-based training), or with an advanced tool - a full interactive module. No programming knowledge is required for using an authoring tool.

Learn more about our own authoring tools:

imc Express and imc Content Studio.

Custom elearning content is developed specifically for the needs of any individual client, in order to best meet their current and future training needs.

The alternative is ‘off the shelf content’, which is typically lower cost and used to deliver quick, compliance-based training. This can be good for ‘tick-box’ kind of training in areas such as basic health and safety awareness.

However, if you’re looking to use e-learning to engage learners and drive performance in the context of your business, then custom content will tend to be much more effective.

Learn about the custom elearning content development services we offer at imc.

Digitisation is simply the transfer of assets from analogue to digital. In the context of learning, this is often taking paper based training materials or face to face classroom delivery, and creating online learning media, which is often housed in an LMS.

Digitalisation is the tactical use of digital tools to improve business processes. For example, this could be analysis of employee or team data within a performance management system (or even just a spreadsheet), in order to identify skills gaps or improvements to training materials. Digitalisation could go as far as changing a business model - for example, a physical goods store moving to ecommerce or a training company switching to selling courses online.

Digital Transformation is the broadest move that happens as a strategic shift orchestrated by the highest level of management. It is a long-term, highly coordinated series of digitalisation projects that may need to overlap and interact with each other.

Digital Transformation can be a powerful modernisation of an organisation that enables it to find new efficiencies, adopt the latest and future technologies, and literally change the organisational culture.

This is a skill and process that combines foundational principles in learning psychology with the latest available technologies to design content for the best possible learning experience. Trends in recent years have moved towards learner engagement, as well as the effectiveness of content, helping people want to follow the training materials.

Multimedia content options, such as video that is now more accessible with ubiquitous, fast internet access, and principles such as gamification and games-based learning, are now key elements of the instructional design toolkit.

Modern e-learning software, such as our own authoring tools, allow L&D professionals and subject matter experts with no formal industrial design training to create effective learning content.

The concept of the Learning System Suite is a combination of an LMS and LXP, as well as a NGLE.

It provides all the top-down training delivery and assessment capabilities associated with a Learning Management System (LMS) for the essentials of onboarding and compliance, combined with the intuitive and engaging environment of a Learning Experience Platform (LXP) and the broader ongoing training, collaboration and interoperability you might consider to be a Next Generation Digital Learning Environment (NGDLE) (or NGLE).

The imc Learning Suite is built for exactly this purpose - a solution for learning management, experience and performance all in one place, while integrating seamlessly into your existing tech stack.

In the field of software, the term multi-tenancy refers to a single application (so in our context, the LMS) shared by multiple user groups who each experience their own, individualised learning environment. This means that different user groups can have different learning portals (each with its own entry portal, its own features, user rights, content, look & feel, etc.), while the system is centrally managed through a single LMS.

This can greatly reduce the cost and time needed to adapt the training experience for different teams, partner organisations, or even customers.

Read more about multi-tenancy LMS solutions in our in-depth article on the topic.

L&D professionals and industry commentators have been bemoaning the limitations of learning management systems and predicting their imminent death almost since they were invented. One of the key complaints is their closed nature that requires a great deal of additional administration alongside other business and HR systems.

The idea of the Next Generation Digital Learning Environment or NGDLE is that it opens up a learning and people performance ecosystem of tools with open standards and principles, perhaps with single sign on (SSO), which will greatly reduce the siloing of learning assessment, collaboration, feedback and general communication.

Some people drop the ‘Digital’ as a given, giving us NGLE.

Our own imc Learning Suite is an example of such an integrated solution that plays nicely with other popular business tech solutions.

In contrast to cloud hosting where data can be stored on multiple servers, and possibly even across multiple territories, on-site hosting will house data at a single client location.

While data security has generally improved over the years and many organisations have moved entirely over to the cloud, on-site hosting can still be appropriate for some organisations where security is of extra concern, and / or to ensure compliance with specific industry or local regulations.

The downside of on-site / on-premise hosting compared to cloud tends to be reduced scalability as resource needs grow or the economies of scale associated with a company maintaining thousands of machines at one or more data centres, rather than a small number on-site. However, this is not a concern for some single-site organisations.

A performance management system enables the ongoing, regular monitoring of employees against KPIs and individual targets. These targets and expectations will be set to support collective contribution towards the wider organisational strategy.

A good performance management system will include learning resources to help support individuals and give them data on their own performance, while providing a management dashboard so that L&D and HR teams can identify an issues, in order to offer additional support or intervention where needed.

The imc Learning Suite incorporates the functionalities of a Performance Management System in the LMS. With its extensive Learning Analytics modules, the imc Learning Suite provides both learners and tutors as well as managers with clear dashboards regarding the learner's progress and performance.

Many companies – for instance, in the food, pharmaceutical or medical sector – need to meet strict regulatory requirements such as FDA Title 21 CFR Part 11. These requirements include that all processes leading up to the production of a product have to be documented and verified at any time. This also applies to employee training, as it is an essential factor in the quality management process.

A Validated Learning Management System (VLMS) - like the imc Learning Suite - enables organisations to make their training processes compliant with these strict requirements. Read more about Validation and Validated Learning Management Systems here.

Learning through videos is popular with both employers and learners as it can convey much more information than static formats in a short space of time, and can appeal to those who prefer visual or auditory content. Videos can be designed and animated in different ways to contextualise learning, or directed by real people - 'characters' - who guide learners through a topic. 'Explainer videos' can be highly effective for onboarding new staff and introducing new concepts.

An advanced use of video-based learning is the interactive video.

More about Video-Based Learning on the blog.

xAPI is often seen as a further development of SCORM. In principle, learning content and learning management systems (LMS) can exchange information with each other in order to record a wide variety of data and learning activities.

To this end, xAPI has redefined some of the basic practices for tracking learning experiences. The main difference between xAPI and SCORM is the type of learning that each participant can follow.

While SCORM is limited to recording online learning, xAPI can track almost any activity. Here xAPI provides a much more detailed view of learning progress, both online and offline.

Different learning methods that xAPI can track include reading a web page, attending an event, borrowing a library book, playing a game, blended learning, and team-based learning. The xAPI data is stored in a Learning Record Store (LRS).

The L&D sector has largely reached a consensus: Customisation must play a bigger role in corporate learning. We must strive to democratise knowledge. The panacea needed to achieve these ambitious goals? A learning ecosystem. The focus is almost exclusively on soft factors related to the corporate and learning culture when establishing such a system, neglecting technological aspects.

Yet, suitable software such as a learning management system or learning experience portal is vital. Let’s take a step back to grasp what a system needs to achieve to map a meaningful learning ecosystem.

Let’s say we have an industrial client who manufactures special parts for large-scale equipment. All new employees and trainees must know how to use the equipment employed to make these parts.

They train on a training machine to learn the workflow. Now, it is possible to link this training machine to a learning management system (LMS). In that case, a new employee could log into the training machine with their personal identifier. Once they have mastered the workflow, the machine automatically transmits the training success to the LMS where the training is marked as complete.

This is then booked in the employee’s learning path or as learning progress – for instance, as part of their on-the-job training. Thus, the communication between the different systems makes learning easier. This example might be a little staged, but I think it illustrated the practical application of a learning ecosystem very well.

Before you start thinking about a learning ecosystem, a suitable cultural framework must be in place.

As an employer, I need to motivate employees to use a system and allocate time for that purpose. At the same time, the user experience of the learning ecosystem (LE) must be structured in such a way that the employees enjoy using it, and make it easy for them to find relevant content.

A user will be far more likely to use the system when they can see an immediate and direct benefit. If that benefit is not obvious, you have lost.

There are two approaches: First of all, I can make the LMS or LXP the central hub for my learning ecosystem. In this case, the LMS also needs to be able to present contents from external sources.

The learner can find materials from the entirety of the ecosystem through the frontend of the LMS. It makes no difference to them where learning content is stored – in the company LMS or, for instance, an integrated content library. For the learners, it is important that the system is easy to navigate and that they can quickly find relevant contents without jumping through hoops. Whether or not this takes them into a different system is irrelevant.

The second approach is to subordinate the LMS to the overarching portal. Rather than being at the centre itself, it delivers its results to the top level. This is useful when a central portal already exists and the LMS is integrated at a later stage.

In the second case – when the LMS is a cog in the wheel – the contents must be supplied to the overarching system. Indexing then becomes a major factor. That means that content must be provided in a format that triggers useful search hits presented and shown in a meaningful manner. The same applies to recommendations the system gives the user based on learning habits or interests.

Good APIs (application programming interfaces) are the key success factor for these types of functions. They facilitate the communication between the different applications. Effective and standardised interfaces are always important in IT, but whenever several systems come together, they become absolutely crucial.

This is a very interesting question. Let’s break it up into two parts. To illustrate: Your universe might grow because the number of planets is increasing, or because the existing planets are becoming more populated. These are two very different scenarios.

Similarly, you can expand your learning ecosystem by integrating or linking new components, or by adding more content to the existing elements.

After all, the purpose of a learning ecosystem is to continuously and frequently change the volume of the learning content, and the integration of user-generated content (UGC). Going back to our analogy, user-generated content merely increases population density on a given planet. From a technical perspective, this is not a critical process, as the growth takes place within an existing system with no effect on the complexity of that system. It would therefore not qualify as a true expansion.

I would say a true expansion of the ecosystem involves the integration of additional systems or a new interface. This expansion process is somewhat slower, as each new system needs new interfaces or gateways.

Each “planet” needs to provide the information within the LMS to the other “planets” – and ultimately the user – through standardised interfaces, and various APIs as well as an event bus are utilised for this purpose. Meanwhile, the central system must be able to absorb content and integrate it in its search function to make it accessible to its users.

An event bus is basically a messaging system. One system throws a message onto the bus, the bus takes off, and the next system can retrieve the message.

The message does not disappear after it is retrieved by one system – it remains available for the other systems. For example, systems A, B and C “take” the message, but system D ignores it, because it’s not relevant to it. Meanwhile, system D might “take” a different message that A, B and C are not interested in. Messages are thus distributed in real time, making manual message transfer to each system redundant (publisher-subscriber approach).

The challenge with this approach is that each system involved must be able to understand the message contents. This often requires some adjustments, as some systems might not be able to translate it directly. This is a major current topic for our development team.

There is certainly room for improvement in system alignment, which also encompasses IoT (internet of things) and ESB (enterprise service buses). In other words, systems need to know both, which message they need to retrieve from the bus and which immediate adjustments they need to make.

This reduces the need for system adjustment. Now, an ESB is not a trivial thing, and might be overkill for a straightforward set-up with a small number of systems. However, my learning ecosystem is fairly complex and serves more than 10,000 employees, it makes an enormous difference.

Another thing we are working on at the moment is switching over to external contents. Right now, we can integrate external content in the search through our LMS, for example, through the LinkedIn Learning Content Importer. We want to expand that capability to enable the user to switch directly into the external system. We are currently collaborating with a major client to achieve that.

It comes at a cost. None of this is free. Everything we talked about needs investment. The systems need to be maintained continuously, as do the connections to the interfaces, and some of these systems might be proprietary. It’s not an automated process.

Ideally, that will enable me to create a learning ecosystem which optimises how the different needs of all my learners are met. Everything then comes from a single source, which is a whole lot more user friendly and actually feels like one system. A good learning ecosystem goes a long way towards improving the learner experience and providing real support to employees in their daily work.

My advice: Good planning is half the battle! It is important to clarify from the outset what you want to achieve, how many systems should be maintained and how much maintenance can be provided.

Only considering your own workforce when planning your training is short-sighted. After all, distributors, franchisees, agents, brokers, as well as association members and even volunteers contribute to corporate success just like your in-house employees.

Consequently, these external partners need to know all the details of your company’s products and services. In this article, our experts show how to set online training up for success in such an extended enterprise learning scenario, and how to turn a learning curve into an earning curve.

To understand “partner training” let’s picture the following scenario: A manufacturer of glasses and other optical aids is launching new contact lenses that are particularly thin and suitable for sensitive eyes. First of all, the company’s own sales staff need to know the benefits of these contact lenses, as they sell the products either directly to the customers or to other companies like Company B.

If the products are sold on via a trading partner as an additional distribution channel, the sales consultants employed by Company B also need to know the particularities of the new lenses. The crux: You can only sell a product if you know its benefits. This holds true even more when a trading partner sells products from more than one provider and has several suppliers.

The circle of distribution partners includes more than just external sales employees. Depending on the sector and the orientation towards B2B or B2C business, a completely different set of target groups should be addressed and included. For example:

Distributors and dealers (car dealerships, opticians)
Franchisees (restaurants, insurance companies, real estate agents, etc.)
Specialist staff in the insurance, health or medical technology sectors
Joint ventures
Partners
Customers
Members and voluntary staff
Friends and family
The general public

Once the external partner network has been defined, the question is: Is it better to train these employees online or in person? Both options have advantages and disadvantages which need to be balanced precisely. The idea to present such distributor training online – for instance, in a learning management system (LMS) – is not new.

The benefits are obvious: Instead of sales consultants travelling to attend on-site training, all employees ultimately involved in selling the product can complete relevant product training in the convenience of their home or their workplace using various devices. For instance, an optics manufacturer placing their products with various chains can provide remote access to the product training to all sales staff of those chains’ branches.

However, the drawback of such online training is that employees are often under time pressure or lack motivation to get started with such training. It is therefore crucial to minimise any barriers to entry for training measures.

For instance, complicated registration processes act as a deterrent. Combined online and face-to-face training within a hybrid learning concept or even a true blended learning scenario may also be suitable options.

Having assisted numerous imc customers with the development and support of such training, training expert Anika Rabe recommends:

No emotion – no sales. Especially when technical differences between products or brands have no major impact, brand loyalty and great storytelling are key.

An external employee needs at least the same degree of emotional investment as a team member of the manufacturer - they must both convey enthusiasm for the product. That is exactly what product training needs to deliver. Items like smartphones, jewellery or cars are frequently bought for emotional reasons, rather than based on mere facts.

If a sales consultant can share their enthusiasm for a product, customers are more likely to buy it – even if, objectively, it is not better or cheaper.

The training that helps external partners internalise these stories differs from that most helpful to your own employees. Internal team members already have a special connection to the brand or the products. They already believe in the quality standard, and need not be won over.

This is an important aspect to take into account. One-size-fits-all solutions no longer have a place in training design – and even the best training will fail if it is unnecessarily difficult to access. This is why training expert Anika Rabe recommends: “Making it easier to access learning means making it more likely for the learning experience to be shared by everyone. For example, adding a QR code to products that are new or involve a steep learning curve is easy, and can be used to direct the user to the relevant training course with a simple scan.”

However, Anika notes that simplified access also makes it harder to verify training. If a training course requires no prior authentication, the creator of the learning content cannot know with certainty whether the end user really completed it, nor how much time they invested. It also remains unknown how much the learner actually learned, and whether they actively apply that knowledge.

Yet such assessment is important, especially when optimising and evaluating learning content. While in-depth learning analytics would be taking things too far in this context, it is a topic L&D managers should keep an eye on.

According to Dr. Wolfram Jost, Board Member and Head of Product Management at imc, the only thing that really matters in the end is this: The learning curve must be transformed into an earning curve. No company trains employees just for fun – whether that is internal employees or external partners. Especially in the extended enterprise learningscenario, the fundamental objective is to increase the company’s sales. Partner training must contribute to corporate success.

It helps to keep these key questions in mind when designing your extended enterprise training to transform the learning outcome into revenue.

Objective: What is the training designed to achieve?
Target group: Who is meant to be trained? What prior knowledge does my target group have? What information and which stories do they need?
Conceptual design: What type or combination of training is suitable?
Performance assessment: How do I define success? How and when do I measure it?
Training access: How can I simplify training access?
Learner motivation: How can my training design ensure that external partners enjoy the training process and retain the learned content?

LMS Rollouts: Theory vs. Practice

A practical guide to implementing new learning platforms

1. Analysis of requirements and objectives

Practical example: The REWE story

2. Selecting the provider and the learning platform

Practical tip: Meet your potential suppliers

3. Employee training and awareness-raising, and LMS integration

Best practice case study: Effective LMS implementation on the menu at DoN

4. Performance measurement and feedback

Practical example: Masterful learning at Jägermeister

5. Ongoing development

Summary

Diary of an LMS

Informal learning: Everyday hero of work

More about our LMS

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Implementing a New Learning Platform: First Impressions Count!

Communication, pro-active employee motivation strategies and quality content as the keys to successful LMS implementation

Red flags: Common pitfalls when implementing an LMS

Lack of early engagement with stakeholders

Inadequate communication: “Why do we even need an LMS?”

Cluttered and unappealing design

Not enough content in the LMS – or none at all

Not another password to remember! And what’s my user ID anyway?!

Lack of employee enablement and motivation

But what does this look like in practice?

Diary of an LMS

Informal learning: Everyday hero of work

More about our LMS

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Development Paths: Moving Beyond Learning Paths

Learning paths have been part of corporate learning for a while, but they’re not being used to their full potential. Learning paths offer more than just a way of providing short-term training for employees. They can be an absolute game changer in the fight to overcome skills shortages.

Greater potential than you might think: Learning paths in LMS

Learning sequence and dependencies within learning paths

Leveraging content-based learning paths for more structure and better learning experiences

Level-based learning paths and recertification

Direct integration of certificates and new jobs

Using development paths instead of learning paths: What’s the benefit?

Diary of an LMS

Informal learning: Everyday hero of work

More about our LMS

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The Netflix Factor in Self-Directed Learning

How self-directed learning can be used in companies, what it adds, and where its limitations lie

The case for self-directed learning

No obvious benefit = no lasting learning

Paradox: More courses, poorer learning outcomes

Netflix-style learning with channels

Limitations of self-directed learning

Diary of an LMS

Informal learning: Everyday hero of work

More about our LMS

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Diary of a Learning Management System

imc Learning Suite: Six pro tips to make your life easier when working with the LMS

Dear Diary,

8 a.m.: Dealing with a sudden mass influx of visitors

12:15 p.m.: Bugs vs. user errors: Banishing misconceptions

1:00 p.m.: How gamification boosts motivation and enhances learning outcomes

3:30 p.m.: Using Netflix-like features to create unique learning experiences

3:45 p.m.: Courses and learning paths made easy

5:00 p.m.: Smart decisions with learning analytics

6:00 p.m.: Performance review and new developments on the horizon

Learning Ecosytem: A universe of Learning

The Ultimate eLearning Jargon Glossary

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How much does an LMS cost?

Why good planning saves time and money when investing in a learning management system

Hello Bernd! First tell us, what contributes to LMS costing?

How big does a company need to be for an LMS to pay off?

How long does it take to roll out a learning management system?

What are your top tips for a successful rollout?

How not to break bad with validated processes in an LMS

Learning Analytics: It comes down to the right questions

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Headless LMS – definitely not brainless

The purpose and benefits of a headless LMS

Definition: What does “headless LMS” mean?