Discovering Educational Technology for Adult Learners


A collection of articles and stories of discovery




Julian Davis

1st Edition


Adult Learning Principles with Technology

Technology Challenges Faced By Adult Learners

Bridging The Technology Gap Faced By Adult Learners

What Adult Learners really do when they start studying – a first hand observation

How to change the Status Quo

Engaging Adult Learners – Distance Education

Adapting the SAMR model for Adult Learners Example

Using digital technology to improve learning in a Corporate environment

eLearning tips and Techniques

How To Get Past Gatekeepers And Help Get Your eLearning Project Over The Line

Sometimes, it’s not the content..it’s the delivery

Tablets in Education – it’s based on the student demographic

Apps and Tools

H5P – interactive elearning tool with HTML5 and Javascript

H5P – Using YouTube to create interactive video’s

Discovering the H5P Interactive Video Library

Articulate Presenter Vs Adobe Captivate saving to LRS

Swivl C1 – my first impressions

H5P Libraries To Use In Moodle For Adult Learners

Marking up 360 images – making WHS more engaging

Storyboarding eLearning with Twine

Using xAPI in a Virtual Learning Environment VLE





I’ve been writing articles for the past few years on discoveries I’ve made in the world of education and technology, especially in relation to adult learners and how they learn.

In July 2016 I published my first ebook, The Seven Year Education Itch that is available across multiple platforms. This book is a gathering of what I’d learnt over the previous seven years in Adult Vocational Training and has been downloaded from all over the globe.

As I delve more into the technological advances of education and it’s delivery online, I discover so many cool things that should be shared. This eBook is a compilation of the stories and articles I’ve written that are worth sharing.

I’ve broken the ebook into several sections that will make it easier for you o navigate. These include:

‣Adult Learning principles with Technology

‣eLearning tips and techniques

‣Apps and tools

‣Summary and Links

I hope you can get something out of this publication and start your own discovery journey into the world of education and technology.


Adult Learning Principles with Technology


Technology Challenges Faced By Adult Learners

Adult learners acquire their knowledge very differently to children. They are much more results driven, goal oriented, and practical, as well as being very self-directed. When it comes to technology, we can’t simply assume that all adult learners understand or know what to do with technology. In this article I have grouped what I believe to be the 5 main technology challenges faced by adult learners.

Being in my mid 40s, I grew up in an age where technology was not as prolific as it is today, especially in the classroom. My introduction to computers was in the form of a massive box that had a black and green screen attached and (from memory) was BASIC. After entering a few lines of code, I was gob smacked to see my name display across and down the screen, constantly updating –this was just amazing! When I left the classroom, that was all soon forgotten– it was time for Home Science and there were no computers there.

The reason I speak about this brief blast from my past is that this is not an unusual scenario for anyone now in their mid 30’s and onward. We didn’t have smartphones, tablets, or this crazy thing called the “internet”. The way we learnt was very different to how children of today learn.

Let’s jump forward to today. I want to introduce to you a fictitious scenario that would not seem that out of place in todays world:


Judy is 47 and lives on a property in the outback of Australia, some 60kms from the nearest main town.For the past 25 years she has been raising her family of 3 children whilst her husband, David, has worked the land on their cattle station.

Prior to starting a family and moving to Longreach, Judy worked as a Paralegal in Brisbane. Over the last 20 years, Judy has experienced many hardships on the land and at times has had to go without. Modern technology was not seen as a necessity, so would go without or seek cheaper alternatives. Mobile coverage was almost non-existent on her property; however, the family did get the internet in 2003 to help the children with the school studies on a basic computer.

[_ _]

Judy’s children are now in their 20s. The eldest son still lives at home and helps on the land with the family business. The middle child has chosen a path in Information Technology, but has moved to Sydney and works as a Consultant for a large financial company. The youngest daughter has moved to Rainbow Beach and is following her dreams of becoming an artist whilst working as a tandem skydiver to make ends meet. With the children now moving on, Judy has decided she’d like to get back into the work force and has always loved the business side of her husband’s work. She elects to complete a Diploma of Business as a distance student, conducting most of the course online. The course requires access to the internet and the ability to complete complex reports in Excel as well as Word, and also be able to upload assessments and assignments to the Learning Management System.


You may be able to relate to Judy, or know someone similar. Her priorities after leaving school (and working briefly) were to get married and raise her family. Her own education was purely work based and on the job training. It wouldn’t be a far cry from assuming that the last time Judy was at school, the technology probably extended to an overhead projector.

Now that Judy wants to start studying again, she faces many challenges. The method in which Judy was taught to learn has long since changed. Distance learning was not something that was readily available, but is very much a part of today’s learning environment.

I’ve summarized the challenges that Judy, and other adult learners, may face when it comes to using technology to learn.

*1. Bias. *

How many times do we here “Apple® is better than Android®” or “Microsoft® has the advantage over Apple®”? This can be extended to “when on the internet, use Chrome® as it won’t work on Internet Explorer®”. These are all too common these days, however this could affect the way an adult learner can access learning tools. Think about an adult learner that simply uses Microsoft Windows® and only uses the built in web browser (Internet Explorer®): How would this affect them? There are also adults that will only use Android® and will continue to bag out any other competitor and will not use any other brand; we all know someone like this! When Instructional Designers are designing courses, they should consider making their tools platform agnostic, that being that work across any platform and not discriminate. This is not as easy as it sounds, but from an adult learner’s perspective, it has to be considered.


*2. Literacy. *

Ask yourself these questions:

  1. {color:#000;}Can everyone conduct an internet search?

  1. {color:#000;}Can everyone use different search engines and change the search term to refine their search?

These are assumptions that educators make. These are fairly good assumptions given the technology we all have access to. It’s all around us, so everyone knows it, right? I’d have to disagree.

I’ll give you an example that I personally experienced. Whilst delivering a short workshop on iPad® 101, I was asked by an older student “Where does the CD go?”. This invoked a few snickers of laughter from around the room. Just because we’re bombarded with technology does not mean we understand it. This person was used to the way that a CD has information on it and we simply put it in the computer, it loads and away they go. As far as they were concerned, the iPad® IS a computer, so why shouldn’t it have a CD? There is also a level of “jargon” that comes with technology. This can bamboozle some people. We hear the jokes of the older generation saying FaceTube or MyFace etc., but when you think about it, this is because they don’t understand – they are not digitally literate. Another example is I once mentioned in a workshop, “just Google® Office 365®”. To me, this was a simple statement. Open Google®, enter the search term Office 365®, and follow any links. However, I received an email the next day stating “Where can I find Google® Office 365®?”.

*3. Experience and exposure. *

The technology that adults are exposed to varies extensively, and can be very diverse. If we were to look at our example of Judy, how much technology has she been exposed to? Chances are the family had a PC for the kids going to school to do their homework. They would’ve asked their mum for help, but she couldn’t help that much, as she didn’t have any experience with PC’s. Over time, the kids would expose her to different types of technology, but is this enough? When it comes to an adult learner starting to studying again, will they have the experience to just pick up an online course or resource and just slip straight into it? I’ll use an example and this time I’ll bring my mother into it. She’s in her early 70s and has had some exposure to technology, purely based myself and my brother patiently taking her through various technologies over the past few years. She’s now on an iPad®, which is great, but ask her to download a PDF and she’ll throw you a look that included “A wha?”, all with an Irish twang. She may get emails with PDFs as attachments, but does she know what it is? Not being exposed to what is common technology today, that we may take for granted, can have an impact on adult learners.


*4. Fear. *

There is a genuine fear of losing data, losing photos, breaking things, or losing all their personal details when it comes to technology, especially with adults. Adults that have not been exposed to technology would only hear the “scary stories” from the media or family where something has happened, be it hacked or scammed in some way. Relating this back to learning, if an adult learner has a real fear of technology, they most likely won’t be able to use any form of eLearning tool. Alerts and messages popping up and a lack of digital literacy can cause unwanted stress to an adult that already has a fear of technology. This could also lead to them giving up. My mother-in-law needed to complete a survey of 10 questions before completing an online course for her work. Seems simple enough, but the way the survey was designed, meant she struggled to complete it. Messages and bad user design created a bad user experience. Her fear of the unknown kicked-in, and she could not progress.

5. Social and culture exposure.

Finally, there is the social and cultural exposure to technology. I don’t wish to discriminate here, however, depending on the environment of the adult learner, they may not be able to afford the latest and greatest technology. This could also aide to a Digital Divide. If the adult learner’s background is of a low social economic environment, there is greater chance that they are less likely to understand how to use technology. This can also be family related. Without discriminating, if parents have a low digital literacy, there is a high chance the children will also have a low digital literacy. Not having the technology can and will impact the learning process.


To summarize, adult learners gain knowledge in different ways. They are very self-directed and less open minded. They have higher expectations of themselves and if they lack the technological skills to learn with today’s tools, they will struggle to complete their training. As educators, we need to consider these challenges when developing online learning tools and courses.

Original article posted at http://juliandavis.com/technology-challenges-faced-by-adult-learners/


Bridging The Technology Gap Faced By Adult Learners


When an adult makes a conscious decision to start studying again, especially after a reasonable time away from learning, chances are they are going to run into some technology challenges they’d never encountered before. Here is how to bridge the technology gap faced by your adult learners.

So, how do educators adapt their delivery to help adult learners facing these technology challenges? Here are 5 things that I believe an educator can use to bridge the technology gap with adult learners:


1. Know your stuff.

You can’t help someone if you don’t know yourself! As an educator you need to have a good grasp on the technology you’re going to use. Don’t be scared to try new things and new software. What’s the worst that can happen? (as long as you’ve backed up!). Get on to social media, RSS feeds and Blogs. Follow and keep up with technology, it’s not as daunting as you think.

2. Identify.

Ask the questions of your students and learn to identify what your students do and don’t know. You can’t always assume that your students know everything. Ask questions like “Can I email you this link?” or “Have you tried searching Google for it?” and gauge their response. This will give you a great insight into their knowledge and provide you with a starting point.

3. Bring it down.

Enough of the jargon! Bring it down to the level of your student. Once you’ve identified your students technology level (digital literacy), you’ll know the level of conversation needed. For me, I’ve found that trying to describe things using a bucket analogy seems to work with adult learners. For example, trying to explain how a folder structure works, I bring it down to simple buckets within buckets, the more buckets you have nested inside other buckets, the more complex it gets!

4. Provide relevant resources.

When providing resources, be it paper or electronic, make the resources relevant to what you’ve been discussing with your student. Don’t give a student more than what they can handle or you will lose them. As you’ve already identified what the student’s strengths are, play to these. If they know Word Processing and Email, send the document in an email, if not, arrange to have it printed and mailed to them.

5. Don’t give up.

Last but not least, don’t give up on your students! With the support, resources and experience that you provide them, you can open a whole new world of learning. Your students will come round and they’ll have that light bulb moment which makes it all worth it for use as educators.

Original article posted at http://juliandavis.com/5-tips-to-bridge-the-technology-gap-faced-by-adult-learners/


What Adult Learners really do when they start studying – a first hand observation

I wanted a to share with you an event that I witnessed that had an impact on me as an educator.

My partner decided that she would like to do a Diploma of Business via distance learning. As it turned out, she decided she wanted to complete the Diploma with the Registered Training Organisation (RTO) that I work for. For the record, there was no conflict of interest as I am not a tutor or involved with the Business Faculty.

I made a conscious decision not to get involved at all with her studies and made it very clear to her that I would not get involved, just in case it came back to bite me. I did say though that I would be observing from a far. This was for two reasons. One was to see how the process worked, a little like a ‘secret shopper’. Secondly, I wanted to observe how an adult learns when they first get their resources for a new online course.

So she enrolled, got all the formalities out of the way and within 3 days all the fancy resources had turned. All the marketing material, text books and any other learning resources. Emails had arrived allowing access to the Student Portal – we were good to go!

I clearly remember the excitement and her logging straight into the student portal, going straight to the first unit. This was looking good! She’ll download the resources, read and start the assessment in a week or so.

I couldn’t have been further from the truth!

She downloaded the assessment and went straight to Question 1. Hang on a sec, why aren’t you reading the resources? (Given I know how much work had gone into them!) Why aren’t you unwrapping the brand new, fresh paper smelling 154 page text book? Why aren’t you accessing the online resources from the student portal?


Observing this made me realise that this is how some adults treat an online course. I have to add, this is the first online course she had done, and we later identified that her learning style does not fit with her learning via distance.

I continued to observe from a distance. I didn’t prompt or push in any direction. The course was expected to take 8 months to complete. She chose this course as she wanted to get ahead in her chosen field of Children Services, and to push up into management, some sort of business qualification was needed.

She quickly became disengaged and never finished the course. In fact, I think she only submitted 2 assessments and lost interest before pulling out of the course.

When I sat down and questioned her about why she didn’t finish the course, the results were not surprising. Below are points that I observed and recommendations for educators.

1. Straight to the assessment does not work – but how do you manage this via distance learning?

In this particular situation, the assessment was there for taking. Perhaps there needs to be formative assessments for students to complete BEFORE they get access to the assessments. The formative assessments can be managed to see if the student is understanding any concepts and educators to provide assistance where required.

2. The Student Portal was not engaging

This can be a real struggle for Instructional Designers. How do you get that balance between learning and overwhelming resources. Keep things simple. There are lots of resources available online to help you with how to get the best out of your LMS.

3. Provide Feedback in a timely manner

Adults learners will study for a reason, and they want to know how they are progressing. By not replying to a submitted assessment or request for help or information, you will create disengaged students.

4. If you have access to the students analytics, see what hey are doing and work with them to get into a routine.

Remember that adult learners are a lot less open minded, so use your personal experience to guide them and let them know about the rewards at the end.


Original article posted at http://juliandavis.com/5-tips-to-bridge-the-technology-gap-faced-by-adult-learners/

How to change the Status Quo

When I first started facilitating, I was given guidance and helpful tips from other colleagues that had been facilitating for a very long time. A common theme was they were very set in their ways of how to deliver classes, what resources to use and methods of handling students that aren’t progressing. I listened to what they had to say and it just didn’t sit with me. Right from the beginning of my Vocational Education career, something was just not right. However I continued with the development of my own resources based on the wealth of advice I was receiving.

My first class was a Certificate IV in Web Development and from memory, the unit I had to deliver was in Copyright and Intellectual Property – seriously, can it get any more boring for future programmers? As much as I tried to improve the lesson and engage the students, the resources I had were terrible, even I would’ve fallen asleep in my own class!

I’d like to briefly explain the class I was presented with, and the type of students. I was delivering to students that were generally from a low socioeconomic in South Western Sydney. Their ages ranged from 17 to 55 all with a diverse range of backgrounds and skills. Some of the older students had wanted a career change, others had dabbled in Web Development and thought it would be easy. Some were forced by their parents as one parent said to me ‘He’s on Facebook® all the time, so he should be good at programming’ – seriously, that is what I was told!

Others were there just to tick off the hours they had to do to get the welfare payments. Of all the students, the majority were under prepared and thought it would be an easy ride.

So what do I have to do to keep these students engaged? How can I change the status quo and make a difference in the way I facilitate a class? I spoke with my Head Teacher and asked ‘What are the limits on what I can use to get the content across to these students’? His response, ‘As long as it maps back to the unit, you can do whatever you like!’ – just what I needed to hear!

At the time, there was a movie doing the rounds called The Social Network®. This movie was based on the intellectual property of Facebook® and who owns it and the ensuing battle. I thought to myself ‘This could be used for the copyright unit – if I show the movie we can then discuss how this can be an issue with copyright and intellectual property’. This turned out to be a success. Students were engaged as watching a movie was not something you would expect in a TAFE classroom.

So why did this work? The answer is fairly simple. It’s RELEVANT. Adult learners need to understand that what they are learning is relevant to their lives and their goals. In this case, Facebook® is a big part of most people’s lives. So as future web developers, this was relevant to their life and studies. We still covered all the performance criteria of the unit, but now it was relevant for student, improving retention.

Original article posted at http://juliandavis.com/adult-learning-how-can-i-change-the-status-quo/

Engaging Adult Learners – Distance Education


Having worked in vocational education for a number of years now, distance education is becoming more popular by the day. When we look at why distance education has become so popular, it could be any number of reasons. There is the convenience of having everything there for you when you want or need it. Being able to study when you’re ready, not to a timetable. Study where and when you like. These are all fantastic and probably equates to why it is so popular. Let’s now look at adult learners that opt to do a course online.

The first item we need to look at is the why? Why did they sign up to do an online course? There could be any number of reasons, including lured in by advertising, career change, or enter back into the workforce. Perhaps they just want to challenge themselves or it “just seems like a good idea!”. It’s all super exciting when you first start. You get all the glossy brochures, maybe some books and USB with some resources on it, an ID card, links to the student portal, and heaps of resources – it’s all official now!

Then, reality sets in – maybe I should rephrase that; life gets in the way.

Studying via distance education is not something that will come naturally to adult learners. Now when I say naturally, I’m referring to those learners that are in the 35+ age group. Chances are the last time they did study was in lectures or a classroom. Distance education requires discipline and dedication, and this can be really challenging for just about any adult learner.

Let’s shift to a tutor / trainer that is delivering via a distance model. I used to be one. I delivered the diploma of web development to up to 80 students at one time. All scattered across the country and all at various levels of the diploma. As I delivered the course, I would always be thinking about how I could use technology to mine and the students’ advantage. How can I keep my students engaged? What do I need to do if one of my students falls back?

Here are some of the things I used to adopt both using technology and experience to keep adult learners engaged when studying over distance education:


1. Make it and keep it real.

Remember that these are adult learners and they have a reason to study. They are not being forced into it. There has to be a tangible reward or goal for them. As you are their tutor, share your experiences with them and explain why and how what they are learning will help them in their career. They want a career in the study option they have chosen.

2. Know your students’ limits.

You get to know your student’s strengths and weaknesses. Use this to your advantage. If you have a younger adult learner, know that they are going to want to use technology. They learn differently – but they have the same goal as your older adult learners. If you know their limits, you can apply your experience to help them.

3. Learn from them.

Find out what technology your students use. Let’s look at Facebook. There are over 1 billion people using Facebook these days and yes it can be used in a learning environment! You might be surprised to find a little gem in there that can be adapted to learning.

4. Routine.

Adults like routines. If they know that Tuesday’s at 10:30 they will be involved in an online session with their tutor, they can plan their lives around this. Remember, an adult learner is more focused on the goal and needs the consistency to stay motivated.

*5. Feedback. *

Give your students feedback – good or bad. They are adults, they need to hear how they are going. They need to know if they are on the right track. They need to hear it regularly.

There are hundreds of tools out there that can help you get and keep engaged with your students. Don’t be scared to use something new. Just because somebody says you can’t use it because it didn’t work for them, doesn’t mean you can’t get it to work either.


Original article posted at http://juliandavis.com/engaging-adult-learners-distance-education/

Adapting the SAMR model for Adult Learners Example


When adapting the SAMR model to Adult learning and the creation of learning tools, you need to be aware of the technological challenges that adult learners may face.

I could say that most VET providers are running in the Enhancement side of the SAMR model. Perhaps students are simply downloading PDF’s of the content with some embedded links. Perhaps a simple Powerpoint with a voice over

of the lecturer (I know I experienced this with a unnamed University!).


How can this be taken further?

Lets start by looking at a unit for a course and then looking at the evidence guide, you need to ascertain if there is a tool that can be used as evidence. You need to think of ‘how’ the evidence can be stored as per ASQA requirements. This is critical as some methods of summative assessments you want to use may not be able to be downloaded for offsite storage as evidence. You could then look at using the tool as a formative assessment.

Lets look at an example unit. I have chosen BSBADM502 Manage Meetings for this example and in particular, Performance Criteria 2:


2 Conduct meetings

2.1 Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements

2.2 Conduct meetings to ensure they are focused, time efficient and achieve the required outcomes

2.3 Ensure meeting facilitation enables participation, discussion, problem-solving and resolution of issues

2.4 Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting


Now, traditionally you may ask the student to read through a few books, maybe watch a few videos. When it comes to looking at some formative assessments for this unit, how could we do that? Should we just create a quiz in our LMS and have the student complete?

Sure, this will give the student some form of retention, but can we make it more engaging and get technology to transform how we do this?

There is an awesome tool called Edpuzzle that will allow you to mark up a video that is already online. You can time stamp the video and inject questions for the students to complete based on what they just watched. You can set the video to not progress.

You enrol your students into the a class that you create. That way you can follow up with any student that may need help.

This technology is redefining how a formative assessment can be done using technology. This type of learning was inconceivable 10 years ago.

Original article posted at http://juliandavis.com/adapting-the-samr-model-for-adult-learners/

Using digital technology to improve learning in a Corporate environment


Recently, I’d had to complete a First Aid course and used a company located close to where I live for convenience. This is a company that provides First Aid courses either onsite or on premises, ranging from beginner to advanced First Aid courses and are nationally recognised and accredited.

Although this company has a Student CRM and provides digital downloads of PDF documents and First Aid Signs, there is no online learning platform being used to enhance and extend the learner experience and engagement.

Looking at the way the First Aid training company deliver’s, they could take a Blended Learning approach to the courses that they deliver. Understanding that there are many elements to First Aid that need to be observed to be deemed competent, there are still plenty of supplementary learning and assessing that they could design to enhance the learner experience. Online courses could also be used a means of retention or as refresher courses.

For example, based on the standard course that they deliver on First Aid inc CPR the course covers three (3) units:

1. HLTAID003 – Provide First Aid

2. HLTAID002 – Provide Basic Emergency Life Support

3. HLTAID001 – Provide CPR


If we look at the first unit (HLTAID003 – Provide First Aid (Training.gov.au, 2015)), there are elements that could be applied to an online learning environment. The first element is ‘Respond to an Emergency Situation’. This could be delivered as an online course based on various scenarios. Any of the scenarios could be of a fictitious event that the learner must watch and engage with. This could also be delivered in 360 degree video via YouTube. These scenarios could be real life situations (based on real world actors) or computer generated animations. The students can then be presented with a series of self-answering instant feedback questions that the student must answer.

Students would also need to complete a face-to-face session to demonstrate the skills and knowledge obtained to complete the course.

If we were to look online for additional companies that are running the same course as a comparison, The Red Cross Organisation is one that returns within search results. In comparison to the company I chose, The Red Cross’ site is more informative and clearly identifies the outline of the course as well as the eLearning component of the course using their own Learning Management System. The Red Cross use an eLearning platform to deliver and assess the theoretical aspect of the course. The students are then required to attend a face-to-face session to complete their qualification.

This method of Blended Learning could be said to be adopting the SAMR model developed by Dr Ruben Puentedura . This model identifies the transforming of traditional methods of delivery and learning using technology. The learning methods are broken into 2 parts, Enhancement and Transformation.

Enhancement uses Substitution as the first part of the model. An example of substitution would be a textbook being replaced with an eBook. This is simply replacing the existing textbook, but is not actually changing the way the student learns. Enhancement also uses Augmentation. This could be in the form of a website that would enhance the learner’s experience.

Transformation takes technology to make a significant change to the way something is learnt. The first part of the transformation is Modification. An example of this would be peer assessment on assessments. Another example could be using forums to invoke a discussion on a particular subject. This could be adapted to be used First Aid courses. The final part of the model is Redefinition. This is creating new tasks based on technology that were previously unimaginable. There are now several Apps available that users can access to enhance their learning and retention. One such app is the St Johns Ambulance First Aid App. Previously this would have been in the form of paper-based book that would have been cumbersome for people to use and carry around. With the App, students can easily access a database of First Aid procedures from their phone.

First Aid has typically been delivered in a face-to-face manner, however it can be modified to digital learning techniques as demonstrated clearly by The Red Cross. The Red Cross have taken the theoretical aspect of the course and made it an online course. This is using a direct substitute (Augmentation) of the traditional method of having students sitting in a classroom and being presented with slide shows and videos.

Digital learning can also be extended (Modification) within First Aid courses to allow students a higher level of engagement. For example, students could watch a short video (with closed captions) and be able to answer questions based on the material they’ve just watched. The content can be controlled and does not put anyone in harm’s way. This type of delivery enhances the learning experience by providing options for the students including self-paced, different learning styles and time-poor students. Students could then join a forum to discuss how things may have been handled in the scenario or identify failings within the scenario.

Original article posted at http://juliandavis.com/using-digital-technology-to-improve-learning-corporate/

eLearning tips and Techniques


How To Get Past Gatekeepers And Help Get Your eLearning Project Over The Line


This article came out of sheer frustration. It’s difficult to effect change without support, but how do you get the support? Here are 8 concepts to help get past gatekeepers and get your eLearning project over the line.

So you have all these awesome ideas on how you can engage students and how you can use technology to improve the way students learn. However, how do you get them past the gatekeepers?

The term “gatekeepers” can be defined as those departments that tend to hinder things in the eLearning project process. Usually the reason gatekeepers may put up barriers is because they don’t understand what it is you’re trying to do and are only focused on their particular department. They can’t see the bigger picture and the reason why. I’m not going to say who the gatekeepers are, but chances are you would be able to relate and identify a department or you have experienced a similar situation in the past.


The Problem

I’ve seen this on a regular basis throughout my career, trying to turn ideas and concepts into reality, and it’s never an easy task. You know exactly what you are trying to achieve, and you know it will make a difference to someone’s life, but not everyone sees this.

If you simple send an email to the gatekeepers / stakeholders suggesting your idea, this just simply doesn’t cut it these days. So what do you have to do to get your idea up and running?

First and foremost, you’ll always need to arrange a meeting between the stakeholders and include the gatekeepers. The frank and robust discussions between different departments within large organizations can always be entertaining! However, in saying this, it can also be damaging to one’s character and beliefs and become very deflating. If you have support for your concept from a key stakeholder, that can assist you with clarifying your concept.


In some cases (from experience), it will cause those that are trying to make a difference to become dispirited, tired, and wonder what they are doing. To a lesser degree, they might even wonder if they should bother continuing. If an eLearning expert is not fluent in the technical jargon or doesn’t have a clear and thorough understanding of how your project will benefit the organization, your argument may very well fall on deaf ears. I’ve seen this time and again. Sometimes it’s just as though you are walking into a kangaroo court: You are guilty and now you need to prove your innocence, which can be overwhelming.

So how do you get gatekeepers to understand? This can be a very difficult issue to resolve, and I have no clear and precise answer. In saying that, here are a few of points that you could use to improve your chances:


1. Justify, Re-Justify, And, While You’re At It, Justify Again!

The more you can justify why the project is worthwhile including the benefits to students and engagement, the better your chances are of getting it over the line

2. Reference Other Projects.

These projects must be successful and similar to what you are pursuing. They can be from within your organization or outside of it.

3. Run A Survey Of Learners To Back Up Your Idea.

Hard facts always work when presenting your ideas. They demonstrate that you have conducted solid research to back your concept.

4. Provide And Promote A Support Mechanism For The Idea Moving Forward.

The block could be how the project will be supported moving forward. Provide tools and mechanisms that will aid in the support process.

5. If Available, Engage An External Third Party To Validate Your Idea On Industry Currency.

This is a long shot, as it can cost money you don’t have. However, if you can get your concept backing from an industry expert, it adds weight to your project.

6. If You Can, Create An ROI Document Based On Your Concept.

Creating an ROI (Return on Investment) will get the financial department on board, and this is always helpful.

[* *]

[* *]

7. Provide A Risk Assessment (It Always Helps).

Outlining the risks in the concept and where it could potentially fall down demonstrates that you have done your research and are totally across the entire aspect of the project.

8. Always Believe In Yourself And What It Is You’re Trying To Achieve.

It’s never going to be easy to try to convince those with blinkers on to accept an innovative step forward, but if you try to see past the gatekeepers, you will see greener pastures of learners engaging with technology on the other side.


Original article posted at http://juliandavis.com/how-to-get-past-gatekeepers-and-help-get-your-elearning-project-over-the-line/

Sometimes, it’s not the content..it’s the delivery


Over a weekend I attended a BBQ with my family and a few other families. It was a friendly environment, lots of food, drink and laughter. I want to share with you a short conversation I had.

The usual topic of ‘what do you do for a living’ came up, and I struck up a conversation with a guy who was a tradie and had recently started an engineering degree. After chatting a bit, I discovered he is doing it via distance and with a reputable Queensland university. I also discovered they were using a Moodle (as well), so it was interesting to listen to what his experiences have been like to date.

He’d been studying for about a year and indicated there were about 200 other students studying with him, some distance some lecture based.

It was interesting to hear that similar struggles still exist with learning via distance that I experienced when I did my first online course, and it’s not the content.

Time and Feedback seem to be the main items. Lecturers that are used to delivering to a theatre full of students, on a face to face basis struggle with delivering online as well. Students working full-time and have a family / life outside of study don’t fit into this model, so this makes it a challenge.

He said forums are good, but only a hand full of people would use them, others may read the forums, but they don’t contribute. Could this be based on fear or social culture? As I’ve mentioned in my book, the seven year education itch, fear and social culture make the 5 issues that adult learners can face when studying online.

He also mentioned that some presentations or lectures aren’t uploaded for a few days after the event, this can be a disadvantage to the student studying via distance.


Needless to say, a few wines and beers later, I think we started solving the worlds problems, but still a very interesting conversation!


Original article posted at http://juliandavis.com/sometimes-its-not-the-content-its-the-delivery/

Tablets in Education – it’s based on the student demographic


Recently I came across an article on EdtechReview around the statistics of iPads in education. I’ve always been a strong advocate for technology in education, and those that know me know that I think Apple® products are far more superior than other products on the market, especially with the access to millions of secure apps.

Some of the statistics that struck me (albeit in the US) include 90% of digital books are partnered and delivered via the Apple® eco system – that’s massive and a big call! The college that I work for initially looked at creating iBooks and iTunes U courses for our Business qualifications. We are still gathering statistics on these books as they’ve only been running for a few months, but there was a lot of work to get these in place. In saying that, we are looking at alternatives based on the drop in iPad usage (due to business changes) which have significantly reduced the iPad technology available to students.

75% of students agreed that the iPad enhanced their learning experience. This is a very high number, and I could argue that this does depend on the target student demographic. I ran a survey against students across multiple disciplines who are doing courses with the college I work for. The survey was on which mobile platforms they prefer to do their studies on. It was very close with 48% preferring iPad and 42% preferring Android®. This proves the demographic has something to do with the choice of platform. I work in the Vocational Education Sector or VET for short. This sits between High School and University, so the student demographic is very, very broad. Not trying to stereo-type or single anyone out, but VET students can sometimes be from a lower socio-economic environment. I highlight this and other technology challenges with adult learners in the article Technology Challenges Faced By Adult Learners.

Traditionally, Android® products are a lot cheaper than Apple® – and this can have an impact on the way materials are made available to the students and ultimately, affect their learning experience. Our statistics are showing that students are preferring to use laptops to complete their studies, even though all materials, LMS and assessments have been made platform agnostic.

82% of all web traffic generated by tablet devices is from iPads. This could be a fair number, is it just referencing iPads? For us over a three-month period, 64.52% of students used Apple® products, but only 19% used iPads.

These are some very interesting statistics, and I guess what I’m trying to say is that although I’m a massive advocate for Apple®, you can’t rest with Apple® devices, especially when it comes to Distance education and adult learners. Your student demographic and statistics will clearly demonstrate the most favoured technology – but you can’t stay with one platform when it comes online delivery.

Read the entire article at http://edtechreview.in/data-statistics/2463-apple-ipad-in-education-statistics

Original article posted at http://juliandavis.com/tablets-in-education/

Apps and Tools


H5P – interactive elearning tool with HTML5 and Javascript


Recently I received an email from MoodleNews and it had an article about H5P. The opening line for the article was:


H5P is an interactive content standard. Based on JavaScript and HTML5, it is perhaps the best contender to replace Flash once and for all. Plus, it’s open source. But the best way to do it justice is by letting you see it in action.


This grabbed my attention and started doing a little digging. I’d not heard of H5P or what it could be used for. I did learn it’s open source, so there’s one tick in the box. It can link into an LRS, another tick. I don’t know how long H5P have been around, but what I’m discovering is fantastic and opens up new opportunities for building interactive elearning tools and formative assessments.

What else do you do but create an account with H5P at https://h5p.org/

WOW! What you can do with their interactive tool is nothing short of awesome! After a very quick play, and I mean I had been logged in for less than 5 minutes, I came up with the interaction below, based on the 5 Technology Challenges Faced By Adult Learners. There are so many interactions you can do that this is just the start.

Original link at http://juliandavis.com/h5p-interactive-elearning-tool-with-html5-and-javascript/

Read on to see what I discovered….



H5P – Using YouTube to create interactive video’s


In a continuation from the previous article, I wanted to see how easy it was to create interactive video’s based on a YouTube link.

Recently I also discovered a free tool called mysimpleshow which is a great tool for creating simple explainer videos. I created a simple video and uploaded to YouTube based on Adult’s are more results driven, goal oriented, and practical.

I’ve now taken this video and was able to add it to H5P (no need to upload, just add the link and it will grab the video) and was able to add some simple interactions as layers over the top.


This took about 30 minutes to prepare and create. You can see the final results in H5P below:


Original article posted at http://juliandavis.com/h5p-using-youtube-to-create-interactive-videos/

Discovering the H5P Interactive Video Library


As I discover more about the features of H5P, I’d like to share some of the things I’m finding. One of the first little trip up’s I discovered was in the Interactive Video Library.

When I simply uploaded a link to Vimeo I found that it didn’t work across multiple browsers. This is where I discovered that you need to have multiple video formats to support the multiple browsers. Once I discovered this, it made perfect sense to me. HTML5 Video has the ability to list multiple video types and the browser will play the supported video.

This may not seem like by much, but if this is something I found, I’ve sure that someone else will come across this issue as well.

So far I’ve identified 3 types that seem to work across multiple devices. These are:


  1. {color:#000;}MP4

  1. {color:#000;}YouTube
  1. {color:#000;}WebM

I don’t think the order is important as the browser will just ignore what it doesn’t support.


For me, I used SnagIt to create a screen capture and annotate the video. This may need additional editing with a video editor like iMovie or something similar. Use this video as a base for the YouTube and WebM formats.

To create the WebM format, I simply used a free converter called http://www.online-convert.com/

If you’ve already added interactions and you decide to make changes to the video, just replace the video one at a time – DO NOT DELETE ALL AT ONCE (I made this mistake and had to start again). By having one video there, the interactions will remain. You may need to move the positioning of some of the interactions, but this is very easy to do.

Original article posted at http://juliandavis.com/discovering-the-h5p-interactive-video-library/

Articulate Presenter Vs Adobe Captivate saving to LRS


Recently I’ve been doing some comparisons between Articulate Presenter 13 and Adobe Captivate 8 based the ability to record learning analytics using the xAPI (also known as Tin Can API).

We’ve been using Articulate Presenter for our online learning content for a while now. As we move into the phase of pushing learning analytics to an Learning Record Store (LRS), we’ve made a discovery that not all is what it seems when it comes to Articulate.

Where I worked at the time were using Learning Locker as our LRS. When an Articulate Presenter resource is created, we use the standard output to LRS and select Tin-Can API. We add it to Moodle (2.7) using the xAPI Launch Link plugin. Below is what is passed to the LRS when using Articulate:



As you can see from the screen dump taken from Learning Locker, this information is not very helpful. Looking at the complete statement we can see that there is a bit of information missing, especially in the Object when trying to know WHAT it was that the student accessed.


If we compare this to Adobe Captivate, straight away you can see that more meaning full data is sent:

And if we expand to view the statement you can see that more details are passed in the Object type.


Understanding that this is not delving into any code and using the standard outputs that each product provide, it’s clear that Adobe Captivate has a better supporting model Tin Can API than Articulate Presenter.

Original article posted at http://juliandavis.com/articulate-presenter-vs-adobe-captivate-saving-to-lrs/

Swivl C1 – my first impressions


I received my Swivl C1 robot and thought I’d share my first impression.

The Swivl is a robot that allows your iPhone to be used as a complete video recording session. Based on a ‘marker’ that sits around your neck or hand on a lanyard, the InfraRed marker will allow the Swivl robot to follow you around.

When testing the Swivl, I found that with the long lanyard, the microphone in the marker can pick up background noise as well as a reducing the voice pickup. The marker has an additional microphone jack, so I went and got a Lapel Mic. This proved to be much better.


The robot also comes with a years subscription to the Swivl Cloud. This allows you to upload your raw video straight to the cloud where you can then download and edit where needed.

The base of the robot has a standard tripod mounting screw. I’ve had small portable tripod that fits the Swivl perfectly for a desk mount.


Checkout more about Swivl at http://swivl.com. Overall, I’m very happy with what it can do and can’t wait to see what else I can do with it!

Originally posted at http://juliandavis.com/swivl-c1-my-first-impressions/



H5P Libraries To Use In Moodle For Adult Learners


Recently I came across an open source product called H5P, short for HTM5 Package. H5P has several plugins that integrate with Moodle, WordPress, and Drupel. This article will cover 5 H5P libraries used in Moodle and, in particular, how they could be used to engage adult learners.

A complete list of libraries is available from H5P’s website; however, for this article, I’ll be focusing on 5 H5P libraries to highlight the benefits of each and how they could work for adult learners.

Before I begin, H5P (in its current version) will generate statements in the xAPI (TinCan API) format, but will not send the statements to a Learning Record Store (LRS). There are some code changes that you will need to add to implement the writing to an LRS. For the Moodle plugin, you can get more information here on how to incorporate this function. Having an LRS capture and store the statements from the H5P is a great way to understand how your students are engaging with your learning objects.

The Moodle plugin is setup as an Activity and also integrates tightly with the Gradebook. This allows the plugin to take full advantage of the existing Moodle framework.

H5P works seamlessly* and scales for mobile devices, making it an ideal tool for developing formative assessments and engaging students in learning.

1. Course Presentation

This library allows the generation of presentations in an easy to use interface. What is powerful about this library is that questions can be added to slides. These types of questions reinforce learning as the student progresses through the presentation.

An adult learner may already be used to the concept of slide shows or presentations, so this type of library is flexible in its design to accommodate all learning styles.

An example of this may be demonstrating an adult learner how to engage in a software package. Let’s take a worksheet package: Slides, images, or videos can be shown in the presentation demonstrating a particular function. This can be followed up with questions in different formats including multiple choice and drag ‘n drop.

2. Interactive Video

This is one of my favourite HP5 libraries for engaging students. Most students, particularly adult learners, have a short attention span and therefore you should limit videos to around 90 seconds: These create learning objects with bite-size learning. Interactive video allows for adding question types layered on top of the video. There are controls to pause the video when the question is asked. Similar to Course Presentation, you can add multiple choice, drag ‘n drop, and single choice questions. The xAPI statements can be fed into an LRS to capture the progress.

An adult learner would most likely be familiar with previewing video on a device, however this can’t always be guaranteed. The library has turned on by default a large play button with the details (which can be changed) as to what to do.

The questions that pop up at certain times on the video are clear as to what to do. This encourages interaction with the learning object.

An example of this type of learning object for an adult learner could be in used in an interview scenario. Playing out the video at certain times will cause the video to pause and the student to reflect on what was just covered, improving retention. The questions can have tips and feedback automatically displayed to assist the adult learner.

Something to consider when using this library is to have multiple video types to support different browsers. Consider a YouTube, MP4, and WebM formats.

3. HotSpots

This was one of the very first H5P libraries I tried. It took me less than 3 minutes to have something up and running. I based it on my theory of the 5 technology challenges of adult learners.


The concept and layout of the final product are intuitive to use. When adding any library in Moodle, there is the ability to add an introduction message to explain what the student needs to do. This uses the WYSIWYG editor, so bold and colorful text can be used to highlight any important steps.

I can see an enormous amount of uses for this library. For example, taking a simple Workplace Health and Safety scenario, hotspots can be placed on different parts of a photo to highlight any issues that may arise under WHS. Another example could be a mother board in a computer. Having hotspots can highlight and provide additional information on certain components of the mother board.

4. Quiz (Question Set)

The Quiz library is a sequence of questions that can be asked, with supporting media. The questions in the quiz are limited to fill in the blanks, drag ‘n drop, multiple choice, mark the words, and drag text. The layout of the quiz is simple and easy to follow, and is an alternative to the Moodle quiz, although with limited question types.

A built in progress bar of the quiz gives the learner a quick indication of how many questions are on the quiz. This is ideal for adult learners, as they like to know what it is they are doing. With the different media types of image, video, or text for the question, it’s very easy to generate an engaging quiz.


For adult learners, I would suggest that if you add video media to a question, adopt the 90 second rule or even less. Make the video short and relevant to the question. Images are shown at a reduced size and will scale up when clicked on. Make sure the images are of high quality and easy to differentiate items in the image if applicable. You may have adult learners with vision difficulties, so keep this in mind.

5. Multiple Choice

Finally, the multiple choice library: A simple library to generate a single multiple choice question. Use this library for a simple reinforcement of previous learning. Having only one question, you need to make sure the question is relative and makes the student think.

This library also supports the media types of image and video. As mentioned, stick to the 90 second rule for a video.

There are some mandatory fields that must be completed in this library, one of which is the Alternative Text. Make this as informative as possible, as this will replace the media if not supported in the student’s browser. This text is also what could be used when the screen reader is employed.

Provide tips and feedback on all the options and make sure it is relevant. This instant feedback is what encourages students, and in particular adult learners that need to know why they got something wrong, not just accept it.


* 360 Video does not work on Safari (iOS) and Internet Explorer when used from YouTube

Original article posted at http://juliandavis.com/h5p-libraries-to-use-in-moodle-for-adult-learners/



Marking up 360 images – making WHS more engaging


One of the avenues I’m looking into is the ability to use 360 images or video in an educational environment, enhancing and providing more relevant, engaging and more meaningful online learning tools.

I have an Insta360 Nano which I’ve been using to capture my 360 images and video and as I use it, I’m always thinking about ‘how’ this can be used to improve online learning. One of the idea’s I wanted to investigate further was the ability to capture an office environment and provide details highlighting some WHS issues.

WHS when I was teaching was always a very boring by essential part of any vocational course. I would have countless students saying things like ‘Why do I need to do this? I’m going to be a web developer and just sit at a desk all day‘. This is a fair statement as the course that had been designed was not targeted at their job role, so their fore not relevant.

We know that Adult Learners need to learn what is relevant to them.

So, I took a snapshot of my home office and planted a couple of simple things to demonstrate the concept. The software I had been using is not that useful for marking up an image, so I went hunting and found Marzipano. This is a browser based 360 degree viewer that you can markup static 360 images with. Below is what I came up with in less than 5 minutes after creating the 360 image. With some tweaking you can change the CSS to accommodate your companies corporate colours.

This technology is a clear example of how the SAMR model works. We can use this technology as an enhancement for how to deliver using an augmented method.

Below is an image of what I cam up with. If you navigate to the article post, you can have a look around by clicking and scrolling or use the controls at the bottom. Where you see an information icon, click for more details.

This is embedded into H5P iFrame Embedder so it won’t pass any xAPI statements to the LRS however if you add an additional library type of a question set, you can combine them to work together.

I can see how this can be used very effectively for a multitude of scenarios and applications and look forward to see how far I can stretch the boundaries.

Original article posted at http://juliandavis.com/marking-up-360-images-making-whs-more-engaging/


Storyboarding eLearning with Twine


As I move into a new role, there is more of a demand to create storyboarding for eLearning courses. I know this is best practise, and I did study it on my Post Grad, but never really implemented it.

The first thing I needed to refresh on was ‘What is a storyboard and why do I need one?’ From the eLearning Coach (http://theelearningcoach.com/elearning_design/storyboards-for-elearning/ )

‘A storyboard for eLearning is a document that specifies the visual elements, text elements, audio elements, interactions and branching (where the system or user will go next) of every screen in an online course. Many people also add the learning objectives to the storyboard.’


Pretty simple! Now, what about software to create one? You could use Word or PowerPoint. I found a great template on eLearning Brothers at http://elearningbrothers.com/free-instructional-design-storyboard-template/ but for me, I find PowerPoint a little cumbersome and you need a license for MS Office.

Having a web development background, I wanted a simple web-based solution that can be shared and work anywhere and Open Source if I can. I was pointed to a website called Twinery (http://twinery.org ). This site states:

Twine is an open-source tool for telling interactive, nonlinear stories.

You don’t need to write any code to create a simple story with Twine, but you can extend your stories with variables, conditional logic, images, CSS, and JavaScript when you’re ready.

Twine publishes directly to HTML, so you can post your work nearly anywhere. Anything you create with it is completely free to use any way you like, including for commercial purposes.

On first impressions I was impressed. Although it could be said that it’s for simple games, I watched a few videos on YouTube (https://www.youtube.com/results?search_query=Twinery ) and it wasn’t long before I had something meaningful start to appear before me. Below is a screen capture of a simple work flow / story of publishing an article to WordPress. You can also access the exported file to see what it would look like at Adding a WordPress Article.



To test your story flow, click on the play button and follow the links! This is the same output as if you were exporting the file.

You do need to know some basic HTML, CSS and JavaScript to add some additional funky features, but basically there is a simple interface and programming language to make your story flow. One of the awesome things is you don’t need and account and you can export your story as an HTML file to share.

All the code and docs are available at https://twinery.org/wiki/twine_reference so why not check it out, you never know what you’ll come up with!



Using xAPI in a Virtual Learning Environment VLE


Recently I’ve been conducting a little more research into the Experience API, also known as xAPI and Tin-Can API. For those that don’t know, xAPI is the new standard to replace the dated SCORM packages that were created some 10 years ago. Whilst SCORM is great and has its place, there are many limitations to what it can do. You can read more about the xAPI at https://tincanapi.com/ .

This fine if you only use it in a Learning Management System (LMS), but this got me to thinking: What if your VLE consists of more than just a LMS? How do you know what your students are learning?


The xAPI is a standard of defined statements that can contain (amongst other things, visit https://tincanapi.com/statements-101 to find out more) Verbs that includes “experienced”, “attended”, “attempted”, “completed”, “passed”, “failed”, “answered”, “interacted”, “imported”, “created”, “shared”, and “voided”. They form a basis of the statement in an Actor Verb Object where Actor is the user, Verb is what they did and the Object is what it was, so put simply, What the User Did with Something.


These add meaning to what a user is actually doing. For example, if a student accesses a H5P Quiz within your WordPress, the statement may say ‘Joe Bloggs interacted with Activity 1’ and as Joe progresses through the quiz, statements will be generated providing details on the questions answered. The xAPI makes the recording of learning data much more person-centric, something that SCORM is not real good at.

So I mention in the title, the Evolving VLE. What I mean by this is that with the introduction of xAPI, your VLE can become much more streamlined and benefit from a single repository for storing student learning experiences. So let’s take this a bit further and examine what we need to start. You will need a Learning Record Store (LRS). This will be you central repository for ALL of you statements, no matter where they come from. This could sit on an independent public facing server, but the statements passed will need to have user details to access the LRS. There are a few out there on the market at the moment but the one that seems to be taking up traction is Learning Locker (https://learninglocker.net/ ). Learning Locker has built-in reports and custom reporting that can be used to generate your student / course / activity reports. It also has an API that can be accessed to generate your own reports or applications.


All of your learning tools can be interfaced to pass statements to the centralised LRS and as your VLE grows, you simply provide the LRS login details and add it to your VLE.

Let’s look at an example to see how we can start with a simple VLE that consists of a LMS (Moodle), Content Management System (CMS – WordPress), Browser Bookmarklet and a LRS (Learning Locker).

First we set up our LRS and create the Key’s and Passwords to be able to connect. This will give us an Endpoint as well, which we will need to connect to our LRS. That’s pretty much all you need to do at this stage.

Next, setup your LMS in this case, we are going to use Moodle. There is a plugin you can get that will allow Moodle to generate xAPI statements and fire them off to a LRS. Have a look at the plugin Logstore xAPI – https://moodle.org/plugins/logstore_xapi . Depending on your plugins, you may have done some additional coding or configuration to interface to the LRS. I wrote an article on how to update the Moodle H5P Plugin (https://moodle.org/plugins/mod_hvp ) to interface to a LRS. Read more at http://juliandavis.com/connecting-h5p-interactive-activity-in-moodle-to-an-lrs/ . So now we have our LMS interfacing to our LRS and all is happy in the world!


Now what if a student is researching or learning something on a website? Wouldn’t it be great to have the student / user just click a bookmark and send an experienced statement to your LRS? Our friends at http://tincanapi.com have developed a tool that will allow you to create a bookmarklet and drag it into your browser toolbar. You can see it at http://tincanapi.com/bookmarklet/ . Now while this is pretty awesome, you’d need to modify it a bit to use in the real world. I’m pretty sure your students / users would have no idea what the Endpoint, Key and Secret are to your LRS!

Download the simple LRS Bookmarklet.

You will need to update the variables LRSuser, LRSpass and LRSendpoint to point to your own LRS. If you need a free LRS to test, checkout https://cloud.scorm.com .

Once you’ve run the code (can be run without the local web server), enter in the name and email and click on Generate Bookmark. This will show a new box with a new button titled Save My learning. Drag this to your tool bar. Navigate to any website and click on the new bookmark you just created. You will see a window open the looks like below.

Click on Send Statement to send to your LRS.


When viewed in your LRS (in this case, SCORM Cloud), you’ll see the statements for the user.


Finally, we have WordPress. Now if you’ve got WordPress set up as your front facing main website, perhaps you would want some for registration via this site. There are a couple of plugins you could use, a quick search found these ones https://wordpress.org/plugins/tags/xapi.


Below is a simple overview diagram of what I’ve just discussed.


So now we have a baseline for our VLE where learning can start to be designed, developed and recorded using xAPI.









I hope you’ve managed to pick up a thing or two from some of my articles. Thank you for taking the time to download and check these out. You can always find more at http://juliandavis.com or just Google ‘Julian Davis eLearning’.


My life journey has taken me around a many corners, but it has led me to a career that I now thoroughly enjoy.

Having served in the Royal Australian Navy for 10 years as an Electronics Technician, I was introduced to this new thing called ‘The Internet’ in 1996. Curiosity got the better of me an I desperately wanted to learn more about this new thing. The natural progression was into the world of Information Technology.


Many years later and having been exposed to many different industries, I find myself wanting to give back and share my knowledge with the next generation of IT web guru’s.

So I took the next career change and became a Vocational Educator delivering the Diploma in Web Development and Design at TAFE.

Whilst teaching adult students for several years, I started to see there was a difference in how they learnt and how the teachers around me were facilitating. An opening at the college I worked at became available – and I was now in the eLearning world.

Since then I have developed a passion for technology based learning and especially in the adult learning world. I’ve also completed a Post Graduate Vocational Certificate in Digital Education and written a book called The Seven Year Education Itch covering what I’ve discovered about adult learning with technology.

In my spare time I love to research new education technologies as well as spend time with my family. I love to get away on my Triumph Tiger 800, just to checkout those corners in my journey I may have missed.

Follow me on twitter at @juliandavis71[+ ] or connect with me on [+Linkedin]



Copyright © 2017 by Julian Davis


All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the publisher except for the use of brief quotations in a book review.

All logos and wording are copyrighted or trademarked to their respective owners where applicable.



Discovering Educational Technology for Adult Learners

Delving more into the technological advances of education and it’s delivery online, I discover so many cool things that should be shared. This eBook is a compilation of the stories and articles I’ve written that are worth sharing.

  • ISBN: 9781370273836
  • Author: Julian Davis
  • Published: 2017-03-05 11:20:19
  • Words: 11744
Discovering Educational Technology for Adult Learners Discovering Educational Technology for Adult Learners