Pamela Hogle
Senior Content Manager, Learning Guild
Pamela S. Hogle, a senior content manager at the Learning Guild, focuses on eLearning technology and trends and explores the ways that L&D professionals can lead changes in mindset and behavior throughout their organizations. She brings these interests to her work producing engaging and relevant content for the Guild and for Learning Guild conferences. An experienced journalist, technical writer, and eLearning content developer, Pam has worked in Israel and the United States. She holds master’s degrees in journalism and human-canine life sciences.
Latest from
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Waterfalls or Whirlpools: Why Use an Instructional Development Model?
Using a model helps with the identification and analysis of a problem, the description and prediction of potential ways to address the problem, and the conceptualization, design, and implementation of a solution. In eLearning development, it can ensure addressing the real need, rather than simply creating training. Here are some of the most-used models.
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Learning Leaders: Jean Marrapodi’s Key Question for Training Designers
Adult learners come to training with different levels of knowledge and different gaps. Guild Master Jean Marrapodi talks about how to teach to the “holes” in the Swiss cheese—how to design training when you can’t assume that everyone has the same foundation.
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Five Questions to Ask Before Choosing an eLearning Format
What’s the best way to provide training? Learning occurs in a variety of situations and for different purposes. Delivering information in an appropriate format and using an appropriate means of delivery can make it more accessible and therefore more useful to employees. Ask yourself these five questions before choosing an eLearning format.
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Buzzword Decoder: Just-in-Time Training
Short, tightly focused training delivered just in time—at the moment and to the location where learners need it—can improve job performance and reduce the need for longer, costlier training. Here are the reasons you should consider just-in-time training, some approaches to designing and delivering it, and the benefits.
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Personalizing the Learning Process: A Developer’s Role
You can personalize the eLearning process, even if management has defined uniform learning outcomes. Developers can structure and code content to make it available to learners in multiple ways, offering learners control over which content they access and when. Here are some possible strategies for developers to consider.
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“Accidental” Plagiarism Is Still Plagiarism
Anyone using even a small snippet of someone else’s work—text, images, music—must give credit to the author. Not doing so is plagiarism, an unethical act that damages the credibility of your eLearning content. Learn what plagiarism is and how to avoid it.
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Ask the Right Questions Before Designing eLearning
Clear goals and a design that focuses on these goals are what moves eLearning from forgettable to successful. Keeping the questions presented here—and their answers—firmly in mind throughout the design process can help.
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Ten Ways to Create Useful Hyperlinks
Hyperlinks in eLearning content can make the content more valuable to learners, but to be useful, the links have to be clear and meaningful. These 10 tips will ensure that links add value to your eLearning.
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Back to Basics: Avoid Assumptions in eLearning Design
When targeting training to adults, eLearning designers cannot safely assume any technical knowledge unless the training is specifically geared toward a technical audience. Learners might have learned to use specific tools or instruments for their work, but that does not necessarily translate to ease with email, social networks, or even a computer mouse.
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Video on Your Budget and Your Schedule
Learners retain information presented visually better than information presented only as text. Microlearning videos, as part of an eLearning strategy, enhance the effectiveness of training. Create low-budget, high-engagement microlearning videos with free tools!