LMS for Professional Training and Coaching Needs

The users of Nuveda’s proprietary CALF™ LMS platform may be found in various industries and functional domains. One such domain is Professional Training and Coaching. These trainers and coaches use different online learning platforms to impart their programs to learners located across the world. What are some of these platforms? The choice of platform depends on factors such as the type of training or coaching being offered, the preferences of the trainer, coach, and clients, the desired features and functionality, and the budget available for investing in technology. (https://nuvedalearning.com/blog/post/10-key-aspects-to-look-in-a-learning-management-system-lms-2019/) Most professional trainers and coaches prefer platforms that offer all these above requirements in one place. Nuveda’s proprietary CALF™ online learning platform offers all of these in one location. (https://nuvedalearning.com/blog/post/how-to-leverage-microlearning-for-corporate-training/) In conclusion, the right online learning platform for professional trainers and coaches offers the right features needed across the coaching journey. CALF™ houses all of these modifiable and customizable features and has received much appreciation from our clients so far. Schedule your Learning platform Demo today!! (https://nuvedalearning.com/calfv4/)
10 Key aspects to look in a LMS

10 Key aspects to look in a Learning Management System LMS in 2019 Support all types of content A critical aspect for a Learning Management system is to support content in the form of Videos, SCORM, PDF, Word, Excel, PPT etc. This will ensure user engagement with appropriate call to actions. Personalization (Branding) A Learning Management System should be flexible to be personalized & structured according to ability, when required; allows to create learning universes, when and where desired. Integrations with different systems & other LMS’s The Learning Management System should be able to seamlessly integrate with HRMS systems and with Other LMS & Applications, this allows the organization to bring all employee related data in a single place. Course recommendations & self-paced learning The Learning Management System should have AI inbuilt to recommend content based on the users learning journey and users liking. The LMS should give the users freedom to learn at their own pace. Gamification The Learning Management System should be able to provide a fun environment and should make learning more interactive & competitive by adding gamification & leaderboards in the learning journey, this helps the users to know where they stand and how they can improve their learning process. Discussion forms A good Learning Management System should have an aspect of Social Learning as it enables peer to peer learning, this helps the users to learn from their peers and share their ideas on their new learning with their peers and thus improve the overall learning experience for the user. Pre determining the learning journey A good Learning Management System needs to have the capability to identify and record individual job roles and create automated learning journeys for each such role, this offers better control for the organisation. Mobile / Multi device support The Learning management system should be compatible to all screen sizes and should automatically reconfigure for maximum efficiency (as per screen size) as per the user preferences. Reports & Analytics A good Learning Management System should support metrics that continually guide the learning process; offers techniques for correlation analysis, across objects, time, and learners. This will ensure that the organization’s learning goals are met on one hand and on the other relevant information is passed back to users to ensure their engagement as well. Customer service A good Learning Management System should be able to support its clients 24x7x365, ensuring business continuity and predictability. Explore our thought leadership Similar articles on learning management What is Learning Acceleration – 2019? Today, we see a August 2, 2021 Acceleration learning | Feature-2 | Featured post Read more Training Company demonstrates ROI of Leadership Programs using CALF™– A July 26, 2021 ROI of Leadership Read more Top 10 Must-Have Features You Should Look for in Your July 26, 2021 Top 10 features LMS Read more
The Google of Learning – Part I

The Google of Learning – Part I Dr. Balasubramanian Krishnan Chief Executive Officer NuVeda What follows is a vision and a dream of mine. I have been an unabashed admirer of Google and its efforts – not only in its technologies, but also its philosophies. I believe with some of Google’s technologies, online universities and schools can be created that are unparalleled in depth, breadth and impact. Articles and contributions In a series of articles, I will outline what I wish to create in my lifetime. I admit that I tried to create this on my own and did not succeed, for a variety of reasons – for one, it is not an easy one to create. I am happy to contribute my time and energy in creating this space for people interested in this effort. I mean Google itself, if it is interested. I invite comments from one and all. Why? I am a firm believer in that Learning began when Nature began. Plants learn, animals learn, human beings learn. Learning continues even where electricity doesn’t. I feel that if there is a way to capture, deliver, synthesize, personalize, collaborate and innovate on all things we know about, it can be good for all of us, not only to leverage for business needs, but personal needs of humanity as a whole, and who knows – one day perhaps, more than humanity. I look at this as the ultimate innovation engine, if ever something like this should exist. It would become the ultimate open university. It would also create his-tories or her-stories – a story-telling of a kind yet untold. How? I’ve decided that this needs to be an open-source project – one that invites collaboration, research, experimentation and more (just like the Google of Learning itself). I am looking for volunteers to suggest, participate and develop the system. I am also looking for companies, universities and organizations to contribute to the effort with software, and more. Definition A system or space with the following characteristics Content-rich : Leverages freely available resources, organizes and structures them continually. Personalization: Personalized & structured according to ability, when required; allows to create learning universes, when and where desired. Collaborative: is collaborative & facilitates contributions Feedback: Provides continual feedback automatically; encourages feedback from others, when desired Gaming & Experimentation: Provides a fun environment – one that encourages Gaming and experimentation Research: Provides opportunities to research any item in the learning process always; refines research where and when appropriate Nuggetization: Allows for collective synthesis and sharing; creates stories for re-telling Sense-itive: Appeals to all senses – visual, auditory, touch, smell and taste; automatically reconfigures for maximum efficiency if one or many of the senses are absent. Continuous Learning: Is always learning – therefore intrigues the learner in the process to learn more; Fault-resistant – i.e., learning continues even if mistakes are made. Analytics: Metrics continually guide the learning process; offers techniques for correlation analysis, across objects, time, and learners Delivery: bite-sized nuggets of learning for continual improvement Is available 24x7x365 Is device & space agnostic – mobile, desktop, brick-and mortar or otherwise Leverages all available and relevant technologies – SCORM, videos, webinars, virtual classrooms and more Base Technology There are a variety of learning technologies – including excellent learning management systems (LMS-es) that do a portion of what I envision above. Over the course of these articles, I will start to inventory these systems for widespread application. Google+ or Facebook can be a prime candidate for the base system of this project. One can also argue that the University or a school is one such space. If such a University exists, I would like to know about it and contribute to its growth! Explore our thought leadership Similar articles on learning management Top 10 Must-Have Features You Should Look for in Your July 26, 2021 Top 10 features LMS Read more 8 Must-have Features for any Online learning platform along with July 26, 2021 8 Features of online learning Read more Are Zoom, Google Hangouts, WebEx & Livestream really enough to July 26, 2021 Livestream Read more
How a Learning Management System can help the BFSI industry tackle its top 5 training Challenges

How a Learning Management System can help the BFSI industry tackle its top 5 training Challenges It has been more than a decade since the Global Financial crisis crippled the Financial Industry. As a result, the need for regulatory compliance in the industry has taken unprecedented importance. Financial Institutions today face the daunting task of balancing regulatory compliance across global locations with employee engagement. Technological advancements can help the Financial Industry tackle this situation to their advantage. One such tool is a state-of-the art Learning Management System, such as CALF™. Listed below are the top 5 benefits that a world-class Learning Management System can offer: Adherence to Internal and regulatory standards Modern Learning Management Systems can offer an institution the flexibility to design and deploy content to targeted users. One example could be of a multi-national institution that would require to adhere to multiple regulations. A well designed Learning Management System can help the institution tackle this problem efficiently and help adherence to the multiple regulations coupled with the ease of operations for the team deploying such content Availability of training material on the go It is estimated that millennials have their mobile phones accessible for 70% of their waking time. When we combine these kind of statistics with the rising number of millennials in the work force, the need for training being made available on the go doesn’t need any further validation. A modern Learning Management System will ensure that the content, created painstakingly by the learning and development team, is made available to the users on the go. Engaging the learner Studies in the learning and development space have clearly shown that the effectiveness of training is largely dependent on how engaged the learner is with the content that is being made available. Hence, initial solutions were designed around digitisation of content, however this too did not seem to solve the issue. A contemporary solution has been found in the use of SCORM, a standard in the learning industry. A modern Learning Management System will be able to support this requirement to ensure user engagement and also give detailed reports on the engagement of the user. Measuring Training effectiveness In spite of the rapid rise in the need for engaged and accelerated learning, the quantification of the training effectiveness remains a challenge at large. A modern Learning Management System can help the Learning and development team to measure the effectiveness of all its training initiatives across courses, groups, locations, regions, departments etc. MIS Last but not the least is the capability of a Modern Learning Management System in effectively creating reports for the Learning and Development team that could result in effective learning interventions. A modern Learning Management System can also assist the institution is creating customised reports to have key information handy for regulatory reporting as well. Explore our thought leadership Similar articles on learning management Top 10 Must-Have Features You Should Look for in Your July 26, 2021 Top 10 features LMS Read more What is Learning Acceleration – 2019? Today, we see a August 2, 2021 Acceleration learning | Feature-2 | Featured post Read more 10 Key aspects to look in a Learning Management System August 3, 2021 10 key aspects-2019 | Feature-3 Read more
Training Company demonstrates ROI of Leadership Programs using CALF(TM)–
A leading training company specializing in delivering world class leadership programs found it difficult to monitor, track and demonstrate the ROI of its leadership programs to its clients. They tried projects, pen and paper techniques to calculate the benefits, but found it difficult and cumbersome. Solution NuVeda recommended the use of their world class learning platform, CALF™, NuVeda’s flagship product to demonstrate business impact and calculate ROI. CALF™ provided many benefits, including the automation of the Kirkpatrick Model workflow during course creation, tracking behavior through Learning Application Posts (LAPs), Manager Approvals of benefits, and finally, the overall business impact calculation. In addition, automated reminders and notifications to participants and managers made the management and administration very easy. Benefits A consolidated report of revenue, cost reduction, productivity and customer satisfaction was demonstrated to their end client, and enabled repeat business for the training company. In particular, for one automotive client, they were able to demonstrate the following benefits: 20% increase in revenue Increase in productivity by reduction of 16,000 man hours 30% Cost reduction during painting by reduction of lead time from 3 days to 1 hour Testimonials “CALF™ provided all the required features to measure learning and track performance improvement. Moreover, our participants found the user-interface friendly and easy to navigate. CALF™ has proven itself to be an effective sales tool.” Director, Training Company Explore our thought leadership Similar articles on learning management
8 Must-have Features for any Online learning platform along with video conferencing in 2020.
8 Must-have Features for any Online learning platform along with video conferencing in 2020. 1. Discussion Forums Discussion forums help the participants to interact with their facilitators & peers and thus help in peer to peer learning. 2. Surveys/Polls Ability to create surveys and polls and send it to participants to collect their feedback on the sessions. 3. Assessment & Quizzes Ability to conduct assessments & quizzes inside the platform and also need to get instant reports on participants’ performance. 4. Reports and Analytics Highly personalized reports and the analytics for the session /course should be available along with the status of each student in the concerned categories. 5. Gamification Ability to assign points to the participants as they learn and complete tasks and track those points using leaderboards creates a game-like experience and makes learning fun & exciting. 6. Notification and Announcements The ability to send role-specific notifications and to set the auto-notifications trigger in the platform for session reminders, session invitations will be handy. 7. Session Calendar A session calendar in the platform can help the participants to keep track of all the important session dates and deadlines in one place and helps in managing their time. 8. Certification Auto-assign Certificates on course completion, as well as the design of the certificates, are important in Online Learning. The CALF™ platform comes with all these features inbuilt and free virtual classroom setup and free trial for 45 days for up to 100 users. Explore our thought leadership Similar articles on learning management The Google of Learning – Part II Dr. Balasubramanian Krishnan July 26, 2021 google learning 2 Read more The Google of Learning – Part III Dr. Balasubramanian Krishnan July 26, 2021 google learning3 Read more Top 10 Must-Have Features You Should Look for in Your July 26, 2021 Top 10 features LMS Read more
Top 10 Must-Have Features You Should Look for in Your LMS
Top 10 Must-Have Features You Should Look for in Your LMS There are a lot of Learning management systems that are available in market today. While it is debatable which is the best, we have listed out some of the essential features which you should look for before buying a learning management system. Beautiful Interface and an amazing user experience A seamless and comfortable user experience is a must have as this is the deciding factor to the relationship between the learning management system and the organization. It is very important to be able to manage, deliver and participate with simplicity and ease of use. The process of creating courses, programs or curricula should be transparent and done with a minimum number of clicks, but with the maximum of flexibility. Native Mobile Apps Today’s learning happens mainly through formal and informal ways over smartphones and tablets. This allows the students or participants to take part in learning activities anytime and anywhere. Native iOS and Android apps enhance the user experience, and must be considered essential. Course and content management The learning management system should support the latest international standards and be able to upload documents,videos and other learning materials for the users to consume.It would be nice if your LMS has the ability to customise your courses.Registration and assignment of courses should be doable for an individual participant or for a group of participants. Broadcasting of your organisational information will help you to keep updated with latest activities. ILT, Blended and Online Learning Support for multi-modal learning methods such as Instructor-Led Training (ILT), Blended Learning and online learning are a must. Facilitators and Administrators must have the ability to mark attendance at a training program, and have the abilities to conduct instant polls as needed. SCORM Compliance Although there is an increasing tendency of LMS-es today to downplay standards such as SCORM etc., we find that many organizations require support for these standards as relevant today as before. In addition, newer compliance standards are now being adopted, including the TinCan or Experience (xAPI). App Notifications and Emails The ability to provide App and email notifications & reminders to engage the users is critical. Additionally, the ability to customize email templates and provide flexibility to facilitators is also critical. Surveys and Assessments Surveys and Assessments are key ingredients of any course and the flexibility in providing the course creator to create various types of quizzes and surveys is essential. These include: The ability to create statements and questions that have multiple choices,Texts, Likert scales, fill in the blanks, etc. The ability to randomize questions for each learner. The ability for manual and automatic grading. The ability to give weightage for your marks. And, in some cases where your LMS is also a recruitment platform, the provision for proctoring during exams. Certificates It is essential that your LMS provide a way to certify users after completion of their courses. This serves as a badge of honor in their peer groups and also as an accomplishment mechanism. Gamification Gamification is a must have attribute of a learning management system with an organization that incentivizes the process of learning.It also helps in nurturing a learning environment by creating a friendly and constructive competitions.It engages learners and it is the best practice to accelerate learning within an organization. Reporting The reports are a very critical aspect of the learning management software system.It is very imperative to keep track of the progress of the learner as well as tracking the adoption of the learning and Identifying the learning path. Nearly all the above and many more critical features are readily available with our CALF Explore our thought leadership Similar articles on learning management The Google of Learning – Part II Dr. Balasubramanian Krishnan July 26, 2021 google learning 2 Read more The Google of Learning – Part III Dr. Balasubramanian Krishnan July 26, 2021 google learning3 Read more The Google of Learning – Part I Dr. Balasubramanian Krishnan August 1, 2021 Feature-1 | google of learning Read more
The Google of Learning – Part III
The Google of Learning – Part III Dr. Balasubramanian Krishnan Chief Executive Officer NuVeda In the original article on this subject (The Google of Learning – Part I), I defined a set of attributes for the online learning university I called the Google of Learning. In a prior article (The Google of Learning – Part II), we talked about content, what content-rich is and what automatic categorization is about.In this article, I explore Personalization – what such an online university system should do for me. We all know of many organizations that subscribe to thousands of e-learning courses but very few of them are actually used. Why? They simply aren’t personalized to the individuals. In other words, there is a library, but that is not of interest to me because it doesn’t serve my needs and interests. There are a few attributes that come to mind, in no particular order. They are related to the “what, when and how” of the learning elements. In order to demonstrate the points, I take a non-corporate example such as cooking a vegetable lasagna. Just-in-Time i.e., Provide me with the learning elements at the right time This is now a commonly expected behavior of many applications – that the notifications and learning elements are delivered when you need them, not too much earlier or later. It’s like performing any task – be it mountain climbing or swimming or bicycling, for that matter. Unless the key tips for doing the job are learned closer to the time of the actual event, the tips may well be irrelevant, because we may well forget. But Just-in-Time also means the ability to replay and re-learn things when we want it. For example, in Mathematics or in Physics, we might want to hear the techniques a couple of times before we actually perform the mathematical task or the physics experiment. For example, in the case of a vegetable lasagna, can a simple recipe be delivered when I want it (yes – today!); Watch a video of a cook making it (yes, probably!); but real learning happens if I get asked a question: “What would happen if you added coriander to this lasagna sauce?” Contextual i.e., Provide the right learning elements at the right time We all know of many organizations that subscribe to thousands of e-learning courses but very few of them are actually used. Why? They aren’t personalized to the individuals. The contextual characteristic goes hand-in-hand with the “Just-in-Time” requirement. What is relevant to me at a particular time differs from what another employee needs at that time. The ability to distinguish that comes from an understanding of the historical perspective of my needs and actions. In many ways, this is similar to the Google search – how it anticipates what you are likely to type. That is, the system must be smart enough to provide me with the next learning elements based on historical experience. One could stretch this further and ask the system to anticipate the learning elements in the current context – i.e., literally “just-in-time”, but that simply destroys the joy of living and discovery, in my humble opinion – that would be more suitable for robots. In the vegetable lasagna example, one context might be that I do not have much time. In such a case, I might actually appreciate learning about whether there is a quick and dirty way to make a vegetable lasagna? Or are there other alternate dishes that are easier to cook and have a similar pasta-cake like feel? Discovery versus informational i.e., Allow me to discover versus simply provide information One of the biggest drawbacks of general purpose courseware is that they lack the fun elements of learning. When courseware becomes fun, it becomes learningware. It is well known that discovery fosters learning and that puzzles and games accelerate learning because there are many elements to discover. Even physics, chemistry and biological experiments may be considered as games, in some extreme cases. It is therefore meaningful to structure learning elements in various puzzle and game-like methods for effective learning; the easier it is to do, the better the Google of Learning will be. In that sense, the Socratic method (asking questions) is supreme for learning effectiveness. This begs the key question: What kinds of puzzles, games, simulations and other such methods must be possible in the Google of Learning? In the vegetable lasagna example, I might appreciate learning more about what vegetables can go in a vegetable lasagna, and what not. And more importantly, why! Sensory i.e., Allow me to leverage the right kinds of sensory behaviors for effective learning. This characteristic is a little tricky and necessarily complex. It is well known that the learning styles of people differ and many people may call themselves visual, auditory, etc. With the advent of the touch-sensitive devices such as iPad and Tablets, the number of possibilities to deliver learning elements compound dramatically. What then is the right approach? The Google of Learning may itself have to discover the user’s learning style using a combination of methods, and senses, when and where they are applicable. For example, learning how to cook a vegetable lasagna well by reading a recipe is very different from learning from an accomplished cook – learning by watching and doing. This explains why the iPad is a big hit with the young children – they tend to learn by feeling, touching and tasting, in addition to seeing and hearing. When the opportunity to play with the iPad presents itself, I have never seen ANY kid shy away. Now, that is saying something! In the case of the veggie lasagna, I might be interested in a learning element that allows me to touch and feel the lasagna – I for one like the top crispy! Do we have ANY devices that allow us to experience that kind of feel? Probably not! Probably soon to come! Explore our thought leadership Similar articles on learning management 10 Key aspects
The Google of Learning – Part II
The Google of Learning – Part II Dr. Balasubramanian Krishnan Chief Executive Officer NuVeda In the original article on this subject (The Google of Learning – Part I), I defined a set of attributes for the space I called the Google of Learning. In this article, I explore the meaning of Content and structure for such a Learning Universe. Content-Rich In the context of the Google of Learning concept, content acquires a holistic meaning – that of an object that can be consumed by the senses. Let me explain. Today content is generally understood to be text, art or images, sounds, songs (audio sequenced over time) and video (audio & imagery sequenced over time). All of these are stored in computers in a boolean sequence (ones and zeroes) and retrieved when required, for example – clicking on this web page. Therefore, you can now begin to imagine the scale of the content to be managed. Video is rich because two different senses are combined over time. Now, when you coalesce video and the sense of touch over time, a whole new sequence of content is created which is easily richer than video itself. Now, that is still only 3 out of the 5 senses. I will let you imagine the size and scale of the content to be managed when you include all senses (see Sense-itive, as part of the Google of Learning – Part I). When I talk about content-richness in the Google of Learning concept, I am talking about content that can be assembled and dis-assembled, aggregated, disaggregated and presented to the learner. But this assembly and dis-assembly is possible only when the content is structured – not just in terms of tagging, which addresses relevance to some extent, but also organized in a logical fashion that is appropriate for the needs of the learner. Why is organization and structuring of content important? In some ways it is exactly like a product and the buyer. When the need is there, the product gets bought. If the need is not there, the product may get bought, just like a search might yield the results that you want. Similarly, the question to ask is – how can content be structured in a fashion that the learner wants. Even better – how can content be automatically structured? Note that this is more than meta-tagging. It is more than Web 3.0 – the Semantic Web. How the content needs to be structured is dependent on how the learner wants it. Therein lies the challenge. A kid learns differently from a teenager who in turn learns differently than an adult. But what really distinguishes a kid’s learning ability from that of an adult? We all know of many whiz kids who qualify for Ph.D’s at a young age, etc. It all depends on their abilities – assessed by a well-accepted set of independent measurement tools. These tools are called tests or assessments. In effect, one needs ways of creating steps or mini-steps of learning along the way which assesses an individual (see Nuggetization – as part of the Google of Learning – Part I). Let’s be sure that Meta Tagging is a fantastic beginning. It addresses elements of the What. Automatic Meta Tagging is something Google does reasonably well, today. Therefore, one can easily categorize learning subjects and find subjects of interest to us. However, consider these scenarios: You want to learn piano lessons for free – search the web and search youtube. What do you find? How do you choose? Does it have the right structure for you? Assume you want to learn in 5-minute segments: what can you find? What if you wanted to learn in 10 minute segments? 20-minute segments? Can you break up a 20-minute lesson into 5-minute segments? Take the example of a book having 200 pages – you can read it one page at a time, 10 pages at a time or a chapter at a time. However, one could argue that it makes sense probably to read it only one chapter at time, but still the choice is available to me. Provides continual feedback automatically; encourages feedback from others, when desired You might also want to aggregate their lessons, based on their time availability – i.e., aggregate 5-minute lessons to create a 30-minute segment, for example. Are these offerings available to you? Now think of added complexity. Assume that you have completed basic piano lessons and are now ready to do more. What should the Google of Learning do for you? Where should you begin? Allows for collective synthesis and sharing; creates stories for re-telling There is more. You might be a piano aficionado and you might actually want to learn from certain Masters, specific ones. And….more! More need for structure. I am sure there will be more such needs, as it develops. The key question is: are such choices available to me today? The answer is – it is available, partially. But learner demands dictate how the content must be structured, automatically. Are you able to set up a start point and and end-point for your learning – i.e., goals? Can the Google of Learning determine the right goals for you, based on your profile? And that brings us to the next article on the The Google of Learning – Part 3: Personalization. Stay tuned – and please do let me know what you think! Cheers, Krishnan. Explore our thought leadership Similar articles on learning management Are Zoom, Google Hangouts, WebEx & Livestream really enough to July 26, 2021 Livestream Read more Training Company demonstrates ROI of Leadership Programs using CALF™– A July 26, 2021 ROI of Leadership Read more Are your teams competitive enough in today’s world? Most organizations July 26, 2021 Competitive team Read more