How to Engage Learners Before, During and After Training

How many times are you distracted or interrupted during a normal work day? What about your learners? How often are they pulled away from their planned activities? Let’s face it: distraction often feels like the norm for many of us. Your learners are likely no different: they have a long list of things to get […]

BLP Wins 2016 Horizon Awards for Knowledge Guru ‘Drive’ and Custom Mobile Learning Solution

Bottom-Line Performance (BLP) is the proud recipient of four awards in the 2016 Horizon Interactive Awards competition, including one ‘Gold’ distinction. The prestigious competition has received over 10,000 entries from over 40 countries since its inception in 2002. The top entries are awarded a Gold, Silver, or Bronze distinction for excellence in interactive media.  The Knowledge Guru Drive mobile reinforcement and […]

Instructional Design vs. Learning Game Design: What’s the Difference?

Your manager decides to include games and gamification as part of this year’s training strategy. As the instructional designer, she expects you to create the learning game. You’re already on staff and it’s your job to create training content… so it seems natural that you would have the skills to design a serious game or gamification system as well. But […]

Gamification vs. Game-Based Learning: What’s the Difference?

Every year, the NCAA invites people from all over the world to participate in one of college sports greatest spectacles: March Madness. If you are reading this from the United States, chances are high that you have filled out a NCAA men’s basketball bracket before. You know how it works: participants are given an online tool […]

Bloom’s Taxonomy and Learning Games

You have a clear business problem, a related instructional goal, and a desire to incorporate learning games to help you achieve your instructional goal. But which games are best? To answer the question, focus on crafting relevant learning objectives. These objectives should outline what learners need to know, do, or believe/feel to achieve whatever instructional […]