Benefits & Economics

Improved understanding and retention

Studies show that after three months, you will remember only ten percent of what you hear. If you hear it and see it, you will remember three times as much. If you hear it, see it, and experience it, you will remember up to six times as much. Interactive presentations incorporate all three modes, encouraging people to learn by doing.

In addition, some people learn best through seeing, others through hearing, and others through motion (such as note-takers). Interactive courses and presentations appeal to all of these preferences.

Leader led, self paced or both

Presentations can be designed to be leader-led or self-paced:

  • In a leader-led format, the presenter provides the audio. The presentation serves to reinforce what the presenter is saying, complementing the presenter without taking over.
  • A self-paced presentation is produced with a soundtrack and incorporates prompts to lead the user through the presentation.

Where needed expert developers can produce a presentation incorporating both leader-led and self-paced techniques. For instance, a leader-led course might be designed to train sales representatives how best to present a product, but a self-paced version of the course can be made available to employees and/or customers unable to attend the classroom course.

Cost comparison self-paced interactive vs classroom presentation

When development costs for different learning approaches are compared, classroom-based materials require the least, staged video-based materials the most.  In contrast, interactive presentations can be crafted by small teams using high-productivity tools such as Flash, and HTML-5 saving the client up to two-thirds the budget needed to achieve the same training objective in a staged video format.

While the initial cost of interactive may be higher than classroom training, when the labor cost of the learners is taken into account significant savings occur.  We made this chart over 20 years ago but the same principles still apply. Videotape has been replaced by DVDs, cassettes are now audio CDs, and videodisk. The last projects we did using videodisk were in the early 90′s for the Opryland Museum and theme park.

Determining the breakeven where interactive is less costly than classroom training

While the initial costs of developing interactive presentations are higher than those typically required for traditional classroom training materials, the number of learners to be reached can result in net savings overall. In most situations, an interactive course needs an audience of 65 to 200 learners in order to beat classroom-based training on total cost per learner. If travel is involved for the learners or instructor interactive proves in with the lowest audience size.  

Secure investment

Your investment and trust in Duthie Learning and the work we created in the past is protected.   We do not engage in tricky licensing schemes, and clients are granted full rights to the final work. In addition, because we use commercially available tools and provide source code files if available, upon request, 

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More economical self-paced training

A lot of training currently done in traditional classrooms is appropriate for self-paced learning. In these cases, self-paced learning customarily takes 50% less time than classroom-based training to achieve the same competency. The pace of classroom training is limited by the slowest learner in the group, whereas self-paced training can be accomplished at the learner’s own pace. Since employees are generally compensated for time spent in training, this time savings can translate into a significant reduction in costs.

Interactive courses are also completely consistent from session to session. Finally, interactive training can take advantage of simulations, interactive exercises, and other techniques that are harder to execute with traditional media.

Features have included:

  • Break timers
  • Music while waiting for class to begin
  • Exercise timers
  • Instructors’ notes
  • Intranet/Internet operation
  • Reference modes
  • Interface to LMS-AICC/SCORM
  • Section for first time users
  • Simulations
  • Recording of voice responses
  • Bookmarking
  • “Play,” “pause,” and “resume” buttons
  • Help resources
  • Glossaries
  • Mouse tutors
  • Text-only options for users without audio
  • Notepads