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New and interesting technologies are being used for teaching. This means that you don’t need to be at school or at the university to take courses. If you need to prepare a webinar or you must give a presentation to talk about e-learning and these kind of advances in education, this new template by Slidesgo is the way to go!

If you’re a teacher, connecting with your students is what’s important, and you can achieve this with a professional design. To begin with, you’ll find some flat linear bicolor illustrations with wavy backgrounds, a style that is always trendy in design. As pictures and images are worth a thousand words, try to make the most of them. However, text is also essential, so let’s talk about the typography. Titles use a sans-serif typeface that works very well for digital screens. Body text also uses a sans-serif font, but this one has a modern look, which is a good added value for your presentation. But that’s not all. We know that numeric data is also key to stating your point, and that’s why we’ve decided to add graphs, timelines, maps and icons. Everything in this template is editable, making it the perfect choice for a custom presentation to suit your needs. What are you waiting for to download it?

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PowerPoint E-Learning: With these tips & tricks, you can quickly create your E-Learning presentation!

You may already be familiar with the term E-Learning. In many professional fields, as well as in schools and universities, E-Learning PowerPoints are increasingly being used. But what exactly does E-Learning stand for?

In this article, we will explain how you can use PowerPoint to create your own E-Learning presentations.

What exactly is E-Learning?

E-Learning, which stands for electronic learning , refers to all forms of learning that are supported by electronic or digital media . If you are not familiar with the term E-Learning, you may recognize other terms such as online learning, multimedia learning, or e-didactics, which are used to describe the same concept.

The convenience of E-Learning is that it can take place from anywhere. Whether you’re at the beach, at home, or on a train, E-Learning has gained popularity, especially during the COVID-19 pandemic.

In E-Learning, learning materials are provided digitally to learners. These materials range from podcasts and presentations to video courses. In this article, we focus on E-Learning presentations.

E-Learning: these are the advantages!

The benefits of E-Learning extend beyond its easy implementation during pandemic times. Below, we have summarized additional advantages that demonstrate why E-Learning is more popular than ever.

#1: Self-paced Learning

One of the advantages of E-Learning is that participants are not bound to a specific presentation timeframe because the learning content is available continuously. It doesn’t matter at what time of day or night the learning content is accessed, and participants can go through the content at their own pace. In a traditional lecture with a predetermined time limit, it is expected that every listener understands the content within that timeframe.

Once a slide has been presented and discussed, it is assumed that everyone has grasped and internalized the information. There is no opportunity to revisit specific slides. However, in E-Learning, participants can go through the slides as many times as they want and for as long as they need, allowing them to determine their own learning pace .

Furthermore, users can complete E-Learning modules according to their own learning preferences . This means that while one person may prefer learning with music, it may be detrimental for others to hear any background noise while studying.

As a result, participants can engage in self-paced learning and independently grasp the concepts.

#2: Location Independence

As mentioned earlier, a major advantage of E-Learning is that it can take place from anywhere . In particular, E-Learning presentations can be accessed from any location and through any device . Unlike a live presentation where audience members need to be physically present unless it is an online event, E-Learning presentations can be shared with people around the globe.

This means that you can work on E-Learning presentations even while on vacation or on the go.

#3: Easy Access to Knowledge

This is especially beneficial for people living in remote areas, far from major cities and potential event venues. With E-Learning, there is no need to travel to acquire knowledge and information that would typically be provided in live presentations. Additionally, E-Learning allows for access at any time and from anywhere, as long as a digital medium is available.

#4: Regular Updating of Learning Content

Since E-Learning presentations are available online, authors have the ability to update them . This ensures that users always have the most up-to-date information and are kept current. In contrast, with in-person presentations, once the talk is over and the audience has left the venue, there is no opportunity to correct or update what was said.

E-Learning allows for regular content updates , ensuring that learners receive the latest information and materials.

PowerPoint and E-Learning? Here’s how it’s done!

PowerPoint offers many features that allow you to create a creative and effective E-Learning product . However, there are certain considerations to keep in mind. What works for a live presentation in front of an audience may require some adjustments for an online course.

That’s why in this paragraph, you’ll learn how to use PowerPoint to create E-Learning presentations in just a few steps.

At the beginning:

Like any other presentation, creating an E-Learning product in PowerPoint starts with a blank slide. It is advisable to begin with a completely blank slide rather than using a predefined template with a title and bullet points. This openness encourages creativity and allows you to design your own layout freely.

To learn how to create an appealing PowerPoint layout, you can refer to our blog post titled “PowerPoint Layout” on this topic.

The learning content should always be designed to be understandable , as this makes it easier to motivate and inspire participants.

Creating the learning unit:

The creation of the learning unit in E-Learning PowerPoint presentations differs from that of a linearly structured presentation . For E-Learning presentations, more complex structures with multiple levels or branching paths are recommended.

This helps learners navigate through the online course in various ways. Furthermore, it ensures that participants with different levels of knowledge are covered and can understand your content.

It is also advisable to remain open to an arrangement that suits your content during the creation of your learning materials.

Organizing with tabs:

By using tabs, you can bring order to your presentation and categorize your learning content. This paragraph will show you how. You can create a navigation bar with tabs using these tabs. This navigation bar allows you to connect learning content using duplicated slides and hyperlinks.

#1: Creating a starting slide

To build a navigation bar with tabs, it is important to create a starting slide first . This slide will be duplicated and equipped with hyperlinks later on.

1. To do this, create a r ectangular shape with any number of tabs, as shown on the slide. Color each tab in different colors. Then, duplicate this slide so that you have the same number of slides and tabs.

organizing you e learning presentation with tabs

2. On the duplicated slides, it is important to change the colors of the tabs accordingly. On the second slide , make the middle tab gray , and on the last slide, make the third tab gray . If you have more than three tabs, repeat this step until you have a different tab colored gray on each slide.

3. Once you have created all the slides, label your tabs and slides . Make sure to label the correctly colored slide with the appropriate content.

#2: Add Hyperlinks

To allow users of your E-Learning presentation to navigate to different slides by clicking on a tab, you need to incorporate hyperlinks into your presentation. When someone clicks on the second tab of your presentation, the goal is for them to be directed to the corresponding slide for that tab.

The link is hidden in the background, but due to the consistent layout of the slides, it appears as if you are still on the starting slide, but in a different tab.

To add the hyperlinks as described above, follow these steps:

Select the tab, which is the shape above the slide, where you want to place a hyperlink. This should be a colored slide, as ideally, you should be on the gray-colored slide.
Then, under the “Insert” menu, choose the “Action” option.

add hyperlinks to your e-learning presentation

Here, under the “On Click” action, you can select a link to the desired slide. This can be the previous or next slide, as well as any other slide number X.

Confirm your selection in the pop-up window by clicking “OK.”
To check if the hyperlink insertion was successful, you can view your E-Learning presentation as a slideshow . Click on the different tabs, and if the linked slides open, you have done everything correctly.

#3: Bonus Tip: Navigation Menu Instead of Navigation Bar

Even without tabs, you can incorporate hyperlinks into your E-Learning presentation. In addition to slides, actions such as switching between slides can be linked to text, images, or icons. You can add these in your E-Learning PowerPoint presentation following the same steps explained in point #2.

Discover in our blog article on “PowerPoint Icons” how to incorporate visual elements into your presentation using icons.

Add-Ins for Your E-Learning Presentation:

In addition to regular text slides, E-Learning offers a lot of freedom when it comes to incorporating additional add-ins.

Elements such as tests and quizzes are particularly suitable for ensuring that participants actively engage in the learning process. This not only encourages active participation but also promotes engagement. Unlike in live presentations, where participants mostly passively listen and watch, tests and quizzes require active thinking and interaction .

Adding audio tracks to accompany the E-Learning content or pre-recorded narrations can also help personalize the learning experience . Engaging multiple senses and creating immersive content enhances retention. For useful information on using audio comments in your presentation, check out our blog article on “ PowerPoint Voiceover “.

To learn more about creating interactive presentations and actively involving your audience, read our article on “ Interactive Presentations “.

Extra Tip: Make Your Presentations Engaging with Tips from Our Blog

Make your E-Learning presentation even more captivating for your audience . Your viewers will appreciate visual stimuli. Keep in mind that closing the presentation is just one click away . By strategically incorporating additional visual elements, you can prevent this.

Whether it’s animations, action titles, or storytelling, these topics can play a complementary and engaging role in creating your E-Learning presentation. Visit our blog to find helpful tips on these topics and much more!

Conclusion: E-Learning Made Easy with PowerPoint!

As you can see, PowerPoint offers numerous possibilities for E-Learning projects and allows for a lot of creative freedom . Try out our tips and create engaging E-Learning presentations in no time!

Do you have an idea for an E-Learning application, but need some missing pieces for its implementation? In our shop, you will find various templates such as graphics, icons, maps, or animations that can assist you in creating your E-Learning project . Visit the Shop

If you have any questions about E-Learning or PowerPoint in general, feel free to contact us at [email protected] . We are here to help!

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INTRODUCTION TO E-LEARNING. Objectives This chapter contains information on understanding the fundamental concepts of e-learning. In this chapter, e-learning.

Published by Clarissa Lawson Modified over 8 years ago

Presentation on theme: "INTRODUCTION TO E-LEARNING. Objectives This chapter contains information on understanding the fundamental concepts of e-learning. In this chapter, e-learning."— Presentation transcript:

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What Is eLearning? The Geeks Guide To Electronic Learning

Table of contents.

If you’ve spent any amount of time on the internet, you’ve probably come across at least one form of online learning, whether it be through courses, downloadable pdfs, webinars, or interactive presentations.

There are online courses available for hundreds of thousands of topics – from sales, operations, and marketing, to financial freedom, coding, and baking.

In the rapidly evolving landscape of education and professional development, eLearning has emerged as a force to be reckoned with , reshaping the way employees and learners acquire knowledge and new skills.

In this blog, we will take a look at the intricacies of eLearning, its history, delivery methods, and the potential benefits it holds for both individuals and companies.

So What is eLearning?

eLearning, which is short for electronic learning, refers to a learning experience delivered electronically through digital devices.

Unlike traditional learning methods, eLearning allows students to access educational content anytime, anywhere, using electronic devices such as computers, tablets, or smartphones.

This learning experience encompasses a broad range of activities, from self-paced learning through online courses and educational materials to interactive multimedia presentations.

What About Online Learning. Is It The Same Thing??

eLearning materials come in a variety of forms. In many cases, eLearning is often interchangeable with online learning methods and online courses. However, eLearning is more of the umbrella under which online courses rest.

These courses combine traditional classroom methods with digital tools. Instead of a downloadable pdf or eBook, courses offer more structured learning modules, course work, and tests that are all monitored by an instructor or a team of instructors. This differs from some other types of eLearning materials and programs that are more independent.

A Brief History Of eLearning

While the term “eLearning” might sound like a recent development, its roots actually trace back to the 1960s when computer-based training and learning materials even within traditional classrooms first emerged.

The advent of the internet in the 1990s revolutionized eLearning, enabling the widespread distribution of educational content, course materials, and digital tools.

The introduction of eLearning also paved the way for distance learning . This allows students from across the world to access programs and courses without needing to relocate. This means students from, let’s say, Canada, are able to access courses that are taught by institutions all the way in Germany or Japan.

Not only has this meant students have access to a wider variety of materials, it also reduces the cost barriers that might prevent someone from accessing a course or online program.

Over the years, advancements in technology, such as video streaming, virtual reality, and artificial intelligence, have further improved and enriched the eLearning experience, allowing for virtual classrooms, interactive elements, remote learning, and completely online education.

How Online Learning Courses Are Delivered

Online learning courses and online training come in various formats, ranging from video lectures and interactive simulations to quizzes and assessments.

These courses are typically delivered through educational institutions and dedicated platforms or Learning Management Systems (LMS), providing a centralized hub for organizing and managing educational content.

Learning Management Systems

Learning Management System platforms play a pivotal role in the administration, tracking, and delivery of eLearning courses. They enable educators and companies to create, distribute, manage, and access educational materials efficiently.

Whether its synchronous eLearning courses and mobile learning or blended learning programs and employee training materials, an LMS program allows employers and academic institutions to accurately and efficiently manage their eLearning tools.

LMS features often include user registration, learner progress tracking, discussion forums, and assessment tools, fostering a seamless online training and online learning experience that values knowledge sharing and knowledge retention.

The Experience API (xAPI) is a specification that allows for the tracking and reporting of learning experiences beyond traditional eLearning platforms.

xAPI goes beyond the confines of a single LMS, capturing a learner’s activities from various sources, such as mobile apps, simulations, and social learning platforms. This flexibility provides a more comprehensive view of an individual’s learning journey.

Sharable Content Object Reference Model (SCORM) is a set of standards that govern how eLearning content is packaged and delivered. SCORM ensures compatibility and interoperability between different eLearning systems, allowing content to be easily shared and reused across various platforms.

How Can eLearning Benefit Your Company

Implementing eLearning or online learning into your company’s corporate training and development strategies can be extremely beneficial to you and your employees.

It Is Cost Effective In The Long Run

Not only does online learning allow companies to deliver consistent training across a geographically dispersed team, also it reduces training costs associated with travel and accommodation, and enables employees to learn at their own pace, increasing overall engagement and retention.

It Helps You Save Time

Additionally, utilizing online learning platforms can save you and your employees time in the long run. Asynchronous e learning courses and training sessions allow students to work at their own speed and work within and outside working hours.

It Improves The Standard Of Training

eLearning can also help online students achieve their learning objectives with online training materials that can be suited to their specific needs . Adaptive learning allows means content can be changed based on difficulty, type of content, and pace of learning.

It's Good For The Environment

Among the benefits of eLearning is its impact on the environment. In traditional training courses and learning environments, the learning material is often printed off for students.

Additionally, students and educators will need to travel to a learning center which uses gas, emitting carbon gases into the air.

Pre recorded lecture content, asynchronous e learning courses, and eLearning methods take away the need for printed materials and gas emissions from travelling. These small steps can have an impact on the overall health of the environment .

How eLearning Can Benefit The Training Of Your Workforce

eLearning is particularly beneficial for workforce training . It provides employees with the flexibility to undergo training at convenient times, minimizes disruptions to daily operations, and allows for personalized learning paths tailored to individual needs. This approach fosters a continuous learning culture within the organization.

Some types of training that will be beneficial to employers include compliance training, partner training, customer training, and sales training. These types of programs can be found in a structured course (or synchronous elearning course) or asynchronous eLearning that can allow adult learners to work at their own pace and from their own mobile devices.

Depending on the types of eLearning your company requires, these programs can not only be catered to your company’s needs, but also promote lifelong learning and professional development for your employees.

Is eLearning The Future?

As technology continues to advance, eLearning is poised to play an even more significant role in the future of education and professional development.

The adaptability, scalability, and cost-effectiveness of eLearning make it a compelling choice for individuals and organizations seeking efficient and innovative learning solutions.

Accessible learning programs that work for people with different abilities is also available with an e Learning course.

Many higher education institutions have taken on web based training, especially coming out of the COVID-19 pandemic.

Additionally, educational scientists have said that courses with an instructional design that cater to a learner’s needs can support learning and knowledge retention for people of all ages and abilities.

Does Your Organization Need a Custom eLearning course? Let's Talk.

If you’re ready to create a collection of your very own custom eLearning materials that will suit your company’s needs. The Geeks are here to help.

Our team of experienced and professional designers have the abilities and knowledge to create programs and course materials that can align with your company’s mission, vision, and values.

From basic employee training to more role-specific professional development opportunities, our team can create compelling materials for your company.

Want to know more? Contact the Geeks today to see how we can help you reach your goals!

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Optimizing PowerPoint for E-learning

By Jeff Cobb . Last Updated on July 11, 2024

Times have changed and the world has fully opened its eyes to the value of e-learning. Traditional learning methods that require you to be at a certain time and place can be an inconveniencing interruption to our often-busy schedules. And from an instructional perspective, you have to balance creativity with practicality.

So that begs the question, how can you create engaging courses that minimize interruptions to our schedules and are convenient for both the learner and instructor?

If you’ve ever created lectures, presentations, or even webinars using Microsoft PowerPoint, then you’ve overcome more than half of the e-learning curve. But while PowerPoint is a great tool, it’s not adequate on its own to captivate learners.

In this article, I’m going to show you how to convert your presentations into an on-demand and fully active online experience.

PowerPoint vs. E-learning

PowerPoint is a classic presentation tool that has its place in face-to-face learning. But because it naturally follows a linear presentation structure – that is, each slide in the presentation is presented in a predefined sequence – it allows for minimal audience participation. However, in the classroom environment, this lack of interactivity is often supplemented with questions, (marked) assessments, group activities, and assignments. In this way, PowerPoint merely supports the instructor, who picks up the slack and effectively delivers the content by speaking, using body language, and interacting with the audience directly in real-time.

Unfortunately, that’s why you see so many poorly-designed and un-engaging PowerPoint presentations.

With all those bulleted lists and cheesy clip art, your PowerPoints might merely function as cue cards in the classroom. But this type of presentation structure does not smoothly transition into asynchronous e-learning. Still, that doesn’t mean that you need to throw your PowerPoints out and start from scratch. They still give you a solid foundation to build up from.

Before we get into the particulars of how to optimize your PowerPoint presentations for e-learning, let’s look at some key e-learning criteria and determine to what degree PowerPoint fulfills them.

As you can see, there are some clear similarities between e-learning courses and PowerPoint presentations. The main difference is that PowerPoint relies more heavily on the instructor to convey information more effectively, whereas e-learning relies exclusively on the objects within the courses to do so. To bridge this gap, we need to rethink our PowerPoint designs without factoring in an instructor. We need to give them a full-makeover.

In the rest of the article, I’m going to show you how to accomplish this.

Giving Your PowerPoint a Makeover

Believe it or not, the success of an e-learning course can largely be attributed to its visual appeal. Don’t simply rely on the topic and content of your course to carry your learners through. You don’t just want to pay attention to the visual aspect from a branding and marketing perspective: you’ll also need to leverage layouts, colors, images, etc. to enhance or emphasize key messages throughout the lessons.

Style and Colors

The “style” pertains to the overall look and feel of the course. One key element of style is color. Others include the layout, theme, visuals, etc.

One mistake people make when creating the style of their course is making decisions too hastily or mindlessly. Your favorite color combination might be red and black, but it’s not about you – it’s about your target audience. So, first things first: you’ll need to evaluate your audience using demographics like age, sex, education, prerequisite knowledge, etc. Moreover, you’ll need to consider your style from a business perspective and how it contributes to the “flavor” of your organization.

Once you’ve made some of these executive decisions, then you can descend from aerial view and start considering how your content can be broken down into elements and then designate colors. As a general rule of thumb, you’ll want to start with a light-colored background with dark-colored text for easy online viewing. Then, select a few appropriate colors for things like arrows, navigation buttons, indicators, etc. Your color palette(s) can and should be documented and saved for future courses.

Themes, Layouts, and Backgrounds

When giving your PowerPoint a makeover, you’ll have to incorporate themes for different “learning events”. For example, your e-learning course might have unique slides for your table of contents, title, presentation, interactions, and quizzes. Think about the elements that would naturally exist on each of these types of slides and design layouts that logically organize these elements. This might involve redesigning some of your slides or creating a theme for a new type of slide that you’ll be including in your e-learning course.

Each layout should have a unique background for each of these learning events. If you have graphic design skills that’s great, but if not – no problem! You can also create professional looking themes by keeping things simple. Look online for simple layouts/templates that might contain a title and text box. Or for your assessments, find and/or emulate a layout that has a question area and designated space for multiple choice options. Would you like to incorporate questions that incorporate images? Then factor that into your theme design.

And of course, maintain the same color scheme/palette that you determined for your style/branding.

Making Your Slides Less Dense

When you’re creating e-learning courses, to keep your learners engaged, you have to “keep it moving”. This means that your audience shouldn’t be staring at the same slide for too long. From an instructional design perspective , dense slides do your learning audience a disservice because they likely over-rely on one type of learning style, such as auditory (audio), verbal (text), or visual (images).

So, how do you go about thinning things out in a systematic manner that doesn’t detract from your audience’s learning potential?

Well first develop or review your learning objectives. Keep them in mind as you comb through your content, eliminating any extraneous, redundant, or irrelevant information. If your content is text-heavy or full of bulleted lists, as is typical with PowerPoint presentations, then consider turning them into learning interactions. For example, the audience might have to check off a checkbox next to each bullet point before proceeding to the next slide, and in other cases, or – to cater to tactile learners – you can turn these bulleted “steps” into a process, tabs, or accordion interaction.

PowerPoint presentations tend to contain fewer slides that are highly dense because the instructor usually tackles each element on the slide systematically to break things down and provide the story behind the slide. Because the instructor is using his/her voice and intonation to emphasize important aspects of the message, while simultaneously asking and engaging the audience’s questions, learners can stay engaged and effectively cement knowledge.

On the other hand, e-learning slides tend to be “thin” and contain a lot of “white space” so that only the most important elements on the slide are showing. The learner should be able to logically assemble the “story” behind the slide with minimal text, some images to reinforce the message, and possibly audio.

Incorporating Meaningful/Relevant Visuals

While your PowerPoint presentation most likely includes some degree of images and visuals, you’re going to have to amplify them for your e-learning course. Part of the value of visuals is that they can package a thousand words, which – as previously discussed – can make your e-learning slides less dense.

Another reason why visuals are important is because most of us are naturally inclined towards processing visual information. Visuals can add meaning and therefore reinforce learning. You can create your own simple objects and diagrams using PowerPoint shapes. And, of course, there are also plenty of resources that you can use to source images, characters, infographics, and diagrams.

But the main thing is ensuring that your visuals are meaningful and relevant. An overabundance of visuals detracts from your message and can cause confusion. They should be chosen with purpose . So, if you haven’t clarified your course purpose and learning objectives yet, make sure that they’re established before you start incorporating images and determining your overall style.

Resources for PowerPoint Templates and ID Art

The internet has countless resources to help professionals and newcomers alike hit the ground running. From templates, backgrounds, and audio, to icons, graphic assets, and fonts – everything can be sourced.

Here’s a list of 10 great e-learning assets and resources:

eLearningArt – A vast library of eLearning images, illustrations, characters, graphics, and templates.
eLearning Brothers – Similar to eLearningArt. It offers character cutouts, eLearning and PowerPoint templates, images, icons, and stock assets.
Articulate Community – They offer a variety of templates for a wide range of presentation software, as well as course design assets (backgrounds, buttons, fonts, icons, etc.).
Public Domain Image Resources – There are many images and other resources available online that are in the public domain. This link will bring you to an exhaustive Wikipedia list of these free resources. Just be sure to follow their credit attribution instructions.
LA County Museum of Art – This resource provides over 20,000 free images. Any image that displays a “Download” button is free for the taking.
eLearning Asset – They offer a host of characters in office, medical, and industrial work environments, as well as cartoon mascots, office backgrounds, human silhouettes, and other freebies.
The Getty is a search gateway that yields a manifold of art images in the public domain.
PresentationGo offers a wide assortment of both free and paid-for Powerpoint/presentation templates, charts/tables, diagrams, graphics, etc.

Bringing Your PowerPoint Presentations to Life

There are ways that you can bring your PowerPoint presentation to life and have it captivate your audience on its own accord. PowerPoint has way more features than are often leveraged by presenters/instructors. You have the ability to incorporate a wide range of multimedia and even animate your slides and include transitions.

You can incorporate your own images or source them, record and edit audio, upload videos from your computer, or embed videos from external sources.

The easiest way to insert images is to copy and paste them or save and import them into your PowerPoint. Simply go to Insert -> Images .

As you can see, the Insert menu gives you ample options. For example, you can also insert shapes, audio, and video. The key is to engage as many learning styles as possible. Not everyone learns best with words and speech, but almost everyone responds better to visuals than text, so refrain from too many bulleted lists. They have their place, but use them wisely. For example, you can even treat each bullet point as an “object” that can be animated to appear in time with your narration/speech.

You can take advantage of PowerPoint’s many Entrance effects. These effects are used to introduce new objects (e.g., text, images, graphics, etc.) onto the screen. For example, you can have objects “Fade in”, “Fly in” from a specific location on the screen, or simply “Appear.”

Conversely, you have a wide assortment of “Exit” effects for when you’d like objects to disappear from the screen.

In addition, you can use Emphasis effects, which “underline” or “highlight” certain objects on the screen to direct your audience’s attention to a key point or message.

You can even create path animations that move objects about on the screen. This is probably the closest to an “animation”, as traditionally defined.

Screenshot - PPT Animation - Path Animation

All of these animations/animation types can be combined and timed to appear after or concurrently with one another. You can even set the duration of each animation and specify how long to delay an animation if it’s proceeding after another.

You can also leverage PowerPoint’s transition effects when transitioning between slides. For example, if you’re teaching a writing class, presenting a new work, or conducting a literary analysis, then you might want each slide transition to emulate turning a page in a book.

As you can see, there are many ways to bring your PowerPoint presentations to life. But there are ways that you can also infuse interactivity into your presentation. Typical PowerPoint presentations involve the learner progressing “on-click”. While this infuses some degree of tactile learning, you can take things up a notch by providing navigation. Not only does it take you away from the linear progression that’s so endemic to PowerPoints, but you can have learners essentially “choose their own adventure”.

That notwithstanding, interactivity is a prime feature of e-learning. So, even with navigation links, your PowerPoints are bound to fall short in this category. Thus, to truly optimize your PowerPoint for e-learning, you’re going to have to convert them or use them in combination with an e-learning authoring tool.

In the next section, I’m going to show you how to leverage PowerPoint for e-learning.

Leveraging PowerPoint to Create and Sell E-learning

While PowerPoint is a powerful tool for instructors, the presentations on their own make for rather poor and largely ineffective e-learning. Nonetheless, you might have noticed that a large percentage of e-learning courses take on a slides-based approach. Webinars, employee training or academic courses, and even videos are often created with slides. So, at its foundation, PowerPoints are essentially e-learning presentations with minimal to no interactivity.

For example, you can’t use PowerPoint to create drag and drop, dropdown, and/or process interactions. Nor can they be leveraged to create interactive quizzes – a near must-have in e-learning ( how else can you determine if learning objectives are being met? ). Consequently, PowerPoints are often used as storyboards for later development with eLearning authoring tools. As a matter of fact, many industry-standard e-learning authoring tools, such as Adobe Captivate, Articulate Storyline, and iSpring Suite, can readily convert PowerPoints into e-learning. ( More on these course creation tools here .)

Converting PowerPoints with Adobe Captivate

Adobe Captivate is a great e-learning authoring tool that requires a moderate level of technical know-how to wrap your head around it. As soon as you open Adobe Captivate, you’ll have the option to create a new presentation by importing from PowerPoint. If you’re on a PC, Adobe Captivate will enable you to edit your slides and add interactivity within an internal “PowerPoint environment.” However, if you’re on a Mac, then you’ll need to link your Captivate presentation to your external PowerPoint file, otherwise termed the “source file”.

Here are a few things you’ll need to note when importing your PowerPoints into Captivate.

Captivate doesn’t retain the individual objects on your PowerPoint slides, so if you have some text and images in your slides, it all becomes one flat, static image, kind of like a background image. So, ideally, your PowerPoint presentation should be ready to publish. All you’d be doing is adding quizzes/knowledge checks and incorporating interactive graphics.
Any animations you create in PowerPoint are imported in Captivate as Shockwave Flash files (swf). However, at the end of 2020, Adobe will no longer be supporting these files.
The latest 2019 version of Captivate enables you to import PowerPoints as a responsive project. That is, it converts the swf files into an HTML5 format, meaning your courses can be viewed on mobile devices ( a very important development/consideration! )

Converting PowerPoints with Articulate Storyline

Articulate Storyline is an intuitive e-learning authoring tool that can seamlessly convert your PowerPoint presentations into e-learning. However, if you’re a Mac user, then you’re out of luck. This awesome software is only supported on PCs. But one aspect that makes Storyline a superior choice to Captivate is that when you import your slides, it retains all the individual objects on each slide.

In other words, you can pick up right where you left off and continue developing your course without having to cut/copy and paste individual objects. Moreover, I find that Storyline’s interactive graphics are much more attractive and “up to date” than Captivate’s.

Aside from that, not many differences lie between the two authoring tools.

Converting PowerPoints with iSpring Suite

Another standard authoring tool that enables you to optimize your PowerPoints for eLearning is iSpring Suite . Of the options we’ve thus far discussed, iSpring Suite perfectly integrates with PowerPoint. That is, it is a PowerPoint-based tool kit that almost entirely preserves the PowerPoint interface while adding the extra functionality required to create full-fledged e-learning courses.

Once you’ve installed iSpring , it appears as a tab in the PowerPoint ribbon, as shown below:

You can record and add media using your external/built-in microphone and webcam. Whether you want to create a screencast, talking head video, or do a picture-in-picture video that combines the two types simultaneously, you can do everything out of iSpring. And of course, you can upload, import, or embed external videos.

And as with any full-fledged e-learning authoring tool, you can create quizzes, interactive graphics, dialogue simulations, and branched scenarios to immerse your audience.

Publishing Your E-learning

You have many options to publish your e-learning. You can always export your PowerPoint presentation as a movie and post it to your website, YouTube, and/or share it on social media. But if you’re looking for a more professional mode of delivery that’ll enable you to track student progress, garner course and learner analytics, and even monetize your courses, then you’re better off with a learning management system (LMS) .

LMSes are great, as most people learn on the go. No one’s going to download a course to their mobile device, as they consume too much storage space. Moreover, as the course creator , LMSes give you the power to administrate, receive assignments and quizzes, and take on a more active role in teaching your learners. On the contrary, if you’re looking for a relatively-hands free solution, then an LMS enables you to create learning paths and drip course content periodically or based on student progress, generate grades or scores, and even issue completion certificates!

Any e-learning authoring tool that’s worth its salt will allow you to export and publish the final product in a way that seamlessly integrates with an LMS. There are “languages” or “technical standards” by which an LMS can effectively “communicate” with your course content. SCORM is one of the most widely-used technical standards, but you also have AICC and newer standards like TinCan.

Authoring tools such as Captivate, Storyline, and iSpring are able to publish e-learning in any one of these standards in order to retain interactivity. So, when choosing an LMS system , ensure that it is compatible with the format in which you published your course. For example, Thinkific doesn’t support any of these technical standards, whereas Flora LMS only supports SCORM.

PowerPoint for E-learning: Key Takeaways

PowerPoint is best used as a supplementary tool for instructors. Therefore, it enables passive versus active learning. It would be hard to keep asynchronous learners engaged and hold them accountable for their learning if you used PowerPoint as a standalone e-learning course.
PowerPoint accommodates a wide range of multimedia, including animation and transition effects, but to truly make your course interactive (quizzes, drag and drops, interactive graphics, etc.), you’ll need to convert your PowerPoint to e-learning by way of an e-learning authoring tool.
Adobe Captivate, Articulate Storyline, and iSpring Suite are powerful, industry-standard authoring tools that can easily convert your PowerPoint slides into e-learning. But because of Captivate’s limitations with retaining objects, you’ll have much less headaches working with Storyline and especially iSpring.
Consider publishing your course to an LMS system. If your course contains interactive elements and features, then be sure to export it as a SCORM, TinCan, or AICC package and ensure that your LMS supports these formats.

By Sydney Mansaray for Learning Revolution

iSpring Suite: Create Professional Courses Using PowerPoint
How to Record a PowerPoint Presentation

Title image by Oberholster Venita from Pixabay

Table of Contents

6 Tips for Effective Instructional Design

1 thought on “Optimizing PowerPoint for E-learning”

Nice! Even with e-learning, PowerPoint is still a program that is used by a majority of people. May I suggest you take a look at the free iSlide PPT add-in? It will save you and your readers a lot of time! For example, read this article below. Just register an email address to get started for free and start using thousands of templates, icons, vectors, images and more! islide-powerpoint.com/en/support/tips-ideas/15-minutes-en Please contact me if you have any questions that I can help you with. Regards, Silvia

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1) Tweak Your Slides: Ten Design Principles for Educators (Version 3.0)

Learners often "buy e-learning" with their eyes and if they don't find it attractive it won't motivate them to learn. Good news is that by following some simple and practical design principles your eLearning screens can look great. Designing your material, then, has a lot to do with sticking to the essentials and arranging them properly. We personally love how actionable tips are provided in this presentation.

2) 5 Reasons Typography is Powerful

Everybody knows that typography can be incredibly powerful. It can change the entire look and feel of your eLearning courses. It's use will set the mood and tone of your material.

What is the typography you’re using saying about your course? This presentation has some awesome takeaways about how to use some of the basic principles of typography not only to achieve readability but also to bring interest. Remember to call upon the 5 points when designing your eLearning courses.

3) 16 eLearning Quotes to Inspire You

For many, the simplest ideas in the form of a short quote can help them think more clearly. That's why we've curated a list of what we think are some of the best eLearning or education quotes. You'll find thoughts from people like Elliot Massie, Dr. Michael Allen, to historical figures like Henry Ford.

We hope you get the dosis of inspiration from these famous eLearning industry professionals:

4) Brain Rules for Presenters

The brain is our primary tool for learning. It's seat of thought, memory, consciousness and emotion. So it only makes sense to explore it before attempting to design our eLearning courses. By understanding how the learner’s brain functions, course developers are better able to create material that works with the brain and not contradict it.

In 131 slides, Garr Reynols breaks down what he believes are the main takeaways and quotes from the book " Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School " . This is a must-see presentation of how to do a brain-friendly, learning-maximised presentation or eLearning course.

5) Great Presentations Are Like Ads

Getting learners to focus on your material is difficult. Efficient course developers make focusing with the material easier by making it fun, attractive and engaging. Much like advertisements, effective eLearning designs manage to grab the learner's attention while piquing their curiosity for more information.

Just putting words on a screen sucks! Learners get easily bored when you bombard them with numbers, heavy paragraphs, and too much factual information. Avoid this by getting more creative and experimental. Apply the 3 R's of advertising to eLearning!

6) 5 Killer Ways to Open Up Your Next Presentation

Great beginnings of the best novels or TV series or whatnot never fail at making people curious. By working on a great course introduction, you’re tapping people’s innate capability of curiosity and giving them an opportunity to learn something new. Begin with a story, an offer, or an interesting fact as if you are meeting someone for the first time. If your opening slides are good, learners will happily read your introductory material.

Without doubt, s uccessful eLearning courses that people complete from start to finish share one crucial element: a solid introduction. Below are some indispensable tips to creating one.

7) Introduction to Slide Design: 7 Rules for Creating Effective Slides

Design is too often overlooked by course developers, or otherwise misunderstood – some eLearning designers think that as long as their course "looks good," it's enough. But design affects the way a learner takes in information, so giving a bit more thought to the visual layout of the screens of your course is an important part of eLearning best practices. Follow these simple rules and see the difference they make.

8) How To Use Colors Wisely

"Color Matters. It always has, and it always will." Every shade and stroke of color, or the lack of it, creates its own message. Colors are powerful in that they elicit emotions, latent ones included. That means that too many colors can overwhelm the learner, making it hard to focus on the course material. So choosing them wisely can effectively deliver the emotional reaction you expect from your audience.

This Slideshare presentation gives us three valuable tips on how to use colors effectively in your presentations or eLearning courses:

9) 20 Eye-Opening Stats You Probably Didn't Know About Mobile Learning

Still not sure about implementing Mobile Learning? Consider these eye-opening statistics published by different organizations such as ASTD, iPass, Towards Maturity and Ambient Insight. Data from their most recent surveys reveal some interesting facts that you might be interested in.

SHIFT collected these facts about mobile learning to make the case for why everyone needs to take notice of the power of mobile in the learning industry.

10) Design for Usability

Jakob Nielsen defines usability as a "quality attribute that assesses how easy user interfaces are to use." Basically, its a necessary condition for survival. If your eLearning course or web site is difficult to use, people leave. Is that simple.

A course that provides learners with the right content it’s useful, but if it takes a lot of effort and thinking to actually find the content doesn't work. It should be too obvious where to click, how to search and how to navigate so that users won’t waste time and get impatient. Definitely take a second to flip through the presentation, as you'll learn a great lesson.

Share other awesome and inspiring presentations with us!

Karla Gutierrez

Topics: eLearning , eLearning tips

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How to empower your team with ai for elearning success.

As leaders in corporate learning and development, one of your biggest challenges is getting your team on board with using Artificial Intelligence (AI) in eLearning. It might seem odd—everyone's buzzing about AI, and some might even be experimenting with it quietly. Yet, in the workplace, despite AI’s potential to streamline tasks, many are hesitant to dive in. So, why the resistance? The reasons vary. According to a McKinsey Global Institute study, while 90% of executives see AI’s potential to boost their company’s performance, over 40% haven’t adopted this technology because they’re not sure how to implement it effectively.

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Are you facing criticism for your company's eLearning courses not being engaging enough? In today's fast-paced work environment, where time is a precious commodity and information overload is a daily challenge, capturing and maintaining your team's attention can be a daunting task. The reality is stark: traditional training methods are no longer effective for a workforce that demands not only knowledge but also relevance and adaptability to fit into their busy schedules. Simply maintaining the 'status quo' in your training approach is no longer sufficient.

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E-Learning PowerPoint Template

E-Learning PowerPoint Template is an educational presentation desk for online learning. Virtual and distance learning institutes use E-learning slides to introduce programs or new educational processes. This education PowerPoint template contains a creative set of graphics and icons to complement learn-from-home presentations. These include infographics, cartoon illustrations, timeline, and process diagrams. Modern graphics and PowerPoint layouts purposed for E-Learning make presentations more professional. In school meetings, the e-learning template can be used during conferences to discuss the agenda for next semester.

The E-Learning PowerPoint Template contains seven slides of stunning imagery and built-in layouts. The e-learning template includes animated slides in PowerPoint to the make presentations engaging for the audience. The cover slide contains an illustration with a pile of books. It is a visual metaphor of learning through smart devices. There are several online platforms for distance learning with their web and phone applications. The slides for users interacting with smart devices can help present development programs for elearning platforms.

E-Learning templates in PowerPoint present visual metaphors for learning, teaching, reading, and school assignments. The slide of book inside a smartphone screen is also useful for discussing e-book ideas. Since virtual education involves online classes, reading, and assessments. There are two slides with bullet points to show a scene of a teacher recording class lesson. It can be used for teachers’ training sessions in orientation meetings. The graphic contents of the E-Learning PowerPoint template enable users to communicate their message with consistency and credibility.

Download E-Learning PowerPoint presentation to showcase new and interesting technologies of distance learning and teaching. Present online school or college programs using modern graphic illustrations to attract more people.

Presentation of Students Learning from Devices

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Professional Training PowerPoint Template

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This training PowerPoint template comes with 16 slides. It also includes infographic elements. Use it for business training or eLearning.

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This is a responsive PowerPoint training template with a clean, professional design. The template set has more than 50 slides and will match your bran...

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FAQs About eLearning & Training Presentation Templates

What are elearning & training presentation templates.

eLearning & Training Presentation Templates are a resource for anyone designing informative content for online learning or on-the-job training. They are pre-made design formats, that can be used and adjusted according to the educator's or trainer's specific needs. These templates often include placeholders for text and images, and sometimes include interactive features.

These ready-to-use templates save time and effort as they automatically provide a structured and aesthetically pleasing format for online courses, webinars, and training presentations. They may be available for various digital platforms like PowerPoint, Keynote, or eLearning software tools.

Why should I use eLearning & Training Presentation Templates?

Utilizing eLearning & Training Presentation Templates can be advantageous for several reasons. Firstly, they save you time. Instead of starting from scratch and figuring out how to design and structure your presentation, you can leverage these templates, which are typically designed professionally to enhance the overall learning experience. This would enable you to focus more on the content and delivery of your training or course.

Secondly, these templates improve the visual appeal and engagement quotient of your content. A well-designed presentation can enhance comprehension and retention among attendees. Some templates even come with interactive components to ensure more active learning and participation.

Where can I find eLearning & Training Presentation Templates?

Various sources, both free and paid, offer eLearning & Training Presentation Templates. They can be found on platforms like SlideModel, Template.net, SlidesCarnival, and many more. These websites usually provide a wide array of designs to choose from. Several eLearning software like Adobe Captivate or Articulate Storyline also offer their own templates for users.

Furthermore, marketplaces like Envato Elements or GraphicRiver have paid options that often provide more unique and premium-quality designs. Before choosing a template, make sure it aligns well with your content, platform, and target audience's needs.

Can I customize the eLearning & Training Presentation Templates?

Yes, by nature, eLearning & Training Presentation Templates are designed to be customizable. After choosing a template that fits your requirements, you can typically alter text, colours, images, icons, and more to match your specific needs or preferred aesthetic. This gives you the flexibility to retain the professional design while still making the presentation personalized and unique to your content.

However, the level of customization might depend on the source of the template and the software you are using. Always check the customization options and limitations before selecting a template.

Are these templates only for educators or trainers?

No, eLearning & Training Presentation Templates are not just for educators or trainers! Anyone who is creating a presentation with the aim of imparting knowledge or explaining a complex concept can make use of these templates. For example, marketers trying to explain a new product or services, team leaders hosting a skill-sharing session, or students giving a research presentation can all benefit from these templates.

Remember, the goal of these templates is to simplify your job in creating engaging and informative presentations. So, if you have knowledge to share and want to make your presentation visually engaging and well-structured, these templates could be an ideal support tool.

13 Freebies from the Summer of Free (PowerPoint Template) Love

Are you feeling the love—the PowerPoint love? This summer, Trina lightened the load for many E-Learning Heroes with a series of versatile, gorgeous PowerPoint freebies to help you jumpstart all your blazing-hot e-learning projects.

In case you missed them, now’s your chance to collect ‘em all! You’ll get 13 free e-learning PowerPoint templates in all kinds of styles, including tabs templates, iPad- style layouts, and creative menu designs. Take a look:

Get this “A Day in the Life”-themed template to incorporate tons of videos and images in an elegant, clean layout .
Challenge your learners to take a chance with the Magic 8 Ball in this whimsical template .
Give your learners a realistic, modern interaction using this iPad-themed user interface design .
This super-rich tabbed template has all kinds of layouts you can customize for your needs.
Encourage learners to page through info in a notebook with this fun template .
Easily create navigation to structure a ton of info with this nested menu template .
Pop your content into this pro-looking tabs template and you’ll be ready to go in no time.
Get that realistic look with this desktop-themed template .
Highlight all your gorgeous images in a modern-feeling photo gallery with this sweet template .
Try using this bright and eye-catching template when you really want to capture your learners’ attention.
Snag this colorful tabs template to help keep learners focused on exploring new info.
Add to your stock of flat design freebies with this richly-designed layout featuring a custom navigation design.
Kick off your next course with this branching menu template that leverages shapes in PowerPoint to create a sophisticated look.

You can use any of these fantastic PowerPoint templates in Articulate Studio ’13, Articulate Storyline, and Articulate Storyline 2. And if you’re feeling the love, share it on Twitter with #PPTlove!

E-learning Project PowerPoint Presentation and Google Slides

E-Learning Presentation Slide

E-learning projects involve delivering educational material to students through digital platforms and technologies. These projects typically utilize a variety of tools, such as videos, interactive quizzes, and online forums to engage and teach learners. Our slide help you to design effective presentations that highlight key concepts, features, and benefits of their online courses or educational programs. Including graphics and four nodes, you can picture a clear and organized data to students or stakeholders.

Features of the template

100% customizable slides and easy to download.
Slides are available in different nodes & colors.
The slide contains 16:9 and 4:3 formats.
Easy to change the slide colors quickly.
Well-crafted template with an instant download facility.
Access on both MS PowerPoint and Google Slides.
Four nodes are added.
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How to Convert Your PowerPoint Presentation into an Elearning Course

One of the most common scenarios for rapid elearning developers is to take an existing PowerPoint presentation and convert it to an “elearning course.” Sometimes you get the luxury of meeting with the subject matter expert and then reworking the content to transform it from a presentation to an elearning course. However, there are many times when you have to take the content “as is” and then put it online. The subject matter expert’s not too interested in reworking the content much.

Cathy Moore’s Dump the Drone presentation is a good example of the type of presentation a client might ask you to convert and put online. There’s really nothing wrong with Cathy’s version, but I asked her if I could use it for this post because as Elaine Bettis would say, “It’s blog-worthy.” The content is great and I don’t have to come up with a fake presentation. 🙂

So here’s Cathy’s slide show that she gave as a conference presentation.

Now, check out the demo I did using the Dump the Drone slides. What I did was take Cathy’s PowerPoint slides as if she were the subject matter expert and then applied different treatments to them. The idea here is not to convert Cathy’s slides verbatim. Instead I want to take you on a tour of different ways you can treat the slides that you get from your client. If this was a real course (and not a demo) I wouldn’t use all of these ideas together. I’d select a look and feel that was consistent throughout the course. This is just intended to give you some ideas to play with.

The Rapid E-Learning Blog - Dump the Drone Demo

Click here to view the elearning course .

There’s more than one way to create your slides.

Just because you get a bullet point slide show doesn’t mean it has to stay that way. Feel free to change the look and feel of the slides. Look at the images below, they represent the different looks used in the demo.

The Rapid E-Learning Blog - Various presentation styles

As you can see, there are all sorts of ways to present the content. You have a lot of freedom in how you design the look of the slides. Even if your client gives you a very bland PowerPoint file, you can dress it up and make the visuals more appealing. That’s not the case with Cathy’s file, but it might be with your subject matter expert.

Make the navigation non-linear.

Most presentations follow a linear process where you go from one slide to the next. When you convert those into elearning courses, you can rework some of the content by creating groups and a branched menu.

For example, in Cathy’s presentation, I broke a few of the sections down into groups. For each group I created a main menu. The learner can click on a section within the main menu. When they’re done, they always return to the main menu.

The Rapid E-Learning Blog - Change up the navigation

To build the menu, I used PowerPoint’s hyperlinking. That lets me branch to the slide of my choice. Depending on your software, you can control the branching of your player. For example, in Presenter ’09, you can set the slides to branch back and forth to the slide of your choice. That makes this approach very effective.

The Rapid E-Learning Blog - Branching in the slide properties manager

The benefit to this approach is that you can make the course seem more compressed and it gives the learner easier navigation. They also have freedom to click where they want, which is a little more engaging than having to follow the path you direct. So if they want to review all of the sections they can, or they can choose to go to the next section. This works well if you have a mix of new and old learners who need different levels of information.

The Rapid E-Learning Blog - Tracking the user choice

If you notice on the first menu section on the “Corporate Drone,” I even built a little logic in the section. When you select a path and come back, it’s checked off. Go to the demo and try it out. Click on the Mindset button first and see what happens.

Let your learners click on the screen to advance the presentation.

As you go through the demo, you’ll notice that there are some slides with just bullet points. In some, the bullet points are all on the screen at the same time. This makes it easy to read and move one. However, on other slides, the bullet points progressively build.

Even if you’re stuck with bullet points, there are a number of ways that you can present the information. Progressively revealing your points is one way. I think that switching to a handwritten text to highlight key pieces of information looks nice and draws the person’s attention to the screen.

The Rapid E-Learning Blog - Different ways to present linear information

If you can, convert some of your text to graphics. This works really well if you have audio narration with your slides. In one of the slides, I took the bullet point info and made it look like a chat session. Get creative. Cathy also has some good tips on how to make your linear navigation more interesting .

Shhh! Here’s a secret.

A lot of software applications have “Easter eggs.” They’re secret buttons or steps you have to take to find additional information. There’s no reason, you couldn’t do that in your courses.

For example, I routinely add secret navigation to my courses so that it’s easier for me to jump around when I test my demos. I put one in this course, as well. Click on the top left corner of the screen and you can quickly return home.

The Rapid E-Learning Blog - Secret screens

I also have some of those “Stop…you messed up!” screens, as you can see above. The learner only sees them when they take a wrong turn. There’s even a bonus Easter egg. I’ll give you a hint. My kids helped me add it and they were laughing the whole time, so it’s going to be juvenile. Also, there’s a certain irony to the Easter egg. 🙂

I want to thank Cathy for letting me use her slides for this demo. Aside, from my points, the content is spot on and very relevant to what rapid elearning is all about.

Speaking of Cathy, she’s also one of the presenters at the Articulate Live ’09 conference in Orlando. She’s doing a session on action mapping that will be really good. She does a great job teaching you to convert all of the subject matter content to create a great elearning course. It’s all very practical information you’ll be able to apply to your projects right away. In fact, if you register before February 20, you can win 2 hours of consulting time with Cathy Moore. There’s more information below.

One last thing I’ll add because I hear so many negative things about PowerPoint. Outside of the images that came with Cathy’s presentation, everything else was built in PowerPoint 2007.

If you have any tips or tricks when converting your PowerPoint presentations to an elearning course, I’d love to hear them. Feel free to share them with the community by going to the comments section at the end of this post .

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38 responses to “How to Convert Your PowerPoint Presentation into an Elearning Course”

Chris @ eQuixotic

January 28th, 2009

Good post, Tom. The stigma with PowerPoint-based eLearning is that developers tend to make them look like PowerPoint presentations. Bad ones. With lots of bullet points and text and cheesy clip art placed in routine locations.

It’s not that PowerPoint makes a bad eLearning authoring environment. It’s that people are bad at PowerPoint. And that carries over into their PowerPoint-based eLearning. In my organization, we used to be forced to use this horrible template system for eLearning development where each screen required a specific template. Bullets Left/Image Right. Bullets Right/Image Left. Image Center/2-Column Bullets Below. It was horrifying (and developed, of course, by a big-name, big-dollar eLearning vendor/consultancy). Unfortunately, many of our development folks still follow that same mindless routine even though we’ve moved beyond that system. Many of the readers here may currently be forced to use a similar design structure.

If we could all purge every PowerPoint presentation we’ve ever seen from our minds and start with a fresh canvas, our eLearning development would become dramatically better instantly.

Me, I don’t use any slide masters when I develop my eLearning. Only blank slides. And I try to avoid bullet lists wherever I can. I don’t want to be constrained to some tired out format that will suck the enthusiasm from my learners on the very first screen.

Kerry McGuire

Great post! I’m a fan of Cathy Moore’s Dump the Drone presentation. And love your spin on it. You’ve definitely demonstrated that rapid does not mean boring. Thanks for sharing!!

I like the various perspectives. What I liked best was the way you made the chat session work. I can see that working in a course I’m building.

Tom, thanks for giving Dump the Drone such an inspired overhaul. I especially like the bright colors and style of the main menu. I’m a big fan of that kind of branching because it gives learners the chance to skip what they already know or go back and review what they didn’t quite get. I also got a kick out of the chat–much more interesting than bullet points.

To boost transfer to the job, it would be cool to add some thought-provoking interactives that, for example, require learners to rewrite blather or to add conflict to a boring scenario. And some job aids could be added, such as a downloadable cheat sheet that reminds people how to check readability and shows the magazine scores for comparison. Not that you should do any more work on it! It was always intended as an awareness-raising slideshow rather than actual instruction.

I’m looking forward to meeting everyone at Articulate Live ‘09. In my session, we’ll dig deep into a boring information dump to turn it into a livelier, more interactive course that’s more likely to get results. We’ll identify the business goal, brainstorm activities, and relentlessly chop irrelevant content. I’m already sharpening my notorious machete.

@Cathy: good point. In a real course that’s what I’d do (or at least recommend to the subject matter expert). I think the problem a lot of people run into is that they get real basic slides and are expected to just convert those as is.

In that case, using some of the tips in the blog might help make the PowerPoint structure less PowerPointy. Worst case doing something like you did where they at least can see before and after examples is still better than just telling them what to do.

Your presentation isn’t really the best example, because it’s not typical of some of the really horrible stuff that people have to work with.

I look forward to the conference as well.

One of the most valuable posts yet!

I’m doing very technical training that I’m converting from PPT’s. My issue is my market is international. They speak many languages. Do you have any ideas how to approach this?

With text files, I can use on-line translation. But with audio? Or PPT text?

Good post. I look forward to it each time.

Laura Kerney

Echoing Jim, definitely one very inspiring post for me!

I am guilty of using a slide master for all my e learning courses and it is getting really boring. I haven’t changed it up because it includes the company logo and offers some sort of consistency with the different courses. When we first launched e learning courses, it was suggested that they all have this consistent look and feel since it was a new commodity to everyone.

However, after four courses, I’m sick of it and I’m sure learners are getting the hang of it at this point. I’d like to venture off and like Chris said start with a fresh canvas. Sounds like the conference would be extremely worthwhile.

Thanks again!

I came across your blog last December, and man, I sure wished I saw this and Cathy Moore’s blog first when I started working as an ID two years ago! This post for instance would have helped me A LOT since most of our resource documents are the PPT training files themselves.

Touching in on the “Dump the Drone” topic itself: one thing that I’ve learned early on is that the SMEs can get touchy when there is an attempt to rewrite some of the content into manageable or understandable chunks, particularly when they’re the ones who composed it.

What always happens is that we have to back down and give in to the wishes of the SME. Their explanation for retaining the very verbose content is that “if the learners do not get this, then they don’t deserve to pass”.

Superb, Tom! Absolutely fantastic! Haven’t felt so excited since I discovered that Thorntons do icecream, too 🙂 (I know, the simple things…)

Jim, there is an ongoing project called eCoLoMedia which is looking at localising multimedia content for different cultures/audiences/markets – written content, voice-overs, etc. A section of it (soon to become available) deals with localising Articulate presentations as far as I’m aware. One of the participants in the projects, Alina Secara, has already blogged quickly about the steps involved in changing the interface labels ( https://elgg.leeds.ac.uk/articulate/weblog/13230.html ). Hope this is of some help 😉

We love your blog! You are very inspirational. In fact, we have a question about one of your techniques that inspired us.

In the “Dump the Drone” presentation, you used the 5 colored column technique to highlight topics and to drive navigation. Did you do that in PowerPoint 2007? If so, do you know how we could do it in PowerPoint 2003?

Thank you and keep up the great work!

Andrew White

Brilliant post as always. You remind us all to keep it simple. I (and I am sure others) am often guilty of over engineering my elearning courses when most likely it is not necessary.

Keep up the great work, it’s invaluable 🙂

Jim Dickeson

Regarding your blue slides, with the speech baloons, I’ve noticed a problem when I have multiple things in different areas of a slide change with slide advance. Sometimes the eye may be focused in one area of the slide to catch the change there, but misses the change in the other area. This is particularly true when the eye is focused on the Articulate slide advance button. To get around this, I animate the changed item with a fade-in or something. That slight animation grabs attention and the learner notices, “Hey, something’s happening over there!”.

Here’s a Powerpoint to Articulate caveat regarding hyperlinks: Watch out for relative links; they work in Powerpoint, but Articulate doesn’t like ’em. (Or has that changed for ’09? I need to upgrade!) Of course, if the original Powerpoint links to a destination slide from several different origin slides, returning to origin with relative “previous slide” hyperlink in the destination slide, then the developer must duplicate the destination slide, putting the appropriate absolute hyperlinks in each one.

@JJ: I am getting a lot of emails asking about some of the stuff in the demo, so I’ll do a post on this soon.

@Jim: Good tips. One of the things I like about the new annotations feature is that it’s a lot easier to add those types of call outs without building animations. A big time saver.

I’m a little confused by the hyperlinking issue, you describe. I always use the link to the slide and not the pre-built back/next. This way the link will go to that slide (even if the slide has moved to a different location in the show).

Fantasic – loved that. It worked for me on so many levels! I am interested in the logic tracking you built in Tom. I am working on a project at the moment that would benefit from that. I am wondering how well that would work with four menu items as opposed to the two you had though. I can only see that if someone jumped straight through to section 3, that after it would show that they had completed 1, 2 and 3….any suggested solutions?

@Adam: Here’s a blog post that kind of shows how I did the logic trick . It’s really pretty simple and very similar to what I did here. The concepts are all the same, just different choices.

You can also download the PPT files for that post. If you use Presenter ’09 then you can also modify the player branching in the slide properties manager.

It works well for two choices but becomes a pain after that. Essentially you have to make a bunch of duplicate slides. The duplicate slides increase exponentially based on the visits and choices. I wouldn’t recommend it for more than two choices, three if your brave.

January 29th, 2009

Awesome, Tom!

Fantastic post, Tom.

Your posts always open a lot of doors (and windows) to make better e-learning.

I work mostly on technical training. Typically, the kind of information I deal in lots of conceptual information about complex technical subjects, simulated procedures, and very rarely some scenario/examples (as the SMEs have very little/no time to provide these). If you have some tips on dealing with this kind of content, do please share.

This might sound like a really naive question, but I did like to know how we can add up handwritten text to the slides.

Thanks again for sharing these expert tips and tricks, Ruchi

thankz for that.. it’s a good point.. continuing great works makes us happy 🙂

Got it. I was using the pointer options in PPT slide show; the writing hardly comes clean and sharp.

Wasn’t aware that we have fonts for this.

Now,a related question. How did you add up effects to different texts (like the gradient in the title on the main slide and the inverted arrow)?

Thanks, Ruchi

Thank you for your most recent blog, it has really opened my eyes to the innvative ways we can design our training. I do have a question though. When you converted Cathy’s presentation into something more interactive, you made use of clickable areas on the screen, how do achieve this?

I was wondering if you could explain something to me.

I am trying to make some parts of an image clickable so when the user click on a specific part of the image, it brings them to another slide in my PowerPoint, and then from that slide, they go back to the image, and click on another part that takes them to a different slide.

I see that you do that in most of your demos, but I can’t figure out how to do it in PowerPoint.

Thank you very much for your help. It’s greatly appreciated!

Sorry, I believe I misled about hyperlinks. Here’s what I should have said.

Sometimes, someone puts in hyperlinks using Powerpoint’s Action Settings. Action Settings will allow them to hyperlink from, for example, Slide 5 to an Appendix A near the end of the deck. Then on the Appendix A slide, they again use Action Settings to create a hyperlink back to “Slide Last Viewed” . Then suppose that on Slide 10, they again hyperlink to the Appendix A.

The hyperlinks in Slides 5 and 10 are absolute links because they point to a specific slide. But the hyperlink in the Appendix A slice is a relative link, because it returns the viewer relative to where they came from.

Now in show mode, when viewing the Appendix A slide, Powerpoint is smart enough to know where the viewer came from , and return them to Slide 5 or Slide 10 accordingly.

But if you try to publish this in Articulate Presenter, it doesn’t work, because Presenter doesn’t recognize relative links (at least my old version 5).

To fix, one has to duplicate the Appendix A slide, giving the first one an absolute link back to Slide 5, and the second one an link back to slide 10. Then you have to go to Slide 10 and change its link from the first Appendix A slide to the second Appendix A slide.

Now I’ve probably made this clear as mud.

Tom, did you link to a slide in your presentation on the slide that has the Click here to learn more hyperlink? Everytime I’ve tried linking to a slide within the same powerpoint, it doesn’t work after I publish it.

This article came right on time!

Great post. Two presentations in one, both with valuable information. The black screen with the white text is sort of like clearing your head – simple, great technique.

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February 20th, 2009

I experimented with making larger linking logic and I think you experience a law of diminishing returns after 3-4 choices in this format. Each new choice creates more combinations, which is actually governed by Pascal’s Triangle: 2 choices needs 1+2+1=4 slides (1 slide with no choice, 2 with 1 choice, 1 with all choices )

3 choices needs 1+3+3+1=8 slides, and 4 choices needs 1+4+6+4+1=16 slides. I’d say that’s the highest you could do comfortably and maintaib the linking structure without going crazy.

The programmer part of me cringes to do combinatorics instead of an actual state machine, but the point is, it works and it’s not -too- ugly. 😉

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The impact of visualizations with learning paths on college students’ online self-regulated learning

Published: 06 August 2024

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Xiaoqing Xu 1 ,
Wei Zhao 1 ,
Lifang Qiao 1 ,
Jinhong Tao 1 &
Fengjuan Liu 2

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The success of online learning relies on college students’ self-regulated learning. The common visualizations (e.g., presentation learning behaviors’ frequency and duration) are widely used to enhance online self-regulated learning. But most college students still have difficulty in accurately understanding their learning patterns and self-regulating. Online self-regulated learning follows a phased and cyclical process, and compared with the common visualizations, the learning paths can better show these characteristics. However, learning paths visualizations are seldom provided to students for supporting online self-regulated learning. This study aimed to explore the impact of visualizations with learning paths on students’ online self-regulated learning. Sixty-eight college students were randomly divided into two groups (experimental group = 34, control group = 34), and the experiment lasted 12 weeks. The study measured the results including students’ learning performance (academic achievements and online self-regulated learning abilities), behavior patterns and satisfaction. The results indicated the positive effects of visualizations with learning paths on students’ academic achievements and partial online self-regulated learning abilities (task strategies, time management, and self-evaluation). In addition, visualizations with learning paths optimized students’ online self-regulated learning process, making their learning patterns more regular and efficient. Besides, college students expressed high satisfaction with the visual learning paths. The findings suggest a new direction for optimizing visualizations and have implications for promoting the quality of online learning.

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Analysis of Types, Positioning and Appearance of Visualizations in Online Teaching Environments to Improve Learning Experiences

Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual Narratives

Tools to support self-regulated learning in online environments: literature review, data availability.

Data will not be shared because of participants’ privacy right, but are available from the corresponding author on reasonable request.

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Acknowledgements

We are thankful to our team members, Nuo Cheng, Hong Duan, Qian Guo, and Qi Li, for their insightful discussions and constructive feedback during the development of this research.

This research was supported by the National Social Science Fund of China under Grant No. BCA200083 and the Postdoctoral Fellowship Program (Grade C) of China Postdoctoral Science Foundation under Grant No. GZC20230411.

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The Official Procurement Act 2023 learning modules
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Module 4: Competitive flexible procedure

Published 22 April 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

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This publication is available at https://www.gov.uk/government/publications/the-official-procurement-act-2023-e-learning/module-4-competitive-flexible-procedure

The learning manual and all of the material within it has been produced for the purpose of learning and development only, and does not constitute and should not be relied upon as legal or other professional advice. We have aimed to ensure that the information is correct as at 26th July 2024. The content has not been updated following any relevant changes. In particular, the material used in the e-Learning and learning manual has been based on a draft version of the Procurement Regulations 2024 and so users should review the Procurement Regulations 2024 laid before Parliament and the guidance issued by Cabinet Office in due course.

1. Introduction

Following on from the Procedures Summary Document, this document intends to provide further detail of the new competitive flexible procedure available under the Procurement Act. It will cover how this procedure can be used to design fit for purpose procurements that achieve organisational objectives, value for money, meet national and local priorities and encourage innovation.

2. Overview

The multi-stage procedures under the PCR 2015 have been consolidated into a single competitive tendering procedure, known as the competitive flexible procedure (section 20(2)(b)).This procedure provides contracting authorities with the opportunity and flexibility to design and undertake a bespoke multi-stage procurement process. However, in designing and conducting this procedure, regard must be given to the procurement objectives and meet the procedural requirements applicable to the competitive flexible procedure, such as time limits and transparency.

It provides greater flexibility to design a multi-stage process that will best fit organisational objectives, local needs and the nature of the market rather than being constrained by prescriptive procedures that may not achieve the best outcome

Ability to modify, refine and adapt the procedure as it progresses within certain parameters

It allows contracting authorities to utilise and take advantage of their commercial skills by including stages of negotiation, dialogue, presentations etc to procure the right solution and reduce risks

It will enhance and encourage innovation through the possibility of engagement with suppliers throughout the process

It can be designed to fit the market and reduce barriers to attract a more diverse range of suppliers including SMEs

3. When could the competitive flexible procedure be used?

There are no rules regarding when you should use the competitive flexible procedure rather than the open procedure. The Competitive Flexible Procedure may be suitable for:

Standard requirements: common / off the shelf requirements where a large market exists and an initial participation stage (previously known as selection stage) is needed to limit the number of suppliers submitting tenders

Simple requirements: where requirements are clear and low risk, but engagement with suppliers as part of the process would be beneficial in delivering better value for money

Niche requirements: where the requirement is of a specialist nature although a limited market does exist so there is no need to reduce the number of suppliers, but engagement with suppliers would be beneficial in helping them to understand the requirement or help the contracting authority to better understand the supplier’s solution

Complex requirements: where negotiations or dialogue with suppliers would be beneficial in helping them understand the requirements and/or to deliver better value for money and innovation

Innovative procurements: when the contracting authority may not want to limit the market through an early participation stage without first reviewing the product, technology, or software being supplied. This would be especially useful in situations when a prototype or other form of practical demonstration is necessary

Research and Development: when contracting authorities need to run a process to identify a new solution and may want to be able to procure the ‘end result’ of an R&D exercise without having to start a new procurement procedure.

Design competitions / contests: for town and country planning, architecture and engineering, or data processing, where several stages may be needed to reach a final solution

4. Transparency Requirements

Preliminary market engagement and preliminary market engagement notice.

For an effective competitive flexible procedure, preliminary market engagement (section 16) is not only encouraged but is recommended as it provides the opportunity to understand: the market, the deliverability of requirements, feasibility of alternative options and identify whether innovative solutions could help to deliver better public services and deliver value for money.

Preliminary market engagement can also be used to inform the development of the future procurement procedure, possible award criteria, and overall project timetable to ensure that when going to the market, potential suppliers have sufficient time to respond to requests to participate and prepare tenders.

Where a process has already been scoped out , preliminary market engagement can be used to explain this and obtain feedback as to whether it is relevant and proportionate to the requirement and the market and gauge whether it would encourage supplier participation, particularly small and medium-sized enterprises (SMEs), and whether it would generate sufficient competition and achieve value for money.

As a reminder, the preliminary market engagement notice must be published to inform the market when a contracting authority intends to conduct or have already conducted any preliminary market engagement activities. If a preliminary market engagement notice is not published, the contracting authority must provide reasons for not publishing a preliminary market engagement notice in the tender notice (section 17) .

Remember that good, transparent and open communication with potential suppliers builds trust and can reduce the risk of issues or challenges arising during or after the procedure.

See procedures summary document for more information on preliminary market engagement and the preliminary market engagement notice.

Tender Notice and associated tender documents

The competitive flexible procedure is centred on the tender notice and associated tender documents (section 21); these must clearly explain how the procedure will be carried out. The tender notice is used to invite suppliers to submit a request to participate or submit their first or only tender as part of the competitive flexible procedure.

As set out in the procedures summary document, the minimum requirements for the tender notice and associated tender documents are set out in the Procurement Regulations 2024. For the open procedure, these requirements include:

The subject matter and estimated value of the contract

How the tenders will be assessed including any conditions of participation and the criteria for awarding the contract

The timescales for both the procurement process and delivery of requirements

Any other relevant information

Where preliminary market engagement has been undertaken but a preliminary market engagement notice has not been published, the reasons why a preliminary market notice was not published

Where the contract is not to be awarded in lots, but it would have been reasonable and appropriate to do so, the reasons for not doing so

Confirmation that a conflicts assessment has been undertaken

For the competitive flexible procedure the tender notice must also include:

A description of the process to be followed during the procedure, including whether there is negotiation at any stage

Any conditions of participation that will be used to reduce or limit the number of suppliers progressing to the next stage of the process

Any other criteria (for example, award criteria) that will be used to reduce or limit the number or suppliers progressing to the next stage of the process

Whether the award criteria may be refined during the process (see assessment and award summary document)

Failure to comply with the procedure described in the tender notice, unless modified as covered later in this module, could be grounds for legal challenge against the authority and subject to the relevant remedies.

In a competitive flexible procedure, the contracting authority may not have all the tender documents available at the point at which the tender notice is published, particularly in circumstances where elements of the final documents may necessarily depend on the outcomes of negotiations or dialogue. Therefore, as the procurement and competition develops, it is likely more documents will be generated.

The contracting authority will be required by the tender notice to set out minimum information which must be provided about the requirement, this may be supported by tender documents provided with the tender notice; in any case, there should be enough detail provided to allow suppliers to determine whether or not they wish to participate and respond appropriately.

What’s the benefit:

Contracting authorities have the discretion to utilise and release associated tender documents as they see fit, subject to the requirements in the Procurement Regulations 2024

Allows for additional information to be provided at different stages of the competitive flexible procedure

Although there are mandatory information fields in the tender notice, contracting authorities can determine the level of detail they wish to provide in the tender notice and how much they will supplement that information with the tender documents.

For example, for a simple procurement a contracting authority may choose to provide all of the award criteria in the tender notice and the tender documents may be less substantial. Whereas for a complex procurement, they may choose to keep the award criteria high level in the tender notice and detail all of the sub-criteria in the associated tender documents.

It is worth noting that the issue of tender documentation will have an impact on the deadlines for tender return, covered later in this summary document.

5. Designing a process

There are a number of factors that should be considered when designing a procurement process under the competitive flexible procedure:

Number of stages

There is no limit to the number of stages or supplementary processes that can be included in the competitive flexible procedure. However, contracting authorities:

Should consider the costs and complexity of the procedure for both themselves and the suppliers.

Have a duty to ensure that the procedure is proportionate having regard to the nature, complexity and cost of the contract - overly complicated procedures can limit competition and fail to achieve best value

Must comply with certain minimum time periods

Should sufficiently plan each of the stages to avoid unnecessary delays which can impact on time and therefore costs

Should determine whether they wish to set and assess conditions of participation and / or include a participation stage

Should determine whether they wish to include stages for product development or prototypes, which encourages innovative solutions.

Whether a supplier is an excluded or excludable supplier must always be considered before suppliers are permitted to participate beyond the initial submission of tenders or requests to participate in a competitive flexible procedure. There will therefore need to be an appropriate time in all competitive flexible procedure procurements to consider exclusions.

Conditions of participation

There is no requirement to include a selection stage as tenders can be invited as the first stage

Contracting authorities may wish to invite requests to participate which require potential suppliers to meet conditions of participation to reduce the number of suppliers proceeding to the next stage in the process (section 20 (5)(a))

Conditions of participation, where set but not used as a formal stage in order to exclude suppliers earlier in the process, must be met by the supplier to be awarded the contract.

What can a stage be used for?

To reduce the number of suppliers who progress to the next stage through a selection process (down selection) (section 20(4)(a))

To undertake an intermediate assessment of tenders to exclude suppliers (section 20(5)(b)) who do not meet the assessment criteria in accordance with the assessment methodology and provide feedback to those who do to allow suppliers to improve their proposals, i.e. assessing draft tenders in order to identify items which require dialogue or negotiation

To provide feedback on draft tenders/presentations etc without reducing the number of suppliers and then signify the move to the next stage in the procurement process.

The intention of each stage, i.e. whether it is to reduce the number of suppliers, and any use of selection or intermediate assessment criteria should be clearly set out in the tender notice and any associated tender documents.

Supplementary processes

Whilst the procedures similar to the restricted procedure or competitive dialogue under the PCR 2015, can be undertaken using the competitive flexible procedure, contracting authorities are encouraged to consider and, where appropriate, take full advantage of the additional flexibilities this new procedure offers. Contracting authorities can design a bespoke process that best meets their requirements and will offer the most advantageous tender through the use of different supplementary processes.

Supplementary process	Description
Participation Stage	Inviting suppliers to participate and using published criteria (such as conditions of participation) to reduce the number of suppliers proceeding to the next stage
Non Disclosure Agreement / Confidentiality agreement	Enables the contracting authority to share information with suppliers which is deemed sensitive but is needed to inform a supplier’s decision to participate or inform their tender
Supplier funding	For more complex or novel requirements (and subject to complying with all relevant rules on subsidy control) some funding may be provided to chosen suppliers to support them in participating in a procurement process. This supplementary process is unlikely to be applicable other than when significant and costly product development is required by the contracting authority to test the deliverability of tenders.
Clarification Process	Questions can be raised by suppliers about the procurement process or any element of the procurement pack, or by the contracting authority where information is unclear, contains obvious error, false statements, abnormal offers or where items are missing
Dialogue	Aimed at improving all parties’ understanding of the requirement, can happen at any or all stages of the procurement.
Negotiation	A strategic discussion aimed at improving the supplier’s offer and creating an agreeable set of terms
Supplier Presentations	Aimed at confirming that the proposals being made are deliverable.
Product Demonstrations	Aimed at testing the deliverability of key aspects of tenders.
Site Visits	Aimed at identifying whether key supporting processes have been developed, necessary equipment has been obtained or configured or that systems and processes are in place to deal with the required demands / volumes.
Audits and other checks	Used to see, confirm and check what is being offered is compliant with any requirements and/or accurately described. They are used to confirm statements made in writing by suppliers.
e-Auctions	Process used to derive the lowest price.
Preferred supplier stage	Allows the contracting authority to clarify or confirm any commitments made or engage in post-tender negotiation
Intermediate assessment of tenders to narrow competition	Reduces the number of suppliers based on the quality of their current proposals. This can reduce the administrative effort and cost for all parties. It can also exclude suppliers who are least competitive. Such assessment can take place more than once, so that the number of suppliers is gradually reduced whilst maintaining a level of competition.
Assessment of tenders with the option to award prior to negotiation or dialogue	The option to award a contract to a supplier based on the assessment of the tender without undertaking any negotiation or dialogue which may have been intended to be part of the process. For example, the contracting authority may feel confident that it is possible to accept tenders without the need for negotiation, however, there is risk that the tenders may not be optimum due to the complexity which can be resolved through dialogue and/or negotiation.
Final tenders	Drives a focus on price, so the stage must be used carefully to avoid abnormally low tenders (also known as best and final offer – BAFO).
Variant tenders	Allows suppliers to tender one or more alternative solution which meets the requirements

This list is not exhaustive and is used as an example only see Summary of competitive flexible supplementary processes learning aid for other examples

Number of suppliers

There is no specified minimum or maximum number of suppliers who can be invited to participate at any stage of the procedure. Contracting authorities may limit the number of suppliers (section 20(4)(a)) provided it is set out in the tender notice and any associated tender documents, along with the criteria which will be used to reduce the number of suppliers.

Contracting authorities should use their findings from preliminary market engagement to determine whether the number of suppliers should be limited throughout the process.

By limiting the number of suppliers, contracting authorities can:

ensure that the process is manageable particularly where a large market exists;

help to reduce the administrative costs and time associated with the procurement, particularly if the evaluation is likely to be complex;

make the procurement more attractive to suppliers by removing the need for them to submit time consuming and expensive tenders and increase their potential to be successful due to reduced competition .

However, reducing the number of suppliers can also be a barrier to start-ups and new entrants, who may have the ability to offer the most advantageous solutions but lack experience of delivery due to being new to the market.

In carrying out the procedure, a contracting authority must have regard to the fact that small and medium-sized enterprises may face particular barriers to participation, and consider whether such barriers can be removed or reduced. This may be, for example, ensuring that the conditions of participation set are accessible for SMEs, such as by ensuring that insurance and turnover requirements are reasonable.

Therefore, careful consideration should be given to limiting the number of suppliers and should be informed by preliminary market engagement.

Notifying suppliers

Where a participation stage or intermediate assessment is being used to reduce the number of suppliers, contracting authorities must have regard to the importance of sharing information as part of the procurement objectives. This means that:

Suppliers should, as best-practice, be notified of the outcome as soon as possible following the conclusion of the assessment.

It is considered best practice to provide feedback to suppliers who have taken the time to submit a tender. Although it is not a requirement to provide an assessment summary to suppliers who are unsuccessful at an intermediate assessment stage, it is recommended that contracting authorities follow the assessment summary requirements, as doing so should demonstrate compliance with the regime and provide suppliers sufficient explanation for the outcome of assessment, which may help suppliers to improve any future tender responses and avoid legal challenges.

For suppliers who reach the final tender stage, the requirements of awarding a contract apply - see assessment and award summary document.

Time limits

The minimum time periods under the competitive flexible procedure are as follows [footnote 1] :

Participation period (section 54(3)) (where including a participation stage) - 25 days

→ Unless

The contracting authority considers there to be a state of urgency - 10 days

Tendering period (section 54(4)) - applies to each stage where a tender is submitted unless the contracting authority considers supplier responses to e.g. simply be an update to an earlier tender (for example as an outcome of negotiations rather than new information); in which case a reasonable time limit which is the same for all suppliers would be required. Minimum tendering periods are:

25 days where tenders may be submitted electronically and the tender notice and associated tender documents are all provided at the same time, or

30 days where tenders may be submitted electronically and the tender notice and associated tender documents are not all provided at the same time

The tendering period can be reduced to 10 days where:

a qualifying planned procurement notice has been published, or

the contracting authority considers there to be a state of urgency that means any other applicable minimum tender period is impractical

However for contracting authorities that are not central government authorities, tendering periods can also be reduced to:

10 days where :

- a condition of participation stage has been included and only pre-selected suppliers are invited to submit a tender

No minimum timescales where:

- a conditions of participation / participation stage has been included and only pre-selected suppliers are invited to submit a tender, and

- A timescale has been agreed with those suppliers

Whilst the Procurement Act prescribes minimum time periods for the key stages of the procedure, when setting time limits contracting authorities should think about the time required to undertake each of the stages and must, where relevant, have regard to:

The nature and complexity of the contract

The need for site visits, physical inspections and other practical steps eg where scheduling and availability needs to be considered

The need for sub-contracting;

The nature and complexity of any modification to the tender notice or associated tender documents for example to allow suppliers to consider and respond

The importance of avoiding unnecessary delays - for example not making the process longer than it needs to be, costing time and resource for both the contracting authority and the suppliers

6. Example Processes

Regardless of the process that is designed and undertaken, contracting authorities must always consider whether any supplier is an excluded or excludable supplier before suppliers are permitted to participate in a competitive flexible procedure meaning participating beyond the initial submission of tenders or requests to participate.

Two - stage process

In its simplest form, the competitive flexible procedure could be a two-stage process. The example below is similar to that of the restricted procedure (PCR 2015). The key difference between an open procedure and this example process under the competitive flexible procedure is the introduction of a participation stage.

This example process could be used for standard requirements where:

a large market exists and the scale of competition will impact on a supplier’s decision to tender

a large market exists and the cost of the procedure to the contracting authority would impact on value for money unless the number of tenders is manageable

there is sharing of sensitive information and the number of suppliers needs to be restricted to allow it to be shared in a controlled manner i.e under a confidentiality agreement or non-disclosure agreement

Two-stage process using a supplementary process

In the competitive flexible procedure there is no requirement for a conditions of participation / participation stage.

Tenders can be invited in the first stage, as per the open procedure. Following an intermediate assessment of the tenders received, the highest scoring tenders may be taken forward to a further stage before having a final assessment stage.

Contracting authorities are to be able to engage with suppliers under the competitive flexible procedure to discuss the requirement and improve tenders as long as they do so in accordance with the tender notice and any associated tender documents.

This example process could be used where there is no need to undertake a formal participation stage, but it would be beneficial to include stages to engage with suppliers to help them understand the requirement or help the contracting authority to understand their solution further in order to achieve value for money, for example for simple or niche requirements:

Where an ‘off the shelf’ solution exists but may need some configuration for a specific purpose

When procuring creative or design services and solutions, where the requirement or solution needs to be brought to life

Specialist consultancy or specific services

In this process, the second tender stage could include the following different supplementary processes. Examples include:

Presentations

A reverse auction for high volume standardised ICT equipment

A demonstration for low carbon specialist vehicles

A site visit for waste management and recycling services

Multi-stage processes

The next example demonstrates how the process can be designed using the supplementary processes to address complex requirements , where a participation stage would be needed and engagement with suppliers would be beneficial in helping to understand the requirements and / or in delivering better value for money.

Following the conditions of participation / participation stage, the number of suppliers would be reduced by assessing whether they meet certain standards.

Successful suppliers would be invited to Tender Stage 1 and following an intermediate assessment, the highest scoring suppliers would then be taken forward to Tender stage 2

Tender stage 2 would involve demonstrations and following another assessment, the highest scoring suppliers would be taken to Tender stage 3.

Tender stage 3 is a Best and Final Offer (BAFO) stage to determine the Most Advantageous Tender.

This example could be used where:

there is a need to ensure suppliers meet certain standards and to demonstrate their capability

there is a need to reduce the numbers of suppliers invited to submit a tender, and

engagement with suppliers during the process would be beneficial in helping suppliers understand the requirements and/or helping to understand the solution being presented, for example:

- where the requirement is clear but negotiations or dialogue etc. may enhance value for money

- where the detailed requirements may be complex which means there needs to be additional engagement throughout the process to explain or clarify to ensure suppliers can submit clear and fit for purpose tenders

- where the potential solution may be complex or may attract risk, which means engagement throughout the process will ensure compliant and fit for purpose tenders

The time, cost and resources required for a successful dialogue and/or negotiation will vary enormously, from a single meeting with all suppliers on one subject to multiple meetings on many subjects. The time and cost expended is dependent on the scale and complexity of the requirement and identified solutions, and the capacity and capability of all those involved. The general duty to ensure a competitive tendering procedure is proportionate will be particularly relevant in the use of dialogue or negotiation stages.

Preferred supplier stage and post tender negotiation

Using the competitive flexible procedure there is the ability to include what is sometimes known as a preferred supplier stage. This allows a contracting authority to clarify or confirm any commitments made in the tender or engage in post-tender negotiation with the final supplier(s), as long as it does not have the effect of altering the competition outcome and it follows the process outlined in the tender notice and any associated tender documents.

A preferred supplier stage can be useful, particularly for complex procurements, for example to ensure that there is an agreed understanding of how the contract will operate and reduce the risk of issues arising once the contract has been entered into.

The preferred supplier stage:

Is conducted after final tenders have been received and assessed, and prior to the award of the contract

Should not change the outcome of the procurement process

Can be used to refine and improve a tender to drive additional value

Should not distort the competition - meaning the discussions/negotiations would have no impact on the outcome of the procurement

Should be conducted in a transparent and auditable manner. Contracting authorities should ensure that any details of discussions/negotiations, key points or outcomes are recorded and kept (Scope summary document).

Following this stage, the contracting authority should review any agreed changes to ensure that it is still appropriate to award the contract to the preferred supplier and any agreed changes should be reflected in the contract that is entered into..

Procuring innovation

What is innovation.

The design and implementation of goods and services which do not yet exist

Testing of solutions that exist but not currently used for the required purpose

Bespoking or developing goods and services in order for them to meet the requirement.

Within the competitive flexible procedure, a bespoke multi-stage process can be designed which allows for ‘pre-commercial procurement’ such as research and development, the development of a prototype and the purchase of the innovative goods or services under one continuous process.

End to end process removing additional administrative burden and resource for contracting authorities

Can be a fully agile process, which can be modified or concluded at any stage provided it is set out in the tender notice and associated documents

More attractive and easier for small and medium-sized enterprises and new entrants to access and participate

Reduces risk of solution failure and result in better proposals

The example below demonstrates how a process can be designed to run as a multi stage competition for the design, development and purchase of innovative goods, works or services under one continuous process.

This process could be used where:

The goods or services are available in the market but not in the form or utilised in the way that is required and therefore development may be needed

The solution does not yet exist but is needed to address a new challenge or need and requires research, design or development. A staged approach is required in order to enable competition, test ideas and solutions, and eliminate weak/unworkable solutions.

This process allows both the contracting authority and the market to understand the requirement or solution fully, reducing delivery risks and resulting in better proposals which the contracting authority can have confidence in. It also allows for an agile process which can be concluded at any stage, provided this process has been described in the tender notice and the associated documents.

7. Modifications during a competitive flexible procedure

There is the ability to make modifications during the competitive flexible procedure following the publication of the tender notice and associated tender documents.

Any modification can be made provided that the deadline to participate or submit a first or only tender has not passed (section 31(1)(b))

[footnote 2] Non substantial modifications can be made up to the deadline of the final tendering stage (section 31(2)(a))

A modification is considered substantial if it would mean that suppliers who could not participate could now do so or where participating suppliers can no longer participate (section 31(3)).

Amendments to the tender documents which may provide clarification

Refining specification as the competitive flexible procedure progresses

Reducing timescales (where all pre-selected suppliers are in agreement)

Adding in additional stages (where doing so would not have impacted the initial market response)

A contracting authority:

Must notify suppliers of any changes, which may include revising the tender notice and any associated tender documents as required, making it clear what changes have been made (section 31(5))

Must make details of the changes available to all suppliers at the same time (section 31(6));

Must consider revising submission deadlines and any other timescales to ensure that appropriate time is given to suppliers to acknowledge and respond to the change (section 31(4))

Must treat all suppliers the same e.g. not change the requirements or award criteria as a result of having seen suppliers’ tenders or in any other manner that favours certain supplier/s

Should ensure that any modifications made do not distort competition

Must ensure the modification does not impact the market response where the modification is made after the deadline for requests to participate/submitting first or only tender (section 31(2))

The provision to modify a procurement is in addition to the ability to refine or supplement the award criteria in a competitive flexible procedure, as long as this is provided for in the tender notice or associated tender documents (section 24(1)).

8. Top tips and key takeaways

Consider the requirements and what outcome needs to be achieved - this should drive the design of the process

Design a process that is proportionate to the requirement and will encourage suppliers to participate

Be mindful of the associated costs and resources on both the contracting authority and suppliers

Preliminary market engagement is recommended to set the context of the procurement, the objectives and explain how the process is intended to run to obtain feedback from suppliers

Focus on functional or output based specifications and consider allowing for more innovative solutions to be proposed

Make use of commercial skills - contracting authorities now have the ability to use a variety of tools within a competitive procedure to get to the best outcome or solution.

34. Reserving contracts: Decision tree and checklist

This learning aid is designed to assist you in determining whether you can reserve your procurement under the Procurement Act 2023.

Decision tree

1. You have identified that there is sufficient level of competition that will offer value for money and maximise public benefit when reserving the contract.

2. You have checked that the contract can be reserved (based on CPV codes for light touch contracts).

3. You have designed a competitive flexible procedure to allow for the procurement to be restricted to these suppliers (supported employment provider or public service mutual).

4. You have set out in your tender notice that it is a reserved procurement.

5. You have clearly set out in your tender notice or associated tender documents the requirement for a supplier to meet the criteria to qualify for the specific type of supplier you are reserving for (supported employment provider or public service mutual).

6. You have clearly set out in your assessment methodology (within your associated tender documents) that you will exclude any supplier that does not qualify as the particular type of supplier you are reserving for (supported employment provider or public service mutual).

35. Summary of supplementary processes for the competitive flexible procedure

Supplementary process	Description
Non disclosure agreement (NDA) / confidentiality agreement	Enables the contracting authority to share information with suppliers, which is deemed sensitive but is needed to inform a suppliers decision to participate or inform their tender.
Supplier funding	For more complex or novel requirements (subject to subsidy controls) funding may be provided, on equal terms, to all suppliers to support them in participating in a procurement process. This tool is unlikely to be applicable other than when significant and costly product development is required by the contracting authority to test the deliverability of a tender.
Clarification process	Questions can be raised by suppliers about the procurement process or any element of the procurement pack, or by the contracting authority where information is unclear, contains obvious error, false statements, abnormal offers or where items are missing.
Dialogue	Aimed at improving all parties’ understanding of the requirement, can happen at any or all stages of the procurement.
Negotiation	A strategic discussion aimed at creating an agreeable set of terms but not used in a competitive procedure to obtain the lowest offer or negotiate down a price.
Supplier presentations	Aimed at confirming that the proposals being made are deliverable.
Product demonstrations	Allows to test the deliverability of key aspects of tenders.
Site visits	Aimed at identifying whether key supporting processes have been developed, necessary equipment has been obtained or configured or that systems and processes are in place to deal with the required demands / volumes.
Audits and other checks	Used to try to see, confirm and check what is being offered is compliant with any requirements and/or accurately described. They are used to confirm statements made in writing by suppliers.
eAuctions	Process used to derive the lowest price e.g. reverse auction.
Preferred supplier stage	To confirm solutions and/or finalise the draft contract. This stage may include post tender negotiation with the objective of improving the final tender but without changing requirements.
Interim assessment of tenders to narrow competition	Reduces the number of suppliers based on the quality of their current proposals. This can reduce the administrative effort and cost for all parties. It can also eliminate suppliers who are least competitive. Such assessments can take place more than once, so that the number of suppliers is gradually reduced whilst maintaining a level of competition.
Assessment of tenders with the option to award prior to negotiation or dialogue	The option to award a contract to a supplier based on the assessment of the tender without undertaking any negotiation or dialogue which may have been intended to be part of the process. For example, the contracting authority may feel confident that it is possible to accept tenders without the need for negotiation, however, there is risk that the tenders may not be optimum due to the complexity which can be resolved through dialogue and/or negotiation.
Final tender / best and final offer (BAFO)	Intended to drive a focus on price, so the stage must be used carefully to avoid abnormally low tenders.
Variant tenders	Allows suppliers to tender one or more alternative solution which meets the requirements.

36. Competitive flexible procedure: Process flows

An example of a two-stage process.

1. Publish planned procurement notice (optional) or qualifying planned procurement notice (min 40 days before tender notice if using to reduce timescales).

2. Publish preliminary market engagement notice and undertake preliminary market engagement (optional).

3. Publish tender notice and associated tender documents - explaining the two stage process.

4. Observe tendering period minimum timescales.

5. Determine whether the supplier is an excluded or excludable supplier.

6. Assess whether the tender is suitable, including where appropriate:

a. assessing the conditions of participation

b. where a supplier or any of their nominated subcontractor is not a UK or treaty state supplier whether you choose to disregard the tender c. whether the tendered price is abnormally low

d. whether there is evidence of corruption or collusion

e. whether the tender meets all of the requirements

f. whether the tender has breached any procedural requirements

7. Undertake intermediate assessment and exclude any suppliers who do not meet the minimum requirements (or quality threshold if set).

8. Notify suppliers and invite to the next stage.

9. Conduct presentations and assess based on criteria set.

10. Issue assessment summaries.

11. Publish contract award notice.

12. Observe mandatory standstill period - minimum 8 working days.

13. Enter into contract (providing no issues were raised during standstill).

14. Publish contract details notice and contract where applicable (contracts over £5m).

15. Could happen at any time during the term of the contract:

a. publish contract payment notice (where applicable - individual payments over £30k)

b. publish contract performance notice (where applicable)

c. publish payments compliance notice

d. publish contract change notice (if / when modifications are made) and copy of the modified contract (contracts over £5m)

e. observe any voluntary standstill period (minimum 8 working days) if and when modifications are made and a contract change notice has been published

16. Publish contract termination notice.

Note - assessing any conditions of participation set or other suitability requirements may be carried out at any point prior to contract award as described in the tender notice and/or associated tender documents.

An example of a two-stage process with participation stage

4. Observe minimum participation period timescales.

a. where a supplier or any of their nominated subcontractor is not a UK or treaty state supplier whether you choose to disregard the tender

b. whether the tendered price is abnormally low

c. whether there is evidence of corruption or collusion

d. whether the tender meets all of the requirements

e. whether the tender has breached any procedural requirements

7. Undertake conditions of participation assessment and exclude any suppliers who do not meet the minimum requirements (or quality threshold if set).

9. Observe minimum tendering period timescales.

10. Undertake tender assessment based on award criteria set.

11. Issue assessment summaries.

12. Publish contract award notice.

13. Observe mandatory standstill period - minimum 8 working days.

14. Enter into contract (providing no issues were raised during standstill).

15. Publish contract details notice and contract where applicable (contracts over £5m).

16. Could happen at any time during the term of the contract:

17. Publish contract termination notice.

Note - assessing suitability requirements may be carried out at any point prior to contract award as described in the tender notice and/or associated tender documents.

An example of a multi-stage process

3. Publish tender notice and associated tender documents - explaining the multi-stage process.

Assess whether the tender is suitable, including where appropriate:

8. Notify suppliers and invite to tender.

10. Undertake intermediate assessment and exclude any suppliers who do not meet the minimum requirements (or quality threshold if set).

11. Notify suppliers and invite to next stage.

12. Conduct demonstrations and assess based on criteria set.

13. Notify suppliers and invite to next stage.

14. Conduct negotiation with selected suppliers.

15. Invite final tenders.

16. Observe minimum tendering period timescales where appropriate.

17. Assess tenders based on award criteria (which may be refined provided it is allowed for in the tender notice).

18. Issue assessment summaries.

19. Publish contract award notice.

20. Observe mandatory standstill period - minimum 8 working days.

21. Enter into contract (providing no issues were raised during standstill).

22. Publish contract details notice and contract where applicable (contracts over £5m).

23. Could happen at any time during the term of the contract:

d. publish contract change notice (if / when modifications are made) and copy of the modified contract (where applicable - contracts over £5m)

24. Publish contract termination notice.

An example of a process with post tender negotiation

10. Assess tenders based on award criteria.

14. Undertake post tender negotiation with winning supplier.

15. Enter into contract (providing no issues were raised during standstill).

16. Publish contract details notice and contract where applicable (contracts over £5m).

17. Could happen at any time during the term of the contract:

e. observe any voluntary standstill period (minimum 8 working days) if and when modifications are made and a contract change notice has been published 18. Publish contract termination notice.

An example of innovation process

9. Undertake the iterative design and development phase, reducing the number of suppliers until there are viable solutions and sufficient competition.

10. Invite remaining suppliers to tender.

11. Observe minimum tendering period timescales.

12. Assess tenders based on award criteria.

13. Issue assessment summaries.

14. Publish contract award notice.

15. Observe mandatory standstill period - minimum 8 working days.

16. Enter into contract (providing no issues were raised during standstill).

17. Publish contract details notice and contract where applicable (contracts over £5m).

18. Could happen at any time during the term of the contract:

19. Publish contract termination notice.

37. Tender notice fields: Competitive flexible procedure

Tender notices: competitive flexible procedure.

Regulation 19 - (1) This regulation sets out other information which must be included in a tender notice for the award of a public contract through a competitive flexible procedure published in accordance with section 21(1) of the PA 2023.

(2) The information is:

(a) the same information referred to in regulation 18(2) except sub-paragraphs (d) and (j)

The initial fields of regulation 19(1) are the same as the fields set out in regulation 18(2), the tender notice for the open procedure with 2 exceptions.

(b) a statement that the tender notice is for the award of a public contract through a competitive flexible procedure in accordance with section 20(1) and (2)(b) of the PA 2023

State and copy on any issued associated tender docuements: This tender notice is for the award of a public contract through a competitive flexible procedure in accordance with section 20(1) and (2)(b) of the Procurement Act 2023.

i. whether the procedure may include negotiation at any stage,

ii. if the contracting authority proposes to rely on section 24 of the PA 2023 (refining award criteria), a summary of how it will rely on that section

Clearly describe the process and stages, including where appropriate any conditions of participation (CoP) or negotiation stage.

If you intend to refine the award criteria then provision for the refinement must be made here.

(d) where the number of suppliers is, or may be, no more than a maximum number of suppliers, generally or in respect of particular tendering rounds or other selection processes, the maximum number of suppliers and the criteria used to select the limited number of suppliers

Confirm the maximum numbers of suppliers to be carried forward after each stage e.g. CoP, Dialogue, intermediate assessment of tenders. You must describe the process used in each stage.

(e) where the number of suppliers is, or may be, no less than an intended minimum number of suppliers, generally or in respect of particular tendering rounds or other selection processes, the intended minimum number of suppliers

Confirm any minimum acceptable number of suppliers you intend to accept at each stage.

(f) where the tender notice is being used for the purpose of inviting suppliers to submit a request to participate, how requests to participate may be submitted and the date by when they must be submitted

This field requires the deadline for requests to participate and usually confirms any instructions if using eSenders. Other details such as attachments or other returned information can be defined here.

(g) where the tender notice is being used for the purpose of inviting suppliers to submit their first, or only, tender, how tenders may be submitted and the date by when they must be submitted

This field requires the deadline for submissions of tenders and usually confirms any instructions if using eSenders.

(h) whether the tender notice is being used:

i. to reserve a contract to supported employment providers in accordance with section 32 of the PA 2023, or

ii. to reserve a contract to public service mutuals in accordance with section 33 of the PA 2023

This is where contracting authorities indicate the reserving of procurement participation for

a. supported employment providers or

b. public service mutual

(3) Nothing in this regulation prevents a contracting authority from publishing other information that relates to the same procurement in the notice.

This means the detail in tender notice and associate tender documents can be far more detailed than required in the tender notice.

(4) This regulation does not apply to:

a. a tender notice for the award of a framework through a competitive flexible procedure (see instead regulation 20), or

b. a tender notice for the award of a public contract by reference to suppliers’ membership of a dynamic market (see instead regulation 21)

This confirms a different tender notice is required for establishing frameworks or contracts awarded under dynamic markets.

Exemptions apply ↩

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Envisioning a Path Forward for Clinical Trials—JAMA Summit Keynote Presentation by Amy P. Abernethy, MD, PhD

This keynote presentation by Amy P. Abernethy, MD, PhD, was recorded at a JAMA Summit focusing on the clinical trials enterprise and how it can be fixed. Originally recorded October 11, 2023.

JN Learning™ is the home for CME and MOC from the JAMA Network. Search by specialty or US state and earn AMA PRA Category 1 Credit(s) ™ from articles, audio, Clinical Challenges and more. Learn more about CME/MOC

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Tim Walz's military record: What to know about potential VP's National Guard service

Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters.

“I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.”

We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years.

More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates

How long was Walz in the military?

Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement.

Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades.

But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss.

Where did Walz serve, and what did he do in the National Guard?

During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR.

In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries.

Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military.

Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor.

As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.”

Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story.

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E-Learning PowerPoint Templates This template is an online based E-Learning design. This describes training with reasonable control over mobile. You can make a variety of expressions using the shapes and backgrounds included in this template. We always want a successful presentation.
Elevate Your Presentation and Quiz Creation with AI: Discover uPresenter
With uPresenter, you can effortlessly make your content creation process smoother and more effective with AI. From generating stunning presentations to engaging quizzes and real-time collaboration, uPresenter has everything you need to streamline your workflow and impress your audience.
Module 4: Competitive flexible procedure
In particular, the material used in the e-Learning and learning manual has been based on a draft version of the Procurement Regulations 2024 and so users should review the Procurement Regulations ...
Envisioning a Path Forward for Clinical Trials—JAMA Summit Keynote
This keynote presentation by Amy P. Abernethy, MD, PhD, was recorded at a JAMA Summit focusing on the clinical trials enterprise and how it can be fixed. Originally recorded October 11, 2023.
Tim Walz's military career: What to know about potential VP's service
Democratic vp pick Tim Walz served for decades in the Army National Guard, serving in the U.S. and overseas.