Create learning for your Oracle Learning catalog

Classify your catalog learning using categories and topics, and create self-paced learning, events, courses, and learning paths. During creation, define how learners discover and complete learning, and how learning connects to skills, qualifications, and existing assignments.

Go to My Client Groups > Learning and Development > Learning Catalog.

Open Categories and topics to create your catalog structure. Add existing learning to categories and topics while you create it.
Open Learning Catalog to create learning. You can include existing categories and topics while creating the learning. To accelerate event and course creation, duplicate an existing event or course using the row-level Duplicate action.

Use the information in these sections while creating learning.

Learning type and discovery

Select the learning type based on how learners complete the learning. The learning type affects which configuration options, activities, and behaviors are available while creating and managing the learning.

Self-paced learning supports a single digital learning experience, such as an online course, assessment, observation checklist, file, web URL, agentic learning, or task-based learning.

Agentic learning uses curated learning materials to adapt instruction to each learner’s pace and needs. When creating self-paced learning, select published AI agents tagged with Learning Content as the content type. Learners are guided through the material using an AI chat experience launched from the Enrollment Details page.

SCORM, AICC, cmi5, and video uploads, including trailers, are processed before they're available. Processing time is typically similar to the video's duration.

For task-based learning, enter instructions describing what the learner needs to complete instead of adding learning content. Learners review the instructions on their enrollment details and complete the task according to the configured completion rule.
Events support scheduled instructor-led learning with one or more activities. They include locations or online meetings, schedules, and enrollment details.
Courses group equivalent learning options where learners complete one option to satisfy the learning requirement.
Learning paths guide learners through a required sequence of learning.

After you add self-paced learning or an event to a course or learning path, learners can't find it as standalone learning. And you can't add it to another course or learning path.

Use clear, descriptive titles, summaries, learning objectives, descriptions, and ideal learner details because they improve learner discovery and help Learning Skills Enrichment agents suggest relevant skills. Provide a descriptive title or keywords in some or all fields, then generate richer AI suggestions.

Catalog visibility and enrollment periods

Configure catalog visibility on the definition tab and enrollment periods on the rules tab to control when learners can discover and enroll in learning.

If you set the enrollment period to start before or after catalog visibility, only people you share the direct enrollment link with can enroll. Depending on the learning, you can copy the links from the About tab or the More Actions menu.

Access and enrollment

Configure access and enrollment based on how you want learners to interact with the self-paced learning, events, and learning paths that make up the course options. Generally configure whether enrollment requires approval on the child learning rather than the course. Require course-level enrollment approval when you want to gauge learner demand before creating learning to include as an option. In this mode, learners see Request instead of Enroll on the course details page.

Access group rules override the course-level or learning-level rules for learners in the access group audience.

Activity instruction details and online meeting options

For in-person events, you control whether learners can confirm attendance and how, including self-confirmation using enrollment details, an attendance form, or both.

For online activities, you can either provide a meeting URL or use a supported online meeting provider integration, such as Microsoft Teams, Zoom, or Adobe Connect. When you use an integrated meeting provider by setting Online Meeting to Instructor Account, other options become available for automatic completion, completion handling, and attendance completion.

For Microsoft Teams event activities, you can configure the meeting end for attendance calculations. Microsoft Teams event activities can also support multiple instructors and breakout rooms. When you use breakout rooms, activities aren't automatically marked Completed based on attendance. Use the attendance log to process attendance manually instead.

Reference:

Skills and qualifications

Help learners discover learning and support talent development.

Related skills and qualifications describe the skills and qualifications covered by the learning. They improve catalog browsing, search, and recommendations, but they aren't added to learner talent profiles.
Outcome skills and qualifications update learner talent profiles after successful completion. Identify a skill or qualification as an outcome by selecting Write to person profile on completion.
Prerequisites define the skills and qualifications learners need before enrollment.

Some skills and qualifications support issue and expiration dates based on the learning assignment date. If a learner completes refresher learning before expiration, the expiration date remains unchanged.

Completion and activity behavior

Configure rules for how learners complete learning and validate learning outcomes.

Learning administrator confirmation requires an administrator to mark the learning assignment as completed.
Assessments support knowledge validation before or after learning completion.
Evaluations collect learner feedback about completed learning experiences.
Observation checklists support applied skill validation in real-world scenarios.
Attempts, try again settings, and wait periods control how learners reattempt assessments and online content, such as SCORM, AICC, and cmi5.
Certificates provide proof of learning completion.
Self-paced learning, courses, and learning paths can require renewal and define completion validity periods to help learners maintain required knowledge and certifications. When a learning path renews, learners get a new assignment based on the current learning path structure. Only valid activity completions earned on or after the renewal assignment start date satisfy the renewed learning path.
Task-based self-paced learning doesn't use launch-related options such as automatic launch, embed, or attempts.

Actual effort tracking

Track based on the associated video, PDF, web link, assessment, observation checklist, SCORM, or AICC content.

SCORM, HACP, and cmi5 content use reported session time when the content sends session time to Oracle Learning. Otherwise, actual effort uses the time the learner is in the player.
For learning content types with no attempts, actual effort is the time the learner spent completing their final attempt, whether they passed or failed it.
Assessment actual effort is the time spent in the player.
Video actual effort reflects the total time the learner spends watching the video, including replaying sections before completing the video.
PDF and URL content use the expected effort defined on the activity.

Learner experience

Configure privacy and self-service experiences that affect how learners discover and interact with learning.

Manager visibility settings control whether managers can view learner enrollments. For sensitive topics, such as mental health, hiding enrollments can help protect learner privacy while still supporting employee wellbeing initiatives.
Learner notifications affect how assignment details appear to learners.