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Xyleme is the learning content management system (LCMS) of choice for visionaries who are looking for innovative ways to change how learning is created and delivered. Learning and development professionals use Xyleme to manage the entire content lifecycle in one place. In this product demo we will showcase the two products that comprise our platform: Studio and Content Delivery Service (CDS). Studio is Xyleme’s content development platform, with authoring tools and publishing outputs that help organizations create blended learning content in any format—mobile, web, print, and more. CDS unlocks content from the LMS and document management systems. Content is easy to find and access, allowing you to deliver instructor-led and bite-sized learning in a way that balances the need for formal training and the demand for immediately accessible learning elements. Come see our platform in action. Accomplish more with less—author, publish, deliver, and analyze your content with Xyleme.
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DEMO: Changing the Way Learning Is Created and Delivered With Xyleme

Xyleme is the learning content management system (LCMS) of choice for visionaries who are looking for innovative ways to change how learning is created and delivered. Learning and development professionals use Xyleme to manage the entire content lifecycle in one place. In this product demo we will showcase the two products that comprise our platform: Studio and Content Delivery Service (CDS). Studio is Xyleme’s content development platform, with authoring tools and publishing outputs that help organizations create blended learning content in any format—mobile, web, print, and more. CDS unlocks content from the LMS and document management systems. Content is easy to find and access, allowing you to deliver instructor-led and bite-sized learning in a way that balances the need for formal training and the demand for immediately accessible learning elements. Come see our platform in action. Accomplish more with less—author, publish, deliver, and analyze your content with Xyleme.

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