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| Panel Discussion: Trends in Software User Assistance and Its Application to e-Learning |
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Wednesday November 11, 2009 10:45 AM
Host:Brent Schlenker, The eLearning Guild
Panel:
Joe Welinske, WritersUA
Alan Houser, Group Wellesley
David Knopf, Knopf Online
Kevin Siegel, IconLogic, Inc.
You can often improve the work in any professional area by being aware of developments in peripheral, related disciplines. Increasingly, there is synergy between the efforts of the e-Learning and software user-assistance communities. Web 2.0 is impacting both fields in similar ways, from dealing with user-generated content to blending courses with knowledge bases and additional resources. Many techniques from software user assistance can have a valuable impact on the design and implementation of e-Learning.
In this session, you will get a cutting-edge overview of several of the most important development processes in software user assistance, and learn their application to e-Learning. User assistance is much more than “Help.” It encompasses a wide range of skills and technologies that combine to improve the user's experience. It employs a number of devices, including, but not limited to, Help, wizards, tutorials, printed manuals (and their PDF equivalents), and user interface text. User assistance professionals also contribute to enterprise knowledge bases and content management systems. In many cases, training departments are asked to employ these user assistance devices in the e-Learning world.
In this session, you will learn:
- The current state of software user assistance, and the key directions for the future
- How structured authoring and DITA are changing the authoring and delivery of information
- How to embed helpful content directly into a software user interface for an improved user experience
- How to use context-sensitive links between the software user interface and instructional information
Audience:
Intermediate Designers, Developers, and Project Managers. |
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| E-Learning Is What? Research Shows How 1,000 of Your Colleagues See It |
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Wednesday November 11, 2009 10:45 AM
Allison Rossett, Department of Educational Technology, San Diego State University
Every study shows a decrease in the amount of classroom training, and an increase in e Learning. But what is meant by e-Learning? When people report that they are doing more e Learning, what are they up to? Training, in the past, had a dependable form — most people would conjure up a picture of a room, with an instructor up front, and students seated around and about. Not so for e-Learning. One organization is talking about PowerPoint slides with an audio track. Another is keen on WEBEX or CONNECT for the virtual classroom. Yet a third is developing immersive experiences using Second Life. What do YOU mean when you say you are doing e-Learning?
This session will present the results of a study that answered the question: e-Learning is what? Come and hear what nearly 1000 colleagues said they do when they do e-Learning. And let’s talk about the implications of these findings for practice, reform, and careers. |
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| Better Beginnings: How to Capture Your Audience in 30 Seconds |
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Wednesday November 11, 2009 10:45 AM
Dr. Carmen Taran, Rexi Media
Capturing an audience’s attention, whether you address them via an e-Learning program, a virtual session, or in a business meeting, is becoming an increasingly difficult task. To attract a trainee’s attention, we are constantly competing with mobile devices, e-mail programs, and day dreaming. We are often just a click away from being switched off. Unless we consciously design for those who are often overwhelmed, distracted, and tied to a digital leash, our efforts often fall on inattentive eyes, iPod-plugged ears, and multitasking hands. What to do?
In this session, participants will learn five techniques to capture your audience’s attention, and announce from the beginning of your e-Learning program, training session, or presentation that yours is an event worth attending. Prizes will be awarded to those who pay attention.
In this session, you will learn:
- Reasons why attracting attention quickly is critical for training development and delivery
- Five techniques to capture an audience's attention in 30 seconds
- Ways to immediately apply the techniques presented in participants' work settings
- How to apply the techniques learned in a contest with other participants
Audience:
Novice, intermediate, and advanced participants in the e-Learning or communications design or marketing department who need to attract an audience’s attention during a presentation, but intermediate and advanced skills in e-Learning and communication design are required to benefit from the information. |
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| Evidence-based e-Learning: Beyond Fads and Fiction |
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Wednesday November 11, 2009 10:45 AM
Ruth Clark, Clark Training & Consulting
FACT OR FICTION: Learning Styles are an important individual difference to consider in e Learning. Higher course ratings translate into better learning. Stories and games are proven paths to engagement and learning. Animations are better than stills to teach how things work. How much of your training budget are you wasting on training fads and folklore?
Based on Ruth’s forthcoming book: Evidence-Based Training, participants will take an interactive tour that reviews the latest research evidence on the questions above, and more...
In this session, you will learn:
- The truth about learning styles
- The relationship between course ratings and learning
- When and how to use animations to improve learning
- Five proven methods to accelerate expertise in your e-Learning
Audience:
Novice designers and developers who are interested in developing learning environments based on facts rather than fads. |
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| Managing Content Localization with Any e-Learning Tool |
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Wednesday November 11, 2009 10:45 AM
Eric Sardual, JTI Inc.
Gloria Pardus, JTI Inc.
When localizing e-Learning into multiple languages for an international training initiative, many issues can arise. These issues stem not only from a failure to internationalize the files (prepare them for localization and translation), but also from difficulties within the various authoring tools (Adobe Flash, Presenter, Captivate, Articulate Studio, Trivantis Lectora, etc.).
In this session, participants will learn how to properly internationalize their files before localization, saving them many headaches. You will also get an in-depth walk-through of how to localize courses built-in to the various architectures.
In this session, you will learn:
- How to properly internationalize your course files before localization and translation
- How to localize courses built with PowerPoint augmentation software (Articulate Presenter, Adobe Presenter, etc.)
- How to localize courses built with .xml/Flash and Flash/.as
- How to maximize the use of screen-capture recording software for international courseware
Audience:
Novice, intermediate, and advanced designers and developers with a firm understanding of what authoring tools are used for their e-Learning courseware. Also, come prepared with any questions or issues that have come up while trying to localize courses. |
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| Using Micro-learning Designs in Learning 2.0 and Traditional e-Learning |
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Wednesday November 11, 2009 10:45 AM
Ray Jimenez, Vignettes for Training, Inc., TrainingPayback.com.
Increasingly, many learners and workers need to INSTANTLY learn and apply knowledge immediately. Unfortunately, many trainers and social networking promoters continue to dump huge, bulky, and long-winded data that does not help workers perform tasks as needed. This problem stems from the lack of skills in Micro-Learning Designs: Micro-Content, Micro Learning, and Micro-Applications.
Participants in this session will learn the 5-Step Micro-Learning Design Process to break down complex, huge, and bulky content into micro-content items that allow learners to instantly do micro-learning and micro-applications while on the job. You will learn to be more effective in designing rapid e-Learning, writing blogs and wikis, using PDAs and mobile tools to train and collaborate with others, and using e-Learning tools and LMS/LCMSs to deliver micro-learning and performance. You will also learn how to save time, cut the costs, and increase the speed of learning.
In this session, you will learn:
- The common symptoms of “content overload” and “content irrelevancy” in e-Learning, mobile learning, and learning 2.0
- How to analyze your content and apply the 5-Step Micro-Learning Design Process
- How to incorporate context to micro-learnings to allow workers to apply the knowledge and avoid errors
- How to build your content to facilitate power search, bookmarking, tagging, content sharing, and nuggets
- How to direct learners to use skills in “pattern-seeking,” “sense-making,” “visualization,” and “critical grasping.”
- How to increase worker and learner performance by providing instant learning while on the job
Audience:
Novice and intermediate designers and developers. |
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| How to Effectively Incorporate Avatars into e-Learning |
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Wednesday November 11, 2009 10:45 AM
Barbara Sealund, Sealund & Associates
As more and more businesses use e-Learning to train employees on a variety of topics, the quality of the learning can come into question. E-Learning courses that lack interactivity and social connectedness can result in lower motivation, participation, and satisfaction on the part of the user. Incorporating avatars into e-Learning courses facilitates learning, as well as improves the quality of learning among users. Avatars in e-Learning courses serve as mentors, and assist users by sharing their experience, knowledge, and skills. They make the course more interesting, interactive, and socially relevant.
Participants in this session will learn the importance of incorporating avatars into e-Learning courses, and the factors that must be considered to obtain effective and successful results. Effectively using avatars in e-Learning environments will yield more efficient learning, and more productive employees.
In this session, you will learn:
- The significance of incorporating avatars into e-Learning courses
- The role avatars play in e-Learning courses
- The relationship that should exist between the avatar and the user
- The responsibilities of the avatar in e-Learning courses
- The steps for creating avatars for e-Learning
- A case study on using avatars for successful learning outcomes
Audience:
Intermediate designers and developers aware of the use of e-Learning as a training tool in organizations. |
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| Enabling User-generated Content: First Steps to Building a Scalable Model |
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Wednesday November 11, 2009 10:45 AM
Merilee Ford, Cisco Systems
Keeping up with the ever-increasing demand for certification training and assessments at Cisco Systems was proving to be virtually impossible. Cisco needed to find a scalable way to leverage its internal SME base to ensure the continued content accuracy, relevancy, and validity. To solve this problem, the company launched an innovative program to enable external customers — actual practitioners with no training or prior assessment-authoring experience — to write certification exam items. This initiative is a start in using Web 2.0 technologies to collaborate with end users in virtually every phase of training and exam development.
Session participants will go through a case study of how the organization leveraged its online community, the Cisco Learning Network, and its underlying wiki-based platform to create a collaborative and secure authoring environment for external SMEs. You’ll gain insights and strategies to help you decide if developing a program to enable user-generated content is right for your organization.
In this session, you will learn:
- How the Cisco Learning Network is achieving massive scale with a small internal resource team
- The major components, considerations, and content requirements to implement a program to enable users to generate content
- Strategies to go from concept, to pilot, to large scale implementation
- How to use a wiki-based platform to enable a secure, collaborative workflow
- How to set up a similar program using Cisco’s best practices and lessons learned
Audience:
Intermediate and Advanced Designers, Developers, Project managers, Managers, Directors, VPs, CLOs, Executives who are familiar with Web 2.0 general concepts and tools. |
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| Five Ways to Get the Most out of Rapid e-Learning Tools |
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Wednesday November 11, 2009 10:45 AM
Tom Kuhlmann, Articulate
In today's economy it's important to get the most out of the tools you have.
Participants in this session will look at some practical ways to use your rapid e-Learning tools to build e-Learning courses quickly, while still managing your time and cost constraints.
In this session, you will learn:
- How to create reusable assets and templates
- How to leverage PowerPoint's freeform authoring environment
- How to effectively blend rapid e-Learning products with other training initiatives
- Ways to participate in your learning community, to network, and learn from other users
Audience:
Novice, intermediate, and advanced designers and developers who want to learn more about rapid e-Learning, or who already develop rapid e-Learning courses. |
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| Webinars that Work: How to Create Webinars that Really Enable Learning |
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Wednesday November 11, 2009 10:45 AM
Lori Schreiber, EMCOR
Jacquelyn Brown, EMCOR
As companies cut down on travel budgets, many are relying more than ever on online learning. EMCOR has used asynchronous online courses for years, but decided it needed to create facilitator-led courses for its program designed to cultivate our future leaders. We created a series of 2-hour Webinars that build and expand on asynchronous courses, allowing learners to interact with their fellow participants and the facilitator as they take their understanding of leadership topics to the next level.
This session will share how to manage the logistics of the Webinar, and give examples of learning activities that have worked, and those that haven’t. The session will be delivered in a Webinar environment, and if participants have a computer with access to the Web, they will be able to participate in the demo Webinar.
In this session, you will learn:
- Tips and tricks for effectively facilitating Webinars
- How to ensure learners can successfully participate in the Webinar
- How to analyze Webinar learning activities
- How you can adapt Webinar activities for your training content
Audience:
Intermediate designers and developers who have a basic understanding of how to use synchronous Web tools. |
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| Building Serious Games, Simulations, and 3-D Worlds: A Common Platform Approach |
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Wednesday November 11, 2009 10:45 AM
Vikas Joshi , Harbinger Group
Janhavi Padture, Harbinger Knowledge Products
You often want to include a variety of interactions such as learning games, branching simulations, interactive diagrams, flow charts, and feedback forms in your training material. Interactivity-building tools make creating such interactions easier, but because the available tools typically offer limited types of interactions, you need to use different tools to create different interactions. The learning curve becomes very high, usability goes down, and there are increased chances of mistakes because you are working with multiple tools at the same time. You cannot implement any standard procedures for your team, because each tool demands a separate procedure. With a common-platform approach for interactivity building, you can overcome these challenges very easily.
In this session, participants will learn the benefits of using a common interface or platform for building or customizing various interactivities. These benefits include expecting a consistent behavior for all the interactions, thus increasing compatibility with e-Learning standards such as SCORM/ AICC, Section 508, and W3C, compatible system requirements for deploying the interactions, and compatibility with other e-Learning tools.You can then form some standard procedures that make it easy to work as a team.
In this session, you will learn:
- How the common interactivity building platform approach can be used for creating a variety of learning interactions
- What the advantages are of using a common interactivity-building platform approach
- How to differentiate between too-complex e-Learning solutions
- How to apply the common interactivity-building platform approach to custom-built interactions
Audience:
Novice and intermediate designers and developers who are familiar with distance learning applications, collaboration tools, or training curricula, and who have a desire to port them to online platforms. |
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| How to Create “Video” Files that Aren’t Actually Video |
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Wednesday November 11, 2009 10:45 AM
Steve Haskin, S > Media
You have to incorporate some “video” in a training you're developing, but the designers didn't create a big enough budget, or the time, to get a video shot, edited, and incorporated into your training. What do you do? Video is a strange medium. For most of us, video means taking a camera and making pictures of someone or something. This isn't always the case. Sometimes a still picture can be “animated” using simple techniques, and can create a compelling form of e Learning. There are also ways to animate words and other images to immerse your learners in a video-like experience.
In this session, you’ll see several different methods to create some not-video using software and hardware tools you probably already own.
In this session, you will learn:
- What really makes a video your learners can benefit from.
- How to use development tools you already have to create a “video”
- Four different ways to “animate” a picture
- When it makes sense to make video
Audience:
Novice, intermediate, and advanced designers and developers with some knowledge of tools used in developing e-Learning.
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| Immersive 3-D Learning Simulation Development for Non-Programmers |
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Wednesday November 11, 2009 10:45 AM
Dabney Standley, Caspian Learning
Chris Brannigan, Caspian Learning Ltd
Many e-Learning customers are reluctant to jump into 3-D learning simulations because of the perceived cost and complexity, and the concern that they won't be able to use or integrate any of their existing 2-D assets that typically exist in Flash. This session directly addresses this perception, and will enable you to discuss and assess the pros and cons knowledgeably with your customers.
Using Caspian Learning's Thinking Worlds authoring tool as the reference point, participants in this session will compare the development processes for 2-D and 3-D, learn where each approach can be used effectively, and where 2-D applications can effectively be used in 3-D worlds. You’ll learn the comparative costs for 2-D and 3-D learning simulations (using the reference tool), and the impact on project costs of asset reusability and different instructional design requirements for 2-D and 3-D.
In this session, you will learn:
- The pros and cons of developing 2-D and 3-D games and simulations
- The comparative costs of 2-D and 3-D development
- Where 2-D and 3-D activities are successfully integrated
- The impact of 3-D asset reusability on the design and development process and costs
- The impact of different 2-D and 3-D design requirements on design process and development costs
Audience:
Intermediate and advanced designers and developers with experience working on the design and/or development of 2-D or 3-D e-Learning applications. Those with producer, instructional designer, project lead, and artist or art director backgrounds will benefit the most. |
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| Delivering Low-cost Mobile Learning Solutions |
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Wednesday November 11, 2009 10:45 AM
Mark Chrisman, T-Mobile
Jeff Tillett, T-Mobile
“Over one billion people in emerging markets will never access the Internet using a PC,” said Adobe CEO Shantanu Narayen in September 2008. With advances in Web technology, mobile devices, and wireless networks, mobile connection is not just a trend anymore and instead has become a standard ubiquitous platform. People demand anytime, anywhere access to communication, information, learning, and performance support. Learning Management System (LMS) vendors are quickly adapting to meet mobile requirements, but these solutions may be costly and viewed as a low priority in this rough economic landscape.
In this session, participants will learn what organizations can do in the meantime to deliver practical information to a scattered employee base, and begin to measure value and build a business case for mobile learning. With an obvious business need to deliver timely learning content and performance support, you will discover how you can rapidly develop and deploy a low-cost way of delivering supplemental mobile learning to employees’ mobile devices.
In this session, you will learn:
- How to develop low-cost mobile learning content
- What to consider when delivering mobile content
- How to include mobile learning in your current training plan
- How to sell your leadership on mobile learning
Audience:
Novice and intermediate developers with a basic understanding of e-Learning and instructional design. |
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| Experimental Session! The e-Learning Design Brain-Storm |
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Wednesday November 11, 2009 10:45 AM
Jeff Place, Questionmark Corporation
OK, so you know the subject matter of your online module and have a set of tools. Now what? The hardest part is always coming up with an innovative, creative, inspired design that will engage and interest your learners.
This whole session is designed to help you come up with that ingenious, compelling instructional design and approach that will turn your average e-Learning module into something unique and unforgettable. Come with an e-Learning project you are working on or about to start. Through the brainstorming and creative thinking techniques you’ll learn, you will generate creative design solutions for your projects and amaze yourself at your own ingenuity and brilliance.
In this session, you will learn:
- What promotes creativity
- The prerequisites for brainstorming
- How to generate creative ideas
- How to solve any design problem
Audience:
Novice and intermediate designers and developers. |
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