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| Single Source Development: Expanding the Concept of Learning Content Management |
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Wednesday November 11, 2009 03:15 PM
Bryan Chapman, Chapman Alliance
What if you had to develop and deliver personalized training to 900,000 employees, located in 34,000 different locations globally, with a complex set of variables that changes the training on a location-by-location basis? The key is single-source learning. While e-Learning has become mainstream in many organizations, most are still not fully leveraging the power of reusable learning content to meet their instructional needs. One of the main reasons is that most learning technologies are designed to create content for a specific learning purpose (i.e. e-Learning). But, how can you reuse content to support many learning purposes and embrace several modes of delivery; and most importantly support the right learning, at the right time – on demand?
During this case study session, you’ll examine several organizations that employ single-source techniques to meet sophisticated learning and business requirements. All while delivering on-demand content for use in customized instructor-led training (ILT) support material, student manuals, lesson plans, textbooks, job aides, performance support, certification exams, etc. – all through a single production pass to assemble and organize reusable learning content.
In this session, you will learn:
- How reusable learning content can extend beyond e-Learning to additionally support instructor-led training (ILT), print-based learning, textbooks, job aides, and performance support
- What it takes to develop learning that can be created in a single production pass, while supporting multiple modes of delivery on-demand
- The conditions that precipitate adoption of single-source vs. traditional methods for creating and formatting content for specific learning purposes
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| Business Alignment: Focus on the Workplace ...Not the Classroom! |
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Wednesday November 11, 2009 03:15 PM
Kim Ziprik , The IQ Business Group
Today’s rate of change is killing our training departments because most organizations attempt to mitigate this challenge by “training their way out of it.” This is causing our training departments to die of heroic efforts, and expend vast amounts of resources just trying to keep up. Instead, shouldn’t we ask ourselves if there is a smarter way of tackling this challenge?
This session will demonstrate how one organization has overcome this challenge while improving their bottom-line, productivity, and customer satisfaction ratings. Participants in this session will learn how this organization reduced their overall training time by 60%, and improved individual sales volumes by 26%, simply by integrating learning into the workplace.
In this session, you will learn:
- Understand the current learning challenge, and why we must redefine the role of the brain
- How to create wells, not dams for learning to occur
- Why a one-size-fits-all training solution no longer works
- How and why redesigning the learning architecture is imperative to improving productivity
Audience:
Intermediate and advanced designers and developers with a working knowledge of the use of various learning technologies (blogs, wikis, forums, e-Learning, simulations, etc.) and delivery methods. Knowledge of organizational learning theory is helpful, as is understanding the differences between training, learning, and performance. |
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| Best-in-class Practices for Effective Manager Development |
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Wednesday November 11, 2009 03:15 PM
Kevin Martin, Aberdeen Group
Frontline managers are where the rubber meets the road for strategies – be they people strategies, technology strategies, or business strategies. They provide the day-to-day feedback and management of all of your organization’s goals, so they need the skills and knowledge to manage the business, and the people running it, in order to achieve top organizational performance. Their organizations must provide them with the tools to fuse business and talent planning, and arm them to win in the marketplace through talent that is operating at peak performance. In fact, “developing the leadership skills of existing managers” was one of the top-two workforce-related challenges identified for 2009 in Aberdeen’s December 2008 study, The 2009 HR Executive’s Agenda. Developing the right skills, and providing the right learning and development opportunities, is crucial for organizations that want to succeed.
Participants in this session will see the data and analysis from Aberdeen's October 2009 study pertaining to learning and development. You will also see key findings from Aberdeen's first-ever AXIS report that ranks solution providers based on the value they deliver for their customers.
In this session, you will learn:
- The developmental opportunities with the greatest impact on improving frontline manager performance
- Best-in-class strategies for developing frontline and mid-level managers
- How best-in-class organizations are ensuring they are developing the right skills to take their organization where it needs to go
- The business impact of frontline and mid-level management development
Audience:
Intermediate and advanced participants involved in talent management, organization development, HR, or training. |
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| Learning Reinforcement 2.0: How to Strengthen Learning after Course Completion |
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Wednesday November 11, 2009 03:15 PM
Chris Ayers, Yukon Learning
How do you engage your learners after they complete your courses? Have you been looking for ways to “keep your content alive” long after the course is over? Research suggests that up to 50% of the value generated in any learning process comes after the learning event is delivered, yet most companies spend little or no effort on reinforcing the learning that takes place. If you want to learn ways to reinforce the key learning points from your courses, this is the session for you!
In this session, participants will learn ways to identify and overcome the obstacles to providing learning reinforcement in your organization. You will get tips and tricks for helping your content stay “top of mind” with your Learners. And you will see how Cameo®, a Web-based tool that delivers scenario-based learning via e-mail, makes learning reinforcement easy and effective.
In this session, you will learn:
- To identify the three phases of the learning process
- How to overcome obstacles to providing learning reinforcement
- How to minimize the effects of forgetting in learning
- How to improve learning retention and transfer
- How to leverage the results of your learning reinforcement efforts
Audience:
Novice, intermediate, and advanced designers and developers who want to learn how to reinforce their learning efforts. |
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Wednesday November 11, 2009 03:15 PM |
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| Real-world Case Studies of Successful Rapid Training Development |
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Wednesday November 11, 2009 03:15 PM
Stephen Lord, Kaplan IT Learning
Any company utilizing software applications needs to make sure their employees are properly trained, or ultimately the investment is a waste of time and money. However, implementing a successful program to train employees on business software applications, and meeting critical deployment deadlines can be a daunting task. A successful training program requires making learning materials available in a timely and consistent manner, without having to reinvent the wheel every time. The training needs to be developed quickly, and training content appropriately designed, for both technical and non-technical employees. In fact, there exists a set of successful techniques for rapid training development.
Participants in this session will learn from fellow training professionals from diverse industries and corporations, about the best practices they implemented to overcome the challenges corporations face when training employees on critical business software applications.
In this session, you will learn:
- About companies that successfully implemented an effective software application training program
- How to rapidly develop training content that includes software simulations and electronic user performance support
- How to create training content without sacrificing retention amongst learners
- The other critical areas, in addition to meeting deadlines, that are improved with faster development capabilities
Audience:
Intermediate and advanced designers and developers interested in authoring tools and instruction design techniques for blended learning and e-Learning. |
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| How to Make Learning Happen in a 3-D Virtual World |
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Wednesday November 11, 2009 03:15 PM
Caroline Avey, ACS Learning Services
So ... you’re thinking that your organization would be interested in 3-D, but what should you do next?
Participants in this session will learn a process for developing 3-D worlds. This session will provide you with practical suggestions and tools to take the next step in evaluating and implementing 3-D environments, based upon ACSs experience in assisting their clients with 3-D virtual-world solutions.
In this session, you will learn:
- How to develop a 3-D virtual-world learning strategy
- The process and tips for conducting Proof of Concept trials
- Criteria and metrics for conducting Pilot sessions
- Considerations for an enterprise rollout of a 3-D solution
Audience:
Novice and intermediate designers and developers who already understand the business drivers of the why of 3-D environments, and are interested in the how ... what next steps to take. |
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| Learning Library: Design for the Participatory Web 2.0 Culture |
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Wednesday November 11, 2009 03:15 PM
Erin Reilly, MIT Project New Media Literacies
The Learning Library is an aggregator of media from the Web, such as a video, image, or audio file, but also a publishable tool that allows participants, whether students or educators, to integrate personal-life experiences with a learning concept. Informed by the conceptual framework offered in our MacArthur white paper, “Confronting the Challenges of a Participatory Culture,” the Learning Library seeks to develop a curricular model that takes advantage of Web 2.0 platforms, and to tap the pedagogy that has grown up around participatory culture. Like sites such as Flickr or YouTube, the Library encourages students and educators to produce and circulate their own materials, creating an open-content, open-knowledge network, which appraises and critiques the materials as part of the learning process.
Session participants will leave with access to the Learning Library for inspiration to apply concepts to the concerns and goals of their learning environments. You’ll integrate a blended learning experience between the virtual and physical world; and adapt to creating different learning contexts.
In this session, you will learn:
- How to integrate the 4 C’s of Participatory Design (Connect, Create, Collaborate, Circulate) to support teaching and learning
- How to adapt students’ interests to new learning strategies
- How to use the Learning Library in both formal and informal learning environments
- How to develop activities for users to explore and practice applying the New Media Literacies in multiple contexts
Audience:
Intermediate designers and developers with a basic understanding of HTML, and who know how to embed video, images, or audio. |
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| Delivering e-Learning Assets in PDF Format |
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Wednesday November 11, 2009 03:15 PM
Brian Friedlander, College of St. Elizabeth
Using the ubiquitous PDF format, it is now easier than ever to deliver your digital assets for your students to view with the free Adobe Acrobat Reader 9. Today you can also take advantage of screencasting software (Adobe Captivate and Camatasia Studio) that can be integrated into a PDF Portfolio. These technologies now let you incorporate rich media into your courses, and deliver them as a PDF.
In this session, participants will learn how to create PDF Portfolios that can contain Word documents, graphics, Excel spreadsheets, and video, and deliver your final document in one PDF file. You will learn how to use Adobe Acrobat Extended Pro with Adobe Presenter to create e Learning materials from your PowerPoint slides that you can publish as a PDF. You will also view a recently completed eBook project called Technology Support for Writing that incorporates SWF videos.
In this session, you will learn:
- How to create a PDF Portfolio using a variety of file formats
- How to create e-Learning materials from your PowerPoint slides using Adobe Presenter
- How to integrate SWF videos from Camtasia Studio and Adobe Captivate into your PDF Portfolios
- How to deliver your PDF Portfolio with the free Adobe Acrobat Reader
- How to add SWF videos to Microsoft Word and PowerPoint
Audience:
Intermediate designers and developers familiar with creating a PDF file, and who are interested in how to deliver digital assets with the Adobe Acrobat PDF format. |
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| Video Basics: Getting Started with Flash and MPEG4 Video |
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Wednesday November 11, 2009 03:15 PM
Nick Floro, Sealworks Interactive Studios
Session participants will get a comprehensive introduction to video and compression technologies, and learn which CODEC to pick for your project. You’ll also see how you can create and edit videos for under $1,000 demonstrated with the latest camera, hardware, and software solutions.
In this session, you will learn:
- How to compress video and audio for the best delivery on the Web
- What you need to have to produce high quality Web videos
- Which CODEC is best for your project
- What tools to use for compressing your content, and the settings for best results
- About the latest in digital recorders and cameras
- What you need to implement video successfully in your project
Audience:
Novice, intermediate, and advanced designers and developers. |
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| Tips & Tricks for Creating Audio for e-Learning |
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Wednesday November 11, 2009 03:15 PM
Jaime Foran, New Level Partners, LLC
Bill Vitale, New Level Partners LLC
Adding audio narration to an e-Learning course can greatly improve the course’s quality. Audio provides another way for learners to acquire information, and adds an additional element of interest to the course. In theory, it provides another channel for learners to store information. Research suggests that the spoken word, in addition to onscreen text and visual elements, can provide significant learning gains. A narrative also helps a course to flow and, if done correctly, can be as natural as speaking. The learning curve for proper audio recording is short, and is something anyone can tackle.
This session will discuss the “how to’s” of in-house recording. Participants will learn tips for drafting an audio script, how to select the best location to record, which microphone is right for the job, how to get clear voiceover files, and tools and technologies to create and edit your audio files. For companies that don’t have the budget to hire professional narrators, recording in-house using employees creates a viable and effective solution. You’ll get tips, tricks, and tools to begin recording audio narration in-house while saving time and money, along with a resource list to get you started.
In this session, you will learn:
- Tips for a great audio script
- Finding your talent
- Choosing the best recording location
- Which microphone is right for the job
- Suggestions for creating clear, effective audio files
- Budget-friendly tools and technologies to create and edit audio files
Audience:
Novice designers and developers familiar with e-Learning software and module content design. |
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| Barnes & Noble Case Study: Improving Retail Managers’ Decision Making |
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Wednesday November 11, 2009 03:15 PM
Ken Spero , Humentum Corporation
Patricia Stafford, Barnes & Noble
Barnes & Noble wanted to improve the quality of decisions made by members of store management teams, who need to make decisions while working with incomplete and sometimes conflicting information. This is particularly challenging in a retail environment with its fast pace, and the number of unpredictable events that occur each day. The goal was for store managers to be more nimble in adjusting allocation of resources, which requires considering all aspects of the business when planning, and when making adjustments on-the-fly. Developing learning to support this goal was also complicated because, in retail, managers have limited access to media-based instruction, reduced collaborative learning opportunities because managers work different shifts, and very limited learning time because of the need to be on the sales floor supporting booksellers and serving customers.
Participants in this case-study session will learn how Barnes & Noble developed a series of learning activities to present the concept of integrated decision making in the stores, to help managers grasp what that concept looks like in practice, and to guide them to develop those skills and apply them to specific challenges in their own stores.
In this session, you will learn:
- How to use simple, but powerful simulations to create readiness for learning, develop decision-making skills, and promote transfer of learning to on-the-job performance
- How a series of learning activities was used to preview the concepts, develop skills, provide application practice, and support transfer to on-the-job performance
Audience:
Intermediate level content for those with responsibility for or experience with implementing learning requirements for their organizations, and those who design learning for problem solving and decision making.
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| Creating e-Learning Content Using Open Source Technologies |
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Wednesday November 11, 2009 03:15 PM
Joël Fisler, University of Zurich
The University of Zurich hosts many award-winning e-Learning courses created and implemented using the open-source tools eLML (eLesson Markup Language) and OLAT (Online Learning And Training). eLML is an XML framework allowing authors of e-Learning lessons to create structured and sustainable content. It is based on the pedagogical concept ECLASS (entry, clarify, look, act, self-assess, and summary). Lessons created with eLML can be transformed into numerous formats, or imported into a LMS such as OLAT using the IMS Content Packaging or SCORM format. OLAT is an enterprise-class learning management system comparable to Moodle or Sakai.
Participants in this session will learn the reasons these projects were initiated over five years ago, and the experiences of developing and organizing a worldwide open-source community. You’ll discover how e-assessments are being carried out, discuss issues and problems with maintenance and support, and peer into the near future for planned enhancements.
In this session, you will learn:
- What open source is, and what kind of education tools exist
- The advantages of using open-source tools
- How to create e-Learning content with the open-source XML framework eLML
- How to implement and handle e-Learning courses with the open-source LMS OLAT
- Why the University of Zurich chose an open-source e-Learning strategy
- The basic concepts of open content and open educational resources
Audience:
Intermediate designers and developers familiar with the creation and use of e-Learning content and courses. |
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| Painless Mobile Learning Application Development for Multiple Platforms |
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Wednesday November 11, 2009 03:15 PM
Clark Quinn, Quinnovation
Richard Clark, NextQuestion
Blackberry, iPhone, Android, and Nokia are all great platforms for mobile learning, but they're incompatible with each other. This reduces most mobile learning to Web pages received over the air, which limits interactivity and use in disconnected situations such as on an airplane. Custom learning applications can bring greater interactivity and anytime/anywhere learning to these devices, but so far, developing separate applications for each device has proven too costly. There is a solution. You can build a common application that will run on multiple platforms, and still take advantage of unique features such as sound, built-in accelerometers, local storage, etc. Even better, the tools for this are free and well-understood by many developers.
In this session, we'll take a simple mobile learning application, and show you how you can build it yourself. You'll learn what features can be used on what platforms, cover the testing issues that arise when developing on multiple platforms, and strategies for efficient testing. You'll take home pointers to resources, and a copy of the finished application (with source code) to jump-start your own development efforts.
In this session, you will learn:
- How to create mobile learning applications that work on multiple platforms
- How to test your finished applications
- How to distribute your finished applications
Audience:
Advanced designers and developers with software skills for any desktop platform (Windows, UNIX, Mac OS) and/or Web application development (Java, JavaScript, etc.). You’ll need reading knowledge of a C-like language such as C, Java, JavaScript, C#, etc. |
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| Hacking SCORM to Gather Social Metrics for Online Resources |
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Wednesday November 11, 2009 03:15 PM
Gary Hegenbart, Calix Networks
Organizations often provide learning and performance resources such as short tutorials, knowledge-base articles, or online help that do not need to be launched and tracked via an LMS, but which do require some usage metrics. This session will demonstrate how to take advantage of the SCORM API to gather metrics about resources that do not require full LMS tracking.
Session participants will explore how to use SCORM to gather usage and social metrics for learning resources, including user ratings, recommendations, usefulness scores, and bookmarking; and then aggregate and present this information to users. You’ll learn how to modify standard SCORM packages to record usage data, and how to create an API wrapper using JavaScript. You’ll learn how to launch resources using a SCORM API wrapper to read and write data to a database using standard SCORM API calls, and you’ll get links to resources and sample JavaScript code.
In this session, you will learn:
- How to identify the metrics to track
- How to identify the SCORM data-model elements that can be used to track the metrics
- How to identify API methods required to record metrics
- How to create or modify the JavaScript files needed to interact with the SCORM API
- How to create a mechanism to launch resources using the API
Audience:
Intermediate and advanced participants who have a working knowledge of JavaScript, HTML, and CSS. Participants should be familiar with SCORM. Experience with SCORM-compliant learning management systems is desirable, but not required. |
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Joseph Fournier, Aetna
The impact of “democratization of content” being widely heralded as the downfall of mainstream news media also impacts the learning industry. Gen X, Gen Y, and net-savvy Baby Boomers all know how to produce media, and, in growing numbers, they are accidentally creating “spot learning.” Be they individual contributors, directors, managers, or simply accomplished performers, the people producing these learning spots are simply trying to solve pressing business problems. We can ignore the impending wave of user-generated learning content, or we can embrace it, understand it, and capitalize from it.
This session introduces the concept of “spot learning,” and how to leverage the emerging trend of social construction of learning content to increase organizational capacity. Participants will explore the anatomy of learning spots and learn how to create effective ones. You’ll see creation of an effective learning spot using common e-Learning tools, and learn how to create a mashup of learning spots that results in a more effective self-directed learning experience.
In this session, you will learn:
- What “Spot Learning” is
- How to identify successful learning spots and increase the spot learning successes-to-failure ratio
- The essential elements in a social rating system
- The core elements of a learning spot
- How to create a learning spot using familiar tools
- How converging learning spots together can create a learning event
Audience:
Learners should arrive with a basic understanding of social media and instructional design, and ideally some exposure to e-Learning tools such as Articulate Presenter and Adobe Captivate.
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