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| Overview of Latest Learning Trends: What's Hot, What's Not, and Why |
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Thursday November 12, 2009 10:45 AM
Lance Dublin, Dublin Consulting
Without a doubt, Web 2.0 is having a tremendous impact on every aspect of our lives, including how we consume, play, work, learn, communicate, relate, participate, and more. At the same time, organizations are under pressure to remain competitive in today's economic environment, while being prepared to take advantage of new opportunities when they come and also meeting the needs of a multi-generational workforce. By leveraging the thinking and approaches, as well as the tools and technologies, of the Web 2.0 world for learning, organizations are meeting these challenges. Learning 2.0, also called social learning, represents a vision for learning within an organization that addresses the need for speed, mobility, immersiveness, collaboration, and informal/non-formal models by taking advantage of the Web 2.0 world.
In this session you will gain an overall understanding of Learning 2.0 (and social learning) as well as insights into the specific tools and approaches like electronic performance support, blogs, micro-blogs and video-blogs, wikis and social networks, mobile and rapid learning, games, simulations and virtual worlds. You’ll develop an understanding of Learning 2.0 tools and approaches so you can make informed decisions about when to use them and why.
In this session, you will learn:
- The critical learning challenges in the Web 2.0 world
- How to define Learning 2.0 tools and technologies, thinking, and approaches
- How to make informed decisions about when and why to use these Learning 2.0 tools and technologies, thinking, and approaches
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Thursday November 12, 2009 10:45 AM |
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| Managing the User-generated Content Revolution |
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Thursday November 12, 2009 10:45 AM
Beth Davis, Sage Road Solutions, LLC
Colleen Carmean, Sage Road Solutions/eLearning Guild Research
Web 2.0, the participative and social Web, has sparked an explosion in spontaneous, digital content creation and distribution. A recent Guild report on this surge in user-generated content (UGC) explores the implications and opportunities presented for digital content creation, sharing, use, and modality.
In this session, you’ll hear from the authors of the report as they delve into the findings to better understand and discuss implications for Guild professions. Participate in defining and determining a practitioner response to the UGC revolution, especially next steps, roles, and leading practices in design, creation, and support of dynamic, UGC learning environments.
In the session, you will learn:
- The history, tools and practices associated with user-generated content
- How user-generated content is changing the Guild’s professions
- The leading tools in creating shared content in the workplace
- New practices and roles for the e-Learning designer
Audience:
Novice and beyond designers and developers. If possible, read The eLearning Guild report: Managing the User-generated Content Revolution before the session. |
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| Learning Outside the Bun: Designing Scenario-based Experiential e-Learning |
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Thursday November 12, 2009 10:45 AM
Dave Ragan, Taco Bell
This session will provide insight on how Taco Bell has developed e-Learning to engage and excite their employees by immersing them in scenario-based and virtual learning.
Participants in this session will get insights on how to migrate from traditional paper-based learning to a more fully interactive and engaging learning environment, where learners can practice in a safe environment without negatively affecting the either the top or bottom lines. Providing learners with the ability to practice in a virtual environment ensures a better experience for our guests, and reduces product waste and trainer labor hence positively impacting P & L.
In this session, you will learn:
- How to build engaging and interactive learning that meets your target audience needs
- How to use various authoring tools to ensure your target audience learns how to perform their tasks
- How to develop training in small manageable chunks to keep learners engaged
- The importance of keeping the human aspect of e-Learning through the use of avatars
Audience:
Intermediate designers and developers who have a basic understanding of e-Learning instructional design or traditional instructional design. Experience designing e-Learning courses is a plus. |
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| Developing Courseware Appealing to Generation Y |
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Thursday November 12, 2009 10:45 AM
Chris Gosk, Global Knowledge
Tens of thousands of university students have earned undergraduate and graduate degrees without routinely setting foot in bricks-and-mortar classrooms. Today, a population is emerging that is not only comfortable with the virtual classroom experience, but expects to be educated in this manner – using collaboration tools, content generation tools, and online interactivity to augment the traditional hierarchical education model where information flows top-down from an expert or instructor. But many corporate training and learning services organizations do not have a way to address these market segments (particulary generation Y).
In this session, participants will learn the needs, wants, and characteristics of this emerging market, and how to develop new training products that address these needs. You’ll learn about technology platforms for corporate Web 2.0 training, now emerging in the corporate training marketplace, that incorporate functionality such as blogging, content generation, and peer-to-peer interaction. You’ll take new ideas back to your organization to develop and implement strategies that appeal to emerging (and vastly different) segments of your student population.
In this session, you will learn:
- The main generational differences you need to address in designing new courses for Generation Y
- The new distance learning platforms and technologies that are available to deliver courses
- How you can design courses to address generational differences
- Things to consider that are different from traditional learning methods that you must monitor and control
Audience:
Novice designers and developers familiar with basic distance-learning tools and technogies, and who have some knowledge of instructional design. |
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| How to Socialize Your Learning Content |
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Thursday November 12, 2009 10:45 AM
Dave Peck, LSF Interactive
Adam Helweh, Secret Sushi Creative
Detailed description coming soon... |
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| Exploring the Next-generation Interactive Media Authoring Ecosystem |
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Thursday November 12, 2009 10:45 AM
Michael Allen, Allen Interactions
What happened to the technologies, developed years ago, to help designers create prototypes rapidly, wrestle with design issues, and create learning interactivity without scripting or programming?
Participants in this session will examine what is possible when today’s technology is focused on designing and building advanced and unconstrained learner experiences. Through a review of award-winning e-Learning applications, contemporary design and development processes, and technology capabilities, we’ll identify new authoring system requirements. You’ll participate in defining the tools needed for programmers and non-programmers alike to develop effective and sophisticated on-screen learning events. You’ll also preview some proprietary tools that may change everything.
In this session, you will learn:
- How authoring tools impact design for good and ill
- The importance of matching tools to process, and not letting tools dictate process
- How object-oriented tools can revolutionize both process and end product
- How you can build action-oriented training applications within the constraints that typically allow only the development of presentations and minimally-interactive e-Learning
- How teams might be able to produce high-end e-Learning at “rapid authoring” speeds
Audience:
Novice designers and developers who are familiar with instructional design for e-Learning, and basic principles of human learning. |
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| iPhone Design and Implementation for Non-Programmers |
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Thursday November 12, 2009 10:45 AM
Joe Welinske, WritersUA
The iPhone application development market has exploded since Apple opened the App store with the recent celebration of the one millionth application developed for their mobile platform. For UA developers this represents a new market, and an area with numerous challenges in uncharted waters. While many, if not most, mobile apps are simplistic, there is a rapidly growing list of applications with relatively robust capabilities. Micro-concise instructions regarding difficult concepts can significantly improve a user’s initial experience with the mobile app. Word choices are extremely important with minimal screen real estate.
Session participants will learn about ways to integrate content displayed in the iPhone browser with Web-based applications and knowledge bases on a desktop or laptop computer. You’ll learn if animated screen shots work better than live video, and how much text to use within the minimal available screen real estate. You’ll also be exposed to the iPhone user interface elements, and the development environment.
In this session, you will learn:
- How to integrate content displayed in the iPhone browser with Web-based applications and knowledge bases
- What the iPhone user interface elements are
- What the development environment is
- Which words and phrases are best for optimal communication
Audience:
E-Learning developers and designers interested in the process of writing applications for the iPhone. Although this session is technical in nature, it does not require any programming experience. |
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| The Flash and the Furious: Rapid e-Learning Development |
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Thursday November 12, 2009 10:45 AM
Don Pierson, Flypaper Studio, Inc.
You’re an e-Learning content developer, and there are several different kinds of projects you are creating at any given time. Some are quick presentations, others are very robust, highly-interactive modules, and many fall somewhere in between. The long and short of it is, for each of your projects you have different needs. You may think Flash is Flash, and no matter what the application is it solves all of your varying needs equally. The fact is, not all Flash is created equal.
In this session, participants will understand the different types of Flash courses that can be created, as well as look at the different kinds of Flash development tools you can use for each type of course. You’ll learn which tools fall into the rapid-development category, followed by those in intermediate and advanced Flash-content management.
In this session, you will learn:
- The different options available for deploying Flash
- How to evaluate Flash tools.
- How to select the correct Flash tool for your project
- How to calculate ROI for your Flash courses
Audience:
Novice and intermediate designers and developers with some experience in creating an e Learning course. |
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| Small Groups = Big Results: Strategies for Managing Virtual Class Breakout Rooms |
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Thursday November 12, 2009 10:45 AM
Randah McKinnie, Adobe Systems Inc.
Would you like to overcome the challenge of managing small sub-groups in your online training classes, and allow learners with different skill sets and levels of knowledge to work together to help one another reach your learning objectives? By utilizing the Breakout Rooms capability in Connect Pro Virtual Classrooms, you can bring interactive sessions to life with a more social learning environment. This, in turn, can enrich the learning experience of all involved in your training sessions.
In this session, participants will learn how to use Breakout Rooms for different learning and collaboration goals, such as application training, brainstorming, reinforcing concepts, and testing for knowledge. You’ll learn how to select the best setup option for your breakouts, whether every room should offer the same content, games, or exercises, or whether each breakout group needs to work with unique tools to complete the task. When you effectively prepare students for group exercises, you increase the effectiveness of time spent in small group activities. You must monitor, manage, and assist learning while sub-groups are running in your virtual classroom, before you regroup the class and leverage the rich thinking completed in breakouts across the entire audience.
In this session, you will learn:
- How to use breakout rooms
- How to select the best setup option for your breakout rooms
- How to effectively prepare students for group excercises
- How to monitor, manage, and assist learning with sub-groups
Audience:
Novice and intermediate participants with some experiencing delivering training in an online or physical classroom environment, and experience with teaching in general. |
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| Casual Games... Serious Learning... Measurements to Prove It |
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Thursday November 12, 2009 10:45 AM
Ben Katz, Enspire Learning
Many serious games get a bad rap. Well, guess what: most of the time they’re guilty as charged. When the mechanics of the game play don’t directly correlate to the learning objectives, the training isn’t effective, and worse, the game isn’t fun. The game industry can still teach us a lot about how to design effective learning experiences. In this session, we’ll examine what we can learn from the genre known as casual games. Casual games have simple rules, require no long-term time commitment or special skills to play, and have low production costs. Casual games are often a good option for companies that would traditionally shy away from games because of the learning curve associated with serious games.
Session participants will see examples of casual games from the entertainment space, and then learn how some of those same game mechanics can successfully support a variety of real-world learning objectives. You’ll learn best practices for developing these ridiculously accessible learning games, and how instructional designers and trainers can use simple metrics to assess the learner and examine the efficacy of the experience.
In this session, you will learn:
- What a casual game is and how it can be used for learning
- Best practices in developing a casual game
- Prove efficacy of games with qualitative data
- Prove efficacy of games with quantitative data
Audience:
Intermediate designers and developers who have a basic understanding of, and enthusiasm for, learning games. |
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| Moodle in the Enterprise Learning Environment |
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Thursday November 12, 2009 10:45 AM
Michelle Moore , Remote-Learner.net
The open source Moodle learning management system is deployed in over 35,000 production environments worldwide today, more than any other LMS. Thousands of business and governmental organizations use Moodle; it's not just a very good (and free) LMS for academia.
Participants in this session will learn how organizations can save substantial amounts of money using open source software in their learning technology stack. You will about Moodle and its latest feature set, and see a demonstration of an Enterprise Learning Intelligence Suite for Moodle (ELIS). ELIS is an open source extension to the Moodle LMS that automates Curriculum Management, and includes business intelligence reporting capabilities and a learning object repository. |
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| Proactive vs. Reactive: A New Level of Maturity for Compliance and Regulatory Training |
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Thursday November 12, 2009 10:45 AM
Bryan Chapman, Chapman Alliance
Are you at risk for exposure? Are your assets on the line? In a world governed by complex legislation and accountability, HR and IT professionals are challenged with keeping their companies in compliance … or risking regulatory exposure and costly penalties. During this session, we’ll examine how several forward-thinking pharmaceutical, healthcare, and energy companies have moved from a simple “read-and-understand” signoff model, meeting only very minimal requirements, to becoming empowered-learning organizations.
Participants in this session will learn how to leverage innovative learning technologies to meet important challenges, including paperless automation of compliance reporting and using best-practice blends of online and on-the-job training to meet and exceed compliance expectations. You’ll learn how to find the balance between meeting basic compliance needs, while also using the opportunity to enhance knowledge transfer, how to reuse regulatory training simulations for on-the-job performance support, and how to improve return on investment and consistency of training through technology.
In this session, you will learn:
- How to assess your own readiness for technology-based compliance training
- How to automate record keeping and communication with learners
- How to create a model of self-empowered learning that meets and exceeds regulatory compliance requirements
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| The Convergence of e-Learning and Online Training: Effective Tools and Techniques |
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Thursday November 12, 2009 10:45 AM
Kevin Siegel, Icon Logic
According to a report created by SRI International for the Department of Education, “On average, students in online learning conditions performed better than those receiving face-to-face instruction.” That’s encouraging news for e-Learning developers and online trainers alike. But before jumping into the e-Learning and online training world with both feet, consider this: the world is littered with online courses that fail. Why? Typically, e-Learning lessons and online classes that do not succeed are dull and far from interactive. The simple fact is this: if you don’t quickly engage your student, you’ve lost them.
During this session, you will learn how to create highly interactive and engaging courses for both e-Learning courses (asynchronous training) and facilitating live, online classes (synchronous training). You’ll learn how to create engaging e-Learning courses using Adobe Captivate and Camtasia Studio 6, and best practices for facilitating live, online classes including the hardware and software needed to host an online class.
In this session, you will learn:
- Best practices for facilitating live, online classes
- The hardware and software needed to host an online class
- How to manage the online classroom environment (regardless of which hosting software is used)
- How to engage your students
Audience:
Anyone who finds themselves having to teach live online classes. This will be a hands-on session, so bring your laptops, a wireless card, and a headset so you can access the Internet. |
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