Presented by The eLearning Guild.
The first 30 minutes of this session will live blogged, then I have to go present at our organization's orientation. The remainder will be covered by those tweeting about the session.
Showing posts with label elearning guild online forums. Show all posts
Showing posts with label elearning guild online forums. Show all posts
Tuesday, 8 March 2011
Thursday, 18 September 2008
eLearning 2.0 - an Introduction to the Revolution (eLearning Guild Online Forum)
Presented by: Tony Karrer, Tech Empower, Inc.
NOTE:....check out Brent Schlenker's "Cover It Live" version of this forum.
Various 2.0 tools & use by participants in this session (110+)
Social bookmarking 43% know what it is, but....
RSS Readers 38% don't use one
Blogging - 65% Read Blogs
Wikis - 40% read wikis, 37% using a wiki
Tony shared a great example of his son looking up information on the California Gold rush. Starting with a text book and encyclopedia he found one or 2 paragraphs. Then with an internet search found a wiki entry. Then using that entry was able to find a few more terms to better search for more information. He then found a site with historical maps. Using one particular (electronic version) historical map that had text at the bottom directed specifically to miners at the time of the gold rush, he was able to discover there was a 4th route that miners used to get to California. Using this new information he went back to the wiki and entered in the new information into the wiki page. The next day someone came in and respelled a word and changed some basic formatting, but that piece of information is now still added to the wiki information page.
REMEMBER WHEN....you had to use a card catalogue and micro fiche reader to find information....lol.
Note taking.....helps thinking through the structure of what you are learning and listening to.
However, notes on paper and notes on laptops are quite different.
There are now over a trillion pages that Google is tracking and it is perhaps more important to figure out how to access it then remembering all of it.
How do we handle these challenges?
3000 new books published every day
2.7 trillion emails sent every day
175000 new blogs are created every day
New information doubles every year, 2015 it will double every week.
New information triggers an reaction that is slightly euphoric, but too many interuptions and too much information can make one feel completely overloaded and over whelmed.
We are not adapting to all this information overload very well....
(information retrieval via web - 2002)
Most people today think they are fairly adept at searching and learning.
Over time though if you don't keep up to date you slow down and lose how quickly you can.
Over 50 years old retain better phone numbers, under 30 only 40% because they use different devices to remember.
(ie: perhaps same as spell check, spelling/txting is getting worse)
(ie: ~ = approximately, Google gave up on people using this in their searches [not everyone remembers/knows what it is] and have programmed it into the background to assist in searching)
Remember Linkedin for building your networks and for looking for resources of people that know about the topic you are interested in. Great search features.
Learning and Work are inseparable for knowledge workers.
eLearning 1.0 is very formal
- needs are common
- content is known, understood, stable content,
- hits large audience
- examples - orientation, compliance, skills
eLearning 2.0 is informal, more collaborative, based on the learner
(social media tools help shift this and assist this learning)
- unique needs
Common eLearning 2.0 Scenarios
- alongside formal learning
- blogs used to answer classroom lessons with blogs
- wikis as collaborative learning tools (group projects)
- editable reference materials (wikis)
- product info
- processes
- scenarios
- faqs
- reference guides/glossary
- experience capturing
- new-hire blogs
- lab or project notebooks
- RSS readers - steady content flow inside and outside of organization
Roles of a Learning Professional in and eLearning 2.0 World
Same New
- analyst - Tool integrator/opportunity creator,
- desinger -practice leader,
- skill builder - content creator
- analyst & coach
Check out www.jingproject.com
People driving 2.0 changes
Most eLearning Guild members are reporting to the eLearning Guild that they are are the people in their organizations that understand the benefits of the 2.0 tools and are helping to drive the adoption. (least executive management)
Barriers
27% of EG members reported they can't get view YouTube, 8% can't view LinkedIn, 3% can't view wikipedia, 28% can't view Facebook
36.6% stated that their organizations are not preparing workers on using Web 2.0 approaches
Moderating Blogs
Think about perhaps uing Blog Ambassadors, or volunteers, or self-moderate by users.
NOTE:....check out Brent Schlenker's "Cover It Live" version of this forum.
Various 2.0 tools & use by participants in this session (110+)
Social bookmarking 43% know what it is, but....
RSS Readers 38% don't use one
Blogging - 65% Read Blogs
Wikis - 40% read wikis, 37% using a wiki
Tony shared a great example of his son looking up information on the California Gold rush. Starting with a text book and encyclopedia he found one or 2 paragraphs. Then with an internet search found a wiki entry. Then using that entry was able to find a few more terms to better search for more information. He then found a site with historical maps. Using one particular (electronic version) historical map that had text at the bottom directed specifically to miners at the time of the gold rush, he was able to discover there was a 4th route that miners used to get to California. Using this new information he went back to the wiki and entered in the new information into the wiki page. The next day someone came in and respelled a word and changed some basic formatting, but that piece of information is now still added to the wiki information page.
REMEMBER WHEN....you had to use a card catalogue and micro fiche reader to find information....lol.
Note taking.....helps thinking through the structure of what you are learning and listening to.
However, notes on paper and notes on laptops are quite different.
There are now over a trillion pages that Google is tracking and it is perhaps more important to figure out how to access it then remembering all of it.
How do we handle these challenges?
3000 new books published every day
2.7 trillion emails sent every day
175000 new blogs are created every day
New information doubles every year, 2015 it will double every week.
New information triggers an reaction that is slightly euphoric, but too many interuptions and too much information can make one feel completely overloaded and over whelmed.
We are not adapting to all this information overload very well....
(information retrieval via web - 2002)
Most people today think they are fairly adept at searching and learning.
Over time though if you don't keep up to date you slow down and lose how quickly you can.
Over 50 years old retain better phone numbers, under 30 only 40% because they use different devices to remember.
(ie: perhaps same as spell check, spelling/txting is getting worse)
(ie: ~ = approximately, Google gave up on people using this in their searches [not everyone remembers/knows what it is] and have programmed it into the background to assist in searching)
Remember Linkedin for building your networks and for looking for resources of people that know about the topic you are interested in. Great search features.
Learning and Work are inseparable for knowledge workers.
eLearning 1.0 is very formal
- needs are common
- content is known, understood, stable content,
- hits large audience
- examples - orientation, compliance, skills
eLearning 2.0 is informal, more collaborative, based on the learner
(social media tools help shift this and assist this learning)
- unique needs
Common eLearning 2.0 Scenarios
- alongside formal learning
- blogs used to answer classroom lessons with blogs
- wikis as collaborative learning tools (group projects)
- editable reference materials (wikis)
- product info
- processes
- scenarios
- faqs
- reference guides/glossary
- experience capturing
- new-hire blogs
- lab or project notebooks
- RSS readers - steady content flow inside and outside of organization
Roles of a Learning Professional in and eLearning 2.0 World
Same New
- analyst - Tool integrator/opportunity creator,
- desinger -practice leader,
- skill builder - content creator
- analyst & coach
Check out www.jingproject.com
People driving 2.0 changes
Most eLearning Guild members are reporting to the eLearning Guild that they are are the people in their organizations that understand the benefits of the 2.0 tools and are helping to drive the adoption. (least executive management)
Barriers
27% of EG members reported they can't get view YouTube, 8% can't view LinkedIn, 3% can't view wikipedia, 28% can't view Facebook
36.6% stated that their organizations are not preparing workers on using Web 2.0 approaches
Moderating Blogs
Think about perhaps uing Blog Ambassadors, or volunteers, or self-moderate by users.
Thursday, 14 August 2008
Implementing eLearning Templates (eLearning Guild Online Forum)
How Implementing E-Learning Templates Enabled Us To Produce More With Less Elsa Glassman & Peter Heald, Sandia National Laboratories
I was able to sit in today on this online forum and here are some of the notes taken during the session.
Challenges when developing courses:
- better design into templates
- one template doesn't always fit every course
- developing them
- creating quality scenarios
- length of modules
- speed up the development process
- increase production of course
- maintain quality
- reduce costs
- provide consistency
- decrease time to produce
What is a template?
- framework for content
- build once & reuse many
- standards
- standard look & fee
- pattern used as a guide
- separates form from content
- frame into which you place content
- structure for specific tasks
- area for holding, sharing and updating information
Perceptions of Templates vs. Reality
**participants polled: disagree that they are boring, agree courses will look the same, neutral on rigidity, agree only certain types of content work
rigid: as flexible as it is designed to be
only for certain types of content: content needs to just fit the format of the template
boring learning: templates can incorporate variety of different elements (flash, captivate, etc)
all look the same: you can change colours, fonts, etc. but the location, format is the only part the same
Pros vs. Cons
- time and effort are max., but not easy customized to different content or applications
- tight integration removes guess work, but takes time to change processes due to interdependencies
- can be very flexible, but increases complexity and decreases benefits
- content goes quickly into templates, but content must be designed for templates
Why use them?
- product design: customer can have a clear idea of what they will get beforehand
- project roles & tasks: predetermines what the roles & tasks will be
- cognitive load & usability: learner knows how to navigate and use course due to consistent look and feel
- data collection: consistent data across all courses
Template type & Goal
MULTIMEDIA DEVELOPER TEMPLATES - minimize time and effort spent on creating courses
COMMUNICATION TEMPLATES - ensure critical information is communicated
INSTRUCTIONAL DESIGN TEMPLATES - provide framework for designing content for use in templates
COURSE CREATION SOFTWARE - ensure a consistent development & delivery process
FEEDBACK TEMPLATES - facilitate data analysis and summary
How-to guides were created: - one for instructional designers, one for multimedia developers **available to participants after presentation
Decision Aids (COLT site)
- ie is your content appropriate for online training or classroom training
- pre-made activities (multiple choice, pick and drag, definitions)
After templates
courses took 6 months now only 3 months
2-4 courses a year, now 15-20 courses per year
programmer took several hours to produce a report, now anyone can generate a report in seconds
programming took 180 hours per courses, now takes 60 hours per (typical) course
course cost for program owner $30K-$50K, now $3K - $15k
Advice when creating your own templates
- document your process
- take your time, don't try to standardize the whole process all at once or a full template library
- keep it simple - if the template requires training to use, it's not simple enough
- expect changes - you'll have mistakes and successes, learn from both
- be flexible - allow for variance
- collect pre & post template data to show impact
- there are no guarantees - standardizing does NOT ensure effective content; templates do not ensure good design
Template resources
http://www.horton.com/html.elformsword.aspx
Ray Jimenez - 3-minute eLearning: Rapid Learning and Applications, Amazingly Lower Cost and Faster Speed of Development: Demos, Examples, Template, & Video Vignettes
Patti Shank - The Online Learning Idea Book: 95 Proven Ways to Enhance Technology-Based and Blended Learning.
eLearning on a Shoestring (eLearning Guild Online Forum)
E-learning on a Shoestring: Help for the Chronically Underfunded - Jane Bozarth
bozarthzone.com
I was able to sit in on the eLearning Guild's Online Forums today and here is a collection of notes from this presentation.
For every product I like there are hundreds more out there and the market is getting bigger and bigger all the time.
Converting an existing 2 hour course $25K
New course $65K
LMS cost $200-$1m
Build or buy:
- does it really have to be company specific (ie: fire safety, whmis, etc?)
- everyone thinks there own this is special and unique
- do you have more than 500 users - is it worth the time to create/buy the courses if no one is going to use them
Remember that you should balance the ideas of:
- can you get it out earlier or spend hours on making it elegant
- can you get it good enough or does it have to be perfect
- everything does not have to be visual & auditory & etc, etc
- 0$, student misses the performance objective, but then they want situational
- examples....turns into a $50000 with a 6 month delay - SCOPE CREEP
- don't waste money past what objective you need to meet
* Find the critical 20% of information: regarding making sure SME's only have the info they need included.
Word - webpage template wizard ---find for a 3 page instruction piece
(but writes bad and cluttered code - not great for HTML & Webpage tools)
MS Paint - graphics, designing, editing, creating - FREE (it can help out with what you need on a basic level)
Buy what you need! http://www.youtube.com/watch?v=uk2sPl_Z7Z (The Mona Lesa created with MS Paint)...whewww....what a lot of work.
"Good elearning comes from design rather than the software"
PowerPoint
- pictures with audio can work as well as video with audio
- hyperlink areas of the screen
- large file size can be avoided by converting the ppt to a flash file
- if you are using video and you are showing only someones mouth moving you are wasting your money on the video
75% of learners have..... try to go with what they have
- lots of text
- lots of video
- lots of audio
(or just a little of each to match your learners' technology)
Nothing is more compelling than putting your learner into real situations of learning.
ie: family struggles, mother trying to feed a family, trying to get your first job, etc
-if you can get your learner to go and try other scenarios (all the scenarios) you've created something very compelling.
Games (ie: CourseBuilder)
- small java program
- scaffolding and feedback (once twice)
**don't just replicate tests you could do with pencil and paper - then you might as well use a survey tool
(tool - Hot Potatoes, mix match questions, fill in the blanks, short answer, etc)
Add on, don't renovate
Collaborative Learning Systems http://www.clsllc.com/
each game - $1.80 (only mine, once you download to your own system)
Quia
$99 for education (jeopardy, surveys, homepages, feedback, quizzes, matching, etc)
- launched to 10,000 with no issues (unlimited users)
Web Quests
"student....you're going to research info and create something for our public to learn"
-send them to the pages you want to see
Collaboration
- role plays (discussion boards, emails)
- case studies
- group tasks (discussion boards, emails) (everyone posts their ideas, compile up a consensus answer - everyone participates)
- 23 Things - do all the 23 things and you win a prize (to do list)
- blogs - have your own blogs, get students to discuss a topic live, then post their own answers to the topic on their own blog
- Job aids - with call outs on important areas (can eliminate screens of training
Re-use videos, cliparts, templates
Talking to Management
- research
- what can you do cheaply
- PowerPoint $0
- webpage $0
(exsiting 2 hour course to transfer to an online courses- 1 month to 6 weeks of time) - but depends on the topic of the course, expertise of designer, SMEs, etc
Tracking and LMS (what do you want it to do)
- how many people are going to access the programs
- did so and so access the program
- did so and so complete the program
- did they start and complete, or not complete
registrations
Free options for LMS features (like features)
- counters
- paper/pencil
- proctors
- polls and surveys
- quia and web communities (at $99 you get lots of reports and feedback as well)
Jane's Books
Better Than Bullet Points
e-Learning Solutions Shoestring
From Analysis to Evaluation
Thursday, 17 July 2008
Whole Brain Design (Notes from ELG Online Forum)
Whole Brain Design: Engage and Retain your Learners by Ann Herrmann, Herrmann International
(brief notes - I started multitasking and got distracted)
as we give people challenges our brains kick into action solving the challenge before we even realize it
Poll - for participants: What is most important in learning for you?
- 44% Engaging learning and development for individuals, teams and the organization. (red)
- 28% Effective transfer of knowledge and information linked to performance objectives. (blue)
Poll - for participants: What is most important in learning for your org?
- 55% Effective transfer of knowledge and information linked to performance objectives. (blue)
- 31% A structured way for learners to practically develop the competencies they need. (green)
Poll - for participants: What percentage of the brain power is actually used in your org?
- most entered into 10-70%, most of us think 50% or below
Learning is a brain based mental process.
We often know more about our pda's and cell phones more than our own internal computers (brains).
We almost never see another person that looks just like us, why do we assume they will think like us.
We are all unique learners.
Your brain craves patters and searches for them endlessly. - Thomas Czerner, 2001
ie: it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae.
JGF GPFAM JS GQQB - If you block out the bottom half of these letters it will appear to be the word ICE CREAM IS GOOD - our brain fills in the letters we believe the phrase to be
Test for understanding, not existing patterns that they have created.
*Use patterning to your advantage as a foundation for learning, but beware of the learning traps it creates.
(brief notes - I started multitasking and got distracted)
as we give people challenges our brains kick into action solving the challenge before we even realize it
Poll - for participants: What is most important in learning for you?
- 44% Engaging learning and development for individuals, teams and the organization. (red)
- 28% Effective transfer of knowledge and information linked to performance objectives. (blue)
Poll - for participants: What is most important in learning for your org?
- 55% Effective transfer of knowledge and information linked to performance objectives. (blue)
- 31% A structured way for learners to practically develop the competencies they need. (green)
Poll - for participants: What percentage of the brain power is actually used in your org?
- most entered into 10-70%, most of us think 50% or below
Learning is a brain based mental process.
We often know more about our pda's and cell phones more than our own internal computers (brains).
We almost never see another person that looks just like us, why do we assume they will think like us.
We are all unique learners.
Your brain craves patters and searches for them endlessly. - Thomas Czerner, 2001
ie: it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae.
JGF GPFAM JS GQQB - If you block out the bottom half of these letters it will appear to be the word ICE CREAM IS GOOD - our brain fills in the letters we believe the phrase to be
Test for understanding, not existing patterns that they have created.
*Use patterning to your advantage as a foundation for learning, but beware of the learning traps it creates.
Thursday, 29 November 2007
Tools & Technologies for Mobile Learning - eLearning Guild Online Forum
Tools and Technologies for Mobile Learning by David Metcalf, University of Central Florida (notes from the eLearning Guild's online forum)
What is mlearning?
- laptop, micro pc
- cell phone
- tablet pc
- player
- PDA/handheld
- Ebook reader
- game device
Wiki - seeking lesson in small, manageable formats that can undertake when it suits them.
No consistent answer as it is still developing, growing, being explored.
Polls of participants
experience with m-learning projects - most haven't started
delivery are you using - most using podcasting
devices you are targeting -most were using ipods, blaceberries, smartphones/pda, cell phones,
Why consider it?
2 billion handsets by end of 2006
40M multimedia phones in US, 279 digital tv phones in US by 2010
More than 100 billion handsets with touch screens
3.25 billion mobile phones use
First Building Blocks
Learning
Second Building Block - performance support
- on the job
- task specific
- support at time of need
- coaching, mentoring
- paper based job aides
Need a consistent base of knowledge base
- repository of knowledge
- sharing of best practices & lessons learned
- connect with experts
A learner knows what they need to know - they just need to find the information.
Example - sports theme learning, sent through phone. Lesson is about a math course. Questions scored as a game. More points, they can win ring tones, prizes, sporting even tickets. (MySportsPulse). Using Moving Knowledge.
Example (Tyco)
Using vXML - book on tape style learning. For customer service management instructions.
One could also use a specialized device. ( Ie: PocketPC Symbol). Videos can be downloaded directly to the device. Best to use closeup shots. Can record messages.
Development Tools
Flash Lite
Zirada, lectora publisher
Camtasia Studio
iQuiz Maker
iWriter
quiz building for the ipbo
mobipocket ebook reader
interactive video technologies
emantras mobls
podquiz maker
kallisto
classinhand
quizzler pro
zirada mobile publisher
hot lava software
mobile and devises developer center
mobile chalkboard
talkshoe
tourcaster
pocket podcast
podtrip podcasting new
Captivate
Studymate
MobiGlam
mscape
tribal CTA
Profcast.com
Look for more on www.mlearnopedia.com (free site to look at).
Free tools:
Mob5
MobiSiteGalore
Winksite
Check what you have http://mr.dev.mobi/
Test/Quiz:
FlashcardExchange
GotestGo
iQuiz maker
Mobiode (surveys)
Studycell.com
Misc:
Apresto podcast
emantras' mobls
Giunti
Instancy
Liquid Talk
Communication:
CampusReact
clearTXT
Gabcast
Mobilesphere
Mogopop
MovingKnowledge
Podlines
Rave Wireless
Technical Areas to Consider:
types of devices
wireless connections
does your corp have standard devices
content providers
Wireless service providers
Platform options can make things difficult since there are many types. (blackberry, Palm, pocketpc, smartphones with WAP, JWME, tablets, handtops)
Overall this was a fairly good presentation. I was one of several in the session having trouble with audio and video files during the presentation. Another issue for myself it felt very business oriented. Not entirely, but that is a strong focus I find often of the mobile teaching. They speak of on the job tools, training as you need it, performance support. However, it generally seems related to sales. There is a huge world out there that needs more training then customer service. I'm in the health care industry and at a facility that has a great deal of RN students....how great for them to have a bedside "companion" with them to reference a wound for proper treatment, medication references for dosages (these greatly exist in the mobile world I realize). I'm not sure where we are going with this as an organization yet, but this session wasn't quite what I was thinking of, although there we a ton of useful sites, tools, and info for me to go explore. Great job again by the Guild.
Monday, 22 October 2007
Are you coming to "Corporate Learning: Trends and Innovations"?
Well I can only schmooze up to the boss so much without her realizing that I am trying to scheme something out of her and I have been denied to attend the eLearning Guild DevLearn 2007. Disheartening? A little, however I've been able to find lots of great online conferences and learning workshops through the Guild's monthly Online Forums (highly recommend), some through Elluminate and now this great excitement....Corporate Learning: Trends and Innovations.
There are some great speakers participating in this entirely online conference.
7.1 Tony Karrer
7.2 David Snowden
7.3 Jay Cross
7.4 Rebecca Stromeyer
7.5 Richard Straub
7.6 Clark Quinn
7.7 Steve Mahaley
7.8 Gaurav Rastogi and Jai Ganesh
7.9 Keith Resseau
7.10 Donald H. Taylor
7.11 Janet Clarey
7.12 David Wilson
7.13 Rae Tanner
7.14 Bill Bruck
7.15 George Siemens
The conference runs November 15th to the 20th and is free, but REGISTRATION IS REQUIRED.
If you haven't taken a look yet at all the conference has to offer, wander over to the conference wiki that has been set up. Even it is a great example of what you can create with a wiki.
There are some great speakers participating in this entirely online conference.
7.1 Tony Karrer
7.2 David Snowden
7.3 Jay Cross
7.4 Rebecca Stromeyer
7.5 Richard Straub
7.6 Clark Quinn
7.7 Steve Mahaley
7.8 Gaurav Rastogi and Jai Ganesh
7.9 Keith Resseau
7.10 Donald H. Taylor
7.11 Janet Clarey
7.12 David Wilson
7.13 Rae Tanner
7.14 Bill Bruck
7.15 George Siemens
The conference runs November 15th to the 20th and is free, but REGISTRATION IS REQUIRED.
If you haven't taken a look yet at all the conference has to offer, wander over to the conference wiki that has been set up. Even it is a great example of what you can create with a wiki.
Thursday, 20 September 2007
E-Learning by Design, Not by Default (eLearning Guild Online Forum)
E-Learning by Design, Not by Default: An Overview for Setting your e-Learning Strategy - Clark Quinn, Ph.D. Quinnovation (blog)
Today the eLearning Guild began hosting another set of online forums. The opening session was by Clark Quinn of Quinnovation. I enjoy making notes in this "live blogging" manner so that I can refer back to them and I can share them a bit as a review of the presentations.
Clark's presentation was a great start to September's series of online forums. It was an extremely informative session for all levels of users of elearning design and development. He was wonderful at making sure all attendees' questions were addressed. I look forward to catching any presentations he may give in the future.
"We can no longer just learn everything we need at the beginning and hope that it will carry us through the rest of our career lives."
Problems group was facing with elearning:
multilinquistists
distance
resources
time
money
changing regulations
more simulations
competing with small organizations
internationalization
workers coming in with less skills then desired
retiring expertise
motivating learners
growing number of students
access for all learners
Is eLearning a solution or a distraction?
easy to try, but never the be all and end all of every thing
What do participants think eLearning is?
self paced, online
blogs, wikis, rss, courses, websites,
integration of technology into the learning/training process
web based
delivered over the internet/intranet
split between any learning over an electronic means and specifically training/course based
Elearning Myths
is a panacea
will go away soon
is about the technology
is about content
will replace training
is difficult and/or expensive (not with web 2.0 applications)
cheaper (no, used to sell it, but not cheaper - goal is to execute better for the same money)
only for the new generation (no)
if you build it, they will come
if you build it, they will learn (must lead to meaningful change and learning that works, is applied)
"It's not about learning it's about doing. Doing things better and more effectively."
Empowering the organization through information systems.
Trying to achieve:
Integration. Innovation. Execution. Efficiency. Effectiveness. Performance Support. Community.
Strategy:
Step 0:
Tech - hosted or web based conferences
Benefits - broad reach, low downtime, single investment into system
Costs - you tend to get low quality, increased maintenance
Step 1: Improved Instructional Design
Tech - LMS - for tracking, are we getting the ROI we expect (LMS tend to have all the money put into system and non left for content)
Benefits - getting learning that will motivate and involve learners
Costs - improve capabilities, gets over used, is very novice based
Step 2: Performance focus
Tech - portals of resources (policies, procedures, other info)
Benefits - better performance, supports more then novices
Costs - redundant development, hard to search/use (many different ways to search for info by all users)
Step 3: eCommunity
Tech - blogs, wikis, discussion boards, yellow pages
Benefits- supports top performers, captures hidden knowledge (experts can talk, share new knowledge, brainstorm, one level of education supports another)
Costs - needs support, hard to catalyze
Step 4: Greater integration
Tech - CMS (material from others), xml/dita (semantics and tags added to info)
Benefits - decrease overlap, efficiency, silos eliminated between user groups
Costs - organization tends to become coordinated
Step 5: Broader Distribution can be supported by step 4 - making learning mobile
Tech - devices (mobile, cell phones, pdas, etc), media tools
Benefits - trading bandwidth for convenience, listen while driving, learn while waiting, don't need large amounts of paper to take learning with you, Context sensitive - ie: fedex scanning a pkg before handing over,
Cost - redundancy can occur (low bandwidth, higher bandwidth), conversion costs for media
"if you're not measuring it, why use it" don't assume it's perfect from the beginning
Step 6: Performance Ecosystems - Suites of resources so that everyone can work to their best, single place to go for what you need
Tech - competency, content (description), roles (who you are and what you can have access to, or tasks you might handle)
Benefits - unified approach to everyone's efforts
Costs - linking systems throughout and organization as well as the organization
Words people were wondering definitions for:
web 2.0
SMS
ERP
LMS - learning management systems
CMS - content management systems
ILT - Instructor Based Training
WBT - Web based training
CBT - Classroom based training
Participants were 53% at level 0 and 30% level 1, a couple at level 2, 3 and 5
Essential eLearning Elements
-organizational implementation
-some project management to focus, keep scope, find resources, keep schedule
-enlightened Instructional Design
-performance focus (think of supporting full performance not just course content)
-flexibility (adapt to users, new technology)
-technology savvy (know what it is good for, get what you need but don't go overboard)
-good partners/advice (find people who can support your efforts)
Learning
1) present....apply...practice...reflect...present...appy...practice...reflect
2) reference framework...examples...space practice...job aids...communicaiton...reference framework...examples...space practice...job aid....communication
-spacing practice out will promote retention and understanding of material
-reference examples can become job aids that learners can take to the real application
-included self reflection tests for learners to decided if they are ready to move on
"You're not about training/learning, you're abut empowering performance."
"You're not about computers or web, you're about all technology."
Next steps:
-identify your needs as an ID and organization
-assess your readiness
-recruit needed capability
-scan for opportunities
-choose your priorities
-plan your implementation
-execute
Today the eLearning Guild began hosting another set of online forums. The opening session was by Clark Quinn of Quinnovation. I enjoy making notes in this "live blogging" manner so that I can refer back to them and I can share them a bit as a review of the presentations.
Clark's presentation was a great start to September's series of online forums. It was an extremely informative session for all levels of users of elearning design and development. He was wonderful at making sure all attendees' questions were addressed. I look forward to catching any presentations he may give in the future.
"We can no longer just learn everything we need at the beginning and hope that it will carry us through the rest of our career lives."
Problems group was facing with elearning:
multilinquistists
distance
resources
time
money
changing regulations
more simulations
competing with small organizations
internationalization
workers coming in with less skills then desired
retiring expertise
motivating learners
growing number of students
access for all learners
Is eLearning a solution or a distraction?
easy to try, but never the be all and end all of every thing
What do participants think eLearning is?
self paced, online
blogs, wikis, rss, courses, websites,
integration of technology into the learning/training process
web based
delivered over the internet/intranet
split between any learning over an electronic means and specifically training/course based
Elearning Myths
is a panacea
will go away soon
is about the technology
is about content
will replace training
is difficult and/or expensive (not with web 2.0 applications)
cheaper (no, used to sell it, but not cheaper - goal is to execute better for the same money)
only for the new generation (no)
if you build it, they will come
if you build it, they will learn (must lead to meaningful change and learning that works, is applied)
"It's not about learning it's about doing. Doing things better and more effectively."
Empowering the organization through information systems.
Trying to achieve:
Integration. Innovation. Execution. Efficiency. Effectiveness. Performance Support. Community.
Strategy:
Step 0:
Tech - hosted or web based conferences
Benefits - broad reach, low downtime, single investment into system
Costs - you tend to get low quality, increased maintenance
Step 1: Improved Instructional Design
Tech - LMS - for tracking, are we getting the ROI we expect (LMS tend to have all the money put into system and non left for content)
Benefits - getting learning that will motivate and involve learners
Costs - improve capabilities, gets over used, is very novice based
Step 2: Performance focus
Tech - portals of resources (policies, procedures, other info)
Benefits - better performance, supports more then novices
Costs - redundant development, hard to search/use (many different ways to search for info by all users)
Step 3: eCommunity
Tech - blogs, wikis, discussion boards, yellow pages
Benefits- supports top performers, captures hidden knowledge (experts can talk, share new knowledge, brainstorm, one level of education supports another)
Costs - needs support, hard to catalyze
Step 4: Greater integration
Tech - CMS (material from others), xml/dita (semantics and tags added to info)
Benefits - decrease overlap, efficiency, silos eliminated between user groups
Costs - organization tends to become coordinated
Step 5: Broader Distribution can be supported by step 4 - making learning mobile
Tech - devices (mobile, cell phones, pdas, etc), media tools
Benefits - trading bandwidth for convenience, listen while driving, learn while waiting, don't need large amounts of paper to take learning with you, Context sensitive - ie: fedex scanning a pkg before handing over,
Cost - redundancy can occur (low bandwidth, higher bandwidth), conversion costs for media
"if you're not measuring it, why use it" don't assume it's perfect from the beginning
Step 6: Performance Ecosystems - Suites of resources so that everyone can work to their best, single place to go for what you need
Tech - competency, content (description), roles (who you are and what you can have access to, or tasks you might handle)
Benefits - unified approach to everyone's efforts
Costs - linking systems throughout and organization as well as the organization
Words people were wondering definitions for:
web 2.0
SMS
ERP
LMS - learning management systems
CMS - content management systems
ILT - Instructor Based Training
WBT - Web based training
CBT - Classroom based training
Participants were 53% at level 0 and 30% level 1, a couple at level 2, 3 and 5
Essential eLearning Elements
-organizational implementation
-some project management to focus, keep scope, find resources, keep schedule
-enlightened Instructional Design
-performance focus (think of supporting full performance not just course content)
-flexibility (adapt to users, new technology)
-technology savvy (know what it is good for, get what you need but don't go overboard)
-good partners/advice (find people who can support your efforts)
Learning
1) present....apply...practice...reflect...present...appy...practice...reflect
2) reference framework...examples...space practice...job aids...communicaiton...reference framework...examples...space practice...job aid....communication
-spacing practice out will promote retention and understanding of material
-reference examples can become job aids that learners can take to the real application
-included self reflection tests for learners to decided if they are ready to move on
"You're not about training/learning, you're abut empowering performance."
"You're not about computers or web, you're about all technology."
Next steps:
-identify your needs as an ID and organization
-assess your readiness
-recruit needed capability
-scan for opportunities
-choose your priorities
-plan your implementation
-execute
Friday, 17 August 2007
Shifting from Content-centred to Activity-centred ID (Online Forum - eLearning Guild)
So I'm going to try this live blogging thing again as I am listening/participating in the second day of this month's Online Forum hosted by the eLearning Guild. I'm going to capture my notes this time using my Google Notebook. I found yesterday that during the first session (and the second and third...interupted..don't ask) as I was writing using my blog tool often extra line spaces are put in where I didn't want them and other mysterious editings were happening. This distracted me more then anything and I wanted to fix them right away instead of waiting until the end....So today I use Google Notebook. So far...so good.
For today's first session I picked:
Shifting from Content-centered to Activity-centered Instructional Design by Cynthia Russell, University of Tennessee Health Science Center & Allan Carrington, University of Adelaide & Tim Neumann, Institute of Education - University of London.
First: Kudos to Allan for staying up to 1AM to present to us from Adelaide, South Austraila.
Initial poll of group participants: The discussion will centre around LAMS and 95% of participants had never heard of it. 69% of participants were from the corporate world, 16% were from higher education. 80% of the group considered themselves instructional designers, 71% have taken online courses, and 48% have facilitated online courses.
Alvin Toffler: The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
Activity Centred is focused on the learning
-active engagement
-many ways of knowing the material
Content Centred is focused on the teaching
-learner memorizes
-one way of knowing the material
-information equals knowledge
Activity Centred Instructor
-activities are there to support the learning
-helps students to develop their own ideas
-frames material to support the learners
Content Centred Instructor
-transmits information
-teacher gives the knowledge to students
-very theoretical
Activity Centred Learner
-learn through doing
-participatory
-problem solving
Content Centred Learner
-learn by reading
-individual focus
-learn now use later
Activity Centred Material Flow
-experiential
-cyclic
-negotiated
Content Centred Material Flow
-linear
-sequential
-directed
Activity Centred Assessment
-deep learning
-many perspectives on solution
-peer or self-evaluation, portfolios, projects
Content Centred Assessment
-surface learning
-solutions right or wrong
-multiple choice examinations
The need for the shift comes from having to accommodate a variety of delivery modes and addressing learner's needs (styles, literacy, etc).
LAMS - Learning Activity Management System - Video helps/forces you to shift to an activity base.
What can students do? How can they work together? Etc.
Teachers can put tasks together that students can do.
Collaborating with teachers and peers.
Capturing lesson plans to store and resuse and share with other teachers.
Teachers usually start with the content and then wonder how do we get the students into the content and comprehend it.
LAMS instead starts with the activities. It's a tool to help build curriculum.
The Gates feature lets you monitor the progress of students and help those that are behind, move activities around, etc.
The Branching feature will help teachers created scenarios.
Thanks to Brent Schlenker who found out during the session (thanks for chatting) that for 6 months hosting the cost is $595 for 200 users, 12 months is $995. It is open source software thought.
http://del.icio.us/AllanADL/elearningguild170807
For today's first session I picked:
Shifting from Content-centered to Activity-centered Instructional Design by Cynthia Russell, University of Tennessee Health Science Center & Allan Carrington, University of Adelaide & Tim Neumann, Institute of Education - University of London.
First: Kudos to Allan for staying up to 1AM to present to us from Adelaide, South Austraila.
Initial poll of group participants: The discussion will centre around LAMS and 95% of participants had never heard of it. 69% of participants were from the corporate world, 16% were from higher education. 80% of the group considered themselves instructional designers, 71% have taken online courses, and 48% have facilitated online courses.
Alvin Toffler: The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
Activity Centred is focused on the learning
-active engagement
-many ways of knowing the material
Content Centred is focused on the teaching
-learner memorizes
-one way of knowing the material
-information equals knowledge
Activity Centred Instructor
-activities are there to support the learning
-helps students to develop their own ideas
-frames material to support the learners
Content Centred Instructor
-transmits information
-teacher gives the knowledge to students
-very theoretical
Activity Centred Learner
-learn through doing
-participatory
-problem solving
Content Centred Learner
-learn by reading
-individual focus
-learn now use later
Activity Centred Material Flow
-experiential
-cyclic
-negotiated
Content Centred Material Flow
-linear
-sequential
-directed
Activity Centred Assessment
-deep learning
-many perspectives on solution
-peer or self-evaluation, portfolios, projects
Content Centred Assessment
-surface learning
-solutions right or wrong
-multiple choice examinations
The need for the shift comes from having to accommodate a variety of delivery modes and addressing learner's needs (styles, literacy, etc).
LAMS - Learning Activity Management System - Video helps/forces you to shift to an activity base.
What can students do? How can they work together? Etc.
Teachers can put tasks together that students can do.
Collaborating with teachers and peers.
Capturing lesson plans to store and resuse and share with other teachers.
Teachers usually start with the content and then wonder how do we get the students into the content and comprehend it.
LAMS instead starts with the activities. It's a tool to help build curriculum.
The Gates feature lets you monitor the progress of students and help those that are behind, move activities around, etc.
The Branching feature will help teachers created scenarios.
Thanks to Brent Schlenker who found out during the session (thanks for chatting) that for 6 months hosting the cost is $595 for 200 users, 12 months is $995. It is open source software thought.
http://del.icio.us/AllanADL/elearningguild170807
Thursday, 16 August 2007
Confronting Instructional Design Myths (Online Forum eLearning Guild)
This was the opening session for this month's online forum Advanced e-Learning Instructional Design: New Techniques and Strategies (or WWKBD - what would Kevin Bacon Do a great joke if you were part of the session). Our presenter was Frank Nguyen, PhD. It was a really great presentation. Most participants knew if the myths were fact or fiction, but there was lots of great bits of information shared and was a good kick off to the day.
I'm going to try something new here (for me) and blog as the forum progresses, trying to capture interesting points of the talk.
Instructional design tends to be passed down from one practitioner to another. Key to design is evidence-based practices: Case studies, evaluation studies, empirical research,and meta analyses.
Myth 1:
Using technology for training can significantly increase learning (participants voted 50:50 fact/fiction)
Research Says:
All types of instructional media (cbt, film, radio, virtual, etc) no significant difference from a learning stand point. However, instructional methods can have a significant effect on the learning of the student. Instructional Media means less then the methods we use (see Christy Tucker's post on Online Networking in Courses) Point from participant "methods can be increased my the media available."
FICTION
Myth 2 (Field of Dreams - if we build it will they come):
When provided with information sharing technology, learners will naturally contribute (participants voted 92% Fiction)
Research Says(based on learning 2.o):
Little solid research here.
In regards to Distance Learning: Poll to participants: What do you think of discussion boards? Participants voted: 66% Tolerate them, 27% Love them, rest hate them
Research Says: Learners post no more then needed, participation declined on boards Success comes from managing class discussions, and keeping the discussions focused.
In regards to Knowledge Management side:
Challenges with KM tend to be...
Cultural - convincing people to volunteer knowledge, and share.
Managerial - change management, metrics of value.
Information -avoid overloading users, ensure data is correct.
FICTION
Myth 3:
Creating a learning environment that closely mimics a real work environment promotes performance (participants voted 86% Fact 9% Fiction)
comes from Adult Learning theory.Practice of this has effecting medical schools greatly. Two types of training here, one is traditional medical school and another following a problem based learning style. 35 different studies across 19 institutions. traditional vs pbl environments. With factual knowledge and exams the traditional method came out higher. As far as student attitudes towards training and on the job training, the PBL students were significantly higher (Veron & Blake 1993)
FACT
Myth 4: Developing training to cater to individual learning styles (poll stats, missed)
Research says:
Research is scatted here.There are so many different types of learning styles covered through many different theories ie: dunn and dunn, gardner, hill, kolb, etc.
FICTION
Myth 5:
Developing training to cater to different age groups can significantly increase learning (participants voted 73% Fact, 17% Fiction, 11% Don't know)
Mostly in the work force now Baby Boomers and Generations X & Y.Little research here in this space. (I would like to reference a great chart here on What People Are Doing?
DON'T KNOW
Myth 6:
Developing training to cater to different levels of expertise can significantly increase learning. (Participants voted 94% Fact)
Research Says:
Australia Unv of New South Wales (2003) Kalyuga et al, as you increase the instructional methods and material the novice gets better learning, the expert has a learning reversal effect. If instructing to a novice user, new to a certain piece of content, we should expend more effort on the content/invested time in ID. Expert users of the same material may only need a resource tool from the instructor/training.
FACT
Myth 7:
By providing learners with more on-the-job performance support, upfront training can be reduced (Participants voted 75% Fact, 22% Fiction)
Research says:
Gloria Gery (1995) states if the performance support is really well done then the employee can often begin performing really well on day one of a new job.Nguyen & Klein (2007) - Used 3 groups of people those that were trained, those that had Employee Support Systems, and those that had both. Those that had both had better attitudes and performance. Those with EPSS were slightly higher then those that only had training.
*FACT (somewhat true)
I'm going to try something new here (for me) and blog as the forum progresses, trying to capture interesting points of the talk.
Instructional design tends to be passed down from one practitioner to another. Key to design is evidence-based practices: Case studies, evaluation studies, empirical research,and meta analyses.
Myth 1:
Using technology for training can significantly increase learning (participants voted 50:50 fact/fiction)
Research Says:
All types of instructional media (cbt, film, radio, virtual, etc) no significant difference from a learning stand point. However, instructional methods can have a significant effect on the learning of the student. Instructional Media means less then the methods we use (see Christy Tucker's post on Online Networking in Courses) Point from participant "methods can be increased my the media available."
FICTION
Myth 2 (Field of Dreams - if we build it will they come):
When provided with information sharing technology, learners will naturally contribute (participants voted 92% Fiction)
Research Says(based on learning 2.o):
Little solid research here.
In regards to Distance Learning: Poll to participants: What do you think of discussion boards? Participants voted: 66% Tolerate them, 27% Love them, rest hate them
Research Says: Learners post no more then needed, participation declined on boards Success comes from managing class discussions, and keeping the discussions focused.
In regards to Knowledge Management side:
Challenges with KM tend to be...
Cultural - convincing people to volunteer knowledge, and share.
Managerial - change management, metrics of value.
Information -avoid overloading users, ensure data is correct.
FICTION
Myth 3:
Creating a learning environment that closely mimics a real work environment promotes performance (participants voted 86% Fact 9% Fiction)
comes from Adult Learning theory.Practice of this has effecting medical schools greatly. Two types of training here, one is traditional medical school and another following a problem based learning style. 35 different studies across 19 institutions. traditional vs pbl environments. With factual knowledge and exams the traditional method came out higher. As far as student attitudes towards training and on the job training, the PBL students were significantly higher (Veron & Blake 1993)
FACT
Myth 4: Developing training to cater to individual learning styles (poll stats, missed)
Research says:
Research is scatted here.There are so many different types of learning styles covered through many different theories ie: dunn and dunn, gardner, hill, kolb, etc.
FICTION
Myth 5:
Developing training to cater to different age groups can significantly increase learning (participants voted 73% Fact, 17% Fiction, 11% Don't know)
Mostly in the work force now Baby Boomers and Generations X & Y.Little research here in this space. (I would like to reference a great chart here on What People Are Doing?
DON'T KNOW
Myth 6:
Developing training to cater to different levels of expertise can significantly increase learning. (Participants voted 94% Fact)
Research Says:
Australia Unv of New South Wales (2003) Kalyuga et al, as you increase the instructional methods and material the novice gets better learning, the expert has a learning reversal effect. If instructing to a novice user, new to a certain piece of content, we should expend more effort on the content/invested time in ID. Expert users of the same material may only need a resource tool from the instructor/training.
FACT
Myth 7:
By providing learners with more on-the-job performance support, upfront training can be reduced (Participants voted 75% Fact, 22% Fiction)
Research says:
Gloria Gery (1995) states if the performance support is really well done then the employee can often begin performing really well on day one of a new job.Nguyen & Klein (2007) - Used 3 groups of people those that were trained, those that had Employee Support Systems, and those that had both. Those that had both had better attitudes and performance. Those with EPSS were slightly higher then those that only had training.
*FACT (somewhat true)
Friday, 20 July 2007
Strategies & Techniques for Building ILS (eLearning Guild Online Forum)
Okay, well as another session wraps to a close....
This session was also extremely interesting and had some great point to think of when creating/thinking of ILS (immersive learning simulations), but in the end was a commercial. The software tool being toted here by Chris Crawford was Storytron. It does seem promising but is still being developed. It is centred around social interaction but is text based with no graphics.
Interesting points that were mentioned is that social interaction software should include:
This session was also extremely interesting and had some great point to think of when creating/thinking of ILS (immersive learning simulations), but in the end was a commercial. The software tool being toted here by Chris Crawford was Storytron. It does seem promising but is still being developed. It is centred around social interaction but is text based with no graphics.
Interesting points that were mentioned is that social interaction software should include:
- a personality model - this should be simplified personalities ie:nasty_nice
- an interaction engine - this is basically the what happens ie: person A bumps into person B
- "artificial personality" - estimates human behaviour
- language of interaction - this is the programs part of it all
Through several examples it was neat to see that a program can be described by the verbs it uses. First example was a word processor. It copies, saves, edits, deletes, etc. A web browser jumps to a hyperlink, go back to previous, jump to bookmark. The relation to the social interaction topic was that Microsoft Word has about 350 verbs and social interaction software has 100++++ verbs.
The last thing that I noted was the Sapir-Whorf hypothesis that was mentioned. It had to deal with the fact that language mirrors perceptual reality. An example for this is read these two statements:
- You don't know!
- You don't know?
The both have the same words but as you read them the first feels like a yell or surprise, the second can conjure up feelings of empathy or even pity. This hypothesis was pointed out to show how natural language in a computing world is virtually impossible. Reality is too big.
I don't think I have any use now or in the near future for this, but it was an interesting topic and Chris certainly was an extremely enthusiastic speaker.
Using Avatars to Enhance Learning Comprehension - (eLearning Guild Online Forum)
Just finishing up another online forum through the eLearning Guild. This one was presented by Jennifer Hoch & Dan Karwoski from Intuit. They were explaining and demonstrating how they use avatars for training with their employees. There was information on the impact on students including increased engagement and intrinsic motivation. Also that learners tend to respond better to interaction that are more similar to real life.
I wasn't completely sold on this particular session. It was by no means a commercial, but it just seemed to have that feel to me. Perhaps I got biased from the beginning expecting something different. Although, I can't really say exactly why. Maybe it's because so far my experience with avatars has felt something along the lines of automated phone calls. Not the ones where you press 1 for yes, 2 for no. More like say English if you want your call in English and say French if you want it in French. Then no matter how slow or clear you try to say English you end up with Spanish!?!
I can't give a great review on this session, but I can't completely discount the material. It just wasn't for me at this point in time.
I wasn't completely sold on this particular session. It was by no means a commercial, but it just seemed to have that feel to me. Perhaps I got biased from the beginning expecting something different. Although, I can't really say exactly why. Maybe it's because so far my experience with avatars has felt something along the lines of automated phone calls. Not the ones where you press 1 for yes, 2 for no. More like say English if you want your call in English and say French if you want it in French. Then no matter how slow or clear you try to say English you end up with Spanish!?!
I can't give a great review on this session, but I can't completely discount the material. It just wasn't for me at this point in time.
Thursday, 19 July 2007
ILS - Immersive Learning Simulations Genesis (eLearning Guild online forum)
Just sat through the opening session for this month's eLearning Guild Online Forum for Strategies and Techniques for Building Immersive Learning Simulations . Jeff Johannigman was the opening speaker and did a fabulous job defining ILS, testing participants if certain items were ILS, and explained many of the elements needed to create ILS. (The more I say ILS the more I will remember what it means - sorry.) Jeff also incorporated some interesting results from Guild's 360 Study Survey.
Some of the descriptive words that "Learning" conjured up from the participants:
Some of the descriptive words that "Learning" conjured up from the participants:
- grueling
- curiosity
- focus
- fun
- drudgery
- boring
- formal
- valuable
- serious
- important
- empowering
Some of the words "Games" inspired from the participants:
- social
- engaging
- distractions
- childish
- frivolous
- addictive
- fun
- exciting
Results from the survey suggested that most that answered thought ILS were better then other forms of skill practice, but that determining if there was good ROI from them was too hard to tell so early on. It was also clear that there are two large barriers to instructors/designers using ILS in there courses and they were the fact that the word "game" was seen as a problem corporately and that management is the biggest hindrance to utilization. Overwhelming the survey pointed out that changing the terminology from "game" to "immersive learning" was very poignant. Jeff then pointed out that several companies are already starting to adopt the newer phrasing of ILS.
Some great points for the use of ILS over traditional elearning were that it is:
- cyclical
- good for problem-solving and decision making skills
- mostly interactive
- principles are discovered
- challenges user before hand
- failure is not necessarily bad with proper feedback
Points to consider when designing simulations are:
- role of the user
- tasks you are to do
- resources and tools at user's disposal
- values that may impact choices
- factors (internal/external) to consider before making choices
- measure the resources
- consider tradeoffs between various resources
- effect on resources and environmental variables by actions
Overall the forum was really well done and I believe well received if the chat in the room was an indication. If you are a member of the guild I would recommend taking a look at the archive of this session.
I loved this quote that Jeff used as well.
"Anyone who makes a distinction between games and elarning clearly does not
know the first thing about either one." - Marshal McLuhan
Thursday, 14 June 2007
Another initiative, more work, more learning, and then more revisions
I did a presentation at the beginning of June for a network group that I belong to. The presentation was introducing my colleagues to the world of blogs, wikis, rss, collaborative spaces, booking marking, etc. Using my new found knowledge from various online & Guild presentations (Brent, Tony, Keith, Lee) I delivered the information flawlessly. Well maybe not, I did go over my allotted time. However, my presentation was so clear that when I summarized which particular egroup platform would best meet our needs (Yahoo! Groups) there was no discussion. Just a resounding, MAKE IT HAPPEN.
And so I have. The site is up and ready to use.
Initiative done.
Wait now I have to develop some kind of learning material to teach my colleagues what the site can do, how they can do it on their own and wait for it.....make the learning materials exciting.
So, I start. I capture my screen shots, put my arrows in, animate this, that and those. Step back and admire all my work. Then....I....let my boss....try it. Actually it went not bad, but there were a few slight tweaks to make it better.
And then.....I participated in another eLearning Guild Online Forum today regarding how to utilize PowerPoint to the extreme. I know so many of you hate, maybe that is too strong a word - despise, PowerPoint. For now though it's all I have to work with.
20 minutes into the opening keynote presentation I realize all the work I just did on my learning package was awful. Too many bullet points, screens filled with text, little interaction, no fun at all. Sure it pointed out everything that a new user could want, but did I really need to explain EVERYTHING.
So, that being said I've gone back to the drawing board and am so much happier with the product. It's not finished mind you, but will be by the end of tomorrow. A quick flash by my boss..."Oh you're too hard on yourself," she says, "Wow, that's the new version. Excellent."
Well, time will tell as I roll it out (hopefully) tomorrow to the entire network. Let's see what 100+ new users think of it all.
And so I have. The site is up and ready to use.
Initiative done.
Wait now I have to develop some kind of learning material to teach my colleagues what the site can do, how they can do it on their own and wait for it.....make the learning materials exciting.
So, I start. I capture my screen shots, put my arrows in, animate this, that and those. Step back and admire all my work. Then....I....let my boss....try it. Actually it went not bad, but there were a few slight tweaks to make it better.
And then.....I participated in another eLearning Guild Online Forum today regarding how to utilize PowerPoint to the extreme. I know so many of you hate, maybe that is too strong a word - despise, PowerPoint. For now though it's all I have to work with.
20 minutes into the opening keynote presentation I realize all the work I just did on my learning package was awful. Too many bullet points, screens filled with text, little interaction, no fun at all. Sure it pointed out everything that a new user could want, but did I really need to explain EVERYTHING.
So, that being said I've gone back to the drawing board and am so much happier with the product. It's not finished mind you, but will be by the end of tomorrow. A quick flash by my boss..."Oh you're too hard on yourself," she says, "Wow, that's the new version. Excellent."
Well, time will tell as I roll it out (hopefully) tomorrow to the entire network. Let's see what 100+ new users think of it all.
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