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Learning Solutions Conference & Expo 2011 Learning Solutions Conference & Expo Learning Solutions Magazine The eLearning Guild Adobe Learning Summit The eLearning Foundations Intensive

Concurrent Session Details

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Learning Solutions Conference & Expo 2011 Block 5
501 How to Prepare for the 2020 Workplace
502 Is Informal Learning Right for You? Ten Issues and Technologies to Consider
503 Eight Ways You Can Build Better Quizzes with Articulate Quizmaker
504 The Next Generation of Mobile Learning
505 Excavating Social Media....What Does All This Mean Anyway?
506 The Potential of Augmented Reality for Learning
507 Assessing Student Retention, Progression, and Completion: A KM Approach
508 Linking Training Environments with LMS: Courseware, Simulations, Games, and Mobile
509 Scope Creep: Maybe Not So Bad After All
511 Implementing Cross-cultural Competence Curriculum Globally
512 The Same, Yet Different: Consistency in e-Learning
501

How to Prepare for the 2020 Workplace

Thursday, March 24, 2011 10:45 AM

The workplace of tomorrow is being shaped today, driven primarily by globalization, the introduction of new ways of working and learning, the growing usage of social technologies, and the entrance of five generations into the workplace. All the major factors that will define the 2020 workplace are already in play, and the technologies that will define the 2020 workplace are in design stages today. The best companies are already preparing their strategies to win the quest for top talent.

Session participants will discover that the 2020 workplace will be defined by 20/20 vision with regard to recruiting strategies, customizable employee development, agile leadership, and leveraging the power of social networks for learning inside the organization. The key forces shaping the 2020 workplace include globalization, demographics, usage of social technologies, the knowledge economy, and the emergence of the participation society. You’ll see case studies of how companies are dealing with these major forces in order to create greater opportunities for employees to collaborate, engage, and innovate on-the-job, and especially how companies are re-imagining their learning and leadership development practices. You’ll leave with several predictions for how the workplace in 2020 will emerge, and what you can do to prepare for this.

In this session, you will learn:
  • The three trends impacting the 2020 Workplace
  • Case studies of forward-looking companies
  • Some predictions for the 2020 workplace
  • What you can do to prepare for the 2020 workplace
Audience:
Intermediate designers, developers, managers, executives, and others with some knowledge of social technologies.
Jeanne Meister
Partner
Future Workplace
Jeanne C. Meister is an internationally recognized management consultant, speaker, author and entrepreneur, dedicated to delivering competitive advantage and improved business results for organizations. Jeanne is the Founding Partner in Future Workplace, a consulting firm assisting organizations in implementing innovations in employee recruitment, executive education and leadership development. Jeanne is the author of Corporate Quality Universities and Corporate Universities. Her original research has been profiled in such publications as the Chronicle of Higher Education, CLO Magazine, Fast Company, Financial Times, Harvard Business Review, Outlook, T&D Magazine, Workforce Magazine, and People and Strategy Journal.
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502

Is Informal Learning Right for You? Ten Issues and Technologies to Consider

Thursday, March 24, 2011 10:45 AM

Are informal learning and Web 2.0. the centerpieces of workplace learning in the future? If so, how can we effectively leverage them to achieve strategic goals?  

Participants in this interactive session will explore the answers to these and related questions, based on evidence from the research and real examples from the field. Specifically, this session clarifies competing definitions of informal learning, and provides a framework of “touch points” for meaningfully integrating informal learning and associated technologies into an overall learning strategy.

In this session, you will learn:
  • How to distinguish informal learning from formal, self-directed, non-formal, and incidental learning
  • A framework for integrating informal learning into a broader talent development effort
  • At least two performance principles to consider when choosing whether to use formal or informal learning  
  • At least five non-instructional resources you can provide to promote informal learning in your work place
  • At least three uses of technology in supporting informal learning efforts
Audience: Intermediate designers and developers who are familiar with the ISD process and its key phases, as well as with the concept of human performance improvement.
Saul Carliner
Director, Education Doctoral Program and Associate Professor
Concordia University
Saul Carliner’s research interests include emerging forms of online learning and communication for the workplace, and the management of groups that produce these materials. Also an industry consultant, Saul provides strategic-planning services and workshops for clients such as Alltel Wireless, Bell Canada, the Bronx Zoo, IBM, Lowe's, and several U.S. and Canadian federal agencies. Saul has published seven books and 140 articles, is a board member of the Canadian Society for Training and Development, is a past ASTD research fellow, and is a Society for Technical Communication fellow and past international president.
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503

Eight Ways You Can Build Better Quizzes with Articulate Quizmaker

Thursday, March 24, 2011 10:45 AM

Many Articulate users never venture past the form-based side of Quizmaker. Once they enter their questions in Quizmaker's form-style authoring environment, they publish and they're done. And for many e-Learning designers, assessments are an afterthought to the e-Learning development process. But too often quizzes and surveys have that boring, form-style look and feel, which quickly sends learners into a glassy-eyed state. But there's a whole slew of easy-to-use features, right at their fingertips, that'll help make their quizzes more meaningful and memorable because learner engagement and interaction don't have to stop when the quiz or survey begins!

Participants in this session will discover some of those tools and see examples of how easy it is to build better output without lots of added time or effort. You’ll learn specific ways to leverage Articulate Quizmaker to build compelling e-Learning content. You'll find out how easy it is to create innovative, engaging quizzes and surveys – and even interactive exercises – using Quizmaker's intuitive and powerful tools. All participants will get source files and links to online tutorials.

In this session, you will learn:
  • How to personalize learners' quiz experiences with branching and custom feedback
  • How to make quizzes look less “quizzy”
  • How to use Quizmaker for more than just quizzes
  • Five tips for building more effective quizzes and surveys (even if you don't use Quizmaker)
Audience: Novice designers and developers, or for anyone who's interested in the capabilities of Quizmaker and wants to see it in action.
Jeanette Brooks
Community Manager
Articulate
Jeanette Brooks has worked in the learning industry since 1991. Her experience includes designing and developing technical and skills training for learners in settings such as manufacturing, software, and high-tech. She holds a B.B.A. and a Master of Liberal Studies in instructional design. In her role as Community Manager at Articulate, she spends each day connecting with rapid e-Learning developers and helping them optimize their tools and their workflow. Her passion is to help others succeed at developing really great e-Learning.
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504

The Next Generation of Mobile Learning

Thursday, March 24, 2011 10:45 AM

A leading national rehabilitation services provider needed to train its staff of 15,000 practitioners dispersed across more than 1,280 geographic locations on new practice software and a new mobile point-of-service device, the Apple iPod Touch.

This case study demonstration will show how the training solution created a method for training existing employees remotely, as well as a solution that would meet the needs of future employees. It is a completely mobile training solution that effectively provides both the knowledge and skills the workforce needed within short time increments. Participants in this case-study session will learn the upfront considerations for creating this mLearning training solution and how it evolved. You will learn about the design elements involved in the learning solution, including awareness videos and simulation exercises for delivery on the iPod Touch. Using this delivery method allowed the practitioners to rehearse using their new software and Touch device through real-world scenarios deployed directly on the new point-of-service device.

In this session, you will learn:
  • The upfront considerations for creating this mLearning solution.
  • How the training solution evolved from initial discovery to implementation.
  • How to maximize mentoring sessions based on the data collected through the mobile training sessions.
  • How the audience reacted to the solution, and their input for future rollouts.
Audience:
Novice to intermediate designers and developers who understand the design challenges associated with the mobile devices and who have a solid understanding of adult learning theories.
Brenda Enders
Owner & Chief Learning Advisor
Enders Consulting
Brenda Enders is president and chief learning strategist for Enders Consulting, a St. Louis, MO-based company She is a consultant, author, and public speaker specializing in leveraging innovative technologies to improve employee performance. She has 19-years’ experience in the learning and development field. Brenda’s first book Manager’s Guide to Mobile Learning was published in 2013. Prior to founding Enders Consulting, Brenda was chief learning strategist and learning services practice leader for a custom learning-solutions provider for 12 years, where she led the design and deployment of innovative and award-winning custom learning solutions.
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505

Excavating Social Media....What Does All This Mean Anyway?

Thursday, March 24, 2011 10:45 AM

The problem with social media is that we tend to focus too much on one side or the other – either too much media – making it a technology discussion, or too much on the social side – acting like it doesn’t take place in an environment loaded with technology hurdles. Getting to a successful application of social media, whether for learning or any other purpose, requires a much more balanced view – a view with much more context than simply either/or.

Participants in this session will look at the parts of social media that are new, the parts that aren’t, and how all these parts really fit together. Drawing on a background in anthropology and history, we’ll place the phenomenon of social media in multiple contexts – learning, technology, and even business models. Participants will get a much richer understanding of the challenges and opportunities afforded by social media that will hopefully result in more effective and useful implementations.

In this session, you will learn:
  • How to better understand the phenomenon of social media in multiple contexts and for multiple uses
  • The way in which social media is a human, technological, and business consideration
  • Practical lessons learned from an enterprise deployment of social media tools
Audience: Beginning and intermediate designers, developers, and others interested in moving forward with social media.
Mark Oehlert
Director, Customer Success
Socialtext
Mark Oehlert is a recognized expert, author, and speaker in the fields of innovation, emerging technology, game-based learning, social media, and virtual worlds. He is a trained historian and anthropologist; as such he brings unique insights to a range of challenges from performance support to mobile computing and learning strategy development. Mark was a learning strategy architect at Booz Allen Hamilton, supported the Advanced Distributed Learning Initiative as the deputy director for communications where he acted as the leadership team’s primary eLearning research coordinator, and was the innovation evangelist at the Defense Acquisition University—a US Department of Defense university focused on improving the learning outcomes for over 150,000 acquisition personnel.
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506

The Potential of Augmented Reality for Learning

Thursday, March 24, 2011 10:45 AM

Augmented Reality (AR) is on the verge of becoming a household name. But what is AR? In a nutshell, AR is a reality or environment augmented by layers of computer-generated information. Recent AR technologies have allowed mobile devices to add layers of reality atop the world we see through our cell phone cameras. Several applications such as Layar, AroundMe, and others allow users to find and interact with information and other users by simply panning their cell phones around them. AR offers a dynamic way for learners to create, consume, and share content via their Smartphones. It is informal learning at its best … but how can we use AR specifically for education?

Participants in this session will learn possible use cases, the barriers, and practical ways to overcome these barriers when implementing learning experiences through Augmented Reality. You’ll get a new perspective on the use of mobile devices for ubiquitous learning experiences though AR. You’ll learn when and how to implement this type of technology in empowering your customers and employees with informal, just-in-time learning.

In this session, you will learn:
  • Some current examples of AR technologies, applications, and potential uses
  • How AR technology affects education
  • The types of knowledge, community-building activities, contextual, and informal learning experiences you can create with AR
  • How we can use AR to augment learning outcomes and creation of communities of practice
Audience: Novice and intermediate designers, developers, and others.
Brandon Carson
Strategic Lead
Digital Learning, EntireNet
Brandon Carson is an award-winning instructional designer who for the past 15 years has been designing face-to-face, print, computer-based, and Web-based instruction and training for global audiences. As an instructional designer, he has delivered and led numerous presentations, workshops, seminars, and tutorials on a wide variety of instructional design and training-related issues. Brandon created the Mobile Design and Development curriculum for Yahoo!’s engineering organization. In his distant past, he was a book builder/designer and letterpress printer.
Enzo Silva
Sr. Instructional Designer
Success Factors, an SAP Company
Enzo Silva is an avid learner and instructor who worked in the language-learning field for many years in his home country of Brazil. Enzo is involved in learning mediated by social media, virtual worlds, and games. He currently resides in the greater Atlanta Georgia area.
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507

Assessing Student Retention, Progression, and Completion: A KM Approach

Thursday, March 24, 2011 10:45 AM

Student retention, progression, and completion are three important measures of success for postsecondary education. They are key factors by which online programs, in particular, are currently scrutinized. However, few models are offered to academicians to provide a comprehensive approach for designing, analyzing, and disseminating data for these three determinants. Retention, progression and completion, therefore are underutilized for data-driven decision making in universities.

Session participants will learn how Knowledge Management approaches that you can incorporate into an institution's information architecture can engage stakeholders in data-driven decision making. You’ll explore how Knowledge Management approaches can help institutions of higher education better leverage data to inform their planning and evaluation.

In this session, you will learn:
  • The increasingly important role data plays in higher education
  • How Knowledge Management perspectives can serve your Institutional Research needs
  • How retention, progression, and completion inform institutional success
  • Qualitative and quantitative approaches to assessing student success
Audience:
Novice, intermediate, and advanced participants interested in how the interdisciplinary nature of Knowledge Management can provide valuable knowledge about strategies for utilizing data for more proactive planning and decision making.
Phil Ice
VP, Research & Development
American Public University System
Phil Ice is the vice president of research and development at American Public University System. Phil, who holds an EdD degree, is the recipient of three Sloan-C Effective Practice of the Year Awards (2007, 2009 and 2010), Sloan-C’s Gomory Award for Data Driven Quality Improvement, and the AliveTek/DLA Innovation on Online Distance Learning Administration Award. In 2010 Phil received the Adobe Higher Education Leaders Impact Award. He has also served on the advisory council for the 2011 and 2012 NMC/ELI Horizon Reports.
Sebastián Díaz
Associate Vice President for Marketing Analytics
American Public University System
Sebastián Díaz is the associate vice president for marketing analytics at American Public University System. Previously, Sebastián served as an associate professor in the department of technology learning and culture at West Virginia University, teaching statistics, program evaluation, measurement, and education law. His research focuses on developing measurement instruments and evaluation methodologies germane to intellectual capital and knowledge management. Sebastián also serves as president of Díaz Consulting, which helps clients utilize knowledge-management practices as part of data-driven decision-making. He holds both PhD and JD degrees.
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508

Linking Training Environments with LMS: Courseware, Simulations, Games, and Mobile

Thursday, March 24, 2011 10:45 AM

For many years, the way e-Learning content has been communicating with host systems – mostly LMS’s – has been an area where reality has significantly lagged behind the latest technology. There are reasons for that, and you’ll learn what they are. Luckily, we live in exciting times and change is definitely afoot. Recently, multiple initiatives in e-Learning standards development were announced to create a next generation of standards based on lessons learned, modern thinking about what e-Learning will be like 10 years from now, and the state of contemporary technology.

Participants in this session will firstly get a short history of the main standards on the market – AICC/CMI and SCORM. You’ll learn how e-Learning content operates within host systems, based on the current generation of standards, and why this has limited applicability, thus causing frustration. But wait, isn’t running in the browser supposed to be good? Yes, some times, but definitely not exclusively, and you will learn why.

In this session, you will learn:
  • What the next generation of e-Learning standards will be like
  • How the new standards will make life better for everyone
  • The next steps likely to materialize within a reasonable time frame
  • What some hot-off-the-presses specifications are that will free content developers from the confines of running in today’s Web browsers
Audience: Beginner, Intermediate, and advanced designers, developers, managers, executives, and others who want to know what’s coming in e-Learning standards.
Chris Sawwa
Director of eLearning 
Meridian Knowledge Solutions
Chris Sawwa is a Software Architect and e-Learning Technologist with extensive experience in enterprise and Web-based systems, and a background in Computer Science and Artificial Intelligence. He has been involved in e-Learning for almost 10 years, and can count the success of Meridian’s new-generation platform – Meridian Global – as one of his success stories. Chris currently serves as a Senior Architect evolving the main product line and working on product strategy. He is also involved in the conception of the next generation of e-Learning standards with organizations such as ADL, AICC, IEEE LTSC, and LETSI where he serves as Chair of the Architecture Working Group.
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509

Scope Creep: Maybe Not So Bad After All

Thursday, March 24, 2011 10:45 AM

Scope creep is one of the basic difficulties in development of any project, and it seems particularly prevalent in e-Learning development. Everyone deals with and hates scope creep.    
Participants in this session will discuss scope creep in e-Learning projects and learn three or four potential ways to rethink it. Perhaps you can learn to expect it, accept it, and learn that it’s part of the process and that sometimes it’s even good. You’ll learn ways to work with scope creep that are beneficial to the process and that can be adapted by others.    

In this session, you will learn:
  • The nature of scope creep    
  • Why it's inevitable    
  • The kinds of up-front conversations that help channel it    
  • How to use it for better results                    
Audience: Intermediate designers and developers. Some experience with e-Learning projects will provide the context for this discussion.
Patti Shank
Director of Research
The eLearning Guild
Patti Shank, PhD, CPT, is the research director of The eLearning Guild and president of Learning Peaks LLC, an internationally recognized instructional design/consulting firm. Patti is in Who's Who in Instructional Technology and is an often-requested speaker at training and instructional technology conferences. She is quoted frequently in training publications and is the co-author of Making Sense of Online Learning (Pfeiffer, 2004), editor of The Online Learning Idea Book (Pfeiffer, 2007, 2011), co- editor of The E-Learning Handbook (Pfeiffer, 2008), and co-author of Essential Articulate Studio ’09 (Jones and Bartlett, 2009).
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511

Implementing Cross-cultural Competence Curriculum Globally

Thursday, March 24, 2011 10:45 AM

Today's workforce is becoming more global and virtual due to technology and economics. As a result, corporations that are expanding or just breaking into global markets are trying to do so based on their own country’s worldview of business operations. Not until they are faced with a business barrier that has a cultural element do they realize they need to better understand their global workforce's worldviews. Hewitt has developed a “next level” skills-based approach vs. an attitude approach to make global decisions, resolve conflicts, and seize opportunities in ways that optimize cultural differences. Once the approach was created, global implementation was the next challenge.

Participants in this session will learn about the success, the challenges, and the next steps for globally implementing such a sensitive subject. You’ll learn the impact that this work will have on global day-to-day interactions as well as on the business.

In this session, you will learn:

  • The learning challenges to watch for in implementing across cultures
  • Key learnings from designing a global course
  • How to manage a global volunteer faculty
  • A cross-cultural competence skills-based approach
Audience: Intermediate and advanced designers, developers, and others launching or anticipating launch of a global program across business organizations.
Linda DeLavallade
Principal Consultant
Cross Cultural Consulting
Linda DeLavallade pioneered the expansion of cross-cultural curriculum globally to align with the growth of Hewitt Associates' global business. She is accountable for the certification and development of 105 certified global volunteer facilitators and 41 IDI Debriefers. Linda made operational the cross-cultural curriculum programs and debriefs in Asia-Pacific, Europe, and North America. In 2010, she developed a new course that challenges associates to research, using technology and blogging, to understand the “why” behind behaviors and communication styles of global clients and colleagues.
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512

The Same, Yet Different: Consistency in e-Learning

Thursday, March 24, 2011 10:45 AM

One of the major tenets of usability is consistency. We tend to think consistency means courses that look and work exactly the same way, but we know that cookie-cutter e-Learning will not always help us meet the learning objectives. Designers want the flexibility to be creative, designing custom e-Learning to meet learning objectives that may include custom navigation and visual themes. However, if every e-Learning course in your library is different, how much time do students spend trying to figure out how each course works? TSYS’s instructional design team faced this dilemma, and the outcome resulted in courses with a better balance of creativity and consistency. The blend of consistency with creativity they achieved has produced engaging courses that retain a high level of usability.

Participants in this interactive case-study session will “gut check” several sample e-Learning screens to evaluate what makes navigation intuitive across courses with different topics, but from the same organization. You’ll learn how TSYS adapts established Web conventions and usability principles to their e-Learning interfaces. You’ll leave with several techniques to add consistency to courses without sacrificing creative design.

In this session, you will learn:
  • Why making your e-Learning easy to use is so important
  • How to evaluate the intuitiveness of your current e-Learning interface(s)
  • What Web design conventions and usability principles you can apply to e-Learning
  • How to add consistency to e-Learning courses without using a cookie-cutter approach
Audience: Novice, intermediate, and advanced instructional designers and developers with some experience designing and developing e-Learning courses.
Kathy Jeep
Instructional Design Specialist
TSYS
Kathy Jeep designs e-Learning, instructor-led, and performance support learning solutions for more than 8,000 TSYS team members worldwide. She holds a M.A. in Professional Communication with a focus on Usability from Clemson University.
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