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Learning Solutions Conference & Expo 2012 Block 5
501 Presenting Online: Intimacy, Immediacy, and Inquiry
502 Leaders Can Learn Too! (Even at a Distance!)
503 Case Study: Helping Drivers Safely through Railway Crossings
504 Transitioning Your Organization from Skill-based to Role-based Thinking
505 Creating Cross-functional Dialogue in Your Organization
506 Database-based Media Project Management
507 “Faster, Better, Cheaper” – Non-programming Development with SWiSH Max
508 What's Next for the LMS – Going Global
509 Simple Tips for Effective and Engaging eLearning
510 Effective Social Media Uses for Organizational Onboarding
511 Instructional Design for Mobile Learning
512 Case Study: Using the Scrum/Agile Process in Developing Learning Paths
513 Avoiding the Information Overload Trap: Creating

Presenting Online: Intimacy, Immediacy, and Inquiry

Thursday, March 22, 2012 10:45 AM - 11:45 AM

There is still a belief out there in our training world that online learning is not as effective as classroom training. Online webinars are often seen as “less than” – less effective, less personal, less engaging. The bias towards in-person classroom training still exists, despite solid research that shows online learning can often be more effective. The debate over online learning has centered on the ways in which it is like or unlike classroom training.

This session will focus on the advantages of online learning from the perspective of Intimacy, Immediacy, and Inquiry. Participants will learn how online presentations are more intimate, fostering a one-to-one connection, instead of existing in a one-to-many environment. Online presentations are more immediate, allowing everyone to participate at the level where they are most comfortable, whether through Voice over IP, text chat, polling, or other method. While participants in a classroom may hesitate to ask questions, online learners are much more willing to do so. You’ll discover how the unique elements inherent in online learning allow instructors and participants to engage in learning with a new perspective.

In this session, you will learn:

  • The advantages of online presentation
  • The three principles of Intimacy, Immediacy, and Inquiry
  • How to apply the three principles to your online webinars
  • Instructional design methods to enhance your training webinars

Audience: Intermediate-to-advanced participants should have some experience in designing and delivering online presentations. Participants should be familiar with Instructional Design methods.

Mark Schwier
Distance Learning Specialist
Portland State University
Mark Schwier has more than 15 years of experience in designing training. Since 2000, he has been directly involved in developing, designing, and delivering online presentations. He is currently writing a book on online presentation techniques.
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Leaders Can Learn Too! (Even at a Distance!)

Thursday, March 22, 2012 10:45 AM - 11:45 AM

New leaders in eleven different states come to Almost Family with high levels of technical and clinical skills, however feedback from surveys and the leaders themselves identified the need to provide learning opportunities focused on leadership skills and business-specific acumen.

Session participants will be introduced to a hybrid model highlighting a 12-month program that integrates custom and off-the-shelf eLearning, Web-based synchronous learning, and face-to-face sessions all designed to provide support and employee success. You’ll get a visual model and process map that you and others can use.

In this session, you will learn:

  • What a hybrid program could look like
  • The rationale for building a 12-month leadership program
  • The design process used to craft three tiers, from technical to executive
  • How to integrate Web conferencing into this model

Audience: Intermediate participants should have a solid foundation in instructional design, with leadership development a plus.

William Ryan
Performance Learning Strategist
William Ryan consults on various topics related to the implementation and application of performance learning in the training and development field serving corporate, industrial, and educational organizations. As a former vice president of education for Almost Family, William focused on supporting a mobile and remote workforce by increasing skills and expanding resources. He has held positions as national leader for curriculum and technology solutions with Humana and vice president for technology/CIO at Lakeland Community College, and worked with Westinghouse and IBM in learning technology roles. William holds an MS in corporate communications with an emphasis in instructional design, from Ithaca College and a PhD in computing technology in education from Nova Southeastern University.
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Case Study: Helping Drivers Safely through Railway Crossings

Thursday, March 22, 2012 10:45 AM - 11:45 AM

This case study will review how Operation Lifesaver was able to create an engaging simulated experience for drivers of various types of trucks – from over-the-road semis to local delivery trucks. The end solution provided the experience for truck drivers to take three different trips and encounter various crossing types along the way. The end goal: making it safely to your destination, with the ultimate goal of getting into the “Haul of Fame.”

This case-study session addresses issues including creating engaging learning on a nonprofit budget, driving for behavior change, application vs. knowledge, and increased focus on great design principles and less focus on the tool or the budget. You’ll experience the course yourself, and you’ll learn how a non-profit was able to create such a great experiential learning program. It’s not about the investment or the tool used to create it – it’s about great design principles. Join us and spread the word – together we can help save lives.

In this session, you will learn:

  • It doesn't take a huge budget to create an engaging simulation
  • Some great design principles to drive performance outcomes
  • The meaning of application vs. knowledge
  • How to save lives at railway crossings

Audience: No previous knowledge needed.

Lisa Stortz
Strategic Relationship Manager
Allen Interactions
Lisa Stortz consults with clients to ensure that performance outcomes align with business objectives. She uses her more than 25 years of experience to continually add value to her relationships. Lisa was formerly a managing director at a top investment firm where she led marketing and was part of several strategic ventures. Prior to coming to Allen Interactions, Lisa led the business development for a leading advertising firm. Lisa is a lifelong learner and turning complex business challenges into meaningful and memorable experiences energizes her. Lisa is currently Strategic Relationship Manager at Allen Interactions, working with top companies to ensuring e-solutions are meeting their business needs.
Wende Corcoran
Director of Education
Operation Lifesaver, Inc.
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Transitioning Your Organization from Skill-based to Role-based Thinking

Thursday, March 22, 2012 10:45 AM - 11:45 AM

Keeping position expectations current in the Learning Field is challenging, especially as positions require Instructional Designers to be specialists as well as jacks-of-all-trades. Complicating the challenge is a Human Resources hiring methodology based on a finite set of skills rather than position expectations. Once we find a candidate, there is a new challenge of keeping attitudes on your team positive and away from the old line, “that’s not my job.” Changing the mind-set of learning professionals to help them transition from an organization of skill-based positions to one that uses role-based thinking can be difficult.

Participants in this case-study session will learn how JetBlue University successfully transitioned their Learning Solutions team during 2010-2011 from skill-based to role-based positions to improve products, meet development requests, provide opportunities, and grow their offerings. You’ll review the data, process, and lessons learned to identify the roles relevant to your learning organization’s demands and industry standards, satisfy the skills-based recruiting proposed by human resources while meeting the needs of the work groups. You’ll discuss how to grow roles rather than just growing skills.

In this session, you will learn:

  • Why role-based positions help position a team for growth
  • How to brainstorm the roles needed within your organization as well as learning-industry roles
  • How to compare traditional skill-based positions with role-based descriptions
  • How to generate ideas as a group for ways to encourage role-based thinking within your existing team, without changing structure
  • The lessons learned at JetBlue University

Audience: Those interested role-based work environments.

Shana Storey
Manager Learning Solutions
JetBlue Airways
Shana Storey has led the Learning Solutions team at JetBlue Airways since 2009 and has been a part of Learning Technologies since 2005. Shana’s focus is on building partnerships to manage and support the development of courseware initiatives across JetBlue Airways. She has experience designing training solutions for aviation, pharmaceutical sales training, and legal-based curriculum. Shana holds a Certificate in Training Management from N.Y.U. and a M.F.A. in Mixed Media Art. When she is not focusing her attention coaching a team of talented developers, Shana is actively involved in traditional maritime skills and sailing.
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Creating Cross-functional Dialogue in Your Organization

Thursday, March 22, 2012 10:45 AM - 11:45 AM

Most organizations have a wide variety of talent and people with a broad range of knowledge, but they rarely get the opportunity to speak openly with their colleagues from other departments or fields about instructional technologies and learning trends. This is because many organizations have a siloed approach to their workflow. Hearing from instructors, facilitators, engineers, IT professionals, project managers, 3-D artists, interactivity specialists, and videographers in one setting can unleash so many possibilities and ideas.

Participants in this case-study session will learn how to overcome closed-communication workplace environments by creating an atmosphere where people from cross-disciplines can come together and talk in an open forum. You will learn how Bellevue University hosts a monthly roundtable for faculty and staff that focuses on current instructional designs and learning trends in higher education. You will also learn why they chose a roundtable format, the challenges they faced, and how they overcame them. 

In this session, you will learn:

  • Best practices for creating a discussion forum in your organization
  • Why creating an open forum is important to your organization
  • Why it is important to talk to people from cross-disciplines on a regular basis
  • The benefits of hosting a regular discussion forum in your organization

Audience: Those interested in how to create an open forum where colleagues from cross-disciplines can exchange and discuss ideas and thoughts on the latest instructional technologies and learning trends.

Sonya Leeds
Course Designer with the Innovation Group
Bellevue University
Sonya Leeds is a Course Designer with the Innovation Group at Bellevue University, where she is building innovative, affordable, and flexible online courses for the Flexxive program. Sonya has over eight years of experience creating courses for academic and corporate eLearning environments. In 2011, she initiated a monthly Educational Topics and Trends Roundtable where faculty and staff discuss the latest technologies and trends in education. Bellevue has selected several of Sonya’s courses to represent the university for national awards in course design, and she has spoken at several leading industry conferences. Sonya holds a BA degree in Anthropology from the University of Nebraska – Lincoln.
Tracy Gies
Sr. Instructional Designer/Adjunct Professor
Bellevue University
Tracy Gies is the Senior Instructional Designer for Bellevue University, where he also teaches online in the Master of Science in Instructional Design and Development program. Tracy is a co-founder of the Instructional Technologies and Trends Roundtable at BU. He holds a M.A. degree from the University of the Incarnate Word in San Antonio, Texas. Prior to his employment at Bellevue University, he was the Chief Instructor at the United States Army Military Intelligence Advanced Noncommissioned Officer course in Fort Huachuca, Arizona. Tracy also taught Introduction to Terrorism and Counterterrorism for Cochise College in Fort Huachuca, Arizona.
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Database-based Media Project Management

Thursday, March 22, 2012 10:45 AM - 11:45 AM

Storyboards are not a new concept in media production. Using a database program to organize a media project is not unique. What is unique is applying the storyboard concept with a database. Rather than only the art department using storyboards, this system combines all of a project's elements through a single database in which you can organize a project's graphics, audio, video, locations, props, talent, and just about anything else you can think of.

Participants in this session will address the problem of managing the variety of communications disciplines required by any new media project. Using this method, the use of a single database-driven file, you can manage these aspects. Tying the variety of trails together into one conclusive weave allows managers of each discipline the ability to track their responsibilities within a project in the shared timelines. You’ll learn the advantages of this method of project development and management by using a sample project and the database software FileMaker.

In this session, you will learn:

  • A different way to manage multimedia projects
  • How to use FileMaker as production tool
  • How communication between departments makes a better team and product

Audience: Intermediate participants who have some knowledge of the complexities of a multimedia project. No matter what their involvement in such a project is, the knowledge about how to streamline a project will be of benefit.

Kevin Dowler
Media Producer
Royal Canadian Mounted Police
Kevin Dowler has been working in the communications industry for more than 25 years. Since the get-go, his work has involved repackaging information – first as a journalist and now as a media producer. The repackaging has been for print, magazines, CD-ROMs, the Internet, and DVDs. His work has been for media, corporate, and post-secondary clients as a staffer and as a freelance developer.
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“Faster, Better, Cheaper” – Non-programming Development with SWiSH Max

Thursday, March 22, 2012 10:45 AM - 11:45 AM

In small eLearning organizations, Flash development can be complicated and costly: the software is pricey, and learning to use it is expensive and time-consuming. On larger teams, where software and know-how aren't the issue, limited resources and greater priorities can delay even simple projects. If only a less complicated, less expensive alternative existed. Actually, a faster, cheaper alternative does exist. SWiSH Max is a very accessible tool for both small and large development teams. It's affordable and relatively easy to use, but other than some online tutorials and communities of practice, user support is lean.

Participants in this case-study session, based on a recently completed project, will walk through creating and testing a short Flash animation lesson using SWiSH Max. It will incorporate instructional design principles and showcase some of the software's capabilities.

In this session, you will learn:

  • What SWiSH Max software and functionality is
  • The SWiSH Max Interface orientation
  • Rapid eLearning development principles in practice
  • How to design and develop a lesson using SWiSH Max

Audience: Novice-to-Intermediate participants. This session targets non-developers, so it requires no specific knowledge of authoring software, but some experience designing eLearning will be very helpful.

Jennifer Cason
Technical Trainer Consultant
Jennifer Cason, a technical trainer consultant for TSYS, has been developing and delivering adult learning solutions for over 20 years, from the beginning of her performance-improvement career in the early 1990s as a volunteer trainer with a large aircraft-maintenance facility to her current work designing and developing learning for TSYS. Her passion for enabling effective performance has driven her into a multitude of roles, including stand-up trainer, instructional designer, manager, and training department of one.
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What's Next for the LMS – Going Global

Thursday, March 22, 2012 10:45 AM - 11:45 AM

Enthusiasm about the LMS has mostly died since its heyday decades ago. Yet, we still need systems to track employee learning. So what do learning professionals think about the LMS in 2011 … and what does the future hold for the LMS?

Session participants will examine the three major action steps that learning professionals should take to ready their LMS strategy for the future: accept the LMS for what it is and what it was designed to do, integrate the LMS with new systems to get the job done, and continue to track and measure. You will leave the session with ideas about what the next steps for your LMS strategy should be, or what may or will replace the LMS in the future.

In this session, you will learn:

  • What technology will overpower the LMS
  • Which new technology will be added to LMSs to overcome tracking challenges
  • About LMS Self-Service Integration
  • About LMS usability issues
  • About LMS reporting issues

Audience: Intermediate participants should be familiar with a LMS, understand the basic functions, and want to update or entice learners back to the LMS — and not just think of it as a place that houses training.

Michelle Engelhart
HDU Learning Operations Lead
Harley-Davidson Motor Company
Michelle Engelhart joined Harley-Davidson Motor Company in 2005 as an Organizational Development and Learning (OD&L) Training Coordinator. In 2008, she moved to Harley-Davidson University in the role of Learning Management System (LMS) and is currently the Learning Lead for all US Manufacturing sites. Michelle is pursuing a Bachelor's degree in international business; she also holds a certificate in instructional design from Langevin Learning Services.
Debra Herriges
HDU Learning Operations Lead
Harley-Davidson Motor Company
Debra Herriges joined Harley-Davidson Motor Company in 2005 as a Customer Service Representative. In 2007, she moved to Harley-Davidson University in the role of Sr. Training Operations Coordinator and continues to work for Harley-Davidson University as a Learning Operations Lead. Debra expects to complete her Master’s Degree in Business Administration in December of 2013. She holds a Bachelor’s degree in Organizational Administration from UW-Milwaukee.
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Simple Tips for Effective and Engaging eLearning

Thursday, March 22, 2012 10:45 AM - 11:45 AM

There's lots of talk about how to build eLearning, but the reality is that many people still struggle with doing more than linear, click-and-read courses.

Session participants will learn the basic framework for building effective and interactive eLearning. You will learn to think about your courses in a different way and go from information dump to courses that engage the learners.

In this session, you will learn:

  • There's not just one course type
  • How to build courses for the adult learner
  • What role visual and Ul design plays in the course
  • How to develop instructional design strategies that speed up production

Audience: Novice to intermediate.

Tom Kuhlmann
VP, Community
Tom Kuhlmann has close to 20 years' experience in the training industry, where he’s developed hundreds of hours of eLearning, and managed eLearning projects at organization such as Capital One, Washington Mutual, and Weyerhaeuser. Currently, Tom runs the user community for Articulate, with a focus on building a passionate community of rapid eLearning developers. He also authors the popular Rapid E-Learning Blog, which has almost 55,000 subscribers. Tom holds a Master’s degree in Education Technology from Pepperdine University, where he researched how to cultivate communities of practice through the development of personal expertise.
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Effective Social Media Uses for Organizational Onboarding

Thursday, March 22, 2012 10:45 AM - 11:45 AM

On-boarding of new employees is critical for both employer and employee, and can be a taxing operation for key staff of geographically dispersed employees. Collaborative tools such as blogs and micro-blogs can aid in increasing engagement with fellow employees, maintaining manager-level contact throughout a start-up period, leverage organizational expertise, and extend training and development initiatives.

In this session, participants will learn about the implementation of social media tools to quickly build community, create collaborative nurturing environments, and enable expert sharing. These tools help to reduce on-boarding and initial training durations, maintain morale through community development, improve the capture of formative evaluation data, and connect senior knowledge experts with novices.

In this session, you will learn:

  • How to use SharePoint Blogs to encourage collaboration for geographically dispersed new hires
  • How to create asynchronous training extension (knowledge checks)
  • About the steps to implement a successful slow-growth strategy for implementing social media tools  in the organization
  • How to use micro-blogging tools like Yammer to more quickly ramp up new employees

Audience: Novice-to-intermediate participants should be familiar with social media concepts and social learning foundations.

Mark Britz
Sr. Manager of Onsite Learning Events
The eLearning Guild
Mark is the senior manager of onsite learning events at The eLearning Guild. Prior to joining The eLearning Guild, he had worked over 15 years designing and managing learning solutions with organizations such as Smartforce, Pearson Digital Learning, the SUNY Research Foundation, and Aspen Dental Management. His work and writing have been highlighted in the books Revolutionize Learning and Development: Performance and Innovation Strategy for the Information Age and The Social Learning Handbook. He is an active local ATD board member and contributing writer for the 70:20:10 Forum. Mark regularly presents and writes on his Learning Zealot blog about the use of social media for learning, collaborative networks, and organizational development.
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Instructional Design for Mobile Learning

Thursday, March 22, 2012 10:45 AM - 11:45 AM

Mobile learning is more than just converting your existing content to a mobile App. The foundation of any learning is good instructional design. Just as there is poor eLearning, there can also be poor mLearning. Mobile learning can be a great platform for learning if approached correctly. Understanding how to shape content for mobile, and knowing the options of how to deliver it on a mobile device, are the keys to an engaging and effective learning experience.

Participants in this session will explore ways to shape your content using sound instructional design. You will learn the differences and advantages that delivering learning on a mobile device offers. You will see and talk about examples of both good and bad mobile learning. Finally, you will discuss some basic ground rules for creating a successful mobile learning strategy.

In this session, you will learn:

  • The options available for delivering mobile learning
  • How to shape content for mobile learning
  • Why “less is more” strongly applies to mobile learning
  • The basics for building a mobile learning strategy

Audience: Novice-to-intermediate participants should have a basic understanding of learning or instructional design.

Jeff Tillett
Instructional Technologist & Learning Media Producer
Mojocat Creative Services
Jeff Tillett is an instructional technologist and learning media producer for Mojocat Creative Services. Jeff has worked with computers and Internet technologies for nearly 20 years; a survivor of the Internet boom, he assisted many startups in successfully building business and eCommerce ventures. As a developer for a distance-learning Internet start-up, Jeff and his team crafted a custom LMS and all of the content that went in it. Jeff has worked for various companies as an interactive learning developer and instructional designer, including T-Mobile USA, Microsoft, and Float Mobile Learning. Jeff helps organizations build technology road maps and create engaging media for training.
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Case Study: Using the Scrum/Agile Process in Developing Learning Paths

Thursday, March 22, 2012 10:45 AM - 11:45 AM

SunGard Public Sector utilized the software scrum/agile process for a non-software development project. They used it to develop learning paths and learning materials, and it made working across departments more streamlined. It also allowed SunGard to streamline and organize course development for faster results.

Participants in this case-study session will learn what the Scrum/agile process is, and how you can utilize it outside of software development. You’ll learn how SunGard successfully utilized the process, and you’ll gain an understanding of the value of using this process.

In this session, you will learn:

  • To define the scrum/agile process
  • How to use this process to create leaning paths
  • How to use this process to create learning materials
  • How to define and use the Kanban process
  • How to successfully integrate this process in your organization

Audience: Those looking for an alternate process for learning path and course material development that will streamline the process and help to better manage costs and budgets.

Rita Hartman
Sr. Software Consultant/Instructor
SunGard Public Sector
Rita Hartman holds a M.B.A. degree in Business Administration and is a Certified Public Accountant (CPA). She is also a SunGard Public Sector certified presenter. She has 21 years of experience in public, private, and government accounting. Rita currently designs and delivers group synchronous Web instruction and on-demand eLearning courses for the software applications SunGard Public Sector provides.
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Avoiding the Information Overload Trap: Creating

Thursday, March 22, 2012 10:45 AM - 11:45 AM

We have forgotten how to converse. We know how to SMS, we know how to use social media to chat, we revert to e-mail hundreds of times a week and we know how to listen. But we have lost the power of conversation as a learning tool. Learners are inudated with information … a veritable waterfall of data and content is dumped on them and eLearning is too often a lecture not a conversation. That is, it pushes the information to the learner, but the learner does not get to ask about what they have learned.

Participants in this session will learn a method to reintroduce the art of conversation to our existing learning tools. You’ll learn how to create a conversation with a known path and how to direct the conversation in order to introduce the learning outcomes. You’ll explore how to filter the content and present it to encourage conversational learning and you’ll learn how you can introduce these techniques to the classroom, eLearning, and mLearning.

In this session, you will learn:

  • The power of conversational learning
  • The four dimensions of conversation
  • A practical method to create a conversation
  • How to ask powerful questions
  • How to direct a conversation to a known goal

Audience: Participants who want to learn how to listen and talk.

Neil Lasher
Senior Instructional Designer
Neil Lasher, the senior instructional designer for FireEye, is a Fellow of the UK Learning and Performance Institute. Over the last 25 years, Neil has assisted hundreds of companies of all sizes with their learning design and strategy. In 2012 Neil worked for the organizing committee of the London 2012 Olympics, helping to roll out one million hours of learning to 200,000 contractors and volunteers. A recognized expert and thought leader in instructional design and workplace analytics for using technology in learning, Neil is now part of a team of experts delivering learning at FireEye, ranked fourth on the Deloitte 2012 Technology Fast 500.
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