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Learning Solutions Conference & Expo 2012 Concurrent Sessions on Friday March 23, 2012
801 The New Hire Challenge – A Blended Approach to Rapid Onboarding
802 From Print to E: Interactive Books as an eLearning Platform
803 Making Leadership Your Partner in Learning
804 Transformation: Moving Beyond the eLearning Shop to Strategic Learning Partner
805 Social Learning and Dynamic eLearning … Behind the Firewall
806 Effective Use of Color in Your eLearning Designs
807 Using Captivate to Create Meaningful Interaction
808 Making a Successful LMS Switch – A Case Study of DMA
809 Creating Interactive eLearning that Doesn't Require a Mouse!
810 Mobile Devices for Affective Behavior and Skills - Simulations for Tablets
811 Using iPads in Foreign Language Learning – A Pilot Study
812 Three Critical Concepts for Assessing Asynchronous Discussion Questions
813 Getting Stakeholders Aware and on Board through Effective Marketing of Your eLearning Initiatives
901 Tech-integrated Learning Environments: Promoting Student-centered Learning
902 How to Design Scenario-based Assessments
903 Step into the Portal – Online Resource for Onboarding and Supporting Staff
904 Mapping Your Course – Creating Strategic Training Plans
905 Applying Transmedia Storytelling Techniques for eLearning and Training
906 No Budget, Low Tech, High Impact ARGs
907 Help, Our Funding Is Cut: Developing During Hard Times!
908 The Future of Learning Data
909 How to Design Simulation in Clinical Training
910 Managing for Scale: Scaling-up Blended Learning Programs Internationally
911 Morphing Your Mother's Help Cards into Mobile Performance Support Tools
912 SME-driven Learning Content Development
913 The ANSWER to Rapid Analysis: A Successful Implementation
801

The New Hire Challenge – A Blended Approach to Rapid Onboarding

Friday, March 23, 2012 08:30 AM - 9:30 AM

We all face challenges that seem beyond our abilities. CSX recently faced an onboarding challenge to open a state-of-the-art intermodal rail terminal, and hire and train terminal management and labor to safely operate dangerous lift equipment, all within a six-month window. Sometimes the solution is elementary; the methodologies we first learned as trainers are often still the most effective — especially in situations where there is little flexibility and absolute fluidity is required. A blended team of trainers, continuous process improvement managers, regional safety managers, and terminal management not only opened the Terminal on time, but did it safely and effectively.

Participants in this case-study session will learn how to use the ADDIE model to quickly assess the gaps between what is and what should be, and rapidly create an effective successful blended-learning solution that is repeatable and sustainable for follow-on training evolutions.

In this session, you will learn:

  • How to use the ADDIE model to create a training plan
  • How to bridge the gap between what is and what should be
  • How simple task analysis requires less revision along the way
  • How to create a training team where one did not exist before
  • How to create an effective yet flexible training plan
  • How to survive the elements and keep your sanity in a challenging environment
  • How to plan for the future while solving present challenges

Audience: It is helpful if participants are familiar with the ADDIE model, Bloom's Taxonomy, and Gagne's Nine Events of Instruction. This session is suitable for anyone faced with a training dilemma.

Barbara Cotes
Manager of Training and Development
CSX
Barbara Cotes is a retired Navy Veteran with 27 years of experience in developing and delivering training. She holds a Master's of Aeronautical Science from Embry Riddle Aeronautical University with specializations in Adult Education and Instructional Design. As a senior instructional designer, she has created distance-learning products for the U.S. Army Chemical, Biological, Nuclear, and Radiological School, the U.S. Army Combat Engineer School, and the U.S.M.C. College of Continuing Education.
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802

From Print to E: Interactive Books as an eLearning Platform

Friday, March 23, 2012 08:30 AM - 9:30 AM

Courses and training programs call on a diverse collection of assets, including textbooks, training manuals, videos, PowerPoint presentations, and live speakers. Pulling all these assets into a coordinated learning platform presents opportunities and challenges. Are there cost-effective and scalable techniques to quickly assemble high-quality courseware from disparate content? A cost-effective and scalable eLearning solution is to add multimedia, interactivity, and assessment to a digital version of a textbook or training manual.

Participants in this session will learn about a collection of indispensable tools for writers and instructional designers in the digital domain. You’ll learn the top-five techniques required to produce engaging, effective, accessible, multimedia courseware usable in printed or digital format.

In this session, you will learn:

  • How to assess the suitability of source text
  • How to find solutions for non-optimal layouts
  • How to plan digital assets
  • How to deal with divergent print and digital editions
  • How to keep learners on track regardless of format
  • How to select tools for digital output

Audience: Novice to intermediate participants. Hands-on production of training materials is useful, but not required. This session is suitable for CLOs and training coordinators, as well as instructional designers.

June Jamrich Parsons
Author, Creative Strategist
MediaTechnics
June Jamrich Parsons is an author, educator, and a digital-book pioneer. She developed one of the first commercially successful multimedia, interactive digital textbooks. Her career spans decades of educational experience, including extensive classroom teaching at Northern Michigan University and the University of the Virgin Islands, product design for eCourseware, and textbook authoring for Course Technology and Cengage Learning. June holds a Doctorate in Instructional Technology and is a member of ACM and the Textbook Authors Association.
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803

Making Leadership Your Partner in Learning

Friday, March 23, 2012 08:30 AM - 9:30 AM

Getting leadership to buy into the idea of using social media tools, or even beginning an online learning program can be challenging. They often believe the learner: 1) Doesn't have the technology, 2) does not know how to use the technology, or 3) is of a generation that doesn't like technology. Even though performance-based evaluations tell us that face-to-face training, in the traditional sense, doesn't “stick” and is expensive, leadership still gravitates to this familiar learning delivery system.

Participants in this session will get solutions to addressing this challenge. Connecting with leaders by using a blended-learning solution to business strategies and goals will help increase senior leadership buy-in. You’ll also learn how to use the survey data to engage leaders as business partners in order to gain support.

In this session, you will learn:

  • How to create leadership buy-in of blended learning solutions
  • How to engage leadership as business partners
  • How to dispel the myths about front-line workers and their fear of technology
  • Ways to implement blended solutions within the organization

Audience: Participants should have working knowledge of blended learning techniques and social media tools. They should come prepared to think creatively and differently about learning in the 20th century.

Shannon Tipton
Director Workplace Learning
Ambius
Shannon Tipton, director of workplace learning at Ambius, specializes in pulling together effective teams to envision, create, and build a culture of learning while supporting innovative and engaging learning for the end user. She does so by providing cutting-edge learning solutions for real business problems such as manager and sales business simulations, sales competition challenges, and using social media to create richer learning experiences.
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804

Transformation: Moving Beyond the eLearning Shop to Strategic Learning Partner

Friday, March 23, 2012 08:30 AM - 9:30 AM

What worked five years ago isn’t necessarily working today. If you don’t change with the times, you run the risk of no longer being relevant to either your learners or your business partners. This is a challenge that most learning departments face today. This session will offer techniques for transforming learning, staying relevant, and improving relationships with key stakeholders.

Participants in this case-study session will learn how Canadian Tire’s Learning Solutions team is expanding their role to become strategic partners with their corporate clients. They are working to move their clients from saying “I need an eLearning lesson” to “I need your help in building a solution to support my business goals.” Looking at some pivotal projects from the past year, you will see demonstrations of how they are moving to provide a broader range of solutions, at a lower cost, and with shorter timelines. You’ll learn tips for enabling this transformation.

In this session, you will learn:

  • How to partner with other solution providers to expand your offering
  • The benefits to saying “yes” to opportunities outside your comfort zone
  • Techniques for aligning training to business focus areas to stay current and relevant
  • How to adapt processes to become streamlined and cost effective

Audience: Intermediate-level participants with internal stakeholders who are concerned about cost and efficiency.

Susan Horsey
Learning Consultant
Horsey Communications
Susan Horsey has over 15 years of experience as a Learning Consultant, working with organizations to design learning solutions that get results. She has designed for a range of media, including eLearning and classroom – and sees the value in many types of instructional media. Susan has taught instructional design and business writing at the post-secondary level, as well as leading in-house workshops.
Caroline Lyons
Manager, Learning Solutions
Canadian Tire Corporation, Ltd.
Caroline has spent the past 9 years leading an internal consulting group accountable for the development and delivery of end-to-end learning solutions for store employees of Canadian Tire’s national network of retail stores. The solutions developed focus on customer service, product knowledge, merchandising, retail operations standards and store support functions. Caroline has been in the learning field for over 12 years and holds a Bachelor of Education degree from the University of Toronto.
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805

Social Learning and Dynamic eLearning … Behind the Firewall

Friday, March 23, 2012 08:30 AM - 9:30 AM

Social Learning brings a lot of opportunity and challenge to the table when it comes to learning. Are your employees blocked from interacting on Facebook or LinkedIn due to a firewall and legal department? Is your learning content static and non-engaging? Does your organization nurture a true learning community? Are you interested in leveraging the knowledge of multiple subject matter experts, with minimal effort and cost? If you answered “yes” to any of these questions, this session is for you.

This session will show participants how to make eLearning accessible, encourage participation from various users, and provide an interactive platform. This is easy to do through the synergy between Microsoft SharePoint and Articulate Rapid eLearning. SharePoint extends the life of your learning courses by incorporating threaded discussion forums, Wikis, and document libraries, all tied to your eLearning module in real time. You’ll learn how to connect SharePoint Web services with Articulate training modules, thus creating a dynamic learning environment. Participants with SharePoint and Articulate skills will learn how to employ a tool they can use immediately at their workplace.

In this session, you will learn:

  • How to incorporate outside Web services into Articulate courses
  • How to apply different SharePoint Web parts to your particular training needs
  • How to familiarize yourself with different options to make your training material more compelling
  • How to create dynamic data sources
  • How to maintain and administer the data sources you create

Audience: Intermediate to advanced participants with some Articulate presenter knowledge.

Monica Savage
President
Obsidian
Monica Savage gained most of her 15 years’ experience in process and quality management, process improvement, systems implementation, root-cause analysis, and teaching and training within the chemical industry. Her straightforward, collaborative approach to communication—both internally and with customers—and her creative problem-solving abilities are fundamental to Obsidian’s delivery of “out-of-the box” learning programs.
Cory Casella
Design Contractor
Obsidian
Cory Casella is a design professional with a passion for communicating complex ideas through simple and elegant designs. He's been animating since middle school when he used the pages of his textbooks. Now he brings his lifelong passion for animation and design to some of the largest companies in the world through eLearning, graphic design, and programming.
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806

Effective Use of Color in Your eLearning Designs

Friday, March 23, 2012 08:30 AM - 9:30 AM

Color should be an integral part of your learning designs … but is often the last consideration. However color can change a person’s mood, open them to receive learning, and help them remember what they learn.

Participants in this session will learn why the poor use of color can result in lack of excitement and in lost retention. You will learn to use colors to enhance your courses and make them more effective.

In this session, you will learn:

  • The meanings behind colors
  • How to determine the best use of color in eLearning
  • How to identify contrasting colors
  • How to apply color creatively and effectively
  • How to effectively use graphics to create color schemes

Audience: A basic knowledge of instructional design principals.

Reashonda Breckenridge
eLearning Manager
Wyndham Exchange and Rentals (RCI)
Reashonda Breckenridge has a knack for creative eLearning design elements. Her artistic ability arises from her start in fashion design. Reashonda has over 14 years of experience developing Webinars, instructor-led training, and eLearning courses. Her capabilities range from skill-gap analysis and curriculum development to training facilitation.
Bryan (Roger) Egle
Senior eLearning Design Specialist
Wyndham Exchange and Rentals (RCI)
Bryan (Roger) Egle is certified in Franklin Covey’s Presentation Advantage. He has over eight years of experience developing and delivering instructor-led training across the globe. His experience also includes facilitating Webinars and other virtual corporate classroom options. Currently, he is developing highly interactive and engaging technical eLearning courses for new hires and as refreshers for tenured employees.
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807

Using Captivate to Create Meaningful Interaction

Friday, March 23, 2012 08:30 AM - 9:30 AM

Online learning still has a bad reputation within many organizations due to the lack of interaction. Page-turners, or “Next” types of interaction, are not engaging and will not return the learning outcomes you most likely have set for your education programs. All instructional designers need to create education on a tight timeline, and most organizations end up with a lot of content online with little connection to actual learning.

Session participants will learn how to using Captivate 5's variables and layering interaction to achieve connecting content. You’ll learn to quickly and easily maximize learning outcomes using Adobe Captivate 5's easy variable developer and layering content.

In this session, you will learn:

  • Adobe Captivate 5’s variable abilities
  • The steps to creating a variable
  • The steps to layering variables to create more in-depth interaction
  • Accessible resources to assist with development

Audience: Novice-to-intermediate participants who want to learn tips for using Captivate to build interactivity into their courses.

Melissa Heath
Learning Technologies Team Leader
WellSpan Health
Melissa Heath has been a part of the educational community for 15 years. Her background ranges from training on point-of-sales systems for the retail industry to developing educational simulations for a healthcare system. She follows the theories of education design by Michael Allen and William Horton, which surround the belief that interaction is what constitutes true engagement, not simply clicking “Next.”
Larena Jackson
Learning Technologies Specialist
WellSpan Health
Larena Jackson has designed and developed online training for a healthcare system for more than a decade. Prior to her focus on online training, she was an instructor for various technical applications. Currently, Larena produces application simulations and knowledge-based training. Following Michael Allen’s education design theories, she works with her clients to think about engagement and not about just showing where to click in the applications.
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808

Making a Successful LMS Switch – A Case Study of DMA

Friday, March 23, 2012 08:30 AM - 9:30 AM

In the 2010 eLearning Guild study, Getting Started with Learning Management Systems, only 62% of respondents said their LMS lives up to vendor promises, while 13% plan to abandon their current LMS. How do you switch to another LMS, ensure that you choose the right vendor, coordinate the migration to the new platform, and integrate with your existing systems? If you are migrating instructor-led content to online or revising legacy online content, how can you integrate effective Adult Learning theory with the latest technology to ensure a successful migration and a positive learning experience for your training community?  

Participants in this case-study session will learn how DMA migrated to a new LMS. You’ll see how they converted instructor-led learning experiences for online delivery, and get practical advice and a checklist for vendor selection and platform evaluation. You’ll discover the “tips and tricks” that ensure integration and user migration is handled effectively, and see demonstrations of the new DMA online learning platform and course samples.

In this session, you will learn:

  • How to perform vendor selection and system evaluations
  • How to switch from a existing LMS to a new platform with minimal user disruption and vendor cost
  • How to avoid “settling for mediocrity” in online learning
  • How to “convert” instructor-led current or legacy content into effective online learning experiences
  • How to manage, launch, and deal with things that are out of original project scope

Audience: Novice-to-intermediate participants with a basic understanding of eLearning and learning management systems.

Jack McGrath
President and Creative Director
Digitec Interactive
Since 1991, Jack McGrath has worked as an instructional designer, producer, and developer of learning simulations for The Walt Disney Company, YUM Brand Restaurants, FINRA, Cisco Systems, and the Council for Economic Education. Jack has won national awards for eLearning and technology that better engages the “game-based” generation. He is also a playwright and screenwriter, with over 40 productions to his credit, including a three-time winner of the Florida Playwrights Competition. Story is Jack's passion.
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809

Creating Interactive eLearning that Doesn't Require a Mouse!

Friday, March 23, 2012 08:30 AM - 9:30 AM

The use of text-on-PowerPoint is still far too pervasive in the eLearning environment. Most people still fall prey to using too much of this art form. If a picture is worth a thousand words, why do we insist on putting those thousand words on our slides? This session looks at a graphical approach that enhances the learner experience. The Pecha Kucha model allows a creative, meaningful way to harness learner knowledge through audio and graphics. Pecha Kucha does not allow any text – only graphics in twenty 20-second audio sound-bites for an eLearning environment. This graphical, short-duration-to- content delivery focuses the learners’ recall and enhances their retention contributing to higher levels of performance improvement.

Participants in this session will be creating a Pecha Kucha in a team environment! Come learn how to use this model for your eLearning.

In this session, you will learn:

  • How to turn social knowledge into a meaningful learning experience
  • How to create focused, powerful eLearning with simple resources
  • How to create eLearning that grabs learner emotion for high recall on the job
  • How to rapidly turn around eLearning content How to create interactive eLearning without a mouse
  • How to inspire learners about eLearning beyond just completing a module
  • How to develop eLearning as a team experience

Audience: Novice-to-intermediate participants should know how to use PowerPoint and Audacity, Articulate, or Captivate and how to record audio. While you’ll get a “library” of topics and graphics from the presenters, you may wish to come prepared with your own topics and graphics. Participants are encouraged to bring a laptop and mic/headphones to the session. 

Sheryl Ewert
Learning Management Administration
The University of Kansas Hospital
Sheryl Ewert aspires to design courses according to neuroscience principles. She implements and administers the hospital’s first LMS, initiating an eLearning environment. She has been a consultant, forging business/school partnerships, identifying workplace skill needs, and driving curriculum for improving workforce readiness. She has taught kids, junior-high English, ESL, speech and writing to college students, management skills to small-business owners, and is a published writer. Her education includes a Bachelor’s degree in education, and a Master’s degree in communications. A second Master’s degree in Instructional Technologies is on the horizon.
Jason Bennett
Instructional Designer
The University of Kansas Hospital
Jason Bennett is one of the rare individuals who approached instructional design from a purely technical background. He started his career as a 10-year veteran in computer programming, and then evolved into user interface design, human factors, and application usability. After designing and building two custom learning management systems from scratch that each supported a worldwide audience of more than 60,000 users, he branched into instructional design, eLearning courses, and multimedia development. Over the past 11 years, he has become highly skilled in the design, development, and delivery of online learning content.
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810

Mobile Devices for Affective Behavior and Skills - Simulations for Tablets

Friday, March 23, 2012 08:30 AM - 9:30 AM

By combining the effectiveness of complex branching simulations with the power and access of tablet devices, trainers now have an option to reach their targeted audiences wherever they may be. However, mobile is not a panacea. When designing learning solutions, developers and trainers must consider the overall experience they need to provide to their participants and incorporate mobile where it can best serve what they want to achieve and the needs of the audience.

This session will introduce participants to the Experience Design methodology, an approach that focuses on both the engaging student experience and the organizational experience that results from the blend of activities. Further, you’ll learn how to appropriately incorporate mobile simulations into the mix, and some strategies for efficient use. You’ll learn the concept of Micro Learning Simulations, shorter simulations that you can effectively deploy to tablets utilizing existing resources or assets without duplicating efforts. This approach provides a framework for thinking about Mobile as part of the overall learning portfolio, rather than as a solution in and of itself.

In this session, you will learn:

  • The Experience Design methodology for considering both individual and organizational experience
  • How to determine which modality is appropriate for what learning objectives
  • How to design Micro Learning Simulations that are a good fit for tablets
  • How to utilize existing assets to move to mobile; and how to go from mobile back to other modalities

Audience:
Intermediate to advanced designers and developers with some experience implementing or development training programs.

Ken Spero
CEO
Ed Leadership Sims
Ken Spero is the CEO of Ed Leadership Sims, which was established in partnership with the Graduate School of Education of the University of Pennsylvania. In his role, Ken continues his work in experience design to help clients shift the focus from "what" leaders think to "how" they think. Previously he worked at the Regis Company and designed and launched the Immersive Learning University for NexLearn, which continued the work he had begun with the co-founding of Humentum. He is also an adjunct faculty member at the University of Pennsylvani. Ken holds an MBA from Columbia University and an undergraduate degree in management science from Case Western Reserve University.
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811

Using iPads in Foreign Language Learning – A Pilot Study

Friday, March 23, 2012 08:30 AM - 9:30 AM

Tablets are the hot new platform to develop learning on … but there is little research or evaluation on how you can use these devices learning … especially when teaching languages.

Session participants will learn an approach for assessing whether the iPad is a supportive language-learning platform for reading, listening, speaking, and writing functions. You’ll learn about various study methods and different applications that are available for teaching languages.

In this session, you will learn:

  • The advantages and disadvantages of using iPad by language learners.
  • What language-learning students say about using iPads
  • The iPad utility apps available for learning

Audience: Novice-to-intermediate participants. Previous use of iPad and apps would be helpful.

Sandra Berman
Senior Research Scientist
Defense Language Institute Foreign Language Center
As Senior Research Scientist at the Defense Language Institute Foreign Language Center in Monterey, CA, Sandra Berman researches and evaluates the effectiveness of the use of distance learning and mobile learning in the language-learning environment. She has over 20 years’ experience in planning, coordinating, and executing research projects for educational institutions, nonprofit organizations, and the IT industry. Sandra received her Doctorate from the University of California at Berkeley.
Tamas Marius
Director LTEA
DLI
Dr. Tamas Marius is Director of the Language Technology Evaluation and Application Division at the Defense Language Institute Foreign Language Center (DLIFLC). He has a Doctorate in Education from the University of Central Florida, a B.A. in Recording Engineering from Berklee College of Music, and over 20 years of teaching experience. A specialist in finding innovative ways to bring technology into the classroom, Dr. Marius currently works with the Foreign Language Center’s CIO to coordinate the implementation of software, hardware, and online learning technology services in support of foreign language education at DLIFLC.
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812

Three Critical Concepts for Assessing Asynchronous Discussion Questions

Friday, March 23, 2012 08:30 AM - 9:30 AM

One of the most widely used instructional activities for online and blended learning environments is the asynchronous online discussion, however it is also one of the least understood components. People utilize online discussions more for lower-level thinking skills such as remembering and understanding than for higher-order skills such as analyzing, evaluating, and creating. To benefit from this course discussion component we must address a three-fold issue how do we develop discussion questions, as well as how do we design and deliver assessments of students’ responses.

This session will provide solutions to each of the issue areas. Participants will get a practical guide to developing questions that encourage higher-order thinking skills along with real-world examples. You’ll learn a framework for developing sound assessments of discussion questions, and get demonstrations of technological tools to aid in the delivery of these processes and their applications.

In this session, you will learn:

  • How to design discussion questions that encourage higher-order thinking skills
  • The technologies that support the question-design process
  • The technologies that support the assessment design process
  • When you should assess discussion questions in terms of both summative and formative measures
  • How to design simple and effective assessment tools

Audience: Intermediate-level participants should have general knowledge regarding Bloom’s Taxonomy, the instructional design process, online course delivery and pedagogy, and LMS navigation.

Katherine Hixson
Assessment Specialist- Instructional Design
Pearson Learning Solutions - Custom Curriculum
TBAAs the Assessment Specialist for Pearson Learning Solutions – Custom Curriculum, Katharine Hixson identifies and compiles appropriate assessments based on all the relevant details of a project and makes recommendations regarding evaluation strategies. Katharine is a pre-doctoral Research Fellow with NASA, working at the Johnson Space Center each summer where she works to quantify, identify, and ultimately, mitigate issues related to human behavioral health and performance for long duration missions. Katharine holds a B.S. degree in Journalism from Ohio University, a M.F.A. degree in Creative Writing, and is currently pursuing a Ph.D. in Computing Technology in Education.
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813

Getting Stakeholders Aware and on Board through Effective Marketing of Your eLearning Initiatives

Friday, March 23, 2012 08:30 AM - 9:30 AM

Many training teams can provide services that improve workplace effectiveness and process improvement within their organizations. But stakeholders are often unaware of the services training team’s offer beyond developing and delivering training, so training is rarely called upon to help. Without effective marketing of training programs, learners tend to view training as being “dumped” on them and can become resentful, and/or are unaware of the existing training that will benefit them in their jobs.

The first session segment focuses on the necessity of marketing the training team and its products and services. Participants will see various innovative marketing solutions that you can take home to showcase your own team. The second segment focuses on how to market the training team’s deliverables to learners. You’ll see ADDIE process maps that highlight where you should conduct the marketing element, thus ensuring marketing is a component of training development. Participants will walk away from this session with tools (fresh, unique, and useable ideas) that can easily be implemented within a week of returning to work. Learning techniques for properly marketing their team’s skills and ability ensures that the team becomes an integral and necessary part of the organization.

In this session, you will learn:

  • The importance of marketing your team as well as your deliverables
  • How to place a marketing strategy in the training development process
  • The key stakeholders to market your team and product
  • Innovative marketing solutions to take home

Audience: Novice-to-intermediate participants should have a basic knowledge of training development.

Brian Via
Sr. Clinical Training Developer
Takeda Pharmaceuticals North America, Inc.
Brian Via has 11 years’ of training experience in various industries, which includes pharmaceutical research and manufacturing, health care, and telecommunications. Brian's areas of expertise are training development of eLearning, performance improvement through on-the-job-learning, process mapping, and distance learning. He holds a B.A. degree in Liberal Arts from Purdue University with majors in Professional Writing and English Literature.
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901

Tech-integrated Learning Environments: Promoting Student-centered Learning

Friday, March 23, 2012 09:45 AM - 10:45 AM

PLNU is a private non-profit university with a traditional approach to teaching and learning. On this faculty-governed campus there was resistance and skepticism regarding online or hybrid courses – faculty felt classes in these types of formats would necessarily lack rigor and quality.

Participants in this case-study session will learn how PLNU implemented a faculty-development program called Technology Integrated Learning Environments (TILE) to help faculty understand what it means to bring instruction into an “online” environment. They offered a six-week faculty development program in a hybrid format to help faculty transition from lecture-based strategies to technology-rich and student-centered pedagogies that make use of online learning environments while maintaining a strong sense of community. This unique faculty-development opportunity focused on using technology to support learning outcomes and provided a high level of engagement for students. You will learn about delivery mechanisms, development timelines, deliverables, and lessons learned.

In this session, you will learn:

  • The key elements of the TILE program that contributed to its success
  • How to design a similar faculty development program as relevant to your university
  • The steps for implementing a program like TILE at your own university.

Audience: Novice participants should be familiar with a “university culture” and understand the unique problems that come with helping faculty develop themselves as teachers.

Katie Jacobson
Manager of Instructional Technology
Point Loma Nazarene University (PLNU)
Katie Jacobson has worked in a variety of industries including defense, healthcare, retail, and higher education. She currently leads a team that designs and delivers faculty development training. Topics range from helping faculty implement simple technology solutions to comprehensive instructional design strategies for hybrid/online course formats. Programs include Technology Integrated Learning Environments and the Student Technology Assistance Resource which staffs technology-savvy students to assist faculty with technology. Katie holds a B.A. in Psychology from Humboldt State University, a Teaching Credential from PLNU, and a M.A. degree in Education.
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902

How to Design Scenario-based Assessments

Friday, March 23, 2012 09:45 AM - 10:45 AM

Scenario-based assessments can be an effective form of evaluation since they represent job-related application of knowledge and skills that can span time, space, people, tools, and various job features. When carefully designed, they can also provide instructors, instructional designers, and other stakeholders with valid units of performance analysis.

This case-study session will show suggested methods and demonstrate the application of the techniques of a Web-based training program developed for the Florida Department of Transportation that utilizes micro-scenarios, interactive simulations of roadways, task-centered quizzes, and 3-D characters as virtual mentors to guide the learners.

In this session, you will learn:

  • How to create assessment scenarios, beginning with a task analysis
  • How to identify the performance claims to be made based on target knowledge and skills
  • How to create the story and characters
  • How to identify the sequence of events that provides sufficient guidance to users while increasing validity
  • How to use basic tools to manage the process

Audience: Novice-to-intermediate participants.

Iskandaria Masduki
Instructional Design Coordinator
Florida State University
Iskandaria Masduki is a Research Associate and Instructional Design Coordinator at the Center for Information Management and Educational Services, Florida State University. She’s the lead instructional designer on learning projects involving Florida state agencies and has taught Flash animation, interactive media, and instructional design. Her diverse work experience includes Web design, scriptwriting, broadcast journalism, and marketing communications. Iskandaria is a doctoral candidate in Instructional Systems at FSU and is a big fan of “Angry Birds” and zombies.
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903

Step into the Portal – Online Resource for Onboarding and Supporting Staff

Friday, March 23, 2012 09:45 AM - 10:45 AM

Orientation and onboarding requirements can vary greatly, depending on your business. A hospital must provide caregivers with very specific education before they can care for patients. Orientation is a long process that can require weeks or months before the caregiver is fully comfortable in his or her role.

Participants in this case-study session will learn how dedicated online resources were set up to assist new clinical hires and existing staff in referencing the information needed for patient care and education. You’ll learn how the hospital set up a Nursing Portal SharePoint-site as a performance support and eLearning tool, as well as a comprehensive information and resource repository allowing the staff to learn and professionally develop at their own pace. Time spent in lecture was reduced, allowing more time to focus on the essentials.

In this session, you will learn:

  • Why utilizing in-house resources provides a better, safer healthcare environment
  • How to structure online resources so your new hires and staff can optimize them
  • How utilizing an online environment in addition to live sessions provides a richer, more comprehensive orientation
  • How you can use a portal as a tool for supporting orientation as well as a resource for experienced staff

Audience: Novice participants should have a basic knowledge of instructional design; a healthcare focus is helpful but not required.

Andrea Platt
Education Consultant
St. Vincent Indianapolis Hospital
TBA
Lorraine Hughes
Instructional Design Consultant
St. Vincent Indianapolis Hospital
Lorraine Hughes is an innovative RN Instructional Designer with 21-years experience in education and 13 years experience in eLearning. She is the resident resource expert in the use of SharePoint for Web page development. Lorraine is the lead and administrator of St.Vincent’s Nursing Portal, a one-stop-shop for resources needed by bedside nurses to aid them in delivering safe care. As a designer and developer of eLearning programs, she strives to engage the learner by producing interactive and entertaining training on a shoestring budget! Lorraine holds a B.S. degree in Health Science Education.
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904

Mapping Your Course – Creating Strategic Training Plans

Friday, March 23, 2012 09:45 AM - 10:45 AM

The ability to think and act strategically is valued by mid- and senior-level leadership in organizations. The ability to create a strategic training plan can help raise awareness of the value to the organization and help you position your organization for success in obtaining necessary resources to achieve its goals. Creating strategic training plans takes time, but with a ready template and a moderate amount of business knowledge, most managers and non-managers can develop strategic training plans. Strategic planning is typically not a course taught as part of an instructional design degree, leaving training professionals without the skills needed to effectively communicate from a business perspective.

This session will provide participants an overview of the knowledge and skills needed to create a strategic training plan. Such plans will help the training organization increase its value by aligning the mission, objectives, and goals of the training organization to those of the overall organization.

In this session, you will learn:

  • The purpose of strategic training plans
  • How to align organizational goals with departmental goals
  • The benefits of creating a strategic training plan
  • How to develop a simple and moderately complex strategic training plan
  • Who you need to involve in the development of a strategic training plan

Audience: Novice-to-intermediate participants should come to this session with examples of their organization’s mission statements, values statements, and organizational goals. Only share non-proprietary information during the session.

Phillip Weiss
Training and Development Manager
Lawrence Berkeley National Laboratory
Phillip Weiss is the Training and Development Manager at the Lawrence Berkeley National Laboratory. Over his 25 years in the training field, he has worked in non-profit, high-tech, consulting, military, and government industries designing and implementing interpersonal and technology training programs. Phillip holds a M.B.A. degree from the University of Maryland and is currently completing his Doctorate of Business Administration and Leadership from Walden University. Among his many achievements, he has earned the Unites States Meritorious Service Medal, the Blue Pumpkin Software President's Club Award, and the Boy Scouts of America Commissioner-Service-of-the-Year Award.
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905

Applying Transmedia Storytelling Techniques for eLearning and Training

Friday, March 23, 2012 09:45 AM - 10:45 AM

A growing number of courses, devices, applications, tasks, and responsibilities compete for learners' limited attention. ELearning and training programs don’t need to compete – they can leverage multiple media to reach learners anywhere, anytime. Transmedia is a cutting-edge approach that can help with remediation and knowledge reinforcement.

Participants in this session will learn the origin of transmedia, and discuss the theory behind the use of multiple media to increase learner retention and cognitive flexibility. You’ll get a description of the transmedia principles that are most efficient for eLearning, and you’ll see examples of uses of transmedia for government training, strategic communication, community outreach, and corporate training. Each example will focus on in-depth analyses of how eLearning and training programs can directly apply concepts and practices that are relevant across media, devices, and platforms. The session’s focus will be on providing you with tips and methods you can try in your training programs.

In this session, you will learn:

  • The definition and origin of transmedia
  • The theory behind why our brains are hard-wired for transmedia storytelling, and why it will work for your training
  • A practical method and framework for designing transmedia storytelling for eLearning and training
  • Examples of transmedia approaches for strategic communication, eLearning, and community outreach
  • How to create story worlds
  • How to take advantage of social media

Audience: Novice participants interested in the use of various media to engage learners in a cohesive training experience.

Aaron Silvers
Community Manager
Advanced Distributed Learning (ADL)
After years of classroom teaching, Aaron Silvers taught himself to create interactive learning experiences with Macromedia (now Adobe) Flash for clients including the National Football League, and ultimately working with Advanced Distributed Learning (ADL) and contributing to the Sharable Content Object Reference Model (SCORM). As the lead content developer, Aaron prototyped content examples used around the world and across the eLearning industry. An early adopter of emerging technologies, Aaron enjoys the variety of challenges in connecting people to knowledge and to each other. Aaron consults on how technologies enable and accelerate formal, experiential, and social learning.
Elaine Raybourn
Research Scientist
Advanced Distributed Learning Initiative
Elaine Raybourn holds a Ph.D. in Intercultural Communication with an emphasis on Human/Computer Interaction. Elaine’s greatest passion involves designing personalized learning, experiential and collaborative virtual worlds, social-process simulations, and serious games that hone creativity, intercultural communication competence, and adaptive thinking. She led the development of two serious-game titles for the U.S. Government that addressed adaptive thinking, and has worked on transmedia efforts for training and education. Elaine was an ERCIM (European Consortium for Research in Informatics and Mathematics) Fellow and has worked at research laboratories in the U.S., U.K., Germany, and France.
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906

No Budget, Low Tech, High Impact ARGs

Friday, March 23, 2012 09:45 AM - 10:45 AM

How can you create an Alternate Reality Game (ARG) that generates enthusiasm and engagement on a very small budget, using technologies readily available to anyone? In this session, you will see an ARG called Operation Ethics Infiltration used at the 18th National Government Ethics Conference. The main purpose of the game was to encourage engaged conference behavior by rewarding conference attendees for participating in sessions, asking questions, immediately applying knowledge learned, and networking with fellow attendees. You’ll learn about the game's framework, a zero-budget marketing plan, and a simple model that any organization can use to enhance conferences and similar events.

Participants in this case-study session will get a transferrable model for an ARG that you can use in your organizations to create high-impact engagement and enthusiasm using readily available technologies on a tiny budget (Google SMS, conference calls, cell phone video, basic HTML, etc.). You will walk through the game design process, game play considerations, technological options, marketing, how to manage audience limitations, and the lessons learned.

In this session, you will learn:

  • That ARGs are an effective way to create high-impact engagement and enthusiasm
  • That cost need not be prohibitive to running an effective ARG
  • That you already have access to the tools and technologies to create a successful ARG
  • How to market and manage an ARG for a large or small audience
  • What you need to consider when designing an ARG

Audience: This session is for all potential game designers, regardless of skill level or familiarity with the subject matter.

Patrick Shepherd
Learning Technologies Education Specialist
U.S. Office of Government Ethics
Patrick Shepherd joined the U.S. Office of Government Ethics (OGE) in December of 2004 where he is responsible for continuing education and electronic outreach. Prior to joining the Education Division, Patrick served as a Desk Officer in OGE's Program Services Division where he provided ethics liaison services to a portfolio of executive agencies. Patrick holds a B.A. degree in philosophy, magna cum laude, from Mary Washington College.
Ryan Segrist
Education Specialist
U.S. Office of Government Ethics
Ryan Segrist is an experienced instructor on financial disclosure, conflicts of interest, and educating ethics officials. He holds a B.S. from Bethany College, and a M.A. from the University of Tennessee, majoring in philosophy. He also was a decorated enlisted member of the U.S. Marine Corps Reserve Infantry.
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907

Help, Our Funding Is Cut: Developing During Hard Times!

Friday, March 23, 2012 09:45 AM - 10:45 AM

ELearning professionals must come up with creative ways to reduce costs during lean times. Repurposing and reusing learning assets can be an effective approach to cost savings.
 
During this case-study session you will explore the ways that AKCEL (Akron Center for eLearning) at The University of Akron has reused existing learning objects in order to maintain quality and lower development costs during recent funding reductions. You will learn how they repurpose eLearning assets for reusablity, and how this has reduced the cost of developing an eLearning product, without sacrificing quality. You will see how a video repository that the organization developed for easy access and delivery of video learning objects reduced costs.

In this session, you will learn:

  • The rationale for developing eLearning assets at a granular level
  • How AKCEL learned to repurpose learning objects out of necessity
  • How a programmer can render learning assets to form a learning object
  • About the projects that AKCEL has repurposed: how, why, and what

Audience: Intermediate eLearning developers and eLearning managers.

LeAnn Krosnick
Manager of Instructional Design and Development
AKCEL, The University of Akron
LeAnn Krosnick currently serves as the manager of instructional design and development for AKCEL at The University of Akron where she oversees the development of online teacher professional development courses. She has served in this capacity for over seven years. Prior to this, she was an adult education coordinator, responsible for the development and instruction of technology training for a large teaching hospital. LeAnn holds a bachelor’s degree in technical education from The University of Akron and a master’s degree in educational technology from The George Washington University. In addition, she has attained continuing education graduate certificates in e-Learning and New Media.
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908

The Future of Learning Data

Friday, March 23, 2012 09:45 AM - 10:45 AM

The move to mobile, immersive, social, and intelligent eLearning on the Web requires a new approach to learning data. Failure to find a way to easily and securely exchange data among new eLearning products and installed systems could become a serious barrier to the adoption of innovative eLearning products and business models. There is no adequate system today for exchanging data of this nature among disparate learning systems. There are attempts to patch several current content-portability frameworks to do the job. The LETSI Foundation has made a fresh start – a modern approach to learner data in a fully distributed world – an open ecosystem for learning. In cooperation with leading eLearning standards organization, LETSI has pioneered some new thinking and some exploratory projects.

In this session, participants will learn the limitations of today’s data and metadata frameworks, along with the new data requirements of immersive, mobile, social, and intelligent eLearning courses. You’ll learn the current approaches that SCORM, AICC’s CMI-5, and the IEEE eLearning standards are taking. You’ll also be able to ask questions about your own data integration situation.

In this session, you will learn:

  • About a future world with a million apps for teachers and learners
  • The limitations of today's data and metadata frameworks
  • The new data requirements of immersive, mobile, social, and intelligent eLearning courses
  • The current approaches being taken by SCORM, the AICC's CMI-5, and the IEEE eLearning standards
  • Audience: This session is appropriate for all participants and deals with the issues of systems interoperability in a non-technical way.

    Avron Barr
    Communications Chair
    LETSI
    Avron Barr has been an independent business consultant in Silicon Valley since 1980. After publishing his four-volume Handbook of Artificial Intelligence, he co-founded Teknowledge, an AI startup, and then Aldo Ventures, a consultancy that works with innovative software organizations to help them understand their markets, define their offerings, and explain their ideas. His clients include software publishers, services firms, startups, spinoffs, NGOs, and even countries. From 2006-2008 he consulted for the U.S. Advanced Distributed Learning Initiative on the strategic future of SCORM. He is an active volunteer in the campaign for open standards in eLearning.
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    909

    How to Design Simulation in Clinical Training

    Friday, March 23, 2012 09:45 AM - 10:45 AM

    There are numerous challenges when trying to provide top-quality education to learners in a time of organizational restructuring. The session offers a case study detailing the challenges and successes of building a simulation environment for laboratory technology students performing the clinical portion of their training within an organization.

    This case-study session will provide the do's and don'ts of setting up a simulation environment, and will detail challenges specific to clinical training scenarios. Participants will see details of the process and will get the lessons learned. You’ll learn about both the hardware portion (the developing of the space and purchase of equipment) of the project development and the software portion (gaining buy-in from the existing staff, hiring more staff, and developing instructional materials under the new structure).

    In this session, you will learn:

    • The nuts and bolts of building a training laboratory from scratch
    • Things to consider when transitioning a learning program from one model to another
    • The challenges involved in engaging staff and developing instructional materials that fit the new model

    Audience: Intermediate participants should have knowledge of blended learning situations and the tools utilized for these scenarios.

    Keith Steinbach
    Clinical Educator
    Alberta Health Services (AHS)
    Keith Steinbach has been designing eLearning modules for the last 10 years, and is responsible for administering his organization’s learning management system. Keith holds a master’s degree in instructional and performance technology from Boise State and is on the editorial board of labtestsonline.org.
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    910

    Managing for Scale: Scaling-up Blended Learning Programs Internationally

    Friday, March 23, 2012 09:45 AM - 10:45 AM

    As a result of developing good management systems for scale, MSH, with funding from the United States Agency for International Development, has successfully scaled-up virtual program offerings supporting 3,700 health professionals using six languages from more than 70 low-resource countries around the world. These offerings build participants' management and leadership capacity to achieve organizational results.     

    Participants in this case-study session will learn how MSH set up a management system that successfully assured high-quality facilitation, Web development, content adaption, and management training for new managers and support staff in order to offer up to 12 programs (often concurrently) per year in multiple languages. You will learn how they updated manuals; created a team of support managers and staff; developed a systematized approach to content management, course adaption, and translation; captured program improvements; and created a database to track and prioritize lessons learned, suggested improvements, and upgrades for future offerings.

    In this session, you will learn:

    • The elements of a successful virtual program-management system enabling scale-up of MSH’s virtual program suite
    • How MSH managed translations and the adapting of program content to the local context
    • How MSH trained and supported multiple project management teams during concurrent course offerings
    • The lessons learned from this experience

    Audience: Novice to intermediate participants knowledgeable about eLearning project management. Other organizations facing similar management or scale-up challenges in eLearning will find this session interesting.

    Karen Chio
    Senior Program Officer
    Management Sciences for Health
    Karen Chio has 11 years of international and public health experience, which includes nine years working on international distance learning for health and two years of service with the U.S. Peace Corps in Madagascar. Karen holds a M.P.H. degree with a concentration in International Health from Boston University School of Public Health and two B.A. degrees (summa cum laude) in Spanish and French from the University of Connecticut. Karen has worked virtually in 68 countries and face-to-face in Guinea, Senegal, Haiti, Jordan, Rwanda, Tanzania, Madagascar, Ethiopia, and Nicaragua.
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    911

    Morphing Your Mother's Help Cards into Mobile Performance Support Tools

    Friday, March 23, 2012 09:45 AM - 10:45 AM

    Traditionally, over the decades, Help cards, Quick Reference cards, or Job Aids were used to assist in learning new tasks, or as refreshers for infrequently performed tasks. The mobile platform is perfect for these performance support tools, but the question is … how do you convert them to mobile and ensure their legibility and functionality?

    Participants in this session will learn answers to a number of issues: How to format Help-card and other information for mobile devices so that information is legible and usable. Specifically, how do you handle the fact that most of these documents are in a tabular format that may not work well on a small device?  How do you edit content to reduce the amount of text needed to convey the message. How do you make mobile performance support tools interactive without much (or any) programming.

    In this session, you will learn:

    • How to format Help-card and other information appropriately for the mobile platform
    • How to edit content effectively to reduce the amount of text needed
    • How to make mobile performance support tools interactive
    • How to add technological bells and whistles to increase usability

    Audience: Novice participants should have a basic knowledge of HTML and Microsoft Word.

    Nad Rosenberg
    President
    TechWRITE, Inc.
    Before starting TechWRITE, Inc. in 1985, Nad Rosenberg managed documentation and training departments for several large corporations. She is a graduate of Carnegie Mellon University, an Associate Fellow at the Society for Technical Communication, on the Board of Directors of the Plain Language Association InterNational, and a Past President of the Philadelphia Metro Chapter of the Society for Technical Communication.
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    912

    SME-driven Learning Content Development

    Friday, March 23, 2012 09:45 AM - 10:45 AM

    The role of the instructional designer is changing. Instead of developing learning materials, learning specialists are guiding, coaching, and supporting teams of subject-matter experts through the instructional design process. Instead of working on one or two projects, the typical learning specialist is now able to manage several project teams. High levels of employee and SME comfort with cutting-edge computer and network technologies – such as mobile technology, cloud computing, geo-coded data like Google Earth, personalized websites such as Facebook and Linked-In, semantic-aware applications, smart objects, and Web 2.0 technologies — also affect the way we can develop and implement learning solutions.

    In this session, participants will learn how to use these technologies, as well as the rapidly growing number of user-friendly authoring tools, to enable subject-matter experts to develop and deliver quality, effective learning solutions. You’ll also learn how the use of Web conferencing tools and information-mapping environments enable project teams to work well across geographical and time boundaries.

    In this session, you will learn:

    • The effect of today’s changing workforce on instructional design
    • How the evolution of traditional instructional design practices evolved into SME-driven authoring
    • The inter-dependence between instructional design and instructional technology
    • The core competencies required for the development of quality, effective blended learning offerings

    Audience: Intermediate-to-advanced participants with at least one year or more experience in developing learning materials.

    Meta Rousseau
    Learning Process and Standards Manager
    Baker Hughes
    Meta Rousseau has more than 15-years’ experience in corporate training and higher education combined. She has taught graduate classes in Curriculum & Instruction and Instructional Technology at various universities, and presented at conferences on Instructional Design and Structured Mentoring. Meta published a small book on Structured Mentoring in early 2008, titled Structured Mentoring for Sure Success.
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    913

    The ANSWER to Rapid Analysis: A Successful Implementation

    Friday, March 23, 2012 09:45 AM - 10:45 AM

    The rapid pace of business often makes the traditional needs assessment impractical. Companies sometimes are unwilling, or unable, to spend excessive amounts of hours and resources on comprehensive needs studies as part of their change-management initiatives. Additionally, the size and scope of many training projects doesn’t necessitate the need for a traditional, drawn out needs analysis. Unfortunately, this dilemma has left the corporate learning landscape littered with ineffective, directionless training programs.

    Session participants will learn about the ANSWER Analysis, a model for a needs assessment that can keep pace with both business demand and rapid development technologies by avoiding the time and cost hassles associated with traditional needs assessments. You’ll learn how, using ANSWER, learning professionals will be able to expeditiously analyze complex employee and business development situations and create targeted solutions.

    In this session, you will learn:

    • How to facilitate a rapid analysis of organizational needs
    • How to customize an analysis methodology to suit your work context
    • How to produce a summary report of the analysis
    • How to introduce an analysis methodology to your organization (one that can easily go viral)
    • How to leverage a mobile tool to accomplish a needs analysis and produce a blueprint for moving forward

    Audience: Intermediate participants should be familiar with the ADDIE model for instructional design and understand the basic concepts of traditional needs analysis, including job/task analysis and performance analysis.

    Jo Anna Hatcher
    Manager, Instructional Design
    Rain for Rent
    Jo Anna Hatcher is a manager of instructional design at Rain for Rent. She has 10 years of experience in workplace learning and performance and she is passionate about introducing innovative structure and strategy to the learning design and development process. She has experience executing international learning programs and has successfully implemented employee performance-improvement programs in several different industries. Additionally, Jo Anna is an experienced course facilitator. Jo Anna holds an MS degree in applied technology and performance improvement and is a certified professional in learning and performance.
    Barbara Matthews
    Director of Learning Solutions
    Allen Communication Learning Services Inc.
    Barbara Matthews has always been passionate about learning. Originally an elementary school teacher, Barbara has spent the last 15 years in the field of learning and development. While at Allen Communication Learning Services, she has had the opportunity to consult on learning solutions with many of the world’s best L&D organizations. Barbara has held such roles as Senior Design Consultant, Director of Project Management, and Director of Learning Solutions. Barbara holds a B.S. degree in Elementary Education and a M.S. degree in Instructional Technology.
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