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Learning Solutions Conference & Expo 2012 Block 8
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
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 been a learning consultant for 20 years and she has designed and implemented a wide range of learning solutions for many different organizations. In all of her work, she strives for lean, targeted solutions that deliver the right information without overwhelming learners. But Susan readily acknowledges her challenges in paring down content in her own instructional designs, as much as she acknowledges the her challenges in reducing clutter in her home.
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
User Experience Designer
Alden Systems
Cory Casella is a user-experience designer for Alden Systems; he also contracts through Obsidian. A design professional with a passion for communicating complex ideas through simple and elegant designs, Cory has been animating since middle school when he used the pages of his textbooks. Now he brings his lifelong passion for animation and design to the business 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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