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Learning Solutions Conference & Expo 2012 Block 9
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
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
    Director
    LETSI
    Avron Barr, director of The LETSI Foundation (learning education training systems interoperability), has done research on intelligent tutoring systems, written a three-volume book about artificial intelligence, founded a Silicon Valley startup, and advised dozens of companies and startups about introducing products and services based on new software technologies. In recent years, he’s worked with DARPA on serious games, with the DoD’s Advanced Distributed Learning Initiative on SCORM, and helped start LETSI’s work on systems interoperability to support an era of rapid evolution in educational technology.
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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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