Friday, March 26, 2010 09:45 AM

Kathy Jeep,TSYS

We’ve all seen typical e-Learning courses – simple page-turners that serve primarily as a means to communicate information. Students sit through the content, clicking the Next button, occasionally answering questions, reviewing scenarios, or completing guided-practice exercises. Students generally have little need to take notes or to reference the information after the course is complete because the type of content covered is generally basic, easy-to-explain, overview-type information. But our intended audience is located around the world, and we needed a course on contact chip payment technology, which was quite technical, even for an introductory level course. 

In this case-study session, you’ll examine a blended e-Learning course TSYS developed that includes a student workbook. Students either print the workbook at the beginning of the course or complete it online (as a PDF form) during the course. You’ll learn how the workbook is more than just a handout and truly engages students because students must read sections of the workbook and answer questions in the e-Learning tutorial. You’ll see techniques for using the workbook to support the learning objectives in the course, and review student and management feedback to this new approach.

In this session, you will learn:

• How e-Learning can be used beyond overviews and intros
• When to create a workbook to accompany your e-Learning course
• How to integrate the workbook into the course
• How to get learners and management excited about this new type of blended learning

Friday, March 26, 2010 09:45 AM

Phil Ice and Jennifer Staley, American Public University System 

In the LMS or CMS environment, content management frequently translates into single-purpose allocation of content resources, with cataloging and meta tagging being a haphazard affair. This results in potential duplication of content and significant time loss associated with asset retrieval for incorporation into new curricula. Because content is created with the notion that all contributors have knowledge of the underlying taxonomies or common vernacular that information is based upon, it is difficult for organizations to survey their content universe for existing objects that can be incorporated into emerging workflows or to assess relationships between content across disciplines. 

Participants in this session will learn the use of semantic analysis in the instructional design workflow. You’ll learn how to map assets in the content universe as they relate to curricular goals and objectives. determine content interrelationships to facilitate object reusability, automate the gap analysis process, and perform automated meta tagging through semantic analysis.

In this session, you will learn:

• How to map assets in the content universe as related to curricular goals and objectives
• How to determine content interrelationships to facilitate object reusability
• How to automate the gap analysis process
• How to do automated meta tagging through semantic analysis
• How to implement content distillation and semantic analysis to increasing return on investment and time on task
• How to improve instructional outcomes through ingestion of work products.

Friday, March 26, 2010 09:45 AM

Michael Noble, Allen Communication Learning Services
Ty Johnson, LDS Church

So many people are well-versed in Web navigation that issues of usability and usability testing don’t seem as critical as they did a few years ago. But many learner groups still struggle with the navigation conventions that we take for granted. For example, is e-Learning viable as a primary delivery channel for the over-60 crowd? Our organization relies largely on retirees to fill its worldwide volunteer labor needs, so the answer is, “It must be!” To ensure that this group of learners can successfully navigate and digest the training in this medium, usability testing suddenly becomes essential! 

Participants in this session will learn a rapid usability testing strategy that yields results quickly, without disrupting the development cycle. You’ll learn a streamlined approach to user testing that cuts time and effort without sacrificing critical data. You’ll learn the sometimes surprising issues that surface with older users, see the instructional and interface design enhancements implemented as a result, and comparisons of the pre-makeover and post-makeover versions of several learning activities.
In this session, you will learn:

• The steps of a streamlined testing approach compatible to rapid development
• To analyze testing results within the context of a specific learner population
• To anticipate the navigation and design elements that may be unclear to inexperienced users
• To make modifications to interface design and navigation that will better accommodate inexperienced users

Friday, March 26, 2010 09:45 AM

Ellen Wagner, Sage Road Solutions, LLC
Koreen Olbrish, Tandem Learning
Cammy Bean, Kineo

Debate rages in the e-Learning community as to who should be called an instructional designer (ID), what an ID should be able to do, and where and how they should do it. Furthermore, technology continues to shift expectations of skills and competencies – both for ID as a practice and ID as a profession. The pervasive adoption of computing, communication, and collaborative platforms and tools have made material changes to creating and maintaining learning solutions with online learning and “anytime, anywhere, just-in-time” performance support resources. Clearly, expectations by and for the professionals engaged in the design and development of learning, training, and performance support resources need to align. 

Participants in this session will explore emerging dimensions of ID competence and get frameworks for developing essential skills needed to succeed in a variety of emerging settings. Learning technology professionals (LT) fill a unique strategic role in their organizations, as long as they understand how to create solutions that improve individual knowledge and skills, enable engagement, and improve overall experience.

In this session, you will learn:

• Metrics that define current expectations of today’s ID/LT, including job descriptions and academic degree and certification programs
• The results of a review covering essential LT/ID Skills reported by LT Professionals; a review covering essential LT/ID Skills as described by industry research, and qualitative reflections regarding ID/LT competencies and practice
• The proposed/draft LT professional development roadmaps based on competencies extracted from job descriptions and academic degree and certification programs

Friday, March 26, 2010 09:45 AM

David Nilsen, Learning Studios
Chris Simmons, Brocade Communications

In selecting an LMS, organizations often assume that customizing an LMS is not in their best interest. Whether driven by the notion that customization is another word for high start-up costs, long delays, and a system impossible to support, customization has become a dirty word. But benefits to the business may be lost by this decision. 

Participants in this case-study session will learn how Brocade Communications ended up with a customized LMS that continually evolves with the business. Brocade relies almost exclusively on their LMS to manage and deliver e-Learning, virtual classroom, and traditional instructor-led courses. Offered globally, their courseware is available 24x7, using an LMS hosted and supported by a SaaS provider. The Education team, in partnership with their SaaS vendor, keeps pace with the business and rolls out new features and functionality dictated by the business needs. Participants will see some of the customizations and learn how they were designed, not just with current needs in mind, but with future ones as well.

In this session, you will learn:

• When to consider customizing an LMS
• What to ask an LMS solution provider when considering customization
• How to managing risks associated with a customized LMS
• The common customization strategies

Friday, March 26, 2010 09:45 AM

Allen Van Brunt, Windwalker, Corp.

One of the highest costs of developing “508-compliant” content is adding sound or audio to your instructional materials. The cost of hiring voice actors to produce audio clips is usually a “deal breaker” for most small organizations needing training. This session will demonstrate a low-cost method for producing audio at your desk using commercial software products. The tools used generate quality results without costly audio equipment and voice actors. Plus, the software is easy to use. 

Participants in this session will learn how to make Web-based training materials that will meet all 508-compliant requirements, using a few inexpensive software programs. You’ll learn to prepare PowerPoint presentations for conversion to Flash-based presentations using Articulate Presenter and Quizmaker, how to make talking avatars from single pictures using CrazyTalk, and last but not least, how to use the Natural Reader Text-to-Voice Generator and Microsoft SAPI 5 voices to produce audio narration.

In this session, you will learn:

• How to use commercial software to produce audio for e-Learning content
• Tips and tricks for preparing text for Text-to-Voice generators
• How to use Crazy Talk Pro to develop training avatars
• PowerPoint tips and tricks for Articulate Presenter

Friday, March 26, 2010 09:45 AM

Greg Williams, University of Maryland, Baltimore County

Many people are wonderful at practicing their own professional craft. Whether it is designing or developing e-Learning courses, or creating a new informal learning tool, we have a great deal of “know-how” in performing our jobs. As professionals, we also often have a great deal of education and training in our fields; however, we often have little education and training in terms of how to use tools to help us manage and advance our own careers.

This session will provide participants with information, strategies, and approaches that they will be able to apply immediately. In many cases they will be able to use technology tools (many free and low cost) that they are already familiar with, or are very easy to learn how to use. You’ll learn how to frame your accomplishments in a way that benefits both you and the organization. You’ll see how to select portfolio items that address real measurable problems within an organization and how your measurable contribution made a difference.

In this session, you will learn:

• How to select portfolio items that will advance your career
• How to use portfolios as a career planning and learning tool
• How to align professional competencies with your portfolio items
• How to create portfolio items that address real problems in organizations
• How to develop an ePortfolio using free and low-cost tools
• How to use your portfolio in applying for jobs and in interviews

Friday, March 26, 2010 09:45 AM

Stephan Burdick, University of Michigan Health System

Bridging the gap between educator and learner can be highly gratifying. When you get it right, your learners are engaged with your materials from the beginning. Test scores are high, and most importantly, retention and performance is measurably improved. When you get it wrong, the signs are painfully clear, and the reasons may not always be obvious. Whether you are building activities conventionally or online (e-Learning), the road can be fraught with peril if you are not mindful of the potential bumps along the way. Making that all-important connection with your learners does not happen by accident. There are fundamental principles you can easily miss.

By participating in this session will discover 11 common hazards that educators encounter when developing learning activities. You will also obtain some helpful guidelines for avoiding these hazards. Problems often occur when one or more of these essential principles are omitted or ignored along the way. You’ll learn how to effectively leverage existing e-Learning tools and apply long-standing principles to achieve measurable, meaningful learning outcomes.

In this session, you will learn:

• How to develop more impactful education with an improved focus on relevance and retention
• Why activities that utilize experimentation, practice, and a “guess and check” approach are more likely to succeed
• How to leverage the power of case studies, scenarios, and storytelling to improve learning outcomes
• What motivates learners, and how to construct activities that resonate with a diverse audience

Friday, March 26, 2010 09:45 AM

Tom Shumway and Gary Davis, Huntington Bancshares

Do you have to respond quickly to the changing needs of your business? Are your development options limited by budget cuts and limited travel? Are you weary of only being able to hand over paper job aids when your associates need something fast and online? This session will help you respond quickly and creatively to business needs without sacrificing quality. You’ll learn about the Skill and Knowledge Builder, a “home grown” application that provides “bite size” learning solutions with multi-dimensional support and appeal.

Participants in this case-study session will learn how Huntington Bancshares solved the problem of delivering engaging and flexible content in a rapid response environment, and addressed the issue of quality loss and core value compromise often associated with rapid development. You’ll learn how the Skill and Knowledge Builder application creats a content environment that caters to different learning styles, while incorporating coaching support, trackability, and application of lessons learned. You’ll learn about LMS integration, dedication to “bite size” timing, delivery method choice, and evaluation concerns.

In this session, you will learn:

• How to provide bite-size, cafeteria style learning to associates of all levels
• How to quickly respond to business needs within short development windows
• How to integrate Flash solutions into LMS environments
• How to maintain your core values and fundamentals in rapid training responses

Friday, March 26, 2010 09:45 AM

Stephanie Daul, W.W. Grainger, Inc.

Organizations are looking for collaborative spaces that are easy to implement, use, and maintain. Many of the out-of-the-box solutions are easy to use and maintain, but getting people to use the space collaboratively becomes the issue. Many organizations have the tools available, but struggle with how to get value out of them, because just building a collaboration space does not mean that people will use it.

Participants in this case-study session will learn about the challenges WW Grainger had, both as a department and as a company, in implementing SharePoint. You’ll learn how they approached collaboration as a literacy to overcome the challenges with virtual and face-to-face group activity. You’ll learn the techniques and activities used to gain buy-in from the leadership, and get users to employ Sharepoint with confidence.

In this session, you will learn:

• What Sharepoint does to enable group collaboration
• What kinds of projects are good onboarding experiences with Sharepoint
• How to design activities that build collaboration literacy
• What decisions can guide successful first engagements with Sharepoint