[Forgot Password?]
Learning Solutions Conference & Expo 2013 Learning Solutions Conference & Expo Learning Solutions Magazine The eLearning Guild
<< Back to session list

 

Learning Solutions Conference & Expo 2013 - Measurement Track
103 Building Strategic Linkages to Map and Measure Your Learning Strategy
211 Trimetrix: Creating a Job Benchmark for Online Learning Developers
307 Needs Assessment: Automatically Create a Learning Path for Every Employee
403 Linking Competency Models to Learning Programs
408 Subscription Learning: Going Beyond Traditional Event-based Training
413 People Skills through eLearning? Yes, You Can!
504 Applying Web Analytics to Learning Outcome Analysis
510 Adobe Captivate: Provide Quiz Feedback Using Advanced Actions
513 Using the SEDA Model to Build Decision-Making Scenarios
606 How to Determine the Quality of Your SME-developed Content
611 The Informal Learning Nexus Scale (ILNS): A Tool for Evaluating eLearning
703 What Stakeholders Need to Know: Communicating the Results of Training Evaluations
807 Increasing Engagement Before, During, and After the Classroom
810 Course Certification Made Easy
103

Building Strategic Linkages to Map and Measure Your Learning Strategy

Wednesday, March 13, 2013 01:00 PM - 2:00 PM

The importance of workplace learning is increasing, and knowing how it contributes to organizational strategy is critical for it to deliver real value. Strategy is one of the most poorly understood management areas and little strategic planning occurs in learning; most of it consisting of little more than issuing goals and assigning projects and tasks. However, real strategic planning should begin with the establishment of a theoretical foundation for how to connect learning initiatives and solutions to the organization’s next goal on the road to its visionary future. It should create a cause-and-effect plan for how to achieve that theory’s execution.

Participants will team up to work through a case study of a fictitious company. The teams will complete the learning and growth component of a “balanced scorecard,” ensuring their learning strategy completely aligns with the company’s existing scorecard metrics and established strategic objectives. The teams must help the company develop its learning strategy and metrics in conjunction with the organizational strategy presented to them in the corporate scorecard.

In this session, you will learn:

  • How to build a strategy map, starting with top-level goals
  • How to craft the essential values, skills, competencies, technologies, and capacities without which the strategy will fail
  • How to create metrics that will populate a balanced scorecard, allowing for measurement of the strategy’s execution
  • How to map tangible linkages from learning expectations to business objectives

Audience:
Intermediate and advanced project managers, managers, directors, and CLOs with a fundamental understanding of the ADDIE model and a basic comprehension of business and strategic concepts.

Ajay Pangarkar
E-Performance Strategist
CentralKnowledge
Ajay Pangarkar is the president of CentralKnowledge, a renowned performance strategist, and a leading authority on integrating employee performance strategies into the Balanced Scorecard. Ajay is a Certified Management Accountant (CMA) and a Certified Training & Development Professional (CTDP). IN 2009, with his partner Teresa Kirkwood, Ajay published his third book, The Trainer’s Balanced Scorecard: A Complete Resource for Linking Learning and Growth to Organizational Strategy. His other books include The Trainer’s Portable Mentor (2008) and Building Business Acumen for Trainers: Skills to Empower the Learning Function (2006).
<< Back to session list Top ^

 

211

Trimetrix: Creating a Job Benchmark for Online Learning Developers

Wednesday, March 13, 2013 02:30 PM - 3:30 PM

We all want the A players, but often end up with the C players. They’re not bad people, just not right for us—an expensive mistake. Businesses everywhere are seeking better ways to secure the talent necessary for the success of their learning organizations. To avoid the cost of lost productivity and re-hiring, learning organizations must leverage the latest technology to drive first-time hiring success. There’s no time or capacity to make hiring mistakes.

It’s easy to figure out the competencies candidates say they have and that a job needs. It’s hard to figure out the motivation, values, and business acumen the job and candidates really have. In this session, you’ll learn to leverage a patented job-benchmarking process and online assessment tools to find the best job fit. You’ll learn to remove common biases often associated with the hiring process and focus instead on factual data based on job requirements for coaching and hiring success.

In this session, you will learn:

  • How to identify the job to be benchmarked, including why the job exists and how job success is measured
  • How to identify subject matter experts who directly connect to the job and use their expertise to create the job benchmark
  • The key accountabilities—critical goals and key business successes the job is accountable for
  • How to prioritize and weigh key accountabilities by importance and time requirements
  • How to compare talent to the job benchmark to compare individuals to a job

Audience:
Intermediate professionals with experience hiring talent.

Lou Russell
CEO
Russell Martin & Associates
Lou Russell, CEO of Russell Martin & Associates, is a dynamic, entertaining speaker and a topic expert and author in the fields of training and performance, project management, and leadership. Lou’s humor and positive outlook come through in every presentation she makes, and even the gnarliest topics will bring you a giggle. Whether giving a keynote address for hundreds or facilitating a workshop for small groups, Lou’s insights spark a creative chord that is memorable. She can turn any setting into an interesting learning experience with immediate impact. You will not leave her session without new ideas, concrete tools, and techniques to apply immediately to your biggest challenges.
<< Back to session list Top ^

 

307

Needs Assessment: Automatically Create a Learning Path for Every Employee

Thursday, March 14, 2013 10:45 AM - 11:45 AM

All of us believe that training is good for our organizations and that eLearning provides us with a powerful and efficient way to deliver effective training. However, it is challenging to get employees enrolled in the most appropriate training because companies have hundreds of busy employees and thousands of potential courses. Current needs assessment models, developed more than 30 years ago and based on the traditional live training sessions, are no long applicable to current training needs.

Participants in this session will examine research showing how it is now possible for training departments to automate this needs assessment process, and how these auto-evaluations create custom learning paths that map directly into eLearning courses proven to produce more motivated and more engaged learners. You’ll receive essential checklists and tools that will allow you to automate your needs assessment process. You’ll be able to develop automated needs assessment tools that will create custom learning paths that offer your employees the most appropriate training.

In this session, you will learn:

  • About traditional means of conducting needs assessment and why we need a new type of needs assessment for eLearning
  • How you can automate needs assessment and use it to create custom learning paths that map directly into courseware
  • The evidence showing that random or blanket assignment of eLearning courses leads to diminished employee engagement
  • How automated personalized learning paths lead to greater engagement and more effective learning transfer.

Audience:
Novice-to-advanced professionals. An understanding of needs assessment and learning paths is helpful, but not required.

Art Kohn
Professor
Portland State University
Art Kohn, a professor of business at Portland State University, researches how to present information in order to maximize learning and memory. Art holds a PhD degree in cognitive science from Duke University. He was awarded the National Professor of the Year award from the American Psychological Association, and has won Fulbright Fellowships in cognitive psychology and distance education. He consults with the Centers for Disease Control on using social messaging for addressing HIV in the developing world. He and his company have produced more than 100 films, and he develops interactive media products for higher education and for corporate training. He is the author of Communicating with Psychology.
<< Back to session list Top ^

 

403

Linking Competency Models to Learning Programs

Thursday, March 14, 2013 01:00 PM - 2:00 PM

e-MDs, a leading electronic medical records software producer, had a challenge: It wanted to improve performance and get users up to speed quickly. Companies typically do this with a training system, but training every user in every feature didn’t make sense. The answer was a competency model. The key was to use the competency model for something … typically development, assessment, sourcing of candidates, or selection.

Participants in this case-study session will learn how to link the competency model to learning content and create a powerful system of learning that improves performance on the job. You’ll see the design of total learning solutions incorporating a data first, then act, paradigm. You will examine the system using data analysis, competency development, job role assessment, personal learning-path generation, and continuous data collection to map to assessment. You’ll learn the key research and successes.

In this session, you will learn:
  • The value of thinking at a systems level for training
  • How to leverage a competency model
  • How to use assessment to create a personal learning path
  • How to leverage a technology platform to deliver quality training
Audience:
Intermediate professionals. You will want to attend this if you must measure the impact of your training or show a level of mastery of knowledge and skill for your learners.
Kevin Moore
Senior Learning Solutions Architect, Co-founder
TiER1 Healthcare, LLC
Kevin C. Moore, is the senior learning solutions architect and founding partner of TiER1 Healthcare, LLC. Kevin is a performance improvement and instructional design consultant with over 20 years of experience designing and modifying instruction for adult learners. He directs learning initiatives for hospitals and long-term healthcare facilities, and focuses learning programs on patient outcomes. Kevin holds an EdD degree.
<< Back to session list Top ^

 

408

Subscription Learning: Going Beyond Traditional Event-based Training

Thursday, March 14, 2013 01:00 PM - 2:00 PM

Is your organization stuck in a learning-as-event mindset? While tradition and logistics has—from time immemorial—prodded us to create training in distinct event chunks, research on learning shows that the event mindset hurts learning results. It glorifies the classroom while ignoring the importance of on-the-job integration. It organizes content for easy dissemination while sidestepping the need to create long-term remembering. In short, the event mindset holds us back from maximizing learning results. By tapping into the wisdom from learning research, subscription learning provides an alternative learning approach.

Participants in this session will learn the research on the power of spaced repetitions and how to best utilize this powerful learning method. You’ll examine different tricks of the subscription-learning trade and look at different technologies—including very simple ones.

In this session, you will learn:

  • How learning research supports a subscription-learning approach
  • How spaced repetitions can be used to the greatest effect
  • Different methods for use in subscription learning
  • Different technology platforms for providing subscription learning

Target:
Novice–to-advanced professionals.

Will Thalheimer
President
Work-Learning Research
Will Thalheimer is a learning-and-performance consultant and researcher who specializes in helping clients build world-class learning interventions. Dr. Thalheimer has worked in the field since 1985 as an instructional designer, simulation architect, project manager, business leader, trainer, and consultant. He founded Work-Learning Research in 1998 to provide research-based consulting services, workshops, and learning audits. Will speaks regularly, often receiving “best-session-of-the-conference” evaluations. His research-to-practice reports lead the industry with information backed by research and vetted with practical wisdom.
<< Back to session list Top ^

 

413

People Skills through eLearning? Yes, You Can!

Thursday, March 14, 2013 01:00 PM - 2:00 PM

Interpersonal skills often take a back seat to more focused business-process training in eLearning. Can eLearning help produce measurable improvement in interpersonal skills without a large investment in classroom time?

Participants in this case-study session will learn how a two-day ILT course was transformed into a blended learning curriculum using highly interactive, scenario-based eLearning modules that reduced classroom time by 50 percent. Using the successive approximation model (SAM) process for development, the company created customer negotiation simulations for sales associates, allowing them the opportunity to practice techniques in a safe environment as often as they needed. You’ll learn how the company piloted and measured specific business-performance metric outcomes and how they compared with a control group, as well as learning about the adoption of the new learning methods by the sales team.

In this session, you will learn:

  • The SAM development process 
  • How to effectively use eLearning for soft-skill development
  • How to overcome skepticism from leadership, trainers, and learners
  • How to measure business outcomes from soft-skill training
  • How the SAM process iterative approach for development helped produce these results

Audience:
Novice-to-advanced designers, developers, and project managers with knowledge of basic instructional design.

Kenneth Gregson
Sr. Director, Variable Ops Learning & Performance
AutoNation
Ken Gregson is the senior director of variable ops learning and performance for AutoNation. Ken’s entry into the field of learning and performance occurred over 35 years ago with the daunting task of teaching US Air Force crews chemical warfare protection, severe crash landings or bailout techniques, and jungle, ocean, and arctic survival. Today he leads a team of 30 employees who are responsible for the training and development of over 5,000 AutoNation sales professionals nationwide.
Angel Green
Senior Instructional Strategist
Allen Interactions
Angel Green is a senior instructional strategist for Allen Interactions’ Tampa studio, where she is responsible for providing consultation and instructional design expertise to clients, partnering to build engaging, interactive learning experiences. Angel has worked for organizations such as IBM, MetLife, and PricewaterhouseCoopers, and holds both MS and BS degrees from Florida State University. An accomplished speaker, Angel has held positions as an adjunct instructor of public speaking and is past president of a Toastmasters International chapter.
<< Back to session list Top ^

 

504

Applying Web Analytics to Learning Outcome Analysis

Thursday, March 14, 2013 02:30 PM - 3:30 PM

While rapid creation of online learning is a well-defined process, there are few standards for assessing the large quantities of data generated for continuous quality improvement. Even where you can collect some data there is significant ambiguity surrounding ways to apply these findings in a manner that helps target instructional design and pedagogical issues. While we frequently use web analytics tools to assess visitor actions on commercial websites, there are no significant use cases that demonstrate how we can use these robust tools in online learning environments.

Participants in this session will focus on methodologies for applying web analytics tools, commonly used in the commercial space, to online learning. You’ll learn strategies for tagging, categorizing, and optimization. You’ll cover interpretation of generated data and application to improving instructional design to ensure you develop an understanding of practical applications. You’ll also examine means of leveraging data streams for predictive content provisioning.

In this session, you will learn:

  • How to use web analytics tools to measure learning asset utilization
  • Principles of web analytics configuration and optimization
  • How to conceptualize tagging strategies that are appropriate to various content classes
  • Techniques for disseminating data in an actionable format

Audience:
Novice-to-advanced professionals who understand basic web design terminology. Some degree of awareness around fundamental web analytics concepts such as hits, abandonment, path, etc., is desirable to optimize the session’s value. However, all levels of participants will benefit.

Phil Ice
VP, Research & Development
American Public University System
Phil Ice is the vice president of research and development at American Public University System. Phil, who holds an EdD degree, is the recipient of three Sloan-C Effective Practice of the Year Awards (2007, 2009 and 2010), Sloan-C’s Gomory Award for Data Driven Quality Improvement, and the AliveTek/DLA Innovation on Online Distance Learning Administration Award. In 2010 Phil received the Adobe Higher Education Leaders Impact Award. He has also served on the advisory council for the 2011 and 2012 NMC/ELI Horizon Reports.
<< Back to session list Top ^

 

510

Adobe Captivate: Provide Quiz Feedback Using Advanced Actions

Thursday, March 14, 2013 02:30 PM - 3:30 PM

Have you ever passed a quiz with 80 percent, but wondered about the 20 percent you got wrong? In some eLearning courses, as soon as a learner passes a quiz, the course ends and the learner may never find out what the right answers were—a missed learning opportunity for the curious and the conscientious. Adobe’s Advanced Actions feature can solve this challenge.

Participants in this session will learn how to quickly and elegantly create a feedback mechanism that provides the learner with a summary of which questions were answered incorrectly, along with the correct answers. As you go over the feedback mechanism, you’ll learn techniques that will help increase your efficiency in any Captivate project that uses Advanced Actions. You will see a clear roadmap for systematically planning out a project ahead of time. You’ll also learn some of the most common skills associated with Advanced Actions, such as hiding and showing objects, creating variables, deciding if an action is a standard or conditional action, and assigning values to variables.

In this session, you will learn:

  • The difference between conditional and standard Advanced Actions
  • How to find or create the variables needed for your project
  • To identify where a project should trigger an Advanced Action
  • How to name an object in Captivate
  • How to show and hide objects using Advanced Actions instead of the Timeline

Audience:
Intermediate designers and developers, preferably with a basic working knowledge of Adobe Captivate, including familiarity with the Timeline, how to create slides and quizzes, and how to add objects (such as text, images, and buttons) to a slide.

Pooja Jaisingh
Senior eLearning Evangelist
Adobe Systems
Pooja Jaisingh, a senior eLearning evangelist at Adobe Systems, has worked for more than 12 years as a teacher trainer, eLearning instructional designer, and eLearning evangelist for Adobe Systems. In all her roles, Pooja promotes eLearning as a mode of delivery and she has created a host of eLearning courses. In her current role, she conducts numerous seminars and workshops, educating folks about the features of Adobe Systems’ eLearning products. Pooja holds a master’s degree in education and economics and a doctorate in educational technology.
Linda Mahnken
Senior eLearning Instructional Designer
Esurance
Linda Mahnken is the senior eLearning instructional designer for Esurance. Linda has worked in the eLearning instructional design field for over 10 years and is passionate about learning new theories, exploring new technologies, creating engaging content, and helping people learn. She holds a master’s degree in instructional technologies and has applied her knowledge to solve training challenges in a wide range of sectors, including corporate training, university-level cyber courses, and K-12 educational software.
<< Back to session list Top ^

 

513

Using the SEDA Model to Build Decision-Making Scenarios

Thursday, March 14, 2013 02:30 PM - 3:30 PM

Multiple-choice questions in courses don’t typically give learners the kind of realistic practice that leads to them discovering possible solutions on their own. An alternative to multiple-choice questions is scenario-based questions, which can be almost as potent as simulations, yet are much less time consuming and less costly to develop. Unfortunately, most scenario writers do not fully reinforce the cognitive pathways learners will need to retrieve the learned information from memory.

 By using the research-inspired SEDA (situation, evaluation, decision, action) model, scenario writers can avoid the two biggest shortfalls in scenario-based questions: the closing of the problem space and the lack of processing devoted to examining the answer choices. You will learn how questions using the model prompt learners to look beyond a limited number of answer choices and to think of the situation more like a real-world situation. Participants will also look at how to increase the amount of attentional capacity learners devote to analyzing the answer choices, thus increasing learning outcomes.

 In this session, you will learn:

  • How you can use the SEDA model to diagnose poor training and simulation design
  • The three learning methods that are most effective in minimizing forgetting and supporting long-term remembering
  • How to create branching questions that open up the problem space, and hence improve learning results
  • How to create branching questions that learners process more fully, and hence improve learning results

 Audience:

Intermediate and advanced developers and designers who will see how they can use the SEDA model to create more potent scenario-based questions, and senior management, who will learn how the SEDA model can help guide training and eLearning design.
Will Thalheimer
President
Work-Learning Research
Will Thalheimer is a learning-and-performance consultant and researcher who specializes in helping clients build world-class learning interventions. Dr. Thalheimer has worked in the field since 1985 as an instructional designer, simulation architect, project manager, business leader, trainer, and consultant. He founded Work-Learning Research in 1998 to provide research-based consulting services, workshops, and learning audits. Will speaks regularly, often receiving “best-session-of-the-conference” evaluations. His research-to-practice reports lead the industry with information backed by research and vetted with practical wisdom.
<< Back to session list Top ^

 

606

How to Determine the Quality of Your SME-developed Content

Thursday, March 14, 2013 04:00 PM - 5:00 PM

Courseware developers and subject matter expects strive to produce the highest-quality training product they can deliver, and that often takes a considerable amount of time. With the days of long development cycles over, we need to look at what quality level is acceptable to deliver a product that achieves our goals.

Participants in this case-study session will look at the impact of lower production values and tighter development timelines on the end products in order to address the questions, “Is this good enough to meet our goals? Is a lower production value acceptable? Does it impact lesson or course integrity?” You’ll learn how JetBlue is developing curriculum and meeting a baseline set of training content standards, and examine a feature analysis on audience expectations in the age of YouTube and Twitter.

In this session, you will learn:

  • Different audiences’ expectations of quality
  • The importance of setting and upholding standards
  • A baseline quality of content
  • How to get the team on board
  • How to lower quality when required to achieve goals

Audience:
Novice and intermediate designers, developers, and project managers.

Shannon Hobbs
Instructional Solutions Developer
JetBlue Airways
Shannon Hobbs is an award-winning eLearning consultant, designer, and developer with over eight years’ experience in the corporate training industry, both in the U.S. and in Australia. Shannon combines her expertise in learning with her expertise in design to consistently create engaging and innovative learning solutions.
<< Back to session list Top ^

 

611

The Informal Learning Nexus Scale (ILNS): A Tool for Evaluating eLearning

Thursday, March 14, 2013 04:00 PM - 5:00 PM

The proliferation of open educational resources has sparked a renewed interest in informal learning and self-directed learning. Furthermore, stakeholders are increasingly scrutinizing the relevance of formal learning experiences in postsecondary education to skills that employers actually need from knowledge workers. Given the increasing reliance upon and importance of learners’ self-directed, informal learning experiences, we need more research to shed light on the nexus between formal and informal learning. This session highlights research in which the informal learning nexus scale (ILNS) assesses the extent to which formal learning experiences in blended environments impact learners’ informal learning experiences.

Participants in this session will explore research about the relationship between formal and informal learning and learn conceptual frameworks for designing instruction to capitalize on the rich experiences learners bring to the classroom. The ILNS, whether used as an assessment instrument, as a curricular design model, or both, will provide you with a valuable tool for continuous quality improvement that responds directly to the calls for improved changes in postsecondary pedagogy.

In this session, you will learn:

  • How to analyze the role of informal learning in contemporary postsecondary education
  • How to review factor-validation analyses used for the informal learning nexus scale
  • How to incorporate learners’ informal learning into eLearning
  • How to use informal learning to better design, facilitate, and evaluate eLearning

Audience:
Novice-to-advanced professionals.

Sebastián Díaz
Associate Vice President for Marketing Analytics
American Public University System
Sebastián Díaz is the associate vice president for marketing analytics at American Public University System. Previously, Sebastián served as an associate professor in the department of technology learning and culture at West Virginia University, teaching statistics, program evaluation, measurement, and education law. His research focuses on developing measurement instruments and evaluation methodologies germane to intellectual capital and knowledge management. Sebastián also serves as president of Díaz Consulting, which helps clients utilize knowledge-management practices as part of data-driven decision-making. He holds both PhD and JD degrees.
<< Back to session list Top ^

 

703

What Stakeholders Need to Know: Communicating the Results of Training Evaluations

Friday, March 15, 2013 08:30 AM - 9:30 AM

Your stakeholders care about results. And as a professional it’s up to you to show them your results. You’ve collected and analyzed your evaluation data. You know why you got the results you did. You’ve developed action items and recommendations to address any shortcomings and improve future sessions. To reap the rewards of your hard work, you need to invest a little time in a thoughtful and strategic communication plan. Communication is the least understood and the most neglected part of training project planning. It’s also arguably the most important part.

Session participants will learn why it’s so critical to consider communication in a systematic way and how to create a communication plan that meets the needs of all your training stakeholders. You’ll see examples of and receive such tools as a stakeholder information needs analysis, a communication plan that details who gets what information when, and a training impact report that highlights your program’s accomplishments.

In this session, you will learn:

  • The fundamentals of communicating training evaluation results
  • What stakeholders need and want to know about training
  • How to create an evaluation report that gets read

 Audience:
Intermediate professionals.

Frank Morris
Senior Learning & Development Project Manager
BMO Bank
Frank Morris is the senior learning and development project manager for BMO Bank of Montreal. He has been getting business results through better employee performance since 1984, working for a variety of private and public sector organizations ranging from global financial services companies to local community colleges. Frank holds a bachelor of commerce degree in accounting and IT from Concordia University, a post-graduate certificate in web-based learning from the University of British Columbia, and an MEd degree in adult education from Penn State University.
<< Back to session list Top ^

 

807

Increasing Engagement Before, During, and After the Classroom

Friday, March 15, 2013 09:45 AM - 10:45 AM

One of the biggest issues in the learning and development field is transference after the students leave the class … and trying to measure that transference in a Level 3 (or higher) evaluation. Is the learner using the new skill, knowledge, or attitude they learned in class? In this session, learners will learn how Volvo Group Trucks Sales & Marketing Americas incorporated techniques into their advanced warranty-administration course in order to increase engagement before, during, and after the class as well as introduce “mini” Level 3 evaluations.

Participants in this session will learn the steps taken to design and develop an instructor-led class that encompassed personal development and insight, collaboration, and a bit of action learning. You’ll develop your own action plan to implement “mini” Level 3 evaluations and brainstorm strategies to increase engagement before, during, and after class.

In this session, you will learn:

  • How to increase engagement through design and content
  • How to incorporate collaboration with peers and managers
  • The lessons learned through this process

Audience:

Novice-to-advanced designers, developers, managers, and directors. Participants should be in the L&D field and understand the aspects of designing and developing a course as well as the associated challenges.

Mary Ruth Bell
Manager, Aftermarket Service Training
Volvo Group Trucks Sales & Marketing Americas
Mary Ruth Bell is the manager of aftermarket service training for Volvo Group Trucks Sales & Marketing Americas. Before joining Volvo 25 years ago, Mary Ruth was an independent owner/operator/driver. In her current position, she makes sure she shares her extensive industry knowledge with Mack and Volvo dealers across the nation with an eye on increasing customer satisfaction (CSI) scores and profitability.
Heather Porterfield
Instructional Designer Lead
Volvo Group Trucks Sales & Marketing Americas
Heather Porterfield is the instructional designer lead for Volvo Group Trucks Sales & Marketing Americas. With over 13 years of experience in instructional design, Heather develops and delivers training programs and collateral materials across a wide range of technical, business, and academic subject areas with an understanding of content development, program assessment, and instructional approaches for Internet/intranet, distance learning, and instructor-led programs.
<< Back to session list Top ^

 

810

Course Certification Made Easy

Friday, March 15, 2013 09:45 AM - 10:45 AM

In traditional brick-and-mortar higher education institutions, online learning presents a conundrum. Typically, strapped budgets cannot afford dedicated course designers and must rely on faculty course developers to create academic eCurriculum. Consistency and quality of eInstruction is a very challenging issue for colleges and universities developing their own curriculum.

Session participants will learn a course certification system that operates smoothly and efficiently with minimal human and digital resources. The course development uses a system of self- and peer-assessment that streamlines the process while enhancing course quality and supporting online collaboration between educational professionals. You’ll see a logistical operational plan demonstrated that will enable participants from educational settings to develop, certify, and bring to registration-readiness potentially dozens of courses concurrently throughout an academic year. The plan makes maximum benefit of free and low-cost web resources, as well as providing an excellent participatory model for faculty to use in their own courses for assessment strategies.

In this session, you will learn:

  • The basics of setting up a self- and peer-assessment system for course certifications
  • The value of free and low-cost web tools (cost, flexibility, interoperability, etc.)
  • Where to find resources to support your new eLearning program
  • How to engage technophobic and resistant faculty course developers in your process

Audience:
Novice-to-advanced professionals with a basic understanding of web technologies and their value in education.

Tess Beebe Olten
Interim eLearning Director/Instructional Design and Media Specialist
Alabama A&M University
Tess Beebe Olten is an instructional design and media specialist who is currently the interim eLearning director at Alabama A&M University. Tess’s passion for eLearning has flourished within the larger framework of her work as a community technology advocate. This work focuses on the technosocial issues surrounding web technology integration as a means to achieving digital equity as a form of social justice.
<< Back to session list Top ^