Showing posts with label e-learning guild. Show all posts
Showing posts with label e-learning guild. Show all posts

Tuesday, February 22, 2011

Conference Attendees: What Three Things Did You Bring Home?

In my recent round-up post on ASTD TK11, Shelley left a comment that I’m not sure I can answer as I’m mostly working conferences these days rather than attending (but I will do my best!).

Here’s Shelley’s question:

“What things have you started doing as a direct result of attending the ASTD conference?”

And I open this question up to any training or elearning conference (Training, TK, DevLearn, Learning Solutions, etc….) as she goes on…

“Sometimes, it can be challenging to justify the cost of conference attendance. We all know that we learn new things, think up ideas, and feel inspired...but how does that translate into concrete benefits weeks later?”

So what about you? Care to share what you’ve brought home from a recent conference and actually put to work?

Feel free to share in the comments or post to your own blog and then share the link here.

Tuesday, June 15, 2010

The Unofficial eLearning Salary Calculator

Check out this cool little widget !

calculator

As a nice little follow up to the ranting we’ve been doing about the eLearning Salary Gender Gap, Travis Smith took the bull by the horns and created a little salary calculator based on all of the variables reported on by the eLearning Guild in their latest salary report.

If you're not sure about the variables Travis used in the calculator, be sure to review the report which looks at survey results from eLearning Guild members. If you don't agree with those variables, then make sure you've taken the survey yourself and added your data to the mix!

Now you can just plug in your own bits of data (I work in Massachusetts, 15+ years experience, female), click Calculate– and voila! you can see how much you’re being over- or under-paid.

Go plug in your data and let us know how you fared.

(Based on early Twitter feedback, people are feeling underpaid...)

Thanks, Travis!

Sunday, May 09, 2010

eLearning Guild’s 2010 Salary Report

money 2 In case you missed this, the eLearning Guild has recently released the 2010 Salary and Compensation Report (United States) by Temple Smolen, culled from data provided by eLearning Guild members. 

“The average salary of a person who lives in the United States and works in e-Learning is $79,252.”

Having a Masters Degree does help, giving you a +3.2% boost.

Instructional Designers come in at –4.6% from the industry average.  Apparently, if you want to make the really big bucks you need to be on the “executive management” side of the business.

According to research results, men on average make $10k more than woman.  Yes – even in the eLearning biz:

There continues to be a consistent gender gap in pay between men and women. On average, men are paid 14.5% more than women. This gap is most notable in part-time employee pay, where women receive an average hourly rate that is 49.4% lower than the rate men receive, while working a comparable number of hours.  (p. 25)

Well then. Needless to say, that really ticks me off…

I like the Examples – How to Use This Data section with scenarios for new hires, contractors and employees seeking a raise.

Check out the data and do a few calculations of your own.  Then ask yourself if you’re on track…

Great stuff for employers looking to hire, eLearning professionals looking to be hired, and all the rest of us in between.

Read more about the report and download it from the Guild’s website.

Photo credit:  Money 2 by borman818 on Flickr

Friday, February 19, 2010

How We Decide #ls2010

The eLearning Guild’s Learning Solutions Conference & Expo is rapidly approaching March 22-26th. A week full of eLearning geekiness to the max and I can’t wait!

I’ll be bopping around left and right – presenting here and there on a variety of topics, hanging out at our booth, and soaking up lots of wisdom and insights from all of you.

Lehrer_How_1Jonah Lehrer, author of How We Decide presents Thursday's keynote.

Following the keynote, I’ll be facilitating a conversation in the ID Zone – talking about how we can apply Lehrer’s ideas to our work as learning designers.

Why not decide now to read the book and join me for a live chat?

Looking forward to seeing you in Orlando!

And if you can’t be in Orlando, why not decide to read the book anyway? We can do an informal book club.

Let me know what you decide.

Tuesday, February 16, 2010

5 Building Blocks to Better Beginnings with Carmen Taran


Are you delivering an online webinar? Creating an aysnchronous learning experience? How do you hook your learner? How do you get them to sit up and pay attention. How do you compete with email, Google, iPhones and Blackberries?

As I find myself doing more webinars, I wanted to find out how…

5 Building Blocks to Better Beginnings with Carmen Taran of Rexi Media. From the archive for the eLearning Guilds Online Forum – originally presented on January 29, 2010.

(If you’ve got access to OLFs, you can access the archive here: http://www.elearningguild.com/content.cfm?selection=doc.1467)

So what are the five building blocks to better beginnings? Five important ways to hook your learner and sustain that attention throughout? Well, read on for more…

1. Anticipation

Create anticipation.

The human brain loves to look to future state. Hockey player anticipates where the puck goes and they move there.

Use words like: “at last”, “imagine…”, “new”

Give something away (give a book away at end of session).

Promise at the beginning of session that you can diminish/simplify complexity -- people crave to know how they can put their world into order.

Complexity builds anticipation, but so does uncertainty. When elements in an event are equal in skill – now you have somebody’s attention. So many session become too predictable – whenever you can include a touch of unpredictability, your learner pays more attention – they might stop multi-tasking. “We’re going to talk about 3 graphic programs, but together we'll decide which are the best ones to discuss today.”

What kills anticipation at the beginning of a training program? The kiss of death in the agenda, too much deviation from task at hand, the objectives statement, too much text.

A narcissistic beginning kills anticipation (when presenter talks about themself or their company and how big they are and how wonderful they are. They don’t take into account the needs of the audience. You do have to establish credibility – but reserve that for later in the session.)

That first minute is your passport into the rest of the session.

Always focus on what they need to know, not on how wonderful you are.

2. Incongruity

Creating a tiny touch of conflict in your audience’s mind.

Share unusual images or sounds – your audience will try to fit what you show/say/do with what they know. They will try to fit…

Surprising facts create incongruity!

What is the best time to work later? Tuesday nights, between 6-9

Think about your own business content – is there something surprising you can show at the beginning to get people’s attention.

Sprinkle these techniques throughout your session to sustain attention.

“Your turn” – She has a 2 minute contest – imagine you have to present to your audience about water. What would you start with? What images would you show? (and the winner gets a copy of her book). She took the first text entries and then created an on the fly poll out of them so participants could vote.

3. Participation

Lack of participation is associated with most sessions. In today’s world, everyone wants to be involved – even tv today.

Easiest way – ask a question. Make use of chat! The more questions, the more you engage. The minute you ask a question, the more the brain is mandated to answer. (Even if the learner doesn’t answer out loud, the brain answers…)

Other ways than questions…

Flash interactions – take more time to build and design (FlashComGuru) – she’s got letters on the screen and participants can drag around to spell words. People are stealing letters from each other. Can use at beginning of session – maybe every 30 minutes use it again as a break exercise.

Then she showed an interaction example – memory game – everyone’s playing on their own. Use images or words that related to the content.

These Flash files work well in Adobe Connect because each user can interact with Flash files independently.

Make sure content is directly linked to what you’re presenting on .

4. Visual Thinking

The power of the visual – shows a slide filled with bullet points – yuck. Truncated language of bulleted text.

Not just any visuals. Edge, energy and emotion – use those three in your images.

When you create your slides, make your participants feel like they’re entering a neat, sophisticated room – not a cluttered room full of mess!

Resources for graphics:

Save Time Brain processes graphics faster than auditory – makes for a short presentation!

More memorable! Brain remembers visuals better.

Keeps them focused

More tips on graphics;

  • use texture (imagine of a fuzzy rug, a bit taken out of chocolate)
  • often people use tiny images with lots of bullets next to it – image loses impact. Instead blow up the picture and put text small…
  • Steve Jobs, “Good design is design that makes you want to lick the screen.”
  • Use texture to awaken the senses.
  • RED has guts and power. Use images with reds that pops.
  • Turn images to black and white to turn meaning.
  • Abstract concepts – how do you visualize them? spend time to find an image to help visualize a challenging concept (e.g., “alienated” shown with image of barbed wire with water droplet).
  • Good design takes 3 eye movements or less – you just scan around no more than 3 times to make sense of the image.

5. Vocal Variety

The power of the voice. Does the presenter have a monotone voice that drones or is she passionate about what she’s sharing with you?

I only have one chance to make an impression on you. (Most people don’t go back and look to a session recording…)

Do it well – add more melody and pitch to your voice. Imagine your words are running along a piano keyboard. Add variety.

When you don’t have variety, speech becomes predictable. If you use too few tones, then people think they can predict what you’re going to say next. Now they go off to their blackberries…

Practice on your own:

Get a paragraph of text – highlight a few words (adjectives and adverbs) in the text – that you want to spice up a bit.

Great to co-present so you have two voices that add variety during the session.

Final notes

The brain seeks closure. Cliffhangers on tv shows leave you wanting to come back next time. A touch of suspense to capture attention and sustain it. Leave people on that note, so they want to come back to your next session!

General notes on her session:

  • She’s making AMAZING use of images.
  • Lots of pauses – she’s ok with silence.
  • Lots of use of chat.
  • “Your turn” – 2 minute contest – imagine you have to present to your audience about water.

If you’re in the business of presenting online webinars, do check this session out. Lots of great tips that I’ve shared here – but so much to get from her presentation style.


Photo credit: Blocks by HeyPaul

Tuesday, September 08, 2009

DevLearn09 - I'm Speaking!


Come November, I'll be heading to San Jose for DevLearn '09.

Looking forward to the schmoozing, the DemoFest, the ID Zone, the Social Media Camp, the learning!, and -- oh yes! -- the speaking.

I'm thrilled to have the opportunity to co-present two sessions this year along with some of my esteemed Kineo colleagues:


Wednesday, November 11 1:30 pm
Moodle: How It's Changing the Face of Corporate e-Learning
with Steve Lowenthal, Kineo's US CEO


Friday, November 13 10:00 am
Yawn-proof your e-Learning Without Busting the Bank
with Stephen Walsh, Kineo partner

Check out full descriptions of our sessions as well as all the other cool things that are happening at the DevLearn website.

Hope to see you there! (Did I tell you that I'm looking forward to the schmoozing part?)

Friday, July 31, 2009

Will the Real eLearning Industry Please Stand Up?

When we talk about the “industry”, we (and by “we”,  I of course mean those of us in the industry) often refer to it as if it’s this monolithic thing that you can touch. 

The Industry.

Ummm.  Yeah.

So.  What is the eLearning Industry?

liverpool street station

Is it the vendors? --  The LMS companies, the custom content developers, the off-the-shelf content creators.

Is it the tools we use to create eLearning?

Is it the companies and people who create those tools? – Adobe, Articulate, Microsoft, etc.

Is it the pundits and bloggers? – the names we know and associate with eLearning – Jay Cross, Ellen Wagner, Tony Karrer, Brent Schlenker, [insert your  name here].

Is it the associations?  -- the eLearning Guild and ASTD.

Is it the research organizations that produce the industry reports?

Is it the companies that give out the awards?

Is it the companies who use eLearning to train their employees?

Is it the Learning & Development/Training departments within all of those companies?

Is it the little companies who don’t even have training departments but still have a lot of training needs?

Is it the schools who use eLearning to teach their students?

Is it the teachers at those schools?

Is it the non-profits who create eLearning for their members?

Is it the institutions that issue the certificates and degrees in ID and whatnot?

Is it the professors who teach at those institutions?  The students who come out of them?

[What did I miss?] 

The point is – and I don’t really know what the point is – the point is, that’s a whole heck of a lot of perspectives. 

The eLearning Industry.

***********

This post  and a few others have been itching to be written for a couple of weeks now.  Since I had the opportunity for a nice schmooze fest after the eLearning Guild ID Symposium in Boston. 

I didn’t attend the sessions, but I DID get to eat a nice Arctic Char at Jasper White’s Summer Shack with the likes of Ellen Wagner, Brent Schlenker, Steve Martin and Kay Wood

And then Dave Ferguson incited me further.  He was going to talk about Canada in reference to this rant.  C’mon, Dave.  I dare you.

Photo credit:  Liverpool Street station crowd blur by victoriapeckham

Thursday, December 06, 2007

eLearning Guild Demo Fest: Sun MicroSystems

The eLearning Guild hosted a webinar this afternoon featuring the winners of The eLearning DemoFest which took place at the DevLearn Conference & Expo on November 7, 2007.


The Winners Were:
  • Seal Works - Ariel
  • Can Do It, LLC, 3-D Instructions
  • Sun Microsystems
  • OnPoint Digital, Sales Quenchers - mLearning
  • KPMG - Expense Reimbursement Training
  • Oxygen Education - Emag machine

I wasn't able to sit in on the full session, but what I saw was worthy of passing along, particularly the Sun Microsystems New Hire program, which uses web 2.0 technologies and gaming to create a unique onboarding experience.

Project

Sun Microsytems

Brandon Carson, instructional designer

Project: New Hire Experience “Join the Network”

Sun has put a real focus on telecommuting -- many employees don't work in an office.

Publicly available training program.

Wiki Platform

  • Using Web 2.0 tools to create a new hire experience
  • Built using the Confluence Enterprise Wiki platform
  • Brandon said they were “corrupting the real idea of a wiki”. Not truly a collaborative learning platform.
  • Strong visual aesthetic.
  • In a true wiki, anyone can get on and change content. Sun added a lot of page-level restrictions.
  • Lots of widgets on the site
  • View other users who are logged in and talk to them
  • Watch videos of CEO, corporate commercials
  • If logged in behind Sun Firewall, see Tag Cloud and more links to internal information.

Game Based Learning

Finding more effective ways to teach about Sun and the business.

Game based learning programs that teach high level info about business, mission values. “You’ve just joined Sun – now you’re an action hero!”

To get to the game, click on the PLAY icon on the home page, or just go there right now.

A click through text-based adventure game: Dawn of the Shadow Specters

  • 20 minute experience
  • Writing a relevant story and wrapping that around important content
  • Not real interactive – mostly reading the story, exploring different rooms, picking up objects

Video Type game: Rise of the Shadow Specters

  • NetGener demographic with exciting twitch speed game play.
  • Teach about business practices with more serious puzzles and gameplay. Traditional video game.
  • I think he said that it uses REAL game controllers.

More Project Facts

Response so far has been – revolutionary for Sun – lots of good feedback.

  • Average age of Sun employee is 42
  • Project cost: $150K in external vendor costs
  • Project length: Created over 4 months.
  • Development Team: 1 instructional designer, 6 game developers, 5 wiki developers, plus additional designers

View the Sun New Hire Project.

I just saw that Tracy Hamilton posted her notes from the session as well. She saw the first two presenters.

Update:
I was just looking at the Enspire Learning website, and it looks like they did the development work on the Shadow Specters Game for Sun.

Wednesday, August 29, 2007

e-Learning Guild Mobile Learning Report

The e-Learning Guild presentation of the most recent 360 Research Report on Mobile Learning.

Presenters include:
  • Steve Wexler: e-Learning Guild's research guru
  • Brent Schlenker: e-Learning Guild Evangelist. Blogger. Has been in the Educational Technology field for 10+ years (mostly at Intel). Passionate about new technologies and how we use them in the learning and training space.
  • Judy Brown: University of Wisconsin.
  • David Metcalf: in Sweden, but usually in Florida. Researcher at the Institute for Simulation & Training in Southern Florida. Wrote a book on mobile learning (M-Learning: Mobile E-Learning). Has been working with Judy Brown, who is also quite passionate about m-learning.
  • Clark Quinn: Has been doing this for 30 years. Loves any new technologies that helps us achieve our goals. Mobile helps us meet needs that we haven't been able to touch before.
  • Angela van Barneveld: Ottawa, Ontario Canada. Corporate Training Space -- technical training. Her company has implemented mobile access to data. She's beenl looking into mobile learning for the past 3-4 years.

250 page report crammed into 45 minutes of banter and 15 minutes of questions.

Note: surveys are ALWAYS available, so always getting new data. And if you haven't completed the survey, you can do it right now. And you can update your data as you implement new approaches.

What is m-Learning? (Panel)

Committee couldn't really decide if they should include laptops in the survey discussion.

Content that helps people perform their tasks better.

Taking content you're already developing and delivering it on a mobile device...it's not about putting a full course on a thing. Reusing your content in flexible ways.

Definition of mLearning:

"An activity that allows individuals to be more productive when consuming, interacting, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis and has reliable connectivity and fits in a pocket or purse."

Survey Findings (Steve)

Text messaging used much more outside of US and Canada.
64.39% used text messaging on their mobile/smart phone.

Adoption within organization:

  • 33% say they have no plans to do m-learning in their organization (international said 24%, u.s. said 35%, canada said 37%) -- Steve predicts these numbers will change over the next year.
Any industries leading the charge? Telecommunications, Healthcare were at the top, although there were others.

Barriers to adoption:
  • Screens are too small (31%) -- the iPhone may make that issue go away, especially when it gets Flash & Flash Lite
  • Content developed for other media does not transfer well (43%)
Increase learner/user access and availability (46%)
Accomodate leaner/user needs (31%)
Reduce costs (20%)

Do you believe you have received a good ROI (Very good ROI 20%)

What members want:
  • A standard set of tools to develop m-learning (63%)
  • Auto-adapt to diff devices (56%) - that what you develop will work across multiple devices.
  • Great examples of m-learning (55%)
  • How to integrate m-learning with LMS (60%) -- included in the report as a Case Study.

Examples (David/Judy)

  • Performance Support -- the way to go and the proper place for m-learning
  • Review or Reinforcement -- following models of Will Thalheimer for optimal reinforcement to use m-learning as an adjunct to main delivery of training.
  • Knowledge Acquisition -- searches
  • Coaching or Mentoring -- reaching out to other people and connecting to other people (not just repositories of inf..knowing who to talk to).
  • Quick Updates
  • Data Collection -- producer of information
  • Audio/Video Instruction -- where appropriate (iPod)
  • Decision Support -- expert systems or artificial intelligence (AI) or a step-by-step process that is interactive to give you info that you need.
Showed some screen shots of examples.
  • Performance Support: Sify eLearning
  • see more examples at mlearnopedia.com
  • Review or reinforcement: StudyCell Flashcard
  • Pilots doing 30 days test that report back to their LM -- pocket Scorm.
  • Knowledge acquisition: C-Shock Mobile Game (integrates a game being developed in the UK to combat culture shock for international students...opensource...could be used for new employee hires, campus tours, etc.)
  • Knowledge acquisition: Mobile Panflu Prep (carrier specific ) -- created for healthcare workers and is available for downloads.
  • iPod examples
  • Business English in Japan

Report includes examples and case studies.

Design Considerations (Clark)
How do you redesign the way that you design?

  • Not about putting an entire course onto a mobile device. Don't want to make user go through a large amount of content. Instead, take elements (intro, practice, exit) -- and think about how you can reuse them in creative ways. Could you stream out a motivating example to learners before they come to a learning event?
  • Could you provide reference charts available for reference out in the field?
  • Scaffolded practice -- what is the optimum time to space it out? We know that spacing it out over time can lead to greater retention?
  • Can we make job aids available through mobile devices?
  • Can you call someone up after the event in the realworld -- get mentorship and guidance?
  • Reactivation: pump out some extra practice or stories showing how it's working (to remind user).

Small packets (learning objects): repackaged to provide just-in-time.

Problem Solving: what might we do proactively to meet needs in the field? Can you make answers available through mobile device (as people Google, prarie-dogging in a cubicle farm to ask someone the question). If the answer doesn't exist, can you help them solve it? Could you take a picture of a situation and upload it to someone to collaborate on how to solve a problem? Bring in collaborators to help you solve a problem? Can you quickly upload the info so that others can quickly find it? (e.g., blogging from your iPhone).

It's just Different Ways to think about it. Ways to help people be much more productive.

What would make them (your learners) more productive?
  • Can we send quick txt messaging - doesn't need to be perfect prose. Shouldn't be highly dense, more bulleted.
  • What media can you show -- a video about repair?
  • Sales people can't remember all the products -- can you provide a quick tool to find the right product for a customer?
The idea is that we need to think differently about the content and how we can support the learners using these devices.

Business Drivers -- Why Do This? (David)
  • There will be 9x more smart phones in 2011 than there are today (PDAs, blackberries)
  • M-Learning supports best practices in pedagogy (being able to reinforce content)
  • Just-in-time vs. formal learning
  • From mobile consumer to mobile producer
  • It's a key issue to be able to integrate with many back-end business systems.

The iPhone (Brent -- of course!)

Where does the iPhone fit into this connected puzzle of technologies -- to improve the effectiveness of our learning.

No longer about seat time -- how long we make people sit and page through content. M-Learning gives us another way to deliver content to people when they need it.
  • Brent's iPhone worked flawlessly out of the box (vs. his old Treo)
  • Everything goes in and out of your Internet connection -- and you want to have a consistent and great experience whether you're connecting at your desktop or your mobile device.
  • But...it's not perfect....can't do Flash right now and javascript is limited....but it's the best solution right now for getting content to people.
  • The iPod for "passing" learning.
  • The iPod is now integrated with the iPhone, so you have one device. You can listen to a podcast, get your data -- and then connect to the Internet to find the URL that's mentioned in the podcast.
  • The NEXT iPod will be even better...
Getting up to Speed (Angela)
When should I use m-learning and when shouldn't I use it?

Primary challenge is to change how you're thinking. Old paradigm of what learning is -- we're moving away from a formal learning event to what person needs right now to perform and do.

Technology is unbelievable and can be overwhelming.

How to get up to speed:
  • See/read what others have been doing
  • Play with examples and tools
  • Ask questions
  • Participate

Words of wisdom from those who have gone before us:
  • Make sure people know how to use the device
  • Make access to info easy
  • Keep learning bits short
  • Not everything should be ported to mobile device (can be way too congested).
  • Instructional Design still applies -- focus first on performance needs, then the technology.

Future of m-Learning (David)
  • Mobile consumer vs. mobile producer
  • Things you could not do before -- use of multimedia and personalization...
  • Augmented reality --- so you can have location based learning (point your camera at a starbucks cup, hit send, it will send you the closest locations -- or financial info)
  • Just-in-time, just-in-place learning in mixed media

Can the US catch up? Why is the US so far behind?
  • Too many standards
  • Pricing models (in Sweden, they don't pay for incoming calls, just outgoing calls).

How to Get Free Stuff (Brent)

If you take the online survey, you get a free summary of the report....

  • Go to the elearning Guild website
  • You must be logged in (so sign up today to be a free associate member of the elearning Guild)
  • Go into your profile and find the Mobile Learning Survey for free.
Check out mLearnopedia.

In July, I wrote a post with notes from the eLearning Guild's Synchronous Learning Report.

Tuesday, July 10, 2007

e-Learning Guild Synchronous Learning Systems

e-Learning Guild presentation on Synchronous Learning Systems hosted by Steve Wexler, Karen Hyder, and Karl Kapp.

  • Steve Wexler waxed poetic about his job and the opp to work with such great people at the e-Learning Guild.
  • Karen Hyder: works for the e-Learning Guild -- wrote survey questions among other things.
  • Karl Kapp: Assisted with survey questions...wrote an essay on 3D tools (with Tony O'Driscoll).

Surveys -- Steve had four different survey questions to kick things off in an interactive way:

  • What will you be doing during this webinar? 53% of particpants said they will be multi-tasking while watching this presentation. This is true of all synchronous learning -- presenters have to keep people focused.
  • Which Guild Research Surveys have you taken?
  • Have you used the Direct Access Portfolios (live, interactive research)? 81% said no! Steve reminded us all that this is available to all Guild members (paying Guild members, right?)
  • What do you want to explore today? 61% wanted a side by side comparison of tools.

Survey Results (as of July 9):
  • 4,126 members told which surveys they used
  • 1,717 rated their systems
  • 882 members completed this survey
  • 27% use more than one SLS (Synchronous Learning System)
Four Things You Need to Know:

  • Synchronous learning is pervasive and growing -- 65% of Guild members use these tools
  • These tools are NOT commodities -- people use the tools differently
  • Quality of synchronous learning can be great or horrible (what are the habits of highly effective synchronous learning implementers? Read the report, view the data, buy their report!)
  • It's going to change drastically -- integration with virtual social worlds
Karl:
  • Interesting to note the # (27%) of organizations that are using more than one tool.
  • 50% of respondents indicated that they thought they could use their tools to greater potential. Means there's a lot of way to better leverage these tools.
Steve:
  • People who deliver synch learning through LMS consistently report better ROI and satisfaction than those who don't
What approaches to training are people using right now within their organizations? (Survey from the Training Modalities Report)
  • Classroom instruction used 89% of time
  • Synchronous learning is used about 60% of time
  • Guild tool lets you break this down by specific industry (e.g., Insurance Industry or Healthcare).
[Insert lots of plugs for the Guild Research tool and explanation of how to use it....Note to Steve: this is when participants start multi-tasking....;) ]

Showed some trends in the Financial industry showing how use of synchronous learning has grown over the past 6 months.

Karl: "The two of the most used items for synchronous learning are lectures via PowerPoint and software training (app sharing)."

$199 for a printed copy of the full report...$995 for full access to the Data and the report (if you're a member). At these prices, not something I'll be buying anytime soon.

Which tools do you primarily use? (cross all industries)
  • WebEx 19%
  • Adobe Acrobat Connect (Pro/Breeze) 10.5%
  • Elluminate 4.2%
  • GoTo Meeting 2.8%

Length of sessions:
  • 30-60 minutes (almost 50%)
  • 1-2 hours (37.3%)
Other little points of interest:
  • Synch Learning is mostly used for internal purposes.
  • 65% used the Synch System used across the entire enterprise....
  • People who have third party hosting (vs. hosting in-house) report a better ROI.
  • Different results for different company sizes....
  • Mostly used for small training sessions 6-15 attendees.

Biggest topic areas for Synch Learning:
  • Desktop/Web Application training
  • Product Knowledge
Feature use frequency by product:
  • Breakout rooms: Elluminate Live had the most use of breakout rooms, followed by Saba Centra Live
  • Chat: Elluminate , followed by Connect and GoToMeeting
  • Editing of recorded sessions for later playback: Adobe Connect, Elluminate Live
  • (When looking at Guild Research, always see how many people answered the questions...)
(A participant noted that Pharma doesn't use Chat because "it is unfiltered."

Cost Per Learner:
  • Saba Centra Live was the highest followed by Adobe Acrobat Connect
  • GoToMeeting comes in at the low end
Do you believe you got a good ROI?
  • GoTo Meeting had the highest score, but only 12 responses
  • WebEx had a lot of responses and pretty good ROI
Synchronous Learning in a 3D Environment -- apparently you just have to read the essay written by Karl Kapp and Tony O'Driscoll. (Someone asked if this was available for purchase separately from the full 360 Report; sadly it's not).
3D tools are starting to be used around the fringes of organizations: simulating job shadowing, training first responders, teaching language, technical simulations.

3D is just starting to gel (like the early days of e-Learning). It will take some time....

If you completed the survey, you can get the summary of the report for free. Everything else is available for a fee from the e-Learning Guild.

Mostly it was a great commercial for Guild Research!

Friday, June 29, 2007

Kineo Interview with Yours Truly

Earlier this week, I had the pleasure of talking with Stephen Walsh of Kineo. I met the Kineo guys back at the April e-Learning Guild Event here in Boston and we've stayed in touch since.

Stephen and I talked about everything from rapid e-Learning, SecondLife and FaceBook, to the current exploding universe of e-Learning (what Gary Woodill referred to in yesterday's Emerging e-Learning Technologies presentation as the "hype cycle"). I feel honored to be included among such e-Learning notables as Jay Cross and Clive Shepherd who have also been interviewed by Kineo. Fancy company!

Because it was a Skype call, Stephen recorded it and you all can listen here.

Enjoy!

Update: I realized an embarrassing typo in my headline. I had written "Your's Truly" when it should be "Yours Truly".

Friday, May 04, 2007

Rapid e-Learning, Templates, & SMEs

There's been a lot of good talk lately about rapid e-learning tools and templates and the roles of SMEs vs. instructional designers. I think about this topic a lot. One of our main products is creating customized templates for our clients; "empowering non-programmers to build e-learning." Our tools still require the user to work in the Flash environment, but you really don't need to know Flash.

Up until recently , I've been thinking it's instructional designers who will be using our tools. Perhaps. But as I look around at who is actually doing instructional design out there (and look at me) I realize more and more that 'instructional designer' is an over-used title and does not necessarily mean that one knows a thing about it; perhaps it's just a role that someone evolved into. It certainly doesn't mean that the individual has a background in 'experience design' (to borrow from Patrick Dunn) or even in e-Learning. Instructional designers are often SMEs who have evolved into trainers. And then e-Learning fell onto their plate.

The folks at Kineo wrote a piece on the future of rapid e-learning tools, summarizing "our view is to give potential authors [SMEs] some easy to use but well structured templates which will give instructional integrity to how they develop their learning."

Barry Sampson responds,
[This approach] presupposes that the templates are instructionally sound in the first place: In reality I doubt that any templated approach is likely to be instructionally sound. For me this is is one of the key failings of traditional elearning content: fitting your learning need to pre-existing templates, whether that's SME built rapid content or something produced by an elearning provider. Templates are about keeping costs down, not standards up.

My response to Barry, hmmm....well I suppose I agree that a template, in and of itself, can not be instructionally sound. But what is a template? It's really a mental model. We all work from templates. Even when you've got a blank page in front of you and you start writing: paragraphs, commas, periods. We have some pre-existing notion in our heads of the structure we might want to follow.

From a rapid e-Learning perspective -- or just e-Learning in general -- templates and tools provide a starting point. They provide a mental model. They can save time; create a more efficient process. And hopefully, they are flexible enough that they can be altered as needed in order to create an effective learning experience.

Silke Fleischer of Adobe Captivate fame, in her post Update on eLearning Guild Conference , talks about the rapid e-learning panel of which she was a part, and the subject of SMEs and IDs:
Some instructional designers want SMEs to use rapid tools to create rapid eLearning, some would not want them near an authoring tool. For me it seems less a discussion between rapid eLearning that SMEs develop content or not, it's rather rapid eLearning developed by IDs (Instructional Designer) with the SMEs (SMEs start by capturing the knowledge, IDs add the ID) versus the informal learning SMEs like most of my coworkers produce using rapid eLearning tools - they don't call what they do "rapid development" nor "rapid eLearning".

I think this is a good vision. In fact, one of the sessions I attended at the Guild Event gave me a taste for this approach. In Rapid Project Management Techniques for e-Learning presented by Coates & Hill of Deloitte, they outlined their approach to creating a big enterprise-wide training program in an extremely aggressive timeframe. The project management stuff from the session was really basic, but the main point I took away was embedded into the program about 40 minutes in.

They described their War Room. The got the key SMEs together in a room with the instructional designers. The SMEs had to create the storyboards. Once the storyboard was created, the lead instructional designer reviewed it, fine-tuning things to create an "instructionally sound" experience. This approach saved them a ton of time, and resulted in an effective training program.

But before they even set the SMEs loose on the storyboarding process, they gave them a training in the basics of e-Learning and instructional design! Nothing long, nothing too deep, just the basics. And this was the seed that led to a conversation with Clive Shepherd that led to the 30-minute masters.

So we give SMEs access to these tools: because this is the wave of the future/the now, this IS what is required. We create templates and tools that provide some instructional approach. Perhaps we build wizards and guidance right into the tools themselves. We provide flexibility in the tools so that they are seen as a starting point.

More importantly, we educate the SMEs upfront. We provide mentoring and partnering between SMEs and instructional designers. If we set the SMEs -- AND the instructional designers -- loose with these tools, let's set them up for success.

Wednesday, April 18, 2007

eLearning Guild Event Take Home Point #1

Last Thursday night after the eLearning Guild event, I was fortunate to have dinner with a small group of eLearning professionals -- a diverse group coming at the industry from lots of different angles. The group included Andy Snider (Snider Associates), Bjorn Billhardt (Enspire Learning), Pete LeDoux (GeoLearning), Doug Foster (D Foster Associates), Adam Girard (Bank of America) and myself.

Andy asked, "So, what's the next big thing in e-Learning?" Some ideas were tossed about: integration, personal learning, 3D, web 2.0, social networks. But the fact is, there wasn't One Big Thing that stood out to all of us. I guess, because there just isn't One Big Thing.

As I wandered around the conference, this is what stood out to me: there is room for everything in this big e-Learning world in which we live.
  • I had lunch one day next to a director of training at a big oil refining company. I asked him if he was making use of web 2.0 tools. "My guys just want the information. They want to take the course and that's it." This is his bottom up.
  • In the "Appropriate Use of New Technologies" session with Keith Resseau, a large percentage of the audience had never used blogs or wikis. I sat next to a training director for a regional drugstore chain. As the session ended she said, "Wow -- this could really work for some of my folks." Lightbulb.
  • Ray Simms and I had a conversation about sales training. A current sales person just asks the tech guy when she needs to gear up for a new product offering. Did she see a problem with that? No. That's what works for her. She doesn't have a training problem. So is e-Learning the solution?
  • I spoke with trainers at a large discount retail store. They struggle with huge turnover and one lousy computer in the back office. Top down dictates they move to e-Learning. How does that work? And certainly blogs and wikis and PLEs are not the tools for this sector of the audience. Please.
  • Rapid e-Learning tools are being adopted by companies, but they still want someone else to produce content for them. Even when you make these time-saving tools, people still want custom content; they still don't want to bother.

Tools. Custom Courses. Templates. Wikis, Blogs and all things Web 2.0. PLEs. Comics. Slick graphics. Video. Branching Scenarios. 3D. Games/Immersive Learning Simulations. Rapid e-Learning. Slow cooked e-Learning. Instructor-led. Informal. Formal. Bottom up. Top down.

It's all converging. There are still silos.

There is room for all of us.

Clive Shepherd said this all much more eloquently and intelligently than I have in his post And End to Polarised Argument.

Saturday, April 14, 2007

Conversations do matter

I am still quite brain dead from the the eLearning Guild event. Dead and yet quite alive. More committed to the power of blogging than ever. It was amazing to pick up conversations with people I had never met -- to continue right where we had never actually started -- to weave more threads together. To put real personalities and faces and human warmth on top of all these words I have been reading.

So now I'm sold on the values of social networking tools and Web 2.0. Completely. And I may start proselytizing. The last session on Friday I sat in on was "It's not innovative if it doesn't educate." It was Web 2.0 for beginners. And I realized that I'm no longer a beginner. I didn't learn anything new about the technologies or even how they are being used. But what I did learn is how much other people still don't know about this stuff. To the two women I was sitting next to, I was an expert. "You blog?!" "What's a wiki?" Neither of them had ever touched either thing. Not even wikipedia.

I was shocked. And yet not shocked at all. It confirmed what I have been thinking: that most of the e-Learning and training world out there is still doing the same old same old. Some folks don't want to change. Some folks don't know that they will have to change. Some are starting to have an inkling. And some folks probably won't have to change at all -- the old order is fine and this may not solve a problem. There is room for everything.

I had so much to share with these women in just a few minutes and I think they walked away really seeing the potential in these tools for their organizations. They were excited.

An so am I.

Thanks to all of you that I had a chance to continue conversations begun online. It was awesome!

Tuesday, April 03, 2007

eLearning Guild Event -- My Sessions

As I've mentioned here before, I'm extremely excited about attending the upcoming eLearning Guild event here in Boston. Excited in sort of a geeky schoolgirl way. I'm excited to go to as many sessions as I can. I'm excited to pick people's brains. I'm excited to get feedback on our products and services (yes, my company will have a booth). And I'm even excited to work my booth -- althought that won't be my primary responsibility -- as the resident instructional designer, my job isn't selling, it's learning...

So here are the sessions I'm most interested in attending (you should see my schedule -- there are at least 3 things circled for each time slot...how to choose? how to choose?):

Wednesday
10:45 - 12:00 Deeper Learning: Cognitive Science and Instructional Design with Clark Quinn
1:15-2:15 Fast Track Intro to Learning Theory with Maggie Martinez
2:45-3:45 How to Apply Techniques of Professional Game Designer to E-Learning with Jeff Johannigman
4:15-5:15 The Future of Rapid e-Learning (Panel Discussion) hosted by Paul Clothier

Thursday
10:45 E-Learning Technologies and Practices -- What's Really Happening Out There with Tony Karrer
1:30-2:45 PLE: Peparing for the New e-Learning Environment with Steven Downes
3:30-4:45 Using Simulations and Experiential Learning to Develop Leadership with Bjorn Billhardt

Friday (if I can actually get myself into the city that early...)
8:15-9:15 Using Questions to Deepen Learning: What the Research Says with Will Thalheimer
9:30-10:30 It's Not Innovative If It Doesn't Educate -- Appropriate Use of New Technologies with Keith Resseau

So it's a little bit of instructional design, some gaming, rapid e-learning, and just trying to get a general grasp of what's really going on out there. I'm interested in personalities -- hearing from some of the notables in our little blogging community.

And I'm wondering if I'm missing something really cool. Anyone have different suggestions for me? A particular speaker? A particular topic? I want to be efficient. I don't want to spend an hour in a talk that is just a recap of the conversations I'm taking part in out here, when it turns out that this Great New Thing is happening in the conference room two doors down.

Thursday, March 29, 2007

Blogging & Boundaries in the Professional Sphere

Karyn Romeis' recent post echoed stuff that's been rolling around in my mind about blogging, professionalism, sharing, confidentiality, roles, boundaries, etc. etc.

So first -- why have I started blogging about e-Learning with, not a vengence, but at least with some passion? Why am I blogging about e-Learning, and not about my kids or gardening?

  • To share thoughts, to learn, to grow: professional development (for free!)
  • To belong to a community -- to network -- to connect.
  • To create credibility and market value for myself -- on a professional level as an active member of the e-Learning industry. I want to stay relevant.
  • Because other people who's thoughts and ideas I admire are doing it. And I want to be just like all of you.
  • To work out my thoughts and ideas (hey, I'm an extrovert -- I need to talk about what's going on in my head in order to process it and take it to the next level).
  • Some amount of distraction, I'll admit. (I'm a new blogger -- not fully evolved). See Tom Haskins for a whole slew of posts on blog categorizations.

I am blogging as an individual. Out here, I represent me. But I also represent the company for which I work. By default. Can we really separate these spheres when blogging on a professional level? This brings up issues of confidentiality: not wanting to give away our secrets; not wanting to lose competitive advantage. By association, I should create more credibility for my company. At least, I would hope that's what I'm doing.

From the perspective of my company, I need to be honest about why I am blogging:
  • Create credibility for my company by association
  • To learn about industry trends as I help my organization determine our future direction and approach to the products and services we deliver
  • To stay current so I can innovate for my clients
  • All of the above so I can ensure that my company survives and thrives (and that I get to keep my job and do well)

Karyn wrote about her conference experience,
So I stopped being just me and started being a representative of my employer.


Ideally, we'd all be in the position to believe in the companies for which we work so that there won't be a huge disconnect. The reality is, this ain't always so. Plenty of people just do their jobs and tow the party line so they can get their paycheck.

In a comment to Karyn, Harold Jarche writes,
[C]onsider your employer as your primary client[...]Then ask yourself how you could best serve your client, while maintaining your own professionalism and market value. I would see no difficulty in sharing ideas with your contact, while maintaining client confidentiality.

This is great advice. I'll try to keep it in mind.

I will be attending the upcoming eLearning Guild Annual Event in a couple of weeks. I'm trembling with excitement (perhaps naively so), having never had the opportunity to attend an industry-related trade show. I'm excited to meet people whose blogs I have been reading. I'm excited to learn from all these thought leaders. I'm excited to ask questions in order to Be an Insanely Great Conference Attendee per Tony Karrer. I'm excited to be a part of this community, to become a better designer, to learn more about the new technologies.

But I'm also going to be working my booth. I want feedback on our product offerings. I want to learn what we should be doing differently in order to be the solution that companies want to buy. And I want people to want what we offer. I want us to get some new clients. I want us to look good.

Does that mean I have to stop being me?

It's a fuzzy line.