Graduation Coming Up
17 years ago
Sunday, August 31, 2008
DE vs CI
Well this was my first Meta-Analysis and I hope it was my last. Not that I do not appreciate the findings of all the long hours and multi faceted requirements that went into this report but it feels as if it is one of those things that makes you go duh. After the hour or 3 it to me to read the report I could not help but say I knew that. The fact the CI wins out over DE is pretty obvious because for centuries now we have learned in a CI fashion. I would have liked to see some more depth spent on the alternative methods that are now being used in tools such as articulate, Connect and Livemeeting. I felt that this study discredited these style of DE because I feel the learner has a choice. Most of these applications of DE have an asynchronous and synch component. They allow the learner to attend the presentation or instruction setting live or if the session is recorded the can review the minutes or a video version. I feel that in order to make this study more effective and fight a stronger case DE would have had a equal if not more effective result over CI.
As for the beginners it is pretty cool it feels like a very short version of the 2 text books that we had for the DE certificate. I almost felt that this should have been first. Wait a second just looked and this is 5650 BTW this should have been first. Oh well glad to have it now. Reminder to self ask the instructor if I can share the reading with coworkers it might help them.
Thursday, August 21, 2008
Monday, April 21, 2008
E-learning guild annual gathering 2008
E-learning guild annual gathering 2008
E-learning guild annual gathering 2008
Recommended Reading
- The Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results - Roy Pollock
- Brain-Based Learning: The New Paradigm of Teaching- Eric P. Jensen
- The Singularity Is Near: When Humans Transcend Biology- Ray Kurzweil
- Group Genius: The Creative Power of Collaboration - Keith Sawyer
- Net Attitude: What It Is, How To Get It and Why Your Company Can't Survive Without It - John Patrick
- Things I have learned in my life so far - Stefan Sagmeister
Free resources
- www.Gcast.com- free podcasts
- http://myudutu.com- free content creation
- http://udutu.com/- free content creation home (lms + Facebook)
- http://patrickweb.com/index.php
Contacts
ajripin@hotmail.com- m-learning implementation
Oque Augustus- second life contact
Session Attended
Monday, April 14
- Using Media to Make Your Courses Shine!
- Need to review provided CD of course material session was not that great the content appeared good
- Provided 45 day free trail of Codebaby avatar software $10,000 per license and $750 there after. Excellent software for avatar creation.
- Introduced the concept of brain based learning see list above
Tuesday, April 15
- Thinking about Media in e-Learning with Stephen Haskin, S > Media
- Learning objectives > experience = Engaged
- Ask Why 3 times to get the answer (3 layers of why)
- Brand awareness > selling objectives
- Use the story to determine the media
- Avatar-new generation for talking head engages newer generations can tell the story
- Fire sign Theater – listen 3 times with earphones
- Concept of layered learning multiple objectives in your content being shared at one time forces the learner to pay attention and reuse the content
- Use Myths to reinforce learning
- Opening General Session with Keynote Keith Sawyer
- Pre-speaker Info
- Headington -Trauma and Disaster training
- Lingos - eLearning
- Non-profit - http://www.e-learningforkids.org/
- Situation-based Learning Design: A Research-inspired Model for Wildly Enhanced Performance
- Teach to the situation
- If they are going to take a certification test then teach them in the room they are going to test in.
- If learners are going to be making widgets then teach them how to make the widgets
- Engaging and Assessing the Web Generation
- Test people as much as possible
- Do not be afraid to let people fail
- Self assess often
- When they are ready and complete the course certify them complete
- See resources (udutu) above
- Training Social Skills Digitally with Simulations and Games
- 300 person leadership training
- Give all laptops and a problem
- Define the roles
- Step out of the room
- Take and improve class
- If then, Why
- That is a nice can of beans. Thanks do you like beans
- Keep the conversation going do not let it die
- Story boarding for e-Learning Video Production
- Unfortunately the use of media for delivery was unsuccessful the content my have been great but one of the presenters was remote. The resolve was to hook up a web cam this is were the problem came in as the lead facilitators bum was projected on the screen. I had to leave it was distracting.
- Tips & Tricks for Adobe Captivate and Presenter
- Share.adobe.com
- Full motion editor for Captivate 3
Wednesday, April 16
- Opening General Session with Keynote John Patrick
- Whole Brain Design: Engage and Retain your Learners
- 3 take away
- Provided grid showing most balanced elements for e-learning
- Provided exposure to a focus exercise count the passes for the white shirts http://viscog.beckman.uiuc.edu/grafs/demos/15.html
- Provided 2 visual exercises that can be used in ILT
- Learning 2.0 Expert CLO Interview
- Search for Talent Management Systems
- Look for a talent vendor who has an LMS
- Determine the company focus those who focus on talent win
- Experience
- Television-lean back, Internet- Lean forward, We need to develop jump in action type learning
- Alignment
- Define business outcomes
- Design the complete experience
- ROI
- Align investments with corporate strategy
- Deliver on your promises
- Fully engage leadership
- Return on Visibility
- Impromptu Session with CLO Talent Management
- See above
- Virtual Worlds and 3-D Environments as Learning Platforms
- Oque Augustus- second life contact free office furniture
- A Management Look at m-Learning
- ajripin@hotmail.com- m-learning implementation
Thursday, April 17
- Opening General Session with Keynote Stefan Sagmeister
- Very funny learned to be bold
- 80 year lady on the subway
- Simulation for Development, Practice, and Assessment of Leadership Skills
- Bad session appeared to be a sales pitch
- Set unreal expectations for times and man hours associated with the project
Sunday, April 13, 2008
Week 11: 3/16 - 3/22 - J: Reading to Facilitate
Week 11: 3/16 - 3/22 - J: Reading to Facilitate
I found this to be a very enriching discussion the group was able to apply Benders reading to the self paced instructions that they were creating. I felt that my contribution to the discussion actually led to the success of the theme. As you read through h you can see the common thread in regards to short “snappy” content my comment:
Keep it simple
When you are working by yourself simple complications become a big deal sometimes and can cause one to get
frustrated.
My course is an introduction, just a basic course, that will hand hold the learner through. I have may introduce a
community of practice at the end of the course to invoke discussion after the fact but that will be it for frills.
There will be a small branching aspect to the course since I will be using SCORM 1.2 to track progress. So each
section will be its own sco. What this does for me is it will allow the learner to take a break and come back if they
need more time to finish the section.
Otherwise click next and you are on your way.
Adds to this by allowing the student to keep it simple and allow the learner to come and go as they please but allow for there status to be tracked so they do not have to do it again. Now out of my initial comment the discussion of SCORM was introduced. I felt that Dena and I were able to give some basic understanding on what SCORM is and how it might apply. Now you can see some different thoughts around the use of SCORM or even if is necessary which made the discussion pretty powerful.
I found this to be a very enriching discussion the group was able to apply Benders reading to the self paced instructions that they were creating. I felt that my contribution to the discussion actually led to the success of the theme. As you read through h you can see the common thread in regards to short “snappy” content my comment:
Keep it simple
When you are working by yourself simple complications become a big deal sometimes and can cause one to get
frustrated.
My course is an introduction, just a basic course, that will hand hold the learner through. I have may introduce a
community of practice at the end of the course to invoke discussion after the fact but that will be it for frills.
There will be a small branching aspect to the course since I will be using SCORM 1.2 to track progress. So each
section will be its own sco. What this does for me is it will allow the learner to take a break and come back if they
need more time to finish the section.
Otherwise click next and you are on your way.
Adds to this by allowing the student to keep it simple and allow the learner to come and go as they please but allow for there status to be tracked so they do not have to do it again. Now out of my initial comment the discussion of SCORM was introduced. I felt that Dena and I were able to give some basic understanding on what SCORM is and how it might apply. Now you can see some different thoughts around the use of SCORM or even if is necessary which made the discussion pretty powerful.
Week 10: 3/9 - 3/15 - J: Reading to Facilitate
Week 10: 3/9 - 3/15 - J: Reading to Facilitate
Based on the discussion it appeared there was a common theme of discussion. After reading the Bender book most folks agreed that they needed to add some sort of group interaction to their instruction to make it successful and to make it stick. As stated in my comment:
Something that I had not considered at all is social interaction. Looking at page 185 it talks about learning as a
social process. It jump started a portion of the brain and made me wonder if my audience serves to gain anything
from my material or will they complete it and it go the wayside. Depending on time and landscape I may add a
discussion or maybe a community of practice to allow participants away to socially interact and trade ideas not
only about the training but for them.
I kind of went out on a limb by posting this comment and I felt reassured to see Linda’s reaction was similar to mine. I feel that we both, as well as the group, will walk away from this discussion know discussion is the key and the group efforts are an excellent way to reinforce the learning we provide.
Based on the discussion it appeared there was a common theme of discussion. After reading the Bender book most folks agreed that they needed to add some sort of group interaction to their instruction to make it successful and to make it stick. As stated in my comment:
Something that I had not considered at all is social interaction. Looking at page 185 it talks about learning as a
social process. It jump started a portion of the brain and made me wonder if my audience serves to gain anything
from my material or will they complete it and it go the wayside. Depending on time and landscape I may add a
discussion or maybe a community of practice to allow participants away to socially interact and trade ideas not
only about the training but for them.
I kind of went out on a limb by posting this comment and I felt reassured to see Linda’s reaction was similar to mine. I feel that we both, as well as the group, will walk away from this discussion know discussion is the key and the group efforts are an excellent way to reinforce the learning we provide.
Week 5: 2/3 - 2/9 - A: Reading to Facilitate
Week 5: 2/3 - 2/9 - A: Reading to Facilitate
My most valuable comment was my only comment. As this was more of a personal suggestion discussion there was not much interaction between students. What I did see is a common them around teams and group interaction as a key motivator for teaching.
Maria and David both spoke of the teamed approach and I feel that with the help of their thoughts it helped me to formalize my comment:
Not sure of the term but the round robin approach I would call it. Where we break into small groups of 4 or 5 and
each participant has an allotted time to make there initial post. You then follow the pecking order and you post
new thoughts to the original question. Once the first round is completed then you circulate one more time and
allow people to respond. I like the idea and I think this can work with Engage. I think we can make a modification
to this by running concurrent session so that we can draw more of a crowd. After the 2 circulation's we could then
merge the chat groups into a threaded discussion for all groups to collaborate and see different perspectives. I
have not mentioned the technique to my group yet but I will and we hope can use it.
Now the information that I provided is more of that forced participation but it does run the common goal of group teach. I think Bender was successful in teaching all of us that in order for our discussion to work or at least for us to gain anything from them, the group needs to collaborate.
My most valuable comment was my only comment. As this was more of a personal suggestion discussion there was not much interaction between students. What I did see is a common them around teams and group interaction as a key motivator for teaching.
Maria and David both spoke of the teamed approach and I feel that with the help of their thoughts it helped me to formalize my comment:
Not sure of the term but the round robin approach I would call it. Where we break into small groups of 4 or 5 and
each participant has an allotted time to make there initial post. You then follow the pecking order and you post
new thoughts to the original question. Once the first round is completed then you circulate one more time and
allow people to respond. I like the idea and I think this can work with Engage. I think we can make a modification
to this by running concurrent session so that we can draw more of a crowd. After the 2 circulation's we could then
merge the chat groups into a threaded discussion for all groups to collaborate and see different perspectives. I
have not mentioned the technique to my group yet but I will and we hope can use it.
Now the information that I provided is more of that forced participation but it does run the common goal of group teach. I think Bender was successful in teaching all of us that in order for our discussion to work or at least for us to gain anything from them, the group needs to collaborate.
Week 4: 1/27 - 2/2 - Formative Evaluation
Week 4: 1/27 - 2/2 - Formative Evaluation
I want to start out with my original thought around formative evaluation because I really felt that the answer needed to be pounded out of the guest speakers:
It really caught me in the beginning how much the formative evaluation question was avoided. I find this to be
true in my career as well. The client does not want to pay for formative evaluation. They also expect a product
that is spot on and that is hard to produce when you don't know where you are going.
I cannot say that any one student assisted with my thoughts on the subject or even will walk away with what I had mentioned. I feel that I may be jaded when it comes to the formative evaluation process because I have seen the client design interaction. The company that I work for is very training focused they want training and they want it now and they want to show that we are worth what they pay us. The issues that arise out of this becomes the fact that in order for us to do our jobs properly then we need to successfully analyze and modify our course work as it is created. This will allow us to move on to my most important comment of the discussion around ROI:
I think you are right with the ROI focus on summative evaluation. I see that you mention level 1 and 2 a
couple of times. I think that most companies have an issue because they are never able to reach level 3 and
up to actually get the ROI.
I would like to add that I think that since most companies and clients do not understand the value of the
needs analysis and formative evaluation. The problem lies in the last statement when you are trying to do
ROI you need to produce widgets. instructionally if we do not define the widget and how the widget saves or
makes money we can level 1 and level 2 all day long but we will never get to ROI.
If the client assist us in the beginning and allows us to define the learning widgets we can then formatively evaluate and modify our product. So when it comes down to releasing our content to the consumer we can successfully run through or levels of evaluation and show the client ROI.
I want to start out with my original thought around formative evaluation because I really felt that the answer needed to be pounded out of the guest speakers:
It really caught me in the beginning how much the formative evaluation question was avoided. I find this to be
true in my career as well. The client does not want to pay for formative evaluation. They also expect a product
that is spot on and that is hard to produce when you don't know where you are going.
I cannot say that any one student assisted with my thoughts on the subject or even will walk away with what I had mentioned. I feel that I may be jaded when it comes to the formative evaluation process because I have seen the client design interaction. The company that I work for is very training focused they want training and they want it now and they want to show that we are worth what they pay us. The issues that arise out of this becomes the fact that in order for us to do our jobs properly then we need to successfully analyze and modify our course work as it is created. This will allow us to move on to my most important comment of the discussion around ROI:
I think you are right with the ROI focus on summative evaluation. I see that you mention level 1 and 2 a
couple of times. I think that most companies have an issue because they are never able to reach level 3 and
up to actually get the ROI.
I would like to add that I think that since most companies and clients do not understand the value of the
needs analysis and formative evaluation. The problem lies in the last statement when you are trying to do
ROI you need to produce widgets. instructionally if we do not define the widget and how the widget saves or
makes money we can level 1 and level 2 all day long but we will never get to ROI.
If the client assist us in the beginning and allows us to define the learning widgets we can then formatively evaluate and modify our product. So when it comes down to releasing our content to the consumer we can successfully run through or levels of evaluation and show the client ROI.
Week 3: 1/20 - 1/26 - A: Reading to Facilitate
Week 3: 1/20 - 1/26 - A: Reading to Facilitate
This was a fun one for me and although I had limited participation I was able to glean quite a bit from others which helped me formulate my thoughts in the end. I could see through out that there was a common theme with engaging elearners. Whether it is getting them involved or at least keeping them involved.
My comments:
The book made me realize that people are in open space out there. If I do nothing to engage them or at least give
them something to do I cannot guarantee there full participation.
There was mention of using humor which I do in my daily live anyway. Online learning does not have to be all
about the facts. I need to find ways to integrate some aspect of humor in what I deliver.
Where not only a good reference point for Kerry it allowed her to build and give me some feedback as well. My career status in the elearning community is as a media developer I have to find new and interesting ways to engage the learner. I feel that Kerry’s suggestions around using jokes can help me as well as assist Armi with controlling the silence of the participant.
This was a fun one for me and although I had limited participation I was able to glean quite a bit from others which helped me formulate my thoughts in the end. I could see through out that there was a common theme with engaging elearners. Whether it is getting them involved or at least keeping them involved.
My comments:
The book made me realize that people are in open space out there. If I do nothing to engage them or at least give
them something to do I cannot guarantee there full participation.
There was mention of using humor which I do in my daily live anyway. Online learning does not have to be all
about the facts. I need to find ways to integrate some aspect of humor in what I deliver.
Where not only a good reference point for Kerry it allowed her to build and give me some feedback as well. My career status in the elearning community is as a media developer I have to find new and interesting ways to engage the learner. I feel that Kerry’s suggestions around using jokes can help me as well as assist Armi with controlling the silence of the participant.
Week 1: 1/7 - 1/12 - D&A Group 2
Week 1: 1/7 - 1/12 - D&A Group 2
Week one discussion started out a bit unorganized I think. It had Ideas bouncing one direction to the other direction with no clear path on what to do.
I feel my first contribution:
Not sure I think it is doable with "one week". If many of the teams are being combined that means many of
the resources are going to do the same. There will be less sites to look at. I also think it keeps us on a leash
and we do not over do things.
I look at some of the professional forums like elearning guild and many of the digital video web conferences
and they never exceed a week.
Put things and perspective. Linda and Richard shared in that perspective which I think overall was able to sway the group to have a more limited schedule for the web conference.
Week one discussion started out a bit unorganized I think. It had Ideas bouncing one direction to the other direction with no clear path on what to do.
I feel my first contribution:
Not sure I think it is doable with "one week". If many of the teams are being combined that means many of
the resources are going to do the same. There will be less sites to look at. I also think it keeps us on a leash
and we do not over do things.
I look at some of the professional forums like elearning guild and many of the digital video web conferences
and they never exceed a week.
Put things and perspective. Linda and Richard shared in that perspective which I think overall was able to sway the group to have a more limited schedule for the web conference.
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