I am currently attending the MedBiquitous conference, which is hosted at Johns Hopkins (my employer) and focuses on how learning technologies can transform heath care education. Today, I attended some great sessions including one on using virtual patients in training. Several organizations shared the tools used develop these virtual worlds. One, CliniSpace, had a nice interface and from the demo appears to have an easy to use authoring mode. I was also impressed on how authors can quickly add or change scenarios on the fly during a simulation. Below is a video that gives a glance at CliniSpace’s virtual world and its patients, doctors, nurses, etc.
I am looking forward to seeing more exciting things at the next two days of the MedBiquitous conference. I am also tweeting (@minutebio) some of what I learn at the conference via its #medbiq2012 hash tag.
Of the questions asked of me during DemoFest, I think most were regarding development tools. In regards to development tools used, the course is truly a Frankencourse, a term I believed coined by David Anderson (@eLearning).
So here are the development tools I used for this project.
Adobe Flash – The initial interface was built in Flash. This provided greater ease of animating the characters, creating the navigation, which is non-linear and not as simple as adding next and back buttons of which it has none. However, the Flash movie sits within Articulate Presenter and navigates to an assessment made in Articulate Quizmaker which also sits within the same Presenter project (more on this later).
Adobe Captivate – I used this for creating every simulation in the course. I find Captivate to be a great tool for software simulations, plus I could easily edit instructions in the sims, add graphics including the Captain and Ossie 7. It also afforded me the opportunity to have several sims be more exploration than just task driven. For example, the sim where Ossie 7 lets you explore each ribbon at your own pace and direction. Note: All the sims are “try me” sims in which the participant completes tasks and/or explores the application. They are not demonstrations were they simply watch the application being used.
Articulate Quizmaker – Very easy way to create the assessment at the conclusion of the course. Most of the questions in the quiz were scenario based and involved clicking the correct button on a graphic representation of the Office application (e.g., an Outlook ribbon). Quizmaker easily accommodated this, plus worked well within Presenter – it should since it is also part of the Articulate suite.
Articulate Presenter – This is what I plopped the Flash and Quizmaker into. Essentially, the first page of the Presenter project is the Flash course, which has numerous pages and opens all the sims and links to its additional resources. It also has a button that takes you to the quiz. It actually takes you to the next presenter page introducing the quiz. The third page is the Quizmaker assessment. And because it is in Presenter, I could easily publish the presenter course as SCORM compliant that would work well on my learning management system (LMS).
That’s it. I know to some it may seem insane to use so many tools, but with so many different aspects of the course it did require these tools to get this project done. Don’t believe me? Take a look – Introduction to Office 2010.
Note: Microsoft Office 2010 was used to the extent that it was the subject of the sims, job aids, etc., but not actually a development tool itself.
View the course – Introduction to Office 2010
In my last post I gave an overview of my DemoFest course, Intro to Office 2010. I would like to delve into the analysis and design of the course.
When this project was brought to me it involved training for both a Windows 7 and Office 2010 upgrade, which is why some of the documents included here references Windows 7 in addition to the Office upgrade. My first step for any training project is the needs analysis, albeit it is often very informal when on short time-lines like this project. Because I had been teaching a face-to-face computer basics class, including some Office training, I had already a big jump on both knowing the audience and how they use the systems that were being upgraded. I also was provided a second work PC with Windows 7 and Office 2010 loaded on it. This allowed me to use and learn the Windows 7 operating system and Office 2010 applications while simultaneously identifying the changes staff will encounter. Keep in mind, I still had my current PC so I had the luxury of being able to make comparisons of the old and new. Once I identified the learning needs, which by the way were more numerous in Outlook due to bigger changes to Outlook from 2007 to 2010 than in the other Office apps, I was ready to draft a course design plan.
The course design plan is crucial in creating an effective course and includes everything from the rationale for the course to its evaluation plan. I am providing a link so you may see a copy of the course design plan (CDP). I always circle back to my stakeholders and share the CDP with them. It shows the approach I am taking and exactly what will be taught. Keep in mind it did not reference much regarding social media. It focused mostly on the asynchronous online course itself. The social media and Intranet page were components that evolved during the development stage. FYI: If you would like to know more about my approach to writing course design plans, please visit my post on CDPs.
Once the CDP was completed and reviewed by my stakeholders and subject matter experts, I like them to sign off on it, I began storyboarding the course. It is important to note, I am a “one person e-learning shop,” so when I storyboard they are not handed off to developers or anyone else. These are tools for my own design and development process. So, as you can see in the examples below, they include enough detail for my own review and get quite messy. If I worked with others I would create much cleaner versions. Either way, below are several examples that show a bit of the process. Once storyboards were developed, and rewritten a few times, I then had the content, navigation, development tools needed, etc. I am was now ready move on to developing the course.
Regarding the Windows 7 content that was scrapped just prior to implementation, because the course was non-linear, but had a separate section for Windows 7 sims, it was easy to isolate that section of the course and remove it. Actually, because the interface was built in Flash all I had to do was remove the button to the section and introductory reference to it. I will speak more to that in the next post in which I address course development.
View the course – Introduction to Office 2010
It is not every day I use “wicked” as an adjective, but this calls for its use. While attending the Enterprise Learning Conference & Expo today, I saw an example of the use of augmented reality as created by BMW. The video clip shown during the “Next Generation of Learning Systems” session is the same clip as the one found on YouTube and embedded below. I promise it will wow you and even if you are not a New Englander, like me, you will still say is “wicked cool.”
This month’s Big Question at the Learning Circuits blog is “How do you make e-learning fun?”
Before listing my ideas regarding e-learning fun, I do want to note that just because it’s fun does not necessarily mean learning objectives are being met, that it is relevant to participants’ learning needs, that it will motivate learners, etc. However, incorporating elements that are fun will keep the learner’s attention, make it an enjoyable experience and hopefully get people talking the course up to others. For me, one of the greatest compliments is when people say, “the course was fun and I learned a lot too.” FYI: If you are looking for a good way to engage and motive learners, in addition to making them fun, take a look at the ARCS Model and Gagne’s Nine Events of Learning.
Back to the Big Question, here is how I make e-learning fun:
- Add humor. When appropriate of course and never, ever offensive.
- Add fun characters. I like to use numerous characters to break up any monotony, add conversations and even increase attention by creating tension between characters.
- Incorporate games into courses or make the entire course a game itself.
- Silliness is a great way to get the audience’s attention and focus on specific content you want to be memorable.
- Incorporate interaction between audience members. Perhaps pose fun questions or topics they can discuss and make sure they know it is OK to have a fun, lighthearted discussion. Incorporating social media can help make this happen.
In regards to when to make e-learning fun, I try my best to make it fun whenever I can pull it off. Some topics do not easily lend themselves to being fun and if it is something emotionally sensitive then I keep it serious as not to offend. The same goes for topics that the audience and/or stakeholders take very, very seriously and do not want misinterpreted as something to be taken lightly.
Before the month of May ends I want to add one more thing to my response to the May Big Question -#LCBQ.
If you read my last post you may remember I am currently in a situation where training must be provided on very short notice and I listed how I am attempting to get this done. Something I touched upon was communication, but because communication and marketing training is very important in this type of situation I wanted to expand a bit more on the topic. I have written about marketing courses before, but the last minute nature of on-demand situations makes marketing even more crucial for the audience to know it’s available in addition to generating interest and motivation.
So, in an “on-demand” scenario also be prepared to:
- Get the e-mail blasts ready with direct links to the learning resources you are offering – make it easy for them to access immediately.
- Announce the course, job aids, blog etc. on the LMS and/or intranet – again providing direct links.
- Give the heads up to supervisors to gain their support and get a buzz going. In fact, getting announcements in their meetings is big plus. Getting face time in their meetings yourself is good too. Encourage SMEs and stakeholders to talk it up also.
Remember, always include a good description of what is being offered and the benefits of participating – if it is relevant, they will attend.
In my prior post, The Other Stakeholder Wants It Now Too, I had focused on the learners’ need for “on-demand” learning. This month’s Big Question at Learning Circuits is “How do we need to change in what we do in order to address learning/performance needs that are on-demand?”
At this moment I happen to be in a situation where a major software system upgrade is going to occur in a matter of weeks. Staff do not have the luxury of waiting for me to design, develop and implement a thorough set of learning events. Here is one real life example of what is done in an “on demand” situation.
- An immediate sit down with the SMEs to identify the audience and the changes to the system (luckily, I have worked with this audience and system before) and to gain access to the new system.
- Use the new system myself to further identify learning needs and challenges the audience may encounter, while grabbing screenshots and creating job aids for the tasks the audience will need to learn in the upgraded system. If you are a fan of the ADDIE model, this would be like trying one’s best to lump the analysis, design and development phases together into a very, very short period of time… It is not pretty, but it is what happens in an “on-demand” situation.
- Get a blog on the Intranet where I can provide ongoing support, additional learning materials, tips and tricks and a place for staff to share their knowledge of using the new system.
- Communicate details about the upgrade including its features, benefits and motivate learners to master the new system. Oh yeah, get them the job aids they need.
- If time allows, I will build some impromptu simulations in addition to the job aids.
None of this is pretty, but this is what I have had to scratch together to address on-demand learning needs in this particular situation. Luckily, job aids and on-going support via the blog should get the learners up to speed for this upgrade… Wish me luck.
FYI: This post may not directly address the question of how we need to change but rather be an example of what is done in one particular “on-demand” scenario. I will say we cannot completely skip analysis and design phases, but need to be able to think on our feet and do our best to conduct very quick, informal analyses and design on the fly in these situations.