Lee's Learning Log

2010-10-31T18:39:00.000-04:00

Things change - my blog aggregator closed down. Apparently they decided that their business is irrelevant in this age of instant information. To find a replacement, I went to Jane Hart's Centre for Learning and Performance Technologies, but ultimately decided just to set up an iGoogle home page.

2010-06-12T13:16:00.000-04:00

I'm active on LinkedIn, but so far I haven't been compelled to tweet or follow twitter streams when sitting at the computer. Some of the online discussion groups I participate in include the eLearning Guild, ISD Now, Creative Designers and Writers, Multimedia and E-Learning Professionals, Instructional Systems Design Professional, and Instructional Design and E-Learning Professionals Group. I also like to create art or designs for e-learning. And then there's my whole life away from the computer, which involves tennis, bicycle commuting, skiing, and gardening. It's best to have a healthy balance in where my energy is directed!

2010-03-20T18:34:00.000-04:00

After years of using the CourseBuilder extension for Dreamweaver, I just recently learned how to really use the Action Manager to judge interactions. This is useful for creating a scored quiz on one html page. On a related note, I've found a great book to help me advance my understanding of JavaScript, called Programming for e-Learning Developers by Jeffrey M. Rhodes.

2009-11-30T21:31:00.003-05:00

To see an interesting use of audio in e-learning, check out a Flash file from a course I designed and built. Note how the sound of the voice from the text to speech converter (first link) contrasts with the sound of the human voice (second link). In this sample, I used the artificial voice to advantage. In most cases, the quality would not be acceptable for more extensive use, as in narration.

2009-11-15T18:32:00.001-05:00

I recently enjoyed helping ASTD-Md. celebrate its 60^th anniversary. The event included the annual conference session featuring Bob Pike. Self-described as one who “trains trainers to train,” Bob demonstrated many participant-centered techniques as he led us masterfully through the session. He encouraged us to join the professional association because its like Cheers, where everyone knows what you do. Certainly this event proved to be a good learning and networking opportunity.

2009-07-07T23:21:00.002-04:00

While presenting at DevCon 2009 in Salt Lake City, I had a nice live blogging experience. Check out Mahdi's blog as he progresses through a series of conference sessions. It's all captured in fine detail with pictures to tell the story. Speaking of graphics, scroll down the blog to read about the first session of the day, which was my session called "I See What You Mean! Visual Design in eLearning."

2009-06-06T10:22:00.002-04:00

Visit my SlideShare site to vote for my PowerPoint presentation called 'One Presenter's Story' entered in the Tell a Story contest. I hope I win for best creative design.

2009-05-31T20:49:00.001-04:00

I've started micro-blogging on Twitter. Follow me @LBand to find out that I've just recently submitted my masterpiece for the PowerPoint Live 2009 template contest. Hope they choose my entry as the winner.

2009-03-15T20:12:00.003-04:00

I checked the personality type of my blog and my online resume through the typealyzer. The analysis indicates that Lee's Learning Log is of the type ISTJ; the analysis of my online resume says the same thing. My writing tells that I'm responsible, hardworking, attuned to the details of life, and careful about getting the facts right. This activity occurs in the practical part of the brain that focuses on thinking and sensing. This is me in RL also, although my type there is INTJ. When I analyzed my web pages with all the graphics on them, it didn't work! Visual data is obviously created and processed in a different part of the brain than words.

2009-01-06T19:25:00.002-05:00

I pasted, then edited, code from Animation@About.com for this blog post.

My quiz results tell me that my specialty is Key-Framing and In-Betweening

It says: You're an extremely patient person capable of intense levels of concentration - and it's a good thing, because those traits are necessary if you're going to work on the meat and bones of 2D animation: drawing the keyframes and in-between frames that actually make the animation move. You're fascinated by capturing people, animals, and objects in motion and putting them to paper, and don't mind the amount of time and effort that goes into producing just one second of smooth, clean animation.

2009-01-03T10:14:00.002-05:00

I’ll be presenting at DevCon 2009 in June! Both of my proposals were submitted before Thanksgiving so I get all my expense paid. Utah will be my 11th state where I’ve presented. Here's what I'll be doing:

Let Pictures Tell the Story. How to Stage a Scene for E-learning

Make e-learning engaging and effective with image assets artfully arranged. This session will show you how to use Fireworks and PowerPoint to manipulate and assemble images for scene backgrounds and story templates. See examples of original scene designs and learn about the techniques used to create them.

I see what you mean! Visual Design in E-learning

Take instructional design to the next level by adding visual design to your learning products. Find just the right image, use parts of it, or design your own graphics to illustrate and communicate ideas. This session will showcase a gallery of visual e-learning designs and discuss how to create, adapt, and use graphics to enhance meaning and interest for any type of content.

2008-09-07T09:43:00.004-04:00

Use the 'Golden Ratio' for a visually pleasing web design. This ratio is a divine proportion for anything that is aesthetically pleasing. It is found in living things including humans, in art, in buildings, and in web sites. Designers who use this concept create designs that are more effective and visually compelling.

The divine proportion ratio is based on phi, which is the 21st letter of the Greek alphabet and is equal to 1.618. Phi's connection to the divine proportion is based on the relation of three lines: line A, the longest, is 1.618 times the length of line B, and line B is 1.618 times the length of the shortest line, line C.

Combinations of the three line ratios are said to be the basis for everything that is perfectly proportional.

To Use the Golden Ratio in Web Design

1. How wide is your design? You can design a page using the golden ratio using fixed or flexible widths, but in order to use the ratio you have to have a number. Say you width is 760px.

2. Once you know the width, divide it by Phi (1.62 rounded is fine). 760 divided by 1.62 is 469.14 or 469 (Web browsers prefer whole numbers). That should then be the width of the main column.

3. Subtract the main column width from the whole width. This will give you the second column width. 760 - 469 = 291.

2008-07-06T21:35:00.001-04:00

View my page on eLearning DevCon 2008 Community Network

2008-05-10T18:32:00.003-04:00

Just learned about the Kindle, a product from Amazon for downloading and reading books, news, blogs, etc. There’s no computer needed and it holds over 200 items. There’s a built in dictionary, and you can even download your personal docs.

The $400 Kindle seems pretty handy and convenient, especially for students, since it looks like it could easily replace walking around with an armload of books. For me, I think I’ll stay with the audio books I download from Audible.com to my I-pod. I like the hands free feature for listening while walking or driving. But the Kindle would be superior in a noisy location like an airport or airplane.

Learning More

2008-01-01T19:02:00.001-05:00

Just read three books this past week. Each will help with the new skills I intend to acquire this new year. Notice how well the subtitles inform the reader about the contents of the book.

Don't make me think: A common sense approach to Web Usability by Steve Krug

Communicating Design: Developing Web Site Documentation for Design and Planning by Dan Brown

Designing Interfaces: Patterns for Effective Interaction Design by Jenifer Tidwell

Oh, yes, my resolution this year is to add some visual interest to my blog posts.

2007-12-24T19:23:00.000-05:00

Discovered three techniques that transform training into performance art. Each has a distinguishing feature – it’s short, and to the point. Each technique has potential for a trainer's toolkit.

The first is a lightning talk, which lasts about five minutes. Slides are discouraged, and the point is to make a point, and explain it as succinctly as possible. Often given back-to-back as technical presentations, the quickness of the lightening talk format is interesting and entertaining.

The second is pecha kucha (peh-chak-cha), Japanese for chatter or chit-chat. This technique uses a conversational presentation format, consisting of a slide show of 20 images, on any subject, shown for 20 seconds each, for a total time of six minutes and 40 seconds. This format lends itself to a designer show and tell, with the goal to share ideas.

Sharing knowledge and inspiration is the basis of the third technique, an 18 minute talk at a TED conference (Technology, Entertainment, Design). During these talking conferences, there are no breakout groups, so everyone shares the same experience.

2007-09-22T15:08:00.000-04:00

Check out the sound snippets collected by The Freesound Project. There's a database of interesting sounds, not songs, all licensed under Creative Commons. Visitors to the site can browse for sounds based on keywords, or tag each sound they hear, which adds a fun and interactive component to this collaborative website project.

Results from the sound tagging are being used to find out if people invoke a common vocabulary to describe a sound. Eventually, there will be a system to retrieve the sounds automatically from the database according to descriptions of each sound's audio characteristics. Can you describe a sound with words?

2007-07-07T10:34:00.001-04:00

I've previously written about avatars for teaching and learning online. I just discovered Noah, the latest animated character technology - seems quite intriguing for e-learning applications. The Noah avatar is billed as the latest innovation for web site enhancement since graphics, audio, video, interactive exercises and simulation games. I might find a spot to try my own personalized speaking avatar somewhere on my web site.

2007-07-01T15:18:00.000-04:00

For a list of cool tools, visit kk.org. A cool tool here is any book, gadget, software, video, map, hardware, material, or website that someone has recommended for its superior usefulness. Click on the learning link to read about tools for language learning, how-to videos, a cloudspotters guide, and more. Under Media tools, find a reverse dictionary, a PB wiki, and a television eliminator. Browse through Inner Space to learn about the MindMap book and how to make a journal of your life. Visit other parts of Kevin Kelly’s website to learn that he’s the chairman of the All Species Foundation that’s trying to catalog each living species on earth and give every organism its own web page. The reading will be endless.

Audio learning resources

2007-01-06T21:24:00.000-05:00

For audio learning resources, check LearnOutLoud. The site compares with Audible for selections, but has a distinct learning focus. I listened to some free technical podcasts (Digg; Creative Commons), which turned out to be Wikipedia definition entries read out loud. It was okay, but I’d like to see the estimated run time of each, so I can decide whether to listen at my desk or download the file to my mp3 player.

Work is a flow experience

2006-06-14T20:54:00.000-04:00

Work is a flow experience lately, so I’m just now blogging about the second habit of highly effective instructional design – which is…eliminate or minimize distractions. Such as it is, the day requires structured relaxation and quiet concentration. Then stop already, and take a couple of podcasts out for a walk, or check the bloglines and the discussion forums. Working by myself doesn’t mean working alone!

2006-04-09T16:13:00.000-04:00

Like artists and architects, instructional designers can optimize the work experience by applying seven characteristics on a daily basis – according to a piece in eLearn Magazine. Find the article by clicking on eLearn: In Depth Tutorials in my Furl archive.

The first of seven habits to adopt is to focus on the goals of the project, which for me at this time is to obtain a graduate internship that suits my professional interests. To achieve this goal, I have identified my unique requirements, as follows:

My primary learning objective is to work collaboratively with others on a web-based training or e-learning project that involves using technology and instructional media to design and develop learning programs for customers or students.

AquaBrowsing

2006-02-01T20:26:00.000-05:00

My local library has an AquaBrowser. It’s a search tool created just for library database catalogs. AquaBrowser works just like a standard search tool – type in a traditional text query box, and the browser returns results listed by relevance.

My favorite part is the “word cloud” – a visual, mind map-like animation of word associations related to the area of interest. The AquaBrowser compares a search term to metadata in the catalog, and then new, discovery-based information appears to help refine the search. The word cloud includes the most relevant associations, foreign language translations, spelling variations, and synonyms.

Look for a hot new trend

2005-12-24T10:01:00.000-05:00

Look for a hot new trend on college campuses called Course casting. It involves recording a lecture for later playback on an MP3 player. Course casting makes it possible to listen to the lecture outside of the classroom.

The concept of course casting intrigues me. Not the lecture part, which is just a one-way method of communicating content. There are other ways to use this idea for different instructional purposes. For example, if I record a subject matter expert talking and presenting content, I will have a terrific resource for later listening and playback. Not only that, I can edit and re-use some of the content for inclusion in an e-learning program.

2005-12-12T17:50:00.000-05:00

Most have seen an avatar on the computer screen - it's an image that represents an actual human being in cyberspace. Avatars are common in online role-playing games, where a player’s presence or location in the virtual reality environment is represented by an avatar character. Avatar technology is also well established in areas other than entertainment, including a variety of business, communication, and training applications.

New applications are emerging as avatar technology advances and avatars become more and more sophisticated. The use of avatars as learning agents is now considered a promising pedagogical approach for teaching and learning on-line. See my white paper on avatar technology for an overview of how avatars will facilitate e-learning in the 21st century.

Heres what's new

2005-11-18T21:10:00.000-05:00

Here’s what’s new for me in just the past two months:

Self-published website – personal home pages, with my professional resume and links to portfolio pieces

Personal web log called Lee’s Learning Log

Blogroll with a number of interesting feeds

Furl Archive

Dell laptop

Two search items on Technorati

Gmail account

Skype account

Contributions on a Wiki

Flickr account

Audible account

Flat screen monitor

Wireless mouse

MP3 player

Recording and editing software

Plus,

A presence on a professional discussion board with my own avatar

A new understanding of SCORM, Codec, CSS, DHTML, XML, RSS, LMS, tagging, podcasting, coursecasting, social book marking

Some forays with the social Web 2.0 that enables and encourages participation through open applications, services and interactions

In addition, I have the usual other stuff:

Cell phone

Voice mail account

Three e-mail accounts

AIM screen name

… not falling too far behind the digital natives of the millennial generation.

The paradox of constructivist e-learning

2005-11-08T21:10:00.000-05:00

A constructivist learning philosophy works for me. I enjoy researching new information and finding answers to questions I hadn’t previously thought to ask. I especially appreciate when such questions and resources are provided by an expert teacher to support my learning.

Lee’s Learning Log displays the results of my efforts. My blog entries reflect a constructed knowledge process and provide a record of how I plan to leverage my learning. This space is a perfect knowledge-management system.

A constructivist approach is well-suited for e-learning. Interactive-technology (including hypertext) provides an environment where learners have great opportunity to pursue individual learning paths. In this context, the learning environment presents multiple perspectives on the content, is complex and ill-defined, and emphasizes the construction of knowledge by the learner.

These 3 characteristics of an on-line learning experience are closely associated with an approach called the Cognitive Flexibility Theory (CFT), which focuses on the transfer of knowledge and skills beyond the immediate learning situation. This theory supports the use of hyperlink pathways that connect specific, context-dependent assets (media, text, images, sound, web pages, assessment items or other pieces of data). For example, a term referenced in the lesson text might be linked to a Glossary definition in another part of the learning program.

And there is the paradox. E-leaning experiences are facilitated through inter-connected hyperlinked material, yet SCORM-conformant Learning Objects are compartmentalized and independent of learning context.

A primary feature of a Sharable Content Object (SCO) is reusability, which means that each SCO must be a stand-alone chunk of content for learning purposes. To design an on-line course, then, requires a hierarchical, table of contents structure for lessons and other learning objects. With such a rigorously controlled external sequence of instructional events, we’ve lost context-dependencies and the “cognitive flexibility’ of a constructivist learning environment. For example, we can no longer link to a Glossary from within a SCO, nor can we launch any other object at all (including a Glossary or a help file) when another SCO is already open.

To create effective e-learning that results in meaning as well as just knowledge, today’s Instructional Designer must develop a new bag of tricks.

SCORM-conformant e-learning

2005-11-06T20:38:00.000-05:00

I’ve decided to implement my current e-learning project within a learning management system (LMS). The LMS under consideration is SCORM-conformant, which means that I need SCORM-conformant development tools.

The plan is to author the web-based learning content using Dreamweaver. As a result, I need to find out how to make Dreamweaver files “trackable” in a LMS application.

One of the primary advantages to creating learning content that conforms to SCORM standards is interoperability. This feature of the development process provides additional flexibility in choice of LMS, by making sure that content developed for one SCORM-conformant LMS can be delivered on any other LMS.

A SCORM-conformant system aggregates blocks of content called Sharable Content Objects (SCOs), using metadata (the Reference Model) to tag the objects with a SCORM “wrapper.” Each SCO then is able to communicate with the LMS separately, through an XML file with a series of JavaScript calls to the learning content. This process constitutes the SCORM Run-Time Environment, which determines how the content works when it’s displayed in the LMS.

The good news is that there’s a SCORM Runtime Wrapper Extension for Dreamweaver that automatically inserts all the necessary JavaScript code and HTML tag attributes.

The next consideration involves finding out how the requirements for creating Sharable Content Objects will impact the organization of lessons and modules in my e-learning program.

A Sharable Content Object is a small, discrete unit of digital instruction. A SCO can be as small as an image, text, or audio used to support e-learning, a block of information such as a procedure or a concept, or a meaningful assembly of smaller objects like a lesson, a unit, or a course.

There are 3 rules of SCORM e-learning development.

SCOs cannot be directly linked to other SCOs, in order to maintain independence and reusability.

The LMS may only have one SCO open at a time.

SCOs may not launch other SCOs.

The implication of these rules is that the sequencing and navigation information must exist outside of each SCO. In fact, the XML file, or packaging manifest, is what contains this information - in a table of contents, which, when displayed in the LMS, allows a learner to navigate a hierarchical sequence of lessons or other objects. I now know that I need to implement a modular and linear approach to content development, rather than a circular, hyperlinked architecture.

Flash or Director

2005-10-30T12:39:00.000-05:00

An important part of the e-learning creation process involves figuring out which multimedia tools to use for course development. For the best production results, it’s important to understand the features of each product under consideration.

Here’s a comparison between two widely used development tools - Macromedia Director and Macromedia Flash. Each application has particular advantages for e-learning development. Both are timeline based with powerful scripting languages, but be aware that file content is difficult to update, invisible to search engines and mostly inaccessible to disabled users.

Flash is a multimedia and animation tool primarily for delivery over the Web (requires the Flash Player plug-in). Flash should be used when sound, animation and interactivity are central to the user experience of the content. The ActionScript language enables complex behaviors and the associated SWF files provide consistency of layout across platforms and browsers. Primary advantages of Flash files include the illustration and optimization capabilities that result in minimal download times for small, efficient vector graphics.

Director is a robust multimedia authoring solution for e-learning. Director applications are useful for learning games and skills practice in a realistic 3D environment (requires the Shockwave Player plug-in). Shockwave files use the Lingo scripting language with JavaScript syntax to enable complex interactivity, motion capture, streaming video and 3D models and objects. Shockwave Files (.dir) made with Director are large because of the embedded media files (for example, .dcr, .aam, .cst). Since download time is significant, Director files are best viewed on a CD, DVD-Rom or kiosk.

Director and Flash are frequently combined to create compelling e-learning experiences. Check out Eduweb for some great examples.

One of the best games

2005-10-23T19:41:00.000-04:00

One of the best learning games I’ve played is the ADA game – this simulation game entices a player to return, day after day. Game play simulates an abstract concept - how advocacy can promote positive change. In the game, each player is an advocate for disability rights. You answer knowledge-based questions while at the same time you join with other players in one of ten virtual communities. The micro-goal is to build a more accessible community and the macro-goal is to improve awareness and compliance with the ADA (Americans with Disabilities Act).

During the ADA game, players work with others in their virtual community to earn points, plan strategies, and take actions to improve accessibility of the virtual city. The collaborative component of the game adds an essential ingredient for fun –competition with other groups of players. Also, there’s a message board to strategize and share ADA-related issues.

Another must visit website for training games, simulations, and activities is The Thiagi Group. These simple games are elegant in design and keep participants interacting with both each other and with the content. For examples of some low-cost, high-interaction ideas, check out Thiagi’s e-mail games.

about learning games

2005-10-22T20:22:00.000-04:00

Learning games have been used in classroom training environments for a long time. Now, computer technology provides instructional designers with exciting new opportunities to create dynamic e-Learning games.

Computer-based games in general work best if the interface is user-friendly, the rules are easy to understand and follow, the interaction generates energy and excitement, and the technology is transparent.

Digital natives from the younger generation have been enjoying computer-based games for years - on handheld devices and arcade and console platforms. These youthful learners don’t care about instructional objectives, they just want to have fun, advance to the next level and win. Nevertheless, these young gamers are learning general motor and visual attention skills and cognitive strategies that ultimately transfer to other situations.

Older learners, on the other hand, are an entirely different audience when it comes to technology-based learning games. Adult learners are more comfortable with browser-based games on a PC platform, where they can take an active role in structured experiences that have perceived value and relevance. The challenge for an e-Learning designer in this arena is to create games for learning where the learning is fun.

Take a look at AARP: The Magazine to see a whole page of video and computer games. These older gamers enjoy the same learning benefits - general motor and visual attention skills and cognitive strategies that ultimately transfer to other situations. What a coincidence!

So, it seems, games are fun, and well-designed games can actually make learning fun.

2005-10-18T10:25:00.000-04:00

A simulation is a representation of the real thing. Whether it’s a physical simulation, a software simulation or a social simulation, there must be fidelity to the actual experience for the simulation to be effective.

A physical simulation requires costly (more or less) equipment to re-create an actual system or environment, from simple headphones to special apparatus or even an 18 foot trailer to house an aviation simulator. My personal experiences with physical simulations include the stationary metal ‘car’ at driver training school, the helicopter at the arcade where you get a short ‘ride’ for a quarter, and the ski and snowboard machines at ski resort game rooms where you can experience the thrill of alpine racing. All of this hardware provides a simulated experience that attempts to replicate the real thing. For learning applications, a great deal of fidelity is needed for a learner to acquire skills for a real environment, especially if there are hazards and safety issues.

A software simulation appears to be much less complicated, consisting mainly of two-dimensional screen captures with cursor movements to illustrate processes. I just finished watching a Breeze webinar on the Macromedia site called Building Captivating Simulations for e-Learning. This 60 minute demonstration of the Captivate software is well worth the time if you want to learn about building software simulations for learning. This particular webinar was a demonstration, with 1-way communication, like a lecture. Adding interactivity to a simulation makes a more valuable learning experience, because the learner is immediately involved in manipulating the system or environment. There's a greater probability of skill transfer to the real world after an interactive learning experience.

Interactivity within a learning simulation is most effective when it causes the user to stop and think, then provides real time feedback. This kind of learning experience is possible with all three types of simulations. However, physical simulators and software simulations are most applicable for learning related to processes and procedures, while social simulations have the most potential for discovery-based learning. Nevertheless, a meaningful interactive experience is the key to real learning through the use of simulations.

a Virtual Learning Game for a real audience

2005-10-15T21:00:00.000-04:00

The following is a description of a hypothetical Web-based learning environment for a target audience of mental health clinicians. The format is a game-based virtual-reality social simulation.

When beginning the program, the learner encounters the first frame of information. It contains the full title of the learning program and instructions for play, as follows:
Welcome to ‘Clinical Assessment Skills – Assessing Suicide Risk’
This learning program places you into a realistic virtual office environment, where you are a therapist conducting a clinical practice with numerous outpatient clients. During game play, you interact with a randomly assigned client over 6 therapy sessions (also known as levels, or rounds). Your objective is to maintain the health of your client by making appropriate assessment and intervention decisions.

The program is designed to mirror a real world clinical session. Each level of play has a time limit, indicated by a time meter indicator at the bottom of the screen. Each level of play will last 15 minutes, and a 6 session course of play should last about 90 minutes.

You will also notice a health meter and a trust meter at the bottom of the screen. These values will fluctuate based on your selected responses within the interview session. At the end of a six session course of play, you will receive an overall score based on your skill in appropriately assessing the client’s risk over time.

To begin, click the enter sign on your office door. The second frame of information contains a close-up view of an appointment book titled ‘Today’s Schedule.’ The page indicates the actual date and time next to a drop down list of client names. Only one name is highlighted per game – upon clicking on the name, the screen changes to the interior of your office. As you watch from behind your desk, a realistic human avatar emerges through the open door. As your new client settles into a seat, the avatar’s digital voice begins describing the presenting problem. You consider your response from the selections on the screen as you observe his or her body movements and facial expressions. The session continues as you and the client avatar interact.

Although each successive screen interaction offers a wide array of responses, you have 3 hyperlink choices always available.

“Consult with a colleague” accesses the help menu.
“Recommend immediate hospitalization” ends the current game by providing a final score.
“Schedule next week’s session” moves to the next round of play.

Advanced features of the learning program include running multiple games to interact with more clients on your daily schedule, the introduction of family member characters, more complicated presenting problems, and more symptomatic clients.

role-play simulations

2005-10-07T21:35:00.000-04:00

I’ve got a Technical White Paper in front of me – it’s actually a proposal from a company that specializes in creating computerized role-plays called immersive simulations. They want to create a human simulation training program for our target audience of mental health clinicians, using their unique interactive people simulation technology. I’ll describe the salient points.

The background section describes some prior PC-based training applications built for federal government sponsors and military personal. These programs feature an actor who serves as a realistic simulated character who has face-to-face conversations with the e-learning student. All question choices and responses are scripted and recorded with audio and video. The character is programmed with over a thousand responses for hundreds of possible questions. The simulated character is dynamic, has memory and employs an advanced emotional model to enable natural, logical responses, including mood changes. In this system, the user experiences a variety of responses, resulting in an unlimited number of different scenarios.

It’s interesting how this vendor proposes several different learning options for consideration. One option is a self-paced, knowledge- based module, in which the learner would interact with a simulated character and have few opportunities to make mistakes. Conversely, a second option involves a more advanced, skill-based module, where the learner would have ‘ample’ opportunities to make errors with numerous simulated characters that manifest various emotional states. Each option would be produced on a CD-ROM or DVD, most likely to accommodate the heavy file sizes. (The portability of a disc is no doubt a big advantage for military training implementations).

Check out this link on the Learning Circuits Blog to read an interesting post about mistake-based learning as an evidence-based approach to skill building.

social simulators

2005-10-04T09:41:00.000-04:00

After looking at the Virtual Leader interpersonal skills simulator the other day, I checked out SimuLearn to find out more about social simulations. Virtual Leader is an award winning (ASTD Best Online Product for 2003) computer program that generates virtual 3-D characters that talk and react to input by the user. This type of e-learning simulation represents a new era for training, where real-time interactions determine the outcome of the experience.

Virtual Leader is an advanced application of role play exercises – a simulation type experience most familiar to classroom trainers. The downside of role playing with a human partner is inconsistency and limited character portrayals. Social simulators work around this issue by providing opportunities for unlimited rehearsal with consistent feedback.

What’s different in a computer-based training simulation is the supply of different scenarios, anchored by a visual metaphor for realism. This e-learning trend is more than an elaborately constructed branching design, because the path isn’t scripted in advance of the learning event. Learning is discovery-based - each scenario has so many variables that the outcome is hard to predict. The result is that learners interact with the content on an unlimited number of non-linear pathways.

The instructional design process is extensive in this model. Best advice is to use a worksheet to create the characters, plot and scenes in advance, based on specific performance objectives. Production then depends on the budget, time and development team. I’m looking forward to the creation of social simulation software that provides ready-made templates that allow custom content authoring.

Really Simple Syndication Explanation

2005-09-30T19:19:00.000-04:00

A while back, I learned that RSS is “Really Simple Syndication.” So here's a simple explanation.

RSS technology is how web page content is delivered to a computer (via an XML file format) when you subscribe to an RSS feed. You read the XML files in a program called an aggregator, which collects news from various websites.

Click to select an RSS reader. There are several choices: a Web-based client, an e-mail client, or a stand-alone application. I’ve chosen a Web-based reader because I work on multiple computers, have easy access to the Internet, and don’t want to crowd the inbox or other folders in my email.

Now when visiting an interesting blog or website, I’ll look for small icons on each page with the acronyms RSS, XML, or RDF and add them to the list of feeds the aggregator checks.

audio and video decisions

2005-09-26T20:07:00.000-04:00

Adding audio and video to e-learning can be a great way to engage multiple learning channels. However, it takes some planning and preparation. You have to know your intended audience and the environment where they will access the e-learning. Then you have to decide which elements will enhance the learning rather than detract from it.

My current instructional design project targets mental health clinicians, who most likely will access the learning modules from computers in their private clinical offices or group meeting rooms in both in-patient and out-patient settings. I want to enhance the web-based content with some multimedia elements, but since some may have dial-up modems, I have to keep file sizes small.

Audio on a web-page can include narration voiceovers, non-speech sound effects, and music. For this particular audience, music and sound effects may be distracting and annoying, so I plan to use a few simple voice recordings. For instance, when a case vignette is presented, the learner will have a choice - to listen to an auditory version and/or read a text transcript. Adding controls for audio play, pause and stop and a slider for volume control will allow interaction with the learning content.

Video on a web-page typically sits in a very small window – 320 x 240 pixels is the recommended space. For optimal viewing, it’s important to use tight, close shots, keeping the background to a minimum. For this project, the best way to incorporate video may be to film a close-up of an expert giving a welcome message and an introduction to the program.

2005-09-24T13:20:00.000-04:00

an LMS use case

2005-09-21T21:34:00.000-04:00

I met with a vendor to hear about his company’s learning management system (LMS). I need a product that provides a way for me to organize and deliver e-learning modules. The system also has to have a collaborative learning space, communication features, and functions for tracking and reporting learner progress - enrollment, course participation, test scores, and completion. I may even want to design and insert surveys, polls and evaluation forms.

I was prepared with a Use Case – I described my needs and wants, as well as the requirements for the other LMS users – learners, administrators, project sponsor, and course facilitators. I described my role as Instructional Designer and Project Manager and my intention to create multimedia html files with Dreamweaver and Flash.

The vendor pushed the content creation feature of his software, citing the benefits of SCORM conformity. Macromedia is my development software of choice for now. I don’t want to create my content in proprietary software.

After reading through the advice on the E-learning
Discussion Board at ASTD, I’m going to put together a Design Toolbox with the right tools for my chosen solution (budget considerations notwithstanding). More research...

I’ve scheduled a demo of the LMS next week. When I asked how long the demo would take, the reply was “42 minutes." Good answer!

2005-09-18T19:28:00.000-04:00

I’m opting for instant discussion space on the web. In fact I just started a new board in 20 seconds.

Quick Topic provides a free message board, and you can make it public or private. It doesn’t get any easier than this. I put the link on my website to create a guestbook.

Click here - you don't have to register or sign in.

This service is fully email-enabled – a forum that my task force group is used to. All I have to do is email the participants with the link and an invitation to join in.

Collaboration considerations

2005-09-16T21:17:00.000-04:00

As an individual contributor in my workplace, I hardly get a chance to collaborate with others in person. But I do need to communicate with some widely dispersed subject matter experts on my project team, as well as my out-of-state project sponsor.

What are my options for creating a collaborative workspace for a distributed project team on a limited budget?

My team needs a way to communicate from decentralized locations, and a way to share, organize and edit files across multiple computers at the same time. This goal can be accomplish by using collaborative software to create a community workspace. Suitable groupware options include both open-source software and proprietary software.

Here’s what I learned about collaborative systems:

Groove.net markets its products to the public sector, offering both hosted and installation options. For $69 per user, the Virtual Office File Sharing edition provides basic tools for secure file sharing and discussions, and other features like a calendar, links and notepad. More robust versions include features to manage meetings and projects and to track data and processes. All document changes are stored locally on the users PC, and synchronized over the internet upon connection through a browser.

I looked briefly at IBM – there are two versions of Lotus Notes. One for instant messaging and one for collaboration. Like Groove, both products tout security features.

Next, I check out Intranets.com They offer a suite of integrated applications, with a special pricing plan for non-profit groups. For $49.95/mo for 10 members, you get 250 MB storage, a document manager, online calendar, scheduling, a task manager, database, discussion forums, and announcement features. Web and audio conferencing have extra fees.

Finally, I checked out the WikiWikiWeb – the official name of all things Wiki. A wiki is a collaborative hypertext environment with an emphasis on easy access to modifiable information. The advantage of this “open-editing” feature is that non-technical users can easily compose content. Otherwise, the wiki environment appears to need a ‘Wiki Master’ to organize it. I saw several public wiki communities that looked pretty barren. On the opposite end of the spectrum, enterprise users enable passwords and security features to create private intranets that serve as knowledge and communication management systems.

After all this research, I see the benefits of a collaborative system. Tomorrow, I’ll tell you what I decide to do about it.

a sound idea

2005-09-10T20:55:00.000-04:00

In my WBT class last year, I reported on a new trend–using iPods in Education. Since then, podcasting is hot! Colleges and universities are jumping on this new delivery format for audio learning, because new students are tuned in to the technology. K-12 also seems to have developed some interesting lesson plans.

But do podcasts have a place in workplace learning solutions? Does it make sense to consider adding podcast content to blended training designs for adult learners?

Check this out…
“A survey of 8,000 American consumers by pollsters CLX has revealed that podcasting is most popular with those over 45, with 21 % of those questioned listening to podcasts. This compares to just 13 % of 15 to 24-year olds.”

You don’t need an iPod or a portable music player to listen to a podcast. Any digital audio player - whether it’s an iPod or MP3 player or computer with audio-playing software - can play a podcast. When you have an iPod or other portable MP3 player, you can synchronise or copy a podcast to your portable player, then walk around town and listen.

So, suppose I get a subject matter expert to record some words of wisdom, and then place the audio file inside a learning management system? This introduces another learning channel, but it’s not a podcast.

A podcast is distinguished by its subscription model, which uses special software to distribute audio files via an aggregator. The content is "pulled" by the user, as opposed to "pushed" via email. Podcasting, then, requires a series of published audio files that are “syndicated” into a regular delivery feed.

For a workplace learning application, there needs to be a compelling case for potential learners to subscribe to an audio podcast and automatically download the content feed. Sound instructional design is the answer!

2005-09-03T12:19:00.000-04:00

It's been a while, but I've returned to the blogosphere.

Along the way, I have acquired new knowledge and skills for instructional design and web design.
I hope to demonstrate these competencies through my personal website, which is, and has been, in progress, though not yet published.

I have furled a number of interesting sites that I access frequently from my desktop.
New links are added as I explore the vast resources of the web.

In the meantime, I'm heading over to the wikipedia to check out some new terms - specifically, what's a 'sandbox' in relation to a simulation? How are these things similar to or different from a demo or a presentation?

2004-01-27T22:40:00.001-05:00

On the minus side:
I made a big mistake in my training presentation.

I neglected the Review Step of the ROPES model.
I skipped introductions and failed to recognize and acknowledge the expertise in the room.

Participants thus missed out on an opportunity to 'say their name,' network and share expertise.
I missed an opportunity to learn about my audience.
In addition, I lost a valuable opportunity to warm up the audience for a discussion I expected them to partipate in later in the program.

What I learned:
Never skip introductions - even if it uses up valuable content time.
People want interaction, and it begins with personal involvement and activity.
It doesn't make any sense to carefully script the ISD process and then abandon parts of it.

Think ahead about the type of questions you want to ask.
Who's in the audience?
What is each person's special interest in the topic?

A. Always
S. Seek
K. Knowledge

2004-01-27T22:23:00.000-05:00

On the plus side...
I'm writing for the Web! What is the correct description of this task?
Web writer? Content editor?

I'm working with subject matter experts.
They have enlisted my consultant services to edit and format web content.
I am the process expert.

Articles with practical advice http://www.webpagecontent.com/

What I've learned:

Tips for writing on the Web
Use frequent, bold headers. Two headers should be visible on each Web page.
Don't skip a space under the header in order to preserve relevant effect.
Use short sentences and few words.

Make each header and each link descriptive.
Never use italics or include the word introduction.

2003-12-31T10:44:00.000-05:00

The last day of 2003!
I learned a lot, and there's more to come.
This blog will be my chronicle of life's learning adventures.