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Thanks to The MASIE Center’s TRENDS readers and e-Learning Consortium Members, over e-Learning tips were received, analyzed, and categorized. These tips are from senior managers and training professionals from major corporations around the world. We have edited and compiled pages and chapters covering the ABC’s of getting started to global implementation strategies. We hope you enjoy this free digital book
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Welcome to AncientWorlds where history comes alive! This online community for lovers of ancient history is free for many features and activities such as reading and posting on the discussion boards as well as touring member Homesites. Extended features are available by a monthly or annual subscription. Enter the Internet's oldest Virtual Rome and explore the Roman Forum restored to its former glory as of - A.D. S.P.Q.R. is a educational graphic adventure that is easy and fun to play.
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Here are some of the wonderful responses that we received to this recent query in our TRENDS Newsletter.
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Free resources and fee based, white papers, discussion groups, and research reports. How To reports for beginners, product reviews for instructional designers and purchasers, to market analysis of the industry for market watchers and shapers.
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How social network analysis informs design and facilitation for online learning
Conclusions
The egonets from the social network analysis and the follow-up interviews seem to indicate quite strongly that participating in a variety of group tasks, in which grouping is varied, increases learning by allowing participants to interact more intimate and activity oriented conversations serves to encourage closeness. However, whether or not feeling closer to a community member makes it more likely you will learn from them seems to be dependent on a number of factors.
One factor is the personal learning agenda that each member brings to a community. These personal learning goals appear to impact greatly on the degree of closeness a member wants or needs in order to meet their goals. In other words, the value proposition the community of practice holds for each member can be very different and while personal learning outcomes may be met, closeness may not be needed at all in order to achieve these goals.
. . . Whether or not participants knew people coming in to the workshop does not seem to be a key factor in their learning. It is more likely that their personal learning agendas drive the nature and number of the relationships they form in meeting these agendas. The workshop may be an opportunity for participants to extend relationships they have prior to the workshop, but it appears that the design of the workshop may equalize previous relationships. Again, this is dependent upon each member's personal learning agenda.
Another key factor impacting on learning and closeness is the degree of choice participants are given. In this workshop, participants can choose the task for their household, they can choose the subject and outcomes for their project and they can also choose whom they will work with in these two small groupings. This, coupled with the fact that the workshop involves them in a number of simultaneous activities with different member’s over a short time frame, makes for an intensive experience which engenders closeness and at the same time increases the likelihood participant's will meet their personal learning goals. Within such a context it is perhaps difficult extricate the exact nature of the relationship between individual activities, learning and closeness.
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Instead, many modern-day Programs squander a wonderful resource (the Internet) to reproduce two of the most limiting instructional modelsclassrooms and manualsand replace them in equally, if not more, limiting ways. They ignore that the Internet offers learners the opportunity to go anywhere, link to a vast array of content based on what they find interesting (and are therefore motivated to learn more about) and see things in entirely new ways. They try to control the environment and, too often, limit the experience. Our thought-patterns are not linear; why should our education programs be?
I am sad to report that there are so many yippi-I-can’t-wait-to-turn-another-page web based tutorials and classroom-over-the-web tools that elearning has become synonymous with poor-quality experiences and almost-but-not-quite-useful training programs. No wonder scores of people ask me if we can even learn online. Vendors are trying to replace something that had limited benefit to begin with. Move it online and suddenly, it will become worthwhile? Even if you were raised in a barn, you know better.
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Cost-effective online learning is helping companies hone their competitive edge in this knowledge-based economy. E-learning technology enables information to be delivered in a more customized, learner-centric format. This can help reduce training costs, provide easier access to educational materials, increase collaboration, and improve accountability.
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COBENT
Type: Product
Primary Key: Product
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Cobent Cascade -
Cascade is a highly functional proven LCMS system.
Cobent Cascade Pro - Cobent Cascade Pro is the evolution of our original LCMS offering increased functionality. It is a fully validated compliant elearning solution.
Cobent E-Learning Business Kit - The Business Kit is a ground breaking development from Cobent - it's all you need to successfully roll out your own elearning business.
Cobent Caspar - Cobent Caspar is a powerful image and asset management system, providing tools to maintain and manage your content in the most cost-effective way.
Cobent AON - Cobent AON is a fully functional website content management system designed to help you keep your website up to date. Managing your website using AON is simple - no technical expertise is needed.
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The ultimate objective for educational software is that it should be educationally beneficial, thus it is important in such environments to understand how usability contributes (or not) to educational goals (Jones et al., ). Squires and Preece ( ) argue that scholars have not considered the implications of usability features of an educational package in order to achieve educational goals. To this end, these authors advocate that there is a need to help evaluators consider the way in which usability and learning interact". To this end, this paper argues that there is a need for usability scholars to consider the way in which usability and learning (special emphasis on user interfaces of web-based courses), interact. It is therefore, the aim of this paper to review usability methods and learning theories currently used to design e-learning applications, examine specific usability attributes that need to be considered and report some preliminary findings derived from a test using a web-based testing system.
* Match between designer and learner models
* Navigational fidelity
* Appropriate levels of learner control
* Prevention of peripheral cognitive errors
* Understandable and meaningful symbolic representations
* Support personally significant approaches to learning
* Strategies for cognitive error recognition, diagnosis and recovery
* Match with the curriculum
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The Task Based Training approach is used by all Services and Industry on the Instructional Systems Development/Systems Approach to Training (ISD/SAT) process and the development of instructional materials. ISD/SAT process phases include: Analysis, Design, Development, Implementation, Evaluation, Maintenance
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When and how does fun enhance learning, motivation, engagement, and retention? What can we learn from recent work on emotion and design? What makes learning fun for different topics and different types of learners? What do recent studies of computer and video games teach us about designing online learning? When does fun turn into gaming instead of learning? Can current models for instructional design support the implementation of courses perceived to be more fun? Are there new instructional models needed for e-learning? What makes an e-learning technology effective under what circumstances? Which processes can better aid in the selection and use of these technologies? What are the factors influencing the design and delivery of a rich and compelling e-learning experience? Why are so many existing courses "page-turners" and how can the learner experience be better incorporated into all phases of course design, development, and evaluation?
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I. Introduction
II. What is E-Learning?
III. Efficacy of E- Learning.
IV. Market Environment
Flawed Assumptions of Early E-learning.
Successes and Failures in E-learning .
Costs and Benefits of E-learning .
Competitors.
Implications of the Market Assessment:
V. Augsburg ‘Fit’.
VI. Recommendations
. Embrace the Concept of a Hybrid Environment for Learning
. Focus Initial Efforts in Three Areas .
. Develop Plans for Other Areas to Move to a Hybrid Environment
. Faculty Support for Development of Teaching Skills in all Mediums
. Expansion of Student Support.
. Future Implications of a Hybrid Environment.
Development Process for Online Courses
Online Courses Approval Guidelines.
Online Teaching Best Practices .
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- Supports organizational evolution from tangible (machines) to intangible (knowledge) assets
- Same as eCommerce - ability to respond to clients (learners) with personalized information
- Easy to update and align to ever shortening product cycles.
- Allows collaborative, interactive learning L L, (Learner to Learner), E L (Expert to Learner), L E (Learner to Expert), E E (Expert to Expert) , L C (Learner to Content), C L (Content to Learner)
- Increases retention. Learners learn what they need, when they need to apply it.
- Available anywhere, anytime, X - International and remote locations can access information even when training department is "closed"
- Increases availability and productivity of "experts" and "gurus" - instead of answering a question over and over to different people, the information is captured and available when needed
- ROI - easier to determine by using "hit" reports from web areas, access reports by module and other tools to determine spread and impact of modules - Objective not subjective usage reports
- Eliminates static overhead of expensive classroom space, managing books and binders, computers, projectors, food
- Incremental delivery costs are minimal - very small incremental cost to support or , learners
- Integrates with other online job tools/processes/company handbooks. - CRM (Customer Resource Management), EPSS (Employee/electronic Performance Support Systems), SFA (Sales Force Automation), BI (Business Intelligence)
- Increases Attraction, Motivation, Retention - customer & employee control
- Consistently captures, codifies and communicates Best Practices.
- Customizable and Personal to match learner preferences - auditory, visual, kinesthetic, reflective, social, whole, sequential, abstract, global, active, sensing, intuitive, adaptive, innovative
- Supports Informal Learning - % - % of learning happens informally (see Elliot Masie quote, plus common sense - how much of your job did you learn in a classroom?)
- Flexible and reusable objects mean that editing, updates and changes can happen without reissuing materials which saves time and money.
- Increases the visiability and political capital of trainers.
- Supports the enterprise, global application of information on demand.
- Aligns with informal knowledge networks and Communities of Interest.
- Removes power hierarchies based on hoarding knowlege.
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Additional Considerations
When strategizing, designing, and implementing e-learning platforms, there are several additional considerations to be aware of:
Individual Learning Styles
Individual learners have different learning styles (visual, auditory), different computer and Web skills, needs for different content depths, and, unfortunately, different attention spans. Some students learn best on their own, others learn best hearing from those who learned on the Web. The e-learning platform should be ?exible and adaptable enough to provide a satisfactory learning experience to all types of learners.
Bandwidth-friendly Design
Not every student accessing your e-learning infrastructure will have the same bandwidth as the course developers, or on-campus learners, have. Effective, interactive, and satisfying e-learning can take place on a webpage with simple HTML on a white background. Having an e-learning platform flexible enough to deliver multiple types and fle sizes of content, at the user’s discretion, is the answer.
Accessibility for the Disabled
Many governments are now making project funding contingent on providing equal Web access for the disabled. This means adapting content and navigation to meets the needs of the disabled, such as those with blindness or mobility difficulties. The Sun ONE mplementation of the e-learning framework meets these requirements.
E-training versus E-Learning
There are differences between the competency-based skills management type of e-learning, often referred to as training and driven by pre-assessment, and the knowledge acquisition style of e-learning, often characterized by on-line guided tours with post-assessment.
Prototype, Modify, Prototype, Modify
It is important to prototype the infrastructure and associated services early and often with the user community, incorporating their feedback and suggestions as soon as practical. Ultimately the system is for the users, not the designers and builders. A user community which feels involved in the design of the system is far more likely to adapt it.
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Lots and lots of links
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eLearning could be a cornerstone of knowledge management but most elearning companies have failed to master the basic theory and practice of knowledge management. They not only cannot intelligently speak about knowledge management practice from a marketing perspective, they don’t even have a coherent internal understanding of knowledge management or a serious knowledge management strategy of their own. Nor can they speak the language of business results other than in terms of ROI (return on investment), completely missing the huge strategic impact of intangibles and intellectual capital measures.
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One of the most confusing aspects of eLearning is that nobody knows what it is. We do know the "e" doesn't stand for "electronic". The"e" in eLearning would be better defined as
Evolving or Everywhere or Enhanced or Extended
Just taking a Word document or PowerPoint presentation and doing a "Save as HTML" does NOT mean you have created eLearning. Just taking a F F presentation and presenting it using a web conference is not eLearning.
We define eLearning as .
A learning environment supported by continuously evolving, collaborative processes focused on increasing individual and organizational performance.
Effective eLearning thrives at the nexus of web usability, communication, relationship and Knowledge Management tools.
We also like this definition of Knowledge Management.
Knowledge Management is about using information strategically to achieve one's business objectives. Knowledge Management is the organizational activity of
creating the social environment and technical infrastructure so that knowledge can be accessed, shared and created. Robert K. Logan
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I have often bemoaned the fact that training people do not look to what their colleagues in other departments are doing for examples of how technology can be applied to learning initiatives. There’s a bigger picture out there, yet "learning professionals" often get so precious about their perceived uniqueness that they can’t see the valuable lessons in e-business. The truth is that there is nothing that we do in e-learning that has not already been done, and done a great deal better, in e-business.
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The eLearningDev group was created to discuss all aspects of online training including design, instructional design, ADL SCORM, development, learning management systems, job opportunities etc
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The eLearning Guild is a Community of Practice for designers, developers, and managers of e-Learning. Through this member driven community we provide high-quality learning opportunities, networking services, resources, and publications. Community members represent a diverse group of instructional designers, content developers, web developers, project managers, contractors, consultants, and managers and directors of training and learning services who work in corporate, government, and academic organizations. All members share a common interest in e-Learning design, development, and management.
The eLearning Guild, under the guidance of the Director of Research and with the assistance of the Research Committee, conducts research on all aspects of e-Learning. An active membership of more than , e-Learning professionals from around the world enables the Guild to aggregate truly amazing amounts of data. These data are analyzed and presented to Guild Members and to those Guild Associates and non-members who contribute to various surveys. We encourage everyone to participate in these surveys regardless of your affiliation with The eLearning Guild. However, please note:
* Guild Members have access to all survey results as a membership benefit regardless of whether they contribute to surveys. Log-in required.
* Guild Associates have access to annual Salary Survey results as a membership benefit. Results for other surveys is only available if you contribute to the survey and provide a valid email address. Log-in required.
* Non-members only have access to results for surveys for which they contribute data and provide a valid email address.
CM Note: Well worth the membership.
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This site is jam packed with "how to" articles, templates and calculators in the tool box, dozens of white papers, time saving book summaries and links to the best sites on the net.
e-Learning Basics for Newbies
Systematic Design for e-Learning
Adult Learning Theory
Usability & Interface Design
Blended Learning
Selling Internally for Support
The ROI of e-Learning
Case Studies: Great ROI
Marketing Internally to Learners
Reusable Learning Objects & SCORM Issues
Managing e-Learning
Miscellaneous
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Levels One, Two, Three, Four
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This forum is set aside for the discussion of the ROI, effectiveness, and business impact of e-learning.
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Learning with software heuristics
The analysis in the previous section of the possible relationships between the Nielsen heuristics the notions of cognitive and contextual authenticity can be used as the basis of developing a set of 'learning with software 'heuristics. By looking for links between the individual relationships it is possible to propose an initial set of 'learning with software' heuristics:
* A need for a match between designer and learner models is implied by considering intrinsic feedback and the relationship between learner and designer models. At some level of system definition intrinsic feedback should provide a legitimate and understandable representation of cognitive tasks which ensures that the model formed by learners will be consistent with the designer's model. A low level representation close to the core language of a system will probably be confusing. Representation at too high a level will result in a superficial model, which will not be of genuine use, and may even be misleading. The designer and learner models do not need to be the same, but there should be no differences between them, which would cause misconceptions in the learner's model of the relationship between the interface and the system.
* A requirement for navigational fidelity is apparent when navigational structure, cosmetic authenticity, limited representation of the world and superficial complexity are considered. Interface designs that provide good usability may compromise authenticity by providing simplistic representations of the real world. The use of elaborate multimedia features may result in superficially complex interfaces which focus interaction on incidental navigation, rather than intended learning tasks.
* The need to consider appropriate levels of learner control follows from a consideration of learner control and shared responsibility, self directed learning (both with regard to credibility and complexity), tailoring and consistent protocols. A socio-constructivist view emphasises that learners should have a sense of ownership of their learning. This implies that they should have the maximum amount of control while still working in a supportive learning environment. The locus of control among peers during collaborative work is important.
* The need for the prevention of peripheral cognitive errors is implied by the relationship between complexity and error prevention. Cognitive errors should be relevant to the major learning issues. Peripheral' usability related errors should be anticipated and avoided. Where possible novice versions of an application should be provided.
* The requirement for understandable and meaningful symbolic representation follows from a consideration of representational forms and the use of symbols within and across applications. Learners should not be burdened with having to learn and remember arcane forms of interaction. The interface should place a low cognitive demand on the learner and functionality should be obvious. The same symbols, icons and names used to represent educational 'objects' and concepts should be used consistently throughout an application.
* The need to support personally significant approaches to learning follows from a consideration of multiple representations, learners' support materials and metacognition. It should be clear what learning styles are supported and which aspects of an application's design relate to learning style characteristics.
* The need for strategies for the cognitive error recognition, diagnosis and recovery cycle is implicit from the discussion of pedagogical techniques. Established strategies to promote the cycle of recognition, diagnosis and recovery should be used, e.g. cognitive conflict, scaffolding, and bridging.
* There is a clear need for a match with the curriculum is evident from a consideration of curriculum relevance and teacher customisation.
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Both Generation Expert Edition and Generation Enterprise are world-class products. Both are feature-rich, scalable, and tailored to your needs. The product you choose depends on how your organization operates, the complexity of your goals, and the level of customization and integration you require.
Whether you need to dramatically increase the knowledge and skill level of your extended enterprise, or simply automate, track, and manage training, Generation can help.
Generationsupports both online and classroom-based learning. Most important, its patent-pending "Universal Knowledge Object" technology delivers "nuggets" of information to employees on the job, where most learning actually occurs. Using Generation, workers can retrieve "nuggets" of information instantaneously, work continues without interruption. Best of all, Generation products are easy - easy to implement, easy to customize, easy to manage and easy to use.
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The content for concepts of Projement Management eLearning Programs is presented in multiple (up to five) different learning styles. These learning styles enable learners to engage with the course material in the way that best facilitates their learning preference.
The five styles are represented by the following navigation icons.
Apprenticeship (Step-by-Step, Mentor to Student)
Incidental (Case Study)
Inductive (Examples)
Deductive (Principles)
Discovery (Active Learning)
Each style represents one or more content sequencing models to accommodate individual preferences. Apprenticeship (Step-by-Step, Mentor to Student) takes the learner step-by-step through the content; first stepping through the principles and then applying the tools and techniques. Incidental (Case Study) is presented via a case study; thus allowing the learner to represent the learning experience in real life situations. In Inductive (Examples) learning style, learners are introduced to a set of examples that point to a central, generalizable principle. In Deductive (Data Analysis) learning style, learners are introduced to a principle and learn by applying the principle in several situations and use principles to generate logical extensions. Discovery (Active Learning) is based on experiments; the learner interacts with the simulation to discover the concepts.
The learner's performance is measured by quizzes. Based on the performance results and activities of the learner, the system provides an adaptive feedback to maximize individual performance.
These functional learning styles (learning strategies) are based on the pedagogical framework developed by Dr. Nishikant Sonwalkar based on extensive research on the application of learning models in educational technology.
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Worldwide non-profit organization that includes more than Contributing Members and affiliates that develops and promotes the adoption of open technical specifications for interoperable learning technology. Several IMS specifications have become worldwide de facto standards for delivering learning products and services. IMS specifications and related publications are made available to the public at no charge, no fee is required to implement the specifications.
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KM and elearning: a powerful combination: "in two year, KM will be a subset of elearning. Or elearning will be a subset of KM.".
That Gartner prediction, cited in Rosenberg's book e-Learning, was made three years ago. Neither variation has come to pass. Instead, the interactions of the two fields continue to
increase and there seems to be a widespread agreement that KM and elearning are converging. And, perhaps more importantly, consensus is growing that this convergence is a
good thing, that it should continue and intensify, and that both fields could benefit from a greater partnership.
...Yet it seems that, if KM and elearning are to achieve more than a superficial integration, KM would be a better-equipped leader because it provides the necessary foundation and broad scope for the integration. Not surprisingly, a number of representatives of KM companies agreed with this assessment. What is perhaps more surprising is so did most of the elearning people with whom I spoke.
...First, historically, KM has the elevated status of dealing with higher-level knowledge and information, while training has been seen as largely concerned with lower-level knowledge, information, and skills. A general belief persists that you can't teach high-level skills; you can only teach the basics and then the real learning takes place on the job. In this stereotype (which, like so many stereotypes does contain an element of truth), new employees are sent "back to school" to learn the basics and then sent out to the job where they promptly forget % of what they were taught while learning how to really do their job.
...Second, another major difference between KM and elearning is in their respective views and approaches to content and user communities, particularly in terms of the amount and type of structure and levels of metrics that they gather about content and people. ...In addition to the differences in authoring skills and backgrounds and types of content, another key reason training includes metadata is that there are, by contrast to KM, relatively few content authors. The content is rarely revised, but instead essentially reused time and again. This means that the economics of adding structure or metadata is vastly different for training versus intranet or desktop content, which has many authors who write independently and for a variety of purposes, and who generate content that is only occasionally reused. This difference in the amount and depth of structure also applies to the view of the user or consumer of content. In training environments, you usually find well-developed models of learners, what they have to know, what they have previously studied or been certified for, and you measure how well they understand the content they are currently interacting with.
...Two ideas kept coming up in virtually every conversation: integration and infrastructure. I found widespread recognition that standalone applications and separate departmental projects were not the optimal way to do KM, CM, or training. And, when the topic was how to merge all three, the consensus was even more profound that the only solution was an integrated infrastructure solution. There was some disagreement about the particulars of that integration, but in general, there were three areas that needed to be solved to move the convergence of KM and elearning to the next level: organizational integration, technological integration, and intellectual integration.
...In other words, integration does not imply uniformity, but rather calls for a mute sophisticated blend of local and global, one that goes beyond business units to the entire range of formal and informal communities within today's enterprises. This level of integration requires not only attention to information needs, but also organizational support that provides the context for both KM and elearning projects and, in many cases, personnel to support and facilitate those projects.
...Training group
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Create fully interactive SCORM compliant eLearning activities, from software simulations, multiple choice quizzes, through to fully synchronized multimedia presentations, with no programming, and no plugins required.
Activities play back natively in a browser. The award-winning KnowledgePresenter® Professional includes advanced features, the KnowledgePresenter Learning Management System, KnowledgePresenter ScreenTeacher, and KookaCap .
True cross platform authoring - lessons play back on Macs, PCs, and Unix platforms.
KnowledgePresenter is the only e-learning solution that allows you to create:
* Interactive software simulations and demonstrations
* Multimedia presentations and learning, including handouts
* Assessments and multiple choice quizzes
* A complete end to end solution, including Learning Management System for recording and reviewing results
A cutdown version of KnowledgePresenter Professional - at less than half the price. Create fully interactive SCORM compliant eLearning activities, from software simulations, multiple choice quizzes, with no programming, and no plugins required.
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Learn.com is the trusted e-learning empowerment company. We provide clients with the technology and knowledge transfer they need to stay ahead of the competition and convert critical information into revenue. Today’s businesses are discovering that rapid online communication and training is the way to achieve and maintain a competitive advantage. Learn.com empowers clients by providing cutting edge technology, superior service, and proven solutions.
Learn.com’s unwavering commitment to understand client needs, goals, and objectives allows us to partner with our clients to increase their business performance and results, creating competitive powerhouses. The Learn.com family of solutions includes an award-winning learning management system (LearnCenter LMS and LCMS), an award-winning multimedia course authoring tool (CourseMaker Studio®), custom content development, patented eAgent technology, and an extensive - , - title off -the-shelf course library. This combination provides a one-stop shopping approach to a fully integrated and proven e-learning suite.
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The purpose of this paper is to address the concept of developing learner-centric instructional content. Methods for supporting individualized learning will also be addressed. This paper will discuss new ways in which learner-centric content is designed, developed, accessed, identified, customized, shared, localized, stored, and "chunked" into small units, all of which reflect a major shift in the training industry. This paper will also discuss ways in which existing content can be re-purposed for this new concept.
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Useractive provides a set of tools and technologies that enable a next generation approach to online learning. The Learning SandboxTM combines the accessibility and convenience of online instruction with the effectiveness of hands-on lab tools and personal coaching. Online Learning Providers, Corporations and Universities can utilize Useractive tools and technologies to:
* add virtual lab environments to existing online and offline course content
* improve the effectiveness of IT skill learning through an interactive learning-by-doing approach
* enable a cost effective, highly scalable back-end IT infrastructure that provides users with real access to technologies and lab environments
* access a set of efficient mentoring tools that enable personalized interaction and support for high volumes of students
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LECTORA
Type: Product
Primary Key: Product
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Programming-Free Authoring & Publishing
Lectora Publisher provides single-click publishing to web- ready dynamic HTML, CD, single file .exe, and SCORM< AICC, and LRN learning standards all without the need for programming knowledge. Lectora’s intuitive user-friendly interface and internal content management system makes course creation simple and easy for the average computer user.
Advanced Testing & Survey Capabilities
Create review questions and complete tests using any combination of true/false, multiple choice, essay, and short answer formats. Testing options include automated grading, multiple or single page testing, per- question feedback, timed testing, show/hide results from student, randomized test questions from master question lists, set passing and failing scores, and more!
Flexible Actions Palette
Lectora’s user-friendly Actions Palette enables users to create unlimited interactive learning objects using show and hide functionality, mouseovers, object visibility toggling, executables, and much more. Users can incorporate Variable Knowledge Objects with the Actions Palette to create didactic and branched learning scenarios.
Automated Tools
Lectora features a helpful set of automated tools to ensure speed, efficiency, and accuracy for course authoring. Featured tools include the Title Wizard, Button Wizard, HTML Error Check, Spell Check, Variable Manager, Table of Contents, and Reference Lists. The Import From an Existing Title tool promotes collaborative work environments enabling multiple users to work on a single title.
Multiple Output for Test Results
Submit test results via email, CGI script, XML or any SCORM, AICC, or LRN standards compliant Learning Management System.
Certified AICC compliance and SCORM conformance
Lectora Publisher has been tested and certified to meet the latest AICC- certification guidelines and SCORM specifications. Lectora authored content integrates with all Learning Management Systems certified as Compliant with AICC guideline AGR- - Web-based Computer Managed Instruction. These specifications allow for the development of common open-architecture guidelines for interoperable learning environments.
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LINEZINE
Type: Link Library
Primary Key: Link Library
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Organizational Readiness in Turbulent Times
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MERLOT
Type: Link Library
Primary Key: Link Library
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MERLOT is a free and open resource designed primarily for faculty and students of higher education. Links to online learning materials are collected here along with annotations such as peer reviews and assignments.
The MERLOT Community - MERLOT is also a community of people who are involved in education. Community members help MERLOT grow by contributing materials and adding assignments and comments. Many community members make their professional information available in MERLOT's member directory.
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Abstract: This tutorial provides a quick introduction to the Unified Modeling Language
The heart of object-oriented problem solving is the construction of a model. The model abstracts the essential details of the underlying problem from its usually complicated real world. Several modeling tools are wrapped under the heading of the UML, which stands for Unified Modeling Language. The purpose of this course is to present important highlights of the UML.
At the center of the UML are its nine kinds of modeling diagrams, which we describe here.
* Use case diagrams
* Class diagrams
* Object diagrams
* Sequence diagrams
* Collaboration diagrams
* Statechart diagrams
* Activity diagrams
* Component diagrams
* Deployment diagrams
Some of the sections of this course contain links to pages with more detailed information. And every section has short questions. Use them to test your understanding of the section topic.
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QUANDARY
Type: Product
Primary Key: Product
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Quandary is an application for creating Web-based Action Mazes. An Action Maze is a kind of interactive case-study; the user is presented with a situation, and a number of choices as to a course of action to deal with it. On choosing one of the options, the resulting situation is then presented, again with a set of options. Working through this branching tree is like negotiating a maze, hence the name "Action Maze".
Action mazes can be used for many purposes, including problem-solving, diagnosis, procedural training, and surveys/questionnaires. All of these types of use are easier to understand by example than they are to explain, so here are some example exercises.
Version of Quandary is is available for Windows and Mac, and produces output pages that will work on virtually any Web browser released in the last five years.
Version of Quandary is available only for Windows at this time. Version produces output that works only on more modern browsers which fully support W C standards (such as Internet Explorer and Netscape ). Version of Quandary has many new features and improvements. It does NOT produce pages in the old format for old browsers.
New features in Quandary
* Assets can now have decimal place settings.
* Transactions can add, subtract, multiply, divide and do other complex math with asset values.
* Exercises can have timers.
* Web output no longer depends on frames.
* Exercises can be uploaded to www.hotpotatoes.net, and student results and actions can be stored.
* New Wizards can be used to create some basic interaction types such as multiple-choice questions.
* Unicode support allows the use of languages such as Japanese and Russian directly in the interface.
* Transactions can now be added in three places: on ENTRY to a decision point, on a LINK (as before), and on EXIT from a decision point. This gives more flexibility in the structuring of complex mazes, and reduces the need to duplicate transactions in many places.
* Quandary can now be integrated with the Hot Potatoes Masher program.
You should consider upgrading if:
* You need better language support through Unicode.
* You want to do more complex and sophisticated mazes, with more control over assets and transactions.
* You want a cleaner, more straightforward output with no frames, so that back buttons work properly.
* You want to track users' actions in the maze (using hotpotatoes.net).
* You want to use timers in your mazes.
* You are prepared to require that users have modern Web browsers (old browsers will not display Quandary mazes).
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column chart showing Research Finding and Implications for Practice broken out by
Learning Effectiveness: Interaction with Content
Learning Effectiveness: Interaction with Instructors
Learning Effectiveness: Interaction with Classmates
Learning Effectiveness: Interaction with Course Interfaces
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Just the right CONTENT to
Just the right PERSON at
Just the right TIME on
Just the right DEVICE in
Just the right CONTEXT and
Just the right WAY.
Creating a Learning Content Strategy for YOUR Enterprise
Develop a plan that ensures the greatest reusability of content by:
- Creating a content map for each course in your curriculum.
- Determine which courses will offer the greatest likelihood of reusability success.
- Compare the content map with the enterprise learning map to determine priorities.
- Create a content model for your organization to articulate content relationships
- Select the best tools for e-learning content creation for YOURneeds
- Determine the best development and distribution environment.
- Use your data, build your case for executive sponsorship
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An experiment in free eLearning authoring software! Join our community of users and help us shape eLearning development into the future.
Simple Learning Creator - FREE
The Simple Learning Creator is a rapid eLearning authoring tool that requires no programming to create high end online learning and desktop presentations or instruction. Creates regular learning modules or SCORM conformant learning modules. Develop learning on any platform, Windows, Mac or Unix.
Download for Free
Interact - FREE
Free Quiz Interaction - Free Version - Non-Branded Version - Open Source Version
NEW - Check all that Apply Quiz - Free Version
myLinqs - FREE - Create your own web directory
Review Point - FREE
Review point is a web based comment tracking system that allows your team, staff, or clients to review your eLearning project and make real time comments right from the content.
Simple SCORM Packager
Create SCORM conformant packages in minutes. Compatible with SCORM . and SCORM . Works easily with your own content or with the Simple Learning Creator. $
Sculptoris Voices
Sculptoris Voices Studio allows you to create D & D lifelike characters which export to Macromedia's Flash file format. Voices allows your eLearning course or website to grab the attention of your viewer easily and helps them to retain your message.
Click here for more information
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When The eLearning Guild’s Research Committee determined priorities for the survey series, usability came up high on the list. We wanted to find out what Guild Members and Associates thought about usability and e-Learning. We wanted to know how they deal with usability issues as they go about the business of designing and developing e-Learning programs and courses.
Steve Krug, author of Don’t Make Me Think: A Common Sense Approach to Web Usability, defines usability as making sure that something works well: that a person of average (or even below average) ability and experience can use the thing for its intended purpose without getting hopelessly frustrated.
The following pages outline my analysis and commentary and include contributions from members of the Research Committee. ANALYSIS AND COMMENTARY BY JOE PULICHINO
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WEBQUEST
Type: Product
Primary Key: Product
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A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.
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78 - SECONDARY Keyword matches for ELEARNING
Click on any Title to go to that site
Click on any Primary Key to search by that keyword
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Description |
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The table below illustrates two polar opposites of learning theory. As with most things in life these should really be considered as two poles of a continuum. However, constructivism, in its different shades is undoubtedly in the ascendant.
Why is this relevant? Computer-based learning and distance learning has until relatively recently, and still is in some quarters, been based on an instructional design model which is fundamentally objectivist in its view of learning. Such a view means that the learning is delivered as a prescriptive teacher-centred self-contained package to meet assumed learner needs with no consideration of the aspects listed in the right-hand column of the table below. Naturally, the success or otherwise of such materials evaluation is also based on objectivist criteria. So we have the rather interesting situation that a course or resource can be judged as ‘excellent’ (or otherwise) if the evaluators are acolytes of objectivism but the same ‘excellent’ course or resource would fail miserably if the evaluators decided that they were now constructivists. So as long as you avoid producing learning resources or distance learning courses there’s no need to be concerned then? Wrong! Designing or developing learning resources and distance learning courses certainly makes public the basis of your design decisions, but the objectivist-constructivist models apply equally to how conventional campus-based, face-to-face courses are designed, developed and implemented.
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Summary
Version history
Initial considerations
Conceptual underpinnings
Simple elements: pages, files, and stacks thereof
Creating relationships: connectors and arrows
All at once: concurrent sets
Breaking it up: continuation points
Commonalities: areas and iterative areas
Reusable components: flow areas and references
Basic concepts for conditional elements
Making choices: decision points
Pathfinding: conditional connectors and arrows
Multiple choice: conditional branches
Choose one or more: conditional selectors
One decision, many paths: clusters
Some restrictions may apply: conditional areas
Conclusion
Downloadable shape libraries
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The Advanced Distributed Learning (ADL) Initiative, sponsored by the Office of the Secretary of Defense (OSD), is a collaborative effort between government, industry and academia to establish a new distributed learning environment that permits the interoperability of learning tools and course content on a global scale. ADL's vision is to provide access to the highest quality education and training, tailored to individual needs, delivered cost-effectively anywhere and anytime.
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Some common characteristics of agile methodologies
Some of the common characteristics of agile development methodologies such as XP are:
* They work well with changing requirements. Formal methodologies for software estimation and project planning work well if the requirements are clearly identified and they don't change. However, in most projects, the requirements do change during their lifetime (for whatever reasons), and therefore, you need methodologies that can adapt well to the changing requirements.
* They center around small iterations. Small iterations are easier to plan and monitor. They also provide early feedback. Agile methodologies recommend iterations of one to four weeks.
* They are people-oriented rather than process-oriented. Agile development methodologies truly empower the developers. The developers make all the technical decisions, they make estimates for work to be done, they sign up for tasks for an iteration, and they choose how much process to follow in a project.
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Social network analysis [SNA] is the mapping and measuring of relationships and flows between people, groups, organizations, computers or other information/knowledge processing entities. The nodes in the network are the people and groups while the links show relationships or flows between the nodes. SNA provides both a visual and a mathematical analysis of human relationships. Management consultants use this methodology with their business clients and call it Organizational Network Analysis [ONA ...
Degrees
Betweenness
Closeness
Boundary Spanners
Peripheral Players
Network Centralization
Other Network Metrics
. Structural Equivalence - determine which nodes play similar roles in the network
. Cluster Analysis - find cliques and other densely connected clusters
. Structural Holes - find areas of no connection between nodes that could be used for advantage or opportunity
. E/I Ratio - find which groups in the network are open or closed to others
. Small Worlds - find node clustering, and short path lengths, that are common in networks exhibiting highly efficient small-world behavior
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. . . DITA XML: A unifying content reuse architecture for learning
While both learning objects and SCORM bring to the fore the need for sharable content, they both specifically leave open the question of a particular format or structure for this content. In fact, it can literally be said that SCORM is a packaging and delivery specification in search of a content model. This brings us to the third and most recent trend: DITA XML.
The Darwin Information Typing Architecture (DITA) provides an XML-based standard for creating and delivering content. Spawned from a workgroup effort at IBM and now an OASIS open standard, DITA has it roots in best practices for technical authoring.
It's thus no surprise that key characteristics of DITA directly address the crucial building blocks for developing reusable learning objects in general, and SCORM sharable content objects in particular. These DITA reuse characteristics include topics, topic types, domains, maps, and specialization:
* A DITA topic forms the most basic information unit -- short enough to be easily readable, but long enough to make sense on its own.
* A DITA topic type defines the role of a topic within an information set.
* A DITA domain defines vocabularies for common use across more than one topic type.
* A DITA map applies context to the topics. With maps, you organize different combinations of topics for different outputs and deliverables.
* Finally, DITA specialization provides a mechanism for deriving new topic types, new domains, and new map types as extensions to existing domains or types.
Can topic-based DITA XML provide the basis for developing an information architecture for single-sourced XML learning content? This article builds directly on the rich background about reusable content and e-learning delivery in the learning and training fields. Here in Part 1, the authors posit a set of extensions to DITA XML that provide the starting point for a unifying content model for learning. In Part 2, they test their assumptions against pilot content from a training course developed to support a component feature of IBM® DB2 Query Monitor™, and then report their findings and suggest important next steps.
. . .
DITA XML: A unifying content reuse architecture for learning
While both learning objects and SCORM bring to the fore the need for sharable content, they both specifically leave open the question of a particular format or structure for this content. In fact, it can literally be said that SCORM is a packaging and delivery specification in search of a content model. This brings us to the third and most recent trend: DITA XML.
The Darwin Information Typing Architecture (DITA) provides an XML-based standard for creating and delivering content. Spawned from a workgroup effort at IBM and now an OASIS open standard, DITA has it roots in best practices for technical authoring.
It's thus no surprise that key characteristics of DITA directly address the crucial building blocks for developing reusable learning objects in general, and SCORM sharable content objects in particular. These DITA reuse characteristics include topics, topic types, domains, maps, and specialization:
* A DITA topic forms the most basic information unit -- short enough to be easily readable, but long enough to make sense on its own.
* A DITA topic type defines the role of a topic within an information set.
* A DITA domain defines vocabularies for common use across more than one topic type.
* A DITA map applies context to the topics. With maps, you organize different combinations of topics for different outputs and deliverables.
* Finally, DITA specialization provides a mechanism for deriving new topic types, new domains, and new map types as extensions to existing domains or types.
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The challenges
In the initial project design stage and during the pilot implementation stage, we faced several challenges related to making the move to topic-based, information-typed content development.
Thinking in topics
First, from past experience in developing the original course, we focused on telling a story with a narrative approach to content development where one piece of information flows easily into the next. In this approach, course developers give little regard to the categorization of the content into content types. For example, conceptual information often freely mixes with the reference and task information needed to support the concept.
A major challenge we faced in reworking the pilot content as topic-based DITA involved the mindset change to thinking of the content as discrete chunks of information, rather than as one single, long-flowing narrative.
Structuring content with information types
Second, in addition to learning how to break down our content into topic-based units, we also needed to apply discipline in how we assigned specific topic types to that content. This required us to take what was formerly a mixed paragraph, or maybe a whole page of information, and chunk it down into discrete topics that contained individual types of information, with respect to concept, task, or reference types.
We discovered the key rule we needed to abide by: Each chunk of information has to be a complete thought about a single type of content. It has to convey the knowledge of that one specific piece of information without directly overlapping with information in other topic-based chunks.
Minding the context
Finally, we faced the predicament that, after chunking the information down into individual types, the role of the content within the overall learning context can get lost. In this case, it might at first appear difficult to break up the information into topics and types by these rules; it's tempting to resort to the usual narrative approach and simply leave the content intact as a way of ensuring the original completeness of thought.
The challenge here is to learn how not only to assign content to one of the agreed-upon topic types (concept, task, or reference), but also to mind the context of the overall learning objective. It's crucial to know where each topic resides within the learning objective, as provided by the essential context defined in the DITA map. The individual DITA topics have no inherent context in themselves, but acquire context according to their role within the map.
In a nutshell, authoring and delivering content using topics and information types is a skill that takes time and experience to learn how to apply to content.
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Big Ideas - What is the future of Information Architecture? What are the critical issues of Interaction Design? When should it be called Experience Design? These articles help you get a grip on the big picture
Case Studies - Insightful accounts with lessons about what worked and what didn’t. First-hand accounts from an insider’s point of view.
Forerunners - Exploring the roots of our disciplines. Who were the heroes, the madmen, the innovators who laid the groundwork for us today?
How to: Deliverables & Documentation - Tips, techniques and step-by-step guides to creating effective deliverables.
How to: Methods & Approaches - When should you do a low-fidelity prototype? How about a site index? How does your work need to integrate with the branding? We look at both strategies for approaching problems and tactics for implementing solutions.
Interviews with today’s current and up-and-coming leaders in the field. Find out how they think and what they are doing next.
Professional Practices - Essential people-handling, project and business skills you wish they’d taught in school, as well as ideas that we can borrow from others.
Reviews - Find out the Boxes and Arrows take on the your favorite website, software or the hottest book before spending your hard earned money…
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The award-winning and patented BrainX Digital Learning System (DLS) software has tools to unlock the true power of your brain:
Personal Learning Assistant
Using extensive research done by educational experts, the BrainX Personal Learning Assistant was designed to automate studying. Use the review mode first and then take a practice quiz and assess your progress. The state-of-the-art digital tutor provides extensive, non-judgmental feedback during your study sessions. It can be
adapted to fit your particular learning needs, reducing the time you spend studying and helping you to remember more. You can also add expert-produced Digital Learning Guides (study guides) to your Digital Learning System at any time. The BrainX Digital Learning System is software you can use to learn for life! -
Quickly learn what you need to know.
* Review: Refresh your memory
* Practice: Quiz and self-evaluate
* Personalize: Adapt to fit your learning needs
* Save time: Study only what you haven't yet mastered
Knowledge Manager
Collect pieces of information from any source - digital documents, Web sites, books, etc. - and organize them into fully-referenced individual records. The BrainX
Knowledge Manager can be used to organize notes, facts or anything that you need to know. Use its powerful learning tools to quickly create high-yield study questions out of almost any type of information. Add to and edit at any time; move, copy, sort and delete records with a click of the mouse - it has never been this easy to manage information before!
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CareerMap is like a Swiss Army Knife for learning. It puts a full set of carefully crafted tools at your fingertips, logically arranged to make them easy to use.
* Real time information about each student's progress and performance
* Compare participation and performance between different departments or geographic areas of the enterprise
* Strong security infrastructure with system access regulated by user role
* Tracking data across multiple locations and multiple disciplines
CareerMap manages individual and group learning events. CareerMap uses Internet Browser technology and Relational Database Technology that allow users to interface with the application. CareerMap integrates any web-enabled training course and features separate testing within the data server, allowing greater flexibility and random test generation. The uniquely defined relationships between the software system, business organization, individual student, and the course material allow for highly efficient statistical reporting at all levels.
nteroperability Standards & Technologies:
* Relation Database Management System (RDBMS)
* Web-based LMS portal for students, instructors, and administrators
* Portal development using .NET, XML, SOAP and web services
* Ability to interface with external systems
* SCORM . Conformant
LMS Functionality:
* Blended Learning
* Web-Based Instruction
* Instruction Event Management
* Registration, Scheduling, and Tracking
* Skills and Competency Management
* Curriculum and Certification Management
* Collaboration Features, including customizable system messages and an Information System Center for announcements
* Instruction via assignments and Public Catalog
* Public Enrollment with Automated Process or Approval Process
Management Reporting:
* Track students' time-on-task
* Historical Documentation, including retention management for test history and retention of detailed instruction information
* Electronic notification and document transfer
* Performance and progress results
* On-Site Certificate delivery
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The SCORM Best Practices Guide is for content developers, instructional designers, writers, programmers, and subject matter experts tasked with creating new content that is SCORM conformant or converting existing content into SCORM conformant content. The guide provides a step-by-step process for using SCORM and tips to make your SCORM implementation easier. It is not intended to replace the SCORM document, nor is it intended to be all inclusive. The tips and techniques explained here will facilitate your entry into SCORM conformant training. Through your own implementation, you will continue to learn more about the ways you can efficiently create effective SCORM content.
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Simplify Project Management
CleanCourse allows for quick access to projects assigned to each user through a personalized My Projects login screen. Every user has the ability to add, edit and delete project notes and attachments in the projects they are assigned to. With administrator permissions you can edit and delete all notes and attachments on the system as well as closely manage critical project documents and issues.
A special filtering system allows you to sort notes based on any field criteria in the entire system. Find the notes that pertain directly to you in a matter of seconds. Filter by priority, development stage, status and more!
Who Is Doing What?
Manage who is assigned to what project or stage of a project and monitor the notes and activities of that project from any location with web access! CleanCourse allows you to enhance collaboration among team members as well. No more duplication of efforts and reworking of issues due to incorrect issues log versions and notes being passed around. Plus you can decrease the amount of project based email by using project notes that are time and date stamped in a threaded discussion format - a perfect audit trail!
Three Levels of User Access
CleanCourse allows for three different levels of user access based on your job function: Team Member, Client, and Administrator. Each job type has different access to features in CleanCourse.
Team Member - When you login, you start at the My Projects page. This is a summary of all of the projects you are currently assigned to. You will see an indicator next to a project name if there are new notes that have been assigned to you. As a team member you can add, edit, and delete notes; add, edit and delete project document attachments, and use the WBT Viewer to QA courses.
Client - When you login as a client you start at the Projects List page. This is a summary of all the projects your client currently has in development with your company. Similar to a Team Member, a client may also add, edit, and delete notes; add, edit and delete project document attachments, and use the WBT Viewer to view and QA courses. Clients can only see projects for their company.
Administrator - With Administrator rights, when you login to CleanCourse you start at the Administrator Menu page. As an Administrator you have full access and editing rights to all projects and associated notes and documents. An administrator can edit and delete the notes and attachments of any other users on the system. Administrators are the only login which allow adding, editing, or deleting clients, projects or users.
Use the My Projects page to instantly access projects you are assigned to. Projects assigned to you on the My Projects page are organized by client. A client may be an internal department or an external organization. You can quickly access a project from this page and display all issues and notes associated with that project. You can also jump directly to the project's global documents. The My Projects page also displays alerts to let you know when you have been assigned a new issue and how many new issues for that project.
On the Project Notes page, you have access to all notes attached to a project. Some of the things you can do from the Project Notes page include:
* Search for notes that match certain criteria.
* Save searches (called "filters") to use the next time you log in.
* Sort notes in by various fields including priority, assigned to/from, e-learning category, and more.
* Add updates to existing notes.
* Add new notes with the option of emailing assigned project members.
* Attach and upload any type of file to a note.
* Reassign notes or tasks to project team members with updates and status changes.
* Download and view files that have been attached to notes.
* Add, edit, and delete notes
* Mark notes as completed
The Project Notes page keeps track of all issues, tasks, and informa
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FREE printed magazine with excellect articles and links to learning resources.
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Uses the tools of CMS to review CMS applications, very nicely done except that it's really, really slow.
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Technical articles, tutorials, reviews, buying guides. FREE facilitated online courses for tech subjects. (http://www.cnethelpu.com/)
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Guideline . of the Web Content Accessibility Guidelines . requires that foreground and background colour combinations provide sufficient contrast when viewed by someone having colour deficits, or when viewed on a black and white screen. Two colours provide good colour visibility if the brightness difference and the colour difference between the two colours are greater than a set range. They suggest a colour contrast algorithm, which is used in this test. The algorithm is under development, and may be likely to change. Any changes to their algorithm will be updated on this page.
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A comprehensive guide to software that powers discussions on the internet Web Conferencing - Video Conferencing - Rich Media Conferencing - Instant Messaging - Forums & Message Boards - Groupware Social Software for Online Collaboration - Online Communities - Virtual Teams - Intranets - E-learning - Knowledge Management
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As continua to locate theory and practice
Information ---------x--------- Experience
Non-Reflective---------x--------- Reflective
Individual ---------x--------- Social
To identify learning pathways
*Non - linear
*Diverse potentialities
Kolb - Experiential
Cycle of
*Experience
*Reflection
*Theory formation
*Testing theory in practice
Barnett 1990 An Idea of Higher Education
*Deep understanding of knowledge
*Radical critique of claims
*Critique in the company of others
*Independent inquiry.
*Self reflection.
Laurillard - Conversational Framework
*Tutor describes concepts
*Tutor-student dialogue
*Tutor adapts concepts
*Tutor sets task
*Student completes task
*Dialogue on action
*Student reflection
Wenger - Communities of Practice
*Mutual engagement
-Doing things together
-Community
*Joint Enterprise
-Negotiated enterprise
-Mutual accountability and interpretation
*Shared repertoire
-Artifacts
-Historical events
Planning the Design Process
*Outline the activity and outcomes
*Scope contextual details
*List potential mini-activities
*Map to potential tools and resources
*Select
*Overall profile
*(CM Added Determine Points of Evaluation)
Evaluation pointed to need for more
*Experiential learning
*Reflection
*Use of group experience
*Importance of knowledge base
(also see http://www.ulster.ac.uk/staffdev/grainne.pdf - similar info - different type of presentation)
*Open dialogue and co-operation (freed from unnecessary direction)
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Networks are constantly forming. As a dynamic process, networks can aggregate into larger structures (a network of networks). Networks can also be deconstructed into smaller structures. For example, everyone has some type of personal learning network. When an individual works for an organization, they bring their network with them, combining as part of the larger network of the corporation. In the course of our daily lives, we move among numerous networks. We are constantly acting upon and being acted upon.
Recognizing that we are continually moving in and out of networks provides an important starting point for rethinking corporate and higher education. Instead of seeing the artificial construct of a program or course as the point of learning, we can view the process of iving life as a constant learning process. As we acquire new nodes, form new connections, aggregate into larger networks, or deconstruct into smaller structures, we are continually learning and adapting - interacting dynamically with the world around us.
The information system underlying network creation includes:
* Data - a raw element or small meaning neutral element
* Information - data with intelligence applied
* Knowledge - information in context and internalized
* Meaning - comprehension of the nuances, value, and implications of knowledge
While networks are simple in nature, numerous elements impact the flow and dynamics of connection creation. Elements and characteristics of a network include:
* Content (data or information)
* Interaction (tentative connection forming)
* Static nodes (stable knowledge structure)
* Dynamic nodes (continually changing based on new information and data)
* Self-updating nodes (nodes which are tightly linked to their original information source, resulting in a high level of currency (i.e. up to date)
* Emotive elements (emotions that influence the prospect of connection and hub formations).
Connections are the key to network learning. Yet not every connection has equal weight and influence in the entire structure. Connections can be strengthened based on a number of factors:
* Motivation
* Emotions
* Exposure
* Patterning
* Logic
* Experience
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The Theory of Constructivism
The basic tenets of constructivism are that:
* Knowledge is constructed from and shaped by experience.
* Students must take an active role and assume responsibility for their learning.
* Learning is a collaborative process and students create their own meaning from obtaining multiple perspectives.
* Learning should occur in a realistic setting.
* Learners should choose their own path through content and activities.
* Content should be presented holistically, not broken into separate smaller tasks.
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The ultimate goal of CM is to permit organizations to achieve strategic goals. As with any technology process, the tool has value only to the degree that it enables (not dominates) achievement of larger corporate missions. This list details some major value points for CM:
* Repurpose content for use in various formats - web page, documents, etc
* Reduce costs associated with maintenance of content/web sites
* Reduce costs associated with searching for content (or duplication of content creation)
* Access - findability (and its implications - info when needed, avoiding duplication)
* Meet info needs of organization - when, where, how
* Relevant - content is current and meets needs of users
* Organized - content can be easily located due to an imposed organizational structure at the time of publishing
* Customized - delivering info in a manner and format required by the person for the task
* Increased responsiveness to trends, markets, etc. (and every else that comes from knowing where things are)
* Quality control (via automated workflow process)
* Collaboration and "spiraling" knowledge as contributors build on each others' work
* Permits non-technical staff to enter and publish content into a system
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The original learning management systems (LMS) were developed to automate the administration of learning. They served as strategic planning and management systems for organizations' education efforts. While an LMS could help with managing and acquiring e-learning content, its use did not mean an organization was implementing an actual e-learning initiative because an LMS can be used to manage classroom training and materials.
Systems with the ability to design, create, deliver and measure e-learning initiatives have come to be known as learning content management systems (LCMS). Most of the new LCMS offerings have the ability to support reusable learning objects, and a standard known as Sharable Courseware Object Reference Model (SCORM) has been developed to enable Web-based learning systems to import, share and re-use learning objects. For some, the terms LMS and LCMS and their definitions are interchangeable. Others find neither acronym entirely appropriate. That's why the introduction of technical standards like SCORM will be welcome in the e-learning community.
"I think what you saw in the market is they started to merge together," said Macromedia's Lynch. "We see a need for content and collaboration coming together."
Regardless of what you call the software you use to manage them, Lynch said there are three broad categories of learning content based on the urgency of the information that needs to be learned: a) develop skills and competencies; b) critical knowledge transfer; and c) information broadcast. Critical knowledge transfer and information broadcasts involve rapid e-learning, which needs they are high-volume applications and need some type of content management to facilitate their use, according to Lynch.
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This white paper presents a model for using Macromedia Dreamweaver MX to design Learning Objects and configure those objects to create rich learning experiences. The authors use a development scenario, following a design team as it creates a series of Learning Objects. This approach illustrates how Macromedia Dreamweaver MX, and other products in the MX Studio, can be used to manage, distribute, and coordinate Learning Object design. To better demonstrate the development steps discussed in this paper, a set of digital assets is included.
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Like most tools these creativity techniques all have their good and bad points. I like to think of these creativity techniques as tools in a toolbox in much the same way as my toolbox at home for DIY. It has a saw, spanner, hammer, knife and all sorts of other things in it, they are all very useful, but you have to pick the right tool (creativity technique) for each job. We will try and provide a little guidance along with each tool to let you know whether it's best used for cutting paper or putting in nails.
There are at least different creativity techniques and tools available, listed below are some of these
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Executive Summary
This paper highlights the state of the industry in terms of learner profiling and NETg’s involvement with the Learner Profiling movement. NETg’s initial position on learner profiling is
presented along with the development of a Learner Profile instrument. This paper also presents the theory and research supporting the current NETg Learner Profile.
The purpose of the NETg Learner Profile (LP) is to provide a supporting framework for adult learners to become self-directed, self-regulated learners within any learning situation.
Research has shown that many adult learners are not even aware of their learning modality or preferences. Learners are often required to complete training courses that may not match their learning preferences or characteristics. A mismatch between learning preferences and characteristics of the instruction can contribute to learners not completing the targeted training.
Historically, instructional designers have focused on improving the effectiveness of the instruction for the learner, rather than on improving learner effectiveness for the instruction. Thus, NETg has developed an instrument that will empower the learner to approach any form of training (e.g., technology-based, instructor-led, blended, etc.) regardless of the instructional method.
Cognitive Characteristics
o Learning channel
o Thinking style
Metacognitive Characteristics
o Monitoring
o Planning
o Self-evaluation
Physical Characteristics
o Learning distracter
Affective Characteristics
o Learning confidence (aka self-efficacy)
o Motivation
Summary
All training events should offer features that support the eight aforementioned learner characteristics in order to scaffold the learner while they learn the skills critical for active, selfdirected learning. A diagnostic instrument that focuses on these eight learner characteristics ...can provide valuable information to the learner, which will empower them to modify their own training habits and become more effective, better-equipped and self-directed lifelong learners.
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Dimac CMS (Content Management System) is the perfect solution when you need a powerful and easy-to-use CMS and you want to have total control over your websites design, content and functionality. - ASP-Script , WYSIWYG-Editor, Template based, workflow, Full source code included and more.
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Dreamweaver Tutorials and Samples * Design * CSS * Templates * Accessibility * Application Development * ASP.NET * Databases * ColdFusion * Web Services * PHP * E-Commerce * E-Learning * Extensions * Sample Applications * Video Tutorials
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CourseBuilder for Dreamweaver MX Extension
Make interactive web pages with engaging web-based learning content and deliver them across multiple platforms and browsers.
Learning Site Command for Dreamweaver MX
Create a learning site using built-in navigation, tracking features and powerful lesson administration and configuration.
SCORM Runtime Wrapper Extension for Dreamweaver MX
Build or update HTML content so that it complies with ADL standards for the runtime environment.
Manifest Maker Extension for Dreamweaver MX
Create an XML manifest file per the IMS specifications.
Designer's Edge Extension for Dreamweaver MX
Connect your training development team and allow instructional designers, subject matter experts, artists, and media developers to share their design information through Dreamweaver.
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The enterprise portal program is a collection of projects that need a well-established sequence with a recognized beginning and ending. It is important to deliver frequently and celebrate successes. The focus of the enterprise portal is found in the individual project plans, where each one is established to achieve an identified objective in a specified time frame. Several established parameters such as time, cost, available resources and quality standards need to be adhered to as the identified tasks of the enterprise portal projects are completed.
Various management, coordination and communication skills are used to monitor all aspects of the enterprise portal project. Your enterprise portal execution team must use effective tools, applications and planning activities to coordinate the individual projects from accepted proposal (start) to first phase of implementation (finish). Your enterprise portal execution team must store, track and display project information to verify that team members are aware of the schedule, their specific responsibilities and the current status of all the projects at all times.
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The Theory into Practice Database: Database of learning theories, concepts and models
Instructional Design Models: Despite the title, this list provides links to Web resources on a myriad of aspects of instructional psychology and design (University of Colorado at Denver, )
The Encyplopedia of Educational Technology: Great extensive collection of short papers using small multimedia snippets to make the theories more tangible (San Diego State University, )
Instructional Technology Global Resource Network: A collection of papers and other useful resources for instructional designers
Theory and Theorists of Instructional Technology: Another good collection of short articles on the most important personalities and theories in instructional technology (written by D. Geier as a final project for a course taught at San Francisco State University by Dr. Kim Foreman)
An Electronic Textbook on Instructional Technology: Online version of a CD-ROM designed to provide an introduction to instructional technology by Irene Chen
Teaching Models: A selection of teaching models by Virginia Tech University
Linkliste Neue Medien: Extensive list of examples and links regarding the use of IT in education (Rechenzentrum Uni Heidelberg, mostly German)
Lern-Psychologie: Self instructional program in educational psychology and theories of learning (in German)
Basic methods of instruction: A series of tutorials on basic instructional methods by C. Reigeluth
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Desktop Recording and Playback - Organizers can now record meetings to their local desktops, so they can play them back later for training and review or send copies to absent colleagues. The audio portion of a meeting may also be recorded, provided the organizer has a sound card and microphone installed.
Drawing Tools - These new annotation tools allow attendees to draw, highlight and point to items directly on the screen, making online meetings more interactive. In addition, presenters can use the new spotlight tool and have the ability to erase all markings.
Specific Application Sharing - Presenters can now specify which applications they want to share during a meeting, instead of showing their entire desktops. Plus, using the Screen Clean feature they can instantly hide all icons, wallpaper and toolbars before activating screen sharing.
Lotus Notes® Integration - IBM® Lotus Notes® users can now start and schedule meetings directly from the Lotus Notes® application (just like Microsoft® Outlook® users), and their meetings are automatically integrated into their Lotus Notes® calendars.
New Tools for Administrators
* Group Management - Administrators can sort and manage organizers in groups and subgroups.
* Company Logo Screen - Allows administrators to display their company’s logo on the first screen that attendees see when joining a meeting.
* Web Services API - Provides tools needed for administrators to integrate Citrix GoToMeeting into their products and applications.
With Citrix GoToMeeting 2.0, users also get Attendance Reporting, Multiple Monitor Support, One-Click Meetings and faster performance overall. With all these new features going at our same great prices, Citrix GoToMeeting 2.0 delivers the best value in the online meeting tools market.
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Currently provides the Rotisserie. The Rotisserie implements an innovative approach to online discussion that encourages measured, thoughtful discourse in a way that that traditional threaded messaging systems do not. The basic concept of the threaded messaging board is to enable broadcast-to-broadcast communication among a group of people, meaning that every participant in the conversation receives every post from every other participant. This mode of discussion inevitably leads to the domination of the discussion by a few very verbal participants and silence by the lurking majority. The Rotisserie breaks this mode by assigning every post within the conversation to another, specific participant for response. The resulting conversation guarantees that every post will be responded to by at least one other participant and that every participant must respond directly to the post of another participant.
Rotisseries are organized into projects, which are loosely analogous to courses, but usually less formal. Some projects are open to all users, some are open to applications from all users, and some are invitation-only. Every rotisserie belongs to a specific project, and the typical rotisserie uses the participants of its parent project as its participants, though it will be possible to include individual users and even entire other projects in the participant list of a rotisserie.
Anyone can create a project. We heartily encourage anyone who wants to create communities based around the exchange of ideas to host their projects on this site. Even better, the code that runs H - will soon be freely available for use, modification, and redistribution, so if you don't want to run your project on our site, you will be able to download the code and run your own version of H - with your own modifications to the code (though we hope you'll share any changes you make with us so that they can benefit everyone!).
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HitsLink Enterprise - All the features of Hitslink Professional plus conversion tracking of pay-per-click campaigns (e.g. Overture) all the way to orders and even revenue! You can track user definable events, such as, promotions and downloads as well on your site. Click here for demo.
HitsLink Professional - Hundreds of traffic statistics. Extremely detailed search engine marketing information. E-mail alerts upon user-definable traffic levels.
Dozens of Reports, Hundreds of Statistics
* HitsLink provides a comprehensive set of reports on your site traffic.
Real-Time Reporting
* Get hundreds of statistics in real-time. There are no logs to read.
* With other products, you must run a time-consuming program to analyze your log files before getting results.
* Our high-capacity network infrastructure even allows for high-traffic sites to receive immediate results.
Easy to Use
* There is nothing to install. You simple paste a small piece of HTML code on each page you wish to track statistics on.
* After pasting the HTML code, you can immediately see your statistics start tracking.
Comprehensive Search Engine Marketing Features
* Referrals and search terms are tracked from hundreds of search engines.
* Tracking is by site and by page for better optimization analysis.
* See your site's link popularity on top search engines.
* See your search engine rankings for your search terms on top search engines. Compare these to your competitors.
Sub-Accounts
* For consultants or webmasters with many sites, you can add unlimited sub-accounts to your main account. This consolidates billing under the main account and provides substantial cost savings. Each sub-account has its own private login and password. Sub-accounts cannot see other sub-accounts, so privacy is maintained.
E-Mail Traffic Alerts
* You can setup alerts to notify you when certain traffic levels are hit.
* Alerts can be by hour, day, or week.
* Get notified when your traffic spikes!
Export and Email Your Reports
* All reports can be exported to Adobe PDF, Word, Excel, comma separated, tab delimited, WordPerfect and rich text format.
* Email a copy of any report at any time to multiple recipients.
* All reports can be displayed in printer-friendly mode.
Bookmarks
* You can bookmark commonly used custom reports.
* A bookmarked report can be set to display upon each login.
Customize Your Reports
* Combine several reports into a custom dashboard.
* All charts have extensive customization capabilities.
* Show or hide charts and data tables.
* Add multiple filters to reports.
* Sort by different columns.
* Change chart types.
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~Document Management: Securely store all your company and personal files in a central location for remote access, revision control and keyword search. And, securely upload files and documents to your HotOffice. No software download required!
~Customization: Brand your HotOffice with your company logo and customize your intranet for your company
~My Desk: Information at your fingertips - see your appointments as soon as you log in
~Calendar: Maintain a private calendar and task list, prioritize tasks, and easily organize your group's schedule.
~Bulletin Boards: Share ideas on your private company bulletin boards
~Email: Consolidate all your email into one web-based service accessible anywhere; use search and sort functions and view HTML email
~Group Contact Manager: Give your whole team access to shared contacts while maintaining a private list, as well
~Online Document Viewer: View documents, spreadsheets, presentations and graphics without downloading or needing original software
~Private Chat Rooms: Hold private online meetings in your company chat rooms
~Web Links: Bookmark your favorite web links for easy access from any computer
~Access Rights: Control which users have access to department and project documents, folders and bulletin boards
~Reminders: Schedule group or personal electronic reminders for today or anytime in the future
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Again and again, the history of the Web shows us the value of relinquishing control. Amazon’s customer comments were originally thought foolish by those who believed negative reviews would hurt sales. Instead, they increased trust, which drove more transactions. eBay’s open marketplace eschews centralized control of buyers and sellers, instead favoring a distributed management system where individuals rate one another. Not coincidentally, Google, Amazon, and eBay have all made available their Application Programming Interfaces (APIs) so that others can leverage their information in unforeseen and innovative ways.
Many designers find it remarkably difficult to relinquish control. As Jeff found out when judging an interactive design competition, designers will go to great lengths to control the user’s experience - popping up windows or resizing them, placing everything within Flash, cueing music. They get so caught up in controlling the superficial form of the product that they neglect to appreciate the context of the experience.
The Web’s lesson is that we have to let go, to exert as little control as necessary. What are the fewest necessary rules that we can provide to shape the experience? Where do people, tools, and content come together? How do we let go in a way that’s meaningful and relevant to our business?
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What's important
Learning is the pathway to doing. If an instructor teaches something and nothing changes, no learning took place.
Learning is learnable. You can get better at it. We set up the Meta-Learning Lab to help people learn better, faster, deeper.
"Knowledge is constructed, not transferred. It's built out of known chunks. It's always linked to the situation, thus 'situated.' Skills and knowledge do not exist outside of context. Everything is connected, in mental, physical, or social space." Peter Senge, Schools That Learn
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Faceted classifications are increasingly common on the World Wide Web, especially on commercial web sites (Adkisson ). This is not surprising--facets are a natural way of organizing things. Many web designers have probably rediscovered them independently by asking, "What other ways would people want to view this data? What's another way to slice it?" A survey of the literature on applying facets on the web (Denton ) shows that librarians think it a good idea but are unsure how to do it, while the web people who are already doing it are often unaware of S.R. Ranganathan, the Classification Research Group, and the decades of history behind facets.
This paper will attempt to bridge the gap by giving procedures and advice on all the steps involved in making a faceted classification and putting it on the web. Web people will benefit by having a rigorous seven-step process to follow for creating faceted classifications, and librarians will benefit by understanding how to store such a classification on a computer and make it available on the web. The paper is meant for both webmasters and information architects who do not know a lot about library and information science, and librarians who do not know a lot about building databases and web sites. The classifications are meant for small or medium-sized sets of things, meant to go on public or private web sites, when there is a need to organize items for which no existing classification will do. It is certainly not the intent of this paper to show how to build another universal classification, nor to describe how a library that uses a faceted classification scheme can put their catalogue online.
There are four main sections to this paper: when to make a faceted classification, how to make one, how to store it on a computer, and how to make it work on the web. I will concentrate on the middle two sections. The question of when to use facets is not particularly difficult (leaving aside general questions about the purpose and usefulness of classifications). Detailed advice on the design and implementation of a good web site is beyond the scope of this paper and requires a companion web site, with examples, to be best understood (but see Nielsen ( ) for excellent advice). In the final section I offer some guidelines on what to consider when putting facets on the web, but the discussion is not lengthy. The two middle sections about how to make and store a faceted classification receive a much fuller treatment.
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Huminity is an instant messaging chat software that combines in it full social networking capabilities. It can be installed on any Windows running PC.
After installing Huminity and creating a personal contact-tree, Huminity becomes your 360-degree chat software. You can navigate your global map of personal connections, have private chats and chat in chat rooms.
The contact-tree displays a person's social map (when the person is centered in the center). Navigating the map of connections is simple and intuitive. Clicking on a contact or a user twice will move them to the center of the map and create their web of connections around them. In this way, you can navigate from one person to the other and explore the magnificent uniqueness of people - social ties.
Change of color and shape differs people that are connected to other people from those that aren't. In this way, users can easily navigate their personal network of friends by simply clicking on one of the contacts. This forms a gigantic web like map of connections where people are connected to other directly or indirectly through mutual friends.
...Searching a path between two people is one of the most exciting features in Huminity. Through the search path ability the user can search a path of friends between any two people that are included in Huminity, either as users or even as contacts of someone. In this way, a complete and authenticated web of connections can be created even when some pieces of the connections "puzzle" are missing. The search can also be performed between a person and any keyword (i.e. from the user to all the mechanics in London).
...The results of a search-path query are then presented, sorted by the number of nodes between the two people. Users can easily perform search-path queries even when they do not know the e-mail addresses of the people by selecting them as the destination right off the contact tree. Such functionality maintains adequate privacy of users without compromising the value achieved from the software.
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Social network analysis software and services for organizations and their consultants.
* InFlow . network mapping and measuring software: organizational network analysis [Read.]
* Data-mining Email to discover Social Networks and Communities of Practice [Read.]
* Connecting the Dots: Social Network Analysis of the - Terrorist Network [Read.]
* Knowledge Continuity Management: keeping knowledge in the organization [Read.]
* Contact tracing maps the diffusion of a virus through a human network [Read.]
* Examine what emergent purchasing patterns on the WWW may reveal [Read.]
* Post-Merger Integration: effectively combine merging organizations [Read.]
* Key Opinion Leaders: discovering personal influence amongst peers [Read.]
* Social Networking in Academia - The Erdos collaboration network [Read.]
* Build resilient computer networks using network analysis [Read.] [PDF]
* Best Practice: Organizational Network Mapping Tactic [Request.]
* Explore the complex structure of the Internet Industry
* Who influences decision-making in your organization?
* White Paper: Managing the Connected Organization
* White Paper: Knowledge Creation and Re-Use
* White Paper: Building Entrepreneurial Networks
* White Paper: Understanding Power in Networks
* Introduction to Social Network Analysis
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Full Book available online
Learn how to merge aesthetics and mechanics to design web sites that "work." This book shows how to apply principles of architecture and library science to design cohesive web sites and intranets that are easy to use, manage, and expand. Covers building complex sites, hierarchy design and organization, and techniques to make your site easier to search. For webmasters, designers, and administrators
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Assigns and tracks all forms of classroom, resource centre and web-based learning
Intuitive and user friendly interface system
Management reports to evaluate learning performance
Provides online collaboration, including forums,
Chat rooms and e-mail tutor
Flexible structure allows different combinations of user groups to be created e.g. location, job role, system
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White papers are documents that have been specifically written by and for members of the Association of Knowledgework. Many of them are unpublished; however, articles that have also been printed in other publications are included and attributed to the original publication.
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Some really great articles
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Wikis are most commonly used as community-created resources for reference (like Wikipedia) or collaboration. I've been getting interested in them mainly for their e-learning potential. I'm starting to like them immensely, even though they're generally rather ugly (more on that below).
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Here is a list of our Cops products. You can use our selection Guide to find the right product for your needs. If unsuccessful then look under Custom Solutions .
CD/DVD Protection: CD-Cops, CD-Cops for Linux, CDR-Cops, DVD-Cops, DVD-Cops for Linux
Web Protection: WebCops, WebCops for Mac OS-X, eCops
Network protection: NetCops
Data protection: Cops Crypto, HtmlCops, PDF-Cops
Other protection: Cop's Copylock, DialCops
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In essence, an LMS is a high-level, strategic solution for planning, delivering, and managing all learning events within an organization, including online, virtual classroom, and instructor-led courses. The primary solution is replacing isolated and fragmented learning programs with a systematic means of assessing and raising competency and performance levels throughout the organization. For example, an LMS simplifies global certification efforts, enables companies to align learning initiatives with strategic goals, and provides a viable means of enterprise-level skills management. The focus of an LMS is to manage learners, keeping track of their progress and performance across all types of training activities. It performs heavy-duty administrative tasks, such as reporting to HR and other ERP systems but isn’t generally used to create course content.
In contrast, the focus of an LCMS is on learning content. It gives authors, instructional designers, and subject matter experts the means to create e-learning content more efficiently. The primary business problem an LCMS solves is to create just enough content just in time to meet the needs of individual learners or groups of learners. Rather than developing entire courses and adapting them to multiple audiences, instructional designers create reusable content chunks and make them available to course developers throughout the organization. This eliminates duplicate development efforts and allows for the rapid assembly of customized content.
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In this exercise, you will be faced with the following scenario: Consider a simplified beer supply chain, consisting of a single retailer, a single wholesaler which supplies the retailer, a single distributor which supplies the wholesaler, and a single factory with unlimited raw materials which makes (brews) the beer and supplies the distributor. Each component in the supply chain has unlimited storage capacity, and there is a fixed supply lead time and order delay time between each component.
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A series of simple questions, which can be used either individually or in groups, designed to support creative and divergent thinking when faced by a design problem. The questions need a point of focus, which could either be an existing solution or proposed concepts to a design problem. The questions should be taken one at a time, to explore new ways and approaches to the problem.
In a brainstorming session, it can be useful to write each statement on a card, and randomly select a card when discussing alternative solutions. Alternatively, paste the questions onto a board and place in the design team's environment.
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PalTalk is the next generation instant messenger integrating voice, video and file sharing into one neat package. Fast download and ease of use makes PalTalk the - - choice for internet savvy users.
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PicosSearch is easy to install, and offers fast accurate searching with no additional software required. This service is available FREE for popular default settings, or by business-quality subscription services with full layout control and advanced account management features.
Free accounts display the Picosearch branding, while paid accounts are not required to carry any advertising or reference to Picosearch at all. Paid accounts may re-sell their own advertising space through clever use of their design templates.
Typically, individuals love the advanced searching power that Picosearch Free brings instantly to any homesite, while businesses and entrepreneurs enjoy the low-cost, no-maintenance approach of the Professional and Premium Plans, by which the look-and-feel of the search results pages can be fully integrated into the existing site design for high indexing limits.
Picosearch levels the playing field for web designers by making high-end services available to non-server owners and beginners alike. Check out our sample customers for real search examples! Thanks to proprietary technologies which have been developed specifically for the Search Hosting concept, Picosearch offers advanced features like: all search words shown as found in full-context (concordance), multi-lingual displays, user search statistics, while-you-wait installation, multiple indexer entry points with precise link-following control, high-reliability with on-demand re-indexing, and high indexing limits. For a full list of features see the service plan comparison charts, and don't forget to frequently check our What's New pages too. We are continually bringing advanced new options on line with no disruption to current services, so you'll want to take full advantage of every great feature!
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This issue of the newsletter takes a close look at two recent research studies. Dr. Bailey referenced one study by Bernard, Fernandez, and Hull. I'd like to take a closer look at that study here, and review even more recent results that just came out in .
In the Bernard, Fernandez, and Hull study from , the researchers used both adults (ages to , median of ) and children (ages to ). They used different line lengths:
- Full distance ( characters per line, or CPL),
- Medium ( CPL), and
- Short ( CPL).
They found no significant differences on reading time for either children or adults when comparing the different lengths.
But when they asked a series of preference questions they got some interesting and statistically significant results. The adults said it was easier to concentrate on the narrow length than both the medium and full length (statistically significant at p<. ). The children did not have any significant difference on perceived concentration.
Both children and adults had definite preferences. No adults chose the full length as their favorite. Most chose medium length, and narrow length was not far behind. For the children the full length was also the least preferred, with a strong preference for the narrow length.
Another study by Ryan Baker adds more interesting results to ponder. Baker set up three online reading conditions:
- paging where there was no scrolling required and the users read a page of text with a medium line length and then used a page forward button to go to the next page and the next,
- a "full" condition where there was some scrolling as well as a page forward key, and
- a scrolling condition which had no paging, but required a lot of scrolling.
Results of the study showed that users took significantly longer to read a passage in the paging condition than in the other conditions. The areas that showed no significant differences are telling as well. There were no significant differences in any of the following: perception that a particular condition was more well-suited for reading, that one condition made information easier to find, or that a particular layout was better for comprehension.
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If you start and end all of your learning efforts by focusing on your organization's goals, you will never be asked to do an ROI analysis to justify your budget.
Dan Tobin
Organizational change processes have always had difficulty in justifying their ROI.
- How do you determine the savings from employees that you didn't need to hire because you've increased the productivity of your current employees?
- How do you determine the increase in revenue from clients that stay because of increased service?
- How do you determine the opportunity costs from not attracting quality employees?
- How do you determine the opportunity costs from prospects that didn't become clients?
- How do you determine the lost revenue from clients or prospects who left because they didn't receive the quality or service they expected?
- How do you capture and present the cost of time spent by employees looking for information that they need but can't find? (Texaco has attempted to do this, so have other studies)
- What is the cost of an employee that leaves because they don't have the information to do their job? (See What do They Need?)
- What is the cost of a distributor or marketing partner that cancels because you have ineffective processes?
- What's the profit generated by helping to develop and distribute a service or product to a client - faster, cheaper, with increased quality?
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GETTING UNGLUED
Every time you develop training, you're capturing information and graphical elements from other departments, reformatting them and producing some type of static document - printed, PPT, web page. Every time you glue those elements together to create a static training presentation you create another hard to access, and costly to manage, island of information.
What happens when a graphic changes and you've copy/pasted it into multiple places? You have to "remember" everywhere you pasted that graphic and manually change it. Will there be documents that you may forget to change? It's very likely you will. If that graphic were "unglued" from the other presentations, then you'd only need to change it one time, in one place.
To determine what should be made a reusable object, begin with the training department.What text or graphic elements do you commonly end up copy/pasting? How many times do you take content from a "communication" lesson and put into a "sales" or "management" or "customer service" lesson? Or, reuse information about a product? Or, use the same material for the final lessons in a "beginner" level and repeat/review them for the "intermediate" level lesson?
Those snippets/chunks of content, graphics, etc are where you should start to break out your first reusable objects.
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Time is money.
By now, it should be obvious that traditional training or conventional courseware-based e-learning cannot meet the learning and development needs of an employee that uses real-time workflow technology to perform his or her job.
In a study sponsored by Safari a full 100 percent of technology workers reported that they had to stop their work several times a day to either look for information to do their jobs or to provide information to co-workers needing help. The study concluded that "the data shows technology workers spend an average of seven hours per week more than hours per month looking for answers, researching issues and solutions for problems, and helping colleagues do the same.
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SCORM - Fundamentals
The SCORM course has been designed for content experts and others who need to understand how SCORM might impact the manner in which e-courses are presented and shared.
SCORM - Advanced
The SCORM Advanced Course is for instructional designers, developers and others who are interested in the design of SCORM-compliant courses.
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Have a working site-level search engine in minutes.
Perfect for web sites of all types and sizes.
Make your site stickier through increased user satisfaction.
Includes advanced reporting features.
Extensive customizability.
No software or hardware required.
No programming required.
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What is Social Network Analysis?
Social network analysis is based on an assumption of the importance of relationships among interacting units. The social network perspective encompasses theories, models, and applications that are expressed in terms of relational concepts or processes. Along with growing interest and increased use of network analysis has come a consensus about the central principles underlying the network perspective. In addition to the use of relational concepts, we note the following as being important:
* Actors and their actions are viewed as interdependent rather than independent, autonomous units
* Relational ties (linkages) between actors are channels for transfer or ãflowä of resources (either material or nonmaterial)
* Network models focusing on individuals view the network structural environment as providing opportunities for or constraints on individual action
* Network models conceptualize structure (social, economic, political, and so forth) as lasting patterns of relations among actors
The unit of analysis in network analysis is not the individual, but an entity consisting of a collection of individuals and the linkages among them. Network methods focus on dyads (two actors and their ties), triads (three actors and their ties), or larger systems (subgroups of individuals, or entire networks.
Network theory is sympathetic with systems theory and complexity theory. Social networks is also characterized by a distinctive methodology encompassing techniques for collecting data, statistical analysis, visual representation, etc.
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Socialtext Workspace adapts wikis and weblogs for enterprise productivity and scale. Communication, collaboration and publishing for: IT and Consulting Project Management, Research and Analysis, Product Management and Events. Socialtext provides Social Network Analysis and Visualization services as an indicator of collaboration patterns and value generated. The analysis uses data based on publicly visible collaboration patterns within the organization, revealing the collaborative patterns in the group:
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SOLO provides students access to their training resources online as well as providing administrator's access to managing these resources. SOLO maintains one entry point for both the administration and student sites - even our entry point is customizable. Students have multiple registration methods - you determine the registration method used by your organization at a pre-deployment meeting. Once logged in the students have access to a pre-assigned learning path. This learning path is maintained and developed on the administration site.
Student learning paths include online modules (computer-based training), instructor-led training (calendar, registration, class details, reminders), and resources (web-site links, PDF files, documents, links to other applications). Students also have the ability to cross train on other learning paths, access reports on their own progress, and print completion certificates. These are just some of the basic features SOLO provides to your students.
SOLO is built on Microsoft .NET architecture and integrates easily with services and applications including Customer Relationship Management (CRM) software, HR management software, and other learning management systems. Learning events and distance learning are deployed quicker, delivering just-in-time training.
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Articles from around the world
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Customized collections of learning objects from multiple repositories are achieved with simple, existing RSS protocols, creating access to a wider range of objects than a single source. This provides discipline-specific windows into collections, contextual wrappers via blogging tools, and a system for connecting objects and implementations via TrackBack
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Your calendar, projects, files and contacts perfectly organized!
Worldwide access to documents and contacts.
Online calendar that keeps you connected.
Powerful project management.
Outlook synchronization with your office and home office.
Calendar
Contacts
Tasks
SMS
File storage
Project management
Discussion forum
Ideas & brainstorming
E-mail
Notice board
Scheduler
Evaluation
Chat
Time sheets
Document management
Messages
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Test Generator Features
Three User Types
There are three types of Users and four user levels in Test Generator. The three user types include Administrators, Instructors and Students.
The four user levels include:
* One TG System Administrator: Full privileges.
* One or more non-system Administrators: Fewer privileges.
* Instructors/test authors: Can create and activate tests, view reports and perform other tasks as assigned by TG's System Administrator.
* Students: Restricted to logging into the Tester module. Access is controlled by the TG Administrator.
Ten Question Types
* Multiple Choice - Only one correct answer
* Check Boxes - More than one correct answer
* True/False
* Ordering - Distractors (answers) must be selected in a specific order or sequence.
* Fill in the Blanks - Questions can contain one or more blanks.
* Short Answer - Allow one or more acceptable answers. Example: "milliliter" or "ml".
* Point and Click - Import images into TG and use the image as the distractor. The test taker selects their answer by clicking on the image.
* Essay - Useful for fact-based or critical thinking test items. Answers can be a word, phrase, sentence, paragraph or lengthy essay. Essay questions are scored manually.
* Numeric - Allow a precise number (integer, decimal, or fraction), or inclusive/exclusive range. Numbers may be in the form n or n.nn...n or n/n:n/n or (n:n).
* Likert - Useful for questionnaires/surveys. For example, "I think the current administration's environmental policy is earth friendly." The answers would be in the form "Strongly Disagree", "Disagree", "Neither agree nor disagree", "Agree" and "Strongly agree". Each answer box is assigned a number value.
Feedback
The test author can enable any of the following test behaviors.
* Show Feedback after each Question - Provide the test taker with one of three types of feedback: Text, Media or URL. The choice of text, media or URL link can be enabled per question.
* Show Correct Answers after each Question - Immediately inform a test taker whether he/she has answered a question correctly or incorrectly. If they answered incorrectly, it will highlight the correct answer.
* Allow User Feedback During Test - Enable a test taker to provide the test author with feedback/comments per question, during an active test session.
* Show Feedback After Completion - At the completion (submission) of a test, the test taker is given the option of selecting a feedback link. Feedback links are displayed under a test’s Summary List. If a test taker chooses to view question-specific feedback, they would click the Feedback link. Note: viewing feedback is not mandatory and not all questions require feedback. The type of feedback presented to the test taker will depend on which feedback option was chosen during test creation. Feedback choices include: Text, Media or URL. This option is available to the test taker once the test has been submitted for grading.
* Allow User Feedback After Completion - Enables a test taker to provide the test author with feedback/comments at the completion of a test.
* Allow Test Review After Completion - At the completion (submission) of a test, allow test takers to view, but not change, their test.
* Show Score After Completion - Displays X points scored out of X possible points and the percentage score. Example: "Total: out of ( %). Also, a View Scores by Subject/Question button enables the test taker to view their test scores organized by either Subject or Question. The View Score by Subject option displays the Subject, the number of test questions related to that subject and the test taker’s percentage score for that subject.
* Show Pass/Fail After Completion - Displays a "Passed" or "Failed" message at the bottom of Tester’s Summary List screen. The Pass/Fail percentage is defined (by the test author) under Test Properties.
* Print Certificate After Completion - Pr
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Learner-centric knowledge management theories have been around for quite some time. In recent years, as our industry has been transformed by advances in information technology, learner-centric training approaches have been given little if any attention.
Learner-centric training deserves to be revisited and placed at the center of your learning management strategy. Learner-centric training results from the intersection of technology and organizational knowledge, and it encompasses the nature of knowledge, meeting the needs of the learner, and the technology solutions to support learning at the moment of need.
Tom Peters said, "The use of technology is five percent bits and bytes, and percent psychology and sociology." This statement applies directly to e-learning and the role of learner-centric strategies. In addition to focusing on technology, Generation Learning Systems devotes considerable time to addressing adult learning and knowledge management theory. We believe that when combined with our knowledge management technology a learner-centric training approach can greatly enhance the efficacy of training and improve organizational performance and productivity.
This white paper discusses the importance of information that is, knowledge to your organization and how a learner-centric focus allows you to best leverage this crucial asset. We’ll also discuss a variety of techniques for re-orienting your training approach to be more learner-centric.
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So you've built yourself an intranet, and stocked it with useful information. But is anyone actually reading it?
To successfully run and grow your intranet, you should be asking questions such as:
* How heavily used is the intranet?
* Is the usage growing or falling?
* What are the most popular pages?
* There is important information on the intranet. Is it being read?
* Can users make sense of the intranet?
* Is the intranet navigation working?
* Has recent training and marketing increased intranet usage?
* When during the day is the intranet used?
* How much load is the intranet placing on the network?
* What pages are generating the most network traffic?
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Email based marketing and newsletters
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Welcome to TWiki, a flexible, powerful, and easy to use Web-based collaboration platform. Use TWiki to run a project development space, a document management system, a knowledge base, or any other groupware tool, on an intranet or on the internet. Web content can be created collaboratively by using just a browser. Developers can create new web applications based on a Plugin API.
"TWiki is powerful" said Jon Udell, a BYTE.com editor. "Among other things, TWiki eases one of the concerns about classic Wiki, which is that the radically egalitarian "edit this page" scheme leaves no change log. TWiki includes powerful revision support. Every change leaves a footprint, and you can follow these easily and effectively."
What does it look like?
TWiki looks and feels like a normal Intranet or Internet web site. However it also has a Edit link at the bottom of every topic (web page), everybody can change a topic or add content by just using a browser.
Who is using TWiki?
TWiki is installed on many web sites, mainly behind corporate firewalls. TWiki is being used by many major companies, because it is very user friendly compared to some well established commercial groupware systems like Lotus Notes. Read some TWikiSuccessStories to get an idea of how companies like Motorola (story) or SAP (story) are using the TWiki platform.
How is TWiki being deployed?
Companies are deploying TWiki in different ways, and TWiki is quite flexible to adapt to different needs. Here is a non comprehensive list of how TWiki is being used:
* To replace a static intranet. Content is maintained by the employees, thus eliminating the "one webmaster syndrome" of outdated and insufficient intranet content.
* As a knowledge base and FAQ system. The TWikiSuccessStoryOfTakeFive tells you more about that.
* To design and document software projects.
* To track issues (i.e. bugs) and features. TWiki itself is managed this way; more on that in TWiki.Codev.
* As a document management tool.
* To collaborate on common goals, i.e. the Helsinki Institute of Physics Technology Programme web portal.
* As a software archive, i.e. the TWiki Plugins archive.
* As a company internal message board, i.e. for job listings.
What are the Main Features of TWiki?
TWiki is a mature, full featured web based collaboration system:
* Any web browser: Edit existing pages or create new pages by using any web browser. There is no need for ftp or http put to upload pages.
* Edit link: To edit a page, simply click on the Edit link at the bottom of every page.
* Auto links: Web pages are linked automatically. You do not need to learn HTML commands to link pages.
* Text formatting: Simple, powerful and easy to learn text formatting rules. Basically you write text like you would write an e-mail.
* Webs: Pages are grouped into TWiki webs (or collections). This allows you to set up separate collaboration groups.
* Search: Full text search with/without regular expressions. See a sample search result.
* E-mail notification: Get automatically notified when something has changed in a TWiki web. Subscribe in WebNotify.
* Structured content: Use TWiki Forms to classify and categorize unstructured web pages and to create simple workflow systems.
* File attachments: Upload and download any file as an attachment to a page by using your browser. This is similar to file attachments in an e-mail, but it happens on web pages.
* Revision control: All changes to pages and attachments are tracked. Retrieve previous page revisions and differences thereof. Find out who changed what and when.
* Access control: Define groups and impose fine grained read and write access restrictions based on groups and users.
* Variables: Use variables to dynamically compose your pages. This allows you for example to dynamically build a table of contents: include other pages; or show a search result embedded in a page
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A comprehensive package for the analysis of social network data as well as other -mode and -mode data. Can read and write a multitude of differently formatted text files, as well as Excel files. Can handle a maximum of , nodes (with some exceptions) although practically speaking many procedures get too slow around , - , nodes. Social network analysis methods include centrality measures, subgroup identification, role analysis, elementary graph theory, and permutation-based statistical analysis. In addition, the package has strong matrix analysis routines, such as matrix algebra and multivariate statistics.
Integrated with UCINET is the NetDraw program for drawing diagrams of social networks. In addition, the program can export data to Mage and Pajek.
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. What is knowledge?
. What is knowledge management?
. Seven basics of knowledge management
a. strategy of knowledge management
b. organizing for knowledge management
c. budget of knowledge management
d. incentives for knowledge management
e. community of practice
f. technology of knowledge management
g. measurement of KM
h. second generation issues
. History of knowledge management
. Digital divide or digital opportunity
. The imperative to share knowledge
. Six laws of knowledge management
a. Knowledge sharing is key to survival
b. Communities: heart and soul of KM
c. Communities need physical interaction
d. Passion drives communities of practice
e. Knowledge need inside-out and outside-in
f. Storytelling ignites knowledge sharing
g. Corollaries
. Connecting vs. collecting
. Discovering what we know
. Democratization of what we know
. Knowledge fair: the horizontal ritual
KM and new knowledge
Knowledge management & e-business
. The fancy new KM tools
. Knowledge management job description
. What is intellectual capital ?
. Sharing knowledge-Knowledge sharing
. Quotations on knowledge - What the sages say about it
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...Once you have organized information about stakeholders in this manner, you easily identify stakeholders on the basis of their power and interest in the project. Broadly speaking, stakeholders can be organized into four groups:
High Influence, High Interest: Some stakeholders might have a lot of influence over the project, and also be very interested in the project. It is vital to understand the viewpoints of such stakeholders specifically what potential objections they might raise. Spend most time on these stakeholders.
Low Influence, High Interest: Other stakeholders might have a lot of interest, but little real influence. Such stakeholders (if they are in favor of your project) can be valuable sources of information: they can get you access to documents relevant to your project, fill you in on the institutional history of past efforts in your project domain, and help you identify what the organizational challenges to the project will be. These are good stakeholders to meet with first, since each interaction is relatively low-risk.
High Influence, Low Interest: Stakeholders with high power, but low interest need to be broadly satisfied. They won’t pay attention to the fine print of your project, since they perceive the project as not affecting them. However, they have influence on whether the project will be a success: for example, they may have a vote during the approval process of a project. The goal of your interactions with this type of stakeholder should be to give them enough information about the project that they will not create obstacles for your project.
Low Influence, Low Interest: You should spend less time with stakeholders who have little influence and little interest in the project. They aren’t interested in what you are doing, and are not in a position to help you do it.
One interesting thing about the suggestions generated by this model is that interest matters more than influence in determining the value of interactions between yourself and stakeholders. High interest, low influence stakeholders give you the ammunition and contextual information needed to make your case with the high influence stakeholders. Low interest, high influence stakeholders, in contrast, simply need merely to be won over or neutralized in a fairly superficial way. Projects will succeed or fail primarily based on the actions of people who care enough to defend or oppose them. .
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Usability is the basic parameter for the evaluation of e-learning technologies and systems. Usability means quality and puts the users and their real needs in the center. Therefore investigation of usability and its integration or contribution to the learning process is worthwhile. In this article several questions regarding usability definition and usability evaluation techniques for e-learning are raised. In addition several relevant research works are briefly reviewed and the need for more focused research efforts and empirical validation is stressed. In conclusion it is proposed that a usability evaluation technique for e-learning has to satisfy three basic prerequisites/characteristics in order to be easily adopted and used.
The proposed set of "learning with software" heuristics contains the following:
* Match between designer and learner models
* Navigational fidelity
* Appropriate levels of learner control
* Prevention of peripheral cognitive errors
* Understandable and meaningful symbolic representations
* Support personally significant approaches to learning
* Strategies for cognitive error recognition, diagnosis, and recovery
* Match with the curriculum
Lohr and Eikleberry [] propose a three-step approach to learner-centered usability testing. The first step suggests that designers and usability experts do a quick run through of the instructional interface to see if it is addressing some of the most basic types of learner questions. The second step employs a check sheet matrix to guide the usability testing. The matrix consists of two sections: a) user actions that evaluators can observe and b) questions that evaluators can ask the users. Observation and interviews are the main methods proposed. The third step includes users and employs thinking aloud protocol, a very well known and widely used usability evaluation method, which is employed in usability tests with users' involvement.
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* Analyzing Web Site Traffic (ITtoolbox Web Design) - A non-technical introduction to Web site traffic analysis from Sane Solutions.
* Log Files Versus Data Tags (ITtoolbox Web Design) - This white paper compares the use of log files versus data tags as the source data for subsequent analysis to gauge Web site activity and e-business performance.
* Move from Site Metrics to Business Metrics (ITtoolbox Web Design) - Straight site-centric Web measurement (hits, page views and the like) are fine for Web site analysis, site development, and site management, but not for 'business management'. Buystream proposes a process for formulating metrics that will deliver business value not just insight into site development and management.
* Uniting Content Management and Web Analytics (ITtoolbox Web Design) - Businesses need to understand how users are interacting with their sites to be able to measure the effectiveness of their content. Buystream examines how two "hot topics" like content management and Web analytics can integrate.
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The idea is that, no matter what you're doing, there's a user-centered way of doing it.
Users should be considered throughout the website design process. Usability should not be an afterthought. Testing and fixing a website after it has been built is inefficient and unlikely to produce good results. The best approach to take is to incorporate a model of "pervasive usability" into your design and production process.
The benefits of planning usability into your project are:
Increased end-user satisfaction
Increased end-user productivity, success, and completion
Reduced long-term development costs (costs incurred from fixing poorly designed products)
Reduced training and support costs
Return business to improve your competitiveness
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With WebWorks Publisher, you can leverage your Word knowledge, expertise, and existing content, as well as Word's authoring features, to produce both print and multiple electronic formats quickly, easily, and with complete control. You can convert your Word content directly into fully functional standard HTML, XHTML and XML, as well as all industry-standard online help formats, including Microsoft HTML Help and WinHelp, Oracle Help for Java, Sun JavaHelp, and WebWorks Help. You can even convert your Word documents so they can be read on PDAs using Microsoft Reader or Palm Reader. To better meet the needs of all your users, you can easily produce accessible output output that conforms to the requirements of Section and the WCAG automatically.
WebWorks Publisher's intelligent functionality includes:
-Fully automates the process of converting Word documents to HTML, XHTML, XML, online help, and PDA-friendly formats
-Adds menu commands to Word's standard interface that extend the core functionality of Word
-Lets you easily flag conditional content so that, for example, certain material is included only in printed versions of your document and other material is included only in online versions
-Intelligently converts cross-references in your Word documents to hyperlinks in your online documents
-Automatically converts graphics to the most appropriate format
-Automatically generates navigation aids to make your online documents easy to use
-Automatically splits long Word documents into multiple HTML files in accordance with your requirements
-Creates online TOC, index, full-text search and, for some output formats, favorites tracking
-Automatically generates WebWorks Help, the industry leading cross-platform, browser-based online help format
-Produces content that fully conforms to the requirements of Section and the WCAG
-Localized into English, French, German, and Japanese with the ability to output content in more than different languages.
-Supports easy creation and maintenance of See Also links, Related Topics links, Popups, and drop-down hotspots in HTML and Help formats.
-Includes a push-button deployment wizard that lets you publish online content automatically to a local directory, network share, FrontPage folder, or WebDAV server.
With WebWorks Publisher, you'll convert and deploy your content with the push of a button while maintaining maximum control over the appearance of your online documents. And you'll steer clear of the complications, conflicts, and compromises inherent in maintaining multiple versions of your documents and in multiple authoring environments.
Webworks Publisher is ePublishing made easy. Even if you are currently working in RoboHelp® or another authoring environment, the transition is easy thanks to the new WebWorks Publisher Import Utility, a powerful WebWorks add-on. The Import Utility seamlessly and automatically converts RoboHelp projects, compiled Microsoft HTML Help files, and collections of HTML files to Microsoft Word .doc files that you can immediately use to adopt a true single-source workflow with WebWorks Publisher. With the Import Utility, you can free yourself from the legacy multi-source workflow of the past in less than a day.
Also available for Framemaker
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A Metadata Standard for Learning Objects
As learning objects grow in number and importance, institutions are faced with the daunting task of managing them. Like familiar items in library collections, learning objects need to be organised by subject and registered in searchable repositories. But they also introduce special problems. As computer files, they are dependent on a particular hardware and software environment. And as materials with a pedagogical intent, they are associated with metrics such as learning objectives, reading levels and methods for evaluating student performance. The conventional wisdom is that a learning object should be accompanied by a metadata record, whose minimal form would contain the information typically found in the description of a book or journal article, such as title, author, subject, and a unique identifier. But a more complete record would describe the technical and educational context required to activate the learning object and connect it with others to create a rich educational experience for an appropriate audience.
. . Which elements are most widely adopted? Can a viable record be assembled from the most popular elements-i.e., one which would describe the unique characteristics of learning objects, or at least support discovery and harvesting?
. What are the prospects for interoperability in a complex metadata scheme that consists entirely of optional elements?
. What can be learned about the motivation for developing an application profile-either from the coded data or the supporting documentation? Should the LOM standard be revised?
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Organizations tend to look at content management as content that's good enough for outside folks, while they refer to knowledge management as the sharing of knowledge primarily by inside folks. We think the time is ripe for a collision. A blend of content management systems and knowledge management tactics may provide just the combination a company needs. By examining the following points of overlap between content management and knowledge management, companies can leverage that overlap to boost immediate ROI.
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ZD Internet's Editor's Choice "Simply the best e-mail merge program for the money", stated the editors. WorldMerge went head-to-head with Arial Software's Campaign, Alpha Software's NetMailer, and others to win this coveted award.
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Free Discussion groups hosted by Yahoo
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