Learning Management: eLearning Landmines

Defusing Landmines in eLearning Projects
Notes from #CETS11 - Chicago eLearning and Technology Showcase

There are many ways eLearning designers and developers can prevent potential project "landmines". In her keynote speech, Jennifer DeVries outlined several "landmines," as well as tasks and tips to prevent them toward helping keep your eLearning project a success. Some of these tips are as follows:

** Test authoring tool and delivery platform (LMS) early in the process, preferrably on target audience computer.
** Schedule SME meetings, and set time expectations early and often.
** Compare scope to status regularly (i.e. course length, content, media).
** Build several revision cycles into your eLearning plan; base the number of revisions on the number of reviewers.
** Use a project tracker to gauge deliverable stages, and budget vs. actual hours.

The document accompanying the presentation, eLearning Scoping Questions, can be found here on the CETS11 Slideshare page. This document outlines 5 questions to ask your client in order to set the project scope and expectations prior to all your hard work.

These 5 areas are:
1) Stakeholders/ Owners and Results Needed
2) Previous eLearning Projects and Expectations
3) Target Audience and Course Delivery
4) Existing Content
5) Course Development/ Production

Reference:
DeVries, J. (2011) Defusing Landmines in eLearning Projects. Keynote Address - http://chicagoelearningshowcase.com/

Learning Research: Innovations in eLearning

Personal Reflection Exercise:

What does it mean to be innovative?
How does innovation apply to education in the U.S.?
What are the attributes of innovative ideas and persons?
What elements make an innovation successful?

Here are some great examples of current and future innovations in learning and training:

Personalized textbooks with the Utah open textbooks project
The future of mobile technology: Nokia HumanForm
The future of business at Microsoft in 2019
Personal Learning Environments at Coldwell Banker University
Mechanic training using Augmented reality at BMW

Learning Design: Writing Learning Objectives

Learning objectives can also be referred to as behavioral, instructional, or performance objectives, but in any case, a learning objective refers to an observable behavior or performance as the outcome of learning.

Learning objectives contain 3 components:
1. Condition - specify the circumstance, command, material, or direction given to initiate intended behavior
2. Behavior - Action desired (always a verb!)
3. Criterion - declarative statement to describe how well the behavior must be performed to satisy intent

Bloom's Taxonomoy (as seen below) is used to classify instructional activities based on their level of difficulty and is a great reference tool for writing learning objectives.

Here are some commonly used verbs for each of the six levels, listed in increasing order of the level of thinking skills required:

Knowledge- Define, Memorize, Repeat, Record, Label, Specify
Comprehension- Summarize, Describe, Explain, Identify, Translate
Application- Solve, Simulate, Apply, Illustrate, Exhibit
Analysis- Interpret, Compare, Categorize, Investigate, Discover
Synthesis- Plan, Imagine, Produce, Design, Predict
Evaluation- Judge, Assess, Measure, Conclude, Criticize

Resources:
NERC(2007) Guide to writing Learning Objectives. Retrieved from: http://www.nerc.com/files/Instructional_guide_writing_Objectives.pdf

Photo: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Learning Tool: AdeLE

Adaptive eLearning with Eye-tracking

Adaptive eLearning is a hot topic right now. Perhaps you have heard it referred to as adaptive training, intelligent tutoring system (ITS), or cognitive tutor, but in any case, adaptive eLearning is a learning system that intelligently adapts learning content to suit learner needs via a computer.

To learn more about adaptive learning, there is a great video and adaptive learning samples posted on the Adaptive eLearning website at UNSW.

In this post, however, I would like to take adaptive eLearning to the next level and advocate for the use of real-time eye-tracking in combination with the content-analysis tracking used by basic adaptive eLearning systems.

Lead by a research team in Austria, a protoype for Adaptive eLearning with eye-tracking is being developed. It is aptly named "AdeLE".



Resources:
Pivec, M, Trummer, & C. Pripfl, J. (2006). Eye-Tracking Adaptable e-Learning and Content Authoring Support. Informatica, 30, 83-86

Al-Khalifa, H.S. & George, R.P. (2010) Eye Tracking and e-Learning: Seeing Through Your Students' Eyes. ELearn Magazine, June 2010.

Gütl, C., Pivec, M., Trummer, C., García-Barrios, V.M., Mödritscher, F., Pripfl, J., & Umgeher, M. (2005). AdeLE (Adaptive e-Learning with Eye-Tracking): Theoretical Background, System Architecture and Application Scenarios. EURRODL 12-05.

Learning Design: Design Mapping Techniques

Design Mapping Techniques for Better Rapid eLearning Courses
Notes from #CETS11 - Chicago eLearning and Technology Showcase



Pictures and fonts are your "voice" in eLearning, and they set the tone and style of the learning experience. Design mapping is a great way to pre-design the visual layout of your eLearning. Elements of the design map include: Colors, Typography, People, Culture, Analogies, Metephors, Industry, and even Trade Magazines.

The above image, a design map template, and notes about design mapping from David Anderson himself can be found here: Using the Mind Map Template

Reference:
Anderson, D. (2011) Design Mapping Techniques for Better Rapid eLearning Courses. http://chicagoelearningshowcase.com/

Learning Research: 2011 Horizon Report

The Horizon Report is an annual publication that outlines six emerging technologies or practices that are likely to enter mainstream use within higher education over a five year period of time.

Near-term Horizon (adoption within one year):

Electronic Books - an easy alternative to printed materials. Most allow for bookmarking, annotation, commentary, and dictionary lookup, and some allow for richly visual and interactive interfaces that include multimedia.

Mobiles - a viable alternative to laptops. Smartphones allow for web browsing, reading, watching videos, navigating, and playing games. They also provide access to the Apple or Android application markets. Mobiles can be used for anytime, anywhere and just-in-time learning.

Mid-term Horizon (adoption within two to three years):

Augmented Reality - A computer-assisted layer of information over the real world. Can be activated by visual metaphors and cues via a camera or location based cues via GPS systems. Allows learners to interact with virtual objects and view or annotate existing spaces with an overlay of information.

Game-based Learning - Can be goal-oriented, social, non-digital, or serious, ranging from paper-and-pencil games to massively, multiplayer online games. They allow for experimentation, exploration, problem-solving, and decision-making within a safe environment.

Far-term Horizon (adoption within four to five years):

Gesture-based Computing - a new era of interface design that foregoes the keyboard and mouse and opts instead for touching, tapping, swiping, and moving to engage with information. Approaches to gesture recognition can include applying pressure, motion, shaking, rotating, or tilting to manipulate interfaces and objects.

Learning Analytics - data collected from student activity in order to assess academic progress, predict future performance, and identify potential issues. Collected data includes assignments, social interactions, and discussions as a means to personalize educational opportunities for students.

Reference:
2011 Horizon Report. Retrieved from: http://wp.nmc.org/horizon2011/

Learning Research: MOOCs

MOOCs (Massive Open Online Courses) are emerging as innovative educational solutions for the lifelong learner. If you are unfamiliar with MOOCs, I encourage you to view a great introductory video found here prior to watching the below video.

This video outlines some of the key ideas surrounding MOOCs as well as some of the advantages and disadvantages of this new learning frontier using CCK08 as a basis for discussion.



If you are interested in participating in a MOOC, you can register for the Change MOOC here, or you can register for the 2011 installment of the CCK (Connectivism and Connective Knowledge) MOOC here. In addition, the MOOC entry on Wikipedia is often updated when a new MOOC is being formed.

Resources:
de Waard, I. (2008). Explore a New Learning Frontier: MOOCs. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/721/explore-a-new-learning-frontier-moocs

Mackness, J., Mak, S.F.J. & Williams, R. (2009). The Ideals and Reality of Participating in a MOOC. Networked Learning Conference 2010, Denmark.

Learning Design: Scenario Based eLearning

Scenario based eLearning
Notes from #CETS11 - Chicago eLearning and Technology Showcase

Traditional scenario based learning:
- Uses real life situations to teach the subject focusing on application of knowledge
- Presents real life situations in order to learn through feedback based on choices
- Creates highly engaging and interactive courses where learner is active participant

The basic premise of a scenario is that the learner is presented a challenge and a number of choices that can be made based on the situation. Depending on the learner's decision, the learner is presented feedback and/or a specific consequence of the action as outlined in the flowchart below:

Components of a scenario:
- Background/ Context
- Character(s)
- Situation
- Word bubbles/ audio
- Action items
- Consequence/ feedback

Challenges of scenario based learning:
- LMS or eLearning platform does not allow branching
- Lack of time - design and development of scenario based eLearning takes approximately 120 hours per 1 hour of learning
- Lack of SME involvement - scenarios require heavy content input from SMEs

References:
Weiss, T. (2011) Creating Scenario-Based Learning Using Rapid eLearning Tools. http://chicagoelearningshowcase.com/

Image: http://blog.commlabindia.com/wp-content/uploads/2013/05/design-effective-scenarios-for-elearning-courses.jpg

Learning Design: Add Interactivity to eLearning

Easy, Cheap Ways to Add Interactivity to eLearning
Notes from #CETS11 - Chicago eLearning and Technology Showcase

Level 1
Pop-Up - Click on a link to see a definition or obtain more information on a topic.
Hot Spot - Click on an image to view a different page or additional content.

Level 2
Myth or Fact - Determine whether series of statements is accurate or not.
Ordering - Put steps of a process or procedure into the correct order.
Categorization- Group a series of statements and together by like characteristics.
Interactive Timeline - A visual representation of a sequence of events, whereby the learner clicks on a specific date or year, events and/or content relevant to that date appears.

Level 3
Scavenger Hunt- The learner is presented with a problem that requires them to use various assigned resources to answer the questions.
Simple Game-Based - The learner is tested on factual knowledge through the use of something like Jeopardy, a crossword puzzle, or flip cards.

Level 4
Virtual Coach - The learner partners with an avatar-like creation that helps guide the learner throughout the course.
Challenge and Response - The learner is presented with a simulated interview or scenario where the learner is being questioned or challenged by another individual.

Reference:
Massoni, J. & Weller, S. (2011) 20 Easy and Cheap Ways to Add Interactivity to eLearning. http://chicagoelearningshowcase.com/

Image: http://www.macs.hw.ac.uk/texturelab/EPSRC/images/Clouds/PeopleInteractivityCloud.png

Learning Evaluation: Sample populations

A sample is a "set of elements drawn from and analyzed to estimate the characteristics of a population." (Russ-Eft & Preskill, 2001) Sample populations are used in evaluations when it is not feasible to involve the entire target audience due to: time or cost constraints, limited accessibility of participants, and situations in which validity or accuracy may be compromised by engaging the entire population.

Probability Sampling
- Participants must be randomly selected; each member of population has an equal chance of being selected
- Used when you want to generalize the evaluation's findings
– Ability to determine sample error

Simple Random – Randomly select participants from entire population; however, it sometimes difficult to obtain a complete and accurate list of population
Stratified Random – Divide the entire population into sub-populations called strata, and then using simple random sampling within each strata
Proportional Stratified – Purposive oversampling of some strata and under-sampling of others
Cluster – Sample a larger unit, then sample within the larger unit

Non-Probability Sampling
- Evaluator selects participants
- Potential for bias and threats to validity
– Findings cannot be generalized

Convenience – Select participants that are most accessible, or participants agree on their own accord to participate
Purposive – Select specific individuals to participate because of position, experience, knowledge, or attitudes
Snowball – Contact organizations within industry and ask for referrals; used when you don’t have a list of potential participants

Reference:
Russ-Eft, D., & Preskill, H.(2001). Evaluation In Organizations: A Systematic Approach To Enhancing Learning, Performance, and Change (1st ed.) Perseus Publishing.

Image: http://www.paduiblog.com/tags/war-against-dui/page/2/

Learning Tool: PowerPoint

PowerPoint is most often used for presentations due to its linear formatting and flexible styles. PowerPoint 2010, however, is gaining some popularity as both a design manipulation and rapid eLearning development tool. While the level of interactivity possible with PowerPoint is no match for Captivate or Lectora, PowerPoint is a great tool to use on a tight budget. Below is a collection of resources and tutorials in which you can use to design elearning using PowerPoint.

PowerPoint Help and How-To: Microsoft
Why You Need PowerPoint 2010 for Rapid E-Learning: Rapid E-Learning Blog
Rapid e-Learning storyboarding with PowerPoint: Free Download
6 Alternatives to Bullet Lists: eLearning Coach
Convert PowerPoint Presentations into Movies: Atrixware E-Learning Solutions
Insight into PowerPoint: IconLogic Blog
More Than 30 PowerPoint Tips from the Pros! via the Rapid E-Learning Blog
Transfer PPt into Online and Mobile Video Presentations with Brainshark

Plug Ins for PowerPoint to increase customization and interactivity include:
Snap by Lectora
Articulate Presenter

Check back often for aditional resources!

Learning Evaluation: Summative Assessments

Summative evaluations represent the final evaluative judgment of the merit, worth, or value of a program. They are often conducted for the benefit of external audiences and/or decision makers to determine the efficacy of the evaluand. Summative evaluations are often conducted by external evaluators, due to the potential for a Conflict of Interest among internal evaluators.

According to Russ-Eft & Preskill, the 4 main purposes of conducting summative evaluations are:

Monitoring + Auditing - To determine if a program was administered in ethical or legal ways, and to gauge if resources and funding were used appropriately
Example: Were the project results worth the project costs?

Outcome Evaluation - Assessment of the result of a program, based on changes in knowledge, attitude, and practices of the participants.
Example: To what extent did the program meet its goals?

Impact Evaluation - A form of outcome evaluation that assesses the net effect of a program as compared to the absence of the program
Example: To what extent has the program improved employee productivity?

Performance Measurement - Documentation of results based on either program process, product, or services delivered.
Example: In what ways did the participants benefit from the program?

Reference:
Russ-Eft, Darlene, & Preskill, Hallie (2001). Evaluation In Organizations: A Systematic Approach To Enhancing Learning, Performance, and Change (1st ed.) Perseus Publishing.

Learning Research: Graduate Level Capstone Project

I am currently pursuing my M.Ed. in Human Resources Education with a concentration in eLearning from the University of Illinois at Champaign-Urbana. One of the really great features of this 2 year online degree program is the flexibility and support offered to me for my Capstone Project. I am tasked to find an area in which I desire more experience, and then I propose, implement, and deliver a project fulfilling both my project goals and the needs of an organization that could benefit from my work.

To that end, I am seeking an opportunity to complete a short-term eLearning/ Instructional Design Project within an organization. The project would be proposed, implemented, and delivered along the following timeline:

August - Project Plan
September - Onsite/Remote Work
October - Onsite/Remote Work
November - Deliverables

It is my hope that this project would be a continuation of work completed in my Learning Technologies course, in which I collaborated with my colleagues to design and deliver an online introductory course in utilizing Social Media. That said, I have no industry/ content preference, and welcome the opportunity to have as rich of a learning experience as is possible. I would ideally like to expand upon my experience in the following areas:

Working with SME’s
Writing/ repurposing content for online delivery
Storyboarding
Designing custom graphics/ multi-media
Utilizing eLearning authoring tools

Please contact me if you, your organization, or a member of your PLN may be interested in working with me on this project. Resume, Transcripts, Coursework, and References available upon request.

Learning Tool: Massive Open Online Course

This post is inspired by Edumooc 2011: Online Learning Today... and Tomorrow. This 8 week MOOC, started by Ray Shroeder at the University of Illinois Springfield, has over 2000 participants from all over the World, and can be found here: http://sites.google.com/site/edumooc/home

"Online Learning Today... and Tomorrow" covers weekly topics ranging from the open source movement to technology to personal learning networks. Weekly resources consist of a live, recorded presentation hosted by a panel of experts, a collection of blogs, articles, and online journals, influential Twitter profiles, and pertinent Twitter hashtags. In addition to weekly resources, there are also Wikispace and Skype discussions.

MOOCs provide not only the opportunity to learn, but also to network with industry professionals. #edumooc participants can be found on this Twitter list.

More MOOC resources:
EduMOOC 2001 EduMOOCosphere
Tektrekker's eduMOOC Central
Explore a new Learning Frontier: MOOC via Learning solutions Magazine

Reference:
Cormier, D. (2010) What is a MOOC. Video by Neal Gillis. Retrieved from: http://www.youtube.com/watch?v=eW3gMGqcZQc

Learning Research: Gaming Principles

"Some people think of learning in school - for example, learning biology- as all about learning "facts" that can be repeated on a written test. Decades of research, however, have shown, that students taught under such a regime, though they may be able to pass tests, cannot actually apply their knowledge to solve problems or understand the conceptual layout of the land in the area they are learning." (Gee, 2008) Games can be educational, engaging, motivating, and entertaining.

James Paul Gee, in his article, "Good Video Games and Good Learning", cites 16 learning principles that good games incorporate. I've chosen 10 of these principles to explain in more detail as follows:

Production - Players co-produce games with their actions.
Interaction - "Games do talk back." They react to players actions and decisions.
Risk Taking - The consequences of failure are low, allowing for more risk.
Well-Order Problems - The difficulty of problems is ordered in levels.
Challenge - Routine challenges allow for "virtually routinized or automated" solutions.
"Just in Time" - Players recieve information at the precise time of need.
Situated Meanings - Meaning is determined via actions, images, and dialogues.
System Thinking - Players need "to think about relationships, not isolated events."
Cross-Functional Teams - Each member of a team must master his/her own specialty, and then learn to work in collaboration with other players.
Performance before Competence - Players perform tasks until they are competent, not when they become competent.

Reference:
Gee, J.P. (2007) Good Video Games and Good Learning. New York. Peter Lang. Retrieved from: http://www.academiccolab.org/resources/documents/Good_Learning.pdf

Image: http://www.betaoutcdn.com/inbound/2013/08/gamification_vjgus.png

Learning Management: Creative Commons Licenses

Can you reproduce, copy, or create a new version of another's intellectual property? No, unless the owner has decided to allow for certain uses of his/her work through a Creative Commons license. “ Creative Commons licenses are an extension of copyright law”, and are “recognized as giving the holder of rights an ability to prospectively grant certain permission rather than limit use of their work by expecting all comers to request these permissions, again and again.” (Miller, Styles, & Heath, 2008) CC licenses give authors the ability to exercise copyright in the manner they so choose, and still retain their identity and ownership in the work through credits. For more information about CC licenses, visit the Creative Commons website here: http://www.creativecommons.org/

References:
Dylan, J (2008) - "A Shared Culture" - Retrieved from: http://youtu.be/1DKm96Ftfko

Miller, P., Styles, R., Heath, T. (2008). Open Data Commons, a License for Open Data. Proceedings of the 1st Workshop about Linked Data on the Web (LDOW2008).

Learning Research: Rethinking Education in the Age of Technology

Rethinking Education in the Age of Technology opens by contrasting the traditional policies and curriculums that prevent educational technology developments in K-12 schools with the ever widening educational opportunities available using the same technology outside of schools. The view of both the technology enthusiasts and the technology skeptics is reviewed followed by a historical account of major developments in schooling in American history. Based on the current mass schooling model of education, Collins and Halverson suggest two solutions that have the potential to revolutionize learning today.

• New curriculum designs would place children in classes based on goals, not age. These classes would be administered over several years, so that students gain a deep understanding of complex tasks and content within chosen interests. Established professions would be used as the basis for the new curriculum design, and would incorporate the use of course management systems and video games. The authors then introduce a four stage model of student learning in which students gradually progress from novices to mentors to leaders via a series of projects.

• Instead of standardized testing, performance based assessments would be implemented in the form of certifications: academic, generic, and technical skills, each having credentialing requirements. New technology would be used to assess student progress in the form of “computer adaptive testing systems [which] use a test taker’s prior answers to select which items would best measure what the student knows.” (115) Upon successful completion of credentialing assessments, “students would [then] create a portfolio of credentials for purposes of employment or college applications,” (116) using word processing and multimedia software used in many professions.

In closing, Collins and Halverson call to the audience and say that in order “to be successful [in this revolution], political and educational leaders will need to carefully consider the changes in our society and mobilize the government’s resources to address the problems we’ve raised and to achieve the great potential ahead of us.”(128) “This demands rethinking education not in isolation, but considering the interplay of society, education, and learning.” (129)

The complete review can be found here: http://bit.ly/lDzLRV

Reference:
Collins, A., & Halverson, R. (2009) Rethinking Education in the Age of Technology: The Digital Revolution and the School, Teachers College Press, New York

Learning Tools: Adobe Creative

My copy of Adobe Web Suite CS5 just arrived from the UIUC Webstore yesterday and I am so excited! My goal is to tackle Photoshop Extended and Illustrator first, so that I gain a strong foundational knowledge in image manipulation and graphic design. I have been compiling resources over the past few months in anticipation of some self-led training.

Illustrator:
70 Tips from DesignrFix
Improve Your Skills from Noupe
45 Excellent Sets of Brushes via DesignMag
Examples And Tips For Using Illustrator’s Warp Tools via Smashing Magazine
20 Free Patterns Sets from DesignModo
Featured episodes on Adobe TV
Beautiful and Informative Tutorials from Nerd Treasure

Photoshop:
50 Photo Manipulation Tutorials from Stylish Web Designer
Free Brushes from Brush Lovers
Ultimate Round Up of Free Patterns via Vandelay Design
Getting Started with AdobeTV
How to Design a Glossy Button by the eLearning Brothers
Brilliant training from Noupe
30 best tutorials from Creative Fan
50+ custom shapes from DesignModo
500+ Vector Brushes from Creative Design Magazine
How to Clip out People Images with eLearning Brothers

Additional training:
Lynda.com Adobe training
Atomictraining.com Illustrator training
Atomictraining.com Photoshop training

Check back often for new resources!

Learning Research: Ethics and Technology

Information and Communication Technology (ICT) has affected - in both good ways and bad ways - community life, family life, human relationships, education, careers, freedom, and democracy." (Terrell, 2011)

Ethics and Technology History:
Norbert Weiner - 1954 theory and book, Cybernetics- the structure of the machine or of the organism is an index of the performance that may be expected from it.
Walter Maner - 1970s, Computers generate wholly new ethical problems such as "privacy, computer crime, computer decisions, technological dependence and professional codes of ethics" (Terrell, 2011)
Deborah Johnson - 1985 book, Computer Ethics , computers pose new versions of standard moral problems, but force us to apply existing morals in new realms.This book set the tone for issues such as software ownership, intellectual property, fair distribution, and hacking.
James Moor - 1985 paper, "What is Computer Ethics?" - CE should provide a conceptual framework for a set of policies to guide our actions.

"Since 1985, computer ethics developments have proliferated exponentially with new conferences, (...), new organizations, new journals, textbooks, web conferences, university courses, university degree program, and distinguished professorships" (Terrell, 2011)

Ethics and Technology today:
Computers in the Workplace - Replacing human employment, or turning human workers into passive employees relying on technology, health and safety concerns
Computer Crime - Confidentiality, Data Integrity, Access Control, Security, Hackers
Privacy and Anonymity - Control over personal information, Use of anonymity for undesirable actions.
Intellectual Property - Ownership, Copyright, Patents, Open source movements
Professional Repsonsibility - Adhering to established codes of the industry and workplace.
Globalization - Developing global standards of conduct, Navigating regional laws, Conducting global businesses online, global education, Digital Divide.

Reference:
Bynum, Terrell, "Computer and Information Ethics", The Stanford Encyclopedia of Philosophy (Spring 2011 Edition), Edward N. Zalta (ed.). Retrieved from: http://plato.stanford.edu/entries/ethics-computer/

Image Credit: http://thetechnologicalcitizen.com/wp-content/uploads/2010/01/technology-and-human-communication3.jpg

Learning Tools: Twitter and Hashtags

I use Twitter @eLearningMC as an informal learning and bookmarking tool. I read articles, find tutorials, and discover avenues of expert advice in my field through Twitter. I have recently started implementing into my Tweets are hashtags, a feature which allows your tweets to be categorized under searchable keywords and topics.

I've been observing which hashtags are frequently and consistently used in the field of eLearning, and want to share them with you:
#eLearning
#mLearning
#edtech
#instructionaldesign
#onlinelearning
#UX User Experience
#GBL Game Based Learning

Twitter chats are another way hashtags are used to categorize tweets. A few relevant eLearning chats include: #lrnchat and #edchat. There is also a monthly #LCBQ, Learning Circuits Big Question. A comprehansive list of Twitter chats with topics ranging from hobbies to careers can be found in this Google Doc titled Twitter Chat Schedule. Happy tweeting, hashtagging, discovering, and chatting!

Learning Development: Accessibility

An important aspect of developing learning materials for distance education and training is building accessibility and assitive technology (AT) compatibility into content/ tools. For example, creating web forms that are accessible to people with disabilities requires understanding of the labeling features of HTML markup and how browsers interpret labeling markup for assistive technologies like screen readers. I would like to share with you some of the programming/ tools/ technologies available to fulfill accessibility requirements and needs.

AMP-Accessible Media Producer companies or agencies that create fully-accessible specialized, student-ready formats, such as braille, large print, audio, or digital book
ATAG -Authoring Tool Accessibility Guidelines
UAAG - User Agent Accessibility Guidelines
W3C- World Wide Web Consortium - an international community where Member organizations, a full-time staff, and the public work together to develop Web standards.
WCAG - Web Content Accessibility Guidelines
WAI-ARIA - Web Accessibility Initiative-Accessible Rich Internet Application

UIC offers a Web Accessibility Checklist to check your website for IITAA - Illinois Information Technology Accessibility Act - compliance. George Williams and The Chronicle of Higher education have this post on Creating Accessible Documents using many popular software programs. Another excellent resource is the WAI - Web Accesssibility Initiative develops strategies, guidelines, and resources to help make the Web accessible to people with disabilities.

Image Credit: http://www.mentalite.net/mnt/accessibility.jpg

Learning Research: Integrity and Trust

While academic institutions have guidleines and policies such as Institutional Review Boards (IRBs) and human subject protections for conducting research, the corporate world has few research regulations or standards. It is important that anyone conducting Human Resources Development (HRD) research and/or evaluations within their organization maintain research integrity.

Hatcher (2005) outlines the following ethical principles to ensure research integrity in organizations.
1) Respect for persons, beneficence, and justice
2) Guidelines on conflicts of interest and conscience
3) Activities of peer review

Respect, beneficence, and justice are carried out via research practitioners taking on the role of "guardians and guarantors of the protection of the participants in (...) research, beginning with their knowledge-able, voluntary, and informed consent." (Hatcher, 2005) Informed consent is achieved only after participants have been given adequate information outlining the research including participant selection criteria, and full accounting of any risks involved in participation. Two potential risks of participation in HRD studies include loss of privacy and/or ownership of intellectual proerty. Persons are then given the option to participate or not participate in the study.

Guidelines for conflicts of interest are necessary contracts to be sure researchers do not compromise their professional judgment for financial or personal gain. Many "researchers base their behaviors on tacit or implied knowledge or assumptions that may not be ethically correct in every case," (Hatcher, 2005) so it is especially important to use peer reviewers to ensure research integrity. "Peer review works because it can screen for weaknesses and inadequacies in design, method, or interpretation of results." (Hatcher, 2005)

Check out this additional resource: #lrnchat March 31st, both early and late chats. Peruse the answers to: Q1) What learning data does your org collect? Q2) Are there ethical issues in collecting learning data?

Reference:
Hatcher, T. (2005), Research integrity: Ensuring trust in the academy. Human Resource Development Quarterly, 16: 1–6. doi: 10.1002/hrdq.1120

Learning Theory: Androgogy

This great introductory video to androgogy by Janet Finlay provides context for the differentiation between androgogy and pedagogy, and also outlines the 6 assumptions of the theory.

Androgogy- Leader of Men
Pedagogy- Leader of Children

6 assumptions of Androgogy as proposed by Malcolm Knowles:
1. Need to Know
2. Self Concept
3. Experience
4. Readiness to learn
5. Orientation to learn
6. Motivation to learn

The main critique of Androgogy is that there is "little or no acknowledgement that every person has been shaped by his or her culture and society," (Merriam, 2001)and simply presents all adult learners as "autonomous, free, and growth oriented." (Merriam, 2001)

References:
Finlay, Janet (2010) Androgoy (Adult Learning). YouTube Video, retrieved from: http://www.youtube.com/watch?v=vLoPiHUZbEw

Merriam, S. (2001). Andragogy and self-directed learning: pillars of adult learning theory, In The New Update on Adult Learning Theory, Ed. Sharan, M. San Francisco: John Wiley & Sons, pp.3-14.

Learning Evaluation: Formative Assessments

Formative assessments mimic internal quality control within organizations, and in this case refer to the initial assessments and testing of newlt developed eLearning programs. Formative assessment criteria largely falls into two main categories: instructional design and interface design. The goal of conducting formative assessments is to gauge learning effectiveness. Lockee, Moore, and Burton (2003) outline 6 formative evaluation needs as follows:

Design Review - Fellow designers evaluate Instructional/Visual Design
Expert Review - Industry experts evaluate relevancy of Content/Subject Matter
One-on-One Review - Member of target audience review
Small group Review - Audience component/module testing
Field Trials - Small groups testing program in distance setting
Ongoing Reviews - Reanalysis, Redesign, Redevelop as necessary

Formative assessments should evaluate the program's ability to meet learning objectives and accessibility standards while also providing for the special needs of learners. Assessments during the development stage are proactive not reactive. As quoted by Dr. Robert (Bob) Stakes, "When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative." We will talk about summative evaluation in a later post :)

Reference:
Lockee, B., Moore, M., and Burton, J. (2002) Measuring Success: Evaluation Strategies for Distance Education. EDUCAUSE Quarterly.

Learning Management: Resources and Support

Online support and resources are required to foster a meaningful distance learning environment; it imperative in an eLearning situation that learners have access to instructional, counseling, and technical support.

Depending on the pedagogy of the learning framework in which the eLearning is designed, and in combination with the fact that not all students will need and/or want support services, it is difficult to determine the exact levels of learner support needed at various stages of the program. However, Fritsch recommends that following general phases of learner support be available and implemented as necessary:

Information Phase - Decision/ Sales
Guidance Phase - Admissions/ Long-term plans
Registration Phase - Financial/ Administration
Integration Phase - Orientation/ Pedagogy
Help Desk - Technical Troubleshooting
Learning Phase - Social/ Instructional/ Resources
Final Results Phase - Assessments/ Career Counseling

Fritsch gives us a range of areas in which learners may require support, and strengthens the notion that "learner support is defined as all those elements capable of responding to a known learner (...) before, during, or after the learning process."(Thorpe, 2002)

For additional resources, check out: Christopher Pappas, eFront: Refreshing Learning Tools blog, "e-Learning Programs' Support Services to Learners" post.

References:
Fritsch, H. (2003) The role of student support services in e-learning (Hagen, FernUniversitat ZIFF Papiere 121).

Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. The Open University, Institute of Educational Technology, UK. Vol. 17, No. 2.

Learning Research: eLearning Acronyms

Since the field of eLearning combines human resources, education, authoring, and design technology, it can be difficult to learn the lingo. Throughout my studies, I have been compiling a list of commonly used acronyms for my own learning and reference; I hope they can be useful to you as well.

ADL - Advance Distributed Learning
AU - Assignable Unit
CAI - Computer Assisted Instruction
CBT - Computer Based Training
CMS - Content Management System
DL - Distributed Learning
EPSS - Electronic Performance Support System
ICT - Information and Communication Technology
ILS - Immersive Learning Simulation
ISD - Instructional Design
ITS - Information Technology Services
LCMS - Learning Content Management System
LMS - Learning Management System
LTM - Long Term Memory
ML - Mental Load
NUI - Natural User Interface
OER - Open Educational Resources
PBL - Problem Based Learning
PLE - Personal Learning Environment
RLO - Reusable Learning Object
RCO - Reusable Content Object
SCORM - Sharable Content Object Reference Model
SLE - Social Learning Environments
SME - Subject Matter Expert
SoMe - Social Media
TEL - Technology Enhanced Learning
VLE - Virtual Learning Environment
WBT - Web Based Training
WM - Working Memory

This list represents only the most commonly used acronyms I have found in my studies; feel free to contact me for the comprehensive list. Thanks!

Learning Management: Cost efficient eLearning

"Cost and Resource Efficient Instructional Design for eLearning"

This 5 minute, screen-recorded presentation was created using Jing.
My apologies, there is some background noise.

Learning Evaluation: ROI and ROE

There are two types of benefits in eLearning: tangible and intangible. Tangible benefits can be converted to a dollar value, while intangible benefits are extremely difficult to convert to dollar values. "Some firms that have spent large amounts of money on new e-learning efforts have not received the desired economic advantages" (Strother, 2002), while other firms achieved "economic savings as a result of converting their traditional training delivery methods to e-learning" (Strother, 2002)

Even though some firms may not see an economic return on their investments (ROI) in tangible benefits, there are certainly intangible benefits to converting instructor led training to eLearning. Advantages such as "convenience, standardized deliery, self-paced learning, and variety of available content" (Strother, 2002) are intangible benefits that could lead to a high return on expectation (ROE).

ROI % is typically measured using the following formula:
Benefits- Total Costs x 100
     Total Costs

ROI is all about assigning costs to benefits. ROE, however, is measured based on eLearning value. What is the value of the training or learning and does that value qualify as enough benefit to the organization to justify an investment? "Wise training managers realize the bitterness of poor quality remains long after the sweetness of low price has been forgotten" :) Some ROE measurements include: change of learner behavior toward positive business results such as higher quality client interaction, increased production, and lower rate of turnover.

Reference:
Strother, J.B. (2002) An Assessment of the Effectiveness of e-Learning in Corporate Training Programs. IRRODL. Volume 3., No. 1. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/viewArticle/83/160

Learning Research: Methods of Data Collection

When developing or evaluating learning, there are many data collection methods to consider. In addition, there are many criteria you should consider when making data collection method decisions. The collection of multiple types of data will allow for more confidence and validity in your conclusions.



Surveys/ Questionnaires - Strongly designed questions allow researchers to analyze responses and summarize results *low response rates

Interviews - One-on-one or focus group interviews use standard or probing questions *high response rates

Observation - A participant or non-participant in the research activity immerses himself in observing behavior and reactions of others

Psychometrics - "Self-report questionnaires, objective tests, and normative, criterion-referenced and idiogrpahic tests" (Brewerton & Millward, 2002)

Company records - Attendance, participation, operations reports, performance reviews, reports, blogs etc.

Not all research methods are appropriate or feasible in all situations. Consider the following criteria when making your decision: credibility, practicality, timeliness, accuracy, objectivity, scope, availability, cost effectiveness.

Reference:
Brewerton, P., & Millward, L. (2002). Organizational Research Methods. Thousand Oaks, CA: Sage Publications.

Learning Management: ADDIE model

The ADDIE model for eLearning project management has five stages: Analyze, Design, Development, Implementation, and Evaluation.



Analyze: After determinging the scope, market and audience of your eLearning porgram, you must "clarify organizational and training program objectives" (Lynch & Roecker, 2007). This includes identifiying risks, opportunities, budget restrictions, timing, and personnel needed.

Design: Objectives are transformed into a program structure including the sequence, durantion, and pace of proposed learning modules. Learning methods are identified, and administrative requirements are defined. This is the storyboard and instructional design phase.

Development: Creation of infrastructure, content related communication packs, multimedia, reference guides, job aids, necessary additional resources, and assessment criteria.

Implementation: Install all developed materials to delivery channels, set up administrative databases, roll out program communication, schedule learning sessions, and implement training.

Evaluation: Collect all training and project evaluation data, review participant and project performance for report to stakeholders. You should be able to deliver a program and project evaluation report upon completion of the evaluation.

Reference:
Lynch, M. M., & Roecker, J. (2007.) Project managing eLearning: A handbook for successful design, delivery, and management. Routledge. Chapter 1.

Learning Design: Interactive Multimodal Environments

“The most effective learning environments are those that combine verbal and non-verbal representations of knowledge using mixed-modality presentations.” (Mayer & Moreno, 2007) Multimodal learning environments involve both the auditory and visual sensory modalities of the learner. Interactivity, the characteristic of multidirectional communication, has the ability to further increase learning in a multimodal environment. Along a continuum of interactivity, learning environments can range from highly interactive to non-interactive. Based on the knowledge construction view of learning, interactive multimodal learning environments “guide [the] learner to actively make sense of the instructional materials”, toward promoting “deep cognitive processing.” (Mayer & Moreno, 2007)

Mayer & Moreno list the 5 types of interactivity as:
Dialoguing- ask question/ receive answer or give answer/ receive feedback
Controlling- determine pace and/or order of presentation
Manipulating- control parameters, zoom in or out, move on screen objects
Searching- find new content material through query, range of options, and selection
Navigating- select content areas from various available information sources

Clark & Mayer list several principles for multimodal learning as:
Contiguity- Present text and graphics in an integrated fashion
Redundancy - Avoid on screen text and simultaneous narration
Coherence - Avoid content inessential to instructional goal
Personalization- Use conversational style
Segmenting - Break complex lessons into segments
Pre-training - Elliminate extraneous processing by providing some material in advance

Reference:
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.

Clark, R., and Mayer, R. (2007). e-Learning and the Science of Instruction. 2nd edition. San Francisco: Pfeiffer.

Learning Development: Leveraging Mobile Technology

“Personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners”, (Looi, Seow, So, Chen, & Wong, 2010) and informal learning through mobile technology represents a potential fundamental shift in the way people learn. Using mobile technology, learners can actively participate in learning outside of formal learning environments.

“Use of these technologies facilitates communication, collaboration, sharing and learning in informal settings with their peers, friends, and family unbounded by time and location.” (Looi, Seow, So, Chen, & Wong, 2010) However, learners can also use mobile devices as a supplement to formal learning in the classroom by connecting the mobile device to an online learning portal created by his/her learning community. “An online portal provides a platform where students can move from the individual space on the mobile device to the public space to facilitate collaboration and sharing.” (Looi, Seow, So, Chen, & Wong, 2010)

Distributed cognition theory, proposed by Edwin Hutchins, determines that learning occurs through three processes: social group, events/experiences in time, and between the interaction of material and environmental structure. In the case of mobile technology, learning can occur by way of distributing cognition among social collaboration in public learning spaces via a platform in the “cloud”, and through experience and/or artifacts found individually via informal learning in both real and virtually augmented environments.

Some of the difficulties encountered in evaluating the potential for informal and technology-enhanced learning through mobile devices are: individual student’s access to mobile devices, compatibility and cost of software and operating system of devices, inability to evaluate all learning activities outside a controlled environment, and ethical consideration.

“The notions for place, time, and space for learning have changed” (Looi, Seow, So, Chen, & Wong, 2010). With that, we must try to harness the potential impact of informal learning experiences upon students. The cognitive distribution of learning objects across social platforms, individual experiences, real and virtual spaces, and time through mobile devices has the potential to change how we learn, and should be used to leverage both individual and formal learning opportunities.

Reference:
Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W. and Wong, L.-H. (2010), Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology, 41: 154–169.