Tech4learning

Learning Transfer - More Than A Cameo Role

I've written a few times about my interest in using technology to empower the learning transfer process.  Full-service learning follow-through tools such as Action Plan Mapper and Friday5s offer a powerful solution to the problem of how to ensure that learning is put into practice back in the workplace.

At a more simplistic level, many of us have used e-mail as a way to keep in touch with learners and to either remind them of key points from the training or encourage them to keep plugging away at their action plans.

Last week, I received my first demonstration in the UK of a new e-mail based tool that sends out short single-question scenario-based assessments that encourage each learner to reflect on the learning received and apply that to a specific situation, by responding to say three possible options.

The Cameo tool automatically bounces back an e-mail containing feedback based on the answer given by the learner and within that feedback you can include links to other related resources to provide reinforcement and additional learning opportunities

The easy-to-use interface allows the trainer to set up a series of questions to be automatically sequenced at regular user-defined intervals and sent out to each group based on a trigger date, most usually the date of the classroom course or e-learning module.  The system's database keeps a close eye on the responses received, can chase in a number of ways those that miss a message and reports the overall performance of the group, helping to provide evidence of the levels of participation and learning reinforcement.

A short demonstration helps to show the entire process.

And if, like me, you wondered if an e-mail based system would work given the bulging in-boxes most of us have, apparently one client - with similar concerns - reported an impressive 95% participation rate.

Launched in the US last autumn, a second version of the software is heading our way in a few weeks's time.  Future enhancements, I understand, may include the ability to integrate the tool into your own LMS.

I like the simplicity of the approach, which tackles the issues of retaining knowledge after a training event, the need for application of learning on the job and preparing learners to meet the challenges ahead through scenario-based questioning.  With Blackberries and iPhones in the pockets of some learners, then this platform also provides a form of m-learning.

A Complete "Skill-Builder" Blend

Now I'm a big-picture thinker (INTJ in the MBTI world) and in my ideal world, completeness is the key to success (and global domination, but that's for another day).

So I was very impressed to discover the Rapid Skill-Builder solution from the Worldwide Center for Organizational Development.

I discovered them from an e-learning perspective but - as part of their "completeness", their solution is also available as an m-learning solution and t-learning (yes, t-learning - or trainer-led).

Essentially, via either a face-to-face route (short 2-3 hours workshops), or one via e-learning or a mobile device, you can offer your employees a complete competency development programme that literally covers every topic you would hope to find.  You could seamlessly blend the different methods too.

Whichever route you take, the formats are the same, with video scenarios used to demonstrate the theory and either trainers' notes or audio narration to deliver the facilitation aspects.  Consistent supporting materials help both the trainer and learner through the material.

The material has also been validated by the UK's Institute of Leadership and Management, an organisation I particularly respect, having worked with them in previous roles.  In fact, the material can be studied as part of more formal accredited programmes.

The pricing is transparent and very attractive, especially as you are offered a complete out-of-the box skills and competency development approach.

This is definitely a solution worth investigating if you have a clean sheet and are looking to introduce blended learning into your learning and development strategy.

E-learning Tools for Manufacturing

When it comes to my knowledge of generic e-learning content, I'm very familiar with the wide range of soft skills and IT applications training programmes available from the leading players in the market.

But when it comes to the manufacturing sector, I'll be honest to say that I've never really thought much about the need for generic e-learning training.  I've worked on custom e-learning projects for the chemical engineering industry that underpinned an on-the-job apprenticeship training programme, so didn't think much beyond that initial requirement.

So I was interested to come across Tooling U, a US-based provider of online training for the manufacturing sector, who offer a very wide range of e-learning courses in all matter of topics.

As well as covering the use of specific types of machinery, they also have courses that introduce the employee to the underlying processes surrounding the use of these tools.  They've also recently launched a range of soft skills modules for factory floor supervisors.  Given my own background in soft skills training, I reviewed the demo of one of these new modules and - putting aside the US feel to it - I was impressed by the instructional design and overall look and feel.

They also offer a range of m-learning versions under the TU Mobile brand.

I can't vouch necessarily for the technical content, but if you are in the manufacturing sector, then I'm sure you'll want to take a look.

E-learning 2.0

It was with great interest that I started to read this new book.

Not only because I used to work for the publisher's sister company in Europe, but because this was one of the first books I'd seen focusing on e-learning 2.0.

If you buy this book, get it for the good up-to-date chapter (3) on what constitutes e-learning today, including synchronous (live) e-learning and some comprehensive coverage on the "new" phenomenon of rapid e-learning and when you might use it versus the more "traditional" forms of e-learning.  It must be mentioned that the author runs a company that sells a rapid e-learning authoring tool, but although the examples in the book do reference this product, overall, there is little "hard sell".

Buy it for its reference to the concept of social networking in the business world and among adults (chapter 4) and its discussion about podcasting (chapter 5); also for the first specific coverage I've seen in a book about the use of m-learning within the corporate learning arena (chapter 6).

Chapters 7 and 8 focus on what makes a successful e-learning course and if you're using a rapid e-learning authoring tool, then the clearly presented discussions about all manner of design issues will provide a crash course in creating an effective course.

Chapter 9 brings the book to a close with another "first" for an e-learning book - a good attempt at demystifying the world of standards and integration, in which AICC, SCORM 1.2 and 2004 are clearly and simply explained.  I also welcomed the author's realistic take on the subject of reusable learning objects and her honest view - shared by me and others - that there are probably few real good situations where a "pure" learning object strategy would make sense.

Although I enjoyed reading this book, I did struggle with my first reading of chapter 2, in which the author explains the stages that an organisation will go through with an e-learning strategy.  The discussions here seem to align e-learning with website development, which I've never really seen myself, but that's not to say there weren't some good observations.

There is one section though - the author's review of audio within e-learning courses - where I have to use my own 15-plus years of experience to provide an alternative viewpoint to her comment that you should "think twice about deploying audio for your courses".  And I can only speak from my own experience, but from my days of deploying e-learning to over 70,000 staff at a large retail bank (where staff openly requested courses with audio, over those without);through consulting into large multinational organisations; working with two Brandon Hall award-winning e-learning development houses where audio was used throughout every title; to my more recent projects of rejuvenating Captivate-authored software training modules by re-purposing them with audio narration, I can testify that audio does make a very positive difference to an e-learning module. 

This doesn't mean (and here I agree with the author) the narrator reading word for word what is presented on the screen.  Instead the narration should only be reinforced with short bullet points or appropriate graphics.  With in-house rapid e-learning projects, including the voice of the subject matter expert can add the authority and credibility that some learners need to "trust" the content. 

In response to the comment that audio adds considerably to the production times, with my own rapid e-learning projects, it generally take two hours to record an hour of final audio and less than half that time again to perform any edits.  I'm currently able to produce a finished hour of content with audio in about 6 to 8 hours, which is less than half the time mentioned in the book.

But that aside - and thanks for bearing with me and my own personal opinions above - this is a good book for anyone new to e-learning and who's looking for up-to-date messages, which are lacking in the other books on the subject, many of which are now dated in terms of their messages.

Boost Your Googling Skills

I'm focusing on a content solution for this posting.  I was trying to find some statistics I saw a long time ago about how much employee time is wasted by poorly executed Google searches - and it did feel slightly odd googling for such data via Google!

I didn't do too badly though with my search, as I not only found some data that looked similar to that I had seen before, but I also uncovered this e-learning solution from Boost eLearning, a company that specialises in providing training to help corporate knowledge professionals get the most from their online searches.

There are two types of course on offer:

1. Quick Lessons - 2 to 4 minute long skills-based modules that teach the key search skills quickly.  The total course in this format would take about an hour to complete.

2. Step by Step Lessons - 6 to 18 minute long scenario based modules that present the techniques in the context of everyday search requirements.  Studied this way, the total course time is 2 hours and 40 minutes.

What's more, you can preview one of each of the above without the need to part with your personal details.  I found both modules of interest, particularly the Step by Step Lesson.  The scenario, whilst not in my field of work, was one I could easily relate to.  The fact that I knew I was learning a valuable skill that would make my own Google searches more productive seemed to draw me in to this training.  It was actually refreshing to take an e-learning course that screamed "this will really help me straightaway!".

You can buy the course for personal use for $50, but corporate pricing is also available.  The enterprise solutions can be hosted on your own LMS or by the vendor.

Oh, and the data I was looking for:

• Average number of searches per day - 12
• Average number of failed serches per day - 4.7
• Percentage of searched that did not obtain the desired results:  39%
• Number of minutes spent daily on unsuccessful searches:  12.12

If this training can address the above, then it would be a powerful e-learning resource to have in any organisation.

Virtual Training - Walking the Talk Online

Now it's rare for me to post a piece about a particular training provider, as the focus of this blog is on the tools you can use to deliver corporate learning and development solutions using learning technologies.

But today I learned about a particular provider, TMA World, whose newly promoted blended learning offer, via an informative video piece, provides a clear example of how we should be using webinars, together with e-learning modules and podcasts to deliver technology-driven blends.

Over the last four years, I've worked on similar programmes that delivered training in international leadership and teamworking using the same tools that a virtual/remote team would (or in some cases, should) use on a day-to-day basis. 

I've long felt that the best way to teach remote working skills is not with everyone in the same face-to-face classroom.  We need to take people out of their comfort zone and I've seen first hand how trainees learn from their first faltering web-conference session experience and build confidence over time to finally deliver a confident performance in the final programme webinar.

TMA are experts in their content field and I hope we can learn from how they are using web-conferencing alongside other media types to challenge any myths that remain that the virtual classroom cannot match a more traditional workshop.

Rapid Training Simulations

Many of the rapid e-learning tools on the market today, with some careful planning, can be used to create training simulations of the type where you are trying to replicate a customer interaction, an appraisal meeting or a sales call, for example.

But if I was producing a lot of these, I'd be very interested in the KDSimStudio product from KnowledgeDynamics, not least because my first projects could use the free version of their software.  You can create your simulations by using a combination of wizards and drag and drop features.

As well as creating typical conversations with branching scenarios, you can also add in so-called "coaching tips".

The finished simulations are published in the popular Flash format.

This demo module was produced using the free version.  The free version allows you to have up to 2 characters in the simulation, but for £73 you can upgrade to their lite version, which permits up to 4 characters and an unlimited number of conversation objects.

More advanced Designer and Professional versions are on the way too.

E-learning Gets Vocal

Sometime I hope to be able to blog about a great voiced based tool that could add an aural dimension to asynchronous e-learning objects.  I've known about it for over a year now, but unfortunately, it was withdrawn by its vendor after a few months of beta testing, pending a further overhaul.

But having whet your appetite, I'm pleased to review another tool, in a similar vein, although different in many respects.

VoiceThread offers the ability to collaborate via voice messages around on-screen content.  From a corporate training point of view, the content could be a PowerPoint slideshow.  Not only could the trainer present their slides via video or just by voice, but their trainees could comment back via a number of different methods - voice (via a US telephone number of VoIP), text, audio file or video clip.  

Not only can you comment by voice, but you can also annotate the content as you do so.  The vendor refers to this as "doodling" and your doodles are even synchronised with your commentary.

The VoiceThreads can be shared with others too, so creating larger learning networks.  They can also be embedded into websites and even exported onto mobile devices as video files.  When you've embedded the VoiceThread into your site or blog, the conversations can continue or really get started.

Thanks to the power of sharing, you can see a demo of how to embed a VoiceThread into a learning blog on YouTube.

I think this is a great way to create rapid e-learning that not only enables you to deliver your content quickly across the web, but it also adds in the missing social dimension that has held e-learning back in the past.

Learning in Motion

A short while ago, I commented on some video e-learning that had been developed for Vodafone. 

The company behind that custom work has now moved into the generic market and has released a range of video modules covering a number of different soft skills topics, such as selling and presentation skills.

Learning Motion offer not only video clips that can be delivered to the desktop or even mobile devices, but they are also supplied with assessments and tutor or user guides.

And a great way to preview the content is to visit their YouTube page, such as the clip below.

It's great to see this market continuing to grow. With more and more mobile devices now being able to run high quality video, I can see this form of m-learning developing at a fast pace.

bITe Size Microsoft Training

Browsing through the list of exhibitors at this week's World of Learning Conference and Exhibition, I noticed this provider of Microsoft Office training, Bite Size.

What I particularly liked about their offer was their approach to IT skills training.  Just as we've moved away from 3 to 4 hour long soft skills e-learning modules, in favour of much shorter 30 minute chunks of learning, it's right that we have taken a similar approach to e-learning for PC applications.  Indeed, we can dice up this training to much smaller pieces, as quite often we're more after performance support - help me to get passed this "block" - rather than longer sessions of traditional "tell, show, try" type learning.

Bite Size provide 5 examples of their short  minute bursts of learning, to highlight how they treat each nugget.  First of all you can read a short passage about the background to the topic to be covered - useful to give context to the content and to highlight possible objectives for using that aspect of the software; then you are presented with step-by-step written instructions, followed by a short video demonstration.  The fourth stage is to receive a useful tip, before being able to download an example with which you can practice. 

The model presented here also got me thinking about how it could be applied to any custom IT software training that we might need to deliver.  Using tools such as Adobe Captivate, Camtasia or Kallidus Simulate, it's easy to replicate the "show" stage.  But often our IT skills training lacks the "why?", the "what's in it for me?" and an opportunity to practice (the complexity of our own applications is often beyond the "simulation" power of these tools).  But it's relatively easy to embed an attachment of a sample page or whatever from the application that can be used to try out the new skill and the background can easily be slotted in.

Using my favourite rapid e-learning authoring tool, Articulate, it would be very straightfoward to construct a custom module using this model, using one or more of the Engage templates, with some embedded Flash video.