Top 10 learning

Top 10 things I learned in the most recent Master's course

1. Absorb, Do, Connect Activities – I was not clear on the detailed aspects of each of these activities and the characteristics of each. Breaking them down each week allowed me to understand and apply the knowledge immediately to a project I am creating at work
2. Jing! It had used Jing in a previous class, but I did not fall in love with Jing as I did this course. Once I got the hang of it, I have been using Jing to post training videos direct to YouTube or Twitter.
3. E-learning self – study – For my absorb activity; I created my first complete e-learning self-study. It was complete with hyperlinks, navigation and the knowledge review. In the design phase I did not know how to create the Answer selection, provide feedback, while allowing the learner to move to the next question. Once I started thinking in layers versus linear I was able to create the slide arrangement, hiding certain slides and created the feedback segments. For the learner, it appears to go to the next slide, but it is a series of hidden hyperlinks. That was the most challenging project I did for this course.
4. The concept of professional “branding”. It occurred to me that by creating e-learning and various activities that I could post them to YouTube and being to create a training style or brand to my work. Each activity in this course has been an opportunity to practice and now I have three YouTube videos that I did not have before. The idea is to provide platforms for icebreakers, activity ideas based on specific topics. It has been a learning process, but I feel that each video I create I learn more than before.
5. Tests – Creating the assessment is vital to the learning, but it was in this class that I reviewed the common mistakes. Applying this information and suggesting rewrites to specific questions may help our learners, and give me a keener "eye" when evalutating course assessments.
6. PDF and Adobe - I was familiar with Adobe, but did not know the free resources for PDF files found via Google. That was great insight and I have been able to use those already.
7. Blending technologies for learning activities – Using the combination of a blog, Word, PowerPoint, video or podcast is an effective way to deliver training. In my experience I have been able to create animated PowerPoint, screencast them and post on YouTube for effective learning using multiple technologies.
8. WinZip - I found the timing of this technology appropriate as the same week we downloaded the free version, I needed it to submit my weekly assignment.
9. Professional Portfolio – Over time, the professional “work” we create in class can be viewed and can build a working online resume. It is important in today's environment to direct to your blog, website, YouTube videos and wiki for a review of my ability.
10. Last, but not least important, was the interaction, professionalism and valuable insight that I received from my classmates. It is wonderful to learn side-by-side so many teachers that are trying new formats and new technologies in the classroom.

Asking the right questions - Creating Tests, Assessments, Surveys

Asking the right questions is extremely important when creating an assessment, test or survey.
There are many different types of questions that you can ask, depending on your desired outcome. A link to a training video on this information is http://www.youtube.com/watch?v=mmRThsz2wHI

Overall, the key to design is to stay focused. Trying to accomplish multiple goals will make for a confusing document that may not serve any useful purpose. In the design process, one of the first three steps that you will take will be to create the assessment. 1. Analyze Tasks, 2. Identify Objectives, 3. Design Assessment. The assessment is not a wrap up thought after all of the content has been created. When you prepare the assessment in that fashion you are summarizing what was taught versus creating the content specifically to meet the objectives of what is to be learned.

What do you hope to accomplish? Are you measuring their progress, helping them measure their own progress, certifying knowledge or skills, motivating, teaching new knowledge or skills, or understanding where they are with skills and knowledge. Know what you are trying to measure so you stay focused on that objective.

When you create assessments, tests or surveys it is vital to understand What you want to know or achieve. Then you have to design each question to create the answer in a specific format. First ask if the questions will be graded by a computer or by a human. Depending on the type of evaluation, tells you how you can define the answers.

If you want them to:

• Make a judgement - use True / False or Yes /No . This also allows for multiple paths to be built
• Categorize - Pick One
• Characteristics - Pick Multiple
• Recall facts, numbers, specific information - Fill in blank
• Associate - Match
• Chronological order - Sequence
• Create - Compose original work
• Perform - Simulation

Common mistakes: Avoid giving away the answer, layering questions, using all of the above or none of the above. Provide realistic choices , consistent formatting for grammar, and simplify the correct answer. Randomize the answers, make answers the same length, sequence the questions effectively. Vary the form of the question to achieve the desired answer or confirm specific learning objective. Give feedback that is straightforward, not embarrassing or patronizing and provide the answer in the reply.

When creating any assessment, return to your original objectives for every question. If it does not meet the learning objectives, you don't need it.

What challenges have you faced when creating a survey?

Brooke


References:
Horton, William. (2006) E-learning by Design

Creating an Online Survey - Easy Breezy

For years, I have taken numerous online surveys, but had no idea how easy they were to create. We currently use Survey Monkey at work to have participants completed end of course surveys. Last night I downloaded the free version of Survey Monkey and learned how to create my own online surveys. That was such an easy process. In two clicks I was logged on with my Google account and very easily created samples. It allows you to have the URL address and the embed code to easily add to a website.

For our class, we are to create a survey and then collaborate with our classmates to review and tabulate our replys. The free version has basic features, limit is 10 questions, but has many uses. Immediately, I recognized that I have employee needs that I can use this to resolve. Our field offices have been asking for learning tools that they can use to check back with employees and have asked me for short quizzes they could give. They want something to keep a new hire busy when the lines snake around the store and they are not able to actually perform transactions for the customers. Our organization already subscribes to the upgrade version, so it makes sense that with no additional cost I could create short quizzes and worksheets to supplement other training documents that I envision for field tools. It was a method of delivery that I had not considered, but makes sense. In addition, once created the training tool could be available to new hires and existing employees for additional or followup training when the need arises. http://www.surveymonkey.com/s/SDF688Q


This morning, I tried another test survey to see if I could embed the code in my website. I am not a "techie" by nature so embedding code is truly an amazing act. It worked with ease and I am excited how simple the process was. I have envisioned a series of self-help activities and questionnaires to help. This may be a simple and effective tool to use for another application.
http://www.surveymonkey.com/s/SBVK7Y3

Have you created an online survey? What worked? What did not work?

Next time, asking the right questions on the survey is very important.

Brooke

Importance of asking the user during design

This week my charge is to meet with employees and discover what they need from a class that I am creating. Now I already know what we think the objectives are, and what senior management thinks the objectives are, but this week is dedicated to interviewing key employees and picking their brain. It is amazing when you spend the time to research, what information you gain, and can bring real world applications to the course design. Something as small as the default print setup was a key piece of information that I was not aware of. Field office printers print all documents in a two sided format, our training packet needs to have blank pages built in so that it prints correctly in that format and does not require that they make copies of the backs of certain pages to save for future use. Who knew? One of the challenges when making the rounds in this fashion is getting employees to open up. When you go asking questions, they are hesitant at first to share, in case you will "burn" them by uncovering some unique style they have found works for them. Knowing how to put the employees at ease, and develop a series of open ended questions to engage conversation is the key to gaining trust and information. After the rapport is built, employees begin to share loads of information on procedures, policies and the short cuts they have had to create to "make do" with systems that are not meeting their needs. The lack of resources and tools to access to support their training needs in the field is a big deal. Yes, they have computer based training, but they want "hands on" short worksheets and small tests that they can give to a new hire to keep them busy. Interesting how almost everyone I met with felt that reading a computer based learning was required, but not a way to keep someone busy. As I design curriculum it has become extremely important that the gathering of information, needs and the objectives is the most important piece of the process. Without having all the key facts, you can design a great program, but it will miss the mark for one of the groups in the organization. Then you have "another class that is a time waster" versus having a dynamic learning tool that gives them real world application. Designing for me is a new skill, and I love it. The research, the planning, the integration of facts and objectives, coupled with the creativity of building a program is a combination of skill sets that I enjoy.

William Horton's book E-learning by Design has been a great resource.

Have you designed education programs? What has worked? What hasn't?

Brooke

Connect Activity Insights

In the design process it became apparent that a connect activity can be something as simple as a few rhetorical questions for the learner to "connect" the knowledge to a real world application. While designing I had to specifically identify the simple objective and recognized that my connect activities were a part of a larger Module of learning. There were several "Do" activities to educate the participants on the topic, once that is complete, then I could have them complete the connect activity assignment. I used the format of a brainstorming session as a summary activity, to allow the participants to practice the knowledge they had learned about various learning styles and apply it immediately to adjusting branch training delivery styles. I created a YouTube video to describe the instructions and posted it for others to view as an activity idea and see how many people would go to look. I am really interested in the possibility of a personal "brand" and how technology could support that fact. If I continue to perform educational research, gain contacts via Twitter and collaborate information, and generate instructional videos about training, in time, there will be Web presence that can be identified.

Attached is the second video I have made http://www.youtube.com/watch?v=4jnexpxzWfk&feature=channel. As I watch my own work I really try to not overwhelm the learner by having too much graphics and audio at the same time. However, I realize that I am a little "dry" and in my efforts and may need to bring some more "flash" to the videos. Practice makes perfect.

Have you ever thought of using the web to become an expert on a topic, or to build a network of "like" minds? If so, how did the process evolve? Where is it now?

Brooke

New Learning Activities - Connect

This week our charge is to create a connect activity. Connect activities bring real-world applications to the learning. In my job, we require many connect activities because we have a short time to train an employee, and the expectation is when they head back to the store, they will be ready to go. My desire is to create templates of connect activities that could be used by corporate trainers in various fields by inserting specific criteria or using an on the job training form that is required by many employers. I have searched for similar, free examples or templates, and have not found the resources that I imagine. For example, the connect activity I envision includes the new employee, on the job trainer for that employee (usually another employee with more experience), and a manager at a minimum for a group. In the classroom, you could perform the activity with a minimum of three employees in each group. If you had a larger group size, the classroom trainer could add another role such as a customer, or a higher level manager to each group. The 3 - 5 roles could be scripted so that discovery questions are asked and a specific role play is required. Allowing the group to build a skit based on questions allows them to interact and work together. When the role plays are being developed, the classroom trainer could visit with each group and then provide them with a "red" card which is a challenge that could be presented for that day. In any industry, an employee who is training a new hire may have the best plans for that day. When they arrive at work, they could be short staffed, they could have an overwhelming amount of customer issues, or other challenges. When these problems arise, the employee who is training may not be able to train, but they just "take over" and the trainee is stuck just watching, not doing because they are in a crunch. This may happen day after day, and when the trainee arrives at the end of their training time, what have they actually learned or been able to perform. The challenges are that for the employee performing the training, the manager, and even a higher level manager, be able to support the challenges faced during an on the job training session. In the classroom setting, these "red" cards allow for each member in the class to understand that they may need to redesign their training plan for the day, or allow the employee to work through the challenges that are presented for that day.

What do you think? Could this type of training activity, be applied to various industries? How do you handle on the job training?

New Computer, New Learning Activities

The last few days have been about a lot of New in my life. Computer crashed and had to buy a new computer. For this week's assignment, we needed to create a "do" activity. Do activities stimulate curiousity and engage the learner to become involved in the learning process. I wanted to create a Powerpoint with narration, created a Wordle, recorded the video with Jing and post to YouTube. I have never posted anything to YouTube so this was a learning experience. I also have not been successful lately with screencasting due to my system and software updates. In the end, I have created a learning activity, the first of its kind for me, that is been published for all to see. Last night I viewed the presentations available on YouTube and it appeared there was a niche for a series of programs that could be viewed to assist a trainer with icebreaker and other activities. The possibilities are only limited to my imagination. I feel so proud that I navigated my way through the "high-tech" systems, and have arrived.....I am published on YouTube!

Here's the links to all:
YouTube video:http://www.youtube.com/watch?v=tEpdFL1gYX0
Wordle: http://www.wordle.net/show/wrdl/2410107/student_thoughts
Screencast only: http://www.screencast.com/users/soulfull/folders/Jing/media/1225f042-3a16-4269-a771-7b1dbc414d1d

How about you?


Brooke

Computer Troubles

All of us have had computer trouble from time to time. Well, my trusty laptop closes in on the four year mark which in computer time makes it an older model. The last few months have had increasingly long wait time, and lots of "chugging" trying to load. I did get a new battery for free thanks to my service contract, which helped some of the slowness. Yesterday, I spent hours on the phone with Microsoft and despite trying everything they could, I know have a Senior Analyst calling me back today to work on the problem again. To do so, I needed to find the original discs to perform a Restore. That just sounds bad and gives me a sad feeling that this ole' laptop and I will be parting ways sooner than I expected. I backed up my documents the best I could so we'll see how it goes. The challenge when your computer is your lifeline and deadlines don't stop, computer woes can stop us dead in our tracks. The upside is that I have learned how much I really could accomplish from my mobile device which I have to rely on more heavily in the last month. That gives cause to ask, how many of our students will abandon the computer and use only a mobile device. How will we support that, can we in education live only by mobile alone?

What do you think?
Brooke

Elearning - Building an absborb activity

This week I desgined and built my first e-learning self study in the form of an absorb activity. The goal of an absorb activity is to have the learner read, listen or watch the information to learn. The student is passive and the teacher or learning tool is the source of the information. The design process began with the needs assessment, which was vital to understanding what needed to be solved and taught. After determining the needs I began building the list of objectives for the elearning course. Using the book, E-Learning Design by William Horton as a guideline, I used his techniques on building specific primary objectives supported by secondary objectives to create my purpose for the activity. From the outside it seems "easy" to create a slideshow program to teach a topic, yet designing the elearning is much more in depth. The concept that became clear to me is that elearning is layering. No longer to you think in a linear pattern, you need to design in layers to create a seemless flow for the learning as they click through the e learning. Building Hyperlink, back and next functions and then creating the Knowledge Review were all opportunities to design directional components. In this case I gave the learner some control with the directions through the learning, but removed them in the Knowledge Review to require all 10 questions be answered. Also I created hyperlinks at the beginning based on topics so that expert learners could jump directly to their specific topic, instead of requiring they go through the entire learning if it was not relevant. The audience for the learning will mostly be medium to expert knowledge, and it will be rare to have a novice learner complete this particular learning. One challenge that was a huge time drain was the formatting of PowerPoint's hyperlinks in my Review. The only way to change them from the underlink was to create a rectangle shape over, change the color, reinsert text and then build the hyperlink on the box, not the text. I searched several help sites and found the same instructions. Fixing that formatting took numerous hours that I had not planned. What I learned from this process, is that the design is key! Now that I have completed the process I will design the next one very carefully before ever coming to the computer. Using sheets of paper that can easily be moved, layering them so that I can see the flow. Build only once can be the timesaver to any professional.

Have you built an Elearning program? Or other teaching program? What challenges did you face and how did you overcome?

Brooke