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Welcome to the Institute for Human Resources – Technology Enabled Learning.
Will this be the first virtual event you have attended? Have you participated within the Technology Enabled Learning Institute? Are you currently a certified HR professional?
Regardless of a yes or no answer you should definitely mark your calendar and join Dan Cox, CEO of Cox eLearning Consultants and Chairman of HR.com’s Institute for Human Resources Technology Enabled Learning as he takes a look at the Institute and the educational curriculum for 2012.
During this short, 20-minute session Dan will review what the Institute for Human Resources program includes, how and why you should become certified, and our accomplishments from last year.
Throughout this session Dan will:
• Introduce the Advisory Board and their roles
• Introduce you to the Institute and the Certification program available
• Help you become an expert in Technology Enabled Learning
• Offer an opportunity for YOU to host an educational session and educate your peers
• Learn why this Institute is important to the Technology Enabled Learning Industry and how you can contribute to its success
If you are new to the Institute for Technology Enabled Learning OR if you are new to the Technology Enabled Learning industry this introductory session will cover not only our past accomplishments and curriculum but also explain why you should continue to participate, get involved and be a part of this community.
For those with questions regarding the Institute and its content this is your chance to share your ideas and further your understanding
Save your seats today!.
The impact of new technologies on Training isn’t just about converting classroom powerpoint slides into self-paced eLearning courses. And moving to eLearning is not as simple as teaching your instructor-led course online. And being an Instructional Designer is more complicated than simply following the ADDIE model. New understanding in brain research changes much of what we know about learning. New technologies in the hands of corporate employees changes how we deliver training content. New trends in social media, story-telling, serious games, virtual environments, and mobile learning change just about every aspect of what a training department did a decade ago. It cannot be overstated that training has changed into something beyond eLearning.
These are not merely industry fads that you can dismiss as just another scam or bottle of eLearning snake oil. The same technologies disrupting the publishing industry, the music industry, the television industry, and education, are also disrupting the enterprise both large and small. Your IT department is dealing with it. Your marketing department is dealing with it and so is the Human Resources department. It’s time to start understanding how your training department is going to deal with it.
In this webinar we’ll look at many technologies disrupting the eLearning industry. We will also look at how these same disruptions impact not only what we design, but how we design different learning solutions. Understanding what's happening in the training industry will help you better leverage your department's skills and talents. Do you see a learning department? Or do you still see a training department?
Why do only a few people truly excel? Some point to innate talent. Others suggest education. Research doesn’t support either. In this Where’s the Gift? webinar, you will discover the secret that few have learned: The ability to capitalize on feedback, in all its forms, will do more to drive success than IQ, education or talent will. We define feedback as "information about your behavior or performance that can help you align your actions with your goals." Sometimes this information will sound like a reminder, a suggestion or helpful advice. At other times, it may come across as criticism, a rebuke or even an insult. Regardless of its form, feedback can help you make better decisions about how to reach your goals. Even the most talented people need regular feedback to reach their potential. Feedback will help you make smarter decisions, accelerate your learning, attract and retain more customers, achieve world class performance as well as provide additional benefits. In this brief session, we will discuss the incredible power of feedback. We will start with specific tips on how get more feedback. We will learn strategies on how to receive it so that people will readily provide it. For many of us, the way we receive feedback prevents people from freely providing it. Feedback gives you the power to change, build stronger relationships, achieve more of your goals, and to do so with fewer bumps and bruises. Nan Macleod, a Targeted Learning trainer/facilitator with over 25 years experience helping organizations and individuals increase their effectiveness, will lead this webinar.
Scientific research has given us insights into the secrets of learning and memory. This highly interactive seminar will provide dramatic examples of factors that increase (and sometimes decrease) learning and memory. The presenter is an internationally renowned cognitive psychologist. In the first section, we will present illustrations of how advertisers and politicians effectively incorporate psychological principles into their campaign. In turn, we provide concrete examples of how you can build these same principles into your eLearning in order to maximize learning and behavior change. In the second section, the presenter and audience will use the psychological criteria to critique examples of e-learning materials. In turn, trainers will be develop a critical eye that will allow them to identify the most effective eLearning content. In the third section, we explore a emerging from of training known as immersion learning that greatly increases both learning and memory. Immersive learning delivers a video-based performance and surrounds it with powerful pedagogical and community building tools. -- Please come prepared to have fun... and learn.
Art Kohn earned his Ph.D. in cognitive science at Duke University. His research explores how to present information in order to maximize learning and memory. He was awarded the National Professor of the Year award from the American Psychological Association. He won a Fulbright Fellowship in cognitive psychology and a second Fulbright Fellowship in distance education. He consults with the Centers for Disease Control on the use of social messaging for addressing HIV in the developing world. For 20 years, he has developed highly interactive media products for higher education and for corporate training.
Social learning, mobile and video technologies are powerful tools that are coming together with gaming concepts in the Gamification of Learning. We get far more benefit from learning yet we spend our free time on Facebook or playing Angry Birds, why? Engagement is the most critical component of all higher cognitive and emotional learning so are there better technologies to improve engagement?
This session looks at the overall state of online learning in relation to the key elements needed to create and preserve engagement. We will address immersion, how it can be achieved, its value to the learning outcome and why it matters so much. Immersive learning spaces capture the sense of presence and social realism needed to engage learners beyond the superficial knowledge transfer of webinar technologies. New technologies are returning power to online learning by giving individuals the ability to vote with their attention, use gesture and innuendo in online communication as though they were there in person.
Noticeable improvements in neurocognition are evident when comparing brain activity of the passive observer to the active participant. Through the suspension of disbelief, immersive technologies place participants in purpose based environments that add context to learning content. Context significantly improves recall by relating the content to its useful application. By developing learning materials that take advantage of these improvements educators evolve from a traditional pedagogical approach to a more useful andragogical model.
We will look at the influence game technologies are having on the evolution of online learning and how to incorporate these tools into learning programs.
Games and gamification are more than the latest buzz words in learning and training. Games are design structures that create an intersection of practice, problem solving and fun. Because of the unique characteristics of games, the use of games for learning can accomplish more than introducing content or keeping learners more interested in training curriculum. In experiential games, learners must synthesize what they know to take action, the results of those actions lead to learners succeeding or failing and trying again. Games can create context through storyline, providing both situational feedback and insight into consequences and outcomes of failure or success. Through repetitive practice and failure, learners improve incrementally and gain experience applying their knowledge in a risk-free game environment.
Organizations are beginning to understand the powerful opportunity that games provide to go beyond achieving learning objectives and tackle performance objectives, both on an individual and organizational level. Business issues like sales performance, customer service, leadership development and project team communication are all complex performance environments where games can allow individuals or teams of learners to practice applying their knowledge and skills in context. Onboarding, process training and skill practice are also ideal business challenges that are ideal for game-based learning because of the repetitive nature of games.
Organizations as diverse as Grainger, Constellation Academy of Wine and Defense Acquisition University have successfully applied a variety of game strategy to tackle their organizational learning and performance challenges. This presentation will focus on how these and other organizations have been using games and game mechanics to engage learners, improve employee performance and achieve organizational performance objectives.
New methods of capturing learner behavior data can provide some of the same valuable information as live teacher observation and can permit richer more fine-grained evaluation of learner performance online. The separation in space and time between the learner and teacher (or instructional designer) in distance learning contexts, first characterized as ‘transactional distance’, is routinely positioned as problematic. In online learning environments this exact condition of relative isolation may permit revelation of the learner’s “true self” and allow individuals to express “phenomenally real aspects of self not often or easily expressed to others.” In the un-monitored isolation of a self-directed online course, the supposedly unobserved actions of a learner may reveal behavioral information that is much more reliable than data collected via self-reporting and self-evaluation mechanisms.
Classroom based Teachers can’t predict where problems in a lesson plan will occur. Instead they watch challenges reveal themselves during the presentation and then respond accordingly. Instructors allow students to interrupt the flow and request clarification to support individual or group comprehension.
What if the behavioral tendencies and learning styles of the student became collected data to be mined in real time to assist in personalizing the learning experience? Consider a web-based course that prepares the online environment by making the necessary adjustments for you because it already ‘knows’ what makes you more comfortable.
This possibility should start us thinking about the experience of enhanced web based training when it is built with the type of knowledge gleaned from more conventional classroom based student/teacher interactions. This new generation of online training can provide as much insight into the psyche of the student as it can deliver training in the most palatable and personalized format.
I will perform a live demonstration of an online course capturing student/course interactions in real time, and invite others in the audience to participate if they have access to laptops, and review the results using the reporting tool of the LiMS application.
According to Training magazine’s most recent Training Industry Report, 7.2 percent of learners now use social networking or mobile training methods, an uptick of 1.5 percent versus 2009. The report also notes that 13.6 percent of trainers purchased mobile learning products and services in 2011, a number slightly behind the 14.3 percent of those who plan to buy talent management tools. Businesspeople are looking to launch and track training courses from smartphones, including Droid, iPhone and Blackberry. New training platforms are serving up e-learning, transcripts and other features of learning management systems optimized for a smartphone, and savvy companies want to ensure they understand how to provide this for their learners.
Therefore, it is critical to guarantee that access to an LMS is optimized for a mobile workforce in the same way that it has been for conventional desktop and laptop users.
That said, organizations are continuously challenged to maintain and improve workforce efficiency through traditional training offerings like instructor-led training and desktop e-learning courses. When a global workforce is constantly on the move, however, having a strong foundation with a mobile training strategy will become imperative to the success of a fast-growing organization that evolves to elevate their product and service offerings. This presentation will provide an overview targeted specifically at organizations that need a strategy to train their “Learners on the Move.” The overview will consist of a comprehensive mobile training strategy towards developing training modules, delivering training modules and measuring mobile training effectiveness. Attendees will learn how to capitalize on this strategy and put learning into the hands of their workforce wherever they might be.
Current eLearning standards like SCORM, AICC, and IMS are increasingly becoming impediments to introduction of new training technologies rather than their enablers as they once were. Their basic assumptions are dated and their lack of flexibility is frequently a problem which needs to be overcome. Presumption of a single learner, that all content and student data is local on the LAN, and that the LMS hosts all learning sessions stand in the way of implementing more recent advents of social, mobile and other forms of learning for individuals as well as groups. Management applications relaying on the existing standards are hampered from easily linking to new offerings like:
• content as a service -- web-hosted learning activities
• multiplayer rehearsal games and simulations
• mobile learning and augmented reality
• immersive activities where the instructor observes or participates
• real-time monitoring of students and teams
• intelligent tutoring systems that develop significant data about learner's state of knowledge and misunderstandings
• social learning
• semantic web
Newly emerging trends and how people use computers and the Web in particular will change how people learn tomorrow. New generation of technologies is needed to facilitate and enable those new eLearning trends. Fortunately there are new and exciting developments afoot in that area. New upcoming specification from ADL and AICC as well as work at LETSI and IEEE aim to break the barriers and impediments which have increasingly become thorns in the sides of content implementers, vendors as well as organizations trying to roll out eLearning technology.
Relatively sudden emergence of such on-line services as Facebook and YouTube and massively successful adoption of mobile devices as indispensable personal gadgets are some of the drivers behind demand for change in how people prefer to experience eLearning. Mobile and Social Computing paradigms are quickly becoming dominating trends and eLearning in the near future will embrace rather than grudgingly acknowledge the way most people choose to interact on-line. In this session you will learn about the challenges often faced by eLearning technology implementers. Have a quick overview of the technologies and standards used to build eLearning solutions today and what are the trends and newly emerging technologies and specifications from organizations such as ADL, AICC, IEEE, IMS and LETS most likely to drive eLearning tomorrow.
Cloud-based technologies are emerging that create new methods for organizations to rapidly develop and deliver training materials to their employees. These new platforms provide opportunities for businesses to deliver training using content uploaded by non-technical users. The question remains, ‘Is this a good idea’?
This presentation discusses the pros and cons of using Cloud technology as an effective vehicle for online training. Supporters of Cloud training argue that the technology is a ‘game-changer’ because it is an enabler: Virtually anyone can now create online courseware by uploading content into the cloud for easy distribution and consumption. They conclude that the value of this technology lies in its ability to let content creators become instructional designers by removing the complexity of typical content authoring tools and environments.
Opponents of Cloud training argue that "data dumping" into the Cloud does not equate to androgogically-sound training. Who needs to waste time with mapping competencies to business objectives when you can simply push content to the Cloud and hope that some of the information sticks? Is instructional design based upon sound training principles and educational delivery modalities an antiquated expectation?
These questions were posed on E-Learning 2.0—a LinkedIn professional group with over 18,000 active members. Respondents, most of whom currently work as professionals in corporate or academic education, participated in a heated debate, presenting their arguments for or against Cloud-based training based upon their opinions, thoughts and experiences.
In this presentation, I will address a few of the most provocative of my group members’ responses, and will provide my “spin” on the topic for your thoughts and consideration.