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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?
Please join Diane Rundle, Community Facilitator for HR.com’s Technology Enabled Learning Institute. During this short, 20-minute session Diane will review the Institute’s program, how and why you should become certified, and what’s coming up over the next several months. You’ll be given an overview of the topics and speakers that will be featured over this two-day event. You will also be given guidance on how to chat online with colleagues and access the virtual exhibit hall.
Throughout the session Diane will:
• Introduce you to the institute and the certification program available
• Introduce the Advisory Board and their role
• Help you become an expert in Technology Enabled Learning
• Offer an opportunity for YOU to host an educational session and educate your peers
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. You will have the opportunity to ask any questions as it relates to the overall program, prior to its commencement.
Save your seats today!
Professionals in the Training and Development field refer often to the “adult learner,” but is that really a useful construct when so much corporate training is mandatory and learner motivation is missing? When adult learners are taking sexual harassment training for the third time in six years—or fill in your own mandatory compliance regimen—you ought to be thinking deeper about how to insure that important lessons are learned and that training doesn’t become a wasted, check-the-box exercise.
Unfortunately, corporate learning and development organizations have borrowed models from other areas, namely academia and publishing, that don’t always work well in mandatory learning situations. L&D professionals need to break away from those models, and their reliance on exposition, because intrinsic and extrinsic motivational elements are not as prominent in corporate education.
So how do you teach the “reluctant learner?” Participants in this session will examine the issue of learner motivation and hear suggestions for addressing learner reluctance. You’ll see examples of story-driven lessons and goal-based activities that introduce motivational “pulls, “pushes,” and “inducements” to get learners to focus on content.
If you are responsible for training reluctant learners, you’ll benefit from knowing more about meeting the challenges they present.
In this session, you will learn:
• How motivation is a critical factor affecting learning
• Why assuming you have motivated learners can be a costly mistake
• Why academia and publishing are poor models for corporate training
• How proper use of media can help
• How exposition doesn't work for reluctant learners
• What usability research says about reading of on-screen text
• What some of the best methods are to address reluctant learners
Think of a few of your favorite speakers: would you rather watch them live (meaning face-to-face or virtually) or read a book they've written. The answer may surprise you: sometimes you're in the mood for extra stimulation and inspiration, and attending the live session is exciting. Other times, you might seek the calmness and reflection rendered by the printed paper. Now imagine your surprise if you attended the live session, but the experience was no different than if you had simply read the book.
The disappointing feeling is quite often reported by audiences who attend business presentations (especially virtual ones). Many attendees exclaim: "I could have just reviewed the PowerPoint deck on my own…I wasted an hour."
Join this session to learn four practical presentation techniques you can use to ensure your audiences enjoy your live, virtual presence and do not wish they had just simply received your slides.
Specifically, you will learn four practical presenting techniques to insure that your audiences don’t wonder if you’re no better than your handouts:
1. Exchange — use webinar tools that invite the audience to exchange ideas and interact.
2. Improv — a live presenter can adjust, re-adjust, and re-sequence in the moment. Unpredictability is like gold during a webinar.
3. Media Mix — mastering the use of different media types in a virtual session will keep the audience engaged and help them retain the content.
4. Sway — use the virtual medium to motivate an audience and sway them towards action in a way that a piece of paper cannot.
You will be able to apply these techniques immediately and regarless of the virtual presentation platform you are currently using.
eLearning: only 10% of the solution
Reading a bad novel on an iPad doesn't make the experience any better. And film studios aren't tripping over themselves to make the worst selling books into movies.
Now, replace "novel" with eLearning; and you find an industry frequently wishing to deliver boring content through as many channels as possible. That's why this webinar is about making sure your eLearning is a "best seller" in your organization.
In 2012, delivery through technology is weighed more than the quality of the learning content. This leaves learners with the same painful and dull experience... now accessible on their smart phone.
So before you press that "Publish for Mobile" button or plan your next "HTML5 strategy meeting" ('cause it's hot right now), register for this webinar.
During this session, Anna discusses what kinds of performance support mechanisms you will need to make your elearning the next Harry Potter (yes, that's another book analogy).
Specific topics discussed will be:
• How your current environment supports learning (it does right?)
• Why can't you put an eLearning module in your pocket to snack on later?
• Where did the other 90% of your eLearning solution go?
The goal is for you to walk away from this session with a personal roadmap on how to assess the current state of your organizations learning readiness and how you can be its champion - by making eLearning only 10% of your solution.
Be sure to visit our blog and YouTube channel prior to the webinar to learn more about what Anna does and how she does it.
The virtual classroom affords us a much broader reach making it possible to deliver training to students from all over the globe. While this is certainly a benefit over in person training, we now are faced with an unending kaleidoscope of life that perhaps never existed as easily before. A culturally diverse class will consist of students who join the classroom each with their own… and perhaps very different; knowledge, beliefs, morals, laws, languages and customs.
We are not all the same, nor can we be taught the same. For example, is it important to incorporate breakout sessions with your Middle Eastern students? Do you need to end on time when teaching an online class to Asian students? How about playing games with your students from India? Join this online session and learn tested techniques and methods to teach these students effectively based on their culture, customs, and beliefs. This session with specifically help you to discover how to:
• Quickly organize and schedule your training sessions over multiple time zones
• Overcome the language barrier though tips and tricks that you’ll be able to implement right away
• Discover the general traits of specific cultures
• Analyze how and why different cultures learn in the manner they do
• Match learning styles with effective online activities
You’ll find this session to not only be the launching pad for your online training delivery, but you’ll also be able to implement the content of this session in your meetings and your every day collaboration with co-workers and friends.
In today’s Learning environment, Mobile Learning (mLearning) holds great promise. However mLearning has been difficult to create. Now there is a way to create mLearning quickly and easily. It is very similar to the Rapid Development Tools used for eLearning. Easy to use and yet very powerful. You can in fact create mLearning, yourself, and do it today.
In this session you will learn how easy it can be to create mLearning for iPads, Tablets, iPhones and other smartphones. You will see the features and powerful functions available to you and discover, “This is something I can do”. Be the first in your company or organization to create and deliver mLearning! mLearning is very powerful and is the future advance for Training. There are complications and things to consider, but once the parameters are understood mLearning can be very easy and powerful.
Topics covered include;
• What is happening with flash
• What has been the barriers to mLearning
• Why is flash not a workable solution
• What is HTML5, and how is it used
• What tools are available to me to create mLearning
• How mLearning needs to be different than eLearning when on a smartphone
• How mLearning might be different than eLearning when on a iPad or Tablet
If you are a trainer, or your supervise trainers you will want to take this session. Be the first in your company or organization to create and deliver m-learning. M-Learning is here and you owe it to yourself and your organization to learn about mLearning and discover how you can create mLearning yourself today!
With social media, virtual classrooms, mobile learning, and more, we are being asked to create blended learning that takes advantage of all the future has to offer. But which of these are a fad, and which are here for the long-run?
For the first time in modern history, we have four generations of workers in the workplace. The conflicts of these generational dynamics immediately change how we deliver learning or training to these different groups.
• Silent Generation – (born 1925–1945)
• Baby Boomers – (born 1945–1964)
• Gen X – (born 1965–1976)
• Millennials – (born 1977–2000)
We will examine what the current learning statistics show about the outlook for the modern workplace and the next five years, as well as five key trends associated with adapting training to the new contexts.
As these trends play out, we need to consider how to implement a culture change in our training organizations and identify some of the challenges these changes will bring.
• Trend 1 – The “New Blend”
• Trend 2 – Who’s Who in Collaboration?
• Trend 3 – Cognitive & Facilitative Technology
• Trend 4 – Blurring the Lines Between Work & Learning
• Trend 5 – Resourcing in the New World
We’ll also discuss key trends, as anticipated by T&D leaders, and provide strategic advice on how, when, and why they are important. Learn:
• To identify trends and their impact on design, delivery, and ''consumption'' of training.
• How to be seen as a thought leader in your organization.
• To manage objections concerning the adoption of new techniques and technologies
Today we are attempting to teach learners in some of the most distracting environments possible — their offices, homes, you name it. How do we keep online learners engaged despite telephones; emails; IMs; work pressures; interruptions from friends, family, and colleagues; and a long list of other distractions that occur during synchronous virtual training sessions? Further, how do you ensure that learners are actually learning?
Virtual classroom has a tremendous opportunity to transform the way we teach and learn from afar. The technology is hitting a tipping point of adoption as more and more companies embrace virtual learning. However, the old convention of passive instruction is pervasive and threatens to become convention if we don’t act quickly.
Participants in this session will discuss the major challenges of keeping learners engaged in a synchronous virtual environment, and experience firsthand some simple interactive techniques for ensuring learners’ social presence, balancing learners’ cognitive loads, and focusing learner attention. These techniques include effectively applying common, but often overlooked, virtual-classroom techniques.
We’ll look at the key factors that will transform the way you think about virtual learning and how companies of all sizes can take advantage of these best practices to blow the socks off their virtual programs.
In this session, you will learn:
-Common reasons learners disengage in synchronous virtual environments, which factors you can influence and which factors you can influence
- To list at least five key considerations for keeping learners engaged and how to tackle them in your design and delivery
- How to weave elements of learner expectation, motivation, social presence, and accountability into a learner-engagement plan
- At least five tangible interaction techniques for driving learner engagement
Learning Management Systems (LMS) were conceived in a time when no one had heard of Social Learning and Mobile Learning. Today everybody is talking about Social Learning and Mobile Learning and a lot of people are predicting the death of the Learning Management System. There are arguments for and against this prophesy and they will be discussed in this session.
In this presentation we will look at the role Learning Management Systems used to play in the past as a foundation for a discussion of the role of the Learning Management System today and in the future.
Some of the topics that will be discussed in this session:
As organizations seek to reduce budgets, target processes, performance efficiencies, and expectations of employee’s workload seemingly increase while intellectual capital is lost as headcount reductions become the norm.
Departments in companies store business information in their online and/or offline storage areas for their team members or the organization to easily access. This creates multiple versions of information. The information is also distributed through training, job aids, Electronic Performance Support System (EPSS), cheat sheets, communication letters, and so on. The nature of this information storage and distribution could cause redundant content creation and maintenance efforts. This information (business knowledge) can be shared by multiple audience groups, regardless of which department each person is in, which products, or services they support.
This session provides a working example of multi-modal output of content via an Electronic Performance Support System (EPSS), ILT, vILT, e-Learning, and Just-in-Time (JIT) content consumption. Using this type of approach allows training organizations and business information owners (BIOs) to keep up with the ever-changing business environment with reduced headcounts and increasing business knowledge and data.
This session also presents a new workflow for business information creation and maintenance for an Electronic Performance Support System (EPSS), which is enabled by collaborative efforts of business information owners (BIOs) and the training department. This workflow leverages metadata-driven content aggregation in a Learning Content Management System (LCMS) and seamless user experience using Single Sign-On (SSO).
The metadata-driven technology delivers customized informal learning and formalized training, in multiple modalities, for different functional roles, products they handle, and physical location.
This session discusses the process of successfully creating eLearning from both an instructional design and application development perspective. Ten important considerations will be discussed, relating to the entire development process of a project. Discussion points will reference real-world situations and experience. Outcomes of NOT following the recommendations will also be addressed. The target audience would include eLearning designers and developers, training consultants, and managers considering eLearning. Discussion points include: client education, defining roles, defining the process, defining technical requirements, defining deliverables, validation cycles, aspects unique to the web, and more.
At the conclusion of this session participants will be able to:
Define the various roles and responsibilities required for an eLearning project.
List key steps in the design and development of eLearning.
Identify key milestones and deliverables in the design and development of eLearning.
Since 1992, Mark Steiner has designed, developed, and managed custom eLearning and interactive media programs for a variety of clients. He holds a BS in Industrial Technology and an MS in Industrial Training. His project roles have varied from group director to project manager, and lead instructional designer to lead programmer. He is intimately familiar with proven eLearning methodologies. Since 2001, Mark has been president of his eLearning consulting firm, mark steiner, inc. (www.marksteinerinc.com). He has instructed graduate-level courses on designing and developing eLearning projects, and enjoys speaking at a variety of training and eLearning conferences in the U.S. and Europe.
Mark has used Articulate for 8+ years for such clients as: Brookfield Zoo, IDEXX Laboratories, First Student, GGP, Navistar, Sapient, and Underwriter Labs; and has been a beta tester. He has also used Captivate since version 1 and has been a beta tester for past versions. Mark is a strong proponent of rapid prototyping and employs creativity, enthusiasm, and innovation into everything that he does.