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Thursday, January 24, 2008

eLearning Authoring Tool

Looking back at my post about eLearning Authoring Tools - and particularly whether custom or off-the-shelf is the way to go, I've been interested in seeing the varied response.

Paraphrasing justifications for custom eLearning Authoring Tool approaches:
  • A templated approach provides speed and consistency for repetitive tasks, freeing up time and budget for customizing demonstrations and adding in video and other engaging elements.
  • HTML and JavaScript are likely here to stay.
  • HTML and JavaScript are better from an accessibility standpoint. Note: this is more a question of what the tool produces (Flash vs. HTML and how clean the resulting HTML is - there are some complaints about Lectora produced HTML).
  • Lectora has a long way to go before it reaches the flexibility and efficiency of a courseware framework (XML > core media > engine).
  • Most eLearning tools do not promote the creation of effective courses, do not promote web standards, and do not promote accessibility; they merely make cookie-cutter course development easier for technically inexperienced course developers.
Paraphrasing reasons to use an off-the-shelf eLearning Authoring Tool approach:
  • Finished projects built with custom eLearning Authoring Tools become almost impossible for the clients to modify and update.
  • An eLearning authoring tool will provide consistent sustainability for courseware output.
  • You’ll be more likely to find someone with training/elearning expertise who knows the elearning authoring tools.
Looking at other posts and comments suggest some things to consider:
  • Team size (large vs. small) and composition (skills).
  • Which tool will still be in business in 5 years? Which tool will convert to something else when it does go away?
Some additional thoughts before choosing your eLearning Authoring Tool...
  • The comment - "Most eLearning tools do not promote the creation of effective courses" is flat out misleading. A book and a video can be really great learning tools for some content, but creativity is required. A painter needs to be creative with the medium they are using. So too for instructional designers / course authors. There's a lot you can do with off-the-shelf tools and especially if you are capable of dropping in more sophisticated interactions as needed.
  • You need to build what is good for the client (internal or external) (see What Clients Really Want). Maintenance is important in most all cases. In many cases, it is best for the client to be able to do quick maintenance themselves. Some choices make this much harder or even impossible. That said, maintaining some template driven systems can be the easiest for clients (if the system is built for it). However, it is almost always a bad choice to build something that requires significant, specialized knowledge to maintain.
At least, this all should be a topic of conversation with the client to make sure that what you are doing is in their best interest.

Maybe this topic should have been about maintenance of eLearning courses rather than about eLearning Authoring Tools.

Tuesday, January 22, 2008

Touch Typing - Cursive Writing - Why?

I'm not sure if it's only our school district, but 4th graders (9 year olds) spend considerable time learning cursive writing and are not taught touch typing. Why?

This is especially troubling because students certainly are expected to write their assignments on a computer. Oh, that is unless the teacher wants them to write it in cursive just to help them learn how to write in cursive. I had a bit of trouble explaining this to my son who struggled with cursive - the same son who did the Fourth Grader Wikipedia Update.

I personally only use cursive when I write my signature. And I'm not sure I remember the last time I even had to read cursive writing.

Can anyone explain this to me?

And will it change in the next two years before my youngest becomes a 4th grader?

Session Hopping – A Practical Guide

I just saw a link by Christy Tucker to a wonderfully funny, but a little too true: On the High Art of Getting Grades Without Learning Anything.

It caused me to remember that last year while attending a session at ASTD 2007, a few random people and I were discussing session hopping (prior to a session). I think the term is probably self-explanatory – but in case you don’t know what this is –
A session hopper moves between sessions at a conference that are scheduled at the same time in order to find the session that they feel provides the most value.
At any large conference, there generally are several sessions that sound interesting offered at the same time. As a session hopper, you identify several sessions for each time slot and then may choose to move around.

This is something I’ve been observing for years … and yes, I’m a session hopper. Interestingly, at ASTD 2007, I found several other kindred session hoppers. And, here are three guidelines around this practice …

Session Hopping Guidelines

First, as a session hopper, it is important to choose the right location – and that location is easy – it’s near the door on an aisle. That’s where we all sit. Notice that those are almost always the seats first taken in any session. Obviously, this marks you as a session hopper. So if you are not one, then please don't take those seats.

Second, know the right times to leave. The first opportunity is before the session starts after you’ve looked at the handouts - but don't take a copy of the handouts - that's just mean. Someone else who has the fortitude to actually sit through the whole session needs those handouts. The second opportunity is when the speaker goes through what they are going to cover – their outline. At either of these points, if it doesn’t look like they are going to cover something of value, then it makes sense to leave. Of course, during the session at various points there are opportunities to hop - maybe the speaker is either not all that great or has covered everything you care about.

What's interesting is that there are many speakers who seem not to understand us session hoppers. Through the whole presentation, they will continue to promise to show you something really interesting. Maybe it's the demo or its what they concluded. As a hopper, this is extremely frustrating. Cmon already. Get to the good stuff. And in many cases, it turns out not to be worth the 45 minutes investment. It seems that the speaker intentionally tried to get you to stay the whole time. You really feel cheated.

Third, know how to leave. I prefer to wait for the speaker to pause and look down – so they might not see me leave. Note: it’s hard to get out unseen when you are 6’6” (2m) tall and a fair number of people know you. It’s impossible to get out unseen if you have a middle seat. Thus, you sit on an aisle near the door. The other good time to leave is when a question or discussion with the audience breaks out. That way the speaker may think I’m leaving because the person asked a bad question or somehow it was the fault of the audience. I’ve been tempted but have never tried this – wait for the speaker to be in the middle of something. Get up. Give the speaker a big thumbs-up preferably with both hands. Smile. And then leave. They’d have to think I was being forced to leave for some other reason, right?

If you are really concerned about the perception of the presenter, you can always go up ahead of the session and tell the presenter that you might be getting a call in the middle and have to step out and take the call. I’ve used this technique. But the acting like I got the call part is more uncomfortable than sneaking out.

Speaker Perspective

Obviously, part of my strategy is due to worrying about the perception of the presenter. So, let's shift this a bit and talk from my perspective as a presenter:

I used to be pretty self-conscious about people leaving a session. I would worry what I had done wrong to cause them to leave. I’ve become somewhat less sensitive, but I doubt that any presenter doesn’t feel a slight worry when people leave. And as a moderator of panel, I definitely notice when people leave when one of the panelists is speaking.

A big part of why people leave is that you simply aren’t talking about what they expected based on the description. I try really hard to make my session description accurate to minimize people leaving. Along those same lines, a session hop (or leave) early in the session when it’s obvious that the content is not a good fit for them doesn’t bother me much. It clearly wasn’t a good fit. So, early hopping is okay. One caveat that I mentioned above, I’m not a big fan of people who come in to grab a copy of the slides and then go to a different session, especially when there aren’t enough copies for people who come and stay. A better practice is to come up and hand me a business card with your email and ask me to mail you a copy of the slides. I’m happy to do that.

Despite a lot of self-counseling, I’m still a bit self-conscious about people who leave in the middle. I’ve had enough discussions with people who tell me that they were upset that they needed to leave in the middle because they had to catch a flight or meet someone or do a conference call, that I’m not quite as worried about it. Of course, they may be using my suggestions above around session hopping. Still you would always rather have people coming in half-way through (from another session) than having them leave half-way through.

Also perception is heavily based on the number of people in the audience. If 10% of your audience leaves, that feels like a lot. 10% of 200 is 20. 10% of 40 is 4. So in a small room if a few people start leaving half-way through – it really makes you wonder.

Other Random Thoughts

As long as I’m on the topic of perception as a presenter, the best sessions always seem to be when I get scheduled into a small room and people are literally sitting on the floor, standing along the walls, looking through the door. There’s a funny energy in the room created by everyone feeling like – “hey I got into this session – other people can’t – I’m lucky – this must be good stuff.” Of course, at ASTD 2007, there were a bunch of sessions that were overfull at the same time (they had too many attendees for the size of the rooms). That's not a good thing. And I realize it’s not really a good thing for people who are coming. It's nice to have a bit of personal space. And people who couldn’t get in are likely not happy about it. Still anytime you present to an overfull room, it seems like people are more engaged, want to talk more, throw ideas out, challenge me, ask great questions. It’s fun.

On the flip side, probably the worst session I ever did was in November 2001 at the LA Convention Center. I was a featured speaker on Trends in eLearning. The conference almost didn’t happen because of the terrorist attacks a month and a half earlier. The conference was very much under attended and my session had room for about 600 in a large auditorium. I had maybe 100 people scattered around the seats, and the energy was not there. How could we care that much about eLearning Trends when the world as we knew it had changed?

On the other hand, Bill Clinton was a speaker at the conference and drew a standing room only audience. And I was very glad I attended his presentation. He truly is an impressive speaker. And it was good to hear his perspective on the attacks.

Friday, January 18, 2008

eLearning Course Development

BJ Schone asks a good question in his post - How do you build eLearning courses?
I have built our courses using a custom template created using HTML and JavaScript. They couldn’t believe I wasn’t using Lectora or another similar authoring product. They stressed that my courses would be difficult to maintain over time (in case I leave the company). My point of view was a little different: I chose this method because I have greater ability to customize courses as I please, and I can control every little detail of the course. I can easily embed Captivate movies, Flash movies, and anything else I please. I have a background in web development, so it was very easy for me to lean in this direction, too. And I think it’ll be just as easy to find somebody with HTML and JavaScript experience compared to Lectora or other authoring tools. But that’s just my opinion - I could be wrong.

So, here’s my question: How do you build your eLearning courses? Do you build them from scratch (ex. HTML, JavaScript, etc.)? Do you use an authoring tool for the whole course structure? I’m anxious to hear your response!

A long time ago we used to build our courses / eLearning from scratch as well, and we sometimes still do on some occasions, but generally it is better for everyone if you use an eLearning course authoring tool. Lectora gives quite a bit of flexibility and acts somewhat like an HTML / JavaScript course shell. You can still add custom HTML / JavaScript. You can embed Flash interactions. Unless you are trying to do something where you are automatically generating the pages based off of a CMS or database, then I'm not sure I get why you would use a standard tool.

My conclusion - without additional knowledge - the consultants in this case are right. It likely would be better for your company and your clients to use an authoring tool.

Wednesday, January 16, 2008

Wiki Course Authoring

In my Ten Predictions for eLearning for 2008, I said -
Wiki + SCORM + Add-ins will become more common for easy authoring.
Not sure if he saw my post, but I was just reminded by Tim Seager from Xerceo about their Prescribe tool that provides:
Full Wiki, RSS functionality that is SCORM conformant for tracking and managing competencies.
He also pointed me to a video that shows the tool in action. However, this video may be the worst video I've ever seen in terms of making me want to use something. It's horribly cryptic, you can't tell what's happening and it defeats the whole point that I see in using a Wiki for authoring...
A Wiki should make course authoring extremely easy and even easier to make updates. It also could allow learner contributions in some kinds of controlled scenarios.
Their video makes it look really complicated. My guess is that it's not that bad and would make a lot more sense if I knew the tool. Tim, you may want to get help on better presenting your tool.

The other thing that they aren't currently talking about is using various add-ins to provide additional functionality within the course. This is something I described a long time ago in: Authoring in eLearning 2.0 / Add-ins & Mash-ups.