A few links to share

Below are a few links to share:

So What is Elearning?

What is Blended Learning

Curriculum Development and Informal Learning

So here is the West Coast trend; Informal Learning and Web 2.0 will foster the next wave of elearning. Informal and Learning 2.0 are the innovations we have all been waiting for. This is the Montessori school approach that parents are rushing towards, however when it comes to corporate learning the Formal Curriculum Rules the roost. The rough part is, is that the same parents who are sending their children to a Montessori education are the same ones that want a Formal Curriculum for employees. Try to explain Informal Learning or Web 2.0 to someone trying so hard to get to Level 3 or 4 on the Kirkpatrick model. Corporations want solid ROI measurable SMART objectives not social networking.

So here is the challenge while I agree with the likes of Jay Cross and Tony Carr that there is a revolution of sorts taking place in this space, I challenge the thought leaders to provide some of the keys to program development that leverages these technologies in a tangible way.

I recently took up the challenge myself a bit in the creation of a presentation on learning communities and informal learning. See my presentation on slideshare:

Innovative Practices in Learning Design















I believe informal and 2.0 are the next innovations it may take another few years for them to hit main street learning and make an ROI splash.

Analogies

Analogies make it interesting and engaging for us all.

Best analogies of 2007 so far:

"Let's do a Deep Dive on the content." -- author unknown

"The ARG starts with a Rabbit-Hole, the engagement that starts the learning." -- Rowan J0b- Julien

"Informal learning is like a Japanese Garden, to the casual observer it seems to be a natural phenomenon, to the gardener it is meticulously planned." -- Heidi Fisk

"The difference between a Spelling Bee and Scrabble is that one is about rules and recitation and the other is about learning and engagement with a group" -- Henry Jenkins

"Develop a Learnscape or Learning Ecosystem." -- Jay Cross

"Don't tell the offshore elearning vendor to "Keep their eye on the ball" because they will do exactly that." -- Doug Stephens

Will keep you posted.

Simon

Narrative Building Blocks

Below are basic building blocks of the narrative. For most simulations the first 2 or sometimes 3 are applied.

1. Apply Rules

2. Apply Proccess

3. React to Environment

4. React to Society

5. React to Emotional

6. Apply Intuition

Simulations with the greatest impact will apply 3,4,5,6 in some form to the narrative.

Elearning Guild - Narratives for Branching Simulations Files

Below are links to my presentation and the "Shoes That Fit" simulation. Thank you all for attending my session. Feel free to contact me if you have any questions.

Regards

Developing Narratives for Branching Simulations
http://www.talkhotel.com/Developing_Narratives_for_Branchings_Sims_041107.ppt

The Shoes That Fit -- tutorial simulation
http://www.talkhotel.com/build/text.html

be the ball

The creation of an engaging learning simulation not only takes the standard instructional design tools (Blooms taxonomy, ADDIE, Scaffolding...) but takes a good dose of creativity and understanding of the situation you are trying to simulate. In this article I will elaborate on methods of gathering content to create learning simulations.

The "be the ball" approach became clear to me last night after a discussion with Dave Guralnick who has created learning by doing methods and hundreds of hours of simulations. Dave and I got into a discussion about how to understand the SME(Subject Matter Expert) and scenario, which led me to the following conclusion. There are 3 common ways an ILSD (Immersive Learning Simulations Designer) can use to understand a situation and build appropriate case studies and stories:

1. Survey your SMEs asking open-ended questions about the situation (describe the situation, describe common misconceptions...), send out as many surveys as possible, cross your fingers that you get useable results.
2. Interview SMEs over the phone or in person. This requires expert facilitation. In my experience SMEs are so close to the job that they do not always see the misconceptions. Facilitation of these meetings requires a certain indescribable finesse to coax SMEs into telling the really ugly situations that make for great case studies.
3. Be the ball. In other words take on the role of the SME, shadow a SME, or simply hide out and watch as the SME actually performs in the role. Dave Guralnick mentioned to me that for more then one of his client he as actually played the role as kind of training double agent. Dave not only went behind the counter at a fast food restaurant, he went through the training program was assigned to a store and did the work, all the while taking notes on his experience and building his case studies and scenarios. For another retail client he donned stock-room garb and hung out near customer service to listen in on actual client complaints. From his experience "being the the ball", he created programs that are ingrained in clients memory as unforgettable experiences. On reflecting on my own experience shadowing branch team members, I believe this to be one of the most valid methods of gathering SME content and understanding the learner situation. It is when the ILSD is immersed in the situation can the subtleties, misconceptions, and motivations of the role emerge.

In the best of practice with no constraints an ILSD would use all three methods of content gathering. Given the reality of modern work life you need to use the methods that work best for you and your client. But, I would encourage fellow simulation designers to push the limits with client's and get in the zen state of "be the ball".

Mind Map For Branching Simulations

This Simulation Mind Map that illustrates the thought behind the design and development of a branching simulation. The map has 3 major off-shoots:

1. Learning Design - How the simulation fits into a learning plan that meets the needs of a learner.
2. Simulation Design - The over-arching design of the simulation including interface and methodologies
3. Scenario Design - The transformation of a scenario or case into a branching scenario. This includes both the story layout and the design tools (not software) one could use to create a branching scenario.

Every part is inter-related. For example "performance indicators" is an element really shared by all three off-shoots. I would like to validate this map with a few peers as I will be presenting it at the elearning Guild Conference in April of 2007.

I used FreeMind to create the map. While it is a good tool and I found the flash output really neat, I may switch to another that has more features like spell-check.

Please submit any comments.

Simon

Storyboard Templates

I am working on some new storyboard templates for tutorials and simulations. Storyboards are sometimes a point of debate among IDs. Whether it is online storyboarding tools (which I have used), word, excel or ppt. Even the best most thought out systems seem to have a few flaws such as how to track changes, how to make annotations, and how to help SME's write for a self-directed format.

As I progress I feel that the simpler the method the better, even if it requires copying and pasting text at some point in the production. It is a small price to pay for accurately developed content. Below are a few examples. Mine are to follow shortly.

Bill Horton
http://www.horton.com/media/whcstoryboard1.gif

http://www.horton.com/media/whcObjectives1.gif


Clark Quinn
http://www.engaginglearning.com/resources.html

Guide to E-learning

http://www.alleni.com/books/default.asp

I have been reading Dr. Allens books

Michael Allen's Guide to E-learning

and

Creating Successful E-learning

and have some commentary for my readers:

-- Successive Approximation/Iterative Design - I completely agree that when it comes to development of elearning this is a great approach and has huge advantages over the waterfall type method the ADDIE is built for. However, I feel that in our culture clients are confused by more then 1 or 2 iterations of the same as well as the scope creep that this method implies.

-- Savvy Start - Again, I completely agree that this method of design is proffered to get it right, right from the start. The caveat here is that it does not really work well in our fast paced culture. Most of my clients would not take 3 days away from their initiatives to work on scoping for training. As well as foot the bill to meet with consultants on expensive analysis and prototyping. Don't get me wrong I think that this is a great idea and Dr. Allen has obviously had success, but he needs to work on a Savvy start that fits with the current culture of distributed teamwork and the online tools that teams use to make progress.

Simplifying the Writing of Narrative Simulations

Push/Pull

Yin/Yang

See/Saw

Call/Response

This is what an interactive conversation is about at it's essence.

How to map instruction design tools like Scalfolding to a narrative is the elusive challenge to the instructional designer. Blinded by years of creating "Objective Based" didactic online tutorials it can be challenging to see beyond drag and drop.

Clark Quinn has definately given a starting point and maps based on solid theory, however let's go the next step. I propose a collection of text objects that a designer can use to quickly and effectively create a branching narrative and a method that allows them to visuallize a Scalfolding approach.

Simulation Authoring and Design

Over the past week it has come to my attention that very little material that suggest how to author or write a simulation for training.

Essentially a social simulation is an interactive story. Facade was authored with the concepts of AI and "beat points". The questions to me are what and how do we learn from Facade?

- Analysis - Through listening to the dialogue analyze the situation.

- Perecption - Use visual perecption to discover meaningful of objects in the room.

- Response to Phenomena - Repond to conversation.

- Internalizing/Understanding Values - Understand the motives of Trip and Grace.

- Adaptation - Adapt the play of the game to negotiate a successful ending.


I have also been thinking about George Polti's 36 dramatic situations and how if at all this may apply to training and learning. How does this correlate with Blooms Taxonomy? What if Bloom and Polti were to have a discussion -- now there is a sim for you.

Where I am driving is that the taxonomy of learning behaviors can create dramatic situations that are appropriate for training learning simulations.

Stay tuned for examples...

Selecting Simulation Authoring Tools and Environments

Thank you to everyone for attending my seminar at DevLearn 2006 "Selecting Simulation Authoring Tools and Environments " . Below are the links to the materials presented at my presentation. I am not able to share the Fire Safety or Operations links please email me if you are interested.

It was a great conference the contrast of Ze's show and musing to Dr. Kirkpatrick's overhead projector and grounding, was what I appreciated most.

I also enjoyed meeting Brent Schlenker and attending his various seminars particulary the one on MMO. The best moment for me was when one of the attendees was absolutely floored by secondlife, she said that she did not know whether she was dreaming or not. I have never seen anyone have a reaction like that by Lectora or any of the other boring elearning that is out there.

Experiential Learning is my theme and the means to develop programs where the learner is involved and engaged.


Presentation Materials

Presentation Description mp3

Powerpoint Presentation

Simulation Authoring Tool Matrix

Captivate
Outlook Example
http://www.adobe.com/products/captivate/special/shootout/

Peoplesoft Example
http://www.imagenow.com/peoplesoft

Troy Boas Sample
http://www.adobe.com/devnet/logged_in/sfleischer_captivate2.html

Branching View Example
http://my.adobe.acrobat.com/branching/

Advanced Interaction
http://my.adobe.acrobat.com/interaction/



Codebaby
Codebaby demo
http://www.codebaby.com/solutions/elearning/psdemovid.php

Apple GCRM
http://www3.codebaby.com/apple/apple.html

Fountain Tire
http://www.codebaby.com/showcase/fountaintiredemo/fountaintiredemo.php

Fillep Tech CRM
http://www3.codebaby.com/demo/FillipTech/scenario/html/page1.php

Designing effective nonverbal communication for pedagogical agents.
See research by Amy Baylor
http://ritl.fsu.edu/_Website/publications.asp


Nexlearn
Simwriter Demo
http://www.nexlearn.com/sw.htm

Principled Assessment Design for Inquiry
See research by Robert J. Mislevy.
http://padi.sri.com/

Evidence Based Selling
http://www.nexlearn.com/showcase.htm


Second Life
Building Characters/Flying/Role Playing
http://www2.kumc.edu/netlearning/SLEDUCAUSESW2005/SLPresentationOutline.htm

Check-out someone’s land in Second Life
http://www.makezine.com/blog/archive/2005/08/making_things_i.html

Stagecoach island – Wells Fargo
http://www.swivelmedia.com/fun_money.htm

Law in the Court of Public Opinion – Harvard Law
http://blogs.law.harvard.edu/cyberone/