things we know best are the things that we havent been taught…

Convergence of KM and elearning

While Knowledge Management attempts to ensure that the survival of the organization is guaranteed by capturing the knowledge of its employees,

e-learning attempts to ensure that the employees can quickly retrieve the knowledge that they require and to help them grow as individuals.

Organizations and its employees are synergic in nature, for when one grows, the other grows. On the other hand, if one or the other fails to grow, then it most certainly means failure for both in today’s competitive environment.

Let’s look at this scenario:
People leave organizations, and with them they take years of knowledge and skills. The day a person says he/she is leaving the organization, their job should immediately change from performing ‘duties and tasks’ to capturing what they know so that the organization and their successor know what they are doing and how to do it. Even better yet, the organization should capture the skills and knowledge before a person even considers leaving. This would be the convergence of ‘e learning’ and ‘Knowledge Management’.

Is it only a paradigm need of the Organisation and its human resources? The answer is a definite No. The e Learning concept has been channelised by many organizations as independent revenue sources by providing its customers the end-to-end support to elicit better performances by using its applications.

July 26, 2007 Posted by | education, elearning | Leave a comment

Learning in Second life

Continue reading

April 20, 2007 Posted by | education, elearning, second life, technology, videos | Leave a comment

Preparing an ILT

keep the following structure in mind while creating an ILT.

Facilitator Guide
Overview: Aim | Objectives | Key learning | Knowledge Assumed

Agenda: Session numbers | Description (Name) | Estimated time for each of the sessions with Breaks

Resources & Preparations:

  1. Key technical references (links, document index etc)
  2. Facilitator’s preparatory note (e.g. Note that examples are provided in italics to emphasize key learning points..)
  3. Participants’ preparation (prework requirement)
  4. Resources to prepare before learning unit begins (e.g setting up LCD projector, post-its, markers etc)

Session content:

  1. A complete break-up of the session with time, Actions (Introduce the learning unit etc.), further break up of the actions into steps
  2. Actual slides (screenshots of the ppt slides)
  3. Enabling objectives at the end (“By the end of this unit, participants will be able to…“)
  4. Instructional designer’s note on the expected responses from the participants, any group activity (fish bowls etc) to be performed, Question-Answers etc

April 16, 2007 Posted by | education, elearning, ILT, instructional design | Leave a comment

ID error categorization

Following are the error categories that are typically included in a defect tracking mechanism.

  1. Instructional Objectives Error
  2. Instructional Sequence Error
  3. Content Chunking Error
  4. Sentence Construction
  5. Grammatical Error
  6. Spelling Error
  7. Punctuation Error
  8. Inappropriate User Instruction
  9. Objective-Practice-Assessment Mismatch
  10. Inappropriate Transitional Flow
  11. Concept-Visualization Mismatch
  12. Irrelevant Graphics
  13. Component Display (Rule-Example Prescriptions etc.)
  14. Unrealistic Scenario/Case Study
  15. Storyboarding Instructions
  16. Inappropriate Headings, Labels and Titles
  17. Inappropriate Summary/Key Points
  18. Non-Adherence to Project Specific Guidelines

April 10, 2007 Posted by | education, elearning, instructional design | Leave a comment

Component Display Theory

Merrill’s Component Display Theory

CDT matrix is used for clear differentiation of content… Besides it may also serve as base to form blue print…..facts, concept, principle, procedure to differentiate which cognitive skills are required, u can even consider in accordance with blooms taxonomy… facts is pure note so it comes on knowledge levels, then concepts come on comprehension level…so on…in order to etch out precise n specific performance objectives.

CDT deals with presenting a course based on the type of content and the level of performance you expect from the learner. Like if the content deals with pure fact and u want the learner just to remember the fact, then u can design a course where he/she can just identify the fact. If you want to design a course which talks about certain procedure and you want the learner to use it, then you have to build a course at application level where he should know how to use it.

Types of content Merrill classified as Fact/Concept/Procedure/Principle and the level of performance are Remember, Use and Find. When u design a course based on CDT, then u give more control to the learner. Like if he just wants to know about facts then he can select a different path than if he need to use or apply the concept. And based on this you decide the presentation forms, such as examples, practices, feedbacks etc.



U can get most of the information related to instructional designing n theories at the given link:
and if u want a depth knowledge of the ID process then there is one interesting link:

April 10, 2007 Posted by | education, elearning, instructional design, Uncategorized | 7 Comments

elearning FAQs: for the beginners

what’s e-learning?
Distance learning, sometimes called e-learning, is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication.

What are the benefits of e-learning?
Because distance learning is less expensive to support, and is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Anyone can benefit from e-learning anytime, anywhere. There’s no limit to the kind of content that one can develop in to an effective e-learning course.

what is to Instructor-Led Training (ILT) conversion?
Instructor-led training (ILT) is part of the reason why e-Learning is becoming the medium of choice. Having an instructor can be expensive, with costs including travel and salary. Additionally, ILT isn’t always as efficient as it needs to be, considering the high student-to-teacher ratio. Many companies want to take their instructor-led training content, or even their text-based content, and convert it to an e-learning format.

What’s the difference between conversion and custom?
Conversion entails taking training content that was delivered in a text-based or instructor-led-based method, and converting it to an e-learning format. This could be computer-based training (CBT), including training on CD-Rom, on DVD, or on your company’s network or LMS.
Custom training has been created “from scratch” to address your specific training needs. Instructional designers custom design courses that are Web- or computer-based. Or, if it suits your purpose, one can create a course that incorporates instructor-led, text and e-learning formats.

What is a Learning Management System (LMS)?
A learning management system is a software application or Web-based technology used to plan, implement, and assess a specific learning process. Typically, an LMS provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance.

What is a Learning Content Management System (LCMS)?
A learning content management system’s objective is to simplify the creation and administration of the online content used in e-learning. It is capable of managing the storage, indexing and retrieval of tens of thousands of learning objects that can be constantly re-used and re-purposed within numerous courses.

What is Web-based Training (WBT)?
Web-based training, also known as e-learning, is anywhere, anytime instruction delivered over the Internet or a corporate intranet to browser-equipped learners. There are two primary models of Web-based instruction: synchronous (instructor-facilitated) and asynchronous (self-directed, self-paced.) Instruction can be delivered by a combination of static methods (learning portals, hyperlinked pages, screen cam tutorials, streaming audio/video, and live Web broadcasts) and interactive methods (threaded discussions, chats, and desk-top video conferencing.)
The American Society for Training and Development (ASTD) estimates that 75% of the U.S. workforce will need some kind of retraining within the next five years in order to keep pace with industry needs and increasing global competition. Supporters of Web-based instruction feel that it is the perfect solution to meet the needs of life-long learners because it is available on demand, does not require travel, and is cost-efficient.

What is Computer-based Training (CBT)?
Computer-based training (CBT), is any course instruction or training that is delivered on your computer. The courseware may be delivered via a software product, a CD-Rom or DVD installed on your computer, or can be housed and delivered on your company’s intranet, or over the Internet.

CBT and WBT — what’s the difference between them?
Many people use CBT and WBT interchangeably. However, in the e-learning field, the generally accepted difference between the two is that the training delivered over the Internet is WBT, and the training delivered via an intranet or CD-Rom, etc., is CBT.

What is Shareable Content Object Reference Model (SCORM)?
Shareable Content Object Reference Model (SCORM) is an XML-based framework used to define and access information about learning objects so they can be easily shared among different learning management systems (LMSs). SCORM was developed in response to a U.S. Department of Defense (DOD) initiative to promote standardization in e-learning.
What this means for your project is that the company will design and produce your training content so that it can easily be used within an LMS and an LCMS. Depending on your future training needs, that training content will be ready for use in other ways, within other courses.

Do I need to use SCORM in my training course?
This depends on your content, it’s delivery, and how you plan on using the training now, and in the future. SCORM compliance is becoming the de facto standard in the e-learning industry, so if you don’t think you’ll ever have a need for it, think again. Any company that has an LMS, or plans to purchase an LMS, should plan for SCORM compliance for all their e-learning.

What is AICC Compliance?
AICC actually stands for the Aviation Industry CBT Committee. The term “AICC Compliant” means that a training product complies with one or more of the nine AICC Guidelines & Recommendations (AGR’s). The AICC has developed formal certification testing procedures for the computer-managed instruction(CMI)-related AGR’s (AGR-006/AGR-010) and currently offers certification testing for both CMI systems and CBT courseware.
Some clients don’t require that AICC certification testing be done, but require that the CBT courseware be developed following the AICC standards. With that in mind, much CBT has been “designed to AICC guidelines,” meaning that is has not been tested in the AICC labs or only partially implements AICC guidelines. If the courseware has been tested by an AICC Independent Test Lab (ITL) it is called “AICC-Certified.”
The most common meaning of “AICC Compliance” (when associated with CBT courseware or CMI systems) is compliance with the AICC documents AGR-006 (File-based CMI Systems) or AGR-010 (Web-based CMI Systems.) These AGR’s define the communication between CMI systems and CBT courseware.

What is Computer-Managed Instruction (CMI)?
The term computer-managed instruction (CMI) is often used to describe a system used to manage courseware, very much like a learning management system (LMS). You’ll often see the term CMI used along with AICC compliance, as you would see the term LMS used along with SCORM compliance.

April 10, 2007 Posted by | education, elearning, instructional design, technology | 4 Comments