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2010 Sys Lps Capabilities
- 1. SYS Technologies Learning and Performance Solutions Capabilities 5/13/2010 E-Learning…ILT…Learning Management Systems…Performance Support…Analytics…Mobile Applications
- 7. Sample: VW Sales Strategy Rollover
- 8. Sample: Red Bull Interface Screen
- 9. Sample: PETCO Dog Care Click and Tell
- 10. Sample: PETCO Orientation Word Scramble
- 11. Sample: Homecomings Financial Software Show Me
- 12. Sample: Navy ITA Building a Network Cable Build
- 13. Sample: Accredited Home Lenders Broker Portal Flyover
- 31. New - Business Areas
- 32. New - Sample Work Flow
- 34. E-Learning…ILT…Learning Management System…Performance Support…Analytics…Mobile Applications Senior Solutions Consultant Troy Gorostiza [email_address] 858-332-3768
Editor's Notes
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- SYS becomes part of the client team. We provide various resources and services based on clients’ needs.
- LMS Clients: CorVel, Mitsubishi, ViaSat, Sony, GMAC Homecomings, Accredited Home Lenders, Innova Systems, Nav Air Web Apps: VW, EHS UTC Certification: VW, IRS, GMAC Homecomings Competencies: NGEN, CID
- 05/20/10 SYS LPS 2010 Copyright
- This is a course for sales professionals at Volkswagen. This course is very visual but is a level 1 course primarily because it is a presentation format with little interaction.
- There is a link to the full lesson on this static image. This course is 508 compliant and is a very good example of performance based learning and very sound instructional design. I would recommend clicking on the Build a Network Cable on the left hand nav and taking the lesson in its entirety so you can see the instructional strategies presented.
- This is one in a series of 7 1 hour courses we developed to revamp the orientation and product line training for PETCO. These courses make use of vido, audio, scenarios and very frequent interactions.
- This is one in a series of 7 1 hour courses we developed to revamp the orientation and product line training for PETCO. These courses make use of vido, audio, scenarios and very frequent interactions.
- This course uses show me and try me simulations to present and assess the learner on an automatic underwriting system, which is the backbone of their business systems.
- There is a link to the full lesson on this static image. This course is 508 compliant and is a very good example of performance based learning and very sound instructional design. I would recommend clicking on the Build a Network Cable on the left hand nav and taking the lesson in its entirety so you can see the instructional strategies presented.
- There is a link to the full lesson on this static image. This course is 508 compliant and is a very good example of performance based learning and very sound instructional design. I would recommend clicking on the Build a Network Cable on the left hand nav and taking the lesson in its entirety so you can see the instructional strategies presented.
- 508 compliant – multiple versions of browser, public facing From Marines RFP: In Level I instructional interactivity the learner acts as a passive receiver of information. Level I interactivity typically requires the student to do the following: Read text on screen or listen to limited narration View graphics, photographs, illustrations, simple charts and diagrams Initiate simple animated demonstrations of operations and/or procedures when cued Use navigation buttons to progress in a linear sequence forward and back through the instruction Demonstrate very limited, if any, recall of information
- In Level II instructional interactivity the learner makes simple responses to instructional cues. In addition to Level I requirements, Level II interactivity typically requires the learner to do the following: Exercise some control over the presentation of content (e.g., access hyperlinks to navigate a related series of screens; select an icon or avatar to hear tips, techniques, and procedures; discover information via an image map with multiple hotspots) Participate in drill and practice activities Perform simple procedures to complete tasks and/or operate systems, sub-systems, or equipment (e.g., use the mouse to manipulate a dial setting or drag a vehicle gearshift into the correct position) Demonstrate recall, comprehension, and simple application of information in both formative and summative assessments/evaluations Process feedback in the form of simple equipment animation or verbal/textual information Self-remediate by reviewing content via an alternative presentation or method of instruction
- In Level III instructional interactivity the learner makes a variety of responses using varied techniques in response to instructional cues. In addition to the requirements of Level I and level II, Level III interactivity typically requires the learner to do the following: Exercise substantial control over a non-linear presentation in order to explore, discover, process, and respond to complex information, often alternating between multiple screens and to keep pace with the instruction Participate in a limited real-time simulation of performance in an operational setting Process scenario-based cues, make decisions and/or take actions, and respond to rapidly presented, authentic consequences in order to progress through multiple levels of branched instruction and/or accomplish complex tasks that emulate real job performance Analyze, apply, synthesize, and/or evaluate complex information and perform complex skills within acceptable parameters (e.g., time limits, number of errors) in both formative and summative assessments/evaluations Process feedback in the form of intrinsic consequences Self-remediate by making different choices or taking alternative actions to progress through branched instruction
- Please provide examples of how you’ve had to scale your business due to high demand. We implement specific production processes for large-scale projects to push through courseware on schedule For our Navy ITA project, over 170 lessons were developed in under 11 months. Many of the lessons included a high level of interactivity. The development methods used to implement this large-scale project included: At kick-off a process flow chart is creating which provides detail of all deliverable milestones, key review dates, and SCO packaging final deliverables. Development of an approved set of instructional strategies based on approved learning objectives Development of Writing Style Guides for Instructional Designers to maintain design standards, writing, and development standards Development of MS Word Storyboard Templates using styles to maintain consistency. Styles included: screen numbers, screen layout, content, prompts, programming notes, interactivity tables, and scripts for video or audio. For review cycles, reviewers are asked to use MS Word Track Changes or Comments to insert feedback A graphical user interface is designed, interactive screen layouts and designs created which are a guide for instructional designers and developers Prototype development includes all screen types and layouts that will be used in the training. Upon approval, all work developed after sign-off will follow the approved validated approach. (this confirms that any modifications to approved templates after prototype sign-off would require a change order and impact schedule and budget) Copyediting and Storyboard QC and validation occur for every storyboard. Before storyboards are submitted for development, they have been through at least 3 approval and review cycles (both internal and client review) All media development and web development occur when storyboards are signed-off and use client approved programmed HTML and Flash templates A web collaboration portal was used to store all storyboards, writing styleguides, project support materials, and approval sign-offs. In order to staff large scale programs, SYS Technologies maintains a team of contractors who have worked with us for years. We also have available over 125 resources within the SYS Learning & Performance Solutions Group.
- Do you package your courses as single content objects or multiple content objects? Our team is capable of developing courses as single or multiple content objects. We determine whether a course should have single or multiple content objects based on the requirements of the client’s LMS and business objectives. Examples of SCO courses: Homecomings – 36 custom courses integrated into our Veloce LMS. (ongoing development) Aegis - 15 custom courses integrated into Generation21 LMS. (completed) PETCO – 7 custom courses integrated into SumTotal LMS IRS – 2 custom courses integrated into LMS – one set of courses on Small Business Tax Law Certificate Program were successfully integrated in SmartForce Global’s LMS, Plateau’s LMS and another course Tax Collection for Field Assistance on Plateau Learning Management System NASA – 2 custom courses integrated into Plateau LMS Examples of multiple content objects courses: Navy ITA – 243 Pretests, Posttests and Lessons packaged into 74 modules for integration into the Navy ILE’s LMS, THINQ (SCORM 2004) Toyota – 2 custom courses created within the VuePoint LCMS SYS has extensive experience designing, developing and integrating custom courseware into many of today’s industry leading LMS and ERP systems using AICC, SCORM 1.2, SCORM 2004 standards, and have created custom APIs for specific client needs.
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- Metrics - the system must be able to track courseware completion progress (both e-learning and ILT) and provide metrics/reports Oracle only reports completion rates. We would like to have metrics on test scores, feedback surveys, etc. Simplify the process of running reports. Create reporting templates so that reports can be run with just a few clicks. Also run reports by roles, departments, new hire group, etc. 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright
- 05/20/10 SYS LPS 2010 Copyright