Steve Finch - CDSM - Who are CDSM?
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YMCA Awards' Hooked on Technology event held on the 24th of September 2015.
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Steve Finch - CDSM - Who are CDSM?
- 2. Our Vision Building a world where learning and development matters
- 3. Our Mission To harness contemporary technologies to create learning opportunities for people and their organisations.
- 4. Our Mission Never stop learning.
- 5. Who are we? Digital Learning & Development Specialists
- 6. Who are we? Successful implementers of learning technology solutions at National, European and Global level
- 7. Who are we? Award-winning E-learning designers
- 9. Our strengths Application of Learning Science
- 10. Some of our customers Honda Mitsubishi Gleeds Legal & General BBC Welsh Government Cambridge University Press Ministry of Defence Department for Education
- 11. Designing learning for the end user
- 12. The Runner
- 14. Cambridge University Press Honda Sales Training
- 15. Cambridge University Press Mitsubishi Sales Training
- 39. 92% Passed all 3 modules tested 100% Passed at least 2 modules out of 3 92% of staff would like to receive E-Learning in this format
- 45. Where next?
- 46. Honda Case Study http://bit.ly/1MpmjXt Short video http://bit.ly/1LvxZt2
Editor's Notes
- We
- Standardised technology stack allows us to deliver all of our services from it
- The science of learning design being our key USP - runs through everything we do
- Often decisions can be made by the HiPPO (highest paid person in the organisation), the person who counts is the end user. Here’s a range of projects we’ve done with a broad range of end user types.
- The Runner - disengaged adult learners, using game environment to learn adult literacy skills. Full 3D adventure game environment with AI on characters etc. Used Shockwave 3D, streamed across 56k modem and maintained consistent framerate on PCs from 2001. https://youtu.be/MSepHWOE61M
- Atlas (Pedagogue) was developed further for Cambridge University Press to deliver English Language Training - involved around 30 different activity types to test the learners grasp of language in as many ways as possible. Touchstone courseware went out to Universities in South America, China – big seller for them. Used Wowza online media streaming service to record and deliver speech recording.
- Compliance training for introduction of new process and baselining of minimum franchise standards. We used a more classic behaviourist approach inline with their corporate culture and training methodology.
- For Mitsubishi we’re introducing ‘Active Learning’ – a more scenario-led model that enables: Exploration Application Falling-forward - allow mistakes and rapid learning from Higher order cognitive thinking: application, analysis and evaluation
- Define the learning need in terms of a huge challenge.
- 9 Modules, 10hrs of learning, 14 languages, 20 countries, 10,000 learners, 5 job roles
- We had to win trust of the end user and Honda management.
- The new guys took a new approach, as they knew what they were doing. (The overall learning strategy has been effective.)
- Bloom’s Taxonomy: Classification of learning objectives: Cognitive (knowing/head), Affective (feeling/heart), Psychomotor (doing/hands)
- Effectiveness of E-Learning 92% Of Staff Passed All Sections Tested in E-Learning after failing an assessment. 88% Of Staff Felt The E-Learning Objectives Were Met. Overall Satisfaction Staff Satisfaction after E-Learning Averaged at 81% 92% Of Staff Would Like To Receive More E-Learning in this Format
- The fresh, innovative approach of the new contender made the content excellent. (Show how the content displays innovation or originality.)
- Use BER Hero Video BER7 p.27 – 33 to show the rich media elements involved in the course such as slide shows and clickable diagrams that make the most of HTML 5.0. Points to expand upon include: A streamlined production process; Cross-browser support; A custom designed user interface; Pedagogic structure; Cloud-based media file delivery, which uses Amazon S3 and Cloudfront. Reduction in Cost Versus Classroom Based Training. Pre-Assessment and Gap Analysis.
- Use BER Hero Video BER7 p.27 – 33 to show the rich media elements involved in the course such as slide shows and clickable diagrams that make the most of HTML 5.0. Points to expand upon include: A streamlined production process; Cross-browser support; A custom designed user interface; Pedagogic structure; Cloud-based media file delivery, which uses Amazon S3 and Cloudfront. Reduction in Cost Versus Classroom Based Training. Pre-Assessment and Gap Analysis.
- Use BER Hero Video BER7 p.27 – 33 to show the rich media elements involved in the course such as slide shows and clickable diagrams that make the most of HTML 5.0. Points to expand upon include: A streamlined production process; Cross-browser support; A custom designed user interface; Structure & pedagogy Cloud-based media file delivery, which uses Amazon S3 and Cloudfront. Reduction in Cost Versus Classroom Based Training. Pre-Assessment and Gap Analysis.
- Use BER Hero Video BER7 p.27 – 33 to show the rich media elements involved in the course such as slide shows and clickable diagrams that make the most of HTML 5.0. Points to expand upon include: A streamlined production process; Cross-browser support; A custom designed user interface; Pedagogic structure; Cloud-based media file delivery, which uses Amazon S3 and Cloudfront. Reduction in Cost Versus Classroom Based Training. Pre-Assessment and Gap Analysis.
- The core passion of the company made the learning content successful, whatever technology was involved. (Showing how text, images, animation, audio, video, and other media elements have been used effectively and appropriately.)
- the content uses Mayer’s model of how the brain processes information in learning. Going by Mayer’s model, four types of imagery were used. These are organisational, relational, transformational, and interpretive. Also the content mixed the content in with spoken words, as the videos of Honda’s history allowed learners to retain more information.
- Effectiveness of E-Learning 92% Of Staff Passed All Sections Tested in E-Learning after failing an assessment. 88% Of Staff Felt The E-Learning Objectives Were Met. Overall Satisfaction Staff Satisfaction after E-Learning Averaged at 81% 92% Of Staff Would Like To Receive More E-Learning in this Format
- Effectiveness of E-Learning 92% Of Staff Passed All Sections Tested in E-Learning after failing an assessment. 88% Of Staff Felt The E-Learning Objectives Were Met. Overall Satisfaction Staff Satisfaction after E-Learning Averaged at 81% 92% Of Staff Would Like To Receive More E-Learning in this Format
- Effectiveness of E-Learning 92% Of Staff Passed All Sections Tested in E-Learning after failing an assessment. 88% Of Staff Felt The E-Learning Objectives Were Met. Overall Satisfaction Staff Satisfaction after E-Learning Averaged at 81% 92% Of Staff Would Like To Receive More E-Learning in this Format
- Effectiveness of E-Learning 92% Of Staff Passed All Sections Tested in E-Learning after failing an assessment. 88% Of Staff Felt The E-Learning Objectives Were Met. Overall Satisfaction Staff Satisfaction after E-Learning Averaged at 81% 92% Of Staff Would Like To Receive More E-Learning in this Format
- Big data analysis & real-time reporting User-generated content – reward & recognition