What to Consider When Designing Content for Adaptive Learning

1. What to Consider When Designing Content for Adaptive Learning You can listen to today’s webinar using your computer’s speakers or you may dial into the teleconference. If you would like to join the teleconference, please dial 1.866.469.3239 and enter access code: xxx xxx xx. You will be on music hold until the seminar begins. #CLOwebinar

2. What to Consider When Designing Content for Adaptive Learning Speaker:Lyle Emmott, GreenLight Product Manager, SilkRoad technology Moderator: Daniel Margolis, Managing Editor, Chief Learning Officer Magazine #CLOwebinar

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9. What to Consider When Designing Content for Adaptive Learning Daniel Margolis Managing Editor Chief Learning Officer magazine #CLOwebinar

10. What to Consider When Designing Content for Adaptive Learning Lyle Emmott GreenLight Product Manager, SilkRoad technology #CLOwebinar

11. Designing Adaptive Learning Using SCORM Sequencing & Navigation

13. Healthcare/Medical

14. Technology

15. Energy & Utilities

16. Professional Services

17. Retail

19. HR Professional

20. Instructional Designer

21. Subject Matter Expert

22. Engineer

24. Definition Adaptive learning systems: Adapt learning to skills and needs of learners Provide alternative content to achieve learning outcomes Provide alternative learning paths through content

25. Definition Adaptive learning systems: Adapt learning based on learners’ choices Allow content to be reused and repurposed for other learning opportunities Provide alternative choices for accessing content

27. New job, or a change in jobs

29. Teach ONLY what needs teaching

30. Learn ONLY what needs learningJET

31. Enabling Adaptive Learning JUST In Time Learning (JIT) Use a Learning Management System (LMS) JUST Enough Time Learning (JET) Use SCORM Sequencing and Navigation rules

33. Keeps content in small, reusable chunks for presentation to learners

34. Controls how the presentation adapts to learners as they navigate through content

35. Unlike branching rules, sequencing rules are not hard-coded into the SCO to increase reuse and interoperability

39. Cluster: a collection of content activities organized in a hierarchy with a single, no content header “Parent” item and a collection of “Leaf” activities.

41. Cluster: a collection of content activities organized in a hierarchy with a single, no content header “Parent” item and a collection of “Leaf” activities.

42. Content Object: a collection of content activities or clusters organized in a structure to present content to learners in a sequence.

44. Shared Objective: each Activity may share objective status with another activity in the activity tree

52. Even with an effective interface, adding sequencing rules requires a thorough understanding of how all the data elements work and control activity status

53. Implementing sequencing patterns through templates makes implementation easier

56. Users then complete an assessment

59. Then skip activities whose objectives are PASSED and complete only those activities whose objectives were FAILED

60. Users complete a Post-Test when all activities whose objectives were FAILED have been SATISFIED

62. Then skip activities whose objectives are PASSED and complete only those activities whose objectives were FAILED

63. Users complete a Post-Test when all activities whose objectives were FAILED have been SATISFIED

65. Question & Answer Lyle Emmott GreenLight Product Manager, SilkRoad technology Lyle.Emmott@silkroad.com sales@silkroad.com #CLOwebinar

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