The document discusses common issues or "landmines" that can derail eLearning projects such as problems with the learning management system, lack of subject matter expert time, excessive revisions, and scope creep. It provides tips for addressing each issue, such as testing the LMS early, clearly defining the time commitment from SMEs, managing revision processes, and regularly comparing scope to progress. The main messages are that asking the right scoping questions upfront and getting the project team aligned at a kickoff meeting are effective ways to defuse potential landmines.
Crossing the Chasm to Engaging Virtual Facilitation - 08-28-12Cynthia Clay
Learn how to make the leap from face-to-face classroom delivery to the virtual classroom. Learn practical techniques you can apply immediately, as well as learn about myths about webinar delivery and learn how to overcome technology snafus.
Crossing the Chasm to Valuable, Engaging Virtual FacilitationCynthia Clay
This document discusses techniques for creating engaging virtual facilitation. It outlines learning objectives around adopting tools to create engaging virtual experiences. It introduces the presenter Cynthia Clay and covers topics like what can go wrong in virtual events, adult learning principles, transforming the virtual classroom, and tools for interactivity like chat, polling, streaming video, annotation tools, and emoticons. The goal is to apply these techniques to improve an existing virtual program.
This document outlines techniques for engaging participants in virtual facilitation. It discusses using tools like chat, polling, streaming video, annotation, emoticons and status icons, short instructional videos, and a host/producer role. The goal is to implement techniques that engage participants every 3 minutes, adopt an interactive mindset over a lecture style, and create a compelling visual experience to keep learners engaged.
Linda Dulye - The Approachable Leader IABC ECCDulye
The document discusses an approachable leadership model that focuses on effective communication through establishing a clear vision and strategy, using various formal and informal communication practices, providing tools and training to develop communication skills, and emphasizing two-way feedback to understand employees and respond to their needs. The model aims to increase employee engagement and productivity by making leaders more approachable through their communication abilities.
The document discusses transforming classroom training to effective virtual delivery. It outlines techniques for interactive webinars including engaging participants every 3 minutes, using diverse polls, allowing participant chat and exchanges, creating problem-based learning experiences, and soliciting regular feedback. It also discusses avoiding common errors like lecturing, prohibiting chat, and boring slides. Finally, it provides tips for handling technology issues and recommends practicing beforehand.
Crossing the Chasm to Engaging Virtual Facilitation - 08-28-12Cynthia Clay
Learn how to make the leap from face-to-face classroom delivery to the virtual classroom. Learn practical techniques you can apply immediately, as well as learn about myths about webinar delivery and learn how to overcome technology snafus.
Crossing the Chasm to Valuable, Engaging Virtual FacilitationCynthia Clay
This document discusses techniques for creating engaging virtual facilitation. It outlines learning objectives around adopting tools to create engaging virtual experiences. It introduces the presenter Cynthia Clay and covers topics like what can go wrong in virtual events, adult learning principles, transforming the virtual classroom, and tools for interactivity like chat, polling, streaming video, annotation tools, and emoticons. The goal is to apply these techniques to improve an existing virtual program.
This document outlines techniques for engaging participants in virtual facilitation. It discusses using tools like chat, polling, streaming video, annotation, emoticons and status icons, short instructional videos, and a host/producer role. The goal is to implement techniques that engage participants every 3 minutes, adopt an interactive mindset over a lecture style, and create a compelling visual experience to keep learners engaged.
Linda Dulye - The Approachable Leader IABC ECCDulye
The document discusses an approachable leadership model that focuses on effective communication through establishing a clear vision and strategy, using various formal and informal communication practices, providing tools and training to develop communication skills, and emphasizing two-way feedback to understand employees and respond to their needs. The model aims to increase employee engagement and productivity by making leaders more approachable through their communication abilities.
The document discusses transforming classroom training to effective virtual delivery. It outlines techniques for interactive webinars including engaging participants every 3 minutes, using diverse polls, allowing participant chat and exchanges, creating problem-based learning experiences, and soliciting regular feedback. It also discusses avoiding common errors like lecturing, prohibiting chat, and boring slides. Finally, it provides tips for handling technology issues and recommends practicing beforehand.
The document discusses techniques for effective webinar facilitation. It provides tips from Cynthia Clay, an expert in facilitating interactive web training. The tips include engaging participants every 3 minutes, using diverse polling methods, allowing participants to chat and share ideas, creating learning experiences with real problems, and requesting regular feedback. The document also discusses how to reduce the impact of potential technology issues during webinars.
Blending Web 2.0 Technologies with Traditional Formal LearningEboni DuBose
This document discusses blending formal learning methods with informal learning and performance support using Web 2.0 technologies. It defines formal learning, informal learning, and performance support. It then describes key Web 2.0 technologies like blogs, discussion forums, wikis, and social networking. It provides examples of how these technologies can be used to supplement traditional training programs in areas like onboarding, leadership development, and technical skills training. The document advocates a blended approach that leverages both traditional methods and new Web 2.0 technologies to maximize learning.
The document summarizes a webinar on transforming virtual learning presented by Cynthia Clay. The webinar covered avoiding common delivery errors like relying too much on slides and not engaging participants. It also provided five techniques to make virtual classes more interactive, such as mixing up polling types and creating opportunities for discussion. Additionally, the webinar offered tips for dealing with technology issues and evaluated participant feedback.
The document discusses how schools can implement digital learning for all students using existing resources. It argues that the future of learning and work is digital, and limited access to digital resources limits students' mastery. Every printed page is a waste when digital alternatives exist. The document proposes that schools can achieve digital learning for all through BYOD programs, open source software, and digital materials. This approach reduces costs while increasing student engagement over traditional print and software models. Schools should focus on equitably providing digital access to all students. The document outlines goals and considerations for teaching and learning, leadership, and resources to guide schools in transitioning to digital learning models.
The document discusses transforming defence training through more efficient and effective blended learning approaches. It suggests that blended learning can (1) do more with less by combining different delivery methods, (2) consider learner and instructor maturity to design appropriate blends, and (3) have impact by engaging learners and improving outcomes. Specific examples are provided of blended learning initiatives in the defence sector that increased learner engagement, first-time pass rates, and cost and time savings.
Connect the brain friendly way liz guthridge april 2012Liz Guthridge
The document provides tips for communicating in a brain-friendly way to effectively engage and influence others. It discusses how neuroscience research shows the brain is more emotional and tires quickly. It recommends 7 ways to communicate clearly, concisely and compellingly: name things, be positive, improve clarity, be visual, use metaphors, set deadlines, and slow down. Specific tactics are outlined, and resources are provided to learn more communication strategies grounded in brain science.
Test Management Challenges + Solutions - Selena DelesieSelena Delesie
This document summarizes a webinar about real-life test management challenges and solutions. It discusses team-based challenges such as staff not getting along or working to their potential. It provides examples of how coaching staff and building relationships helped address these issues. It also discusses project-based challenges like unrealistic timelines and priorities. The document emphasizes communicating with stakeholders, using servant leadership, and gaining early involvement in projects. It provides recommendations for managing challenges related to people, projects, and stakeholders.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
Ideas for Distributing Skills Across a Continental DivideBen Stopford
Ideas for Distributing Skills Across a Continental Divide
Key Points:
- Learning needs to be collaborative and bi-directional
- Use the code base as a primary channel for communication. Encourage this in your practices.
- Select different learning practices for different phases in the project.
-Appraisal of four practices: Abridged Pairing, Collaborative Refactoring, Code Review Blitz, Follow-the-Sun Pairing.
Dr. Patrick Blum presented on embedded knowledge resources at the ICELW 2010 conference. He discussed how learning and work are typically separate processes, but organizations need to integrate learning directly into work. This can be done through intrinsic performance support that embeds just-in-time knowledge resources directly into existing software systems. Challenges include maintaining knowledge integrity and security across systems, but embedded resources accessed based on user roles can provide on-demand learning within work processes.
This document provides an overview of formative and summative assessment. Formative assessment is used for learning and involves frequent feedback to improve student understanding. Summative assessment evaluates learning and is used to assign grades. The document discusses strategies for formative assessment including quizzes, self-assessment, and aligning instruction and assessment. It emphasizes using both forms of assessment to improve student learning.
Final linda dulye nj iabc chapter ultimate engagement 110811Dulye
The document discusses strategies for improving employee engagement through effective communication and leadership. It recommends conducting an employee survey to identify issues, then forming cross-functional action teams to address priorities. Leaders should participate in regular "walkarounds" to connect with frontline employees, and metrics should track progress in engagement and business outcomes over time. Piloting the program with a small group before expanding it is also advised.
Conversation Channels Insight Into Action!4Good.org
This document provides a summary of a webinar on knowledge jams presented by Kate Pugh. The webinar discussed how knowledge jams can be used to surface hidden knowledge within organizations through facilitated conversations and translation of insights into usable forms. It defines knowledge jams as a process for bringing out know-how via a facilitated conversation between knowers and learners, with a built-in step to circulate findings. The webinar provided examples of knowledge jams and discussed the disciplines of facilitation, conversation, and translation used in knowledge jam processes.
The document discusses digital learning and preparing students for the 21st century. It advocates for less paper-based and more technology-enabled learning, as well as less routine memorization and more engagement, adaptation, and student-driven choices. The goal is to prepare students for learning, life, and work through a phased integration of digital tools and skills like critical thinking. This will help students succeed in a fast-changing world where work is collaborative and information access is open and global.
The document discusses CSC's implementation of an enterprise social collaboration platform called C3. Some key points:
- CSC implemented C3 to help employees better connect, communicate and collaborate across the large global organization.
- An adoption best practices approach was taken, focusing on engaging advocates like executives, seeding use cases, and transparency.
- The implementation started as a pilot in 2008 and grew organically, reaching 45,000 registered users by 2010.
The document provides recommendations from TeAM (Technopreneurs Association of Malaysia) for policies to support entrepreneurs and technology companies under Malaysia's new economic model (NEM).
Key recommendations include: 1) Converting government venture capital funding to investment funding rather than loans to increase risk-taking. 2) Managing grants and soft loans through expert agencies rather than banks. 3) Ensuring policies are market-driven through close consultation with industry. 4) Embracing leadership in green technology by focusing on research, business systems, and market development in strategic areas like palm oil and renewable energy.
The document discusses initiatives by the Government of India to promote research and development in the pharmaceutical sector. It provides details about the Drugs and Pharmaceuticals Research Programme (DPRP) launched by the Department of Science and Technology. DPRP aims to enhance capabilities of the Indian drugs industry through public-private partnerships. It provides grants and soft loans to support collaborative R&D projects between public institutions and industry. Over 50 industry-institutional alliances have been formed under this program.
The document discusses techniques for effective webinar facilitation. It provides tips from Cynthia Clay, an expert in facilitating interactive web training. The tips include engaging participants every 3 minutes, using diverse polling methods, allowing participants to chat and share ideas, creating learning experiences with real problems, and requesting regular feedback. The document also discusses how to reduce the impact of potential technology issues during webinars.
Blending Web 2.0 Technologies with Traditional Formal LearningEboni DuBose
This document discusses blending formal learning methods with informal learning and performance support using Web 2.0 technologies. It defines formal learning, informal learning, and performance support. It then describes key Web 2.0 technologies like blogs, discussion forums, wikis, and social networking. It provides examples of how these technologies can be used to supplement traditional training programs in areas like onboarding, leadership development, and technical skills training. The document advocates a blended approach that leverages both traditional methods and new Web 2.0 technologies to maximize learning.
The document summarizes a webinar on transforming virtual learning presented by Cynthia Clay. The webinar covered avoiding common delivery errors like relying too much on slides and not engaging participants. It also provided five techniques to make virtual classes more interactive, such as mixing up polling types and creating opportunities for discussion. Additionally, the webinar offered tips for dealing with technology issues and evaluated participant feedback.
The document discusses how schools can implement digital learning for all students using existing resources. It argues that the future of learning and work is digital, and limited access to digital resources limits students' mastery. Every printed page is a waste when digital alternatives exist. The document proposes that schools can achieve digital learning for all through BYOD programs, open source software, and digital materials. This approach reduces costs while increasing student engagement over traditional print and software models. Schools should focus on equitably providing digital access to all students. The document outlines goals and considerations for teaching and learning, leadership, and resources to guide schools in transitioning to digital learning models.
The document discusses transforming defence training through more efficient and effective blended learning approaches. It suggests that blended learning can (1) do more with less by combining different delivery methods, (2) consider learner and instructor maturity to design appropriate blends, and (3) have impact by engaging learners and improving outcomes. Specific examples are provided of blended learning initiatives in the defence sector that increased learner engagement, first-time pass rates, and cost and time savings.
Connect the brain friendly way liz guthridge april 2012Liz Guthridge
The document provides tips for communicating in a brain-friendly way to effectively engage and influence others. It discusses how neuroscience research shows the brain is more emotional and tires quickly. It recommends 7 ways to communicate clearly, concisely and compellingly: name things, be positive, improve clarity, be visual, use metaphors, set deadlines, and slow down. Specific tactics are outlined, and resources are provided to learn more communication strategies grounded in brain science.
Test Management Challenges + Solutions - Selena DelesieSelena Delesie
This document summarizes a webinar about real-life test management challenges and solutions. It discusses team-based challenges such as staff not getting along or working to their potential. It provides examples of how coaching staff and building relationships helped address these issues. It also discusses project-based challenges like unrealistic timelines and priorities. The document emphasizes communicating with stakeholders, using servant leadership, and gaining early involvement in projects. It provides recommendations for managing challenges related to people, projects, and stakeholders.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
Ideas for Distributing Skills Across a Continental DivideBen Stopford
Ideas for Distributing Skills Across a Continental Divide
Key Points:
- Learning needs to be collaborative and bi-directional
- Use the code base as a primary channel for communication. Encourage this in your practices.
- Select different learning practices for different phases in the project.
-Appraisal of four practices: Abridged Pairing, Collaborative Refactoring, Code Review Blitz, Follow-the-Sun Pairing.
Dr. Patrick Blum presented on embedded knowledge resources at the ICELW 2010 conference. He discussed how learning and work are typically separate processes, but organizations need to integrate learning directly into work. This can be done through intrinsic performance support that embeds just-in-time knowledge resources directly into existing software systems. Challenges include maintaining knowledge integrity and security across systems, but embedded resources accessed based on user roles can provide on-demand learning within work processes.
This document provides an overview of formative and summative assessment. Formative assessment is used for learning and involves frequent feedback to improve student understanding. Summative assessment evaluates learning and is used to assign grades. The document discusses strategies for formative assessment including quizzes, self-assessment, and aligning instruction and assessment. It emphasizes using both forms of assessment to improve student learning.
Final linda dulye nj iabc chapter ultimate engagement 110811Dulye
The document discusses strategies for improving employee engagement through effective communication and leadership. It recommends conducting an employee survey to identify issues, then forming cross-functional action teams to address priorities. Leaders should participate in regular "walkarounds" to connect with frontline employees, and metrics should track progress in engagement and business outcomes over time. Piloting the program with a small group before expanding it is also advised.
Conversation Channels Insight Into Action!4Good.org
This document provides a summary of a webinar on knowledge jams presented by Kate Pugh. The webinar discussed how knowledge jams can be used to surface hidden knowledge within organizations through facilitated conversations and translation of insights into usable forms. It defines knowledge jams as a process for bringing out know-how via a facilitated conversation between knowers and learners, with a built-in step to circulate findings. The webinar provided examples of knowledge jams and discussed the disciplines of facilitation, conversation, and translation used in knowledge jam processes.
The document discusses digital learning and preparing students for the 21st century. It advocates for less paper-based and more technology-enabled learning, as well as less routine memorization and more engagement, adaptation, and student-driven choices. The goal is to prepare students for learning, life, and work through a phased integration of digital tools and skills like critical thinking. This will help students succeed in a fast-changing world where work is collaborative and information access is open and global.
The document discusses CSC's implementation of an enterprise social collaboration platform called C3. Some key points:
- CSC implemented C3 to help employees better connect, communicate and collaborate across the large global organization.
- An adoption best practices approach was taken, focusing on engaging advocates like executives, seeding use cases, and transparency.
- The implementation started as a pilot in 2008 and grew organically, reaching 45,000 registered users by 2010.
The document provides recommendations from TeAM (Technopreneurs Association of Malaysia) for policies to support entrepreneurs and technology companies under Malaysia's new economic model (NEM).
Key recommendations include: 1) Converting government venture capital funding to investment funding rather than loans to increase risk-taking. 2) Managing grants and soft loans through expert agencies rather than banks. 3) Ensuring policies are market-driven through close consultation with industry. 4) Embracing leadership in green technology by focusing on research, business systems, and market development in strategic areas like palm oil and renewable energy.
The document discusses initiatives by the Government of India to promote research and development in the pharmaceutical sector. It provides details about the Drugs and Pharmaceuticals Research Programme (DPRP) launched by the Department of Science and Technology. DPRP aims to enhance capabilities of the Indian drugs industry through public-private partnerships. It provides grants and soft loans to support collaborative R&D projects between public institutions and industry. Over 50 industry-institutional alliances have been formed under this program.
The 1984 Bhopal disaster in India killed over 3,800 people after 40 tons of toxic methyl isocyanate gas leaked from a Union Carbide pesticide plant. While Union Carbide paid $470 million in compensation, it was a relatively small amount given the significant underestimation of long-term health consequences. The disaster highlighted the need for international safety standards and disaster preparedness. However, rapid industrialization in India since has continued threats to the environment from poorly regulated growth and ongoing health issues.
The Tick App is a new online resource developed by Texas A&M University and other southern universities to provide information on 11 tick species found in Texas and the southern region. It was created by a design team led by Pete D. Teel, Otto F. Strey, and Robin L. Williams and was reviewed by entomology experts from Texas, Oklahoma, Ohio, Florida, and Auburn University as well as the Southern Region IPM Center.
Ambush marketing is the unauthorized association of a business with a sponsored event to gain marketing benefits without paying licensing fees. It has a long history, including at the Olympics where Nike famously ambushed sponsor Adidas. Forms include suggestive advertising, blocking sponsor logos, and stunts. It raises ethical issues by confusing consumers and undermining official sponsors. Events now have stricter rules to limit ambush marketing tactics.
EmmettRyan is a 32-year-old photographer who also works part time as a farmer and bomb disposal expert. The video discusses impossible pictures taken by EmmettRyan and thanks viewers for watching.
The document discusses perioperative neurosurgical critical care. It describes a clinical case of a patient returning to the ICU after decompressive craniectomy for malignant MCA infarction who faces challenges from medical comorbidities and surgery. It then discusses goals of postoperative neurosurgical care including emergence from anesthesia, hemodynamic and respiratory status optimization, and complication management. Specific complications are reviewed for various neurosurgeries like craniotomies, pituitary surgery, and carotid endarterectomy.
Getting Results With Usability Testing (5Q GROK Webinar Series)Five Q
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1. The document outlines the plans and preparations for an international society discussion group.
2. Topics under consideration included Africa, Burma, Iraq, and North Korea, which were evaluated based on member interest, potential, and suitability.
3. Going forward, the group created a to-do list focusing on arranging discussions, preparing knowledge on topics, practicing English, and conducting fieldwork over the coming months in July, August, and September.
1. This document outlines strategies for using social media tools like Facebook, Twitter, YouTube, and blogs for music content creation and community management. It discusses setting up profiles, posting engaging content, and interacting with fans.
2. Specific tips include customizing Facebook pages, using hashtags on Twitter, growing a YouTube channel, selecting useful Wordpress plugins, and sharing relevant content and exclusives with fans while maintaining a consistent brand presence across platforms.
3. Interacting daily, answering fans' questions, and engaging with them in real-time is emphasized over just self-promotion to build loyal communities and measure success through real-world metrics like downloads, sales and live attendance.
The document outlines rules and procedures for participants in Non-Recourse Loan (NRL) programs. It states that participating is a privilege, not a right. NRL programs aim to finance humanitarian and economic development projects over wealth accumulation. Clients working on such projects receive preferred treatment. Strict compliance with international laws and regulations is required. The document warns that forging documents or failing to disclose full information can result in rejection or prosecution. All information must be kept confidential to avoid contract cancellation. Applying to multiple program managers at once is prohibited.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
The document discusses the Indian pharmaceutical industry and analyzes the efficiency of firms using data envelopment analysis (DEA). It notes that the industry is undergoing a shift from a process patent to product patent regime, which will impact generic drug production. DEA is used to measure the relative efficiency of 44 listed pharmaceutical companies over 10 years, examining factors like costs, revenues, and growth. The results from the CCR, BCC, and AR DEA models are analyzed to determine if internal efficiencies correlate with firm growth in this dynamic industry environment.
This document provides guidance on customizing the design of a front-end promotion using CSS and HTML. It outlines how to download the stylesheet, add classes and IDs, upload images, and control positioning and styling of elements like logos, buttons, text boxes, and the tweet box through modifying CSS classes and properties. Classes like .promo-wrapper, .promo-content, and .tweet-box allow positioning and styling landing pages, content areas, and social elements respectively.
This document discusses project management strategies for rapid eLearning projects with tight deadlines. It recommends establishing a realistic schedule that maps out development tasks across multiple assembly lines to parallelize work. Selecting a skilled multi-disciplinary team and tracking progress are also emphasized to manage risks. Client expectations should be set around content stability and appropriate levels of interactivity compared to past projects. With strong project management, it is possible to develop 35 lessons in 35 days while maintaining sanity.
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
BenchmarkQA Software Quality Forum on Retrospectives, March 2011BenchmarkQA
The document provides an overview of a presentation on retrospectives. It defines retrospectives as rituals held at the end of projects to learn lessons and plan for future improvements. The presentation covers planning retrospectives, conducting them, and following up after to ensure identified issues are addressed. It provides tips on various stages, such as inviting the right stakeholders, using facilitators, and establishing ground rules. Examples of lessons learned include the need for action plans and management support to implement identified changes.
The continuous improvement cycle document outlines a process for ongoing evaluation and improvement of student learning, operations, planning, and stakeholder engagement. Key components include collecting inputs like resources, data, and staff time to inform school processes and drive outcomes in areas such as learning, operations, and satisfaction. It emphasizes using data to monitor variability and make adjustments.
Here are the prompts for today's 60 second lecture:
- Summarize your team's discussion about how to deepen learning through collaborative teams.
- Share one insight or "aha" your team discussed regarding next steps.
You have 60 seconds to stand on one leg and share! Go!
SEI Webinar Series: Making Agile Work for YouLa Red DBAccess
This document provides an overview of an SEI webinar on making agile work. The webinar was presented by Timothy Chick from the SEI in July 2011. The webinar covered agile principles and methods like Scrum and XP. It discussed factors to consider when selecting agile practices, such as the ability of the organization to adopt agile and the suitability of practices for the project. The webinar also addressed maintaining consistency and agility using Team Software Process.
The document discusses the CAPDM model for developing learning materials. It recommends investing in standards to ensure long-term usability and reusability. Developing materials through a single source publisher can reduce costs by 40-60%. Working with an experienced partner can help share best practices. The document also discusses flexible learning approaches, components of online courses, integrating learning objectives with feedback, and how a managed learning environment can improve quality and efficiency.
The document discusses transforming virtual classroom delivery through webinars. It outlines common errors like returning to traditional lecturing or not allowing participant interaction. The author advocates for engaging participants every 3 minutes through polls, chats or other techniques. She provides five techniques for effective webinars, including limiting time between interactions and using diverse polls. The webinar aims to teach best practices for facilitating interactive online learning.
This presentation was used in "Agile workshop for FPT Aptech Hanoi students" in December 2012.
This doc covers most of core practices of an agile developer.
The document outlines an introduction to Agile and Scrum frameworks. It discusses Agile and Scrum concepts like values, roles, planning, and comparisons to traditional waterfall approaches. Key aspects of Scrum like the product owner, Scrum master, and self-organizing team roles are defined, along with how planning, estimation, and engagement occur in a Scrum process.
This is a 45 minute presentation I will be delivering at a company-wide meeting to discuss:
* How push-button release was used to help entire enterprise go from 6 month to 1 week release cycles
* How a "No Defect" team policy with ATDD drives greater productivity
The document provides an agenda and overview of an introductory training on Agile and Scrum frameworks. It discusses key concepts like the Agile Manifesto, Scrum values and roles, and the differences between Scrum and traditional Waterfall methodologies. It also covers topics like product vision, role engagement, planning, estimation, and Scrum simulations.
This document provides an overview of Agile and Scrum frameworks. It discusses key aspects like the Scrum roles of Product Owner, Scrum Master, and team. It also covers Scrum ceremonies like sprint planning, daily stand-ups, sprint reviews, and retrospectives. The document aims to introduce attendees to Agile and Scrum concepts and dispel common myths.
This document summarizes planning and approaches to integrating ICT in primary education. It discusses waterfall and iterative planning models and agile principles for developing software. It also covers using ICT to support learning across subjects, evaluating embedded versus separate ICT approaches, and pedagogical patterns for teaching with technology. Key challenges in secondary ICT like unreliable equipment and classroom management issues are also noted.
Converting e learning to mlearning (why and how)John Feser
This document discusses converting existing eLearning content to mobile learning (mLearning). It provides an agenda for a workshop on the topic, including introductions, learning objectives, and a discussion of why to convert eLearning and what types of content are best suited for conversion. The rest of the workshop will cover instructional design considerations for converting eLearning, including how learning objectives, content, user experience, and success measurements may need to change to be effective on mobile devices.
Driving integration and innovation at the canaccord lc pdfAlex Monegro
The document discusses how to drive integration, innovation, and enhance the student experience at learning commons. It recommends running the learning commons like a startup by constantly engaging stakeholders, setting joint goals, and building only minimum viable pilots to test assumptions. A success story details how building a presentation skills program integrated with courses and allowed testing outcomes through over 550 student services. The key is to tell stakeholders purposefully, prove wants through measurement, and use technology and collaboration together for greater impact.
While converting classroom training material to eLearning helps use your resources, saving time and cost, you need to ensure eLearning design is seamless for courses to be relevant and engaging. This SlideShare compiles 10 must-know best practices.
Similar to CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects (20)
This document is a bibliography compiled by James J. Goldsmith of Accenture that lists selected books, websites, blogs, and other resources on the topics of learning myths and truths. The bibliography contains over 30 references, mostly books published between 2007-2015, that examine myths about learning, education, the brain, instructional design, and presentations. It also lists several blogs and websites that debunk common myths or provide perspectives on learning. The resources in the bibliography aim to separate fact from fiction in the fields of learning and education.
This document provides a list of visual tools and resources for creating motion graphics, flipbooks, word clouds, drawings, infographics, and finding images. It includes links to software like Adobe After Effects and websites like Wordle, Piktochart, Wikimedia Commons, and tips for using tools in Microsoft Office and searching Google Images.
The document discusses worst case scenarios that could happen during a webinar and proposes solutions, including what to do if the fire alarm goes off, a panelist is not connected, zombies are approaching the office, the power goes out, a computer reboots mid-webinar, there is a wild animal in the room, a panelist loses audio, attendees lose interest, background noise becomes too loud, or the webinar is not being recorded as planned. It focuses on providing quick solutions to these unexpected problems that could disrupt a live online presentation.
This document discusses using visual techniques to engage learners. It provides guidelines for effective visuals such as using visuals that support the message, simplifying complex images, and ensuring text and fonts are designed well. Examples are given of transforming content into visual formats like process flows, job aids, word clouds, infographics, flipbooks, and motion graphics. The document encourages attendees to think about the learner, most important content, and engaging all learners when transforming content.
This document discusses how agile project management methods can be applied to eLearning development. Some key benefits of the agile approach include prioritizing individuals and collaboration over processes and tools. The document outlines the scrum framework, including sprints, backlogs, stories and tasks. An example workflow for course development is presented, showing iterations within a sprint. Best practices are provided for designing large blended learning curriculums using agile methods.
This document discusses different programming strategies that can be used in Articulate Storyline to present information to learners. It will provide examples of using layers, state changes, and new slides to preview steps in a process. Attendees will vote on which strategies they typically prefer for different common Storyline situations. The topics that will be discussed and voted on include locking the next button, using layers or state changes for rollovers, using individual pictures or hotspots for multipart graphics, displaying progress bars, reviewing steps in a process, and character pose changes. Pros and cons of each approach will be discussed based on the survey results.
Strip away unnecessary design elements from learning content to assess how well the essential information stands on its own. Simplify content by removing stock images and trends that do not advance the learning objectives. Focus on using a simple information schema with fully integrated textual information, relevant example images, and a model that highlights the most essential points for learners.
The document discusses games, serious games, gamification, and simulations. It provides definitions for games as systems with common goals, rules, interactivity, and quantifiable outcomes. Gamification is defined as integrating game characteristics and mechanics into real-world tasks to promote behavior change, often using achievements, badges, levels, rewards, and leaderboards. The document also lists some potential benefits of games including declarative, procedural and confidence building.
Leonardo da Vinci's Mona Lisa is one of the most famous paintings in the world, currently housed in the Louvre in Paris. It was painted between 1500-1508 when da Vinci lived in Florence. The subject's identity is uncertain and has added to the mystery surrounding the painting over the years, though it is believed to depict the wife of Francesco del Giocondo named Lisa.
The document discusses how to deliver bite-sized learning. Bite-sized learning involves short learning chunks focused on a single topic that can be consumed individually or together. It is used to provide faster and more reusable learning that is better tailored to learners' needs. Effective bite-sized learning involves analyzing learning needs, authoring content in small modular pieces, publishing content in different systems, delivering content through various channels, and analyzing learning analytics. Bite-sized learning allows for more flexible, scalable, and measurable content that can be adapted to different learner journeys.
This document summarizes a webinar on worst-case scenario survival training for webinar organizers. The webinar covers anticipating and addressing potential webinar disasters through four guiding principles: avoiding dead air, having a backup plan, using your team, and not panicking. The webinar also covers branching scenario exercises where participants address different disaster situations and provide feedback. Attendees are polled on their webinar experience and which attendee issue they would prioritize. The webinar encourages participants to develop their own worst-case scenarios and apply the lessons to their own training projects.
This document discusses using brain science to build adaptive eLearning. It begins by introducing the speaker and their background. They then discuss the challenges and opportunities in skill training for the IT workforce. The solution proposed uses adaptive learning triggered by questioning learners first. However, traditional textbooks present obstacles. The rest of the document outlines key learning triggers revealed by brain science, including: humans do not multitask during learning, spacing out learning increases retention, engagement and emotion boost learning, and images aid recall more than text. It advocates building courses and algorithms to leverage these triggers for optimal learning.
The document discusses tools for curation, communication, collaboration, and sharing information to encourage deeper thinking. It provides lists of tools for finding and contributing information, writing blogs and communicating ideas, and sharing files and collaborating including Feedly, Delicious, WordPress, Evernote, OneDrive, and Google Docs. It also provides contact information for Shannon Tipton of Learning Rebels who focuses on improving workplace learning.
This document describes a challenge-based training program implemented by a company, Messer, to prepare its 550 employees for a new system called Viewpoint. The program's goals were to shift attitudes towards training, complete training on time before the system's go-live date, and build essential navigation skills. Employees participated in a series of Viewpoint challenges over 14 weeks. For each challenge completed, money was donated to charitable causes in the community. The results included high participation rates, positive employee feedback, and $7,119 donated. The program successfully achieved its goals through voluntary, gameified challenges that appealed to employees' competitive sides and encouraged peer support.
This document summarizes a presentation by Dan Emery and Ryan Shandley of TransPerfect on designing e-learning content for localization and multilingual audiences. TransPerfect is the world's largest provider of language services, specializing in multilingual e-learning solutions. The presentation covers localization best practices, common content creation mistakes to avoid, and cost-effective localization strategies. It emphasizes using consistent terminology, involving in-country teams, and testing localized content in the target environment.
The document presents 12 statements about the human brain and asks the reader to identify which are facts and which are myths. It poses questions about the color of the brain, how it functions, how much we use it, its size relative to body and other animals, the effects of brain games and alcohol, and traits like intelligence and learning ability. The purpose is to test common assumptions about the brain and separate fact from fiction.
This document provides guidance on designing effective workshops and meetings. It addresses key considerations for understanding participants, including their objectives, backgrounds, and comfort levels. It also covers determining learning objectives, agenda, content delivery methods, and follow-up actions. The goal is to use an ENGAGE model to energize, navigate, generate meaning, apply content, gauge learning, and extend the experience to keep participants engaged throughout and ensure the learning sticks after the session.
This document provides an overview of how to get started with Tin Can (xAPI). Tin Can is a standard for tracking learning experiences across systems and applications. It allows systems to communicate about learner activities, performance, and outcomes. The document outlines several key steps to get started with Tin Can, including identifying a problem area or learning program to focus on, designing how existing systems can integrate and share data using Tin Can, developing the integration, and deploying it to begin collecting data and analyzing learning outcomes. Examples of how organizations have used Tin Can to improve training programs and measure the impact of learning are also provided.
This document introduces three new drawers for the 21st century toolbox: curate, communicate, and collaborate.
The curate drawer involves organizing learning by tagging, highlighting, and sharing resources to help build a learning community. The communicate drawer is about sharing findings using writing, visuals, and discussions to connect and extend learning. The collaborate drawer promotes sharing to encourage deeper thinking by allowing groups to work, plan, discuss, and build on each other's work.
This document outlines a presentation on gaining leadership buy-in for e-learning and mobile learning programs. It discusses how business leaders view and evaluate training initiatives, and emphasizes communicating expected business results in terms leaders understand, such as financial and operational impacts. Tools like cost-volume-profit analysis are presented to build the business case for e-learning investments by demonstrating how they can increase revenues and reduce costs. The goal is to get learning initiatives onto leaders' radars by addressing their concerns about costs, benefits, disruptions, applications, and results of proposed programs.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.