Uploaded byDebbie Richards
Smes
The document discusses best practices for training subject matter experts (SMEs) to develop rapid e-learning materials, including having SMEs provide content while training experts handle instructional design, using structured software templates to standardize development, and providing resources for SMEs to learn e-learning design skills.
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Smes
- 1. Train SMEs inthe design of Rapid e-learning materials
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- 3. Valero Energy: SAPIntegration Training
- 4. SMEs know the materialbest and can do the screen captures faster than they can teach someone the material. Valero Energy: SAP Integration Training
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- 7. Masters of TheirCrafts Technical Material Translated Material Course
- 8. Trainers • Turning infointo learning steps • Designing the learning environment • Maximizing training dollars and budget Responsibilities SMEs • Tasks • Performance steps
- 9. Responsibilities SMEs • How tasksare to be performed Trainers • How material will be presented
- 10. Responsibilities SMEs • Technical jargon Trainers • Doesjargon need to be explained?
- 11. Responsibilities SMEs • Acceptable performance levels Trainers • Howthat performance will be evaluated
- 12. Responsibilities SMEs • Provide performance objectives Trainers •Turn the objectives into viable learning
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- 14. SME Role • Providecontent – raw or finished format • Review, test, and approve course
- 15. Additional Roles • Providesource images or graphics • Record voiceovers • Use an authoring tool to produce the e-learning program
- 16. Your SME WishList • Availability to participate in the project and commit to the time required • Deep knowledge of the subject matter • Ability to identify with the novice learner • Good writing/editing skills
- 17. Your SME WishList • Committed to e-learning as a delivery method • Detail oriented (for build/script reviews) • Ability to commit to deadlines and to commit to specific review times
- 18. Not in TheirToolbox? Don’t assume: • Clear communications • Organization
- 19. Not in TheirToolbox? Don’t assume: Understanding of training or e-learning
- 20. Not in TheirToolbox? Don’t assume: A single SME has all the answers
- 21. Start with thebusiness change you want to make. Then work out the tasks people actually do, and devise some practice activities. You only need offer enough information for the learners to do that practice. blog.cathy-moore.com
- 22. Make it contractual! Limittheir sphere of activity by getting them to sign a strict schedule, along with agreements on delivery, format for comments, what they have to do and what they don’t do (learning and interactive design). http://donaldclarkplanb.blogspot.com/2006/09/sme-subject-matter-egomaniacs.html
- 23. Getting Started Show theSME the pieces of the product • The initial storyboard • An edited storyboard • A voiceover script • A PPT before and after you’ve used a development tool • The final product
- 24. SME Role inDevelopment • Storyboard • WBT • Testing • Deployment
- 25. Gotcha • Your firstproject with a new SME will takes twice as long as you think it will take
- 26. Time • Get acommitment for time – Build into the project plan – Have a review process and discuss it with the SME
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- 28. Rapid Development Software •Pick something easy to use – but with structured templates
- 29. Best Practices The SMEsmust be trained in the software package • Standards and templates are important for consistency and quality • Coaching and support help the SMEs succeed • Train them only on what they need to know to perform their tasks How to create an objective
- 30. Standards • Branding elements •Screen colors and elements (such as borders and buttons) • Text styles and colors • Caption styles and colors • Image types – and sizes
- 31. Instructional Design Module Structure •Learning Objectives • Content • Learning Checks
- 32. Learning Objectives Learning objectivesindicate what someone will be able to do, know, or understand as a result of the training experience. A complete objective will contain a: • Task – What must the learner perform (one behavior, one verb)? • Condition – How will it be performed? • Standard – How well must it be performed?
- 33. Objective Examples Topic: Communication •Explain four basic principles of communication (verbal and non-verbal) and active, empathetic, listening • Outline four barriers and bridges to communication • List at least four ways communication skills which encourage staff involvement will help create a positive work environment
- 34. Content • Include onlythe information necessary to meet the objectives • Focus on "just enough" rather than "just in case"
- 35. Write for YourAudience Before you write anything, consider: • Who is your audience? • What are they looking for in the content? • What do they know about the topic/issue? • What are their reasons for reading this text/page?
- 36. Steps to Creatinga Course • Design your e-learning course • Build the structure of the course by adding topics and pages • Use the quiz page template for adding quizzes, knowledge reviews, or tests to the course • Preview the course and make changes as necessary
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- 39. Lorem ipsum dolorsit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Section 1 This Is a Course Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Section 2 Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Section 3
- 40. Your Manager Lorem ipsumdolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Jill Smith
- 41. 4Q Report Lorem ipsumdolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus.
- 42. Example text This is atext example. Go ahead and replace it with your own text. It is meant to give you a feeling of how the designs look, including text. This is a text example. Go ahead an replace it with your own text. This is a text example. Go ahead an replace it with your own text. This is a text example. Go ahead an replace it with your own text. Cycle Diagrams
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- 44. Example text This isa text example. This is a text example. Example text This is a text example. This is a text example. Example text This is a text example. This is a text example. Example text This is a text example. This is a text example. Example text This is a text example. This is a text example.
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- 49. Articulate Design Process •Configure player templates • Set presentation options • Add content in PowerPoint • Add Presenter content • Add Engage content • Add Quizmaker quizzes • Add audio • Set slide properties • Publish
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- 53. Tools • Project management website •SharePoint site • Schedule – Excel? • Standards docs • Development software
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- 57. 60-Minute Masters • Thisshort course provides subject experts and many others with the skills needed to design engaging, rapid e-learning materials for use in the workplace • http://www.learning15.net/ – You can sign up for free – Look at the 60-Minute Masters course
- 61. Articles • Five waysto love your SMEs • Why e-learning is so darn cool • E-learning SME authoring • Learning Circuits Big Question: Working with Subject Matter Experts • Tips on Handling Subject Matter Experts (SME) • How Important is the SME? • I AM a subject matter expert • Subject Matter Experts - The 'Perfect Partner' in Training
- 62. Software • http://slideshop.com/powerpoint- templates • http://www.articulate.com/ •http://www.rapidintake.com/
- 63. Speaker Info Creative InteractiveIdeas, Inc. • Debbie Richards • 713/523-0888 • Debbie@cre8iveii.com • http://cre8iveii.blogspot.com/
Editor's Notes
- #4 Valero Energy: SAP integration training As the largest refiner in North America, Valero Energy Corporation has an extensive refining system with a throughput capacity of approximately 3.1 million barrels per day. Valero had 200 locations that needed to integrate SAP. With the traditional training method, this project would have required a live trainer to be at one location each day for 200 days, which means it would have taken more than six months to complete the training. So instead of providing live training, Valero decided to use Adobe Captivate simulations to create demonstrations, practice exercises, and an exam. The Adobe Captivate simulations could be deployed to all 200 locations simultaneously, as soon as they were complete. The SMEs on this project were the people who knew the software best—the project manager and the IT architect. The training department provided a copy of Adobe Captivate to the SMEs and set up all the capture preferences and styles on the SMEs’ machines. The SMEs did a raw capture of an entire task and made sure they captured every message as well as every screen. Valero trained its SMEs to capture more than what is necessary to create the Adobe Captivate module, which is important to prevent the need to recapture screens later. Valero has found that all of its SMEs learned the capture process in less than 30 minutes. Once the SMEs captured the screens, the training team interviewed the SMEs and recorded their answers and explanations. That recording was used to write a script. Then a professional voiceover talent read the script for the final product. The training team added video and interactions to the Adobe Captivate movie to create a high-quality, professional product. By using this streamlined process, the Valero Energy team went from producing one Adobe Captivate movie per month to producing five or six per month. The movies that Valero now produce are the same length or longer and often have greater complexity than those produced with a traditional process.
- #5 The primary reason respondents have SMEs use Adobe Captivate is that the SMEs know the material best and can do the screen capture faster than they can teach the instructional designer the material. Most of the respondents provide IT and software training, and their subject matter experts learn the screen capture process quickly and easily. Also for the majority of respondents, capturing content is only the beginning of the eLearning development process. The training department takes the SMEs’ work as raw material and uses it to create a robust and interactive eLearning product.
- #7 Unless you are an expert in the topic for your course, you’ll need an SME to provide content, reviews etc. SMEs are the subject experts, while you are the training expert A SME provides the content while you arrange that content into material that can easily be learned
- #8 SME are responsible for the technical material and trainers are responsible for ensuring that the information gets translated into materials that learners can digest Why? Because SME are the masters of their craft while trainers are masters of theirs
- #9 No matter what their level of involvement is, SME are responsible for providing the tasks and the performance steps to you Trainers are responsible for turning that information into learning steps, designing the learning environment, and maximizing training dollars by providing the best training solution within an acceptable budget
- #10 SMEs are responsible on how tasks, to include the order of performance steps, are to be performed Trainers are responsible on how that material will be presented (e.g., demonstrate - practice - hands-on test)
- #11 SMEs are responsible on technical-jargon, while trainers decide if that jargon needs to be explained
- #12 SMEs are responsible for acceptable performance levels, while trainers decide how that performance will be evaluated (e.g., written, hands-on, oral)
- #13 SMEs are responsible for providing the performance objectives Trainers are responsible for turning the objectives into viable learning or performance objectives (task, conditions, and standards).
- #19 Don't assume that the SME will clearly communicate what they know Most people aren't good at clearly organizing their thoughts on a topic and communicating them in detail The expectation that the SME can turn on a faucet and start spewing out information in a way that the rest of the team can understand it is unrealistic.
- #20 Don't assume that an SME will understand training or e-learning. Think about reading a blueprint for a building. While the basic structure may be understandable from a blue print, not everyone will be able to fully understand the meaning of all the lines and numbers on the document.
- #21 Don't assume that a single SME has all the answers Each person has their own perspective - SMEs are no exception You may need to work with dozens of SMEs to reach a single consensus based on the amount of knowledge the SME has
- #24 Start by showing the SME the pieces of the product The initial storyboard An edited storyboard A voice-over script A PPT before and after you’ve used a development tool The final product
- #25 Storyboard Provides content Reviews/Approves changes WBT Reviews/Approves changes Testing Part of testing team Deployment Course evangelist
- #26 Your first project with a new SME will takes twice as long as you think it will take Sometimes you just have to do a project for the SME to understand the process
- #32 Module Structure Every module or lesson in a course must contain the following three components. These components link together and form a cohesive structure. Learning Objectives List the actions that students should be able to perform upon completing the module. Content Provide the information that students need to perform the objectives Learning Checks Ensure that students have learned the information necessary to perform the objectives
- #33 Learning objectives indicate what someone will be able to do, know or understand as a result of the training experience. A module or lesson should never have more than seven objectives. A complete objective will contain a: Task - What must the learner perform (one behavior, one verb)? Condition - How will it be performed? Standard - How well must it be performed? Introduce the objectives with this lead-in text: After completing this module [or lesson], you should be able to: Note: Do not write that the learners "will" be able to perform the objectives, only that they "should" be able to.
- #35 The recommended maximum number of pages per module or lesson is twenty and never more than 30. To keep modules the optimal size: Have one main topic per module or lesson. Include only the objectives that meet the learners' needs. Include only the information necessary to meet the objectives. Focus on "just enough" rather than "just in case." Provide supplemental information using web links, appendices, or reference documents.
- #46 Articulate Presenter 09: Appears as a tab in PowerPoint letting you convert an existing PowerPoint presentation to a trackable course that can be uploaded to an LMS. Each slide in the PPT file is a page in the course. When you insert Engage or Quizmaker files, they appear as placeholders on their own slides.
- #48 Articulate Engage 09: Build engaging interactions using the templates. Integrate the interactions into the Presenter course or use them as stand-alone learning objects.
- #49 Articulate Quizmaker 09: Create graded quizzes that integrate with the Presenter course. Can also be published as stand-alone learning objects.
- #50 Configure Player Templates: Configure controls such as navigation, player controls and colors Set Presentation Options: Set options that affect how you interact with Articulate Add Content in PowerPoint: Use text, images and other features to add content slides to the course Add Presenter Content: Add attachments, web objects and movies Add Engage Content: Add and modify Engage modules Add Quizmaker Quizzes: Add and modify Learning Check and Quiz modules Add Audio: If needed Set Slide Properties: Customize slide titles, branching, navigation and settings Publish: Publish course for Web, LMS, CD or other delivery formats