Skills Gap There's a great post by Catherine Lombardozzi - Learning 2.0 that discusses the skills that "many employees … well beyond school … could use help in developing … skills are different." She goes on to list out the skills and I think it's quite a good list. When I combined this with a common theme across a lot of my writing and on Work Literacy: Tool Set 2009 ASTD Follow-Up I'm more convinced all the time that there's a gap in awareness and skills among Concept Workers. I describe this as the Tilde Effect. Skills Training? As I was thinking about this week's: SharePoint in Corporate Learning - Free Micro Virtual Conference and my presentation March 17 on Web 2.0 for Service Professionals, it made me start to really question - Do Concept Workers need some kind of Skills Training to keep up? Of course, I happen to strongly believe that various kinds of Skills Training is needed and that it is something that every Corporate Learning department should be doing. But, its a bit curious that we've not seen much more than presentations and scattered skills training workshops (Work Literacy Workshop). Maybe it's partly that I'm recommending fairly traditional learning (skills training) approaches? Maybe it's because employees will be able to figure this out on their own? I'm going to be curious to see what is described during the SharePoint sessions. Most training associated with SharePoint rollouts are more aimed at features and functions and it is up to the individual to figure out how that applies to their work and work group. I'm not so sure that really works. And I'm not sure that the pace of this meets the needs of organizations. What do you think - should Corporate Learning organizations be planning Skills Training to help address this gap? eLearning Technology Browse eLearning Content

by Kevin Siegel    Creating eLearning for mobile devices was high on the wish list a few years ago when Adobe asked users for the top features they'd like to see added to Adobe Captivate. It wasn't long before Adobe responded by adding HTML5 as a publishing option. HTML5 allowed developers to create interactive content that can be used by mobile learners who have a device that does not support Flash. Publishing HTML5 solved the issue of creating interactive eLearning on the iPad. But there remained another problem. The size of the screen that learners use can vary widely. Your eLearning lesson might look perfect on a desktop system but might be too small when viewed on a small device (such as a smart phone). To accommodate the many screen sizes, your only recourse was to develop several Captivate projects, sized specifically to work on each screen size. Of course that also meant that you'd have to edit and update several projects. No thanks!   Adobe Captivate 8 now allows you to create responsive projects. During the development process, you can basically create and work on multiple screen sizes (called break points) in one project. When you publish the responsive project, the learner will automatically be served the break point appropriate for the device they're using. This one Captivate 8 feature is the main, compelling reason that upgrading to Captivate 8 isn't just something to consider... it's mandatory if your mission is to create eLearning for desktop and mobile users.   To create a responsive project, double-click Responsive Project on the Welcome screen or choose File > New > Responsive Project.     Developing a responsive project is pretty much the same as developing a standard project, but there's one notable difference--breakpoints. By default, new projects contain three breakpoints for the most common screen sizes (for desktop users, tablet users, and smart phone users). You can click each of the breakpoints to see how the layout changes dependent upon the size of the canvas.     In the images below, I've selected each of the default break points I was given in my new project (you can create as many break points as you need and edit existing break points at any time).     In the images below, you can see a responsive project developed by Anita Horsley, and how she designed each canvas to work best with each of her break points. (As you review each image, pay particular attention to the position of the character as each break point is selected.) Desktop user: 1024 pixels wide. Tablet user: 768 pixels wide. Mobile user: 360 pixels Once you're done laying out each canvas, all you need to do is publish and post the lesson to a web server or LMS just like always. When the lesson is accessed by your learner, the lesson will automatically detect the learner's screen size and the correct canvas will be displayed. Awesome! *** Want to learn more about creating responsive projects? Join our3-hour mini course on creating Responsive Layouts with Adobe Captivate.   *** Looking for instructor-led training on the top eLearning tools? We offer live, online training on Adobe Captivate, Articulate Storyline, Adobe Presenter, and TechSmith Camtasia Studio. We can also bring the same great training onsite to your facility. Interested? Contact us for details.  

"A LEARNING TOOL is defined as any software or online tool or service that you use either for your own personal or professional learning, for teaching or training, or for creating e-learning solutions."- Jane Hart (Alternative Top 100 Tools for Learning by Learning Professionals only) 3 BIG QUESTIONSWhat are the BEST (e-)learning tools for learning and teaching?Who are USING them for learning and teaching?Who are the EXPERTS in using them?  DREAM MISSION!Here is the MISSION VIDEO to get you started: Not only will you discover the top 100+ learning tools in this list, you will also discover who are the experts in using them. Listly is being used to empower these 3 big questions to the world of learning.Secret hint? Connect with the experts, and why not invite them to train you and your University/School/Corporation staff further (online or Face-to-face), if they are really awesome!WARNING! We provide no guarantee that those who claim to be experts are really experts. So, please check their online work (if none, forget them immediately!), and challenge any proclaimed experts with some extremely tough questions and tasks, before inviting them for anything.100+ LEARNING TOOLSPlease participate in this awesome mission by voting for your favorite learning tools and add the ones that you think are missing. While doing so, please also share which tools you are using, and whether you are an expert in using them. Top 100+ Learning Tools on Planet Earth!View more lists from Zaid Ali Alsagoff

Written by Jessica Batz View and download the webinar slides. View the webinar recording. Short Video - Big Results - Add Oomph to Employee Training - Webinar 04.16.14 from BizLibrary

I came across this interesting article on Forbes.com, which also includes a short video (below) of Mark Zuckerberg answering a question from the audience and basically saying that the iPad is not mobile. The question was about whether Facebook would build an iPad app, which at the time of the question (November 2010) it didn’t exist. The author argues that Facebook’s lack of a mobile story should terrify investors, especially now that Facebook is a public company. There are many ways of interpreting what Mark said and what he really meant by it, was he kidding about it, was it his way of dissing Apple or did he actually believe the iPad was just like a PC and not really a mobile device, and thus serving iPad Facebook users the same desktop version of Facebook.com would suffice? In my opinion, I think Mark and many people for that matter, believe that with the beautiful Retina display of the new iPad, the size factor and the millions or pixels it now sports, they don’t really need to worry about creating content that adapts to the iPad and other Tablets. This is where I disagree. I strongly believe the iPad is a mobile device and all of us who publish content online should spend some time optimizing our content not only for smartphones, but also for Tablets accordingly and differently from what we offer our desktop readers. This is one of the reasons why I’m a big fan of Responsive Web Design because it allows us to create content once that intelligently adapts to various screen sizes and devices. Please watch the video and chime in on whether you agree or not in that the iPad is mobile via the poll below:         You hear that?  About an iPad, "it’s not mobile… it’s a computer."  So that would suggest an iPad is merely an extension of the desktop PC website. Ok. via Here’s the 30 Second Zuckerberg Video That Should Terrify All Facebook Investors - Forbes. Note: There is a poll embedded within this post, please visit the site to participate in this post's poll.

I need some help with appropriate way to handle a somewhat common situation.  Let me set this up a bit … I've said many times in presentations and on this blog that I really like to get questions.  To me, that's the fun part.  It's so much fun that I spend time on posts like Social Grid Follow-up just going through and answering the questions that came up during the presentation.  I also have an open invite to engage me around Conversation Topics.  Both of these helps me learn, understand what is interesting to others, and where people find challenges. Linked In Question Template One of the things that I mentioned in the Social Grid Follow-up post was a particular template for asking for help via LinkedIn: Hi <X>, I'm hoping you'll be open to a brief conversation. From your profile you have a great background and it seems like you'll have lots of thoughts around my issues. I'm working on XXX. I've spent a fair bit of time researching and have been finding YYY. I'd like to set a time to discuss this with you and get your thoughts. The Questionable Question Possibly because I had just written this, when I received the following inquiry: I was wondering if you could provide me with your definition of a "Rapid Elearning Tool".  I cant find an industry definition for this only examples of tools. There was a bit more around the context for this question (why they were interested).  I sent the following response: You will find varying definitions, a couple of posts: http://elearningtech.blogspot.com/2006/06/what-is-rapid-elearning_13.html http://elearningtech.blogspot.com/2006/09/rapid-elearning-more-definition.html You can also take a look through: http://www.elearninglearning.com/rapid-elearning/&query=definition&showMore=true&sort=relevance It's pretty rare I won't respond, but I think there's something important in the template above - show that you've done your basic homework and turn your question into something more interesting. Question Homework Before you ask me (or anyone) a question you should: 1. Search My Blog Clearly this person had not searched my blog for definition rapid eLearning. There are a couple of ways they could do this: 1a. Use site: on Google http://www.google.com/search?hl=en&q=site%3Aelearningtech.blogspot.com+rapid+elearning+definition 1b. Use eLearning Learning to search my blog http://www.elearninglearning.com/?query=rapid+elearning+definition&source=elearning-technology The exact posts that I cite come up pretty easily.  FYI - there's a search box under the eLearning Learning logo that goes directly to search results on the eLearning Learning site which is much better than blogger's search. 2. Search Other Blogs and Web Pages In this case, it's pretty easy to see what other people are saying via eLearning Learning: http://www.elearninglearning.com/?query=rapid+elearning+definition http://www.elearninglearning.com/rapid-elearning/&query=definition You can also use plain old Google Search: http://www.google.com/search?q="rapid+elearning"+definition When you ask me a question, it's good to cite what I've already said, but it's MUCH BETTER to also mention some other sites and what they have to say on the matter. 3. Keep a List of What You've Found 4. Read through What You Find 5. Compose What You Find Into a Preliminary Answer 6. Figure Out What the Real Question Is 7. Ask the Real Question Good Question Basis If you go back to the template above, it's quite intentional that I'm saying: I've spent a fair bit of time researching and have been finding YYY. This is where I include what I've found so far and what it's been telling me.  If I was going to ask someone about the definition of Rapid eLearning I would certainly cite some definitions out there.  In fairness, they said that the definitions they found were lists of tools.  But they didn't put in links to those posts and they clearly had not searched my blog and read through my existing posts. My Question to You Now here's my question - If I receive a question from a person that has clearly not done these steps, is it appropriate for me to simply send them a link to this post? Others must run into this right?  What do you do?  Are these appropriate steps to gently providing guidance on how to ask better questions without offending and discouraging further questions? eLearning Technology Browse eLearning Content

by Willam Van Weelden   In previous articles you've learned about RoboHelp's User Defined Variables (how to create them, group them, and use them in topic titles). As a brief review, variables can contain information that occurs frequently in your project, such as a product name, company name, or copyright notice. After creating the variable, you can insert it into any RoboHelp topic or onto a template by simply dragging and dropping. Now here's the cool part. Assume your company name now appears throughout your project and now you want to change it. Without the variable, you would have to search your entire project and update the company name. Thanks to variables, all you will need to do is update the definition of the CompanyName variable, and you will change the displayed company name project-wide in just a few seconds. One issue you'll come across when inserting variables within a topic is that, by default, the variable text looks like regular topic text. In the picture below, I challenge you to locate the variable.     Did you find the variable text? I'm betting that the answer is no. So what's the big deal? This can be particularly frustrating if you need to replace regular text with a variable. For example, you can highlight regular text in a topic and convert it to a variable by dragging the variable on top of the text. That's an awesome feature. Before I begin however, I need to be able to tell, at a glance, if the text I'm looking to replace is already a variable. As it stands, I have no idea since I cannot tell the difference between a variable and regular text. Luckily, RoboHelp has a handy feature that allows you to distinguish between variables and regular text in topics. To enable this feature, simply choose View > Show > Fields.   Voila. All variables in topics are now shown as green text. Best of all, variables only show up green in your project... when you generate a layout, the green color will not be visible to your users. *** Looking for instructor-led training on RoboHelp? We offer live, online training once each month. We can also bring the same great training onsite to your facility. Interested? Contact us for details.

CLICK HERE to view the recording. *The audio is a bit loud and noisy (Zaid only!), so you are strongly recommended to lower the volume to enjoy the session more. Insya-Allah, next time it won't happen. Still learning :) ONLINE TALKLooking forward to team up with 'Dr. Nellie Deutsch' again (first round!) to explore the DNA (or ingredients) of a 21st Century Educator during the Moodle MOOC 4 (MM4) course. The explored ingredients are NOT based on scientific findings, but it is based on my decade+ long experience with learning (using technology) in higher education and interacting with many of the top learning professionals around the world, including the 'Top 50 e-Learning Super Heroes' of 2013.  DESCRIPTIONDuring your lifetime you have probably experienced inspirational educators, or witnessed inspiring lectures. But, what about you? Are you such an educator? If not, why not? In this online talk, we will explore some of the ingredients top educators in the 21st century have, and how we can learn from them to reinvent ourselves to reach our true potential as an educator. Are you up for the challenge?SLIDESHere we go: DNA of a 21st Century Educator at #MoodleMOOC 4 (MM4)! from Zaid AlsagoffAUDIOClick Here to download the audio narration (only) of the webinar (Source).YOUTUBE VERSIONDr. Nellie Deutsch THANKS for recording and uploading the YouTube version (Using Camtasia). FEEDBACK"Engaging and not a dull moment in his talk. Learned a lot. Interactive session. Now this is a 21st Century Lesson!" - Norhayati Maskat"Great class! Very funny presenter! And I loved the slides and all the e-learning resources shown in class. Certainly I'm going to check all that out and use with my students :D" - Robson Leite Dos Santos"I have enjoyed this presentation even at 4.00am" - Brian Boneham"Zaid Ali Alsagoff is an amazing speaker, educator, and learner. Thank you." -  Dr. Nellie DeutschMore...INTRODUCE YOURSELFIf you are attending the webinar (or have watched it), please share something about yourself in this Padlet wall:Created with Padlet

Written by Chris Osborn   Today's Q&A Thursday discusses how to get owners involved in the performance review process.     Stay Up-to-Date on the Most Current Business Training Trends BizLibrary offers 6,000+ training videos in various business training topics, with new courses added every day.   7 HR Law Training Topics for New Managers (and Experienced Ones Too!) This complimentary eBook discusses 7 key employment laws that all managers should know in order to prevent inviting legal liability. BizLibrary's Mobile Learning App meets the needs of today's digital learners. Employees no longer wait for training departments to push learning content to them. Employees are used to pulling information to themselves, when they need it, on their own terms and conditions, and on their own devices. - See more at: /technology/bizmobile.aspx#sthash.umjsk4e5.dpuf Video Transcription Hi, Chris Osborn, VP of Marketing with BizLibrary with today's Q&A. It comes from Tori, she's an HR Manager at a Professional Services firm, a small company, and she has an interesting question. How do you get the owners to participate in performance reviews? They haven't had performance reviews in 3 years in this organization. Well, obviously, performance reviews aren't that important to ownership. So, there's a couple things that you need to do. First, you have to convince ownership and senior management in any organization, for that matter, that the effective management of performance is important to the business. If you can make that business case, you've taken an important step in the right direction. The second thing is to get your hands wrapped around I think an interesting, but very important concept that a lot of HR managers, especially traditional managers have a hard time grasping- and that is to forget about the annual performance review. There's a lot of good data out there and research that tells us that the annual performance review is actually counter productive. It does more harm than good. It rarely does the things that we want to have happen with the management of employee performance, that is to motivate people, to actually improve performance. It's demotivating, it decreases performance,  it does all kinds of bad things for organizations. What we need to do instead is shift our focus into a daily routine where what we're doing is providing people regular, ongoing encouragement and feedback. That's how we manage performance effectively. It's not an annual meeting, it's a daily meeting. It's a conversation all the time about how employees are doing. If you'll give up the notion that an annual performance review is important, convince the ownership or leadership that effective management of performance is important and can lead to positive business results, and then adopt best practices that we know work- daily feedback, clear goals, manage those goals, and teach your managers to do that, you're going to be in a lot better place and you don't have to worry about those performance reviews that haven't happened.   ​

I’m not a coder, nor am I much of a gamer but I would imagine that with all the interactivity that games include, it must be fairly complicated to develop one. Perhaps this is why game developers have thus far gravitated toward developing games as native apps. Perhaps HTML5 technologies weren’t ready for primetime. Maybe this is about to change. Yesterday, appMobi showed off Boom Town, a game built entirely in HTML5. I love this quote from a story on ReadWriteWeb and it got me thinking about the future of mobile learning, which I see happening on the mobile web vs having to develop native apps for all the platforms available: Have you ever downloaded a game on an iPad and wished you could save your progress and then pick it up on an Android smartphone? Maybe later you wanted to continue in the browser on Facebook. Native apps do not behave that way on iOS and Android. An iPhone game is limited to iPhones and iPads; an Android game is limited to Android devices. Part of this is by design. Apple and Google want to keep you within their own environments. Check out this amazing video: via Finally, a Cross-Platform HTML5 Game. Surely if these guys have built this awesome game entirely in HTML5, this bodes well for us in mobile learning, who need to develop once and make our learning accessible to anyone on any device. Thoughts? Note: There is a poll embedded within this post, please visit the site to participate in this post's poll.

by Kevin Siegel    Over the past few weeks I've been writing about the hot new features you'll find in Adobe Captivate 8 such as the new, easier to use, interface and responsive projects. Those two features are arguably the top changes you'll see if you're upgrading from Captivate 5, 5.5, 6, or 7 to Captivate 8. As I've become more and more comfortable using Adobe Captivate 8, it's the seemingly minor improvements to the program that have me the most excited. Take Image Buttons for example. You've always been able to insert image buttons in Captivate. For the past several years, the most common way to insert a button was to choose Insert > Standard Objects > Button. Alternatively, you could use a tool on the little-used Object Toolbar to insert a button. Finally, if you're a keyboard junkie, you could press [control] [shift] [b] on your keyboard to get the job done.   Captivate 8 offers a streamlined path to inserting a button. First of all, the ill-fated Object toolbar is gone. Since I never used it, I, for one, am not going to miss it. However, the Insert menu no longer includes a Standard Objects menu item. Say what? So if the Object toolbar is gone and there's no menu item for adding a button, does that mean the only way to insert a button onto a slide is to press  [control] [shift] [b]? While you can still use the keyboard shortcut to insert a button, check out the top of the Captivate window. You'll see a new toolbar that essentially combines the old Main toolbar and the old Object toolbar into one, streamlined toolbar.   To add a button, find the Interactions drop-down menu on the new toolbar and choose Button.       A button will be added to the middle of the selected slide, just like previous versions of Captivate. Of course, I've never been fond of the standard text buttons available in Captivate. Instead, I either use Smart Shapes as buttons, or I use Image buttons. Over the years, my main complaint about Captivate's image buttons was that the buttons that shipped with Captivate were, to put it kindly, terribly boring.   I was pleasantly surprised to find that the buttons available in Captivate 8 are much, much better. Here's how you access the new image buttons and, along the way, set Image Buttons as the default when inserting buttons on a slide.   First, choose Edit > Object Style Manager. At the left side of the dialog box, select Button from the list of Standard Objects.     From the middle of the Object Style Manager dialog box, select Default Image Button Style.     From the top right of the dialog box, select Set as Default.     The next time you insert a button onto a slide, the button will use the Default Image Button Style. Next you'll specify which image will be used by the inserted image Button.   From the Button area, scroll down and review the images available for the Image Button. As I mentioned above, the list of available buttons in older versions of Captivate was very short, and very uninspiring. I'm sure that the enhanced images available in Captivate 8 won't make a graphic designer jump up and down with excitement. However, I'm neither a graphic designer nor an illustrator. I have to admit that I was excited to see the new images. In fact, I was so excited, one of my feet actually spasmed when I saw the improvements. (It was just one foot mind you, not both... let's not go crazy here.)     After selecting the image you like from the list of images, the final step is to simply click the OK button. The next time you insert a button via the Interactions drop-down menu, the button will be an Image Button, not a Text Button, and will be the button image you specified.   *** Looking for instructor-led training on the top eLearning tools? We offer live, online training on Adobe Captivate, Articulate Storyline, Adobe Presenter, and TechSmith Camtasia Studio.We can also bring the same great training onsite to your facility. Interested? Contact us for details.

One of the common themes on my blog is the world we live in with availability of trillions of web pages, millions of people, and thousands of tools, has meant a significant and continuous change in our work literacy.  It also has an impact on Learning Design and Learning Organizations … more on this below. Read the Whole Thing? A little bit ago I was skimming through a presentation that asked the audience whether people read the whole thing.  (Sorry, but I've forgotten where I saw this and my Better Memory strategies didn't easily find the right source.  Note to self, figure out how this could have worked.)  Many of us are familiar with the Horizon Report for 2009, The World Is Flat, and Stephen Downes - The Future of Online Learning: Ten Years On.  And if you aren't, you should be familiar with these. But, how many of you who are familiar with these have read the whole thing? In the audience, very few people read the whole thing.  I have not, but I've done a lot of Skim Dive Skim on these. I've had this discussion before in other forms, and certainly there are a mix - some people who are much deeper readers - some skimmers.  And likely the answer is that it also depends on the topic, length of the item, the timing, and way too many other variables.  So, let's just say that we need to assume varied depth of content consumption. This also means that a key skill is develop better memory methods that help us individually deal with the fact that we are skimming more stuff and will have an ever increasing need to quickly get back to it. Implications for Learning Design If we know that people are likely to consume information in this way, what does it mean for Learning Design.  I've often focused more on issues of Good Writing and Write for Skimming but the reality is that the implication is bigger than that.  No one will sit through long detailed pieces of information.  They quickly tune out or quickly skim through.  Learning Design must accommodate this and I particularly believe that we should Shift from Courseware towards Reference Hybrids - put as little as possible in the courseware and provide well-organized, well-written, easily saved, easily accessed reference material. Of course, this is assuming that Learning Organizations are still in the position of being a publisher who is pushing content to learners. When we talk about the Long Tail Learning and Corporate Learning Long Tail and Attention Crisis, the focus is on how to help learners when you cannot possibly get in front of all the information.  Part of this is helping them to learn skills and adopt practices to make them more effective in self-serving their knowledge work and learning. However, this is also where Learning Organizations can jump in to help by playing an aggregator role.  There's a lot of content that is likely being skimmed or even possibly is not being seen.  There's opportunity to make it more easily found and skimmable. This is a topic I'm pretty sure I'll be revisiting quite a bit.  After all, this is pretty much the question I'm often asking: What does Learning Design look like in a world of eLearning 2.0? eLearning Technology Browse eLearning Content

Written by Jessica Batz View and download the webinar slides. View the webinar recording. Building a Performance-Based Culture - Webinar 04.17.14 from BizLibrary

CLICK HERE to View!PASSION TO TRANSFORM?Are you an educator (Professor, lecturer, teacher, corporate trainer, etc.) with PASSION TO TRANSFORM education in Malaysia? Using Twitter, too? If so, please add yourself or add an educator that should be on this list! HOW TO JOIN?Voting has been disabled to encourage every passionate and inspiring educator in Malaysia to join (without being worried about their ranking!). The newest addition will be shown first on the list (cool!). To add yourself or others (refer to the picture above):Click 'Add to List' Listly login required. Account created using Facebook, Twitter, LinkedIn or Google+ login.Add your Twitter ID URL Click 'Enter link', add URL and then Click 'Go!'. It will then automatically add your picture and Twitter data, which you can update again if needed.Add a Brief Profile What you do, where you work and URLs to your website/blog or other social media stuff that you want to share.Add Your Level and Location Level(s) = University, College, Polytechnic, School, Corporate (could be more than one) Location = Selangor, Kuala Lumpur, Penang, etc. The state in where you work or located most of the time (could be more than one).Click 'Save'Welcome to the team of Malaysian Super Heroes in Education (using Twitter) ready to serve the Nation to improve education at all levels!IMPORTANT NOTICE If you are not on Twitter, then please create a Twitter account to join the Malaysian education super heroes force. You will not be added to the (moderated) list until you have a Twitter ID. WHY TWITTER?99.99% of  top educators and learning professionals around the world using technology to transform education are on Twitter. It is and has been the No. 1 learning tool in the world for several years. Of all the social media tools out there, it is (based on my experience) the best tool to connect with awesome educators around the world, share discoveries and ideas, and importantly unite people for a super heroes mission. FACEBOOK?Please join our Learning Innovation Circle (LIC) :)THE MALAYSIAN SUPER HEROES IN EDUCATIONHere we go: Top Educators in Malaysia on TwitterView more lists from Zaid Ali AlsagoffLet's connect, network and unite forces to transform Malaysian education in all possible areas, and empower locals and the world to experience engaging and inspiring learning with a Malaysian flavor too delicious to resist :)

by Jennie Ruby  One grammar and punctuation rule that is violated left and right is the use of a colon after an incomplete statement. The rule states that a colon must be preceded by a complete sentence, like this: We discussed the following topics: Budget Advertising Programming However, in every place I teach, I find people routinely using colons like this: We discussed: Budget Advertising Programming This week, I'm looking for your opinion. Should we continue to hold out for that complete sentence? Or is this a rule we should drop from the books? Post your comments below. *** Answers to the challenge on possessives with identifiers are brought to you by Katrina Del Vecchio. I have also included alternative answers by other respondents, as noted below. Thanks everyone! The variety of rewrites is fun to see! Margie, my sister in Baltimore's house has a sump pump. My sister Margie's house, which is in Baltimore, has a sump pump.  My sister Margie's house in Baltimore has a sump pump. [Geri Moran] My sister, Margie, lives in Baltimore. Her house has a sump pump. [Marilyn Flax] My sister, Margie, has a sump pump at her house in Baltimore. [Matthew Hundley]> The tree with the hanging swing's strong limb is beginning to bend. The hanging swing is beginning to bend the tree's strong limb. The strong limb on the tree with the hanging swing is beginning to bend. [Christine Pass] The day on which her son is to graduates's date is May 30. Her son's graduation date is May 30  Her son will graduate on May 30. [Elisia Getts] The cabin with the gravel driveway's fishpond overflowed last week. Last week, the fishpond overflowed at the cabin with the gravel driveway. The fishpond at the cabin with the gravel driveway overflowed last week. [Kay Honaker] The golf cart with the broken wheel's driver was not injured in the crash.  The crash did not injure the broken-wheeled golf cart's driver. The driver of the golf cart with the broken wheel was not injured in the crash. [Karen L. Jones]

I’m becoming a huge fan of infographics, they are everywhere. Infographics provide an aesthetically-pleasing way of presenting complex information quickly, clearly and cleanly. Recently a number of companies have come out with tools, that enable us to create these cool graphics with little knowlege of design, my favorite is http://infogr.am/. Check it out when you have a chance, it’s simply awesome. One of the questions I hear often with regards to mobile learning (mLearning) is whether companies should consider building mobile apps or developing mLearning that can be consumed by learners via browsers on mobile devices. Like anything else there are pros and cons, so it depends. I ran into the infographic below, and while it compares Apps vs building a website, I believe the principles here are still applicable for deciding how to go about building and delivering learning experiences on mobile. On the one hand, mobile apps provide more possibilities because developers can make use of features like location services, camera, gyroscope, accelerometer, etc., however they are more expensive to build and companies have to account for so many platforms, each with different programming languages, including iOS, Android, Windows Phone, RIM and others. This can quickly become time consuming and very expensive. Not to mention the fact that you may need to go through store approval, just ask the makers of the OnLive app, who has been waiting for Apple’s approval for 6 months. I’m not saying this will happen to your learning app, as it may be for internal deployment, in which case your app may never need to go through the App store, but hopefully you get my point here. Having said that, I personally think that going the mobile web route is a better way to go for mLearning. As technologies around HTML5 get more powerful and we continue to see what’s possible with Responsive Web design, I’m convinced we can create great learning experiences that adapts to different screen sizes, and  can consumed my learners everywhere, including the desktop and mobile devices, all while using a single codebase. Check out the infographic below and share your thoughts by commenting or by voting below. And if you find this interesting, hit the Tweet button at the top and share with your Twitter followers. What do you think? Mobile Native Apps for mLearning, the Mobile Web or both? Note: There is a poll embedded within this post, please visit the site to participate in this post's poll. The decision between building a mobile website or a mobile application is ultimately a decision unique to your business. If possible, companies should develop both in order to leverage these two powerful platforms. If only one can be chosen, business must first assess their goals and resources, then closely consider the differences detailed in the infographic and the audience they want to reach. Only then can a business truly tell which mobile method will provide more value, advantages, and opportunities with the massive mobile market. Infographicby MDG Advertising via Mobile App or Mobile Website Development? | Which Has Better Long-Term Value? | An infographic by MDG Advertising.

Looking forward to visiting Universiti Sains Malaysia (USM) again and unleashing a new learning adventure to unlock the real 'Da Vinci Code' for creative super learning. I got 3 Hours (seminar/workshop) to do it (30 May, 2014)! The impossible is possible, Insya-Allah!WARNING!I am still discovering creative super learning at an alarming and disruptive rate! So, my insights, knowledge, skills (especially juggling) and opinions will continue to evolve as I discover and learn. And that is great news for people who want learn from or discuss with me this topic.  DESCRIPTIONImagine if you could read a 200-page book in 20 minutes? In today’s information overloaded disruptive world driven increasingly by innovation, we are required more than ever to transform the way we learn and think in terms of speed and creativity.In this 3-Hour interactive crash course, we will explore some of the things that we can do to stimulate and empower our brains and senses to be more focused, learn faster, and think more creatively. It fuses the latest in neuroscience about how the brain learns, technology, and instructional design to awaken and empower educators to design more effective and engaging learning content and environments.The most important message is that our brains can be rewired to be ‘Creative Super Learners’ at any age.LEARNING OUTCOMESAt the end of this workshop, you will  be able to:Discuss how the brain learns.Use at least 2 techniques to optimize your learning mindset and senses.Use at least 3 techniques to increase your reading speed  with comprehension.Use social curation tools to discover, collect, organize, and sharing learning resources. Use at least 2 techniques to improve your memory.Use at least 2 tools to empower creative and critical thinking.SLIDESHere we go (Don't tell anyone before after the seminar): Becoming Creative Super Learners at USM! from Zaid Alsagoff SPEED READING TESTDon't be scared to find out...Source: Staples eReader DepartmentCLICK HERE or the image above to do the speed reading test (Alternative test without quiz).Are you ready to unleash your amazing LEARNING POWER? :)

The Big Question this month is Workplace Learning in 10 Years: If you peer inside an organization in 10 years time and you look at how workplace learning is being supported by that organization, what will you see? What will the mix of Push vs. Pull Learning; Formal vs. Informal supported by the organization? Are there training departments? What are they doing? How big are they as compared to today? What new departments will be responsible for parts of workplace learning? What will current members of training departments be doing in 10 years? The answers to this have been very interesting. I like that the predictions are all over the place. Some people are suggesting getting rid of training departments and starting fresh. Others, including myself, don't believe training departments will go away any more than educational institutions will no longer exist. There will always be some level of training/education required. ut I think it's fair to say that most every response expects the role of training to either diminish or to change significantly in the next 10 years. But there was another significant trend in the answers… Learning and Work Converge In a world where Knowledge Work and Learning is Inseparable, finding ways to support and improve work is the same as finding ways to support and improve learning. Jay Cross in Ten Years After puts it: In a knowledge society, learning is the work. Who in an organization is responsible for supporting and improving work? Isn't that the definition of management. Well not quite, but it is pretty dang close to the definition of Management Consulting in Wikipedia: Management consulting refers to both the industry of, and the practice of, helping organizations improve their performance, primarily through the analysis of existing business problems and development of plans for improvement. In this world, you can't really distinguish the mandate of Management Consulting from the mandate of: Enterprise 2.0 Knowledge Management Learning & Development I do think there's a slightly different historical mind set and skill set, but Training Departments are going to need to think and act quite different or they will be marginal. Take a look at some of the responses with this context in mind. Supporting Concept Workers In The Future of the Training Department by Harold Jarche and Jay Cross, they discuss how work models are changing. This is very similar to what I discuss around Concept Workers and Work Literacy but they attack the change based on complexity - which is truly why concept workers are so important. The main objective of the new training department is to enable knowledge to flow in the organization. The primary function of learning professionals within this new work model is connecting and communicating, based on three core processes: * Facilitating collaborative work and learning amongst workers, especially as peers. * Sensing patterns and helping to develop emergent work and learning practices. * Working with management to fund and develop appropriate tools and processes for workers. …redeploying training staff as mentors, coaches, and facilitators who work on improving core business processes, strengthening relationships with customers, and cutting costs. In 2019: A workplace learning odyssey Performance support will be built into the workflow and take the form of online tools, networks and coaching. In Minute Bio's Post - We will see much more informal learning and knowledge management. There will be a need for trainers and/or knowledge managers who will guide, coach, be a catalyst for, and monitor social media and informal learning. In The Big Question the folks from Bottom Line Performance say: The challenge for instructional designers is no longer finding some relevant information on an obscure topic. Wikipedia does that for us. The challenge becomes identifying the most important content, the facts and information that will best support the performance the organization needs to drive business results. Ruth Clark tells us that people learn more from a short description of how something works than from a longer description of how something works. Learning professionals can weed through the nice to haves and create a program that best meets the needs of the business and the learner. Matt Moore in an article Learning & Knowledge = ? (PDF) and his associated blog post Learning + Knowledge = ? L&D and KM share something simple: an interest in improving the performance of an organisation through increased capability. Jacob McNulty responds in a comment - The KM + L&D merger is bound to happen - they’re both fundamentally about ensuring people have the information they need to perform…whether that’s obtained through a knowledge network or rapid elearning shouldn’t matter. In my post Corporate Training I do think that each and everyone one of us should be out understanding the ways in which you can support concept workers to be better at their work and learning. We should be looking to shift some resources within our corporate training department in that direction. Changing our Understanding of Management After thinking through what I expect to see inside organizations in 10 years, I think there's a very interesting change that's going to occur. Drucker told us that productivity of the knowledge worker would be the primary challenge of the 21st century. I'm not quite sold on the term productivity, but if you put in performance and change it to the concept worker then it sounds right: Performance of the concept work is the primary challenge of the 21st century. But if learning and work are inseparable for a concept worker, then Effective learning is part of the definition of performance. This is central to the very definition of how to make organizations more effective. Individual work and learning will be the focus of all levels of management. When I look at the definition of management, I don't really see this called out. In Wikipedia, it's defined Management comprises planning, organizing, staffing, leading or directing, and controlling an organization or effort for the purpose of accomplishing a goal. In 10 years, this definition is either going to change or it will include support for concept work and learning. Workplace Learning in 10 Years If you peer inside an organization in 10 years time and you look at how workplace learning is being supported by that organization, what will you see? The idea that work and learning are inseparable will be mainstream and CEOs will have spread responsibility for workplace learning far and wide. It will be part of management. What will the mix of Push vs. Pull Learning; Formal vs. Informal supported by the organization? There will still be Push/Formal, but most of the real learning will be Pull and Informal. Heck it's what everyone is doing every day. Are there training departments? What are they doing? How big are they as compared to today? Training Departments will still exist. They are responsible for delivering content that is for large audiences at a novice level. They are smaller and marginal players. What new departments will be responsible for parts of workplace learning? This is going to start with interesting new departments that focus on things like community management or enterprise 2.0. But since this becomes central to management, there will be other kinds of services within the organization that focus on particular needs. Management will be the primary owner. What will current members of training departments be doing in 10 years? Half of the current members of training departments will still be there. The others will have first jumped into these new departments. These will be the individuals who focus on performance, who get informal/pull learning, and who take the lead on understanding the role of technology. I would predict that this half becomes some kind of management consultant within the next 10 years. Hence my overall prediction - 50% of Workplace Learning Professionals will call themselves Management Consultants in 10 Years eLearning Technology Browse eLearning Content

Overview of the ADA The Americans with Disabilities Act (ADA) bars discrimination against the disabled. The term disability means having a physical or mental impairment that substantially limits one or more major life activities of such individual, having a record of such an impairment, or being regarded as having such an impairment. Managers are allowed to tell a job applicant that the job he/she is pursuing has certain physical or mental requirements and they must do so for all applicants for the same position. Managers can then ask the applicant if he/she is willing and able to perform those duties. Most companies today make every effort to accommodate the needs of the disabled, considering it a vital part of their role as responsible members of the community. Why Managers Need To Be Careful The ADA contains many traps for managers, it’s virtually impossible to list them all here. It’s also tempting to make a common training and education mistake in training your managers about the ADA - try and teach them the law. Don’t do that. The best way to ensure your managers keep your organization in compliance with the ADA is to do the following: Teach sound management and supervisory fundamental skills Establish AND follow clear and easy to understand procedures for reporting employee absences and requests for time off. Part of such a process MUST include recording the reasons provided by the employee for asking for time off, AND for reporting these requests to HR. Train and educate HR on the intricacies of the ADA Set and follow clear procedures for effective follow-up when employee absences or requests for time off MIGHT involve a request in which the ADA might come into play. Recommended Resources eBOOK: 7 HR Law Training Topics for New Managers This eBook discusses the main legal pitfalls that new managers need to avoid and what their legal responsibilities are as a manager, the challenges faced by new managers, the risk and costs associated with not training managers on employment law, and legal responsibilities of managers. VIDEO: HR Law for Managers Series This video is part of The HR Law for Managers Series. This series provides a comprehensive resource that will orient managers to components of key employment laws; provide details, relevant to managers, for each of these laws; and explain in practical terms, how to apply the laws in context with specific situations as relate to a manager’s duties.

by Kevin Siegel    Last week I told you about the great enhancements you'll see in Adobe Captivate 8 when it comes to image buttons. This week, I'm going to show you a few more improvements that I think you'll love. Sample Projects/Tutorials   The first thing you'll see when you start Captivate is the Welcome screen. From this position, you can create a new project, record a software simulation/demonstration, or access recent projects. But take a look in the upper right of the Welcome screen and you'll see an awesome addition: Sample Projects/Tutorials (shown below, it's located in the upper right of the Welcome screen).     Granted, the icon to access the projects and tutorials is easy to miss; but once clicked, a dialog box opens and you'll have access to some really nice sample projects. The sample projects are shown first, followed by several tutorials.       If you have already opened or created a project, you will find a Sample Projects/Tutorials icon via the top of the Captivate window (to the right of the Help menu).     However, clicking the icon from here is different than clicking it on the Welcome screen. If you click the icon while in a project, you'll be taken online to Adobe KnowHow, where you'll find some free and pay-for-access training videos.   Characters and Agents   I love the Characters feature added to Captivate a few years ago, which allows you to insert images/guides within a project. And I was delighted to see that not only did Adobe keep Characters in Captivate 8, they've added quite a few. To add a Character, choose Media > Characters. Select a Category, select a character, and then double-click a pose to insert the character onto a slide.       Lastly, check out the Speech Agents (via Audio > Speech Management). Previous versions of Captivate included five Text to Speech Agents. You'll be happy to see that Captivate 8 bumps that number up to seven. New to the team are James and Yumi. I was particularly impressed with how good James sounded... a nice upgrade from Paul (sorry Paul). And Yumi covers you if you need audio for Korean eLearners.        *** Looking for instructor-led training on the top eLearning tools? We offer live, online training on Adobe Captivate, Articulate Storyline, Adobe Presenter, and TechSmith Camtasia Studio. We can also bring the same great training onsite to your facility. Interested? Contact us for details.

Can't wait to facilitate my first workshop that is dedicated to Speed Reading at the International Medical University (IMU) on June 25, 2014.If you need someone to buzz your staff and students to speed up their reading habits, so that they can focus more on being creative and innovative....Please buzz me, if you like what you see below! WORKSHOPImagine if you could read a 200-page book in 20 minutes? Did you know that there are people in this world that can do just that? How about you? In today’s fast-paced knowledge and innovation driven economy, speed-reading is increasingly becoming an essential to master. In this half-day interactive crash course on speed reading, we will explore several techniques we can apply to read faster and smarter with comprehension.Once completed, you should be able to increase your reading speed by 200 - 300 percent. As you practice, your comprehension rate will improve with your newly acquired speed reading pace. As you increase your reading speed, you will have more time to focus on people engagement, quality, creativity and innovation, which are key essentials to succeed with education, work and life for the 21st century.OUTCOMESAt the end of this workshop, you will  be able to:Use at least 3 techniques to increase your reading speed;Apply the SQ3R method for better comprehension; Use at least 2 memory techniques to remember more of what you have read;Increase your reading speed by 200 - 300 percent; andUse various digital tools to measure and improve your speed reading skills.  SLIDESHere we go:  Speed Reading at the International Medical University (IMU)! from Zaid Alsagoff SPEED READING TESTDon't be scared to find out...Source: Staples eReader DepartmentCLICK HERE or on the image above to do the speed reading test (Alternative test without quiz).Speed reading test, which you can print out to assess your reading speed on a hardcopy:Speed Reading Test by Zaid Ali Alsagoff Speed reading is not enough! Strive to BECOME CREATIVE SUPER LEARNERS! I am still rewiring my brain, too...A lifetime process :)

Written by Jessica Batz View and download the webinar slides. View the webinar recording. 5 Keys to Social Leadership Development - Webinar 04.23.14 from BizLibrary

En primer lugar, permítanme felicitar a quienes trabajaron en el desarrollo y lanzamiento de Articulate Storyline. Embarcarse en el proyecto tan ambicioso de desarrollar una aplicación como Storyline, desde cero, no es una tarea sencilla. Sin embargo, si existe una compañía que puede lograr eso, definitivamente es Articulate. Siempre he admirado a Articulate, incluso cuando trabajaba para Adobe como evangelista de productos como Captivate y también, eLearning Suite. Un día después de dejar Adobe, tuve mi primera reunión con Arlyn Asch, director de tecnologías de la información de Articulate, quien dedicó parte de su tiempo para mostrarme Storyline. Después de una hora de hablar con Arlyn y ver en lo que estaba trabajando, estaba completamente seguro que Storyline era un producto excepcionalmente innovador. Desde entonces, he tenido la oportunidad de conversar con muchas personas increíbles que también trabajan en Articulate, incluyendo a Adam Schwartz, fundador y director ejecutivo, y cada vez que lo hago, me doy cuenta que cada uno de ellos ama su trabajo y todos comparten el mismo interés: crear productos que llenen de satisfacción a sus clientes. No es de extrañar que tengan miles de súper fanáticos, que aman sus productos y los recomiendan a sus colegas a través de las redes sociales. Antes de compartir mis impresiones acerca de por qué el nuevo producto de Articulate, Storyline, cambiará radicalmente las cosas para quienes nos dedicamos al aprendizaje electrónico, además de contribuir también con el desarrollo del aprendizaje móvil, quisiera aclarar que las razones que mencionaré a continuación se basan en la experiencia que adquirí trabajando con Adobe Captivate por más de 13 años, abarcando desde sus comienzos en eHelp (cuando lo llamábamos RoboDemo), hasta cuando se transformó en un producto de Macromedia y finalmente, en el producto que promocioné durante los últimos seis años. Las siguientes son las características de Storyline que me han impresionado. Algunas son funcionalidades técnicas pero también he considerado aspectos intangibles, tales como la comunidad de Articulate. Puesto que es un factor importantísimo, la comunidad de Articulate encabeza mi lista. 1. La comunidad de Articulate. No sé si Articulate incluirá su comunidad como una característica a destacar en la caja del producto, pero realmente creo deberían hacerlo. Este es uno de esos aspectos intangibles que considero merecen más crédito y por esta razón, comienzo mi lista elogiando a esta comunidad maravillosa en la que personas como Tom Kuhlmann, David Anderson y Jeanette Brooks, entre muchos otros, han trabajado apasionadamente durante tanto tiempo. En uno de mis artículos titulado "5 Razones por las que deberías ser parte de la comunidad de Articulate si estás en eLearning", escribí que al evaluar las aplicaciones de Articulate, tenía que admitir que la comunidad era su característica más importante porque no tenía oponente en la industria del aprendizaje electrónico. En ese artículo, también dije que para mi, una de las cosas más frustrantes de trabajar en Adobe en el equipo de Captivate, era el apoyo técnico y la atención que Adobe le proporcionaba a nuestros clientes, porque no coincidía con nuestros esfuerzos y logros como evangelistas. Cuando forman parte de la comunidad de Articulate, les puedo asegurar que no encuentran tales desventajas y eso ya es suficiente para recomendar Articulate Storyline en lugar de Adobe Captivate. Pero, por supuesto, aún hay más. 2. Interfaz y experiencia del usuario. Si hay algo que hemos aprendido de la revolución de las aplicaciones móviles es que la experiencia del usuario es crítica en esta era, las aplicaciones tienen que deleitar a los clientes y en definitiva, la interfaz del usuario es la misma aplicación. Siempre mido el éxito de una aplicación de acuerdo con su capacidad de atraerme una y otra vez en lugar de usarla solo una vez y almacenarla en mi biblioteca virtual. En mi opinión, Articulate ha desarrollado un programa que no solo es estéticamente atractivo sino que también muy intuitivo y fácil de usar. Recuerdo la primera vez que instalé Articulate Engage, pensé así es como debe diseñarse un programa, con una interfaz atractiva. Fue una experiencia semejante a utilizar una aplicación con un gran diseño en mi iPad. Articulate Engage hacía que no quisiera dejar de utilizarlo y justamente, de esa manera me siento con el nuevo Storyline. 3. Completamente fácil de usar. Si hay alguna cosa que Articulate sabe hacer bien es ayudar a sus clientes a diseñar aprendizaje electrónico y esto también se evidencia en la manera que diseñaron Storyline. Storyline es una aplicación independiente que no ha sido desarrollada como un complemento de Microsoft PowerPoint, sin embargo si saben cómo usar PowerPoint, solo eso basta para sentirse cómodos usando Storyline. Una de las cosas que solía escuchar con mayor frecuencia por parte de los nuevos usuarios de Captivate tenía que ver con lo difícil que es comenzar a usar este programa y muchas veces, escuché que al comenzar el primer proyecto encontrarse con una diapositiva totalmente en blanco es intimidante. Articulate se ha asegurado que esto no suceda con Storyline. Por ejemplo, aún cuando recién se estén iniciando en el desarrollo de aprendizaje electrónico, cada vez que agreguen una nueva diapositiva a su proyecto, encontrarán plantillas listas para usar tales como escenarios sumamente interactivos que pueden adaptar fácilmente como se muestra a continuación. Y eso es solo el comienzo, puesto que en la caja de diálogo que aparece, también pueden encontrar un enlace directo a la comunidad de Articulate donde podrán bajar más plantillas de manera gratuita. Esta es una gran ayuda no solo para nuevos usuarios sino también para usuarios experimentados. 4. Un único lugar para los recursos de eLearning. Uno de los desafíos de desarrollar aprendizaje electrónico es reunir todas las imágenes correctas para construir escenarios que simulen situaciones de la vida real. Generalmente, tenemos que recurrir a varios sitios para obtener la imágenes correctas para cada proyecto, lo cual puede ser realmente costoso y demandar muchísimo tiempo. Articulate conoce esta realidad y a mi me gusta la manera en que resolvieron este problema con Storyline. Storyline no solo incluye personajes ilustrados y fotográficos listos para usar (además, se podrán adquirir otros paquetes) sino que también incluye variaciones para cada uno de estos personajes: diferentes poses tales como pensar, esperar, sorprendido, emocionado, etc. Por ende, es fácil encontrar la imagen perfecta para cada proyecto y esta es otra razón para recomendar Storyline. 5. Interacciones sin escribir una sola línea de código. Uno de los secretos para hacer aprendizaje electrónico efectivo es incluir la cantidad justa de interacciones para mantener al estudiante motivado y Storyline hace que construir interacciones, incluso la más compleja, sea increíblemente fácil. Cuando Captivate presentó las Acciones Avanzadas, no fue algo que me entusiasmara demasiado porque, en mi opinión, no muchos profesionales del aprendizaje electrónico quieren invertir tiempo en aprender a programar para construir interacciones poderosas. En lugar de eso, hubiese preferido tomar el camino que Articulate eligió, y hacer que incluir interactividad fuera algo fácil sin necesidad de saber programar. Storyline presenta los conceptos de Activadores, Capas de Diapositivas, Estados y Variables para construir incluso las interacciones más complejas. Otra razón por la que recomiendo Storyline. 6. Lo último en grabación de pantalla. Esta es una de mis características favoritas en Storyline. Con Storyline se pueden crear simulaciones de programas de una manera totalmente diferente que con Captivate. Por un lado, encontramos la funcionalidad de acercar y enfocar, muy similar a Camtasia y algo que los usuarios de Captivate han pedido por mucho tiempo. Por otro lado, a diferencia de Captivate donde tienes que seleccionar si quieres una demostración, una evaluación, una capacitación o una secuencia completa de una sesión de grabación de pantalla y luego, terminas con múltiples proyectos, Storyline lo hace con un enfoque totalmente diferente. En Storyline, cuando grabas tu pantalla obtienes un video de alta resolución que puedes usar para mostrar a los estudiantes un proceso en particular junto con las funcionalidades de acercar y enfocar. Sin embargo, también puedes incluir en ese mismo video una versión que muestre un proceso paso a paso así como también versiones de simulación y evaluación, todo a partir del mismo proyecto y la misma sesión de grabación de pantalla. Pero eso no es todo, Storyline también tiene una funcionalidad llamada "ajuste de acción", la cual permite regresar  y hacer distintos ajustes a las simulaciones de programas. En los próximos días, compartiré un video enseñando estas funcionalidades. 7. HTML5, Flash y aprendizaje móvil. Por último, si bien no menos importantes, encontramos lo que Articulate presenta con Storyline y que tiene que ver con algo que realmente me apasiona: HTML5 y el aprendizaje móvil. Verdaderamente, me gusta lo que Articulate ha hecho con respecto a la posibilidad de publicar en HTML5, lo cual permite a los estudiantes usar sus iPad para completar los cursos creados con Storyline. Hace un tiempo que he estado probando la nueva aplicación de Articulate para el iPad y me alegra decir que tomar un curso en mi iPad es una experiencia agradable. Me gustaría también ver cómo Articulate se expande más allá del iPad a otros dispositivos en el futuro. Conclusión Son muchas las características que se destacan en el nuevo Storyline y esta lista podría continuar pero creo que todas estas razones son lo suficientemente convincentes para que nuevos usuarios adopten Storyline así como también para que usuarios de Articulate Studio quieran agregar Storyline a su conjunto de herramientas. Además, puedo predecir que muchos usuarios de Captivate querrán probar lo que pueden hacer con Storyline. Traducción y Edición del Español: @MayraAixaVillar

I recently read a very interesting post by Terry Anderson, Edublogers as a Network of Practice. Network of Practice - a distributed aggregation of members who share some common interests and values, but their correspondence and especially face to face meetings occur much less often or not at all. Leadership and activities in a NoP are emergent and usually informal. NoP members interact sporadically and develop their network in an informal and spontaneous manner that is occasioned through blogs, social software based communities, perhaps a face-to-face or online conference, newsgroup, mailing list or other shared social networking interactions. Membership in a NoP is voluntary, usually open, often transitory and likely many of the NOP members are strangers to each other. There are some good discussion in the comments about whether or not you would consider Edubloggers to be a Network of Practice (NoP). I must say that I don't know enough to really comment on whether it is or isn't. The realization I had as I read it is how complex networks become. They are incredibly rich and often there is no clear boundary. Is someone or something like a blog part of the network - often it's not at all clear. This is both a good thing and a challenge for Topic Hubs. I think it's good because for many people, they cannot easily understand this complex network. As I say in that post - It's hard to understand a single blog. It's even harder when you try to understand a network of bloggers. The discussion that goes on in Terry's post really points out how it's so hard to that you can't look at an individual blogger and neatly put them into a network and especially not a Network of Practice. Scott Leslie says - there is no singular "network of edubloggers," indeed what I find constantly amazing is when I come across another self-styled edublogger with whom I share absolutely NO points of connection. Of course, that's the claim of Terry in his response to Scott Leslie - edubloggers do have ONE thing in common - they all are interested in education - else they wouldn’t describe themselves as EduBloggers. Now it could be that their conception of education and likely the larger ideas of learning are very different from yours, but I still argue they do NOT "share absolutely NO points of connection" with yourself. My personal experience is really someone who tries to define Topic Hubs. Topic Hubs are based on networks and require a defined topic with a particular lexicon or way to make sense of what's being discussed. There's a real challenge to find the edges and define who should be consider inside or outside the network. The reality is that the complexity of networks don't really work that way. When I looked at creating a Topic Hub around edubloggers, I gave up because the network and topics are so big, diverse and messy. There likely are many good Topic Hubs within the space, but most edublogs blog about all sorts of topics. If you try to define a more narrow topic, it doesn't seem to work. eLearning Technology Browse eLearning Content