Got SCORM? A Brief Technical Overview That Answers the Question "What is SCORM?"   By Brian Kleeman Download PDF (110KB)   Introduction When I started researching SCORM in preparation for developing content and implementing an LMS, what I remember most was my frustration at the lack of any concise, hands-on information that was available about SCORM. Advanced Distributed Learning (ADL) has the complete specification (all 400+ pages of it) readily available on their site, but I was looking for a quick, "get your hands dirty" explanation that skipped all the mumbo-jumbo and would let me dive in and start trying things out. Hopefully, you’ve found this whitepaper early in your search and avoided that frustration. My purpose is to give you a "real world" explanation of SCORM that you can actually use to begin understanding the details of what you’ll find in the specification itself. I’ll skip the e-learning history, theory and other vague ramblings as I’m sure you can find an abundance of it elsewhere with relative ease.   Overview The SCORM specification, developed by Advanced Distributed Learning (ADL - http://www.adlnet.org), is a set of rules that learning management systems (LMS) and learning content follow in order to be compatible with each other. This theoretically allows the content to be loaded into, launched and tracked by any learning management system using a common rule set. Imagine your typical kitchen toaster and its electric plug that you plug-in to your wall socket. That same wall socket can have a blender, electric can opener or coffee maker plugged into it because all those appliances, along with the socket itself, comply with a set of rules dictating plugs and sockets. Things such as the number of prongs, shape and dimensions of the prongs, polarity and voltage have been published as a standard that manufacturers follow to insure that their plugs and sockets all work together. The SCORM specification is no different. Your learning management system is the wall socket. Your content is the toaster, blender, coffee maker or whatever else you plug into that socket.   Introducing the SCO… E-Learning content is delivered as a single unit called a Sharable Content Object or SCO. SCOs are independent, self-contained, transportable packages that represent the lowest level of granularity that is tracked by a learning management system. In other words, SCOs are mini-applications that when launched from an LMS report, among other things, one score and pass/fail status. Your SCOs should contain all the necessary files required to function, have or require no knowledge of any other SCO or external information, and as a matter of design, should remain relatively small such that they can be easily reused.   We generally design our SCOs (which we also refer to as lessons) to be able to be completed by a learner in less than 15 minutes. We’ve found that this avoids information overload and gives the learner well spaced stopping points.   And since the spec indicates that SCOs shall be transportable, you could infer that they should also be platform independent, although this is not explicitly stated. Server dependencies such as Coldfusion, Perl, ASP or server-based databases are problematic as a particular LMS might be running on a server that does not have those services available. So unless you are working in a tightly controlled internal environment, your SCOs should only be using client-side technologies such as HTML, Flash and Javascript.   …and the Content Package Now before we get into the details of the SCO, realize that we must to be able to transport it - even if that only means getting it from our desktop computer where we created it to the server where our LMS is hosted. To do so, we use a Content Package. Going back to our wall socket analogy, imagine that the content package is the box in which the toaster is packed and transported. In reality, it is simply a single compressed file containing all the files (html, images, flash swf, etc) necessary for the SCO to function. The content package may contain more than one SCO (a toaster and coffee-maker perhaps) and a single manifest file which describes the contents of the package. The LMS will use the manifest file to properly find and import each of the SCOs.   Web-Based and Script Enabled While there is no specific requirement that learning management systems be web-based, SCOs must be. This requirement gives developers a common platform (the web browser) to design and develop their content to function within, thereby removing unnecessary barriers to compatibility and transportability. Of course, even with the current maturity of web-browsers, they are not all created equal and SCORM makes no mention of a specification to be followed to ensure web-browser compatibility. Compliance with the latest W3C standards however, is a safe course of action to ensure compatibility with a wide range of current web-browsers. And in order for a SCO to communicate data to and from the LMS as well as potentially provide interactivity and quizzing functionality, it’s going to require more than just client-side HTML. SCORM specifies that SCOs use an ECMA Standards compliant scripting language to communicate with the LMS. The most notable ECMA compliant language is one you’ve probably heard of - JavaScript.   SCO and Content Package Summary So what we’ve covered regarding Sharable Content Objects can be summarized as follows: SCOs are mini-applications containing the content itself. SCOs are self-contained and transportable - all required files are included and compressed into a single content package. Content packages contain a single manifest file and may contain more than one SCO. SCOs are web-based and script-enabled - consisting of HTML, Javascript and any other client-side technology (images, Macromedia Flash, etc). SCOs are the smallest level of granularity tracked by an LMS - they report, among other things, only one score and status.   The Details Now that you understand some of the high-level layout, we’ll explore the fundamental details to understanding SCORM. Realize that this is by no means an exhaustive exploration, but it should provide a good foundation of knowledge. Be sure to download and read the complete SCORM specification as there are many details that will not be mentioned here.   The Content Package and Manifest File As I have mentioned, for a SCO to be uploaded to the LMS, it must be contained in a Content Package - a single compressed file conforming to the Process Interchange Format (PIF) specification. In most cases, this is simply a .ZIP file and may contain multiple SCOs.   The Content Package must also contain a Manifest File - an XML file containing information about the included SCOs and their organization. By reading the manifest file, the LMS can gather information about the SCOs that are contained in the package and will be able to launch them when appropriate.   The Manifest File must be located in the root of the Content Package and named ‘imsmanifest.xml’. The remaining file structure of the content package is completely up to you, even when including multiple SCOs, as long as the references contained in the manifest file correctly identify the location of the launching files, metadata files or any other files that the LMS might need to find within the package.   Here’s an example of a very basic, yet fully compliant "hello world" manifest file. Note that a fair amount of optional information not covered here is usually included in a typical manifest file. For complete details be sure to refer to Section 3, Content Package Conformance Requirements of the SCORM 2004 (1.3) Conformance Requirements (CR).   Notice that the basic structure is a manifest node containing a metadata node, an organizations node and a resources node.   The Metadata Node The required elements of this node that we have included specify the schema and schema version. Our example indicates that this content package uses the ADL SCORM schema and is compliant to the Content Aggregation Model of the SCORM 2004 (1.3) specification. Optionally, this node may also contain metadata containing extensive information about the content package including keywords, copyright information and more. This optional metadata may be included using a lom node or in an external XML file whose location would be referenced by an adlcp:location node. In either case, the lom or adlcp:location node would be located within the metadata node.   The meta-data structure, whether in-line or external is defined in Section 5 of the SCORM 2004 (1.3) Conformance Requirements (CR). Note that several other areas of the manifest also use this setup for referencing meta-data.   The Organizations Node The primary layout and relationship of the contents of our package is contained in the organizations node. Notice however, that information about the assets themselves such as file location are not included here.   You’ll notice a single organization in this node, although any number is allowed. Each organization that is listed in this node can be thought of as a course once it’s uploaded into the LMS.   The SCORM specifications does not require that an LMS recognize and import the organization structure itself - only that it be able to import and launch SCOs and assets that are defined within the resource node and referenced by item nodes within the organizations node.   Each organization listed must contain a title node to indicate the title of the organization or course.   We have titled our sample course "Hello World Course." Once imported, the LMS will use this as the display title of the course.   Each organization may contain any number of item nodes which, in turn, may also contain any number of item nodes. There is no limit to the nesting of these nodes. The lowest level of item nodes represents the SCOs or assets contained in the content package and will each include an attribute identifierref.   An asset is simply a file or group of files that can be launched by the LMS. Assets differ from SCOs in that they do not communicate with the LMS in any way.   Our sample’s identifierref value is "sco_hello_ref" which references a resource node that we will discuss shortly. An individual resource node may be referenced by more than one item node throughout the organizations node, even from within different organizations. When this occurs, the identifierref attribute for all instances should be the same.   When present, upper layers of the item node nesting represent groupings or modules within the organization as shown by this example not contained in our sample:   Most manifest files that you see coming from authoring programs such as Macromedia Captivate and Articulate Presenter will not nest the item nodes into modules, but rather contain only one item node (representing the SCO) within the organization.   Each item node representing our SCOs and assets must contain a title node to indicate the title of the resource itself.   We have titled our SCO "Hello World Lesson" and the LMS will use this as the displayed title of the lesson once imported.   The Resource Node Whereas the organizations node defined the layout and relationship of the content, the resources node is where the actual content information is located. Each SCO or Asset that is contained within the content package will have a corresponding resource node within this node.   The identifier attribute of our resource contains the value "sco_hello_ref", which will correspond to the identifierref’s value in our item node that is in the organizations node above.   The href attribute lets the LMS know where the launch file for this resource is located and the adlcp:scormtype attribute indicates that this resource is a SCO rather than simply an Asset. So in our sample, the index.htm file located in the root of the content package as indicated here, is the launch file for the SCO that is titled "Hello World Lesson" as listed in the organizations node and referenced using the "sco_hello_ref" identifier.   The result of all of this is that when an LMS imports a content package containing our sample manifest it will, at a minimum, create a new lesson, title it "Hello World Lesson" and upon launch execute the file "index.htm" that is located in the root of the content package. Optionally, the LMS may also create a new course, title it "Hello World Course" and include our "Hello World Lesson" in it. In either case, our LMS has successfully imported our SCO and has the capability to launch it.   For a complete explanation of the structure and elements included in the manifest, refer to Section 3 of the SCORM 2004 (1.3) Conformance Requirements (CR).   A Communications Channel - The API Once it’s been launched, a SCO and the LMS need a communication channel through which to pass data. This is done through an object known as an API (Application Programming Interface) that is the conduit for all of the SCO to LMS and LMS to SCO communication.   The technology that the LMS vendor chooses to implement the API is completely up to them - no recommendations are made within the SCORM specification as long as the API is exposed to the SCO correctly and implements the methods and data structure required. We have seen APIs developed using Java applets, ActiveX controls and even pure JavaScript.   The SCO will be opened by the LMS in either a new browser window or framed within a page in the LMS browser window. Before communication can occur, the SCO must find the API and make contact.   In most cases, the API is visible in the HTML code of the LMS window as an object, embed or applet tag.   The SCORM specification indicates locations where the SCO should look for the API, requires that the LMS expose the API in one of those locations and that it be a Document Object Model (DOM) object named "API_1484_11? or "API" depending on the SCORM version you are following. Since the SCO is launched in either a new browser window or a frame within the LMS window, it will use a very simple process such as: look in my parent window (if framed) or in the window that opened me (if a new window) and see if there is an object named "API_1484_11? (or "API"). If the API is not found, the SCO can expand its search by looking in the parent of the window that opened it, the parent of its parent, and so on according to the spec.   Section 3.2.1 of the SCORM 2004 (1.3) Run Time Environment (RTE) outlines the locations and process that the SCO should use to find the API.   Once the SCO finds the API, it can invoke methods of the API to send data to and receive data from the LMS. If the API is not found, the SCO should alert the user that the connection to the LMS failed and no communication will occur.   The ADL has made an "API wrapper" publicly available for use when developing SCOs. This wrapper is a file that you can include with your SCO that contains pre-written javascript functions for finding and accessing the API as well as for sending and receiving data. The wrapper is available on the ADL’s website at http://adlnet.org/   Data Transfer Once the SCO has found the API, they must both speak the same language if any communication is to occur. The SCORM specification has defined a small set of methods that must exist in the API and be available for the SCO to use. The methods are accessed by the SCO via JavaScript code with the syntax of objectname.methodname(argument(s)) where objectname references the API itself, methodname is the method being used (the API methods are explained below) and argument(s) are the data passed to the method. In all cases, the SCO initiates interactions and data transfer by invoking these methods.   SCORM 2004 (1.3) API Methods: Initialize - Initializes communication with the LMS. No other API methods should be called by the SCO until Initialize has been successfully called.   When completed, the resulting returnValue will contain "true" if the method was successful, "false" if it was not.   Terminate - Terminates communication with the LMS. No other API methods should be called by the SCO after Terminate has been successfully called.   When completed, the resulting returnValue will contain "true" if the method was successful, "false" if it was not.   Commit - Saves the data that has been sent to the LMS via SetValue calls. If a SCO exits without invoking Commit, none of the learner’s data is saved to the LMS. Commit is implicitly invoked by the API when Terminate is called.   When completed, the resulting returnValue will contain "true" if the method was successful, "false" if it was not.   GetValue - Retrieves data from the LMS for use in the SCO. The SCO must pass the data element that it is requesting as an argument.   When completed, the resulting returnValue will contain the score that is retrieved from the LMS.   SetValue - Passes data from the SCO to the LMS. The data is retained and may be retrieved during the user session, but is not saved to the LMS until Commit is invoked. The SCO must indicate the data element and its value that is to be saved as arguments.   When completed, the resulting returnValue will contain "true" if the method was successful, "false" if it was not.   GetLastError - Retrieves the last numeric error code that occurred in the API as a result of invoking these methods.   When completed, the resulting returnValue will contain the code corresponding to the last error that occurred. GetErrorString - Retrieves the text description corresponding to the error code priveded.   When completed in either case, the resulting returnValue will contain a text description of the error corresponding to the errorCode that was provided.   GetDiagnostic - Exists for LMS specific use. Returns a diagnostic text description based on the parameter that is passed as an argument.   When completed, the resulting returnValue will contain the text of the diagnostic information.   Using the GetValue and SetValue methods, the SCO is able to send and retrieve all the necessary data for effective tracking to and from the LMS. Some commonly used data elements include learner_id, learner_name, score, completion_status and suspend data. The example that follows will demonstrate proper usage of a few of these elements.   An Example So what you will find when looking at the code of a SCO is some process that is executed at launch, usually found in the onLoad event of the body tag, that finds and initializes the API. In some cases the SCO will then request and load basic information using GetValue, such as the learner’s name and id. Additionally, the SCO may attempt to load previous session data such as score, progress status or learner responses that may be necessary to continue the learner’s interaction with the SCO. From that point, SCO interactivity and functionality such as navigation and quizzing will likely operate independently of any SCORM-related functions. At certain points though, result data is passed to the LMS (using SetValue and possibly Commit) and upon completion of the SCO, perhaps within the functionality of an Exit button, the Terminate method is called.   Let’s take a look at the following HTML and Javascript code as an example. Note that the getAPI function used in the doLMSInitialize function would be included in the apiwrapper.js script file that is referenced by the script tag in the header. This function would follow the process discussed earlier to search for and return the API from the opener window or parent frames. While this process is too detailed to completely explain here, the api wrapper that is available from the ADL contains this functionality so it is not necessary to develop your own from scratch.   Let’s briefly step through this code to see what is actually happening. On page load, the doLMSInitialize function is called which uses the getAPI function to search for and return the API. The API is initialized, the learner’s name is retrieved and a welcome message is displayed in the div element whose id is "welcome."   The question is displayed using a standard HTML form. Upon clicking the Submit button, the learner’s response is passed to the postAnswer function.   The postAnswer function evaluates the response, alerts the learner and sets the appropriate SCORM values using the API’s SetValue method.   Finally, the learner clicks the Exit button which invokes the API’s Terminate method.   What this example should illustrate for you is that a SCO is coded very much like any other interactive lesson with the occasional addition of method calls to the API when data is required or ready to be posted.   You can download this SCO and content package including the example manifest file at http://www.icslearninggroup.com/sharedResources/SCORM Packages/helloworld.zip. This package is a functional SCORM 1.3 (2004) package that can be imported into a SCORM compliant learning management system.   Conclusion So we’ve examined the SCO and its general operation, the API and how it provides the communications portal between the LMS and the SCO and the manifest file and how it facilitates the importation of the SCO into the LMS. In other words, we’ve only scratched the surface. To fully understand SCORM and its functionality, you should download the full specification from the ADL’s website and get familiar with it. Begin working with our sample content package and study as many other SCORM compliant SCOs as you can. The code is all client-side, so you will be able to open it with a basic text editor such as Notepad.   For more information on SCORM, learning management systems, SCORM compliant authoring tools, or to sign up for a free trial of Inquisiq Learning Management System where you can upload and test your SCORM compliant SCOs, visit us on the web at http://www.icslearninggroup.com.

  The Building Blocks of a Successful e-Training Program   By Ed Gipple An authoritative whitepaper on how to plan, implement, and evaluate an e-learning program for your business. Download PDF   Introduction   The design, creation and implementation of corporate training solutions, especially ones that are highly reliant on technology, are very complex projects with many aspects to consider. The objective of this white paper is to provide guidance related to the planning of e-learning solutions as well as to present a survey of the many instructional and technological building blocks that should be considered as part of your solution. Skillfully blending these elements together will ultimately give you the most effective training and the best results for your company. Successful corporate training solutions can vary greatly from each other; however, they all have some common elements that make them successful. The most important components of success are:   A sound plan with a well defined mission and objectives. Appropriate technological infrastructure and implementation strategy. Good course design that contains well-written and engaging content.   A good plan is the starting point. Like any corporate initiative, the training program should have a stated mission and a set of business objectives that are well defined. The plan will also need to include a business analysis that identifies the costs and benefits of the training program. This will help bring the project into focus and provide solid grounding on which your many decisions will be based.   Once the big picture is in focus, it is time to create the implementation strategy and plan. This will start with a thorough assessment of many aspects including such considerations as specific training needs, current and planned technology, corporate culture and trainee demographics. Your complete implementation plan will include a proposed curriculum and a description of training methods along with a delivery infrastructure.   Ultimately, a good plan and implementation strategy is meaningless if the courses and training content are not properly designed or are ineffective. A sound design process begins with a thorough analysis of the training needs and a determination of the learning objectives. The next step is to design the instruction necessary to accomplish the teaching objectives and create an assessment structure to assure that the objectives have been met. It is also important to realize that despite a thorough analysis and well-formulated learning objectives, the quality of the instructional content is still critical. The instructional content must be relevant to the student and presented in a way that is engaging and memorable. The use of interactive multimedia, if well done, can make the instruction much more interesting and effective.   The Plan   Training solutions can range from being focused on a specific problem to being very broad, touching many aspects of a company’s operation. Regardless, before you design and implement your training solution, you need to do some planning.   The initial plan will include a basic top down analysis that identifies the key elements of a sound and successful training program. It is critically important to understand that your training solution is ultimately a solution to help achieve business goals. For example, your ultimate goal is to increase sales, raise the level of customer service, reduce manufacturing costs due to human error or increase employee moral and their overall wellbeing. Therefore, to ensure your training solution is successful, you must define it and plan for it much like any other business project. Finally, the training solution must be economically viable and the desired outcome clearly defined so that the benefits can be continuously evaluated. Your initial plan should include the following:   Identify and define the business goals. The fundamental business goal(s) must be clearly identified. This is a basic step but critically important because it is the driving force behind the training. All training will ultimately map back to achieving specific business goals and solving business problems. It is a very good idea to document these objectives in the form of a mission statement that can be reviewed and approved by the project stakeholders. Develop a solution to the problem. Presumably, on analysis of the business goal or problem, it has been determined that at least part of the solution involves a change in human behavior or performance. Developing a training solution to address these issues will require specifying the details of the training needed to bring about the desired changes. The training should be defined in terms of its desired outcome, specific objectives, amount or scope and necessary content. Also, remember that training, regardless of how well it is designed, is not effective unless the employees are properly motivated to take it. Part of the solution should therefore include the proper communications to motivate and engage the trainees. Motivation is also a key element that should be considered in the design of the instructional content. Develop a strategy for implementing the solution. Given the general scope and objectives of the training, an implementation strategy will need to be developed. The implementation strategy will include two fundamental components. First, it will include a curriculum based on the identified training needs. Secondly, you will need an infrastructure and delivery plan. The infrastructure plan includes identifying all training and information delivery methods and technology. The implementation strategy will likely be a phased plan requiring evaluation and refinement. Additionally, the plan should identify the implementation team and their responsibilities. Good strategies strive for early measurable success, are flexible and scalable and take into consideration the corporate culture and politics of the situation. Prepare a business case for the training program. Given that a training solution to a business goal has been identified and an implementation strategy developed, you must now analyze its economic viability. This translates to quantifying the costs and the benefits of the training. This analysis, both initial and ongoing, will be the fuel that drives the training initiative forward. With a well-defined implementation strategy, the investment or expense side of the equation is usually pretty straightforward. The problem is that, initially, the scope and many of the details of the implementation strategy will not be defined precisely enough to give you an accurate development cost. This may warrant an investment in the preparation of a detailed implementation plan. This process is equivalent to hiring an architect to design the house and develop a detailed set of blueprints. Once you have this detailed implementation plan, you should be in a position to accurately estimate the development cost and project schedules. It is also important to estimate ongoing costs for new courses, maintenance, updates and new technology. The other side of the equation is quantifying the benefits. This process is more complex and should include both the direct and indirect benefits of the training program. Sometimes, the benefit is a clear cost savings or gained efficiency. Other times, it is a matter of projecting benefits based on new capabilities. The indirect benefits are much harder to quantify and may include such things as improved employee morale and wellbeing. For a more detailed treatment on this topic, please also see the ICS Learning Group’s white paper titled "Is e-Learning Worth It." Develop a set of metrics. Metrics are measurable performance parameters that can be used as feedback to evaluate the training results, to help refine the implementation strategy and to keep the training initiatives on track. Training solutions need to be constantly evaluated and refined. Make sure that the metrics are closely correlated to the fundamental business goals that are being addressed.   Keeping your training solution in this framework will allow you to keep the big picture in mind and will help you keep the project on track. If the analysis is performed carefully and honestly, it will result in a logical plan that advances the mission of the company in a cost-effective manner. It will also be an essential element in engaging the support of all stakeholders including senior management, the development team and participating employees.   Project Management - The above plan is a starting point that ensures that the business objectives have been properly stated, a solution has been identified and a business case for that solution has been presented and approved. The next step will be to create a detailed project plan for the design and implementation of the solution.   You have many important decisions that need to be made ranging from issues related to the use of technology to required facilities to instructional design to software development and media production. For this reason, training projects and specifically e-learning projects are inherently complex and require the integration and coordination of many different disciplines. It is important that the project manager be aware of the many facets to these projects and understands the interrelationships of all of the required tasks. A typical e-Learning project team will include the following types of professionals who must all work together for the common goal:   Project managers Instructional designers and technical writers Subject matter experts IT professionals including network engineers, software developers, database engineers and technical support staff Facilities personnel Multimedia developers including graphics production specialists, multimedia programmers, computer animators and video/audio production personnel Art director, graphic designers and interface designers Quality control and assurance personnel   E-learning projects are complex and need to be broken down into logical phases or subprojects. Each phase results in a deliverable to the client and is a transition point to the next phase. These deliverables are critical and must be carefully evaluated by the project team and client. They must be approved before moving on to the next phase.   The typical phases of an e-learning development project include: Phase 1: Analysis Phase 2: Design Phase 3: Content Production Phase 4: Software Development Phase 5: Implementation Phase 6: Evaluation   Phase 1. Analysis: The objective of this phase is to gain a complete understanding of the goals and constraints of your training project. The analysis phase will require the gathering of many different types of information. The deliverable of this phase is the Analysis Report and may include one or more of the following: Audience/Needs Analysis Environmental (hardware, software, bandwidth, etc.) Analysis Content Analysis Task Analysis Problem/Risk Analysis The analysis phase will provide you with the information you need to properly define the scope of the training and will be the primary input into the design phase.   Phase 2. Design: The design phase takes into consideration all that has been learned in the analysis phase and creates a total solution that meets the training requirements. The design process will address all of the instructional needs as well as the infrastructure and technical requirements. The design phase will usually consist of several sub-phases that allow for progressive refinement. This is very important because it allows the designers to take a top down approach and get approval by the project sponsors before moving down into more detail. This phased design approach helps keep the project on target and minimizes the potential for mistakes and rework. The deliverables of the design phase will typically include: Design Document - will identify objectives and goals, instructional approach, implementation strategies, detailed curriculum, content outlines for all instruction and will establish all design standards. Storyboards - are a screen by screen treatment of the instructional content. This will include all of the text content that appears on screen, all audio narrative and the identification and description of all multimedia content and interactivity for the instruction. Functional Design Specification (for Software Applications) - For computer and web-based training delivery, the solution may frequently include the development or modification of software applications. The design of this software is usually addressed separately from the training content. This document defines all of the applications functionality, user interface, system interfaces and data formats. Prototypes - are the step after the paper design but before the programming or production phase is started. Prototypes are a very useful way to mockup the software interface and typical instructional content to allow the design team and project sponsors a way to evaluate how the training and software application is going to look and work. Evaluation of the prototype will frequently reveal subtle but necessary design changes that were not apparent in the paper design documents.   Phase 3. Training Content Development (Production Phase): This phase includes graphic, video, audio and multimedia production. The production team will use the storyboards to create all of the content that makes up the instruction. This is a very labor-intensive and expensive part of the job which is why it is so very critical that the storyboards be carefully reviewed and approved by the SME and client.   Phase 4. Software Development: Using the software functional specification document and the prototype, the programmers will create the training software application. Like the content production phase, this phase also includes a lot of work and thus it is critical that the design documents and prototype have been carefully reviewed and approved by the client.   Phase 5. Implementation: After the production is complete and the training system is finished, the implementation phase addresses the details with final delivery, installation and the final testing/acceptance by the client.   In some cases this final phase can be very involved and require a lot of interaction with the IT personnel so that the software can be installed, configured and properly tested. This is especially true for web-based applications that are to be installed on the client’s web server.   In addition to the issues involved with the deployment of the technology and the acceptance by the client, there are also issues surrounding transition of ownership and control. For example, it is important that proper training and documentation exist. Depending on the nature of the training system, ongoing technical support should also be considered and planned for.   Phase 6. Evaluation: Although evaluation is a very important part of the design process, it must also be continued after the training is in use. It is this evaluation that can determine if the objectives of the training have been met. Evaluation can drive the continuous improvement of the training for better and better results.   What are the Instructional and Technological building blocks?   These days, you have many options with regard to developing and delivering your training solutions. Each option has its strengths and weaknesses and must be strategically used to optimally achieve your goals. Typically, a blended approach works best, where you can combine a variety of techniques to get the most effective training. For example, traditional instructor-led training is still one of the most successful methods of teaching, but it has drawbacks. It requires physical classrooms and everyone must gather in one place at one time. For a company with a national or worldwide workforce, this can be a time consuming and expensive proposition. On the other hand, there is a lot of benefit in getting your people together and perhaps the training is being combined with other efforts that require physical presence. The optimum solution may then be to reduce the required instructor-led training through the use of on-line (asynchronous) prep courses. This solution could result in more effective training at less expense.   Another issue you might face is how to handle the spontaneous training needs of a distributed work force? For example: getting new product information and training out to a large distributed sales force. A viable solution might be on-line, live (synchronous) instructor-led training combined with an easily updateable on-line reference library of sales support material and current promotional materials.   The possible combinations are endless and must be crafted together to give you the best overall solution for your situation. The following descriptions of the fundamental instructional and infrastructure components are the building blocks that can be used to implement your training solutions. Your business needs and environment will ultimately dictate the details of how these techniques are combined and utilized.   Instructor-Led Classroom Training   The traditional approach to training, instructor-led classroom training, is still one of the most effective ways to teach. Studies show that instructor-led training routinely outperforms other methods. Unfortunately, instructor-led training has some practical limitations related to the cost of employee downtime, travel expenses and training facility costs. Another serious drawback to instructor-led classroom training is the limited "training bandwidth" that can be achieved. If you have a situation where you need to train many people relatively quickly, the instructor classroom model may become a bottleneck.   Traditional Training Media Print and video training materials are the core assets of many traditional training programs. They have the advantages of being very portable and familiar to people. On the other hand, they have disadvantages related to their duplication and distribution expenses as well as being inherently difficult to update and maintain. Once printed materials or videotapes have been distributed, they cannot be easily changed and must frequently be reprinted and distributed.   Synchronous e-Learning This method allows an instructor and students to participate in an on-line virtual classroom. It is called synchronous in that it is a live event where everyone logs into the web-based virtual class at a specific time. The training sessions emulate the traditional classroom approach in that an instructor controls the delivery of content and students have opportunities to ask questions or engage in discussions. Usually, the instructor can deliver just about any type of web-based content along with their voice. These systems will typically also have collaboration tools such as whiteboard functionality and application sharing capabilities.   The whiteboard functionality is very much like a traditional chalkboard. The instructor can draw on it or type in text. You can also load in previously prepared graphics and annotate them. If granted permission by the instructor, students can also take control of the whiteboard. The application sharing is very useful for collaborative discussion of a document or other electronic media or for demonstrating how certain software programs work.   Most synchronous e-learning systems also provide methods for the instructor to implement assessments or gather feedback from the students by either receiving messages or polling.   The strength of synchronous e-learning systems is that they are a natural extension of traditional instructor led classroom training. This means that training that is currently delivered by traditional methods can fairly quickly be adapted for the on-line version. The repurposing of existing training material can usually be done quickly and efficiently. Like traditional training, the instructor can control the pace and direction of the instruction based on feedback and interactions from the students. Also, like a classroom, questions can be answered as they arise and the instructor can promote discussions. Synchronous e-learning maintains many of the positive attributes of traditional instructor-led training while reducing cost and making training more convenient. A group of people can convene on-line to take a course without being collocated. This means no travel costs, a minimum of employee down time and no facility expenses.   It should also be pointed out that it is possible to include video as part of the synchronous e-learning environment. Video can come in two forms. First, prerecorded video can be delivered by using video streaming technology. This is relatively straightforward and, assuming the network bandwidth is available, can be integrated into most systems just like any other web-based content. The second type of video is live video and is more complicated to implement. Live video requires cameras and the necessary hardware and software to compress, encode and transmit a live video signal.   More traditional video conferencing systems have been available for many years and provide a convenient alternative to face-to-face meetings. However, many of these systems were not designed to be e-learning platforms and therefore lack many of the needs associated with the delivery of corporate training. However, if a company already has a video conferencing capability, it should be factored into the plan for implementing the corporate training program.   The drawbacks to synchronous e-learning are similar to traditional instructor-led training in that it still requires everyone to meet at a specific time and thus lacks the flexibility to accommodate different and conflicting schedules. Synchronous e-learning can also place extra demands on the instructor. They must become very familiar and comfortable with the delivery tools (although many solutions include meeting facilitators that handle the technology) and it is also that much harder to teach when you are not in the same room with the students.   Asynchronous e-Learning   Asynchronous e-learning includes courses and training materials that can be accessed by the student at any time. It is self-paced and typically independent from an instructor or other students. However, many good asynchronous courses do provide access to forums and threaded discussion groups to give the student the ability to ask questions or have non-real time discussions.   This independence from the instructor and classroom environment can be a great convenience to the student because the course can be taken any time and at a pace controlled completely by the student. This, however, puts additional demands and requirements on the asynchronous training content, as it is responsible for 100% of the training and must keep the student engaged. Consequently, asynchronous courses take more planning and are more difficult to create than synchronous courses. One of the primary advantages of an asynchronous course is that, once created, they can be deployed at a very large scale and become completely automated. For this reason, asynchronous courses are usually best suited for situations where the audience is large and dispersed.   Simulation   Simulation training methods, a subset of asynchronous training, teach by presenting the trainee with real world scenarios and allow them to practice procedures or solve problems by making decisions and interacting with the simulation software. A very important part of learning is the application and practicing of new knowledge. Simulations are one method of providing a safe, controlled and convenient way to practice these newly acquired skills. It can also be a very effective assessment tool to find out if new information and skills are being properly applied.   Simulation training software was classically used to model physical processes and equipment interfaces such as airplane simulators and the like. These types of simulators are very effective ways to train operators on the usage of equipment by allowing them to practice in a safe and controlled environment. Additionally, you can simulate problem scenarios that can teach users how to overcome adverse situations that, in real life, may be either very dangerous or expensive when mistakes are made. Today, however, the term simulation is frequently extended to describe any training software that "simulates" a scenario or problem and gives the user a way to make decisions to create a desired outcome. For example, simulations can also be used to teach soft skills such as closing a sale, management skills and even, for attorneys, how to cross-examine a witness.   For simulations to be effective, however, they must adequately replicate the desired scenario and give the user enough options and interactivity to provide realistic and effective practice. This gets harder to do as the training scenarios become more complicated and the necessary user actions and skills diverge from what can be translated to a computer interface.   Simulations almost always need to be combined with other methods of training to teach all the prerequisite skills. Simulation is a valuable teaching method because it allows a user to apply what they have been taught and experience the application of this knowledge. For example, simulation is very effective right after a lesson that has taught basic skills. It is also important that the simulation has teaching resources built into it. For example, the simulation should have the ability for the user to access a hint or help system, access reference materials or even jump back to other lessons. In this way, knowledge gaps that are realized by the user can immediately be filled. This bi-directional back-and-forth process of applying learned knowledge and then discovering knowledge gaps and seeking the information that is needed, is a very powerful way of teaching.   For several reasons, implementing training simulations usually require more computing resources than your typical training software. First, because you are always trying to mimic a realistic work situation, it is usually desirable to include multimedia and visually rich environments and interfaces. Secondly, as you are usually trying to create highly interactive environments, the simulation will necessitate a more sophisticated user interface. Finally, because simulations frequently need to perform many calculations and are tracking a multitude of variables, they can be more computationally intensive than most training applications. For these reasons, training simulations were historically run on multimedia enabled PCs or workstations. Today, because of increased bandwidth and web programming tools such as Macromedia Flash, it is possible to implement many training simulations on the web.   Learning Management Systems   A Learning Management System (LMS) will provide all of the administrative functionality behind a web-based training system. LMS can range greatly in their capabilities and specific features but, basically, they handle all issues related to providing access to the content, delivery of the content and student performance tracking/reporting. This translates to capabilities such as:   Student registration and course access. Assigning instructional responsibilities and access. Course setup and curriculum planning. Delivery of tests/assessment. Tracking and reporting of student progress and performance. Providing certifications and regulatory compliance reports.   Some LMS also include capabilities such as course authoring tools that may allow instructors to load their course content or assessments into the system. This type of capability is usually more commonly delivered through a content management system as discussed later in this paper. Note that LMS are not only used for computer delivered content. Like any well-rounded training program, you will likely have some traditional training as well. The LMS can or should be able to record an employee’s entire training history including live training events. Some systems will also manage the use of training resources such as meeting rooms and presentation equipment.   Many LMS will also have abilities to interface with other applications such as HR and ERP systems to share data and facilitate tracking and reporting. The LMS can be a very important part of your system, especially if your training program is large and has many students and many courses that need to be managed. Originally, LMS were very complex and therefore expensive and time consuming to implement. However, more recently many basic LMS are available at costs much less expensive than their predecessors.   Learning Content Management and Authoring Systems   The Learning Content Management System (LCMS) is another core piece of the training system infrastructure. The previously described LMS provides all of the administrative and delivery functionality, while the LCMS provides capabilities more directly related to the storing and management of the learning content itself. Frequently, Learning Content Management Systems will also have authoring capabilities in which case they are called a Learning Content and Authoring Management System or LCAMS. The LCAMS will make it possible to:   More easily enter, update and edit the training content. Centralize the storage and management of content. Facilitate a workflow process related to the authoring, review and approval of training content.   The fundamental concept behind a LCAMS is the separation of the content from the presentation of the content. The raw content is stored in a database where it can be accessed independently of the presentation. This independence opens up many possibilities. For one, the content can now be entered into the database by an authoring application, which allows someone to easily enter or edit the content without being involved in the details of how to implement the presentation. Secondly, now that the content is independent, it can be used or presented in a variety of ways or media. A perfect example of this is content that is going to be used for both an asynchronously delivered on-line course and a printed manual. The two media are quite dissimilar and the information will need to be presented and formatted differently in each case. The LCAMS now makes it possible to easily update the content in a single place. The different presentations that access the content will then automatically be kept current.   Knowledge Management System Knowledge management within an organization is defined in two parts. First, it is the systematic process of finding, selecting, organizing, distilling and presenting information. Second, employees and managers must utilize that knowledge for such things as problem solving, dynamic learning, strategic planning and decision making.   A common problem is "knowledge attrition." People leave an organization and the valuable information in their heads goes with them. In order to preserve and grow knowledge within an organization, a cultural bias must exist which, at the very least, promotes the transfer of knowledge from one person to another. In large organizations, cultural bias is not a practical Knowledge Management System, since this method does not necessarily span geographical and political boundaries.   Enter technology. A technology based Knowledge Management System helps to transcend geographical boundaries and to centralize the knowledge of an organization. Technology solutions must be evaluated for compatibility with an organization’s culture, objectives and with existing or planned systems.   Performance Support Systems Electronic Performance Support Systems (EPSS) are computer programs that are structured to provide immediate individualized access to information, software, assistance, data, images and tools required to perform one’s job. They support the concept of just-in-time training. They are, by their nature, typically focused on defined tasks or processes.   An EPSS can be very useful to complement training, especially when used as job aids to provide step-by-step procedures that explain, demonstrate and show users how to perform complex tasks. An EPSS can minimize classroom time and can serve as a valuable reference tool after training is completed.   It can also empower an employee to perform tasks with a minimum amount of external intervention, resulting in an increase in general productivity.   Open Standards Standards are important to the extent that systems need to be interoperable, easily maintained and scalable. There are really two basic standards issues. First, it is important that the programming languages, databases and other technology being used are consistent with the rest of your information technology. These integration issues will affect, for example, your own IT staff’s ability to maintain and scale the system.   The second issue is regarding the development of course content for your e-learning system. For example, different groups such as the Aircraft Industry CBT Committee (AICC), Institute of Electrical and Electronics Engineers, (IEEE), IMS Global Learning Consortium and the Advanced Distributed Learning Initiative (ADL) have developed specifications for the packaging and delivery of training content so that it is more independent and transportable. This promotes greater flexibility and reusability of the course content.   The Sharable Content Object Reference Model (SCORM) is an evolving set of guidelines and specifications developed by the ADL that is becoming a widely accepted standard. SCORM compliant courses are designed to be:   Reusable - easily modified and reused for other training efforts. Accessible - can be made widely available to a general audience. Interoperable - less dependant on specific hardware and software platforms. Durable -upwardly compatible with new versions of system software. The SCORM specification has three main components. The first is a set of course packaging requirements. This defines all the course content resources and navigation. The second is a set of run-time requirements that define how the course must communicate with the LMS. The third component is a specification for course and student meta-data. The course meta-data is essentially a formatted description of the course and its content. The student meta-data is a description of the specific student data that can be tracked by the LMS.   Course Design & Content Ultimately, the most important element of your training program will be the courses and content that make them up. Some deficiencies can be worked around or compensated for, but poorly designed courses that do not meet their objectives, or content that does not effectively teach, will negate all of your efforts.   First, it is helpful to realize that your training needs can roughly be divided into two categories. There is the training that is fairly universal and can likely be purchased as "off-the-shelf" training. For common training needs such as learning popular software applications, basic IT training or common soft skills, the demand is high enough to warrant their development. Using off-the-shelf training is obviously going to be less expensive and quicker than developing the courses on your own.   The second category is training that is unique to your specific needs and must be custom developed. If you need to develop your own training, you will need a team that consists of subject matter experts, instructional designers, content developers and the appropriate programming and integration talent.   Course design and the creation of effective content is a subject that goes beyond the scope of this paper, although there are fundamental elements that can help guide the way. The Instructional System Design (ISD) process is a commonly used method to develop corporate training. ISD is a learner centered approach that is driven by the needs of the learner, as opposed to the instructor or institution. It is also characterized by a very methodical approach that determines the specific learning objectives of the training and designs the training around achieving those objectives. It also acknowledges that the design is an iterative process that should incorporate evaluation and feedback to refine the instruction. The key phases to this approach are:   Analysis Design Development Evaluation   The analysis phase identifies the training needs of the learner by defining the desired outcome along with the learner’s current state of knowledge, skills and attitude. The analysis phase will allow you to define the overall scope of the training in terms of necessary content and the amount of instruction.   The design phase first takes into consideration the needs identified in the analysis phase and then develops a specific set of learning objectives. The instruction content and sequencing is designed to best accomplish the learning objectives.   The development phase is the creation of the learning content. The evaluation phase is used to collect feedback and assess whether or not the desired learning outcomes are being achieved. If not, then the feedback is used to refine the instruction.   Conclusion   The development and deployment of a corporate e-learning system can appear to be a risky and daunting task. However, the risk can be minimized by developing and following an implementation plan which takes this very large and complex task and breaks it down into a methodical step-by-step process. ICS Learning Group has years of experience in all phases of this process, from initial needs assessment to the development of computer-based and web-based training software to the creation of training content.   For more information on ICS Learning Group or how we can help you develop and integrate your online training program, visit us on the web at http://www.icslearninggroup.com or give us a call: (410) 975-9440.

ICS Learning Group Wins Gold in the 2014 Brandon Hall Excellence Competition for Best Use of Games and Simulations for Learning FOR IMMEDIATE RELEASE Press Contact: Maura Romano, Sales & Marketing Specialist ICS Learning Group, Inc. maura.romano@icslearninggroup.com Pasadena, Maryland, September 16, 2014 - ICS Learning Group, Inc. won a coveted Brandon Hall Group Gold Medal for Excellence in Training for the Best Use of Games and Simulations for Learning. The award was based on an online operational safety training module that ICS developed for one of its industrial clients for forklift operation. Using an approach that combined realistic 3D simulation with gamification, ICS developed an online training module that was similar to a video game, including competition among trainees, to make it interesting, engaging, and effective. "ICS should be very proud of receiving this award, especially based on the rigorous judging process. The entries were evaluated by an international panel of independent industry experts, Brandon Hall Group senior analysts, and our executive leadership team. The judging was based on the following criteria: whether the program fit the organization’s need; design of the program; functionality; usability; innovation; and overall measureable benefits." said Rachel Cooke, COO of Brandon Hall Group. "It was a real honor and recognition to receive a Gold Award for the learning content that we develop for our clients. We work with our clients to craft the most effective instructional approach, one that aligns with the target audience. We then develop the content to best fulfill that vision. This ensures the training will be effective and the learning goals are achieved." said Ed Gipple, CEO and President of ICS Learning Group. About ICS Learning Group ICS Learning Group, established in 1998, is a leading provider of custom training solutions, learning content, and e-learning software systems. The company, headquartered in Pasadena, Maryland, serves several markets including software, manufacturing, health care, financial services, pharmaceutical, and government sectors. With an emphasis and expertise in instructional design, ICS Learning Group develops customized software simulation training, corporate communications applications, and computer-based training solutions to meet the critical training needs of today’s workforce. (www.icslearninggroup.com) About Brandon Hall Group Brandon Hall Group is a HCM research and advisory services firm that provides insights around key performance areas, including Learning and Development, Talent Management, Leadership Development, Talent Acquisition and Workforce Management. With more than 10,000 clients globally and 20 years of delivering world-class research and advisory services, Brandon Hall Group is focused on developing research that drives performance in emerging and large organizations, and provides strategic insights for executives and practitioners responsible for growth and business results. (www.brandonhall.com)

So now this blog will morph into more of a mish mosh and include schoolwork. After setting up various wikis and blogs for school classes, I thought it’d be a good idea to consolidate my work. I haven’t yet settled on a dissertation topic. I’ve gone through numerous iterations through various classes and all seem to revolve around a theme: professional development for knowledge workers in informal "Web 2.0″ communities. Here are some ideas I’m thinking about now (of course this changes weekly, or at least every semester : ) Is the practice of blogging and microblogging within a Web 2.0 community of practice effective as a means for the ongoing professional development of instructional designers? Does the reflective nature of blogging and microblogging within a Web 2.0 community of practice help instructional design practitioners develop new ideas about learning including the use of Web 2.0 tools in their own practices? What digital information literacies do instructional designers need when their professional development is primarily self-directed and powered by Web 2.0 tools?

Huberman, B.A., Romero, D.M. & Fang, W. (2008). Social networks that matter: Twitter under the microscope. Social Computing Lab, HP Laboratories, Palo Alto, CA and Cornell University, Ithaca, NY. Abstract: Scholars, advertisers and political activists see massive online social networks as a representation of social interactions that can be used to study the propagation of ideas, social bond dynamics and viral marketing, among others. But the linked structures of social networks do not reveal actual interactions among people. Scarcity of attention and the daily rhythms of life and work make people default to interacting with those few that matter and that reciprocate their attention. A study of social interactions within Twitter reveals that the driver of usage is a sparse and hidden network of connections underlying the "declared" set of friends and followers. Notes: Researchers studied the number of followers and followees of 309,740 users (211,024 deemed ‘active’) and their ‘active time’ (time elapsed from first and last post; avg. 206 days) on Twitter, a microblogging platform. Researchers identified ‘friends’ as a person whom the user directed at least two posts to. Number of friends was compared to number of followers and followees of a user. Users who receive attention from many posted more often than user receiving little attention until they reached a saturation point as a function of the number of followers. Researchers found the number of ‘friends’ is a more accurate signal of activity. The number of ‘friends’ is very small compared to number followed. The social network, on the surface, appears dense but actually is scarce in part because it is easy to follow but hard to maintain ‘friends.’ Researchers identify two networks: one dense (followers/followees) and one sparse (actual friends). The sparse network was deemed more valuable - a hidden "social network that matters." Research opportunities: propagation of ideas, formation of social bonds. (Definition of ‘friend’ is deemed a weakness by researchers)

Has anyone ever went for any length of time without a kitchen? How much weight did you put on as a result of an increase in take-out? I plan to use the gas grill outside for some cooking and will have the stove for all but one or two weeks. But who am I kidding? Would you stand in the middle of this and try to cook? Maybe twice a week, right? I’m just 5 lbs away from my pregnancy weight for my first child (but this time I’m not pregnant) so I’ll have something to brag cry about at the end of this. We’re ankle deep (literally) in kitchen renovations now. The contractor stopped over this morning and the cabinets will be delivered in exactly two weeks. I am surprised to see a ceiling under the dropped ceiling with children names written in marker. My nine year old wondered how they got up there to write on the ceiling. Damned if I know. This is just a cob job mess. We’re stripping down to the studs, ripping out the ceiling, floors, sheet rock…the whole enchilada. H.O.L.Y. C.R.A.P.

I’m feeling like the female equivalent of Clark Griswold from the National Lampoon Vacation movie series. But I wish I was more like  the Christie Brinkley character in the little red convertible from the Wally World. Yup, I’ve been car shopping. My leased minivan is scheduled to be returned within two weeks. I’m so freaking happy to be getting out from under it. Anyway, the other family car has been with us 10+ years. It’s a real beater. The family decision was to replace the minivan with a more gas-efficient Subaru Outback that was capable of carrying kayaks and/or bikes on top and even limited towing. I mucked things up pretty good last night by thinking about my first "new" car, a Volkswagen. Oh, how I loved my little red car. How I loved driving stick instead of automatic. I visited a VW lot and found a nice little silver five-speed Jetta that’s no Lamborghini but sure would be sweet. I’m sure it can be fitted with a bike/kayak rack. And towing? Who are we kidding? The two times per year that might happen means that it makes more sense to get what I like and rent something for those few times I need to tow something. WTF would I tow anyway? Damnit. I want a five-speed sporty vehicle after 10+ years of minivan driving. Damnit.

Interesting article in the Telegraph yesterday that said women spend 3,276 hours over their lifetime "getting ready" for a night out. Interesting that it’s in the ‘weird’ news section. I would think it’s more "lifestyle" stuff or whatever. Weird it is. I don’t go out often so I’m apparently wasting my time in other ways. Like blogging during the men’s gymnastics finals. I wonder how long they spend getting ready for meets. Probably not 3,276 hours.

"And Janet, do you work outside the home?" he asked while writing up the contract for the van (yes, I know another fucking minivan!) Let’s break it down. On the 11th hour of the eve of the leased minivan return, we nixed the idea of getting a nice five-speed car for me. It became quite clear that a car simply would not only hold four, 14-year old boys and their bikes, as mine just had. So another van it was. Sucking less - that’s what I call this. I throw my hands up. We settle on a 2001 Toyota Sienna. I know right? WTF? Anyway, the salesman is a really nice guy except for his stereotyping while finalizing a sale.  First, he writes my husband’s name on the contract (the original van is in my name and he’s holding the registration card), then he gets only my husband’s income, and asks me if I work outside the home.  What? We all work all the freakin’ time. In the home, outside of the home, and now in a car dealership. My husband did not even negotiate the sale. He was there to give me a ride home. Whatever. My ride is a 2001 minivan and I’m so looking forward to that. Damnit.

The kitchen has been demolished and the contractor arrived today to begin the work of remodeling the kitchen. The cabinets arrived today too. Here were the before pictures. This post is the during. I thought the contractor was showing up tomorrow and I was the only one up when he showed up. Coffee, PJs, the whole works. Slight hangover. We talked about some details and I was on my way to the shower when much to my surprise, the KraftMaid semi shows up out front about six hours early. A couple more burly guys to talk to while I’m in a total state of yuk. Anyway, here are the photos. My husband pulled out the remnants of a chimney, cabinets, floor, walls, and a ton of rock wool. It filled a U-Haul truck. Un. freakin. believable. What a man.

Other than putting in the hardwood floor, hanging the light over the island, and hanging some pictures on the wall, the kitchen is done. I put some before pictures up previously, but wanted to put the  before and after together. Total time: 3.5 weeks. Total cost: 25K.

A paper by Erkan Saka, Blogging as a Research Tool for Ethnographic Fieldwork. (Erkan Saka’s fieldwork supports his dissertation thesis project on Turkish journalism and the European Union (EU). He is a Ph.D candidate at the Anthropology Department of Rice University and a Lecturerat the Public Relations Department of Istanbul Bilgi University.) Abstract: This presentation argues that blogging emerges as a new research tool for the ones conducting ethnographic fieldwork. Moreover, I argue throughout my paper that new media with a particular emphasis in blogging will have even larger consequences for the discipline of anthropology. In order to substantiate my main argument I focus on these issues: a) Blogging might be a remedy to the anxiety of being in ‘after the fact’ that is shared by many anthropologists. Blogging takes place in the present tense while actively engaging with ‘the fact’; b) blogging brings immediate feedback c) not only from the limited scholarly circles but from a wider public/audience d) which exposes the ethnographer to a much more effective issue of accountability. Moreover, e) blogging urges to see motives in a more regular sense, thus creates a strong sense of regularity f) that forces the ethnographer to produce on a regular basis) with a constant appeal to narrate what would normally remain fragments of fieldnotes. In addition to depending on scholarly sources of interest, this paper exploits the presenter’s own experience of blogging during his fieldwork. Notes: Noting the self-reflective mood of anthropologists, Saka suggests the validity of blogging as a research tool by focusing on various aspects of the medium. He talks about the potential of blogging as a tool for the public presence of anthropology as a field (and for others who conduct different types of ethnographic fieldwork). The paper is broken into four parts: blogging as a personal development tool and the place it occupies in between personal and public space feedback and audience potential of the blog the narrative and writing resourcefulness blogging may bring blogging as a remedy to the ‘after the fact’ problem of the discipline Based on my own blogging experience in the past 2+ years, I agree with Saka that blogging can be used as a research tool.  For me the value comes from several areas: Discipline - regular writing will keep me focused Context - my research focuses on using this medium (along with others) for professional development Methodology - ethnographic study Feedback - public feedback will be helpful for greater understanding and will help address concerns I have of being a part-time student away from the university community (physically) Scope - will put my work in a public space where I c an discover others researching the same area Better organization of research (tagging, bookmarking)

Porter, A.L., Kongthon, A., and Lu, Jye-Chyi (2002). Research profiling: Improving the literature review process. Scientometrics, Vol. 53, No. 3, p. 351-370. Abstract: We propose enhancing the traditional literature review through "research profiling." This broad scan of contextual literature can extend the span of science by better linking efforts across research domain. Topical relationships, research trends, and complementary capabilities can be discovered, thereby facilitating research projects. Modern search engine and text mining tools enable research profiling by exploiting the wealth of accessible information in electronic abstract databases such as MEDLINE and Science Citation Index. We illustrate the potential by showing sixteen ways that "research profiling" can augment a traditional literature review on the topic of data mining. Notes: This paper is about new research methods for exploiting databases and analytical software to broaden research perspective. It says the typical research paper has 20 references and there is a problem with limiting research to specialized areas  vs. connecting with other areas. The writer says profiling deals with gaining an understanding of structure of the subject, variables, pertinent methods, key needs.  Meta-analysis emerging method; "bibliometrics" (counting) transitions into ‘text mining.’ (examining the content of abstracts or full-text documents) Describes ‘payoffs’ of research profiling: central issues, techniques, who is scholarly community in the research domain, and how the domain is evolving. Compares "old" literature review approach and "new" literature review approach with note that research profiling should "augment, not replace, the traditional literature review." Old: micro focus  (paper-by-paper) narrow range (~20 references) tightly restricted to the topic text discussion New: macro focus (patterns in the literature as a body) wide range (~20 - 20,000 references) encompassing the topic & related areas text, numerical, and graphical depiction Notes promise for an "information engineering" dissertation. VantagePoint text-mining software used.

McIlveen, P. (2008). Autoethnography as a method for reflexive research and practice in vocational  psychology. Australian Journal of Career Development, 17(2), 12-30. Abstract: This paper overviews the qualitative research method autoethnography and its relevance to research in vocational psychology and practice in career development. Autoethnography os a reflexive means by which the researcher-practitioner consciously embeds himself or herself amidst theory and practice, and by way of intimate autobiographic account, explicates a phenomenon under investigation or intervention. Autoethnography is presented as a vehicle to operationalise social constructionist research and practice that aims to establish trustworthiness and authenticitiy. Furthermore, the method is presented as a means to operationalise the notion of critical consciousness within researchers and practitioners. It is concluded that autoethnography should be admitted to the methodological repertoire of methods for vocational psychology research and practice. Notes: I explored this a bit last semester as a possible methodology for conducting research. My general understanding was that it wasn’t always considered real ‘research’ and had to be defended as a methodology on its own. It would be considered contemporary.  This whole idea of ’story as data and method’ appears to be a possibility for studying professional development (since I am in fact using the very method I wish to study, using the tools I wish to study in my own professional development). Autoethnography has been used in anthropology, sociology, and education. This seems narcissistic on the face - writing about oneself as a researcher-practitioner (but not as autobiography).  The primary difference, as noted in this paper, is "critical enquiry that is embedded in theory and practice." So, my enquiry would be embedded in my career development as an instructional design research practitioner. This paper lists indicators of quality, limitations, and research application.

I finished the spring semester Monday night. A bit of a struggle for me to get through because I started thinking it would be my last class. However, a really good professor can make all the difference in attitude so I’ve decided I’m now in it for the long haul and at the very least have some sort of direction. Which, of course, will require me to be less lackadaisical about ePortolios, qualifying exams, and paperwork for transfer credit, etc. Very much a ‘rough draft’ of my area of interest, here is my presentation and paper. Keep in mind this is just a short paper that addressed various assignments for the course so it’s not to be read as a complete paper. I’m a total newbie to the research in the microlearning area. If you stumbled across this post and know of key players in this area, please let me know who I might want to connect with.

I had lunch with some people at Panera Break a couple of weeks ago. They were interested in talking about social media. They thought I was a good fit knowing that I have been embedded in various social networks, blogging communities, etc. for several years in my role as an industry analyst. As a follow-up, I sent some information post-meeting on getting started with blogging. Basically this: You should start by setting up an account with Google Reader (if you don’t have one already). Here is a link to a tour so you can see what it looks like. Here’s a video that explains it very simply. Find some blogs about your niche market to follow. Start commenting on them (if you haven’t already). Start writing about your area of expertise and link to others writing about similar things. This is how you enter the blogging community. I got a thank you email for the links and this: I am working to improve my understanding of the tools and potentials of social media/networking, I am also trying to think-through my "persona(s)" with respect to the multiple spheres (professional, entrepreneurial, social, avocational), that are available. User name(s), email address(es), domain name(s)… these seem to me to be a starting point for creating a presence, a "brand". Great things to think about. I’ll address each of these separately at some point. Understanding the tools (functionality, technical aspects) Potential of the tools (how are others using them/what success are they having) Multiple persona/multiple spheres Web details - user names, emails addresses, domains, search terms, etc. Creating a personal and/or professional brand. I’m going to answer these by deconstructing my own experiences with the above.

I began to get tired of working from home about a month after I started working from home in 2006 but I was never ‘tired’ enough to return to the office environment. I wrote about the challenges at one point - people thinking you’re not working because you’re home, noise from kids, misunderstandings, balance, isolation, support, etc. So, for the past 3 years, I have worked around some of those issues by working from local bookstores, cafes, fast food restaurants, libraries, etc. just to break away and see some ‘real people.’ I always longed for the shared workspace of the office - but without the office job or politics. Then along came the coworking movement. For several months now I’ve been daydreaming about starting a coworking location in  my area. Why not? Certainly, there are other "cloudworkers" like me. Actually, there is at least one, right in my own house…because my husband works at home too. So, I’m eager to get started setting up a coworking space.

I’ve had a minivan since the early 90s. Gold, green, maroon, blue…gosh, where has the time gone? Only one more lease payment and I’m free of minivans. FOREVER! But I might miss it just a little…

In this months T+D there is an article called "One for the Ages" about tackling the classroom generation gap. It assumes there is one… Here are just two statements from within the article that caused me to raise my eyebrows: "Now, for the first time in history, multiple generations sit together in the classroom." This is absurd. We’ve always had multiple generations in the workforce (and therefore the workplace classroom). Specific dates for specific named generations are often disputed but considering the fact that we are employed from around age 20 to around age 65 (US), you have a ~40-50 year age span at any one time and the average time period for a generation is just under 20 years (US) so you have (with overlap) 3 or more generations at any one time. "When developing a training regimen, learning professionals should be conscious that a generic method to engage learners is no longer appropriate when traditionalists , boomers, Generation Xers, and Millennials  are sitting in the same room." Specific examples stereotypes are given: the 70-year old woman prefers traditional classroom settings and doesn’t like group activities and started work after her kids were adults; the baby boomer prefers interaction; the 30-something grew up with video games and chat rooms, is impatient and tends to address people informally…which the baby boomer doesn’t like, blah blah. Then, of course, there is the recent college grad that likes group work, interactive learning, blah, blah, blah. Have you ever used generic methods to engage different learners in the same room? Presumably, you have various backgrounds, level of knowledge, personalities, gender, culture, and yes age… but not just a bunch of chairs with people with numbers on their forehead. Quick, I have 1962 on my head…how should I act? Clearly, it’ll depend on what the subject is. If it’s new information I’ll approach the topic much differently than if I know a fair amount and my behavior will reflect that. Anyway, there’s a bunch of techniques for dealing with this "problem" - passing a leadership baton, circle wrong answers on papers and let students figure out the correct answer, trivia openers with stars awarded for correct answers, partnering up and sharing something (complete with ringing bell), 3 x 5 card decks for questions (Millennials and Gen Xers work in teams), etc. We’ve all done our different activities… In the end the writer says this: Addressing the needs of multiple generations does not require upending an entire curriculum. Learning professionals just need to find engaging methods that are flexible enough to appeal to everyone in the room. You think? This isn’t a research piece I know. Just the same, how many people do you think read this type of article and think they have to find engaging methods for "everyone in the room" BECAUSE OF A GENERATION GAP? And then repeat it? I say let that shit die already.  We should find engaging methods because it’s our freaking job and because people are individuals. I have nothing against The Bob Pike Group ( I think I have some stuff from them), Becky Pike Pluth (VP of T&D, quoted in the article), or Liz Pike Wheeler (the author, unknown if related) and am guilty of making some giant assumptions myself but this just strikes me as the wrong type of advice for dealing with multiple generations in the classroom.

Googley design…worth thinking about in the context of instructional design. Focus on people—their lives, their work, their dreams. Every millisecond counts. Simplicity is powerful. Engage beginners and attract experts. Dare to innovate. Design for the world. Plan for today’s and tomorrow’s business. Delight the eye without distracting the mind. Be worthy of people’s trust. Add a human touch. The principle flows from Google’s Corporate Philosophy "Ten things Google has found to be true:" Focus on the user and all else will follow. It’s best to do one thing really, really well. Fast is better than slow. Democracy on the web works. You don’t need to be at your desk to need an answer. You can make money without doing evil. There’s always more information out there. The need for information crosses all borders. You can be serious without a suit. Great just isn’t good enough. Applied to Instructional Design, and corporate learning in general, these lists seem to be a pretty good jumping off point.

I had a brief chat with Bryan Chapman via email the other day. I was giving all the Brandon Hall Research blogs a new look so dropped Bryan a note to let him know I’d be doing some admin stuff in his blog. He sent me a white paper he wrote about LCMSs. In the paper there are several mini case studies  and seven steps for creating a content-centric learning strategy. At the same time, I ran across this post from Xyleme’s blog on how NOT to adopt an LCMS. And while I’m at it, Brandon Hall keeps a KnowledgeBases of 38 LCMS systems. So there you have it…your LCMS fix.

I’ve been slicing and dicing our Authoring Tool KnowledgeBase and doing some online research in response to a question about collaborative rapid authoring tools that developers in multiple locations can use. Thought I’d share what I found for three reasons - (1) hopefully to provide some valuable information, (2) to see who I may have missed so I can add them and/or get them added to our KnowledgeBase (3) to let you know about the type of client-driven research we do at Brandon Hall Research. After looking at the Authoring Tool KnowledgeBase I went to my LinkedIn and Twitter network. Immediately heard back from two people. (gotta love crowdsourcing) My methodology: Rapid = Tool designed for SME with no page design, authoring, or programming experience (this doesn’t exclude tools with additional functionality for advanced users). Collaborative across locations = Server-based authoring environment that one or more content developers access simultaneously using their browser for collaborative authoring. PRIMARY type of content is online courses, CBT, conversion of existing content, presentations (and not tests/assessment, games, simulation tools). Authoring tool vendors sometimes get ticked off about being excluded from this type of filter when their primary type of content is excluded but their secondary type content is not. (e.g. they are primarily a test/assessment tool but also can do online courses). Note to vendors: If you fall in that category, feel free to make comments with information about your authoring tool. (Also note that I have not used each of these tools but am familiar with them. I’m not making recommendations, just a resource) Collaborative Rapid Authoring Tools: AuthoLearn (TrainVision Ltd.) Banshee (McKinnon-Mulherin, Inc.) Brainshark Presentations Platform (Brainshark Inc.) CC2 (Inmarkets) CLI Virtuoso Authoring System (Cisco Learning Institute) Cobent CoAuthor Composica Enterprise (Composica Ltd.) Content Authoring Software (Mediapro Education Technology Pvt. Ltd.) Content Point (Atlantic Link Limited) CourseAvenue (CourseAvenue Inc.) CourseBuilder (Edvantage Group) Edufolio (Terra Dotta) Eedo Force Ten (Eedo Knowledgeware) hylOs (link lab) IBT Content Conversion (time4you GmbH) IBT Web Authoring (time4you GmbH) Intelligent Avatar (Robot Hosting Tenetro) Knowledge Assembler (Generation21 Learning Systems) KnowledgeHub Authoring Tool (Element K) Mindflash Training System (Mindflash Technologies Inc.) Mohive e-Learning Publishing System (Mohive eLPS) (Mohive) MOS SOLO (MindOnSite) *Server version (LCMS) myUdutu (Udutu) Mzinga Publisher OnPoint Course Manager (OnPoint Digital Inc.) podia (podia Ltd.) RapideL-i (Brainvisa Technologies Pvt. Ltd.) SANA Learning LCMS (ISM eCompany) The Qube Learning System (Qube Learning) Unison Web-based e-Learning Development (Rapid Intake) Worldwide Interactive Learning Designer (mySmartSimulation) If you needed more filtering the Authoring Tool KnowledgeBase can break things down to computer platforms (play and develop), plug-in requirement, SCORM, languages, third-party interoperability and ton of of other stuff.

I’ve been thinking about a possible link between a specific personality type (introvert) and social media success for several months and what it means for learning in the workplace. (I haven’t done any significant research on this topic yet.) I can’t synthesize this provocative older post from Venkatesh Rao but his insight was this: …the word "social" in the term "social media" represents the ultimate in misleading advertising, and is responsible for many failures and a lot of disenchantment, especially within the enterprise. Here are the parts of his post that became my initial ear worms: thoroughly introverted, unsociable, egoistic, and ornery individualists take to (social media) like ducks to water social media amplifies the human traits of social manipulation and exploitation successful social media efforts are fueled by self-interest social media attracts extroverted, harmony-seeking, consensus-driven people who end up carcasses So I went looking and found some opinions about his first bullet point… On introverts Peter Cashmore wrote about introverts here (and noted that a very popular social media personality, Guy Kawasaki, described himself as a loner). Cashmore ran a poll and reported results showing 61% of Twitter users considered themselves introverts (only 13% described themselves as extroverts). In another post, Mark Dykeman reminds us that the difference between introversion and extroversion lies in the effect other people have on us.  He thinks social media removes the need to connect in person (something extroverts are more comfortable with). He quoted Laura Thomas at Dell: "social media is very introvert-friendly (because many introverts) are more comfortable writing their thoughts/feelings than they are speaking them." Dykeman also notes that Darren Rowse (who has a huge online presence) said: "as an extreme introvert I enjoy social media as it gives me social content but in a measured way." Lou Covey wrote that social media is attuned to introverts  because it levels the playing field. Russell Miyaki wondered if, because social media is a controlled environment, introverts can be connected with their own world online and be by themselves at the same time. Brent Leary, a self-described "introvert with an accounting degree for crying out loud" wrote about his success with social media. Sandy McMullen, talking about the book Twitter Revolution, noted that social media allows those with a preference for introversion to reveal themselves after the have had a period of time to reflect on what and how they want to present themselves. Anthony Vultaggio thinks introverts have a distinct advantage with social media. "[Online] social networking is a solitary activity done from the privacy of one’s personal computer. Traditional introverts…lack the need for feedback…they reach inward." Here, Jim Blasingame interviews Patricia Weber (a former corporate trainer) in a poorly titled podcast about whether or not social media is a tool or a crutch for introverts (assumes there’s something wrong with being an introvert). She notes that social media, while used by all personality types, can be a productive. She thinks an introvert can be a good bet for getting a social media strategy rolling or to keep it rollling. I’m not a big fan of Myers-Briggs but this is interesting. Breanne did an unscientific survey of 296 people on Twitter and found that INFPs are more represented than other personality types (14.7% in the Twitter sample vs. 4.4% of the general population.) A good instructor can keep all personality types engaged but I suspect many introverts keep quiet in the  classroom and may not have their voice heard. Perhaps social media offers introverts a platform for their voice. Now I’ll just have to think a bit more about the other three points I took away from Rao’s post.

Here are the slides from a webinar I did on "Google Tools for Online Learning" earlier today along with some links that I promised. Using Google For Online Learning View more presentations from Janet Clarey. Google products covered: Alerts Blogger Blog Search and Book Search Calendar (Doug Belshaw example) How to use Google Calendar as a tool for lesson planning Search (including simple uses) (Maurer and Sapper reference: " is learning still a necessity?)" Docs Gmail Reader Custom Search Groups iGoogle Mobile Video Why businesses use Google business video Sites| Desktop Chrome Wave Chinnery, G.M. (2008). You’ve got some GALL: Google-Assisted Language Learning. Language Learning & Technology, February 2008, Volume 12, Number 1, pp. 3-11. Educause (2008). 7 Things You Should Know About Google Apps. Educause Connect. Google for Educators Posts from our group blog, Workplace Learning Today: Why Google Apps Are Moving Out of Beta The Risks of Cloud Computing Thanks for attending.