Today when I was browsing through the iTunes App Store, I discovered that Microsoft (MS) has released a FREE version of the MS Office Suite including PowerPoint. When I present at conferences, I want to pare down the equipment I take with to use to present and am able to do that now on the […]

In this blog post, I wrote about noticing that the Microsoft (MS) Office Suite apps for the iPad were free in the iTunes App Store. Boy was I wrong! I logged in and noticed you had to have a subscription to Office 365 which is fee based and not free. Thanks to Peter Vogel on […]

There’s a mindset that’s already in the workplace, thanks to us who are, well, older than the Millennials on our teams. We tend to separate work from play, training from entertainment, and tools from toys. Again, our Millennials are far more likely to integrate these seemingly disparate worlds. One of the reasons why eLearning is so vital to personal and professional growth is the blurring of the lines between work and play. It’s a lesson that all of us can learn. Perhaps one of the safest bits of advice for us non-Millennials is this: we gotta learn to lighten up. Up until this generation of incoming workers, professional and personal growth was something you mostly pursued on your own. From time to time, you might be offered a chance to develop yourself professionally through work-related courses. Millennials look for that kind of growth in many aspects of their lives. Better said, Millennials’ lives are far less compartmentalized and much more integrated than those of their older colleagues and counterparts. And so their need for professional and personal growth overarches their lives in general. But what does that mean in terms of training and eLearning? Once upon a time, we trained at work to do our jobs. Then we went home and took on our roles as parents, spouses, roommates, etc. We left personal stuff at home and work stuff at work. At least we liked to think we did, and we kept up that pretense even when we talked about life around the water cooler or the coffee pot. And then we continued that pretense around the dinner table. Fast forward to present day, and now we have Millennials in our midst. Millennials blur the lines between work and home life. Along with the task-oriented training specifically targeted at their jobs, Millennials also look for training that is meaningful to them outside of work. Rather than learning the "how" of a job, Millennials also look at the "why" of what they take on. Training that is task-centered is not the best way to engage a Millennial. To empower Millennials to perform their best, utilize training methods that allow for exploration and discovery. Challenge them. Like most people, Millennials are not at their best when information is "downloaded" into their brains. But people tend to step up their game when they’re allowed to explore and discover solutions for themselves. We’re talking almost all people. Not just Millennials. At the very least, the self-directed and social aspects of eLearning provide a platform for personal growth. Personal creativity surfaces. And social interactions and sharing, benefits the community. This in turn can also contribute to growth and expansion at an organizational level. At a more mechanical level, eLearning’s flexibility means that the individual can train to be proficient in different areas of the same organization quickly and effectively. Professional development is now possible on a scale previously unrealized. Individuals can learn new skills and skill sets, and cross train far more easily. This is important to the Millennial, who wants to be involved in many aspects of an organization. This kind of cross training is a match for the desire for professional growth expressed by many Millennials. Cross training, or even training on widely-ranging and differing skill sets, creates a relationship between the organizational leadership and the Millennial employee. Happy workers contribute more readily to the well-being of an organization. Win-win! Community and social interaction also contribute to personal and professional growth for the Millennial. eLearning is a platform for communication. It allows for discovery. It’s customizable from organization to organization, and from community to community. The entertainment and play of the internet is a vital part of learning for the Millennial generation. Millennials are likely to ask their smartphones about a topic of interest. And then they’ll share that information on some form of social media. They’ll do the same thing with their eLearning and training. The post Do You Speak Millennialish? Using eLearning as a Tool for Professional and Personal Growth appeared first on KMI Learning.

In our previous 3 blogs, we looked at how eLearning can be incorporated into our existing training structures. We focused on the ongoing success of Millennials at our organizations. But what’s the big deal about Millennials, anyway? And why is it so important for companies to be attractive to them? Well for starters, they’re the largest group of people entering the workforce in decades (since the baby boomers). By 2020 (less than 5 years from now), 46% of the U.S. workforce will be made up of Millennials. And this is a group of people that are highly motivated by leadership, personal and professional growth, and who are more socially connected than any previous generation, thanks to technology and the internet. Consider that Millennials are the future of our companies. Our success is firmly tied to theirs, and vice-versa. And success for both management and Millennial begins with training. Basically, you want Millennials to think you’re cool. And it’s not just about looks, either. In a world that is becoming increasingly technological, merely keeping up with the bells and whistles of eLearning isn’t enough. Technology for technology’s sake is simply more technology. Yes, Millennials are very comfortable with technology. They don’t surf the net, they’re immersed in it. But all tech and no relevance lacks substance. Millennials may play with the tech for a while, but without a way to connect personally with the company, they’ll move on. Bye-bye Millennial. In the same way, including content for the sake of content is just more content. Loading a training program with material doesn’t make it better. It just makes it more dense. And anyone faced with a barrage of information and no way to effectively access and process that information quickly becomes frustrated and even bored. And if you’re a Millennial, you’re going to look elsewhere, and fast. Once again, bye-bye Millennial. A solid Learning Management System (LMS) blends technology with content that is relevant and relatable. Learners engage the content in a way that is meaningful and fun, yet challenging and rewarding. There is a balance and an art to it. A good eLearning company will work with your organization’s needs, and take into consideration your employee base. Effective eLearning equals effective training and provides a space for employees to experience satisfaction and happiness with their job. And this is why effective eLearning is such a vital part of employer branding. Try connecting the dots for yourself. Take a look at the training programs at your company. And then take a moment and honestly answer the following questions: Are your training programs boring? Or are they challenging and interactive? Do you utilize eLearning systems as part of the training? Or do new hires learn their tasks through manuals, lectures and shadowing? Does your training allow for personal discovery? Or are your employees expected to "just learn the material"? Does your training allow for ongoing personal and professional growth? Would you say your training programs are a match for the commitments and mindset of the Millennials generation? If not, we leave you with a challenge: what are you going to do about it? And how may we be of assistance? In this context we could probably talk about an extended enterprise as an employer branding tool, however, that is a big enough topic for an article on its own. If you liked this article you might also enjoy Do you Speak Millennialish? Navigating a Workforce if Millennials with a Gen-X Mind The post Do You Speak Millennialish? eLearning and Employer Branding: Are you attractive to Millennials? appeared first on KMI Learning.

Companies now face a significant roadblock to mobile accessibility, their own courseware.  For over a decade, Flash has been the preferred method of delivering rich content to users.   From Flash To HTML5 At KMI we have used this platform to deliver high end, award winning content wrapped in our own custom framework. The platform has vast adoption given  its thriving developer community, user-friendly audio visual tools, powerful scripting language, and cross-browser support for desktop.  But that’s all changed. When Flash Started Loosing It became clear during the release of the first iPhone and subsequent Android devices that Flash just wasn’t going to cut it. Android tried to maintain Flash player support, but performance issues coupled with battery usage really killed its chances. For a while making mobile courses required expert level web development skills, primarily to navigate the array of unique platform requirements. Creating a mobile course that was also available on Internet Explorer, without sacrificing production value, was challenging. Eventually in September 2012, with the announcement of new recommendations for HTML5, the W3C sealed the Flash player’s fate. It was obvious that HTML5 was the way forward and we would need to build a new course framework from the ground up. We began development with a few things in mind. First we needed the ability to run content across the widest distribution of browsers possible, everything from Internet Explorer, Chrome, Firefox, and across any device with modern standards. Second, it would have to allow us to produce courses with the same rich content as Flash; custom user interface, scripted interactions, animations, video, and audio. Finally, provide a way to convert older Flash content for mobile devices. I’m proud to say we managed to reach all of these goals and we have been using (and refining) this framework for the past 2 years. How To Convert Flash To HTML5 After an extensive amount of research and testing we decided to use CreateJS as a base for our framework. CreateJS is officially supported by Adobe and includes a very powerful set of API’s similar to the AS3 language. We were able to leverage this to produce the three modular libraries; a course controller, flash layer and canvas layer. They allow us to use component based detection to determine if we are able to operate using HTML5 canvas (with 2d context) or Flash. In concert with our course software we have also refined our process by building a set of custom publishing tools. Built as standalone applications our tools use JSFL to interact with and manipulate normal flash files. They have allowed us to fully automate mobile optimization, and mitigate common HTML5 conversion issues. Our tools allow us to build content in Adobe Flash, and output directly to both Flash player (as a backup for older devices) and HTML5. Meaning we are able to produce courses that work on legacy browsers, and mobile devices. It also means we are able to recycle existing content (given source files) and convert it into something your users can view anywhere. No more roadblocks.   This article was first published on elearningindustries.com The post Mission Impossible HTML5 - The Death of Flash appeared first on KMI Learning.

We discuss the trends and issues we observed during the weeks of July 13-25, 2015 as we flipped resources into our Flipboard magazine (http://bit.ly/trendsandissues). In this episode of our podcast, we discuss 3 trends. The first trend is tablets. We observed several resources about reviews of tablets and rumors of new tablets that should hit the […] Tags:   Del.icio.us Facebook TweetThis Digg StumbleUpon Comments:  1 (One) on this itemCopyright © Trends & Issues [Episode 43 Trends for the Weeks of July 13-25 Tablets in the Classroom, VR & Mixed Reality, and Social Media for Teaching and Learning], All Right Reserved. 2015.

We discuss the trends and issues we observed during the weeks of July 26-August 16, 2015 as we flipped resources into our Flipboard magazine (http://bit.ly/trendsandissues). In this episode of our podcast, we discuss 3 trends. The first trend is Facebook. We observed  a number of  resources about news of Facebook along with research studies related to […] Tags:   Del.icio.us Facebook TweetThis Digg StumbleUpon Comments:  0 (Zero), Be the first to leave a reply!Copyright © Trends & Issues [Episode 44 Trends for the Weeks of July 26-August 16: Facebook Studies, Software Reviews, and Getting Ready for School], All Right Reserved. 2015.

Microlearning is simply another form of transferring information and knowledge to an intended audience. As you can guess by the name, it is a small chunk of learning or short-term activity. The key is to make sure that the chunk is relevant, to the point, and meets one objective. Examples of microlearning are: Reading a paragraph of text Answering a short quiz or survey Reviewing flashcards or "work-of-the-day" Watching a short video Creating a sample report Why would you want to develop microlearning content? How much can you actually teach in small bursts of information? Microlearning is perfect for pre-work, reinforcement, application practice, and just-in-time training. Do you want to make sure that people learn all of the company’s crazy acronyms? Create daily flashcards that the learners receive in their email. Need to remind people in the warehouse how to properly lift boxes? Hang up visual job aids where they can see them. Want to make sure that your managers can apply information they learned in Leadership training? Send them weekly scenarios and have them explain a solution using the class information. Want to compare existing knowledge and knowledge retention? Use a web based survey tool to have learners answer a short quiz one week before taking a class, immediately after taking a class, and then one week after taking a class. Do machine operators need to be able to quickly troubleshoot and fix a machine? House short videos on your intranet so operators can quickly look up and watch how-to demonstrations when and where they need it. With some preplanning and creativity, microlearning can be a small tool that packs a big punch in your training tool belt.

Printable download here: Microlearning

Today’s article is by Amy Gonet, President of The Gonet Group and independent instructional designer. Amy has worked on several projects for Radcom for over the past year, and her professionalism, creativity, and flexibility have been invaluable. In the article Amy explains the benefits of establishing a peer group. Keep Creativity Alive - By Amy Gonet Being an independent instructional designer, especially one who works from home, definitely has its perks. I mean, who wouldn’t want to work in their pajamas on some days (I prefer to call it my "business extremely casual" dress code), have access to a full kitchen for lunch, and be able to get laundry done before the weekend? But, for every perk there is a challenge. One challenge for me, and many of my instructional designer colleagues, is staying fresh and keeping creativity alive. Whether we work from home or at a client’s office, it can be difficult to avoid the "I am an island" attitude. And, as much as we would like to, it’s not always easy to keep up on the latest training trend or process, or get to that new, chart-topping business book. Establishing a peer group is one way to overcome this challenge and keep your brain fresh. Peer group meetings are an informal, mutually beneficial way to share information and ideas with others who do similar work. Comparable to the Mastermind Group concept, introduced by Napoleon Hill in his book Think and Grow Rich, there is an energy that members bring together. I have several colleagues and friends who are also independent instructional designers and HR professionals, and we meet regularly to discuss trends, share tips we’ve learned, get another opinion on a piece of work, and ask for help when we’re stuck. We play each other’s devil’s advocate, pose thoughtful questions and offer an open ear…because sometimes it only takes saying something aloud to find the answer. And, as a result, we reap the benefits of other viewpoints, opinions and experiences. As an extrovert who is energized by people, I’m always motivated after my peer group meetings. However, introverts will also find them worthwhile, especially if the meetings are relatively brief (e.g. 1 hour) and you have time to marinate on the discussion afterwards. If you’re interested in creating a peer group, here are a few things to consider: Select people in the field who have diverse skill sets and personalities. I’m more interested in the process and organization of information and projects. Whereas one of my peer group partners is a more abstract thinker and full of ideas, and another is more analytical and to the point. This makes for valuable feedback from many viewpoints. Generally, a group of 3-5 people is good. This number will keep meetings on point while still allowing for deeper conversation. Consider peers from outside your immediate network. This may give your group other resources should any of you need help or expertise beyond the group. Ensure mutual respect and confidentiality. Everyone in your peer group should be respectful, honest and compassionate, and agree not to divulge the content of your conversations unless stated otherwise. What happens in the peer group meeting, stays in the peer group meeting. Seek first to understand, then to be understood. When a peer shares an issue, strive to understand it, as well as their perspective and what they need from you, before offering advice. Ask insightful, open-ended questions and guide them to discover their own solution. Some say to give each member equal time. I tend to disagree, unless there is a "runaway" member who consistently takes over the meetings! I find that the time is distributed equally at some meetings, while at other meetings one member needs more of our time. It evens out in the end and we all get what we need. Agree to disagree when necessary. You don’t have to agree with everything that your peers offer. Even if you disagree with their differing viewpoint, you will still come away with a better understanding of your issue or idea. Once you’ve established a group and have a good thing going, you can also take it a step further by sharing your individual professional goals, creating an accountability structure and helping each other stay on track. It’s up to you and your group to do what works best. Then, take that energy and get back to work!

As a long-time proponent of Blackboard’s Exemplary Course Program, I was pleased to see a tweet from Deb Everhart last week announcing that Blackboard has relaunched its Exemplary Course Program, which had been on hiatus since this past year. Exemplary Course Program now relaunched as a year-round program! #BbECP meet up at #BbWorld opening reception http://t.co/FYcapaHTUV — Deb Everhart (@ariadne4444) July 17, 2015 For those unfamiliar with the Blackboard Exemplary Course Program (ECP), it began in 2000 with the goal of identifying and disseminating best practices for designing high quality courses. The core of the program is the ECP Rubric, which defines key characteristics of high quality courses within the framework of Course Design, Interaction and Collaboration, Assessment, and Learner Support. Thousands of instructors, teachers, and designers have used the Exemplary Course Program to evaluate and improve their courses with recognized best practices. For more information about the Blackboard Exemplary Course Program, visit blackboard.com/ecp. You can also tour an example course that received the exemplary course distinction.

Over the next several days at BbWorld 2015, Blackboard is announcing and featuring through various venues its overhauled learning management system platform, referred to as Blackboard "Ultra". While I don’t blog as often as I’d like, I felt this an important opportunity to share my initial thoughts on Ultra, also referred to as the Blackboard "New Learning Experience." As a Blackboard MVP and someone who’s both designed and taught award-winning online courses as well as supported Blackboard at my institution for almost 15 years, I feel I have a very well-informed position to offer my perspective. I was privileged to have been invited to participate in the Blackboard Learn Ultra and Blackboard Collaborate Ultra Tech Preview programs over the past few months and not only gained firsthand experience of Ultra by using it in a sandbox environment but also had opportunity to provide weekly feedback to developers throughout the latest development stages. It is from this informed position both of the current faculty and student use of the current "Learn" system as well as hands-on use of the new "Ultra" "New Learning Experience" (NLE) that I offer the following reflections. Sleek, Mobile-First New User Interface The Ultra user interface is a complete redesign and certainly offers a fresh, easy-to-use user experience. The Bb Learn user interface has seen little change over the past decade and Ultra updates the user experience to be on par with other current web and mobile applications that today’s users are accustomed to. Simplified Workflows It is becoming infinitely simpler for faculty to quickly add content to a course and setup discussions. In designing Ultra, Bb focused on some of the most common tasks that lightweight faculty users just getting started using an LMS would seek to include (uploading content files, adding simple discussions, grading student work). For faculty who are using Bb primarily for a digital filing cabinet for their course materials and having basic discussion communications with students, they should find the tools they need and the associated workflows simpler than before. Loss of Course Structure Choice The more advanced faculty users who are accustomed to having more control of their course design and tailoring the student experience for their course will be frustrated in loosing control. The New Learning Experience embraces a newsfeed metaphor for displaying content and communications and doesn’t permit any deviation from how information is presented. Course structure is restricted to a Course Content Outline view where folders for each week/module/unit can be created with sub-folders for content and activities. Online courses that utilize a course home page, include in-line HTML content, or use any sort of customized course navigation options will need to be completely redesigned and will not function as currently designed in a migration from Learn 9.1 to Ultra. This loss of choice feels in many ways likeBlackboard taking a page from Apple’s playbook in restricting choice in an attempt to provide what it deems is the best experience for the user. A Work in Progress, With a Long Way to Go Many missing features at launch, including groups, blogs/wikis/journals, rubrics, tests/surveys/pools, to name a few. While there may be a few institutions who are already in the SaaS hosting environment and/or using just basic functionality in Learn with no customizations and may be eager to move to Ultra, I suspect that the majority of Blackboard customers will need to wait until many of the currently missing features in Ultra are developed. The good news is with Blackboard’s new continuous delivery cycle new features can potentially be rolled-out much quicker. It still remains to be see at what pace Blackboard will be able to include new features in the new model moving forward. Requires SaaS Cloud Hosting This perhaps is the least publicized, yet most significant consideration and requirement for institutions moving forward…to migrate to Blackboard’s Software as a Service (Saas) cloud hosting infrastructure. Many institutions, like mine, have opted to stay with a self-hosted deployment strategy in order to save costs and leverage our own internal IT expertise and retain more control on the timing and release of new features in order to be able to offer the needed faculty training and support. As a result of this approach, my institution has achieved an impressive 92% of faculty and 96% of students using Blackboard. We’ve opted to not be on the "bleeding edge" of Blackboard and are always at least 1 release behind purposely to avoid many of the system bugs that early adopters experience. Our Blackboard system is stable, reliable, and mission-critical. Transitioning to a new deployment model is not something our institution will take lightly and will most certainly result in increased costs. Learn 9.1 Remains, But for How Long? Blackboard CEO Jay Bhatt was very clear during his keynote presentation at BbWorld 2015 to state the Blackboard Learn 9.1 will continue on and be supported into the future. While I want to believe Jay and take him at his word, the undeniable fact is that Blackboard development can only be spread so thin and at some point, resources will likely be devoted to advancing Ultra at the detriment of Learn 9.1. I hope this isn’t the case, but I am a realist. Many Unanswered Questions I have many, MANY unanswered questions at this point with more surfacing the more I ponder the prospect of moving to Ultra, a few of which include: What features will be added to Ultra in the future and in what timeframe? What about tools such as Portfolios, Content System eReserves, Outcomes Assessment, etc.? For institutions just rolling these tools out now, what is their shelf-life and will they ever be included in Ultra? What current Learn 9.1 features and tools likely will never make it into Ultra? What is involved (cost, development time, institutional re-integration) in a migration from self-hosted to SaaS cloud hosting? How will the many, MANY feature-rich, fully online courses that faculty have designed over the years translate into the Ultra environment? How would a faculty setting out today to design and build a course following Blackboard’s Exemplary Course Program Rubric do so within the constraints of Ultra? What about faculty and institutions that have adopted the Quality Matters rubric for online course quality? How would QM-certified courses be built out in Ultra? Cautiously Optimistic It’s hard for me at this point to be overly excited about Ultra, given that it will clearly be several years before my institution is even ready to seriously consider a move to Ultra. Little has been shared up to this point (hopefully we’ll hear more at BbWorld in the coming days) on what a move to the SaaS cloud hosting environment will take for self-hosted clients and what the cost increases would be required of institutions to make this transition. As a client who’s institution is committed to Blackboard for the next 3 years but will likely be engaging in an LMS review in the coming year, I have a number of concerns at this point that stem from the many unanswered questions above that I hope over time and with more information will dissipate. It is my hope that Blackboard will make a major effort to begin reaching out to all self-hosted clients to communicate what the SaaS migration options and associated costs will be so that self-hosted clients can begin to chart a path moving forward. I encourage you to check-out the Bb Ultra New Learning Experience for yourself by registering for free Blackboard Learn Ultra trial at try.blackboard.com What are your thoughts on the Ultra New Learning Experience thus far?

For several years, I have been customizing the entry point / home page in my online courses that I’ve designed and taught in Blackboard Learn. In some courses, I’ve setup a course communication dashboard home page where I’ve aggregated various course communications and information items into a singular location. Most recently, I’ve shifted to utilizing a course welcome - start here page that provides my students with general overview information about the course, instructor contact information, and helpful tips for getting off to a strong start in the course. For those interested in developing their own customized course entry home page in Blackboard, I’ve recorded this video tutorial overview of the course entry home page template that I use in my Blackboard Learn courses, with step-by-step instructions for how to setup in your own course. The template home page HTML code is available in HTML or TXT formats. If you’d like to experience the custom course home page referenced in the tutorial within a course, the Blackboard course that I demonstrated is available for self-enrollment or to download as an OER package, more details here. If you found this information helpful, or if you have developed your own custom course home page template, I’d love to hear from you! Leave a comment and let’s connect.

Every year Globe University & Minnesota School of Business staff look forward to one particular day. This day is our yearly Community Service Day. On July 19th the online staff closed down the campus to go volunteer with two groups located in Minnesota. We are passionate about giving back to our communities and try to make an impact in each community where our campuses are located. The Ronald McDonald House Charities-Upper Midwest located in Minneapolis has been a location that our staff has enjoyed going to for different events throughout the years. RMC helps families who have children who need long or short term medical stays at a hospital. They offer a fully stocked kitchen, play areas, bedrooms and living spaces for families all free of charge so they are able to support their child while they may be hospitalized. They rely on volunteers to help cook, clean, drive, donate food and money. That is just naming a few ways volunteers help at RMC Associate Director of Career Services Denise Hodd cleaning at RMC. The online staff is a large group, and they were able to make a big impact at RMC. On this particular day, RMC asked us to do multiple jobs. The jobs ranged from cleaning the multiple kitchens from top to bottom. Distributing mulch to the flower beds.  The staff also cleaned the common living areas for guests to enjoy. Sara Warmbier, Director of Financial Aid shared a little about her experience at RMC. "This is my second time volunteering for the Ronald McDonald House and it is beyond rewarding. Some of us cleaned the kitchen and living spaces and others did outside work to the facility. The service that the RMC provides is essential to these families and it makes me feel really good to know that I have contributed, in some way, to their comfort." The second group of online staff members went to multiple different homes in partnership with Senior Community Services. Senior Community Services works to provide services to the aging community and give support to their caregivers. Online staff with a happy homeowner. 12 lawn bags filled! Staff went to three different homes with the same goal at each home. The team groomed gardens of the three homeowners. Some locations were more challenging than others, but they rolled up their sleeves and dug into some dirt! Each homeowner was left overjoyed with the amount of work that was done. Support provided by volunteers helps homeowners stay in their homes as long as possible. Globe University & Minnesota School of Business Staff truly enjoy helping out our communities. Brian Cronk, Associate Director of Admissions states it best, "I love being given the opportunity to serve our community, and love that we do it as a team! As is usually true with serving, in addition to making a difference in the lives of those served, we also received by giving back." The post Getting Dirty While Giving Back: Community Service Day 2015 appeared first on Globe University Blog.

Globe University-Woodbury campus is pleased to welcome 13 new faculty members for the 2015 Summer Quarter. Some of these faculty are new, some returning and some from other Globe University & Minnesota School of Business campuses. "I am beyond pleased with the talent and expertise these new faculty members will add to the campus and to the students’ overall educational experience," said Denise Radcliffe, dean of faculty at Globe University-Woodbury campus. "We feel so lucky to have such an amazing team built of both seasoned and new faculty teaching our students and giving them the skills needed to succeed in their programs." Welcome: Welcome new faculty! We are thrilled to have you on campus. You have chosen to join a superb community of industry professionals. It is an exciting time to be at this university. Architectural Drafting and Design Instructor, Jennifer Klein Architectural Drafting and Design Instructor, Nik Weller Librarian, Leslie Hunter-Larson Massage Therapy Instructor, Elli Ott Massage Therapy Instructor, Kaitlin Gelbmann Math Instructor, Jim Schofield Math Instructor, Megan Diediker Math Instructor, Will Roberts Medical Assisting Instructor, Carolyn Meyer Feyen Medical Assisting Instructor, Lynsie Ochoa Medical Assisting Program Chair, Michelle Galloway Veterinary Technology Instructor, Dawn Harvego Veterinary Technology Instructor, Jesse Freeman Our Faculty: Globe University has dedicated faculty to helping students succeed, but we know every now and then there are a few bumps in the road. If a student is struggling in a particular class, the important thing is to speak up. A student’s best resource is always their instructor. Each campus helps students a little differently, but the end result is the same: SUCCESSFUL STUDENTS! "It’s our goal to hire industry experts in order to ensure our students are receiving the highest quality education possible," said Denise. She continues by explaining that she is rigorous when she is hiring new faculty because she wants the best for our students. Again, welcome new faculty. We are pleased to have you! Employment Opportunities: If you have the skills and desire to provide top-quality student services, classroom instruction or department administration, we invite you to consider applying for employment with our organization. To find current employment opportunities at Globe University & Minnesota School of Business click here. The post Woodbury Campus Welcomes 13 New Faculty Members appeared first on Globe University Blog.

How clean is your kitchen? Are your cleaning products leaving harmful bacteria behind? Medical assistant students in the Microbiology class at Globe University-Madison East recently posed those questions to third graders at Cottage Grove Elementary School. The medical assistant students visited the third graders to discuss how bacteria can live on surfaces, how contact with these surfaces can cause illness and how to disinfect surfaces to prevent the transfer of bacteria and food-borne illness. The third graders acted as scientists, using scientific method to perform an experiment comparing the effectiveness of various disinfectants on surfaces that have contacted raw meat. They formed a hypotheses and conducted experiments to answer these questions. Each medical assistant student worked with a pair of third graders to collect bacterial cultures from a contaminated surface with or without various disinfection methods including: lemon juice and baking soda soap cleaning wipes vinegar bleach Medical assistant student Jenny Zeimet works with two of the third graders. A week later the medical assistant students returned to the third grade class with the bacterial plates and photos of the growing bacteria. The third graders were able to observe the amount of bacteria growing on the plates through microscopes and compare the appearance and the amount of bacteria that grew after various methods of disinfection. As expected, disinfecting the contaminated surfaces resulted in fewer bacterial colonies than the control, which received no disinfectant. The most effective disinfectant was bleach, followed by cleaning wipes, vinegar, lemon juice/baking soda, and soap. "We were impressed by the third graders’ knowledge of how to avoid food poisoning and their enthusiasm for learning more about how microorganisms cause food-borne illnesses," said Medical Assistant Instructor Michelle Cotroneo. "The medical assistant students loved working with them!" Through this project, the medical assistant students were able to apply the knowledge learned in their Microbiology class, as well as use their patient education skills, to work with the children. The post Medical Assistant Students Breed Bacteria to Educate Third Graders appeared first on Globe University Blog.

Toby Mulvihill gives a chair massage at TedXFargo. On  July 23, 2015, Globe University-Moorhead massage therapy faculty, students and alumni took the TedxFargo event by storm! Not only did they perform nearly 300 massages in total, but they were a clear-cut highlight of this major community event. More than 1,800 people attended Fargo’s 5th annual TedxFargo event last Thursday, and Globe played a major role. The overall theme for the event was "Wonder," and Globe University stepped up to host the "Relaxation Space" and offered free massages to the attendees, aiding in their ‘wonder’ful overall conference experience. Hundreds of TedxFargo participants lined up throughout the day to get an incredible massage that was not only technically and professionally executed, but was raved about by each participant. Even the presenters who came from all corners of the United States waited in line for what they said was one of their favorite parts of the conference. Students, faculty and alumni give Thai mat massages at TedXFargo. This was Globe University-Moorhead’s first sponsorship of this type at this conference, and it really added to the already forward-thinking and positive atmosphere at the event. Toby Mulvihill, massage therapy program chair, and Randi Olson, massage therapy adjunct instructor, led the way with their expertise and used this opportunity to further educate their students. Olson used the event as a field trip for her Thai Massage class, and Mulvihill took the time to teach his students several ‘tricks of the trade’ in real time with real clients. All in all, this was a phenomenal event and a great way for Globe University to make a positive impact on the Fargo-Moorhead community, and educate people about their bodies and how to live a healthy life. Visit the Globe University massage therapy program page to learn more. The post Globe University Massage Therapy Program Provides Relaxing Environment at TedxFargo appeared first on Globe University Blog.

Jason Garza, Massage Therapy Instructor. Globe University-Sioux Falls is excited to welcome massage therapy graduate Jason Garza to our faculty this summer quarter. Jason graduated from the massage therapy program in the winter of 2014. Tell us about yourself: I have been married for five years to my wife Stephanie. My wife and I do foster care and have been licensed for two years. I work full time at a call center, part time massage therapist out of my home and play in a volleyball league in the summer and basketball league in the winter. I also enjoy staying in shape by going to the gym four times a week.   What do you enjoy most about the profession? Jason Garza, as a student, gives a massage to a client. The best part of the job is when you get done working on a person and the first thing they say is how they already feel better. It always amazes me how much a little stretching and massage can help a person and how grateful they are when they feel the benefits instantly. Why did you want to teach at Globe? I enjoy coaching, training and teaching and find this a great solution for a possible career that keeps me in touch with my degree and allows me to bring what I know to others. Tell us one interesting fact about yourself. Probably the one that most people don’t believe is how I wasn’t always the tallest kid in my class. Up until the summer before my junior year in high school I was only 5 ft tall, in the 3 month break I grew to 6’6″! Yes it was painful. The post Massage Therapy Graduate Returns to Globe University-Sioux Falls as Instructor appeared first on Globe University Blog.

Students produce PSA regarding pet safety during summer months The students in Jeanette Abeyta’s VT106 class at the Appleton campus were given the rare opportunity to prepare a radio spot regarding pet safety during the summer months. The students met with station managers at 95.3 WSCO in Appleton during the Spring Quarter as part of their applied learning project. The spot advised listeners of pet safety around lakes, ponds and swimming pools during the summer months. The spot also advised against leaving your pet in the car while on vacation or in hot weather. Abeyta wanted the students to learn about different modes of advertising and fundraising and decided on a PSA spot. She said that "I had the students write the PSA. We went into the studio and each student read a line from the script we had written." VT106 students record PSA regarding pet safety around water during summer months She went on to say that "the students seemed nervous at first, but were given pointers and feedback and they really opened up." VT106 students recording PSA regarding pet safety The PSA played on WSCO during the months of June and July. About WSCO: For over ten years AM 1570, 95.3 FM The Score has worked to provide a low cost, high frequency alternative in radio advertising that produces profitable results for local, regional, and national advertisers. The Score is the exclusive home for NASCAR, Milwaukee Bucks and Marquette basketball, and also broadcasts Fox Cities Area high school games. The post Vet Tech Students Create Radio Spot on Summer Pet Safety appeared first on Globe University Blog.

The Globe University-Woodbury campus is pleased to introduce the new campus librarian, Leslie Hunter-Larson. Leslie has her Bachelor of Arts Degree in English from the University of Minnesota and received her Master’s in Library and Information Science from St. Catherine University. Professional Background: Leslie worked at Target Corporation in archive/special collections, where she cataloged everything from fashion to a Joe Mauer statue. Prior to that, she worked as a senior project manager for a testing company, as well as managed a retail store and served as a community programs manager for the Guthrie Theater. According to Leslie, it has always been her goal to become a librarian and eight years ago she decided to take the plunge. "What I love most about being a librarian is the broad range of skills you need and the people you serve," said Leslie. "My passion is information and the need to make it accessible to everyone." Her goal is to show students and faculty how amazing our campus library is. "I’m here to help you find the information you need whether you’re a student or instructor or simply curious," said Leslie. Fun Fact: Leslie is a yarn junkie. She is a knitter and she is proud of it. Her ‘stash’ is to embarrassingly large to talk about, but she explains that she only has herself (and possibly her mother) to blame. Librarian Campus Hours: Leslie is in the office Monday through Thursday from 8 a.m. to 6 p.m. She does note that she is available for evening class instruction on research and APA. Just ask! Feel free to stop by the Library during Leslie’s office hours and introduce yourself. Welcome Leslie! The post Meet the New Globe University-Woodbury Librarian appeared first on Globe University Blog.

Growing up the second eldest of five siblings in Nigeria, information technology program chair Tunji Akanbi learned the importance of taking care of others. He uses that same philosophy in his classroom at Globe University. "I see my students as my younger siblings in a way," says Akanbi. "We all look out for each other. I’m both an instructor and sometimes a parent, friend or mentor." That’s likely why a student, who didn’t even know Akanbi, reached out to him in a time of need. "I came to you with my laptop that was not working. It was full of viruses causing it to freeze up and [was] bombarded with pop-up ads," the student says in an email to Akanbi. "Prior to that, the stress of being a new student with no technology background was overwhelming me already. Then when my computer ‘crashed,’ I was ready to throw in the towel. That’s when you came to my rescue!" Akanbi says it’s every member of the faculty’s willingness to help students that makes Globe University special. "The We Care attitude is really emphasized, especially at the Woodbury campus. We like to go above and beyond to make sure students enjoy their experience here," Akanbi explains. "That career focus is critical; not only are we helping students who want to get ahead in life, but we support them in any way we can." Support from Akanbi is exactly what helped this student go from almost dropping out to committing to stick it out for the rest of her education. "Just knowing that you cared enough about every student’s success was enough for me not to give up," she continues in her note. "You truly went above the call of duty. If it were not for you, I probably would have given up on going back to school. It will be easier … knowing that there are staff members at Globe, like yourself, who really want to see others succeed." For Akanbi, this value again goes back to his childhood. "I learned this from my dad: ‘Every good I wish for me, I wish for you,’" he says. "I know what it feels like when you ask for help and don’t get it, and I know what it feels like to get it - that appreciation you feel." On why Akanbi was so willing to help the student with her computer, he says he didn’t think twice. "I want to help people overcome an obstacle that’s keep them from achieving their goals. I didn’t feel obligated and wasn’t looking for appreciation, I just felt it was the proper thing to do," he explains. "The students’ success is always in my best interest. When you succeed, I succeed." Visit the Globe University IT program page to learn more. The post Globe University IT Program Chair Demonstrates ‘We Care’ Mission on a Daily Basis appeared first on Globe University Blog.

Student of the Month and Community Service scholarship award winner, Sara Schumann Globe University-Appleton‘s August Student of the Month has sure been busy. Upcoming graduate Sara Schumann is currently juggling six classes, a family of four, volunteering, and working… all while maintaining a 4.0 GPA. Graduating this quarter with a diploma in massage therapy, Sara is ready to take the next step in her life. Sara admitted she was hesitant about coming back to school; she started working and raising a family right after high school. However, she stated that "I have a wonderful and supportive family. My husband and two children have been keeping me motivated and on track with school." When Sara was contemplating going back to school for massage, she was deciding between Globe and a competing massage school. However, she immediately got a good feeling when she came to the Appleton campus during her first meeting with admissions. Sara said, "I felt like they really did care, as the motto is ‘We Care’.  Since starting school in October, Globe staff have made me feel like a person and not just a number, face or name." As part of her volunteering, Sara’s family hosted the Girl Scout Troop 2576 to "camp out" in their backyard to earn their outdoor patch. In addition to school and her family, she currently volunteers at her children’s school, her church and for her daughter’s Girl Scout troop.  As a result, she also won one of the Community Service Scholarships this past spring quarter. The Community Service Scholarship is awarded to two students each quarter who volunteer within their community. The students receive $2,000 and can reapply each year. In addition to the Community Service Scholarship, Sara was also selected as the August student of the month on campus. She was chosen because she is constantly helping others despite her busy schedule. Massage Therapy Program Chair Kathryn Tollefson said Sara has been a great student in class and she thinks of others before herself. "Sara is a great addition to the massage therapy program and will be an awesome addition to our profession," Tollefson added. "Her work ethic is outstanding and she always displays a positive attitude. She treats those around her with kindness and respect and is always willing to help out however needed." Sara is currently doing her externship at Agea Spa in Appleton. The post Globe University-Appleton’s Student of the Month Shows You Can Do It All appeared first on Globe University Blog.

Rebecca Rice (left) and Jasmine Parmeter (right) at the 2015 Educational Conference. Globe University-Woodbury massage therapy students Rebecca Rice and Jasmine Parmeter volunteered at the 2015 Educational Congress hosted by the Alliance for Massage Therapy Education (AFMTE) and the Commission on Massage Therapy Accreditation. "This was such a great opportunity for these students to network with industry professionals and to learn more about the state of the massage therapy indtustry," said Sharon Pollock, massage therapy program chair. "This educational congress focused on many crucial topics that students, instructors and industry professionals should be aware of." The mission of the educational congress was to foster dialogue, inquiry, and creative problem-solving between and among organizations and individuals involved in massage therapy and bodywork education. According to AFMTE, the idea of having an educational congress was inspired by the voices within the massage therapy education community. The journey began with a discussion at the 2013 Florida State Massage Therapy Association with the Commission on Massage Therapy Accreditation and the Alliance for Massage Therapy Education. It has now grown into an event with nine organizations collaborating and continuing to expand daily. About AFMTE: The AFMTE serves as an independent voice, advocate and resource for the massage therapy and bodywork education community. Their mission is to support, strengthen, and elevate educational practices and standards in massage therapy and bodywork. Why Choose Globe Massage Therapy? Globe University offers hands-on, quality training giving students the skills they need to be successful in the classroom and most importantly, in their future careers. The program offers both networking opportunities, like Rebecca and Jasmine experienced, as well as real world experience via volunteer opportunities throughout the local community. Click here for some examples. Not only is massage therapy a rewarding career, but it also is growing 23 percent faster than the national average of other occupations through the year 2022, according to the U.S. Bureau of Labor Statistics. The post Massage Therapy Students Volunteer at Educational Congress appeared first on Globe University Blog.