July 15 & 16, Getting Started with e-learning. Infrastructure 101: e-learning LMS/LCMS Technology. Steve Foreman, InfoMedia Designs, Inc.

Transcription

1 Getting Started with e-learning 502 Infrastructure 101: e-learning LMS/LCMS Technology Steve Foreman,

2 Infrastructure 101 Getting started with e-learning LMS/LCMS technology July 16, 2010 Steve Foreman, InfoMedia Designs Online Forum 76: Foundations Intensive Session 502 Poll Question #1 2 Page 1

3 Discussion topics Introduction LMS LCMS Evaluation and Selection Implementation What IT needs to know Making it happen 3 Basic e-learning architecture Courseware Essential Learning Management System (LMS) Authoring Tools Optional Virtual Learning Environment (VLE) Learning Content Management System (LCMS) e-testing Platform 4 Page 2

4 Discussion topics Introduction LMS LCMS Evaluation and Selection Implementation What IT needs to know Making it happen 5 Poll Question #2 6 Page 3

5 Why do I need an LMS? Track and report training activity Deliver e-learning courseware Provide self-service access Provide a more consistent user interface compliance budgeting reimbursement balanced scorecard enrollments bookmarking completion milestones test scores browsing selection registration access one-stop shop player uniformity 7 Why do I need an LMS? Manage instructor-led delivery instructor & facility schedules class sizes & rosters approval waiting lists credit 8 Page 4

6 What is an LMS? Manager Rules to match people & programs Program structures Job People Group Region T r a n s c r i p t s Notifications Reports Learning Programs Catalog elearning delivery Facilities & Instructors 9 How does the LMS work w/other systems? HRMS --- Identity Mgt LMS Single Sign-On General Ledger --- ERP Enterprise Search Employee Portal 10 Page 5

7 How do I operate an LMS? Training Administrators e-learning Specialists Support Structure System Administrator post and schedule courses enter registrations & attendance records monitor rosters and waiting lists correct discrepancies run reports publish e-learning courseware work with IT to troubleshoot problems tiered support structure escalation plan service level agreements & performance guarantees configure system parameters create new reports work with IT to troubleshoot problems 11 How do I get an LMS? Purchase Licensing: Enterprise Per user Per enrollment Start Up Fees: Implementation support Customizations Maintenance Fees Hosting: In-house (IT) Outsourced LMS vendor Third party vendor 12 Page 6

8 How do I get an LMS? Software as a Service (SaaS) Licensing: Enterprise Per user Per enrollment Start Up Fees: Implementation Customizations Hosting Fees Management Services: Administration End User Support Course Development Course Delivery 13 How do I get an LMS? Use Courseware Vendor s Solution Delivery Fees Start Up Fees Support Fees 14 Page 7

9 Discussion topics Introduction LMS LCMS Evaluation and Selection Implementation What IT needs to know Making it happen 15 Chat Question #1 How does a Learning Content Management System (LCMS) differ from a Learning Management System (LMS)? (Type your answer in the Chat pod) 16 Page 8

10 Why do I need an LCMS? One-stop, searchable content repository Single source library for course development Easier to make global changes/updates Consistent authoring interface images & slides audio video & animations documents store organize retrieve reuse manage content versions track courses where content is used create/apply skins assemble content into courses consistent navigation controls 17 Why do I need an LCMS? Manage access to content Manage workflow Publish e-learning courses to LMS assign content owners assign authors to courses assign author access to libraries track changes by author manage tasks, processes and handoffs between content owners, courseware authors, approvers, etc. LMS interoperability create SCORM package publish to LMS 18 Page 9

11 What is an LCMS? Check in/out Access & permissions Layout templates & skins Version control Searchable repository Content Library D e v e l o p e r s Courseware Assembly & sequencing Interactions Single source Workflow & Notifications Packaging & publishing 19 LCMS optional features Category Learning Object Creation Workflow Management LMS-light Functionality Modules SCORM learning object creation Guidance/wizards Multi-developer hand-offs Approval Review/update scheduling e-learning course deliver user/group profiles self-service 20 Page 10

12 How does the LCMS work w/other systems? 3 rd Party Authoring Tools LCMS LMS 21 How do I operate an LCMS? LCMS Administrators Content Owners e-learning Authors Approvers create & organize libraries manage user access & permissions configure workflows monitor activity add/submit content update content assemble courses find & use content publish courses to LMS review content & courses approve/reject content & courses 22 Page 11

13 Where do I get an LCMS? Companion product from LMS vendor Specialized LCMS vendor 23 Discussion topics Introduction LMS LCMS Evaluation and Selection Implementation What IT needs to know Making it happen 24 Page 12

14 Poll Question #3 25 Assemble the project team Curriculum managers Managers of satellite training groups CORE TEAM EXTENDED TEAM Key LMS administrators & registrars Members have primary responsibility for LMS evaluation and implementation decisions. Team Leader Project Manager e-learning Technical Specialist Training Administration Manager IT Architect IT production support specialists IT systems integrators Decision makers from groups who are directly tied to LMS operations. 26 Page 13

15 Identify stakeholders Senior Management Business Unit Executives (customers of the Training function) HR Leadership PR and Corporate Communications Training Function Training managers Training administrators e-learning specialists Representative sample of instructors/faculty IT Function IT Architecture Networking Application hosting Desktop standards Portal and Content Management End user support HR Function Performance management process owner Performance management application technology manager HRIS/HRMS application technology manager 27 Major evaluation activities Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists Stakeholder focus groups Executive interviews 28 Page 14

16 Output of data gathering/analysis Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists Strategic Drivers Operational Drivers Technology Drivers LMS Requirements Lack of alignment with organization s goals can result in ineffective evaluation criteria, incomplete requirements and inappropriate priorities. A vague or incomplete set of requirements makes it more difficult to evaluate products and make a selection. 29 Find the right ballpark Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists LMS products may be: Geared toward horizontal or vertical markets (e.g., call centers, financial industry, higher education, compliance, small-mid sized organizations.) Positioned to address different levels of client capability (i.e., IT self-reliance, cost structure.) Designed to support various organization sizes (i.e., 24/7 helpdesk, professional services, scalable technology.) Identify vendors whose niche market matches your organization. Examples: Type/size of business Type/size of training organization 30 Page 15

17 Vetting process Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists 1. Research the LMS marketplace. 2. Review vendor literature & match product features with vetting criteria. 3. Make a short list of products you want to consider (typically 8-12). 4. Check industry analyst research (e.g., Bersin & Associates, Brandon Hall Research, Forrester Research, Gartner Group) to validate short list selections. 5. Arrive at a short list of products that best meet your vetting criteria. Focus in on a handful of distinguishing requirements. Examples: SaaS or selfmanaged Multi-language support Role-based views E-commerce 31 Short List Evaluation Process Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists 1. Develop and distribute Request for Information (RFI). List your complete LMS requirements and a set of questions for each. Ask vendors to respond. 2. Create and use a scorecard to rate vendor responses; contact vendors if clarification or elaboration is needed. 3. Consider vendor encounters: How easy was it to coordinate RFI activities with the vendor? How effective was the vendor in responding to the RFI? How familiar was the vendor with your type of organization? 4. Select 2 to 4 finalists based on scorecard results. 5. Confirm selections by conferring with industry analysts, if possible. 32 Page 16

18 Finalist evaluation methods Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists Presentations Sandbox Use Cases Referrals Financial Health RFP Vendor presentations are helpful, but do not necessarily ensure that a product will meet your needs. Involving training admins in sandbox testing helps ensure their needs are met, and that they buy-in to the decision. Demonstrations of challenging use cases may result in discovery of deficiencies, before it s too late. Talking to the vendors existing customers can expose issues and concerns to address up front. Selecting a vendor in poor financial health can result in loss of product enhancements and support. An detailed RFP makes it easier to compare vendor proposals and negotiate terms. 33 Negotiate Gather & analyze data Define requirements Vet products Evaluate short list Evaluate finalists Each LMS sale establishes a revenue stream for the vendor worth years of recurring licensing and service fees. All costs and included features are negotiable. Simultaneous negotiations with two or three vendors can yield significant savings. Explore all costs (i.e., features, licensing, implementation, customizations, hosting, maintenance, support) 34 Page 17

19 Discussion topics Introduction LMS LCMS LMS Evaluation and Selection LMS Implementation What IT needs to know Making it happen 35 Poll Question #4 36 Page 18

20 Planning & Training Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live Typically 4-6 months to complete in-house implementation Time & resource intensive, disruptive Need a strong project manager Vendor will conduct a series of training workshops on the product Output of training workshops will be a set of documentation used to install and configure the product Expect post-implementation issues for up to one year 37 Installation & Configuration Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live Course catalog & meta data Course structures & templates Notifications Users, organizations & audiences Administrators & security roles Reports 38 Page 19

21 Data Migration Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live People data Course data Transcripts 39 Data Migration Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live 1. Find out what your organization s information retention policy is, and how it relates to training data. 2. Decide how much data you need to migrate (how far back in time). 3. Determine how to archive and store legacy data that does not get migrated. 4. Allow adequate time and resources to perform verify data integrity at all stages of data migration. 5. Create and use test scripts for a methodical approach. Back up and archive legacy data. Spot check a representative sample of records. Check for completeness and accuracy. Report discrepancies, fix and retest. 40 Page 20

22 E-Learning Course Migration Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live 1. Identify and group courseware that must be migrated. SCORM, AICC, other Licensed, custom-developed Developed by vendor(s), internal group(s) 2. Migrate and test a representative sample of courses from each group. 3. Identify problems with groups of courses early; resolve and retest. Is it compatible with the LMS player? Do the course navigation, bookmarks, tests and completion tracking work properly? Do remote access users experience any problems? Does the course run adequately in low bandwidth facilities (e.g., stores, agencies, plants)? 41 User Acceptance Testing (UAT) Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live Use Cases Test Scripts Test Plans Trouble Tracking Retesting Success Criteria Identify and map common, critical and complex use cases. A single use case may involve several tests. Create a step-by-step script for each test. Each step should indicate what to click or enter and what result to expect. Provide adequate time, and assign people to perform the testing. The more testing you do, the more problems you ll uncover. Employ a trouble tracking system for reporting problems, assigning and track them through resolution. Always retest problems that have been reported fixed in order to validate that they are truly resolved. Establish the criteria you will use to declare a success and move on to Go-Live. 42 Page 21

23 Go-Live Planning & Training Installation & Configuration Data Migration E-Learning Course Migration Testing & Go-Live The Go-Live event involves systems choreography, and resources willing to work during off-peak hours. Engage IT or the vendor (if vendor-hosted) to manage the Go-Live process in the same way as other enterprise applications. Be ready: Communications plan Test plan Contingency plan 43 Discussion topics Introduction LMS LCMS Evaluation and Selection Implementation What IT needs to know Making it happen 44 Page 22

24 Chat Question #2 What is your role? (e.g., Manager of a Learning Organization, elearning Developer, IT Architecture) (Type your answer in the Chat pod) 45 Comparison w/other enterprise systems Characteristic Separate testing & production environments needed Most Systems Yes LMS Yes SLAs & performance guarantees needed Yes Yes Tiered support model needed Yes Yes Security model Yes Yes Key distinction between data and content No Yes System application PLUS multiple minisoftware applications from multiple vendors No Yes SCORM/AICC interoperability standards No Yes 46 Page 23

25 Discussion topics Introduction LMS LCMS Evaluation and Selection Implementation What IT needs to know Making it happen critical steps 1. Define a cogent and comprehensive e-learning strategy. 2. Identify critical audiences and content. 3. Form a partnership with IT. 4. Define requirements, evaluate and select an LMS solution. 5. Implement the LMS (plan, configure, integrate, load, test, deploy). 48 Page 24

26 10 critical steps 6. Define a production support model for the LMS and e-learning courseware. 7. Evaluate and select authoring and e-testing solutions as needed. 8. Define standards and work processes to create, manage and administer e-learning. 9. Define metrics and establish reporting mechanisms. 10. Establish e-learning requirements and guidelines for courseware vendors technological challenges to overcome 1. LMS selection. 2. LMS configuration. 3. Data migration. 4. Courseware migration/interoperability. 5. User acceptance testing. 6. Network issues & constraints (e.g., remote access, bandwidth, desktop variability). 7. End user support. 50 Page 25

27 12 technological challenges to overcome 8. Authoring standards (e.g., tools, style guides, templates, LCMS utilization). 9. Content management standards and work processes (e.g., publishing, updating, shelf life). 10. Problem resolution (i.e., complexity, accountability). 11. Courseware deployment controls and guidelines. 12. Advanced technologies (e.g. rich media, web-conferencing/casting, social networking & collaboration, virtual 3D environments, instructional gaming & simulations) 51 8 steps to a successful IT partnership 1. Recognize existing limitations, even while working to alleviate them. 2. Develop an e-learning technology strategy. 3. Establish work-level relationships & processes. 4. Establish an appropriate governance mechanism. 5. Allow time for network testing. 6. Learn each other s language. 7. Create a technical liaison in the training group. 8. Establish a sandbox for experimentation. 52 Page 26

28 Questions? Steve Foreman Phone: Fax: Web: Linked In: Twitter: 53 Page 27

29 E-Learning Guild Foundations Intensive Online Forum 76: Session 502 July 16, 2010 Session Title: Infrastructure 101: Getting Started with LMS/LCMS Technology Presenter: Steve Foreman, InfoMedia Designs Inc. Section 1: Key Points 1. Before focusing on technology, make sure you have a learning strategy in place. Too many technology implementations fail because they lack the critical direction and guidance that comes from a cogent and comprehensive learning strategy. 2. A Learning Management System (LMS) is essential for delivering and tracking e-learning programs. It contains information about your learning offerings with information about the people who take them. It enables you to schedule and manage learning activities, and track utilization. 3. A Learning Content Management System (LCMS) is an optional component for managing source content and developing e-learning programs. It provides a single-source library of raw materials along with learning program templates, and course creation and publishing tools. 4. LMS and LCMS products must be managed and administered. There are a number of administrative roles that must be filled and processes that must be defined and implemented in order to maintain a system. 5. LMS and LCMS products can be licensed in several alternate ways. Systems can be purchased and administered by your organization or provided through a software as a service (SaaS) model, where you outsource management and administration of the system to the product vendor. 6. It is a good idea to involve your IT organization in the technology selection decisions and the implementation, operation and support activities associated with an LMS or LCMS. It is helpful for the IT department to understand how LMS products differ from many other enterprise applications they support, and how they can be integrated with the IT enterprise infrastructure. It is helpful for you to understand how to engage IT, how to delineate roles and responsibilities and how to develop an effective partnership. Section 2: Glossary 1. AICC: Aviation Industry CBT Committee. An international associates that develops computerbased training standards and guidelines for the aviation industry. A predecessor of SCORM, the AICC association published a set of early interoperability standards for e-learning courseware and learning management systems. While some courseware still conforms to AICC, rather than SCORM, there is much wider adoption of the SCORM standard, which is more specific and applicable to typical Internet-based LMS-courseware interoperability. 2. General Ledger: A software application that enables your company to manage and track financial information including but not limited to, inter-organizational billing including training charge-backs. Page 1

30 3. HRMS: Human Resources Management System. A software application that enables your company to track employee information including but not limited to, contact information, job, organization, region, reporting relationships, employment history, training history, and salary information. 4. Identity Management: A software solution that enables your company to store and manages user profiles for employees, customers, business partners, and other groups. Identity Management usually involves a corporate directory, which is a database or data structure containing pertinent information about each user. This information can be made available to enterprise software applications such as an LMS. 5. LCMS: Learning Content Management System. A software application that enables you to create, maintain and use raw digital content for the development of e-learning courseware. 6. Learning Objects: a concept and, to some extent, loosely defined standard for the design and packaging of smaller units of learning (e.g., 15-minute chunks). A learning object typically consists of a discrete objective, tutorial, drill & practice and assessment. Presumably, a learning object can be reused in a variety of contexts by combining it with other learning objectives to assemble any number of custom learning programs. However, there is much debate over how effective instructional content can be designed without the context of how it is applied to a specific job, task, environment or scenario. 7. LMS: Learning Management System. A software application that enables you to schedule and manage the delivery of structured training programs including instructor-led, e-learning and blended programs, certifications, learning paths and entire curricula. An LMS stores and reports on learner profile and transcript information, delivers and track e-learning courseware, and manages many other aspects of training delivery. 8. Performance Guarantee: a set of specifications included in a service level agreement between the technology organization that hosts and manages an information system, such as an LMS, and the business user of the system (i.e., the learning organization). Performance guarantees define acceptable system performance thresholds such as system uptime, maximum concurrent users, average response time, problem resolution time, etc., at or above which the technology organization guarantees the system will operate. System management pricing often depends, in part, on the level of service required to meet the performance guarantees. 9. SCORM: Sharable Content Object Reference Model. A standard for how e-learning courseware interoperates with learning management systems. There are three versions of the standards (SCORM 1.1, SCORM 1.2, and SCORM 2004), so it is important to know which versions are supported by your LMS and hold courseware vendors accountable for conformance to the appropriate SCORM version. The most widely used version is SCORM 1.2. The two key aspects of interoperability addressed by the standard include how courseware communicates placeholder status (e.g., bookmarks of where the user left off so s/he can resume in the same place) and tracked achievement data (e.g., started, completed, scored, etc.) back to the LMS for long-term storage and how courseware is to be packaged for publication to the LMS. There is a third aspect addressed by SCORM 2004 only, which involves dynamic sequencing of content based on learner needs. This aspect has more to do with instructional pedagogy than it does with LMS interoperability and has not been widely accepted or used. 10. Single Sign-On: A software solution that enables employees to log in to their workstation once, and gain access to all corporate systems, including the LMS, without needing to log in again. Page 2

31 11. SLA: Service Level Agreement. An agreement between the technology organization that hosts and manages an information system, such as an LMS, and the business user of the system (i.e., the learning organization). The agreement outlines the technical services that will be provided (e.g., server and application hosting, system configurations, upgrades and backups, failover and disaster recovery plans, etc.) and often specifies a set of performance guarantees. 12. Tiered Support: a software application support structure that provides several levels of support and an escalation plan. Typically, tier one consists of a customer service helpdesk that end users can contact when they experience problems with the software. Often, tier one agents follow predefined scripts to resolve simple, common problems (e.g., a forgotten password.) When the problem cannot be resolved at tier one, it is escalated to the appropriate tier two group, which often consists of network, hardware, software and content experts. When a problem cannot be resolved at tier two, it may be escalated to tier three which may consist of the engineers who wrote the software, or the hardware vendor, etc. A robust tiered support model usually includes a trouble tracking system where bug reports can be opened, tracked through resolution and closed. 13. VLE: Virtual Learning Environment. A software application that enables you to deliver instructorled learning to learners in multiple remote locations, simultaneously via the Internet. Section 3: Key Resources Books Tips on the SELECTION of an LMS or LCMS, edited by Bill Brandon, December 2006, The ELearning Guild (digital book free download), Tips on the IMPLEMENTATION of an LMS or LCMS, edited by Bill Brandon, November 2006, The ELearning Guild (digital book free download), Tips on the MANAGEMENT of an LMS or LCMS, edited by Bill Brandon, December 2006, The ELearning Guild (digital book free download), Blogs and Websites 1. elearning Guild, 2. Learning Circuits (ASTD), 3. E-Learning Technology (TechEmpower), Research Reports 1. Learning Management Systems 2008, The elearning Guild, May 2008, Page 3

32 2. Magic Quadrant for Corporate Learning Systems, Gartner Research, September 2009, 3. Update on the LMS Marketplace, Josh Bersin, March 2008, Articles 1. Locked Out: Bridging the Gap between Training and Information Technology, by Marc Rosenberg and Steve Foreman, elearning Guild Learning Solutions Magazine, January 7, 2010, 2. Selecting, Integrating, and Extending Learning Management Systems, by Camille Price and Amy Stoker, elearning Guild Learning Solutions Magazine, August 2005, 3. Selecting, Integrating, and Extending Learning Management Systems, Part 2, by Camille Price and Amy Stoker, elearning Guild Learning Solutions Magazine, August 2005, 4. LMS and LCMS Demystified, Brandon Hall Research, 2009, 5. Put the Right People In Place for a Successful Learning Management System Implementation, by Claire Schooley, October 2007, Forrester Research, /2 Page 4