Learning 2.0. Anita Rosen. Proven Practices and Emerging Technologies to Achieve Results AMACOM. American Management Association

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1 Learning 2.0 Proven Practices and Emerging Technologies to Achieve Results Anita Rosen AMACOM American Management Association New York Atlanta Brussels Chicago Mexico City San Francisco Shanghai Tokyo Toronto Washington, D.C.

2 Contents CHAPTER 1.0: The Business Calculations and Business Objectives of e-learning The Goal of Training A Simple Example of Return-on-lnvestment (ROD Calculations How to Measure and Evaluate Training 6 Return on Investment 6 Setting the Goals to Reap the Rewards Identifying Your Audience 9 Identify Learning Demographics 10 Identify the Learner Experience Biggest Mistakes in Top-Down "Command" (CS) and Bottom-Up Implementations 12 Top-Down Mistakes 13 Case Study: Texas Department of Transportation 14 Bottom-Up Mistakes Communications Within an Organization Getting Buy-In from Trainers, Employees, and Subject Matter Experts 18 Case Study: National Semiconductor Corporation 19

3 viii Contents 1.8 Where e-learning Fits In 22 Case Study: Hospital Liaison Committee of Jehovah's Witnesses in Leicester, United Kingdom Checklist 23 CHAPTER 2.0: e-leaitiing Strategies Five Stages of Adopting New Technologies 28 Stage 1: Denial 29 Stage 2: Outsourcing 29 Stage 3: PowerPoint 31 Stage 4: Execution 31 Stage 5: Integration Five Developmental Stages of Web Sites 32 Denial 33 Outsourcing 33 PowerPoint 34 Execution 35 Integration Five Developmental Stages of Web Courses 36 Denial 36 Outsourcing 37 PowerPoint 38 Execution 39 Integration Fundamentals of Creating on the Web 40 A Simple and Clean User Interface: Less Is More 40 Access to Any Information Within Three Clicks 41 Support of Global and Local Navigation 41 No Bermuda Triangles 42 A Sticky or Ping-Pong Web Site 42 Rapid and Viewable Downloads 42

4 Contents IX The Ability to Work on Any Screen and Browser 44 A "Look and Feel": "Branding" in Web Page Layout and Design The Characteristics of Good e-learning 46 Simple and Clean User Interface 46 Access to Any Information Within Three Clicks 46 Support of Global and Local Navigation 49 No Bermuda Triangles 51 Sticky or a Ping-Pong Web Site 51 Rapid Downloads 52 The Ability to Work on Any Screen and Browser 52 A "Look and Feel": "Branding" in Web Page Layout and Design Current State of Web Courses 53 Trainers' Reluctance to Change 54 The Need for Feedback and Communication 54 Creator-Centric Solutions 55 False Starts Checklist 57 CHAPTER 3.0: Types of e-learning Types of e-learning 60 Synchronous Training 60 Asynchronous Training 60 A Comparison of Synchronous and Asynchronous Training 61 Who Benefits from Synchronous and Asynchronous Training Creating Effective Synchronous e-learning 64 Personal Skills Needed 64 Tools Needed 65 Difficulties to Overcome 66

5 3.3 Rapid and Traditional Asynchronous e-learning 67 Rapid e-learning 68 Traditional e-learning Projects That Are Best Suited for Traditional e-learning Projects That Are Best Suited for Rapid e-learning 70 Content Best Suited for Rapid e-learning: Development Needs of Traditional Versus Rapid e-learning Projects 74 Traditional e-learning Needs 74 Rapid e-learning Needs What Traditional and Rapid e-courses Look Like 79 The Traditional Course Look 80 The Rapid Course Look Tools 82 Traditional e-learning Tools 85 Rapid e-learning Tools 86 Graphic and Simulation Tools 86 Synchronous e-learning Tools Checklist 87 Contents CHAPTER 4.0: Web The Basics of Web Application Services The Long Tail Mashups Enlisting End Users to Add Value "Intel Inside" 100

6 Contents XI 4.7 Providing Services Above the Level of a Single Device 102 Scalability 102 Format Specifications 103 Browsers 104 Viewing Devices Q Social Networking 106 Networking in the Business World 107 Networking Among Adults 107 Wikis Checklist 109 CHAPTER 5.0: Web 2.0 Technologies Web 2.0 Technologies 112 Rich Site Summary (RSS) 112 Podcasts 114 Web Techniques 116 HyperText Markup Language (HTML) and Extensible Markup Language (XML) 119 HyperText Markup Language (HTML) 119 Extensible Markup Language (XML) 120 Web CHAPTER 6.0: Web 2.0 Trends for e-learning Web Trends and e-learning Case Study: Knowledge Pills Application Services The Long Tail 129 Case Study: Devereux Harnessing End Users to Add Value Microcontent 133

7 XII Contents 6.6 Providing e-learning Services Beyond the PC 134 When to Use Smartphones for e-learning 135 Smartphone Limitations 136 Smartphone Screen Limitations 137 Formatting for the Smartphone 138 Testing on the^smartphone 138 Smartphone Connections and Operating Systems 139 Authoring for Smartphone e-learning 141 Case Study: Granville Stephens The "Intel Inside" Approach New Technologies What a 2.0 Course Looks Like Checklist 146 CHAPTER 7.0: Components of an Effective Course Length of a Course Layout and Course Organization 149 Level 1: Course 150 Level 2: Chapters 150 Level 3: Pages 152 Level 4: Subpages Presentation Options for Content Pages 156 Tours 156 Step-by-Step 156 Self-Assessment 157 Simulations Why Test Learners? Certification Testing Tips for Writing Test Questions 162 Test-Taking Tactics 162 Test-Taking Tools 163 Storing Answers 163 Types of Questions Checklist 164

8 Contents XIII Chapter 8.0: Graphics and Multimedia Computer Graphics Web Graphic Formats 168 GIF (Graphics Interchange Format) 169 PNG (Portable Network Graphics) 169 JPEG or JPG (Joint Photographic Experts Group) Choosing File Formats for Web Graphics 170 Web Requirements 170 Downsizing Images 170 Digital Photographs 171 Stock Photographs Basics of Copyright Law Guidelines for Employing Graphics Audio for Web Courses Multimedia Recommendations 179 Videos 179 Case Study: Highline Public Schools 180 Flying Bullets 181 PowerPoint to Flash Checklist 182 CHAPTER 9.0: Standards and Integration What You Need to Know About Standards and Integration Aviation Industry Computer-Based Training Committee (AICC): A Practical Definition 185 Course Server Communication 185 Course Structure Definition Sharable Content Object Reference Model (SCORM): A Practical Definition 186 SCORMV SCORM i

9 XIV Contents 9.4 Sharable Content Object (SCO) 189 SCO Definitions and Design Limitations Sharable apd Reusable Content 190 Information Access Versus Course Creation 191 LMS Compatibility 192 The Fallacy of All-Purpose LMSs The Behavior of e-learning Courses 194 Selecting an LMS and Authoring Tool Questions to Ask The Meaning of Accessibility 198 Ensuring That Your Tools Meet Accessibility Requirements 199 Case Study: Blair & Associates 200 Screen Readers Checklist 202 CHAPTER io.o: Conclusion: LMS/Tools with Good Implementation 205 CHAPTER ii.o: Resources 209 APPENDIX: Author Guide 211 Guidelines for Creating an Effective Web Course 211 Using Learning Objectives 212 Main Page 213 Chapter Title Pages 214 Bullet Pages 215 Tests 217 Glossary 218 Sample Course Content 218 Glossary 223 Index 227

A Review On Authoring Tools

2011 5th International Conference on Distance Learning and Education IPCSIT vol.12 (2011) (2011) IACSIT Press, Singapore A Review On Authoring Tools Maryam Khademi 1+, Maryam Haghshenas 2 and Hoda Kabir