You Don't Need Magic: How to Convert ILT to Self-paced e-learning. Linda Tromanhauser Automatic Data Processing

Size: px

Start display at page:

Download "You Don't Need Magic: How to Convert ILT to Self-paced e-learning. Linda Tromanhauser Automatic Data Processing"

Beverley Perkins
7 years ago
Views:

1 402 You Don't Need Magic: How to Convert ILT to Self-paced e-learning Linda Tromanhauser Automatic Data Processing

2 Learning Solutions Conference & Expo Converting ILT to Self-Paced E-Learning Date Page 1

3 About you Have you converted an ILT class to WBT? Yes I ve done this before I m working on one right now I m about to start on a project 2 Page 2

4 We Will Discuss How to reorganize ILT content for e-learning How to select engaging activities How to get the most out of the tools you already have How to use print material 3 Page 3

5 Organizing Content Make sure that you have all of the ILT content: Review course materials and resources Observe/record instructor presentation Note any additional content provided by instructor Note learner questions What works? What doesn t? Instructor feedback Additional materials from instructor 4 Page 4

any additional content provided by instructor Note learner questions What

6 Challenges ILT may have long periods of lecture Some activities don t have enough explanation I do have a deadline and I m not a Flash programmer Keeping the ILT to a reasonable length 5 Page 5

7 Structuring Your E-Learning Review the table of contents and course overview. Ask yourself: Is this content found elsewhere? Could this content be reusable? Do these topics belong together? Would a learner expect to learn them together? What are my goals for this course? What structure will best meet them? 6 Page 6

Do these topics belong together? Would a learner expect to learn them together?

8 Human Resources Setup Unit 1 - Introduction rewrite for WBT (do this last!) Unit 2 - Overview omit Unit 3 - Required HR Tables main focus of course Unit 4 - Security move/delete content Unit 5 - Adding Employee Information move/delete content Unit 6 - Managing HR Information move/delete content Unit 7 - Appendices move/delete content 7 Page 7

Security move/delete content Unit 5 - Adding Employee Information move/delete content

9 Analyze Lesson Content Lesson ILT Components WBT Components Introduction The Installation Table WC Class Codes Foundation Tables (Lecture) Tables with Common Fields (Lecture) Lecture Activity View the Installation Table Lecture Activity -View a Workers Compensation Class Code Activity -Set Up a Workers Compensation Class Code Working with Effective-Dated Tables Adding versus Inserting Data into Effective-Dated Tables Narrated slides Knowledge check Narrated slides Guided simulation Narrated slides Combine activity content into a single simulation Add knowledge check Move to Introduction, narrated slides + job aid? Add interaction 8 Page 8

Class Code Working with Effective-Dated Tables Adding versus Inserting Data into Effective-Dated Tables Narrated slides Knowledge check Narrated slides Guided

10 Ideas for Converting Content Instructor-led Lecture Activity Group Discussion Instructor Review Self-paced WBT Narrated/animated slides Diagrams Print material (job aid, etc.) Job aid/interaction combination Instructor recording Guided simulations Activity simulations Quiz interaction Learning game Slides with characters Quiz interaction Knowledge checks Scored activities Paper-based with narrated answers 9 Page 9

) Job aid/interaction combination Instructor recording Guided simulations Activity simulations Quiz

11 Timing minutes per module Activity/interaction every 7-10 slides (4-5 minutes) Make a note to tell learners about any modules that should be taken together or in a particular order 10 Page 10

12 Things to Remember Learners may take not take modules at the same time or in the correct order. Learners may skip modules. Consider combining demonstrations and activities. Write down ideas for specific content as you have them. Organize ideas logically for the learner. If you re training a process, train the steps in order. 11 Page 11

Consider combining demonstrations and activities.

13 Selecting Engaging Activities Scenario simulations Software simulations Show the software doing something don t just have learners enter data into a panel. Include questions within the simulation, so that learners will have to think about what to do next. Knowledge Checks Pen and paper activities 12 Page 12

14 Keeping Learners Focused Tell stories to get learners involved Incorporate characters in the course to give the illusion that the learner has an instructor and/or classmates Include interaction at least once every 7-10 slides Let users skip topics they are already familiar with 13 Page 13

learner has an instructor and/or classmates Include interaction at least

15 Getting the Most From Your Tools Articulate Presenter Articulate QuizMaker Articulate Engage Captivate Lectora Outstart PowerPoint SmartBuilder Other Other Other 14 Page 14

16 Presentation Tools Provide course info, navigation instructions Introduce characters Provide access to attachments Use diagrams as maps to help learners remember where they are. Intro Present questions for consideration Create choice scenarios Choice Scenario 15 Page 15

maps to help learners remember where they are.

17 Simulation Tools Create games Game Include questions and answers Analyze Interact Review Include audio Sim with Audio 16 Page 16

18 Assessment Tools Knowledge Checks Focus on what learner needs to be able to do, not just head knowledge Interaction simulations Client Interaction Combine job aid with quiz interaction Job aid + Quiz 17 Page 17

knowledge Interaction simulations Client Interaction

19 Using Print Material Training guide Update to reflect new content, rearrangement Good when PDF copy of presentation Fast & easy Presentation print PDF copies of activities Job aids 1-2 per module, max Combine with activity 18 Page 18

Fast & easy Presentation print PDF copies of activities

20 Questions? 19 Page 19

Creating Articulate and Captivating e-learning Courses

Paper PD14 Creating Articulate and Captivating e-learning Courses Tony Cooper, GlaxoSmithKline, Harlow, UK ABSTRACT Creating training material that communicates the key messages while being engaging is