Conference 2009 >
Track 2
| Making the right learning technology decision
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Gordon Bull, Learning Architect, Learning Forte |
It's easy to get excited by the latest technologies, to be seduced by the promises of the newest trend, but with so much out there, how do you make the right choice - and is it always necessary to use learning technology at all? In this presentation, Gordon Bull draws on his years of experience running L&D for organisations such as Vodafone and American Express to tackle these questions and gives some pointers to making the right choices.
- Making the learning drive the technology
- Five tips to bear in mind when considering vendors
- Is DIY worth the pain?
- Avoiding the 'big bang' trap
- Working with other departments and their systems |
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| To open source or not to open source?
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Mark Berthelemy, Senior Consultant, Capita Learning and Development
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Open source learning software means more than just Moodle. As well as the ubiquitous LMS, there are open source content development tools (e.g. ExeLearning), mind-mapping applications (e.g. Freemind and CmapTools), audio-editing tools (eg. Audacity), utilities (e.g. Filezilla, Firefox), content management systems (e.g. Etomite and Joomla), and even full-blown competitors to Microsoft Office. All are useful for learning professionals, but how do you choose the right tool for the job? What are the pros and cons of an open-source solution? In this presentation, open source expert Mark Berthelemy explores:
- Open source myths and realities
- Six steps to a successful open source implementation
- Implications for ongoing support & development
- Integration and organisation-wide rollouts
- Making long term choices that will work
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| From course delivery to total learning
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Sue Farrow, Business Systems Training Manager, Xerox Ltd |
Training for roll-outs often stumbles but at Xerox it is not allowed to. Faced with 16 countries and thousands of users of a new SAP system, the organisation has developed a process for roll-out training that ensures success through blended learning with a solid communication plan built in. Xerox's process includes process training and role discussions as well as post-roll out support, and is part of bigger plan to move learners to an independent learning culture involving a blend of classroom, e-learning, remote learning, and on-line point-of-need help.
- Why effective change management is essential
- Reducing resistance to learning
- The five-stage roll-out training process
- The difference executive involvement makes
- Getting the delivery blend right
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| Better learning through performance support
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Bernadette Ude, Learning & Development Manager, Finning Group UK |
Once an enterprise-wide system has been deployed, what is the best way to support its use? When equipment rental company Hewden Stuart faced a systems roll-out to 1,500 users, they used classroom training to introduce the system, backed up with an Electronic Performance Support System (EPSS) to ensure users maintained and continued to build their skills back in the workplace. Measuring the effects showed it was a cost-effective approach to learning.
- Introducing an EPSS
- Why support systems work best through integration
- Designing materials to fit the business
- Dealing with further roll-outs and ongoing training
- Quantifying the effects of an EPSS |
| Building learning that you can't forget
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Dr. Itiel Dror, Senior Lecturer, Cognitive Neuroscience, University of Southampton |
Good e-learning content design requires more than pretty artwork. In fact, argues Dr Itiel Dror, sometimes excessive visual information could actually detract from the users' ability to learn and to recall what they have learnt. In the first part of this stimulating two-parter, Dr Dror examines how different navigational structures aid or hinder learners.
- How much navigational freedom works best for learners?
- Working memory and the battle with cognitive load
- Why complex content is remembered longer
- Are all types of learning the same?
- Are all learners the same? And how should that affect design?
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| Interactivity for better learning and retention
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Dr. Itiel Dror, Senior Lecturer, Cognitive Neuroscience, University of Southampton |
Despite its wide use in particular types of training - for example in health and safety, soft skills and language learning - video is generally used 'passively'. It is usually used to add a visual element to other, interactive elements. Dr Dror has been researching ways of making video interactive - it's easier and more effective than you might think!
- The memory advantages of multi-sensory learning
- Make the learners engage, involve, interact, and participate
- Using the 'three Cs of learning'
- The technical side of making video interactive
- Using video with other media |
