Conference 2007
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| Rapid content development - myth or reality? | |||||||||||||
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David Portas and Scott McStay, PA Consulting Group | ||||||||||||
 When a major government department aimed to produce 100 hours of online content, they faced two familiar problems: a lack of both time and money. Rather than ask a specialist supplier to produce the content, they opted to do it themselves, and turned a group of 10 instructional designers into end-to-end e-learning content producers. This presentation examines the story of their success. - Developing quality content from concept to testing - Can anyone be an instructional designer? - Including emulation in self-designed content - The limits of using non-specialised designers - Working with an LMS, LCMS and other systems |
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| How learners learn, and why | |||||||||||||
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Howard Hills, Principal Consultant, Howard Hills Associates | ||||||||||||
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Do all people learn the same things in the same way? In this session on the psychology of learning, Howard Hills draws on the latest research to examine what motivates learners to learn, and how personality types and learning approaches may affect the outcome. - Classifying interests against motivation to learn. - The part played by team relationships - Are you a follower or leader in learning? - Team Culture, global teams and the impact on learning - Work-based learning, barriers and motivation |
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| Building great content with subject matter experts | |||||||||||||
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Jon Turner, Instructional Design Lead NHS Radiology Integrated Training Initiative | ||||||||||||
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Not all subject matter experts (SMEs) have the time or inclination to produce learning content. In the case of the NHS Radiology Integrated Training Initiative, the SMEs were 300 highly-qualified consultants. How were they persuaded to build up a bank of 600 hours of training, on time and unpaid? - Building a design process around your SMEs - Motivation, risk and reward - When SMEs can and can't be persuaded to author - Ensuring quality with the expert review process - Using tools to capture and share expertise. |
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| New tools for learning at the point of need | |||||||||||||
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Clive Shepherd, e-Learning Director, Training Foundation | ||||||||||||
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Performance support materials integrate learning into the workflow, providing easy-to-use and highly-relevant content on a ‘just enough’ and a ‘just-in-time’ basis. Rapid e-learning tools make it easier than ever before to produce professional content quickly enough to keep up with the rate of change. And social networking tools, such as wikis and blogs, make it possible for performance support materials to be developed from the bottom up as well as the top down. This session looks at the future of performance support and helps you to realise the opportunities available: - What performance support is - and what it isn't - How performance support fits into a strategy for learning - Who’s responsible for performance support - Rapid e-learning techniques and tools - Using social networking tools such as wikis, blogs and podcasts |
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| Learning in the 21st century: old theories, new technology | |||||||||||||
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Donald Clark, Board Member, Ufi | ||||||||||||
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According to Donald Clark, the world of training is saddled with the legacy of 20th century theory, whereas learning in the 21st century is being transformed by technology, especially the internet. In addition, recent scientific research has altered hugely the way we think about learning - or would do if it were more widely read. Instead, argues Donald unsubstantiated, mostly behaviourist, learning theory remains unchallenged, even though it is manifestly unfit for purpose. Donald will compare the old with the new, debunking some sacred cows and heralding a new age of learning, shaped by the web and by recent breakthroughs.Supported by extensive research, and delivered with his usual wit, this end note will have you heading back home with plenty to think about, including: - The learning theories that aren't - Games and the future: what our kids could teach us - The latest from experimental psychology - Three steps to learning: acquisition, memory and application - Top technology trends of tomorrow |
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| Innovation and the future of technology-based learning | |||||||||||||
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Chris Yapp, Head of Public Sector Innovation, Microsoft UK | ||||||||||||
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What have we learned from a decade or more of e-learning? In his opening keynote, Chris Yapp considers where we have come from and where we might be heading with technology-based learning. Drawing on his past experiences at Microsoft, HP and with bodies such as the DEMOS think tank, he will suggest that we have learned a number of lessons the hard way in the deployment of e-learning, and that now the challenge is to ensure the optimization of e-learning for both the learner and for the organisation. Chris will explore the likely next steps and challenges for e-learning, including: - Personalisation: fad or fact? - Building the interface between IT and HR - Does the government have a role to play? - The potential of new technologies - The learning world in 2017 |
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