147 pages pdf - ICT Digital Literacy

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Hey, Who Moved My Administration & Support? Chapter 13: Hey, Who Moved My Administration and Support? Just like the supporting walls hold up the roof to your house, your administrative and business processes and your support personnel can make or break your e-Learning program. #618: Create A Learning Get-a-Way I recommend helping people schedule e-Learning into their day by creating an eLab. Our room has 14 PCs where people can access our e-Learning campus via the Internet. It gives people the opportunity to take their headphones, go into the lab, and take training for 10 minutes, 30 minutes or even 2 hours. It's one way for people to actually schedule the time into their calendars as if they were going to ILT training. Anonymous #619: Hmnnn, How About Courses Updates? Should students who have completed the original course be able or required to take the updated course? Will the original course still appear in your course catalog? What will be the naming convention for the updated courses? Will there be some information that designates the course as having updated material? Think about the workflow of your courseware and if the updated course is a prerequisite to another or part of a larger curriculum. How will the updates affect these larger structures? How does your LMS handle course updates? Can an original version and an updated version be used simultaneously? Diane Weir IBM #620: Aid Support By Keeping A Change Log Keep an issues log of all changes within LMS on a shared drive for all to access/view/update for an audit trail. Develop and share a flow chart of the e-Learning process within your organization. Centralize training requests/projects into one file including target audience, roll out, expected completion date etc. as this allows for the impact on the network and resource allocations. Cynthia Eisel FedEx #621: What Works In One Case, May Not Work In Another You can create it, but will they come? We created an e-Learning "cubicle" where any employee in our headquarters operation could visit to take e-Learning courses. They can also access e-Learning sites from their own desktop but we thought they may want a "quiet" place to take e-Learning. The cubicle is well stocked with information and an upgraded computer, etc. We advertised through a broadcast to all employees. Very little interest was shown. I'm not sure what the lesson is here, but thought I'd share it in case someone else is thinking of the same thing. Dorothy Mackay Veterans Benefits Administration #622: Save The Trees Allow for a link to printable support materials (including the course summary, outline, FAQ's and quick start) to prevent having to print out the entire course for later reference. Roger Steinhorst Fireman's Fund Insurance Companies 701 e-Learning Tips by The MASIE Center www.masie.com 124
Hey, Who Moved My Administration & Support? #623: Make It Easy On Yourself: Aim For Consistent Processes Save creativity for the message. Methodology and infrastructure should drive everything else. If your courses are structured in a consistent way, then any developer should be able to move freely in and out of any course. (A savvy user can also do the same.) We run a performance support site. All the content is mapped on the Intranet in the same exact structure - so much so that when the tool is demonstrated, I simply replace the system name in the URL with another and all of the content changes with it. It also works for a developer as the ability to edit and repair a course requires little effort in understanding how it was built. For example, if the table of contents is broken, that file has the same name, location, and format as it would in any other course. Scott Davis Bose Corporation #624: Customer Support Cycle: Don't Get Locked In Be alert for changing conditions. During the training associated with the initial deployment of a new system, technology or business process, classroom training may be optimal. During the sustainment phase, e- Learning may be a better fit. Watch out for the converse, maintaining e-Learning materials after the initial go-live which may be less effective than shifting at that point to on-the-job-training. Bruce Jackson Resource Consultants, Inc. #625: The 80/20 Rule Process (Or Really, For Anything) Sometimes, a little people engineering can save a lot of time and effort. If you are going to spend 80% of your effort trying to get the last 20% correct, that is a poor use of resources. Tom Pears #626: A Client Is a Client Is a Client Treat your internal clients as you would external clients - be flexible, but firm. Bernadette McIntosh-Estep Country Insurance and Financial Services #627: Planning For Accessibility Outside The CMS Provide a course homepage outside of the Course Management System. This homepage should include a link to the online course login page, a copy of the syllabus, as well as instructor's contact information. Students who can't get logged into the course need a way to reach the instructor! And since most CMS software do not include URL checkers, for each module include an "additional sources" reference list which is an HTML page housed on another server that can be easily checked by students. Karla Embleton Iowa State University #628: "Formula" for Naming Conventions Do not use long course names. Long names encumber the search process when a user is looking for a course. Also, they often present display challenges by requiring scrolling or small fonts. A course name should succinctly state the main topic and goal or feature. The course name, ""e-Learning"", for example, doesn't give enough information, whereas the course name, "e-Learning: How to initiate a successful program at your organization" is a bit wordy. Using the form TOPIC: GOAL or FEATURE you get: "e-Learning: Program Design and Deployment" which is both descriptive and short. Diane Weir IBM 701 e-Learning Tips by The MASIE Center www.masie.com 125
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