MAKE TRAINING FUN!

Employee motivation and engagement is a critical component of employee relations in any organization today. When you add training requirements to everyday work tasks, it can be perceived as extra work that needs more time and energy than a person already spends at the workplace. It becomes imperative that employees feel propelled by something more than just managerial directives to take on and complete training. Additionally, L&D invests a lot in developing, procuring, and tailoring content for organizational training initiatives.

Click below to see how Adobe Captivate Prime can help you make training fun at work, and keep learners / employees engaged and motivated.

Make Training Fun – A 2021 customer guide

Please do get in touch with your Customer Success Manager for more information. For support issues, please contact captivateprimesupport@adobe.com. For feedback regarding this document please email jaisim@adobe.com.

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7 WAYS TO DRIVE CUSTOMER EDUCATION PROGRAMS WITH ADOBE EXPERIENCE MANAGER SITES, ADOBE CAPTIVATE PRIME AND MARKETO ENGAGE

Did you know that integrating a few Adobe products could result in a rather holistic learning platform?

I’m specifically referring to Adobe Experience Manager (AEM) Sites, Adobe Captivate Prime and Marketo Engage.

Attached here is a 2020 white paper by Adobe Captivate Prime Product Management that discusses precisely this. There are a whole lot of advantages of course when you integrate one Adobe product with another, simply because they work well together. Having said that, it does not necessarily mean you cannot use each of these exclusively/ in combination with a non-Adobe product just as well.

This paper looks at 7 ways to drive customer education using the combination mentioned above. Of course, this is a Captivate Prime centric document and the focus is on the learning platform as always. This year has seen some great strides forward for Prime, especially keeping in mind the user experience. We have a whole new learner homepage and the UI lends itself so easily to customization.

On the whole, taking a personal approach is extremely important in our holistic view to creating a learning platform. Do read this document to learn more about our approach to your customer education.

7 WAYS TO DRIVE CUSTOMER EDUCATION with AEM Sites, Captivate Prime and Marketo Engage – White Paper 2020

Wishing all of you Happy Holidays!

If there are other areas of Prime that you would like to see covered in these kind of documents and blogs, or if you have any other feedback for us please do write to jaisim@adobe.com

The post 7 WAYS TO DRIVE CUSTOMER EDUCATION PROGRAMS WITH ADOBE EXPERIENCE MANAGER SITES, ADOBE CAPTIVATE PRIME AND MARKETO ENGAGE appeared first on eLearning.

Why should you use Online Assignments tool via Learning Management System?

Why should you use online Assignments tool via Learning Management System?

Assignments usually deals with the assigning tasks to people as part of their project. It has proven to be an excellent tool in tracking and measuring of learner metrics via the Learning Management System (LMS).

The assessments in an online course on eLearning platform involves written assignments and practical tests. Let’s look at some of the benefits of using online Assignments tool.

  • 24/7 Accessibility
    The learner can access the tool anywhere anytime.
  • Cost-effective and Environment-Friendly
    Offline assessments is an effective way to analyze the training but it involves the cost of material, tutor, travel, classroom rental, etc., whereas online assessments will cut most of the cost.
  • Instant Sharing and updation
    Admin can easily and quickly share the updates or changes made to the users without wasting time and energy.
  • Tracking of the progress
    The learners, as well as the Admin, can track the progress in detail.
  • Generation Of Reports
    Reports play an important role in analyzing the data effectively. Various types of reports can be generated based on the learner requirement where most of the reports will be in both graphical formats and in detailed view.
  • Feedback
    Facility for the trainers or the tutor to provide feedback to the learners on their progress.

Conclusion :

Every organization has a unique set of reasons to choose their LMS. Regardless of the reasons behind the choice, these funneled parameters help you get the best outcomes in terms of time, cost and quality in choosing an LMS for your training needs.

Swift LMS is flexible, quick to deploy, user-friendly and could be the best LMS that allows you to create a remarkable online training experience for your audience.

Source: https://www.swiftelearningservices.com/why-should-you-use-online-assignments-tool-via-learning-management-system/

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Trends in Training & Learning Management (Includes Webinar Recording & Slides)

On November 21, I facilitated a discussion of major trends in learning and development.  Fun and data was had by all, thanks to our awesome audience from around the world!

If you would like to check out the full session recording, click here.  The description is below.  And here are the slides:

Join Adobe’s Senior Learning Evangelist Katrina Marie Baker for this lively conversation about the latest trends in training & development. Based on recent studies and research, the session will explore what people are doing in organizations around the world, and how organizations can achieve great results with modern learning programs.

Katrina will discuss the:

  • Impetus behind creating and developing virtual universities
  • Growing demand to encourage learner immersion and ongoing engagement
  • Rise of mobile learning
  • Role of skill-based learning in business training
  • Use of gamification for learner engagement and motivation
  • Ongoing expectations of learners for video
  • Proving the value of your learning program through more relevant reporting

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Gearing up for #ALTC 2015

So, with only two weeks to go before this years ALT conference (ALTC) it’s time to start making sense of the programme and sessions, see what’s happening and when, and then trying to work out how to be in several places at once.

So, after a first pass at the ALTC programme here are my plans, subject to change once I spend more time reading more of the abstracts and changing my mind. I think I may need to compare notes with someone who can get to some of the sessions I miss? 

ALTRC 2015 Programme

Other ways I’m getting ready and gearing up for ALTC is making sure I have the necessary ‘stuff’ around me, and working, now so I won’t be rushing on the days before hand. Perhaps the most important is to have enough power with me for phone and tablet, for this I’ll be taking a wall charger as well as an Anker Astro Mini battery.

For note and sketchnotes I’ll be taking both my old, not quite full notebook I’ve used at previous events and my new ALT Moleskine notebook (thank you ALT!)

As always I’ll really enjoy the sessions as well as catching up with old friends, and making new ones .. and meeting ‘virtual’ friends for the first time. So please come and say hello, either in the sessions or in the down-time between (and at the evening events!)!

Big question .. how many sketchnotes can I get this year? Comments?

Image source: Mike Kniec (CC BY 2.0)

Classrooms in 2050

What will classrooms look like in 2050? Of course it’s easy to picture (!), haven’t you figured it out yet?

Yes, I know that I know nothing of this, which is why five leaders in their field were asked what they thought about it: what is the future of education? by Ariel Bogle.

This is what they think. As I read it (and please do so yourself on the link above) I got more and more annoyed. It was less and less about classrooms or learning in 2050 and more about ‘what’s happening now you think will have an impact in 30+ years time’. Only two, Naomi Davidson and Michael Gibson, seemed to truly look beyond the here-and-now projected education 36 years forward.

  • students will already be used to “interactive, engaging, live classes from anywhere they may happen to be, with the only requirement being a camera, a screen, and a wi-fi connection.”

Is this a warning? If we’re going to truly support engaged learners we need to get this done at the basic level to enable further change, connection, etc.

  • “students will always value personal engagement and active learning with peers, professors, experts, and mentors. The quality of this engagement—more than physical spaces—will define the classrooms of the future.”

No more classrooms then?

  • “Institutions seeking to reach diverse student populations will have created clear and accelerated pathways to degrees for students by adopting new technologies and innovations that deliver course content and provide robust student support.”

isn’t this what we are already seeing? Is this just being added here because it’s easy – it’s not about predicting the future or even trying to direct the future, it’s just stating where we ought to, or want to, be in x years time.

  • “students will have the ability to take online courses elsewhere and have them automatically count towards degree requirements at their home institution.”

Well, there’s nothing stopping this happening in the here and now, isn’t there? We have governing and accrediting bodies – if they work with schools and colleges then this could happen far quicker than 2050.

  • “students will have access to live digital dashboards that help them better understand their progress towards their academic goals and whether they need to speak with an advisor or professor. “

We’re talking about learner analytics and Big Data again. Some students already have this. I’d put this more in the ‘classroom of 2020′ category, not 2050.

  • “the question itself—’what will the college classroom look like’—presupposes a single solution, and a single intention. What MOOCs and flipped classrooms, and even Codecademy, demonstrate is that there is more than one way to learn and to educate, and more than one goal in doing so.”

This is more forward thinking .. will we even need classrooms? Will clicks replace bricks? Will the local ‘social area’ (currently these are the coffee shops, but in 2050 culture and fashion may have something completely different) be the gathering point where students, of all ages, congregate and learn from online resources .. and each other – “the real difference in 2050 will be the availability of multiple approaches, and the acknowledgement of multiple goals.”Utopia Classroom 2050

  • “the four year degree will cease to exist, as higher education shifts to competency-based degrees over the time-based programs of today. “

This I can see happening. In the UK students are now paying up to £9,000 a year, and there is talk of this cap being removed to allow even higher tuition fees. With many talking about degrees not preparing students for the (current) modern workplace any institution that can produce students and study ready for this workplace will have the market to themselves for a while.

  • “technical literacy will overtake physical and financial considerations in determining opportunities to attend college.”

A utopian view of the education system, but a welcome vision for where we should / could be heading. Are we sufficiently ‘advanced’ enough to pull this off?

  • “the future of learning will resemble not the one size fits all class room of the industrial era, but the small group tutorials of medieval Oxford and Cambridge”

It’s not going backwards, per se, but continuing development of resources and learning styles? With quicker, easier access to online resources and materials perhaps there is less need for classrooms, and therefore physical access to your teacher. Smaller rooms are needed for the smaller groups to meet, if they want to – the emphasis here is that they can still do the course even if they choose to stay away from a physical space?

  • “unlike in the past, the best tutors will not be professors or dons, but something similar to coaches and caddies, there to help motivate, soothe after frustrations, and offer advice on which tools to use in a rough spot.”

This comes back to the earlier comment about competency-based degrees, and that it is not limited to schools, colleges, or universities to provide the learning ‘degree’. You can take MOOCs from anyone and any provider, Starbucks are providing their staff with ‘degrees’, as are Morissons PLC in the UK. At the moment these are really only sponsored degrees, but it might not stay like this for long – who’s to say that Google, Apple, etc. wouldn’t rather have their own staff take their own courses, and get credit and degree-status for it? Time will tell.

  • “even in 2050, computers will not have cured us of vanity and folly. Although it may be faster, cheaper, and easier to learn anything than ever before, the status-based campus may be with us yet.”

Yup, Just because we think things are changing (or think it needs to change) doesn’t mean it will. Whatever change we see or implement will be controlled by those who want it to go in a particular direction, be it major universities steering change and development for the brick-based learning environments, or MOOC providers who can work out how to stay in business and provide free degrees from online resources and learning opportunities.

This post is because I read the article, but also brought some of the work I did for the Edinburgh / Coursera EDCMOOC, especially the utopian / dystopian feeling of looking forward and considering our current activities and how it impacts on where we’re taking education.

What do you think? Will we see a mass-commercialisation of degree-awarding organisations – instead of a 2:1 business degree from Warwick or Oxford you’ll get a 2:1 accounting degree from KPMG? Will classrooms actually be needed, for teaching & learning, or will we just have ‘pods’ in social or business districts where you have access to knowledge experts in a decentralised learning grid (decentralised in that they are not employed by the university, but somehow linked professionally to the learning ‘outcome’)?

Image source: Berlin Hauptbahnhof (CC BY-NC-ND 2.0)

Big Data, Learning Analytics, and the Learners

Big Data is the new buzzword. It’s not ‘big’ enough to topple MOOC from the lips of educatros, but it is becoming a topic that is being talked about more and more.

Firstly, what’s the difference between Big Data and Learning Analytics (if there is one)?

Learning Analytics, as defined by the 2013 Horizon Report is “big data applied to education”. There, that helped yes? No?

Then what is Big data? According to Lisa Arthur it is confusing in that it isn’t just one thing or the other, it is “a collection of data from traditional and digital sources inside and outside your company that represents a source for ongoing discovery and analysis”. Ed Dumbill says that Big Data is “data that exceeds the processing capacity of conventional database systems. The data is too big, moves too fast, or doesn’t fit the strictures of your database architectures. To gain value from this data, you must choose an alternative way to process it.

Data, big or not, is something that is captured and stored from our exposure and interaction with external sources. Offline data could include things like purchases, (credit cards, etc.) and travel (petrol pumps, airlines, trains, etc.) where as online data that is captured include searches, browsing history, accesses, and habits,

How is this pertinent to education and educators? Think about your phone or tablet. If you use it on campus, and have at any time logged into the (free?) wifi then the odds are that it will still connect to the network next time you are in range. The system can track where on campus you are from the node you access or connect to. Also tracked (actively or not) is your activity through the network – websites, systems, movement/locations, etc. All before you actively use the device.

The other (positive?) aspect of Big Data and Learning Analytics are those associated with online behaviour in a specific system … the VLE maybe? Once the student logs in it is possible to track each click, every keystroke, every interaction, and more besides. The idea is to ‘learn’ the profile of the student through their behaviour in order to track unusual activity and, possibly, be alerted to anything out of the ordinary - students lagging behind or finding particular subjects or topics difficult.

Learning Analytics, then, is all about finding patterns and clues in the volume of ‘big data’ sets and numbers, and using them to help students.

Big Data Learning Analytics

In 2011 Cailean Hargrave presented at the FOTE conference the ‘Student Analytics for Success’. It was not received well at the time, not least as it was based on predictive crime (remember Minority Report anyone?) purporting to predict behaviour based on assumptions made about the student and his/her background. I felt worried that a student who was busy and might have let a milestone slip might be flagged as ‘in-need’ unnecessarily, and that a student who was struggling personally (not academically) would be by-passed in the system as they were getting everything handed in on time and attending all lectures.

Data can be manipulated according to the need of the analysis, and I would not want the ‘individual’ taken out of the data – the system can be programmed to look for certain traits or behaviours, but that needs some far reaching assumptions to be made, assumptions that need carefully defining.

Diana Laurillard writes in The Guardian that “Big data could improve teaching, but not without educators taking control of this extraordinary methodological gift. At present the field is being driven almost entirely by technology professionals who are not educators and have never taught online. Instead, we could be recruiting all lecturers everywhere to collaborate and generate their own large-scale data collection and analysis. Then big data could really make a difference.”

Blackboard, of course, has the Learning Analytics dashboard that takes a students’ progress through a set of defined goals as a mark of learning and achievement, but the one thing it doesn’t do is measure ‘learning’. But how do you measure learning … by looking at participation in a self-assessed multiple choice test? By taking a percentage pass rate in the test or in progress through the course materials? That doesn’t show anything other than a click rate.

I was present during a presentation at the 2014 Blackboard T&L Conference in Dublin  where Blackboard introduced the Blackboard Store where I was told (in relation to students buying the core text through the system, therefore tracking could be applied to the purchase) that I would be able to easily see the students who weren’t engaged with my course as they hadn’t bought the book! I do hope that isn’t what Blackboard really think … ??

In 2012 an Austrian student, Max Schrems, launched a legal case against Facebook over the use of his personal data. The premise, by Facebook, is that is collects only the data it needs in order to keep the network running (The Independent, 20 Oct, 2012).

Schrems knew Facebook kept large amounts of information on its users, but the sheer volume of his file still amazed him, he said. Pictures uploaded from smartphones included precise global positioning system coordinates, the identities of anyone tagged in the photos and the moment — down to the second — when the shutter clicked. Information that users thought they had deleted survived in Facebook files.

So, we have data, we have ‘big’ data, and we have (limited) knowledge or control over how that information is stored, used, massaged, accessed, or even sold.

Doesn’t that scare you? It does me. And yet I continue to take photos on my iPhone (geo-tagged), share photos (Facebook, Twitter, Dropbox, Flickr), and much more, and each interaction with my phone and an internet connection (wifi or cellular) results in a wealth of information about me, my habits, my actions, etc. is shared with … well, ultimately I don’t know who with. One thing I do know is that there may not be much value in this data now, but in a few years it could be worth so much to governments, advertisers, brands, corporations …

Reflection: Does anyone else remember the album from Billy Idol: Cyberpunk in 1993? No? It must be me then. If you do you’ll remember the reading on the first track, adapted from Gareth Branwyn’s “Is There a Cyberpunk Movement?”. Here’s the bit that matters (remember, this is 1993 – before Google!!):

“Mega-corporations are the new governments;
Computer-generated info domains are the new frontiers.
And though there is better living through science and chemistry,
We are all becoming cyborgs.
The computer is the new cool tool.
And though they say all information should be free,
It is not.
Information is power and currency in the virtual world we inhabit,”

The cyberpunk movement gave us a fore-warning of Facebook, Google, Apple, etc. … “Mega-corporations are the new governments … though they say all information [data] should be free, It is not. Information [data] is power and currency in the virtual world we inhabit”.

Image source: JD Hancock (CC BY 2.0)