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How To Brain Sync With A Subject Matter Expert: The Learning Coach SumoMe Short of performing a science fiction mind-meld, how can you efficiently transfer content from the brain of a subject matter expert (SME) into a form you can use? In case you’re new at this, instructional designers often interview subject matter experts to access their stream of knowledge. The Brain of a SME Working with a SME is unique, because by definition, this individual is an expert and most likely, you are a novice. You can think of working with a SME in three phases: Preparation, Interview and Follow-up. Phase 1: The Prep Work At all costs, don’t walk into a meeting with a SME knowing nothing about the subject. Request documentation and resources prior to the interview. Phase 2: The Interview Phase 3: Follow-up If your head is not exploding by the end of the interview, something probably went wrong. Download: SME Content Collection Form

10 Tips to Help You Get Started I get lots of questions from those who are just getting started with rapid elearning. They want to know what they can do to build good elearning. In today’s post I’d like to offer a few tips to those of you who have the same question with links to some books and previous posts. 1. You are where you are. When I first pick up a video camera, I don’t expect to create Hollywood movies. Good books to get started: 2. It never fails that when I show people a few tricks in PowerPoint that they’ll say they never knew that was possible. The more you know about the tools you have the better you’ll be at building courses. Learn more: If you’re an Articulate user, there are two good books and the user community with hundreds of tutorials and thousands of active members. 3. I hear so many complaints about boring click-and-read elearning. What they complain about isn’t that the course is linear or click-and-read. The 3 Essential Questions Every Learner Wants Answered 4. Learning is a complex process. 5.

E-learning quality assurance standards, organizations and research I am surprised how often academic colleagues argue that there are no quality standards for e-learning. Well, hello, I’m sorry, but there are and some of them are damned good. However, I was surprised to find while doing some research for a client that there is no single source where one can go to compare different quality standards for e-learning. So I’m starting a list here, and would appreciate it if readers could direct me to ones that I may have missed. (For more detailed information on some of these, see comments below). Canada Barker, K. (2002) Canadian Recommended E-learning Guidelines (CanREGs) Vancouver BC: FuturEd/CACE (also available in French) Barker, K. (2001) Creating quality guidelines for online education and training: consultation workbook Vancouver BC: Canadian Association for Community Education BC Ministry of Education (2010) Standards for K-12 Distributed Learning in British Columbia v3.0 Victoria BC: BC Ministry of Education Europe Sweden New Zealand Marshall, S. (2006).

Creative Instructional Designer for Elearning: Cathy Moore Instructional Technology There are two views for the definition of technology. Traditionalists view it as the systematic application of science to practical problems. A more contemporary view is that technology is the application of knowledge so that it can be built from one generation to the next (Braudel in Seels & Richey, p. 7). Historically, Instructional Technology (IT) grew out of audiovisual communications and according to Seels & Richey (1994) Jim Finn is credited with initiating the development of the field of Instructional Technology in response to his desire to make audiovisual communications a profession. IT meets most or all of the six characteristics of a profession as described by James Finn (1969): An intellectual techniqueAn application of that techniqueA long period of trainingAn association of membersEnforced standards and a statement of ethicsA body of intellectual theory (p. 232) Topics[edit] Instructional Design[edit] Theories, Models, and Leaders in the Field[edit] Bibliography[edit] Finn, J.

Technology Tools for Education | A Place for Ideas and Inspiration Instructional Design Models Instructional Design Models Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. -Martin Ryder Some Basics What is design? See also... The Models: Comparitive Summaries

Fundamental Design of Learning Activities I’ve quoted Richard Buchanan previously in a definition of Design Thinking as “the integration of signs, things, actions and environments that addresses the concrete needs and values of people in diverse circumstances.” Design Thinking offers a set of tools to make sense of “wicked problems” and mysteries, and in this post I attempt to narrate my ideational journey in making sense of learning by digital means, the concept that I call learning experiences, and a notional (but far from complete) model for learning activities designed for individuals to experience. I make this attempt for a number of reasons. Much effort is going into this concept by ADL and, unlike the late 1990s when the Sharable Content Object Reference Model (SCORM) was being developed, there exists an ability to raise the level of awareness for larger audiences that will no doubt be affected over the next 20 to 30 years by the design decisions that are made in the coming months. What Are Some Prototype Experiences?

Beginning Instructional Authoring: Getting the Content You Need from SMEs, Part 1 by Patti Shank “Many eLearning designers and developers will say that it’s impossible to train SMEs to use the same tools that we use but I think that’s a ridiculous notion. Rapid development tools were made for SMEs to use. Many of us use PowerPoint as our initial development tool and many SMEs can use PowerPoint. And let’s face it, many trainers and instructional designers were once SMEs.” It’s an inside joke in the eLearning world. This situation is a common one and it’s a problem that has an obvious solution: Be much more specific about exactly what you need. Getting specific Here’s an example from real life. Table 1. The main idea here is to give SMEs more direction in the content that you want them to provide so that both you and the SME are less frustrated. Text content templates Since textual content is one of the most common items we want SMEs to provide, I’ll start by discussing ways to focus SMEs efforts on the exact text content we want. Figure 1. Figure 2. Use actual page templates

15+ eLearning Storyboard Templates Posted: 05.09.2012 | Author: Nicole L. | Filed under: eLearning, Instructional Design | Tags: eLearning, Instructional design, Storyboard, Templates |22 Comments If you have to create a storyboard for an e-learning course you’re working on, odds are you’ve come to the web to browse around and get ideas on what you want to include in it. To make that easier for you I’ve compiled a gallery of 15+ e-learning storyboard templates and samples available on the web. Hopefully going over these examples will help you narrow down what you should include in your own storyboard document. About these ads Like this:

What's your favorite question to ask during an SME interview? Hey these are great. Thanks! I'll share the link and hopefully some more folks will update. @Rainy - The million dollar question, right? What do learners need to do? @Christina - I really liked your technique for handling reluctant SMEs. @Bob - what a great list. @Rob - you lost me at 3 hours But it is a good question because we'll go to dinner for 3 hours, a sports game for 3 hours, fishing for 3 hours...