Welcome to

Conversion for Asynchronous Delivery

Any questions from the previous information?

Learning ObjectivesUpon completion of this lesson, participants will be able to:

1. Understand the factors that are considered when converting an instructor-led training into asynchronous delivery.

2. Describe what SCORM and “Section 508” are and list the questions to answer regarding how they apply to converting to asynchronous delivery.

3. List the basic steps (process) for converting a course.

4. Determine if/when a prototype is needed.5. Determine if/when a storyboard is needed.

6. Talk through the conversion factors and apply the appropriate factors to an existing candidate for conversion.

How We’ll Do This Session

• Part i: The Process• Part ii: Quick look

» SCORM» 508 Accessibility

• Part iii: Storyboarding• Part iv: Prototyping• Part v: A Thought Exercise

PART V: THOUGHT EXERCISEHow would you convert one of your trainings?

Training: ______________

1. Who is your audience?2. What must they _____ that they can’t now?3. What is the learner-centered objective?4. Why should your audience care?5. What are the training parameters? 6. What other things you should consider?7. What are reasonable activities?8. How will you design the materials to be “student-driven” or “self-driven”?9. How long will it take?10. Do you need a prototype? Why? How?11. Do you need a storyboard? What will it look like?12. Is it ready? How will you test?

PART I: THE PROCESS• Analyze, Design, Develop, Implement/Test, Evaluate

• What is “asynchronous”?– Asynchronous learning is a student-centered teaching method that uses online

learning resources to facilitate information sharing outside the constraints of time and place among a network of people

• Which means:– Self-study– No instructor/trainer to lead– Not in “real” time– Usually is technology based– Lots of designs to choose from– Can create your own ‘design’ (custom)

• Success: It “works” (teaches) and it “works” (technically)

PART I: THE PROCESS, Con’t

• Design and content matter more than technology• Project requirements and framework matter more than technology

• Your thinking process – in “12 Steps”1. Who is the audience? 2. What must they that they can’t now?

knowdounderstanduseperformsolve

3. What is the learner-centered objective? 4. Why should they care?

5. What are the training parameters? (Situation, time, setting) 6. What other things should I know beforehand?

PART I: THE PROCESS, Con’t

Dig deeper with this checklist…

7. What are reasonable activities given: technology connections accessibility my know how

production resourcesfundingtimeframe

(and maybe other things on the checklist)

8. How can I design the materials to be “student-driven” or “self-driven”?

PART I: THE PROCESS, Con’t

9. How long will it take?

PART I: THE PROCESS, Con’t

PART I: THE PROCESS, Con’t

Dig deeper with this handout (How Long Does It Take To Create Blended Learning.pdf)

10. Do I need a prototype? 11. Do I need a storyboard? 12. How do I know it’s ready to release?

PART I: THE PROCESS, Con’t

PART II: SCORM & SECTION 508

• SCORM – “shareable content object reference model”– Standards– Lets the learning management system find and

connect with the training piece– Minimum SCORM is “start” and “stop”– Stay tuned… more coming in your LMS training

PART II: SCORM & SECTION 508

• Section 508 (http://www.section508.gov/)– making IT products (web sites, technology based

content) usable by people of all abilities and disabilities.

– Why?• It’s the law. Section 508 of Rehabilitation Act of 1973• making content that is in electronic format accessible,

regardless of whether or not it is hosted, is a good practice.

PART II: Section 508Dig deeper with this handout (HCTT 508 Accessibility Planning Guidelines and Process.pdf) and this checklist (CHECKLIST Section 508 Compliance.pdf)

PART II: SCORM & SECTION 508

• What you need to know now:– Both impact budget/time– Your technical production folks implement this• Under your direction• Based on your design (SCORM)• Based on your knowledge of the content (Section 508)

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PART III: STORYBOARDS

• What is a storyboard and why is it needed?– A storyboard enables course designers, subject

matter experts, the client and all stakeholders to see the proposed content, media and interactions prior to the beginning of programming. The benefit of this is that anything can be changed or edited prior to programming and approval by all stakeholders. A storyboard should be created only after the objectives are identified.

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PART III: STORYBOARDS

• Example for a course with text heavy content

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PART III: STORYBOARDS• Example for a course with interactive content

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PART IV: PROTOTYPING

• What is a prototype and why is it needed?– A prototype enables course designers, subject

matter experts, the client and all stakeholders to see a working example of the content, media and interactions prior to the beginning of course development. The benefit of this is that things can be tested and/or edited prior to final approval. A prototype is usually needed with a course design that hasn’t been developed and tested previously.

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PART IV: PROTOTYPING• Examples of simple prototypes

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PART IV: PROTOTYPING• Examples of complex prototypes

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PART IV: PROTOTYPINGLeading eLearning Tools

• Things to look for:– Ease of use (intuitive)– Fits with the development group• Synergy• Skillsets

– Fits the needs of the project• Content-heavy?• Animated screen captures?• Highly customized interactions? Etc…

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PART IV: PROTOTYPINGLeading eLearning Tools

• Lectora– Rapid development since it

uses a ‘book’ metaphor (chapters, pages, etc.)

– Powerful ability to quickly create basic to mid-level interactions

– Creates HTML files

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PART IV: PROTOTYPINGLeading eLearning Tools

• Captivate– Powerful simulation capability– Customizable actions and

variables– Creates SWF files

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PART IV: PROTOTYPINGLeading eLearning Tools

• Storyline– Easy to get started; uses PPT

type design– Good for exploratory learning– Good screen recording

capability– Creates SWF, HTML 5, and

iOS files

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PART IV: PROTOTYPINGLeading eLearning Tools

• Advanced tools

PART V: THOUGHT EXERCISEHow would you convert one of your trainings?

Training: ______________

1. Who is your audience?2. What must they _____ that they can’t now?3. What is the learner-centered objective?4. Why should your audience care?5. What are the training parameters? 6. What other things you should consider?7. What are reasonable activities?8. How will you design the materials to be “student-driven” or “self-driven”?9. How long will it take?10. Do you need a prototype? Why? How?11. Do you need a storyboard? What will it look like?12. Is it ready? How will you test?

Review

• Part i: The Process• Part ii: Quick look

» SCORM» 508 Accessibility

• Part iii: Storyboarding• Part iv: Prototyping• Part v: A Thought Exercise

Next Session

• Nov 6 – 10:30-12:00– Webinars