DL11 DemoFest-Guide v4

Demo Guide

November 2 – 4, 2011 | Las Vegas, NV

DemoFest is sponsored by

Thu., Nov. 3, 4:00p – 7:00p in Juniper Ballroom

This Event Produced By

© 2011 The eLearning Guild All Rights Reserved

DemoFest Guide

November 2 – 4, 2011

Las Vegas, NV

www.eLearningGuild.com

Table # Project Title

Academic Course

01 3-D Casual Game for Learners of English as a Second Language (Prototype)

02 Learning Computer Forensics through Interac-tive Case Studies

03 LearnLawline

04 Online Training For eLearning Instructors – iTeachU

05 International Exchange: An International Busi-ness Trading Game

06 Financial Avenue, Guiding Students Down the Road to Smarter Money Management

07 I Need to Level up! Gamification in Action

08 Marijuana Madness

09 BioEd Network VinSim Virtual Vineyard Simu-lation

10 Green Futures

11 Basic Spanish for Tourists

12 Bringing Textbooks to Life!

Business Processes

20 Flower Stand

21 Knowledge Nugget: What Is P.I.?

22 PCard

23 B.C. Government 2.0 – Identity Information Management

24 Game of Phones

25 Disaster Operations Control for the American Red Cross

26 QR Codes for Quick Access to Course Evaluations

27 HazOps

28 ISD 2.0

Compliance (Professional Compliance or Section 508)

30 Using eXact LCMS at the U.K. eLearning for Health Initiative

31 Implementing Family-strengthening Strategies

32 Blue Card – Command Training & Certification Program

33 Fire Door Inspections: Understanding the Fire-Rated Open-ing

Onboarding/Employee Orientation

40 Listen, Learn, Care

41 POE – Paid, Owned, and Earned Media

42 The Coca-Cola Bottlers' Association Antitrust Training

43 Managing Employee Performance for MICA Learning

Sales Training

50 F5 Sales Accreditation

51 Road Warrior: Conquering Mobility

52 xTAG® Gastrointestinal Pathogen Panel Online Training

53 How to Survive a Big Foot Attack

54 The Formulations Game

55 A Deeper Dive into KnolwedgeHub

56 Sales Training on Tablets for Bass Pro Shops

Soft Skills

61 CollabNet Scrum Training Series – Backlog Refinement

Meeting

62 Getting Started with CPG's Project Methodology: An

Introduction to J4DC

63 Leadership Learning Library

64 How to do Laundry

65 AchieveGlobal Delivers Sales-training iPad Apps to Global

Clients

66 Abduction Incident Management

67 Introduction to Project Management

68 Better Business-writing Training for iPad

69 Operation Lifesaver’s Railroad Safety for Professional

Drivers eLearning Challenge

70 4Giving: Connecting with Four Generations of Donors and Volunteers

Software Systems

80 Transitioning to Outlook 2010 Calendar

81 BSD Website Quick Demo

82 HyperMesh QuickStart Self Paced Course

83 Medication Reconciliation eTraining

84 Introduction to Office 2010

85 ADL mLearning Guide (Mobile App)

86 AutoTrac RowSense

DemoFest Guide General Information


Las Vegas, NV


Thursday, November 3th | 4:00p – 7:00p | Juniper 1-3

Welcome to the 7th Annual eLearning DemoFest! Every year, dozens of DevLearn conference participants show off their latest and greatest development efforts at DemoFest, giving you a great opportunity to see a wide variety of solutions to different eLearning challenges. Demonstrators will share with you their insights about the tools, technologies, and processes that they used in building their eLearning projects. The following pages describe this year’s entries, so that you can plan which demos you would like to see. Use the map in this Guide to find the entries you are interested in viewing. Each entry listing includes the following information:

• Program: Name of program being demonstrated

• Presenter: The name of the person(s) demonstrating the program

• Title: The demonstrator’s title

• Company: Demonstrator’s company

• Why was this project needed? A description of why this project was built.

• Authoring Tools: The authoring tools or systems used to create the project.

• Number of Learners: How many "learners" have taken, or will take, this program/project.

• Time to Complete: How long it took to complete the project.

• Problems or Challenges: The problems or challenges that they overcame while creating this project.

• Lessons Learned: The valuable insights, lessons learned, or results that they discovered when working on this program.

• Category: The category in which they submitted the project.

Voting Instructions DemoFest presenters chose the one category from the list below that best suited their project. As you enter DemoFest you will get a set of DemoFest Dollars. Each DemoFest Dollar represents one vote. You will have eight (8) green DemoFest Dollars to distribute as you wish. For example, if there is a course that you really like you can “spend” all eight (8) DemoFest Dollars voting for that course. If there are two courses you liked, you could “spend” four DemoFest Dollars on one, and four DemoFest Dollars on another. “Spend” the De-moFest dollars as you wish to vote for courses. You will also have one (1) orange dollar to vote for Best of Show Vendor and one (1) blue dollar to vote for Best of Show Non-Vendor. Please don’t forget to vote so we can recognize the best of DemoFest! Project Categories • Sales Training

• Onboarding/Employee Orientation

• Software systems (for example simulations of applications)

• Softskills (for example, coaching, management techniques, etc.)

• Compliance (professional compliance or 508)

• Business processes (for example, steps for claims processing, accounting practices, etc.)

• Academic Course (for example, courses developed for students at an academic institution)

eLearning DemoFest is sponsored by:

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________________________________________________________

Table #01 3-D Casual Game for Learners of English as a Second Language (Prototype) Academic Course (for example, courses developed for students at an academic institution) Presenter: Robert Cvitkovic Job Title: Associate Professor Company: Cyber University Non-Vendor Why was this project needed? Describe why you built it. Remedial university students studying English-as-a-second-language in Japan are often unmotivated. After having studied six years of English in junior high school and high school, Japanese students often become turned off and unmotivated. They are usually taught using grammar translation methods which are not effective for their commun-icative needs, and what is worse is that this method gives the impres-sion that English is too difficult, boring, and useless. From a motiva-tional standpoint, students usually don’t feel any competence or autonomy in their English ability during these six years, so when they get to university they come with a lot of negative baggage. At univers-ity, many students are expected to take English for at least two years, and are expected to function using the four-skills at an intermediate level. But the reality is that many students struggle even at a very rudimentary level. This 3-D casual game prototype was designed with two goals in mind. The first was to see whether our simple game could affect the situational interest (state variable) and motivation (compet-ence and autonomy) of students in a positive way, turning their dis-interest into interest and amotivation into a desire to learn English. Secondly, we wanted to see whether students would actually learn any English while playing the game. What authoring tools, systems, or technologies did you use to create this project? The 3-D game (learning environment) was built with Caspian Learn-ing’s Thinking Worlds (TW) game engine. Supporting software in-cluded 3Ds Max for 3-D assets such as characters, objects, and environment; Photoshop for 2-D assets such as HUD items, menus, and textures; Garage Band for audio recording and editing; and sev-eral other utility pieces of software for file conversions etc. All audio was recorded by one person and then edited for at least 10 different characters using GarageBand. Programming was done using TW’s simplified graphical programming interface. Many 3-D assets were either purchased or taken from the TW library to reduce production time, but were then customized in 3Ds Max to suit our needs; however, many smaller 3-D objects were created from scratch. How many "learners" will benefit from this program or project? This is a pilot project for academic research sponsored by a grant from the Japanese government agency, MEXT, to measure the effects of feedback game-mechanics on interest and motivation. About 300 subjects played the game from 1 to 3 hours. They completed pre- and post-English language tests, and answered a questionnaire about their motivation and impression of the game. We followed this by short video taped interviews with students. How long did it take you to complete this project? After collecting all the design software, audio recording hardware, and necessary computers, the design phase lasted about three months,

follow-ed by an intensive creation phase of six-weeks for each of the games. We created two different games, one RPG adventure game and one casual game. The team consisted of two guys starting with no game design experience. The first year leading up to the initial game concept they studied game design and played games whenever they could. Mid-way into the project, we brought on board a third, more experienced member to assist with graphics and ideas. What problems or challenges did you have to overcome while creating this project? There were three major challenges. The initial challenge was getting up to speed on game design fundamentals and creation. Following that, by far the largest hurdle was programming. Even though the game engine is designed to allow non-programmers to create basic simulations, it is highly restrictive without accessing the proprietary scripting language, thus limiting a non-programmer’s ability to actualize more complex game mechanics. Finally, the burden of trying to teach English to remedial Japanese students inside a game was a constant design challenge. The English learning needed to be organically com-bined with game mechanics to prevent players from separating out learning from game play. What valuable insights, lessons learned, or results did you discover when working with these challenges? Results interviews and the questionnaires showed that it was possible to change the attitudes of low-level, unmotivated Japanese students in a positive way. Many remedial students with a strong dislike of English had reported that they would prefer studying English using a game rather than with more traditional methods. It should be noted that the graphics were of a low quality and the game play was not that enthral-ling when compared to modern AAA games. That being the case, even a low-quality game had the power to change students’ attitude and interest in English. With the advancement of current game engines and authoring tools, it was possible for two inexperienced academics to create a learning game in a very short period of time (2-3 months) that had some effect of learning and affect. We hope to build on our exper-ience, and create a much larger, more complex learning environment for low-level learners using the Unity game engine that incorporats more advanced game mechanics. We welcome any ideas, comments or questions from anyone interested in serious games and simulations. ________________________________________________________

Table #02 Learning Computer Forensics through Interactive Case Studies Academic Course Link: http://idcontent.bellevue.edu/content/CIT /cis/607/discimaging/ Presenter: Sally Hull Job Title: Instructional Designer I Company: Bellevue University Non-Vendor Why was this project needed? Describe why you built it. CIS 607, Computer Forensics, needed educational, interactive online enhancements created for it. We wanted to create modules that would make the online learning environment more interactive and meaningful for the student, all while helping to achieve the course learning object-ives. After consultation with the professors and instructors involved, we decided on creating a series of case studies that would help students better understand how to apply the course concepts in "real world"

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situations. Students take part in the case studies, and then are required to reflect upon the information and write a response paper. The case studies include information on how to image a computer, deal with forensic evidence, and handle sensitive criminal situations as well as personnel issues. The course included a total of four tutorials on two different operating systems, four interactive case studies, and one introduction video. Creating these case studies and other educational enhancements became known as the CIS 607 project. What authoring tools, systems, or technologies did you use to create this project? Tools that we used include: Lectora, Adobe Flash, Maya, Microsoft Word, Blackboard, and Snagit. How many "learners" will benefit from this program or project? CIS 607 runs every semester at Bellevue University. Over the course of the next few years, hundreds of learners will benefit from these course enhancements. How long did it take you to complete this project? From conception to completion, this project took about four months to complete. I was the lead Instructional Designer on this course project. I worked directly with the subject matter expert and created module concepts, scripts, and storyboards. I had a 3-D, interactive, and video team assist me in developing this module. What problems or challenges did you have to overcome while creating this project? One major challenge that I overcame while creating this project was learning terms and concepts associated with computer forensics. The course content is very technical, so it was a challenge for me to learn and understand it, because I have no formal information technology background. What valuable insights, lessons learned, or results did you discover when working with these challenges? I learned that it is important to ask lots of questions about content that is technical and hard to understand at first. I relied heavily on my sub-ject matter expert (course instructor/program instructor) to ensure I covered the elements correctly. ________________________________________________________

Table #03 LearnLawline Academic Course Link: learn.lawline.com Presenter: Jeff Reekers Job Title: Chief Operating Officer Company: Lawline.com Non-Vendor Why was this project needed? Describe why you built it. The Website is a database of answers to over 10,000 legal questions. It spans across all topics of law and across all states. The contents are free to view (a first in Continuing Legal Education) and compiles over 600 total hours of video programming divided into 3- to 5-minute segments. It was the first large-scale video-based legal resource. What authoring tools, systems, or technologies did you use to create this project?

The site is hosted on Wordpress and the only authoring tool was PowerPoint, in which slides accompany each clip with a summary of the answer. All other technology was custom built and custom made to design this original service. How many "learners" will benefit from this pro-gram/project? Countless. It is a tool for lawyers and also the general public, who can access the service for free to research any topic or gain insights from an expert of the law. How long did it take you to complete this project? This project took approximately six months to complete for its initial Beta launch. Currently, the site is still in Beta. What problems or challenges did you have to overcome while creating this project? All 10,000+ clips had to be tagged and titled. Not only did expert programming come into play, but also extreme manpower and will to execute and properly identify over 10,000 clips. What valuable insights, lessons learned, or results did you discover when working with these challenges? We learned the power of social learning. You can easily embed, tweet, post, and share each clip. In addition, you can find answers quickly. Ultimately, this Website allows users to find quick answers and share their findings with others in one easy manner. ________________________________________________________

Table #04 Online Training For eLearning Instructors – iTeachU Academic Course Link: http://iteachu.community.uaf.edu Presenter: Jennifer Moss Job Title: Instructional Designer Company: UAF Center for Distance Education Non-Vendor Why was this project needed? Describe why you built it. This project creates on-demand access to technology and course development training for university-level eLearning instructors. We’re developing this Web interface to help bridge the gap between identify-ing good pedagogy and instructional strategies and then acquiring the skills needed to develop or instruct an online course. It is both a stand-alone resource and a foundation for our in-house iTeach faculty dev-elopment workshops. We hope to gather insights from DemoFest par-ticipants on the overall interface design for navigability, ease of use, coherence, and concept-to-detail balance of the approach. What authoring tools, systems, or technologies did you use to create this project? Information not provided How many "learners" will benefit from this program or project? Although this resource will target the Center for Distance Education (distance.uaf.edu) and University of Alaska Fairbanks faculty, it will be available on the open Web and may prove relevant to instructors

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anywhere. How long did it take you to complete this project? This project has been a year in development to date, but information will be continuously updated and improved upon. What problems or challenges did you have to overcome while creating this project? The biggest challenge was creating a resource that addresses multiple levels of complexity in a way that is easy to understand, navigate, and use immediately. What valuable insights, lessons learned, or results did you discover when working with these challenges? Information not provided ________________________________________________________

Table #05 International Exchange: An International Business Trading Game Academic Course Link: http://bk.psu.edu/IntBus/xrt Presenter: Mary Ann Mengel Job Title: Multimedia Specialist Company: Penn State University (Berks Campus) Non-Vendor Why was this project needed? Describe why you built it. This instructional game provides a fun, interactive way for students enrolled in “International Business Operations” at Penn State Berks to experience the impact of fluctuations in exchange rates and consumer demand upon the international market. This game is one facet of a move toward a hybrid delivery model for the course. Related goals were to increase student engagement, enhance student learning and retention, and improve utilization of course resources. What authoring tools, systems, or technologies did you use to create this project? The game was developed in Flash. JAWS, aDesigner, and Fangs were used for various aspects of accessibility testing. How many "learners" will benefit from this program or project? This game will be used indefinitely as a resource for the course “International Business Operations” at the Penn State Berks campus, where up to forty-five students are typically enrolled each semester. The instructional content of the game easily relates to other courses in the areas of global studies and economics; so it is expected that the game will be utilized in related courses at the campus and throughout the University. How long did it take you to complete this project? The inception, instructional design, and development for the project spanned the course of a year, during which time it was balanced with other concurrent projects. What problems or challenges did you have to overcome while creating this project?

The largest challenge was self-induced. Partway through the develop-ment process, we decided to make sure the completed Flash-based game would be accessible, in expectation of changing University policy for accessibility of instructional content. Locating resources with enough detail to inform the process took a good deal of research. The outcome, an accessible Flash-based game, will set development standards for future interactive instructional modules in the area of meeting accessibility guidelines. The second challenge was the com-plexity of the instructional content. It was necessary to present a large amount of numerical financial data in a manner that would be orga-nized, understandable, and digestible — while including an element of fun and competition. What valuable insights, lessons learned, or results did you discover when working with these challenges? Creating accessible content in Flash is possible, although in practice, this realization is somewhat new. Development software has evolved to include improved accessibility features. However, there are limited resources which outline the intricacies of how these features should be used. The steps to ensure accessibility add an extra layer to the crea-tion of instructional resources; but after the requirements are under-stood, the development workflow can consistently be expanded to include these steps. In order to help students better understand the financial complexities of the instructional content, the game was organized into two rounds of play. Round one of the game play is somewhat expository in nature and focuses learners on the impact of fluctuations in exchange rate and demand. Students observe the effects on their business’s bottom line while engaging in fun decisions that do not directly impact their bank account. Round two builds upon the lessons of the first round by allowing learners to make informed decisions related to the business processes they’ve observed. ________________________________________________________

Table #06 Financial Avenue, Guiding Students Down the Road to Smarter Money Management Academic Course Presenter: Carol Ash Job Title: Vice President of eLearning Company: NSLP Non-Vendor Why was this project needed? Describe why you built it. When we launched Financial Avenue to universities and colleges across the country we developed six online courses to cover the major financial literacy core competency topics that college students needed most. In addition to the six key course topics, there are many financial literacy topics and core competencies that students would need to learn in order to have a solid financial literacy foundation that they could build on as they progressed throughout their lifetime. These topics, while important, did not warrant development of a full 30-minute course. In addition, we were looking for new ways to present the con-tent and engage students. We decided to create 10 new "Mini-Modules" designed to cover the topic basics in a 5- to 15-minute time period that would incorporate the use of video, Flash, social media posts, a knowledge check, resources and a branching exercise. Now Financial Avenue covers all of the financial literacy core competencies and is making a great impact by helping students to build a solid finan-cial literacy foundation. The module that I will focus on during this presentation is titled: Tackling Debt.

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What authoring tools, systems, or technologies did you use to create this project? Video Cameras, Video Production with Avid technology, Flash, Lectora, Moodle LMS, Adobe Script, MS Office products including Project and Word, Adobe Creative Suite, FTP sites, and video streaming servers. How many "learners" will benefit from this program or project? The courses and modules of Financial Avenue will be offered and assigned as a requirement for thousands of students at colleges and universities nationwide. The Financial Avenue courses and modules are integrated into academic programs and courses such as TRIO and remedial programs, Greek system programming, Financial Wellness Peer Programs, orientation and/or foundation courses, and family and consumer sciences courses. How long did it take you to complete this project? Nine months for the modules. What problems or challenges did you have to overcome while creating this project? It’s always challenging to find a way to attract and keep the attention of college students, especially when they have such busy schedules. Our challenge was to find a way to make sure that the modules were based on solid academic learning principles, presented in an engaging man-ner, and covering the key topics in a short period of time. In addition, it was challenging to develop the program and modules as a department of one working with six contractors as the development team. What valuable insights, lessons learned, or results did you discover when working with these challenges? Taking the time necessary for planning, choosing the right tools from start to finish, and selecting the right contractors were all keys to the success of the project. While planning took more time than expected, it was well worth it considering the end product. Once the process was set I was able to replicate the process for all modules and minimize production time on eight of the ten modules. Overall, orchestrated correctly and with a process set, a department of one can rely on a team of contractors to develop a valuable and high-quality end product. ________________________________________________________

Table #07 I Need to Level up! Gamification in Action Academic Course Presenters: Ben Betts and Simon Croom Job Title: Managing Director / Executive Director Company: HT2 / University of San Diego Vendor Why was this project needed? Describe why you built it. The M.S. degree in Supply Chain Management is a popular course at the University of San Diego. Every six months, a new course of 20 students commences. Typically the students are experienced managers holding down a full time job whilst they undertake the course. The students meet at the beautiful San Diego campus three times during the first year of the course, but otherwise study online. Maximizing the effectiveness of the online experience is central to the continued success of the M.S. programm. USD provided formal con-tent for students to work through online, and they also hosted synchro-nous Webinars for the students. But they weren't doing much to en-

courage students to contribute back to the rest of the class. The students all had a wealth of experience in their respective industries, but there was no way of sharing and building this expertise in a collaborative and social environment. As such, USD sought a new approach to facilitate Social Learning in such a way that the students could really engage with each other and start contributing back to the rest of the class. What authoring tools, systems, or technologies did you use to create this project? We used a new platform for Social Learning, Curatr. The platform was built by HT2, in conjunction with Warwick University in the U.K. The University of San Diego was a member of the pilot program.The platform is highly visual and employs "gamification" mechanics of points, levels, and awards to encourage participants to contribute back to the content on offer. How many "learners" will benefit from this program or project? The experience is run with cohorts of 20-30 students, but is easily repeatable to be used on a regular basis. How long did it take you to complete this project? Two days to build the experience, which ran for eight weeks. What problems or challenges did you have to overcome while creating this project? Integration with existing systems and existing content. Getting students to adopt a new, novel platform for learning. Convincing stakeholders in a formal education environment that gamification is more than a fancy buzzword. What valuable insights, lessons learned, or results did you discover when working with these challenges? How ready our students were to contribute and share the power of gamification. "I've got to get back in the top 5!" The improvements we can make to subsequent courses by using the insights and contribu-tions of previous cohorts. How to deal with those who don't want to engage. ________________________________________________________

Table #08 Marijuana Madness Academic Course Link: http://silkwebconsulting.com/Demos/MM/Marijuana Madness/player.html Presenter: Laurel Silk Job Title: Vice President of Instructional Design Company: SilkWeb Consulting & Development LLC Vendor Why was this project needed? Describe why you built it. This project was part of the Bureau of Indian Education's Safe Schools Initiative. What authoring tools, systems, or technologies did you use to create this project? Articulate Presenter, Adobe Photoshop CS5, Adobe Flash CS5

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How many "learners" will benefit from this program or project? Over 20,000 Native American and Alaskan Native teenagers have already benefited from the program. This course was the final course and was specifically geared toward Marijuana abuse. How long did it take you to complete this project? This project took four weeks to complete, which included the client's review time. What problems or challenges did you have to overcome while creating this project? Our greatest challenge was to find a creative style that would engage our teenage audience. Our realistic portrayal of Mika has received high reviews as our teens see him dealing with everyday problems. What valuable insights, lessons learned, or results did you discover when working with these challenges? We took a sort of "comic book" approach to the course, which was very different from the previous courses. We found this strategy made it easier to transition Mika from one situation to the next in a smooth way. ________________________________________________________

Table #09 BioEd Network VinSim Virtual Vineyard Simulation Academic Course Link: http://ncbionetwork.org/vinsim Presenter: Doug Kueker Job Title: Director of Learning Services Company: Vivayic, Inc. / Monarch Media, Inc. Vendor Why was this project needed? Describe why you built it. The North Carolina Community College System (NCCCS) BioNetwork BioEd Center has developed a collection of interactive eLearning Tools (iET). The iET’s are reusable learning objects designed to be deployed in a variety of courses and training programs. Each of the learning objects is designed to enhance hands-on training in a classroom or workshop setting by providing students with pre-training on key termin-ology, concepts, principles, and skills. The goal of each learning object is to prepare students to enter a hands-on lab experience with prior knowledge and enhanced confidence through better preparation. All of the learning objects developed to date are stand-alone, highly inter-active, and contextual in nature. The Virtual Vineyard Simulation is aimed at teaching principles and concepts of Viticulture. Like the other iETs described above, this learning object will serve as an eLearning tool to assist students enrolled in the Viticulture and Enology Tech-nology program offered through NCCCS. However it will be publically available; and as such, it may be deployed in other workshops and settings beyond NCCCS. What authoring tools, systems, or technologies did you use to create this project? Flash and Crazy Talk Animator

How many "learners" will benefit from this program or project? This course is available for:Community college students completing the viticulture and enology technology program at NCCCS. Attendees at local and regional seminars hosted by NCCCS. How long did it take you to complete this project? This project took approximately six months to complete. What problems or challenges did you have to overcome while creating this project? While creating this product we overcame the following challenges:

• An aggressive timeline • Few existing content resources – content for the course was

constructed from a variety of sources and relied upon input from a team of SMEs

• Fitting a lot of content into a short interaction • Creating a realistic personalized conversation between the

learners and our online animated expert. • Balancing the linear nature of the training with a "learn-by-

doing" methodology.

What valuable insights, lessons learned, or results did you discover when working with these challenges? When working with SMEs, find an organized and systematic way to model the learning content and then work through the model to collect the needed content. Avoid asking them general questions about what the learner needs to know, because the answer will be, “everything!” When trying to fit a large amount of content into a short interaction consider offloading some of the content to other areas of the course. For example, we included explanatory content in rollovers to allow students to focus on exploratory learning through the simulation tasks. The simulation approach helped us to compress a long five-year procedure into a 20- to 30-minute learning sequence. ________________________________________________________

Table #10 Green Futures Academic Course Presenter: Tina Wilks Job Title: CEO Company: Symbiont Ltd Vendor Why was this project needed? Describe why you built it. The Green Futures concept is to provide vocational training in sustain-able industry / environmental practices across key sectors of the New Zealand economy. The training resources will be the product of a col-laborative development between Symbiont Ltd., the Zero Waste Acad-emy, and Massey University, NZ, and they will be delivered primarily by eLearning. For the first stage we have chosen to focus on a low level program that will equip school students (16-18 years), and new entrants to the work force, with the baseline knowledge of sustain-able industry practices across key sectors of the New Zealand econ-omy. In New Zealand this level of training is generally referred to as “Gateway.” The overall objectives for this Gateway program are to develop a work-force with an introductory level environmental understanding and the skills to participate in and enhance the sustainable management of a variety of a workplace settings. We must equip participants with the baseline knowledge of sustainable industry practices, provide aware-ness of the increasing career opportunities in New Zealand’s future-focused sustainable industries, and provide a pathway for school

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leavers to acquire workplace awareness and the necessary skills to enhance their career development. What authoring tools, systems, or technologies did you use to create this project? After considering the platforms that would be used to access the courses, we decided to custom build using XHTML, Adobe Flash, Corona, and (where possible) adopt HTML5 protocols. How many "learners" will benefit from this program or project? When the suite of eLearning courses are developed, we anticipate providing vocational training in sustainable industry and environmental practices across key sectors of the New Zealand economy and then to overseas markets. We also see one very important learner group – that of the developing nations – because providing them with this knowledge and understanding will enable them to adopt and benefit from sustainable industry and business practice. How long did it take you to complete this project? We started this project in January 2011, with development of the Gateway course structure. We plan to run a pilot in late October or November. We have courses in development for the business and corporate world. So the porject is very much live at the moment. What problems or challenges did you have to overcome while creating this project? We are very mindful that many learners in New Zealand have poor broadband access (compared to overseas) and so we are also trialling and developing approaches that enhance and maximize the user experience while working within the technological restraints. The other main challenge for this project is developing an approach that will enable deployment to and use on both desktops and mobile devices. What valuable insights, lessons learned, or results did you discover when working with these challenges? We are only at the begining of this journey. However the old adage of test, test, test, and do not make assumptions holds true. ________________________________________________________

Table #11 Basic Spanish for Tourists Academic Course Link: http://marketplace.sumatocampus.com /demofest/spanish.swf Presenter: Anthony Chung Job Title: CEO Company: Sumato Campus Vendor Why was this project needed? Describe why you built it. This project was built as a supplementary course material for students studying Spanish at Limerick International Study Centre in Ireland. What authoring tools, systems, or technologies did you use to create this project? Adobe Flash, Adobe Photoshop, Adobe Illustrator, Garageband, and Sumato Campus eLearning tools

How many "learners" will benefit from this program or project? This program will benefit everyone in the world. This course is open for any learner anywhere. How long did it take you to complete this project? It took approximately one week to complete this project. What problems or challenges did you have to overcome while creating this project? Our biggest challenge was to create a course that engages the learn-ers. We accomplished this objective by incorporating effective anima-tions and a great amount of interactive media elements such as audio and hyperlinks. ________________________________________________________

Table #12 Bringing Textbooks to Life! Academic Course Link: http://www.decpublishing.com/edu/textbookdemo/ BOBrowser/content/page1.htm Presenter: Dave Dolan Job Title: Product Development Company: MediaTechnics Corp Vendor Why was this project needed? Describe why you built it. I have been an ESL teacher in Japan since 1989, and have always been searching for ways to better reach students. I have long used audio and video components in class, but I have not been able to allow students a way to pre-study, or review, such materials, until now. What authoring tools, systems, or technologies did you use to create this project? Authoring is quick, easy and cheap (three words teachers love!). This one was done using InDesign, and then BookOnPublish (BOP). For others I use PowerPoint or Word, and then BOP. How many "learners" will benefit from this program or project? There are one billion people worldwide either actively engaged in 2nd language (English) classes, or who are working on their English ability. This system allows me a quick, easy, and cheap way to reach these people. How long did it take you to complete this project? As it is only three pages, it took about two days. Most of that was in writing the content and recording the videos, and then 1-2 hours to compile it into an interactive, multimedia textbook, deliverable as a local app, or a WebApp. What problems or challenges did you have to overcome while creating this project? This was the first one I have done using InDesign, so I had a friend do the layout for me. A couple of issues with font size and type, and graphic placement. Nothing major... just design issues. What valuable insights, lessons learned, or results did you discover when working with these challenges?

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She and I now know what we are looking for, so less is required should we collaborate on a textbook. ________________________________________________________

Table #20 Flower Stand Business processes (for example, steps for claims processing, accounting practices, etc.) Link: http://www.amanda- warner.com/samples/ flowerstand/index.html Presenter: Amanda Warner Job Title: Learning Designer and Developer Company: Freelance Contractor Non-Vendor Why was this project needed? Describe why you built it. This project was a proof-of-concept to experiment with the idea that people could learn basic small business vocabulary and decision-making skills in a game-like, “learning through doing” environment, without a huge budget or extensive resources. The goal of the course was to give users the opportunity to experience and experiment with making basic decisions about inventory, location, advertising, and pricing to match the changing needs of a business as it grows to meet specific business goals. What authoring tools, systems, or technologies did you use to create this project? I built this course in Adobe Flash using ActionScript 3. I created most of the graphics natively in Flash, though the mentor avatar was a stock purchase. How many "learners" will benefit from this program or project? The course is publicly available to anyone with Web access. So far, over 300 users have accessed this project. How long did it take you to complete this project? This project took around 160 hours to design, develop, and play-test, over a period of about six months. What problems or challenges did you have to overcome while creating this project? The main challenge was finding a way to distill basic small-business practices; first into learning objectives and then into actions and decisions that a user could direct in a game-like environment. There is purposefully no introductory “business concepts” section to this course, so all of the learning objectives needed to be translated into parts of the game-play. Another challenge was making sure that the game was engaging enough that users would want to keep playing, while still staying true to the learning objectives. I tried to center the game-play on the challenge of building a small business itself, rather than throwing in more typical gamefictication elements, like points or badges. To help make sure I was getting the balance right, I play-tested with first-time users throughout the development process, and used the results to shape successive versions of the course. What valuable insights, lessons learned, or results did you discover when working with these challenges?

Play-test early and often. It’s more important to have something click-able that you can test than it is to have everything working perfectly. I’m a huge fan of successive approximation for developing learning activities in general, but with this project I still had to constantly remind myself to focus first on the larger application and then come back to the details, such as tweaking the variables or playing with graphics. It was hard to convince myself to put the application in front of testers before I felt like it was “done” (or at least pretty), but the resulting feedback was infinitely more useful for tweaking subsequent versions than just sitting by myself and trying to work it out would have been. ________________________________________________________

Table #21 Knowledge Nugget: What is P.I.? Business processes Link: http://www.slhstraining.org/pi/ User id: bh500 Password: mCt82 Presenter: Joseph O'Malley Job Title: Senior Director of Knowledge Company: Saint Luke's Health System Non-Vendor Why was this project needed? Describe why you built it. Over 8,000 employees need training on the System's Performance Improvement (P.I.) mode. "What is P.I.?" was our first "knowledge nugget." Knowledge Nuggets is our phrase for online education that is delivered in four minutes or less. Our research of online news organ-izations discovered that the average length of their videos was around two minutes and 48 seconds. If they could educate the public on some-times complicated topics in three minutes, then why couldn't our organ-ization due it in four? Thus, this micro-learning approach was started. Now, we use four-minute knowledge nuggets to deliver all types of topic-driven education. What authoring tools, systems, or technologies did you use to create this project? Various Adobe products: Flash, Premiere Pro, Soundbooth, After-Effects, Photoshop, Illustrator, and In-Design. How many "learners" will benefit from this program or project? Over 8,000. How long did it take you to complete this project? Approximately 82 hours, as it was our first attempt, but we can now do similar knowledge nuggets in about 40 to 50 hours. What problems or challenges did you have to overcome while creating this project? Prior to our solution, P.I. training was done via a 30-minute, instructor-led class using a bloated PowerPoint deck. A knowledge audit showed that the class was not working. Our biggest challenge was boiling 30 minutes of content down to four minutes but we did it. We also built-in two knowledge checks to supplement the module. What valuable insights, lessons learned, or results did you discover when working with these challenges? That's it's possible to educate a mass of employees in four minutes or less if you incorporate a strong design and keep it engaging. Our four-minute approach isn't for everything; it's best used to provide an

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overview, and it works better for processes rather than step-by-step instructions. ________________________________________________________

Table #22 PCard Business processes Link: http://www.lbl.gov/Workplace/CFO/training/e_learning/ FSD0520-25/PCard/index.html Presenter: Phillip Weiss Job Title: Training and Development Manager Company: Lawrence Berkeley National Lab Non-Vendor Why was this project needed? Describe why you built it. This project provides the required training for employees prior to obtaining a purchasing credit card. We needed a solution to support a new process where departments could apply for and use a credit card for procurement of low-value items. The audience for this rollout was expected to be 400 employees who required training in a two-month timeframe. What authoring tools, systems, or technologies did you use to create this project? Articulate Presenter, Engage, Quizmaker, Adobe Captivate, Photoshop, Audacity How many "learners" will benefit from this program or project? twenty-five learners benefited during the pilot phase, approximately 500 have now benefited. How long did it take you to complete this project? Approximately 50 developer-hours; two-months elapsed time. What problems or challenges did you have to overcome while creating this project? Changing processes and procedures during the development of the course was the greatest procedural challenge. Integrating multiple Captivate simulations into the course while maintaining a higher screen resolution was the greatest technical challenge. What valuable insights, lessons learned, or results did you discover when working with these challenges? Having a web developer assist in the infrastructure implementation of the course was invaluable. This person helped overcome the challenge of high resolution Captivate simulations playing via an Articulate course. Thinking outside of the box, and the help screens of development software can often lead you to a unique solution that is both developmentally time-efficient and effective from a learner's perspective.

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Table #23 B.C. Government 2.0 – Identity Information Management Business processes Link: http://www.stephanieharnett.ca/devlearn/index.html Presenter: Stephanie Harnett Job Title: President Company: ICE Ltd. Non-Vendor Why was this project needed? Describe why you built it. This project was created to communicate and to help educate those interested in the B.C. Government Provincial Identity Information Management solution. The module conveys the merits of identity-information management and its concepts of providing secure online access to government services. The project involved working with technically complex material and simplifying it into layman terms so that its benefits were understood by a large and varied audience. This project demonstrates how eLearning can be created in a way that has broad appeal and sophistication without requiring an army of develop-ers with specialized skills to build it. What authoring tools, systems, or technologies did you use to create this project? The module was created in PowerPoint using Articulate Studio ’09 and refreshed using Articulate Storyline. Audio was edited using Adobe Audition, video was edited and converted using Camtasia, graphics were created and edited in PowerPoint 2010, and Google Earth was used to create animated visuals of character locations. How many "learners" will benefit from this program or project? The module is intended for global consumption and is applicable for anyone interested in the B.C. Government’s Identity Information Management solution, including B.C. government employees (30,000), citizens of the Province and Canada, along with citizens, vendors, and governments of other countries worldwide. How long did it take you to complete this project? This project took about 60 hours to produce and 40 hours to transition to, and enhance within, Storyline. What problems or challenges did you have to overcome while creating this project? Content is king. The challenge with most eLearning projects is filtering and reducing content, and this project wasn’t different. Taking technic-ally complex material and converting into layman terms was a substan-tial challenge that was overcome by working closely with SMEs while keeping the learner in mind. This resulted in an eLearning module that contains only the essential information that the learner needs to know and augmenting it with supporting resources available via menus and context-specific pop-up information. Technical challenges included using rollovers and pop-up information. In Studio ’09 this was achieved using multiple slides, which created larger file sizes and publishing time. This was overcome by transitioning the content into Storyline and leveraging its features to add rollovers, pop-ups, triggers, and variables, keeping the file size slim and speeding up publishing times.

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What valuable insights, lessons learned, or results did you discover when working with these challenges? Be clear on your production process and involve SMEs and other team members in the process – take them from the sidelines and place them into the process using the tools and the templates. Templates not only speed development, they guide it – use templates to filter and reduce content and for consistency and ease of replicating branding, imagery, animations, and navigation. Leverage authoring tools to their fullest extent; then mix and match to create sophisticated results without programming and in a fraction of the time. ________________________________________________________

Table #24 Game of Phones Business processes Link: www.agameofphones.com Presenter: Kris Rockwell Job Title: CEO Company: Hybrid Learning Vendor Why was this project needed? Describe why you built it. Built it for MLearn Con What authoring tools, systems, or technologies did you use to create this project? Paper! How many "learners" will benefit from this program or project? Any who play! How long did it take you to complete this project? Six weeks. What problems or challenges did you have to overcome while creating this project? Technology decisions! Decided to go paper! What valuable insights, lessons learned, or results did you discover when working with these challenges? We figured out that we didn't need technology after all! ________________________________________________________

Table #25 Disaster Operations Control for the American Red Cross Business processes Link: https://elearning.egnyte.com/h-s/20111007/b7380bf9f00f49cd Presenter: Judy Unrein Job Title: Vice President of Learning Design Company: Artisan E-Learning Vendor

Why was this project needed? Describe why you built it. When disasters strike, The American Red Cross responds immediat-ely. When this happens, Leadership needs to know right away whether service is going provided to clients in the most critical locations in a cost effective manner, Public Affairs needs to provide numbers to the media about how many people have been served, and the Develop-ment department needs to share numbers with potential donors. This type of data is shared using the Disaster Operations Control Form, or Form 5266. Because of the nature of this organization, training is needed across the country on as-needed (often immediate) basis. What authoring tools, systems, or technologies did you use to create this project? Articulate Studio How many "learners" will benefit from this program or project? The number of learners is unknown. The training goes to any volunteer who is a level-two or higher disaster relief volunteer. How long did it take you to complete this project? 208 hours for an 80-minute course. What problems or challenges did you have to overcome while creating this project? a.) Making dry information interesting when you have been given a text-based PowerPoint b.) Making financial concepts understandable to people who don’t have a financial or statistical background or experience in these areas. What valuable insights, lessons learned, or results did you discover when working with these challenges? This course reinforced the concept that a picture is worth a thousand words. Illustrating key concepts with graphics and case studies makes complex topics, such as finance and statistics, easy to understand. Rather than rely on old text-based PowerPoint slides, the program was rebuilt from the ground up to take full advantage of the online medium. Diagrams, scenarios, and complex animations were created to make critical points quickly, versus traditional bullets. Even though the pro-gram was designed as a self-paced eLearning program, the use of PowerPoint for the majority of the content presentation means that the visuals created can be re-used in the classroom or in Webinars. The visual approach was designed to help with: • Comprehension: by making complex concepts understandable • Retention: by providing clear examples that were easy to

remember • Transfer: by putting the information in better context ________________________________________________________

Table #26 QR Codes for Quick Access to Course Evaluations Business processes Presenter: Jeff Place Job Title: Assessment Evangelist Company: Questionmark Vendor

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Why was this project needed? Describe why you built it. During annual learning conferences for Questionmark customers, we gather session evaluations for all breakouts and general sessions. We had evolved from tabulating paper-based evaluations by hand to auto-mated processing via printing and scanning, so that results could be tabulated automatically. But we wanted to make it possible for users of mobile devices to fill out their evaluations without having to resort to paper at all. Making it possible for participants to scan a QR code onto their device and go directly to a quick session evaluation would save a lot of paper and time! What authoring tools, systems, or technologies did you use to create this project? We used the free KAYWA QR-Code generator at http://qrcode.kaywa.com where we submitted assessment URLs to receive QR codes for each one. We also used an Android phone with bar code scanning software created by ZXing Team, http://www.ohloh.net/p/zxing, an open source barcode reader library. We created shortened URLs for the assessments using www.bitly.com. We used our own tools – Questionmark Live browser-based authoring to create the evaluations and the Questionmark Perception assessment management system to run them. How many "learners" will benefit from this program or project? Initially, about 200 learners will use this program when we pilot it at our next conference. We imagine that thousands will benefit from it, as we begin to use it regularly for training programs, conferences, and other events. How long did it take you to complete this project? Two hours for the initial planning and generation of the QR Codes. It will take more time to create QR codes for multiple conference ses-sions and incorporate the codes in the conference program and/or handouts. What problems or challenges did you have to overcome while creating this project? Most of the effort went into finding free, effective tools for creating QR codes. In testing this out, we found that some of the lower-end apps on cell phones do not process long URLs effectively. What valuable insights, lessons learned, or results did you discover when working with these challenges? Alpha-numeric QR Codes can theoretically contain over 4,200 characters, but after some looking, it appears that the fidelity of the reading/interpreting of QR Codes can also be impacted by external factors such as the resolution capabilities of the scanner (i.e. phone’s camera) and software used. So shorter URLs may indeed prove easier for a broader range of devices to read via QR Codes. With long URL strings, it’s advisable to use URL shorteners, via sites such as www.bitly.com, to make it easy for devices to find the assessment. ________________________________________________________

Table #27 HazOps Business processes Presenter: Greg Meyers Job Title: President Company: ForgeFX Vendor

Why was this project needed? Describe why you built it. State Compensation Insurance Fund contracted ForgeFX to develop a serious game that educates users about industry-specific hazards and how to avoid them. Players of the game learn about specific hazardous situations, but in a fun and engaging format, that keeps them interested in the subject material long enough to provide a learning experience. What authoring tools, systems, or technologies did you use to create this project? HazOps is a custom-developed real-time 3-D simulation software package that provides virtual hands-on training and instruction on the configuring of walls and enclosures. The program is a downloadable Windows-based desktop application, developed with the Microsoft XNA Framework. XNA is the programming environment and set of managed libraries, based on the Microsoft.NET Framework, that allows developers to use Visual Studio to create games that run on Windows-based computers, as well as the Xbox 360 console and Windows Phone. How many "learners" will benefit from this program or project? All 180,000 of State Compensation Insurance Fund policy holders will be able to benefit from the program. How long did it take you to complete this project? Eight months. What problems or challenges did you have to overcome while creating this project? Perhaps the biggest challenge one faces when developing a sandbox style of game, is how to keep the player on the right "path" in order to accomplish the challenges the game presents. In HazOps, as in games like Grand Theft Auto, players are able to move freely about the virtual world, making their own decisions about what they will, and will not interact with. One of the ways we keep the player on track is through their energy status. If a player doesn't drink enough water and get enough shade, they won't have the energy to continue playing. What valuable insights, lessons learned, or results did you discover when working with these challenges? Balance. It's all about balance. If we make the game too hard and too challenging, players will quit because they are frustrated. If we make the game too easy, players will breeze through it and dismiss it as too simple. Finding that sweet spot between just hard enough, but also navigable so users get a sense of satisfaction is important. Perhaps just like real life. ________________________________________________________

Table #28 ISD 2.0 Business processes Presenter: Terrence Wing Job Title: Learning Evangelist Company: Liquid Learn Vendor Why was this project needed? Describe why you built it. The project was built to help instructional designers build the link between ISD and Web 2.0 technologies. ISD 2.0 is a resource for Instructional Designers to learn through live streaming broadcasts,

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posts of typically free social media tools, networking opportunities, and career opportunities. ISD 2.0 is an example of social learning. What authoring tools, systems, or technologies did you use to create this project? The ISD 2.0 App was created using HTML coding, Screen capturing tools, Articulate, and Captivate. How many "learners" will benefit from this program or project? Currently there are over 400 Instructional Designers in the community, from all over the planet. How long did it take you to complete this project? This project was started in June of 2010. New data and demos are being added to it consistently. What problems or challenges did you have to overcome while creating this project? Time was the biggest challenge. It was not designed to brand the company or sell a product but it was meant as a resource for ISDs and Learning Professionals. Also, Facebook changed their developer platform which shifted the design elements. The change was for the better but it raised the bar of our expectations and those of your users. What valuable insights, lessons learned, or results did you discover when working with these challenges? Despite the tool being completely open to anyone, it still demanded an incredible amount of promotion. Although learner feedback is still a challenge, more and more of the users are letting us know how valuable the site is to them and that they hope we keep at it. We will. ________________________________________________________

Table #30 Using eXact LCMS at the U.K. eLearning for Health Initiative Compliance (professional compliance or 508) Link: http://www.e-lfh.org.uk/projects/radiotherap-e/splay0.html Presenter: Alessio Artufo Job Title: Operations Director Company: eXact Learning Solutions Vendor Why was this project needed? Describe why you built it. The U.K. National Health Service identified an urgent need to increase the number of trained radiologists, since traditional training schemes were oversubscribed. But consultants had no capacity to absorb more trainees. As part of their solution, the NHS needed greater flexibility in meeting training needs, while also ensuring training consistency. At the time there was no national core knowledge content for learners to draw from, or from which local trainers could build their teaching. The R-ITI Project was initiated to contribute to the target of reducing the radiolo-gy-based diagnosis time of National Health Service patients from the average of two years to a maximum of 14 weeks.The R-ITI Project was initiated to develop a new approach to training radiologists, since cur-rent radiology training infrastructure in the U.K. was not able to support the rapid increase in the number of trainees. The R-ITI Project was, therefore, intended to increase the number of qualified radiologists, without putting additional strain on the current training infrastructure. From R-ITI to e-LfH (eLearning for Healthcare) was formed in 2007, following the ground-breaking R-ITI project. From Audiology to

Anaesthesia, Dentistry to Dermatology, Pathology to Pharmacology, e-LfH delivers over 30 eLearning projects in partnership with medical Royal Colleges and other professional healthcare organizations (e-LfH's has 10,000+ learning objects available 24/7). e-LfH now delivers content to all roles within the NHS, not just to Doctors. It is a truly national program, available to the entire NHS community What authoring tools, systems, or technologies did you use to create this project? The combination of a simple, templated development environment, a shared development repository, and a comprehensive workflow man-agement system offered the best match to the Project’s requirements. The product name is eXact LCMS. How many "learners" will benefit from this program or project? The R-ITI solutions provided a national quality-assured integrated training system and environment delivering the entire three-year radiology core curriculum using 750 Learning Objects. It is now available over the Web to all 4,000 U.K. radiologists. e-LfH now delivers content to all roles within the NHS, not just to Doctors. It is a truly national program, available to the entire NHS community. Cur-rently 750,000 users can access e-LfH content. Once implementation is complete, the total number of users could reach as high as 2,000,000. How long did it take you to complete this project? Approximately one year. What problems or challenges did you have to overcome while creating this project? • Defining appropriate instructional models to apply. • Defining a structured, but flexible templating engine. • IT policies restricting use of custom players/components. • Handing over the knowledge to NHS to allow them to develop

content/templates independently.

What valuable insights, lessons learned, or results did you discover when working with these challenges? This learning solutions works because: • They increases training capacity without additional strain on

resources. • Content is created by medical professionals, using national

experts as content authors. • Trainers are encouraged to embed eLearning in classroom-based

teaching. • Learning paths and the LMS enable learners and trainers to

match eLearning to current learning needs, ensuring that theory is reinforced by practice.

• It provides a national library of content where none previously existed.

• Genuine medical images, animations, and videos are used to illustrate learning points.

• Scenarios and case studies allow mature content authors to pass on their experience.

• E-assessment tools provide learners and trainers with evidence of progress.

• Strict IT policies ensure that the content requires no unusual plug-ins or players.

• Content is provided free of charge. • The user community has now performed 425,850 hours of

learning in total. That is over 48 years of online activity. • They have launched 1,123,986 learning objects.

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• On Tuesday, February 22, 2011, learners spent 1,003 hours, 3 minutes and 31 seconds using our learning materials. This is a typical day, chosen at random.

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Table #31 Implementing Family Strengthening Strategies Compliance Link: https://elearning.egnyte.com/hs/20111007/ 6a4662d270314b0b Presenter: Diane Elkins Job Title: President Company: Artisan E-Learning Vendor Why was this project needed? Describe why you built it. Family Strengthening is a major initiative for Goodwill Industries Inter-national, Inc. For Goodwill, Family Strengthening is the intentional adoption of a holistic approach to its work, which expands the scope and duration of activities leading to family economic self-sufficiency. This applies not only to the family, but to the individual, community, and organization. The goal of this project is to develop a self-paced on-line training series that will support staff who are interested in providing services from a family-strengthening perspective with a focus on clients as well as their own employees. This training series will provide staff an opportunity to learn key fundamental concepts of Family Strengthening via a Web-based training platform. What authoring tools, systems, or technologies did you use to create this project? Lectora. How many "learners" will benefit from this program or project? 158 Goodwill affiliate organizations. How long did it take you to complete this project? Information not provided. What problems or challenges did you have to overcome while creating this project? Creating a 508 course that was interactive. What valuable insights, lessons learned, or results did you discover when working with these challenges? We used an action map to create the course outline and interactions. There is a sample of the action map at: https://elearning.egnyte.com/h-s/20111007/1a27592dc1e04620. Due to the intended performance outcomes identified in the action map, the instructional design for this course used case studies, knowledge checks, and some activities that are application/reflection based – instead of strictly knowledge based.

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Table #32 Blue Card – Command Training & Certification Program Compliance Link: http://www.bshifter.com/ Presenter: Henry Ryng Job Title: President Company: inXsol Vendor Why was this project needed? Describe why you built it. First Responders require opportunities for training on skills to assess a situation, establish command, and request required resources and initiate rescue and triage operations. Blue Card is designed to first instruct, and then certify, Fire Officers who serve in the role of Incident Commander or an Incident Management Team (IMT) member that supervises and manages emergency and hazard zone operations for everyday, local National Incident management System (NIMS) Type 4 and Type 5 events. What authoring tools, systems, or technologies did you use to create this project? We used HTML5, Adobe Flex, and Flash for client-side browser-based functionality and .NET/SQL for the server-side back-end simulation and custom Learning Content Management System (LCMS) engine. How many "learners" will benefit from this program or project? Approximately 3,500 users annually. How long did it take you to complete this project? Blue Card, in its current Web-based form, took two years. There were predecessor technologies that contributed to the platform. What problems or challenges did you have to overcome while creating this project? The instructor-led content library was massive, and the training needed to be reformulated to a self paced learning format. We had to solve the challenge of how real-life radio communication exercises could be achieved in an on-line venue, and how is it possible to have the computer score performance. What valuable insights, lessons learned, or results did you discover when working with these challenges? The holy grail is to empower the Subject Matter Expert (SME) with the ability to refine or formulate content themselves. We sat in on instructor-led classes, prototyped treatment strategies, and ultimately achieved this goal by creating a library of presentation and simulation models. The templates were appropriate to the training task, but configurable by the SME to carry 50 hours of seat time.

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Table #33 Fire Door Inspections: Understanding the Fire-Rated Opening Compliance Link: http://www.weejeelearning.com/client/fireDoor/index.html Presenter: Tracy Bissette Job Title: President Company: WeejeeLearning Non-Vendor Why was this project needed? Describe why you built it. The Door Safety and Security Foundation hired WeejeeLearning to design and build this program as a matter of safety. The Foundation educates fire marshalls and code officials about the proper way to inspect fire-rated openings in commercial buildings. When openings are correctly inspected, they can prevent the spread of fire and save lives. The Foundation had discovered that inspectors were performing merely a surface-level inspection, rather than the thorough inspection that was needed. This is primarily due to the limited understanding of door and hardware components. What authoring tools, systems, or technologies did you use to create this project? We used Flash to build the program. How many "learners" will benefit from this program or project? Thousands of fire marshalls, code officials and insurance officers all across the United States will benefit from this program. How long did it take you to complete this project? Ten weeks. What problems or challenges did you have to overcome while creating this project? This was the Foundation's first eLearning initiative. As such, we as-sisted them in setting up an LMS (Sakai), which was not originally identified as a need by the Foundation. We also built nearly three-dozen custom 3-D images of detailed door components. We overcame the challenge of building models of openings simply from the client's descriptions. We also worked within a limited budget and time frame. What valuable insights, lessons learned, or results did you discover when working with these challenges? Any time we work with a client who has never participated in an eLearning intiative, we spend extra time and provide supplemental scaffolding throughout the project. We also learned a lot about the Sakai LMS. The client allowed us to create an authentic, practice-based course that simulates real-world inspections. We are now looking into providing an on-the-job mobile application for inspectors.

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Table #40 Listen, Learn, Care Onboarding/Employee Orientation Presenter: Jenny Wang Job Title: Program Manager Company: Office Depot Non-Vendor Why was this project needed? Describe why you built it. "Listen, Learn, Care" is training intended for Office Depot associates and also our public audience. Office Depot (OD) Foundation is an independent non-profit organization, which has their office space within Office Depot headquarters. The need for Office Depot associates to be aware of the Office Depot Foundation and its processes is evidenced by these facts: 1. Associates have made requests for grants on behalf of

organizations that do not qualify. 2. There is a general lack of awareness on payroll deduction to

contribute to OD Foundation. 3. Store associates and BSD Sales do not necessarily know the

appropriate response to customers occasional request, such as “Can you donate products to our charity?”

4. Most associates are not aware of the OD Foundation mission and volunteer opportunities, e.g. Caring Connections.

5. Most associates are not aware of the differences among OD Foundation, Office Depot, and Community Relations.

What authoring tools, systems, or technologies did you use to create this project? Authoring Tools: (1) Articulate Studio 9 (main) (2) Flash CS5 (one page) (3) Photoshop CS for all the graphics Technology: The course is composed of three topics: 1) What’s Office Depot Foundation? 2) What Can We Help You? 3) What Can You Help Us? Technology 1: Linking Flash to Articulate In the second topic, we designed a page, where six people voice their daily concerns. We used Flash to create this page. When users roll their mouse on each person, they will hear the different concerns. When you click each person, the page will jump to a regular Articulate page to view how OD can help them. Linking a Flash component to an Articulate page is not a built-in feature in Articulate. We used custom action script to achieve this. Technology 2: Creatively using the Articulate Engage application to connect the content with audience’s emotion. Technology 3: Using Flash to create a fortune cookie at the end to add the fun element to the course. How many "learners" will benefit from this program or project? Potentially, all 40,000 Office Depot associates and any public audience can view and benefit from the training. How long did it take you to complete this project? Eight weeks, from meeting with the customers for need analysis, to implementation. During the eight weeks, the development time only took 15 business days, and the rest of the time contributed to the customer review and testing.

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What problems or challenges did you have to overcome while creating this project? Challenge 1: Content Mining. When working with OD Foundation, they’ve provided ALL the available information in multiple formats, such as Web site, and newsletters. The key task for us is how to present the materials to bring awareness, without the overwhelming information. Challenge 2: Short of Budget. Our Learning and Design team is small. We usually do not have the luxuary to hire third-party talents to do the voiceover for our trainings. What valuable insights, lessons learned, or results did you discover when working with these challenges? Challenge 1: Content Mining Research shows “Numbers do not make an emotional impact, but stories and vivid language do.” We decided not to use the normal approach of just putting all the information together, but to connect the content with the audience’s emotion, and influence them to be part of OD Foundation activities. The result is a concise training, with lots of colors, stories and quotes. The customers are very happy with the end results. Challenge 2: Short of Budget. Our internal research shows associates love the training with the voice. We have successfully recruited a pool of fine voice talents within our company. These volunteers are called to do the voiceover whenever a training is needed. In this training specifically, we used diverse voice talents, in the hope of connecting to the diverse audience. ________________________________________________________

Table #41 POE – Paid, Owned, and Earned Media Onboarding/Employee Orientation Presenter: Carol Sinko Job Title: Associate Director, Digital Training Company: VivaKi Non-Vendor Why was this project needed? Describe why you built it. To support a new company strategic direction. This course was part of a new strategic framework rolled out by VivaKi this year. It is meant to outline how different aspects of marketing can be categorized as "Paid", "Owned," or "Earned" media. This is a new organizing principle for the company. What authoring tools, systems, or technologies did you use to create this project? Articulate, QuizeMaker, PowerPoint, Paint. How many "learners" will benefit from this program or project? Approximately 17,000. How long did it take you to complete this project? One month What problems or challenges did you have to overcome while creating this project? The module is very graphics heavy, but I am not a graphic designer, and I don't have special graphics editing tools.

What valuable insights, lessons learned, or results did you discover when working with these challenges? Using coehsive colors and themetic elements can achieve a very slick looking module, even without access to specialized graphics tools. ________________________________________________________

Table #42 The Coca-Cola Bottlers' Association AntiTrust Training Onboarding/Employee Orientation Link: http://intellum.com/downloads/CCBA/antitrust/player.html Presenter: Matthew Gilley Job Title: CRO Company: Intellum Vendor Why was this project needed? Describe why you built it. Our client, The Coca-Cola Bottlers' Association has over 100 bottler members across North America. In the late 1980's, one of their members was fined over $10,000,000 dollars by the government for violating the AntiTrust laws. Since that time, the association and its members had been searching for tools that would facilitate the delivery of a consistent AntiTrust message across all bottler members. Intellum was able to provide not only the subject matter experts, graphic and instructional design services, but also delivered the course to every member through the Rollbook LMS. What authoring tools, systems, or technologies did you use to create this project? Articulate, Flash, Intellum's Rollbook LMS. How many "learners" will benefit from this program or project? 5,000+ How long did it take you to complete this project? 160 days from contract signing. What problems or challenges did you have to overcome while creating this project? Budget ... we had to twist some arms for initial funding, but we achieved an ROI on the project within just a few months after launching. What valuable insights, lessons learned, or results did you discover when working with these challenges? Working with an association is similar to working with the government. Everything is ruled by committee, and this significantly slows down the process. After this project we instituted a new rule. The client can have as many people as they want on their SME team. However, there is only one voice, one spokesperson allowed from the team, and we only take orders from this person.

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Table #43 Managing Employee Performance for MICA Learning Onboarding/Employee Orientation Presenter: Brad Loiselle Job Title: Managing Director Company: iPal Interactive Learning Vendor Why was this project needed? Describe why you built it. MICA Learning is in the leadership training industry and they hired iPal to create an eLearning course called “Managing Employee Perform-ance.” They selected iPal because we were one of the few companies they saw in the market that was able to captured “in detail” what was typically done in class. Moving to an online program was a difficult decision for them because they saw it as being less effective than being in front of an instructor. But by leveraging iPal’s Instructional Development Maturity Model (our development methodology), iPal was able to mimic almost 95% of what is done in class into this program so that it was interactive, engaging, and accomplished the learning objectives that MICA Learning was working to achieve. What authoring tools, systems, or technologies did you use to create this project? iPal has developed its own Instructional Design Maturity Model that combines the right systems, processes, and capabilities. Our IDMM can be applied to any authoring tool or development process. This is part of what we will show. How many "learners" will benefit from this program or project? MICA Learning offers this program to over 3,000 client organizations across the Canadian marketplace. How long did it take you to complete this project? Three to four weeks. What problems or challenges did you have to overcome while creating this project? The largest problem with this project was to extract the subject matter’s expertise and convert their thoughts, experiences, examples, refer-ences, and other relevant content and context into the storyboard process. When building effective learning, we need to capture not only content but also context, which means basically duplicating the SME’s in-class materials, presentation, and knowledge. Moving this onto paper was challenging because they could present what they would do in-class, but writing it down seemed to be more difficult for them. What we ended up doing is recording them present to a class and then transcribed their presentation into text, blended it with their content, and added additional context in order to make the full presentation more impactful to the online learner. What valuable insights, lessons learned, or results did you discover when working with these challenges? What we discovered was that context was much more important than most of us, including the client realized. We also learned that the client should also be involved in the development and selection of design elements, scenarios, and overall vision of the course, because they hold the knowledge of what their customers expect. Even though iPal is great at bringing together all elements, there is still the SME’s know-

ledge that goes beyond the content. ________________________________________________________

Table #50 F5 Sales Accreditation Sales Training Link: http://university.f5.com; login: [email protected]; password: password; click on the link on the home page for "F5 Sales Accreditation". Presenter: Beth Bakeman Job Title: Senior Program Manager, Worldwide Field Readiness Company: F5 Networks, Inc. Non-Vendor Why was this project needed? Describe why you built it. We needed a way to quickly ramp up the knowledge both of the F5 Partners (primary audience) and F5 New Hires (secondary audience) on selling F5 solutions. What authoring tools, systems, or technologies did you use to create this project? Worked with a vendor who did custom Flash development. Story-boarding was done in Word. Reviews in PDF. How many "learners" will benefit from this program or project? Over 1,100 people have successfully completed the Sales Accredita-tion in the first three months it has been available. We expect that number to continue to grow. How long did it take you to complete this project? Four months. What problems or challenges did you have to overcome while creating this project? 1. Needed a large amount of buy-in and time from SMEs. 2. F5 had never had a Sales Accreditation, so we needed to have lots of discussion about what the right content to cover was. And some of the content did not exist yet in any format. What valuable insights, lessons learned, or results did you discover when working with these challenges? The Sales Accreditation has been extremely well received. 99% of Partners who took the course said they would recommend it to others in their company. But now we are getting many requests to repurpose the content for other uses, and we did not plan for how/if to take the Flash content and share it out in other ways.

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Table #51 Road Warrior: Conquering Mobility Sales Training Presenter: Jill Kirtland Job Title: Instructional Design Consultant Company: SAP Non-Vendor Why was this project needed? Describe why you built it. We have a new set of mobility products that our Account Executives must learn to sell. We wanted to try a more engaging format to teach them the sales techniques and product information so we created a game. What authoring tools, systems, or technologies did you use to create this project? Created in Flash, but final output is HTML5, as well as database languages. Viewable on a Web browser and iPad. How many "learners" will benefit from this program or project? 8,000. How long did it take you to complete this project? Five months. What problems or challenges did you have to overcome while creating this project? Understanding gaming techniques, writing sales simulations, making sure all functionality/game play served a purpose and wasn't too overwhelming, and budget. What valuable insights, lessons learned, or results did you discover when working with these challenges? Game play must be intuitive. Sales people want to be able to complete a game quickly but also be challenged. Provide opportunities for com-petition (leaderboard). If you want something of quality, you must be willing to spend money. ________________________________________________________

Table #52 xTAG® Gastrointestinal Pathogen Panel Online Training Sales Training Link: http://www.xmapuniversity.com/node/2400 Presenter: Brian Urbanek Job Title: Learning Management System Manager Company: Luminex Corporation Non-Vendor Why was this project needed? Describe why you built it.

The xTAG® Gastrointestinal Pathogen Panel (GPP) is a novel molecular diagnostic assay from Luminex Corporation that detects bacterial, viral, and parasitic diarrhea-causing pathogens. xTAG GPP is used with the Luminex® 100/200™ and MAGPIX® instruments developed by Luminex. Since this is a new assay, we need to train our customers and employees on its features, benefits, and advantages in comparison to our competitors’ products. The module focuses on a case study where the assay is used to detect the presence of specific pathogens in a patient in less than five hours. What authoring tools, systems, or technologies did you use to create this project? Adobe Captivate and Master Collection, and PowerPoint for Storyboarding. The course is delivered with an third party LCMS based upon Drupal with SCORM-like functionality. How many "learners" will benefit from this program or project? We anticipate that hundereds of Luminex Coporation customers, partners, and employees will benefit from this training course. How long did it take you to complete this project? For one developer, it took about a month to develop the project using the A.D.D.I.E. model. What problems or challenges did you have to overcome while creating this project? Since we currently work with an outside vendor to host our eLearning content to our site, we were limited by their software versions and output capabilities. Captivate is very particular when it comes to ActionScript versioning. For example, our designers/developers had to publish the Captivate Flash file to an older version (ActionScript 2) due to the limitations of our eLearning Website infrastructure. This caused a delay in development because there were features in the eLearning module (ActionScript 3) that could not be used in the final version. We overcame this problem by re-engineering some interactivity and mouseovers to "simulate" the newer features we could not use in the original version. What valuable insights, lessons learned, or results did you discover when working with these challenges? As soon as the eLearning project begins, try to send out a published file for testing when working with outside vendors. Define technical and publishing requirements early, and maintain proper communication throughout the course of development. Keep track of any changes in software (upgrades) or hardware by either party, since this could directly affect workflow and development deadlines due to incompatibilities. ________________________________________________________

Table #53 How to Survive a Big Foot Attack Sales Training Presenter: David Richards Job Title: Principal and Senior Creative Director Company: e-Mersion Vendor Why was this project needed? Describe why you built it.

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e-Mersion partnered with Keen Footwear to create a fun mobile and online learning application that would help potential customers and sales reps learn about a new shoe product through a series of theme-based interactive learning activities. The purpose behind the project was to combine a variety of communication strategies including, social learning, viral marketing, and fundamental instructional design tech-niques. All of these strategies were designed to work together to encourage user engagement and adoption. What authoring tools, systems, or technologies did you use to create this project? HTML5, JavaScript, Jquery, and Xcode. How many "learners" will benefit from this program or project? The program is external, and has the potential to be seen by millions of users. How long did it take you to complete this project? The project took roughly six to eight weeks to design and develop the learning application. What problems or challenges did you have to overcome while creating this project? We had a very aggressive deadline, and so we needed to develop portions of the application prior to receiving some of the creative material. What valuable insights, lessons learned, or results did you discover when working with these challenges? We learned how important it is to develop a framework that can be easily modified. By connecting the application to a content manage-ment system, Keen is able to easily update and modify the content. ________________________________________________________

Table #54 The Formulations Game Sales Training Presenter: Sharon Boller Job Title: CEO Company: Bottom-Line Performance, Inc Vendor Why was this project needed? Describe why you built it. To build technical capability in an agricultural sales force. Goal was to improve their ability to spot formulation issues, recognize the need to ask the customers questions, and use reference materials to resolve customer problems and questions. What authoring tools, systems, or technologies did you use to create this project? Lectora and Flash. How many "learners" will benefit from this program or project? Hundreds within the U.S. How long did it take you to complete this project?

Four months calendar time; approximately 450 hours of design and development time What problems or challenges did you have to overcome while creating this project? 1) Fear of learning game … client was eager to try it, but nervous about how it would be received by others. 2) Scoring – much harder to figure out optimal scoring and mechanics than you might think. 3) No work-around for a need to “go outside” the game to check references that need to be used inside the game. What valuable insights, lessons learned, or results did you discover when working with these challenges? It’s worth it to tweak and re-do scoring; visible in the “fun” element and the “effectiveness” element of the game. You need to playtest more than once. Usability testing was a great way to get buy-in to the game concept. Players had no problems using references that opened in a new window. Referencing PDF documents during game play doesn’t ruin the fun of a game. ________________________________________________________

Table #55 A Deeper Dive into KnolwedgeHub Sales Training Presenter: Philip Harriman Job Title: Sales Training Manager Company: Element K Vendor Why was this project needed? Describe why you built it. To ensure that Element K sales reps have detailed understanding about KnowledgeHub, our on-demand, software-as-a-service LMS, and that they can discuss and demonstrate KnowledgeHub to our customers with confidence. What authoring tools, systems, or technologies did you use to create this project? Adobe Presenter and Adobe Captivate. How many "learners" will benefit from this program or project? 100. How long did it take you to complete this project? Six months. What problems or challenges did you have to overcome while creating this project? SME access, creating the story line for our fictitious demo site. What valuable insights, lessons learned, or results did you discover when working with these challenges? Challenges and success with integrating a Captivate software simula-tion into an Adobe presenter course. The value of using a Captivate software simulation as a tool for preparing sales reps to demonstrate our product. The importance of setting up the training scenario before building a software simulation.

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Table #56 Sales Training on Tablets for Bass Pro Shops Sales Training Presenter: Robert Gadd Job Title: President Company: OnPoint Digital Vendor Why was this project needed? Describe why you built it. Bass Pro Shops (“BPS”) sought to accelerate sales knowledge delivery and retention by replacing a dated, online training delivery portal – based on Microsoft SharePoint and only accessible through a single “back office” PC in the training room – with a next generation enter-prise mobile learning solution that provided just-in-time access to virtually every product or sales-related learning object via preloaded wireless tablets. The available sales training covers virtually every aspect of selling BPS’ Tracker Boat series of recreational and sport fishing vessels. The installed mobile learning platform replaced a previously static (and stationary) online training model with a new model that provides immediate access to more than 200 learning objects via company-provided secure Apple iPads deployed to support sales associates in each of BPS’ sixty-plus retail locations. The learn-ing objects span general product and company knowledge, selling skills, company policies and practices, corporate culture and com-pliance, and is supplemented with partner and vendor content. The end-to-end mobile solution OnPoint Digital provided compliments BPS’ existing enterprise LMS platform and extends Bass Pro’s blended learning environment to a mobilized audience of sales professionals. What authoring tools, systems, or technologies did you use to create this project? Designed, developed, and deployed an end-to-end mobile training solution, with full integration into Bass Pro’s back office environment, which is fully supported for deployment via their Mobile Device Man-agement (“MDM”) platform based on the MobileIron platform. A spec-ialized version of OnPoint’s CellCast App is installed on each device with a customized BPS-designed user experience that makes it easy for any sales associate to find and launch virtually any learning object in fewer than four taps from any screen. Each tablet is preloaded with a secured list of approved and active BPS employees who can access any shared device through a customized, personal user interface. All completion information and test results are automatically synchronized between the online and mobile platforms to ensure real-time reporting and analysis. How many "learners" will benefit from this program or project? Phase One spans about 750 sales associates in more than 60 retail locations. Phase Two will expand the reach to an estimated 1,000+ sales professionals across the global Tracker Marine dealer network. How long did it take you to complete this project? Total time from project kickoff to Phase One deployment was 150 days. The pilot phase was completed in summer 2011, and general deployment began shortly thereafter. Phase Two is scheduled to launch during Q4 2011.

What problems or challenges did you have to overcome while creating this project? Unlike traditional eLearning content delivery where virtually all prepared sales modules, product updates and proficiency assess-ments are presented using desktop computers and Web browsers, content prepared for mobile delivery with tablets needed to be more portable, flexible, and easier to access in the anytime/ anywhere environment.The experience of watching a video presenta-tion, viewing an interactive slideshow, listening to a Podcast, or completing an assessment needed to be consistent regardless of whether it occurred on the mobile device or the desktop. All content delivered to BPS’ Apple iPad tablet devices needed optimization for delivery without an available Flash player. Finally, the sheer size of the standard content package deployed to each tablet device (approx-imately 1.5 GB) mandated content preloading on the iPads for instant playback. What valuable insights, lessons learned, or results did you discover when working with these challenges? By moving the training within arm’s reach of every salesperson, BPS has not only improved the level of training knowledge and information retention but has also made the process of learning far more engaging and interesting. The success of the initial efforts drove the decision to expand the scope of the training delivery effort to a growing global dealer network. Dealers can access content via any of the leading tablet devices including those powered by Apple iOS, Android, or RIM PlayBook operating systems. Finally, all content delivered across the enterprise is highly secure and properly managed, ensuring informa-tion integrity and mitigating the risk of a lost or stolen tablet device. ________________________________________________________

Table #61 CollabNet Scrum Training Series – Backlog Refinement Meeting Soft skills Link: https://training.csfe.collab.net/sfimages/training/scrum /BacklogRefinementMeeting/BacklogRefinementMeeting.htm Presenter: Kerry Fitzpatrick Job Title: Sr. Director of Education Services Company: CollabNet, Inc. Non-Vendor Why was this project needed? Describe why you built it. This is one in a series of Web-based training videos we created to teach software developers, project managers, etc. about Scrum (an Agile framework for completing complex projects). Rather than simply teach the principles of Scrum through text descriptions, we went with a scenario-based approach. Learners watch a "real world" Scrum scenario unfold, and are asked questions along the way. We felt this was a very effective way to teach Scrum principles and have learners retain that knowledge. What authoring tools, systems, or technologies did you use to create this project? Adobe Illustrator to create the characters. Adobe Audition for recording/polishing audio. Adobe Captivate for packaging the video. Dropbox for sharing files with the distributed team.

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How many "learners" will benefit from this program or project? This video will be seen by 1,000s of software developers, project managers, and anyone who wants to learn more about Scrum. The video series will be a pre-requisite for learners who are seeking a ScrumMaster certification. The video series will also be included in CollabNet's "courseware license" offering (which also includes Web-based training on our products) which has been purchased by many of our large enterprise customers with a target learner audience of tens of thousands. How long did it take you to complete this project? We're still working to complete the entire series (four videos are complete to date). This particular video took about two months from initial script and storyboard to final packaging and deployment. What problems or challenges did you have to overcome while creating this project? We had a very distributed team working on this project – SMEs on the West Coast, Project Management in the Midwest, and instructional and graphic designers in Argentina. We used a Scrum process to create this video about Scrum which was a great proof-of-concept for the principles we are teaching. What valuable insights, lessons learned, or results did you discover when working with these challenges? Because we used the Scrum framework for developing this product, we worked in short two-week sprints, creating a "potentially shippable product increment" each sprint. This allowed us to publish our works in progress and get early feedback which was valuable to the process. ________________________________________________________

Table #62 Getting Started with CPG's Project Methodology: An Introduction to J4DC Soft skills Link: http://cpg.adobeconnect.com/p48972754/ Presenter: Danielle Walsh Job Title: Corporate Technical Trainer Company: Church Pension Group Non-Vendor Why was this project needed? Describe why you built it. This project was developed to give newly hired employees a high-level overview of what a project methodology is and, more specifically, gain an introduction to the project methodology CPG has in place. What authoring tools, systems, or technologies did you use to create this project? There were multiple tools involved in developing this project: Microsoft PowerPoint, Adobe Presenter, Adobe Captivate, Audacity. How many "learners" will benefit from this program or project? Quarterly we hire anywhere from two to ten new employees. This number fluctuates, however the tutorial is online and can be used as a resource for all staff.

How long did it take you to complete this project? With edits from SME's, this project took six months to complete. What problems or challenges did you have to overcome while creating this project? While working on this project I encountered several obstacles. Publishing the content and fonts seem to be an issue that sticks out. Another issue that I encountered was line spacing and bullets falling out of order. What valuable insights, lessons learned, or results did you discover when working with these challenges? Before you waste too much precious time trying to correct technical issues on your own, seek advice from a blog, colleagues, and the tools administrator for advice on how to correct the problem. Because if you are experiencing an issue it is more than likely that someone else is too. They might have the solution. ________________________________________________________

Table #63 Leadership Learning Library Soft skills Presenter: Kevin Reyes Job Title: Curriculum Director Company: UCSF – Center for the Health Professions Non-Vendor Why was this project needed? Describe why you built it. The Center for the Health Professions at UCSF has a dual focus on health professional research and leadership training, and as such needed a homegrown LMS/CMS that offered our students and users access to research material, learning supplements, instructional as-signments, and instructional resources. We developed a “Leadership Learning Library” wherein we have a dedicated media server, asset management, and user interface to access the five main components of our in-house-developed support materials: Screencasts, Articles, Instructional Videos, Webinars, and Online Modules. Each resource has been custom created to support our leadership training in goal setting, quality improvement, mentorship, coaching, running effective meetings, use of our Webportal, and many others. These resources will integrate with our current online portal (a social networking plat-form) where participants acquire, share, investigate, work, and learn. This library integrates with tracking resources on our Web portal, so that participants are able to navigate to these tracking resources and input development goals and action steps, note progress reports, gain feedback from coaches, and track their own progress. The users are healthcare professionals, and we hope that this library will become a highlight for their experience in leadership training and professional development. What authoring tools, systems, or technologies did you use to create this project? InDesign, Flash, SoundBooth, FinalCut, AdobeStreaming Server, Captivate, Adobe Illustrator, Microsoft.net, Adobe AIR, and more. How many "learners" will benefit from this program or project? 2,000. How long did it take you to complete this project?

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Twenty-four months and counting. What problems or challenges did you have to overcome while creating this project? Working with multiple subject matter experts, multiple stakeholders, multiple contractors (videographer, graphic designer, information architect, Website design team, etc.) and trying to assure they could all understand that the end-user’s voice was the most important one in the room. What valuable insights, lessons learned, or results did you discover when working with these challenges? Stay away from one-stop shops who offer a ubiquitous or meets-all-needs format for online learning. Also, refinement of tools, functionality, look, and layout is important to address early on in usability trials and when collecting user feedback. Unfortunately the CMS portion of our Website does limit our ability to create robust LMS solutions. We've learned to adapt as much as possible, identify user issues and needs, and try our best to keep their needs as the major driver for design. ________________________________________________________

Table #64 How to do Laundry Soft skills Link: http://dl.dropbox.com/u/306950/Laundry/ How%20to%20do%20Laundry/player.html Presenter: Trina Rimmer Job Title: Owner, Chief ID Company: Rimmer Creative Group Vendor Why was this project needed? Describe why you built it. I wanted to do something light-hearted and creative to teach my son (and husband) how to tackle some basic laundry tasks. What authoring tools, systems, or technologies did you use to create this project? I used Articulate Studio (Presenter & Quizmaker), GIMP (for image editing), and Audacity (for audio recording and mixing). How many "learners" will benefit from this program or project? Anyone who needs a primer on the finer points of doing laundry – adults or youngsters can learn (and have fun in the process). How long did it take you to complete this project? It took me approximately 60 hours to go from concept to outline, storyboard, and then to final production. What problems or challenges did you have to overcome while creating this project? There was a lot of conflicting information about appropriate steps to take for sorting and pre-treating stained garments, so sorting through the opinions to assemble a cohesive message was tough. I also found the scope challenging, as I wanted to keep the information highly targeted and the course length very short – under 10 minutes. I wanted to use as little onscreen text as possible throughout the course so sourcing images was also a big challenge – one that required me to create my own in many cases.

What valuable insights, lessons learned, or results did you discover when working with these challenges? I found that it was valuable to focus on design and to outsource certain things like character graphics to vendors like Cartoon Solutions (whom I purchased images from for my main character and background). That saved me a ton of time and allowed me to focus on designing inter-actions, and when necessary, designing custom graphics for hard-to-locate items. In a world where so many of us are tasked with creating “click and read” training, usually because a SME doesn't buy into a more creative treatment, I was surprised at how challenging it was to minimize the use of onscreen text in favor of images. Not only did this present a creative challenge, but it also created practical issues with image file sizes and resolution issues, thereby forcing me to migrate more graphics into my Master Slides – or to redesign some graphics entirely. ________________________________________________________

Table #65 Achieve Global Delivers Sales Training iPad Apps to Global Clients Soft skills Presenter: Jeff Katzman Job Title: Vice President & Chief Learning Officer Company: Xyleme Inc. Vendor Why was this project needed? Describe why you built it. Achieve Global (AG) offers management and leadership skills work-shops for its global customers in a blended training format. Rapidly extending this training to the iPad for their global client base was a high priority. With Pastiche, AG was able to immediately leverage their existing training materials and deploy them to a high-end, interactive iPad app without any software development and without having to recreate existing materials for consumption to the iPad. Within the new iPad app, printed materials are viewed in a robust eReader application that supports bookmarking, highlighting, and annotation. The multi-media and interactive content from the eLearning is brought to the iPad where the user can test their knowledge using the Quiz features. For the first time, AG can establish a B2C relationship with each student, and offer new content, subscription services, and content updates directly to the user. This is particularly useful in regulated industries where users need to be notified when rules or regulations change. What authoring tools, systems, or technologies did you use to create this project? The source content was developed using the Xyleme Studio LCMS. The same XML content used to generate the classroom materials (Instructor Guide, Student Guide, Slide Decks), the assessments, the eLearning, and performance support was used to generate the Pastiche iPad Application. With no additional effort, the iPad applica-tion was published.The model is similar to the Kindle and the Amazon Store. Users download the app from the Apple App Store, then shop for learning products in the in-app store. AG creates content using the Xyleme LCMS. They publish the Pastiche package to the in-app store front. End users download the Pastiche iPad application from the Apple store, and then browse and shop for Learning Products in the app store. How many "learners" will benefit from this program or project?

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Every AG student. How long did it take you to complete this project? As the content for the application was already developed for the live classroom training, it was simply republished into the Pastiche. What problems or challenges did you have to overcome while creating this project? The iPad allows for such a revolution in the way you interact with content that forces you into building a user experience that is com-pletely open and controlled by the user. This new learning paradigm is very different in terms of how users interact with the content than that of the iPad. Another important challenge is that a lot of content is built in monolithic Flash, which is neither reusable nor portable. Hence we have to transform some of the Flash interactions to HTML5 or video. Sometimes the transformation can be tricky or very costly (need to be redone from scratch). Support for video on the iPad is also limited to a list of formats and resolutions and you need to take this into account when sending your content to the iPad. What valuable insights, lessons learned, or results did you discover when working with these challenges? We would suggest everybody building content that needs to be repur-posed across different channels (and believe us, you will have to sooner than you think) to bet on HTML5 which is capable of handling 99% of the interactions and is portable across devices ensuring future compatibility for your training materials. ________________________________________________________

Table #66 Abduction Incident Management Soft skills Presenter: David Anderson Job Title: Community Manager Company: Articulate Vendor Why was this project needed? Describe why you built it. The overall aim of the simulation is to increase awareness throughout the community on the topic of Hostage Incident Management. The project was built to support remote NGOs who wouldn’t otherwise have access to classroom training. The classroom training was also time- and cost-prohibitive. Abductions are increasing, and there was an increased need to educate a wider audience, quickly. What authoring tools, systems, or technologies did you use to create this project? Storyline. How many "learners" will benefit from this program or project? Anyone working with or for international NGOs. How long did it take you to complete this project? Three weeks.

What problems or challenges did you have to overcome while creating this project? The project was originally a three-day instructor led training “game.” It wasn’t really designed for asynchronous learning, since participants were divided into groups and played out real-time scenario games based on dynamic feedback from instructors. What valuable insights, lessons learned, or results did you discover when working with these challenges? This project didn’t have a only single critical path or outcome, so the challenge for us was in presenting multiple scenarios and possible outcomes in a way that learners would have enough guidance – and flexibility – to make decisive and actionable choices. ________________________________________________________

Table #67 Introduction to Project Management Soft skills Link: https://supplychain.accentureacademy.com/ Sca1HtmlResources/pdf/SCA_SABMiller_Success_Story.pdf Presenter: Sean Bengry Job Title: Manager, Learning Strategy and Design Company: Accenture Academy Vendor Why was this project needed? Describe why you built it. While driving robust growth, SABMiller’s focus on acquisitions and on building a strong presence in emerging markets also created a need for a comprehensive and consistent approach to talent development. Indeed, the company’s preparation for a major global technology im-plementation had revealed some significant issues related to SABMil-ler’s global talent. In particular, within the company’s Latin American division, approximately 80% of employees who supported the compa-ny’s supply chain were found to have subpar skills in many critical areas, including supply planning, demand planning, project manage-ment, and inventory management. These capability gaps not only would compromise the company’s return on its technology invest-ments, but also would keep it from achieving its desired levels of oper-ational and financial performance and overall competitiveness. This project needed to enhance the fundamental project management skills of the SABMiller business and supply chain professional aud-ience. It also required a bridge for ESL students, an ability to take notes and save them to the course, and an enhancement to any core concept presented. What authoring tools, systems, or technologies did you use to create this project? Articulate Studio ’09, Adobe Flash CS5.5, ActionScript 3 How many "learners" will benefit from this program or project? Specifically for SAB Miller, approximately 300 active supply chain professional users. How long did it take you to complete this project? Approximately two to three months

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What problems or challenges did you have to overcome while creating this project? Technical integration of the Translation feature (which relies heavily on Microsoft’s Translation API) and visual learning engagement (bringing a new set of developers to understand the concept of our core visual learning style). What valuable insights, lessons learned, or results did you discover when working with these challenges? Visual learning design is a talent and a skill. You can teach some com-petencies, but to exude excellence, some inherent talent is needed. Relying on external “stable” APIs (such as Google and Microsoft) are not always reliable or forward thinking. However, when you are dealing with a potential catalog of courses needing this integration, some crea-tive development thinking is required. Also, we have seen many cours-es on project management skills and know-ledge. One of the largest challenges is to create a strong visual learning experience that you can deliver to a wide audience (not knowing how project management is implemented at the local organization). ________________________________________________________

Table #68 Better Business Writing Training for iPad Soft skills Presenter: Claire Schneeberger Job Title: CEO Company: Monarch Media, Inc. Vendor Why was this project needed? Describe why you built it. This mobile training for iPad teaches business communications skills and is designed for college graduates and those entering the work-force. It provides a self-paced learning experience that includes both formative and summative assessments to give meaningful feedback and support for our learners. What authoring tools, systems, or technologies did you use to create this project? This year our team was involved in the Adobe pre-release program for the digital publishing suite that provides an authoring pathway for developing apps for the iPad that include audio, video, and multimedia. As an education technology company, we wanted to be able to include standard learning interactions such as drag-and-drop exercises, sur-veys, and quizzes that could support mobile learning. To achieve this we build open standard learning objects using the most current open Web standards and technologies, such as HTML5, XML, JQuery, PHP, and Ajax. They offer clear advantages over Flash-based and other proprietary Web platforms. They are supported by mobile devices, are supported by all major browsers, and require no plug-ins How many "learners" will benefit from this program or project? Yet to be determined. How long did it take you to complete this project? This project took approximately four weeks to complete.

What problems or challenges did you have to overcome while creating this project? Because we wanted to be able to use these across a range of educational apps we needed to ensure flexibility and scalability. What valuable insights, lessons learned, or results did you discover when working with these challenges? CSS allows for changes to the styling while an XML backend encapsu-lated content for easy editing. ________________________________________________________

Table #69 Operation Lifesaver’s Railroad Safety for Professional Drivers e-Learning Challenge Soft skills Link: http://oli.org/e-learning-survey/ Presenter: Ethan Edwards Job Title: Chief Instructional Strategist Company: Allen Interactions Vendor Why was this project needed? Describe why you built it. Operation Lifesaver is a national, non-profit safety education group whose goal is to eliminate deaths and injuries at railroad crossings and along railroad rights-of-way. Statistics show approximately one out of four railroad crossing crashes involves vehicles that require a Com-mercial Driver License (CDL) to operate; that includes all sizes of trucks from larger over-the-road vehicles, to your local delivery trucks. So, Operation Lifesaver wanted to offer professional drivers a short interactive eLearning safety course designed to help them make sound decisions at railroad crossings. The eLearning course provides a simulated driving environment allowing drivers to work independently, exposing them to worst-case scenarios requiring quick thinking and critical decision-making. What authoring tools, systems, or technologies did you use to create this project? Flash. How many "learners" will benefit from this program or project? Since June 9, 2011, about 15,000 truck drivers have taken the ProDriver Safety Challenge. Operation Lifesaver hopes to reach 100,000 drivers by the end of 2011, and eventually reach all professional truckers, who number about 3.5 million. How long did it take you to complete this project? Four months, which included numerous reviews and approvals by parties from the trucking industry and the railroads. What problems or challenges did you have to overcome while creating this project? Several problems and challenges arose: • Perception - how hard can it be? You see the flashing lights or the

arm go down and you stop • Accurately depicting realistic railway crossings • Calibrating the stopping speed of varioUs truck sizeS (how long it

takes to stop a semi) • Simulating a realistic experience from the cab of a truck • Governmental buy-in and approvals

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• Trucking firms buy-in and approvals

What valuable insights, lessons learned, or results did you discover when working with these challenges? • How difficult the decisions are at various crossings • How long it takes to stop various vehicles • The lifestyle of a delivery truck vs. an over-the-road semi • Government approval cycles and best approaches to gain buy-in • Trucking firm nuances and best approaches to gain buy in ________________________________________________________

Table #70 4Giving: Connecting with Four Generations of Donors and Volunteers Soft skills Link: http://studiom.alleni.com/BridgeWorks/course_2_4giving /beta4/index.html Presenter: Paul Howe Job Title: Vice President - Sales Company: Allen Interactions Vendor Why was this project needed? Describe why you built it. The Bridgeworks organization was formed to bring the significance of generation gaps to the attention of corporate America using research, savvy business solutions, and humor. The 4Giving eLearning course was built to help organizations, involved in charitable giving or service, better understand and grow their donor base and better connect with their current supporters. This fun, interactive course provides learners with an interactive experience where they travel through time, see inside people’s minds, and practice interacting with donors and volunteers. By the end of the course, they have the tools to connect with Millennial, Gen-Xers, Baby Boomers, and Traditionalists. What authoring tools, systems, or technologies did you use to create this project? Flash. How many "learners" will benefit from this program or project? Tens of thousands (anyone involved in charities or service etc.). How long did it take you to complete this project? Three months. What problems or challenges did you have to overcome while creating this project? Challenges included: • Make it engaging for all generations; include enough from each

generation • Design it to accommodate charitable giving and service across all

types of organizations • Build in ways for the learner to reflect on their own generation,

and clashpoints they've encountered in their own charitable giving and service

What valuable insights, lessons learned, or results did you discover when working with these challenges? We learned many valuable lessons: • What events helped define each generation • How the unconscious bias between generations manifests in

charitable giving and service • The various clashpoints that happen between generations and

how to work through them ________________________________________________________

Table #80 Transitioning to Outlook 2010 Calendar Software systems (for example simulations of applications) Presenter: Jodi Schumacher Job Title: Instructional Design Specialist Company: Mayo Clinic Non-Vendor Why was this project needed? Describe why you built it. Our computer education department offers the following methods of training: eLearning; classroom instruction; and quick reference guides. Our instructor-led and eLearning courses can be either interactive hands-on experiences, or “sit back and watch” demonstrations. Due to our institution upgrading from Microsoft Office 2003 to 2010, we were looking for an efficient way to meet the educational needs of a diverse employee population (50,000+). Employee skill levels ranged from novice to expert levels. This particular project focused on educating employees who were already experienced in using calendar features, providing the concepts needed to transition and apply their knowledge to Outlook 2010. All three methods of training were developed, ena-bling the student to choose the learning style they preferred. Once the classroom instructor created the curriculum checklist and quick refer-ence guide(s), the eLearning developer reviewed the checklist group-ing the content into the categories by which they would be recorded. Captivate was then used to record the topics within the instructor led class. To complement the recordings, interactive “Test Your Knowledge” Captivate modules were integrated and packaged into one eLearning course, to help strengthen retention. What authoring tools, systems, or technologies did you use to create this project? Captivate 4.0; PhotoShop CS5; HyperSnap 6 How many "learners" will benefit from this program or project? 50,000 How long did it take you to complete this project? Approximately four days. What problems or challenges did you have to overcome while creating this project? Since what works in the classroom doesn’t necessarily work in eLearning, there was a need to meet and collaborate with the classroom instructor to discuss the best way to categorize and record curriculum that was conducive to an eLearning setting. Also during the first recording phases, it was discovered the importance of turning off reminders which may pop up, sound bytes that may play, etc.

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What valuable insights, lessons learned, or results did you discover when working with these challenges? 1. From an eLearning perspective, a significant amount of time was saved by not having to storyboard and create content that was already developed for the classroom. 2. This was an efficient method to create online education that mirrored classroom curriculum that will have a short shelf life. 3. Recording the curriculum by category or task will allow the content to be shared and linked to other eLearning modules, without having to recreate it. ________________________________________________________

Table #81 BSD Website Quick Demo Software systems Presenter: Christy Walker Job Title: Instructional Designer Company: Office Depot Non-Vendor Why was this project needed? Describe why you built it. The demo is designed to help customers with contract pricing to use all of the ordering options available on the BSD website. What authoring tools, systems, or technologies did you use to create this project? Articulate, Adobe After Effects, Flash. How many "learners" will benefit from this program or project? All customers accessing the BSD (contract) Website will have access to the demo. How long did it take you to complete this project? One month. What problems or challenges did you have to overcome while creating this project? We have no budget for voice or video talent. We have found that there are several people in our company with an interest in performance and a willingness to donate their time during work to our projects. A key challenge to the overall design of the course was balancing the desire to make the demo entertaining for the customer, while still quickly demonstrating all ordering options. What valuable insights, lessons learned, or results did you discover when working with these challenges? When working with video, it is important to make sure that all interest-ed parties are in complete agreement with the script/storyboard before shooting. Making sure the foundation is correct cuts out a great deal of re-work and the need to call back/co-ordinate the schedule of the act-ors and crew. Because we knew that customers would not tolerate any elements that felt like a waste of time, we moved quickly to application. We often make associates sit through lengthly exposition on the as-sumption that we can require the course. It's an important reminder that we need to apply as much care to making internal training as relevant and respectful of the learners' time as we do to customers.

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Table #82 HyperMesh QuickStart Self-paced Course Software systems Link: http://www.altairhyperworks.com/training/ self_paced/hm_quickstart_11/index.htm Presenter: Sean Putman Job Title: Director – Training and Documentation Company: Altair Engineering Non-Vendor Why was this project needed? Describe why you built it. We needed a way to get beginners up to speed on our software in a quick and easy way. We wanted to present enough material to get a beginner going and prepare them for future instructor-led classes. We also wanted the students to be able to take the course on their own time. What authoring tools, systems, or technologies did you use to create this project? We used Captivate, Flash, and Dreamweaver to create the assets for this project. How many "learners" will benefit from this program or project? We will be using this course for university students and for new users to our software. The potential is there for thousands of students to use the course to learn the basics of our software. How long did it take you to complete this project? The project took about two months worth of man hours to complete. What problems or challenges did you have to overcome while creating this project? We wanted to show the students how features of our software worked, and what each selection on the panel covers. We were able to use Captivate to create some interactive demonstrations and rollovers to show each selection that is available to perform functions. One thing we do when teaching this class with an instructor is lots of demonstra-tions. We needed to be able to replicate that in the session, We were able to do that using the See It, Try It, Do It methodology that we employed in the class. See It shows a demonstration of an exercise that the student can watch. The demonstration contains audio explain-ing what is taking place. The Try It portion contains an interactive exer-cise that guides them by making the student click on the correct buttons to move through it. Finally we have the Do It portion which contains a model file and PDF of the exercise, which they can then perform in the software. What valuable insights, lessons learned, or results did you discover when working with these challenges? A big thing we learned with the interactive portions of the chapters is how well that works to teach students how to use the elements within the software. It has worked well enough that we are going to be adding these types of things into our online help system that we install with the software. We also found that students really like the guided tour through the exercise, and we will be using it more frequently in other areas of our training delivery.

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Table #83 Medication Reconciliation eTraining Software systems Link: http://hcagcd.com/edu/hlc Presenter: Sheeba Thomas Job Title: Education Specialist/Curriculum Coordinator Company: HCA Non-Vendor Why was this project needed? Describe why you built it. To train Hospital staff on the new Medication Reconcilition screens of the Clinical Documentation System – MEDITECH. What authoring tools, systems, or technologies did you use to create this project? Adobe Captivate, Lectora, Photoshop, Javascript, SnagIT. How many "learners" will benefit from this program or project? 100,000. How long did it take you to complete this project? Two hundred fifty hours. What problems or challenges did you have to overcome while creating this project? Uploading to the LMS, dealing with LMS integration challenges, especially when true SCORM compliance is desired What valuable insights, lessons learned, or results did you discover when working with these challenges? The LMS (Healthstream) is not always compliant with the SCORM2004 version. Captivate's output file is much larger than Lectora's, which creates much longer lag times for remote users in displaying the program. ________________________________________________________

Table #84 Introduction to Office 2010 Software systems Presenter: Jeffery Goldman Job Title: eLearning Designer Company: Johns Hopkins HealthCare Non-Vendor Why was this project needed? Describe why you built it. Johns Hopkins HealthCare began transitioning staff to Microsoft Office 2010 applications in February 2010. Staff required training on using the new application interfaces and learning how to complete Office tasks that have changed in the new and updated Office software. What authoring tools, systems, or technologies did you use to create this project?

Adobe Flash, Adobe Captivate, Articulate Presenter, Articulate Quizmaker, Microsoft Office 2010. Social Media included Twitter, Screenr videos, and Diigo social bookmarks. How many "learners" will benefit from this program or project? 760 Johns Hopkins HealthCare staff, but the course is being extended out to additional entities within the Johns Hopkins Health System. How long did it take you to complete this project? Approximately 120 hours during a two month period. This time does not include ongoing learner support using social media and Intranet pages. What problems or challenges did you have to overcome while creating this project? Time constraints, which resulted in not including audio in the course. Limited staff participation in the social media elements, specifically Twitter. The need to use multiple development tools in order to accomplish the project’s design. What valuable insights, lessons learned, or results did you discover when working with these challenges? Due to the less-than-expected use of Twitter among staff, there was less participation in the social media elements. In the future, I would put more effort in marketing the benefits and use of Twitter among staff. Also, I would find a way to incentivize its adoption by staff. I learned that the ongoing support implemented on our Intranet pages, Screenr videos, Diigo social bookmarks, and job aids were highly valued by staff and seen as very practical and accessible resources that are continually being used. Also, the non-linear design and easy-to-navigate course encourages it to be also used as a refresher course. One of my most valuable insights was that the use of whim-sical characters was an effective way to market the course, and increased recognition and participation in the project. Using the characters to market the course included placing full-size cut-outs of the course's main character, Captain Upgrade, throughout our build-ings, and appearing on LCD screen advertisements, flyers, and on our Intranet. ________________________________________________________

Table #85 ADL mLearning Guide (Mobile App) Software systems Link: http://mlearn.adlnet.gov Presenter: Judy Brown and Jason Haag Job Title: Mobile Learning Team Company: Advanced Distributed Learning (ADL) Initiative Non-Vendor Why was this project needed? Describe why you built it. The purpose of the ADL Mobile Learning (mLearning) Guide is to provide a universal resource on all topics pertinent to mobile learning. This resource is intended to provide you with an introduction, and will explore these topics about mobile learning: the basics, planning, learning content, development options, and design considerations. This app was developed by the Advanced Distributed Learning (ADL) Initiative's Mobile Learning Team. ADL is sponsored by the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R). This is an official app of the U.S. Government ADL Initiative.

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What authoring tools, systems, or technologies did you use to create this project? We used the jQuery Mobile Framework, which is built on HTML5, JavaScript, and CSS. We used Adobe Dreamweaver CS5.5 as it provides support for the jQuery Mobile Framework and requires only a basic knowledge of HTML. How many "learners" will benefit from this program or project? At the time of this submission, the native version of this guide has been dowloaded more than 600 times from the Apple App Store and Android Market in less than eight weeks. We anticipate it to reach thousands of learners. How long did it take you to complete this project? We began working on creating the mobile learning guide nearly one year before the release date, but the actual production time of creating the app based on our materials took teo to three months. What problems or challenges did you have to overcome while creating this project? We had to have access to several mobile device platforms for testing. This was challenging, but necessary for us to test the app and feel confident that it would work consistently on any smartphone device. What valuable insights, lessons learned, or results did you discover when working with these challenges? Progressive enhancement is a best practice necessary to support low-end mobile devices. Some device and browser default settings must be configured. Adapt content appropriately for each device (using CSS media queries allows you to scale to iPad and larger screens). An emulator is not always consistent with the actual device. There is limited support for Flash player on mobile devices. There is poor and inconsistent support for pop-up windows and framesets on mobile devices (avoid them at all costs). Video is challenging, and some formats and specific encodings may not play on all mobile devices. For graphics, you should use the .PNG format when possible (compressed for mobile). ________________________________________________________

Table #86 AutoTrac RowSense Software systems Link: http://www.vivayicsolutions.com/JD/AutoTrac/player.html Presenter: Craig Rebich Job Title: Senior Learning Strategist Company: Vivayic Vendor Why was this project needed? Describe why you built it. This course is designed for sales representatives to inform growers about a specific AutoTrac RowSense Solution to meet their needs. John Deere's business problem was to educate a large volume of reps in multiple locations. Likewise, AutoTrac has specific solutions based on the type of equipment it is installed on. Too many reps were making this a one-size-fits-all solution, instead of targeting it at the customer need.

What authoring tools, systems, or technologies did you use to create this project? The entire course was built using Articulate Studio products, PowerPoint, and Illustrator. Illustrator was only used to create the silhouette on the opening three screens. All other graphics were created using PowerPoint features. How many "learners" will benefit from this program or project? The course will be taken by approximately 200 sales representatives who interact with countless number of customers. How long did it take you to complete this project? From our end, the project was built and deployed within six weeks. John Deere provided a PowerPoint that contained content only. The PowerPoint contained no instructional design, other than they wanted participants to choose the module section that pertained to them. We are unaware of the length of time it took John Deere to develop the content PowerPoint deck. What problems or challenges did you have to overcome while creating this project? Multiple challenges were overcome during the development of this course: 1. Challenge: John Deere requested that three assessments be tracked to the LMS. Since Articulate is a single SCO, the program cannot track multiple assessments. Solution: We included four assessments in the course (one for each module that were not tracked and one that was tracked). We masked each assessment so that when completed it would automatically go to the tracked assessment. By changing the quiz parameters, we were able to create an almost seamless transition, giving the appearance of one assessment. This approach allowed module-specific questions to be asked in each assessment, while allowing the tracking of core questions that span across all modules. 2. Challenge: Using John Deere stock photos, we could not find the same two people to match the muliple required opening scenes that were required to give the course a constant look and feel. Solution: We decided to use one image in an office setting and worked backwards to the create the opening two screens. Using this as the base image, we created silhouettes of the two office people for the opening two screens. 3. Challenge: Creating an opening scene that provided the appear-ance of walking and talking while not creating a custom build Flash due to budget limitations. Solution: We requested a high-resolution image so it could be made very large without losing resolution. We placed the image on the PowerPoint screen, and used a series of custom Power-Point animations to emulate the walking effect. What valuable insights, lessons learned, or results did you discover when working with these challenges? Although challenges can hinder a project in multiple ways (i.e.,cost, timeline, stress), it's good to be reminded that challenges are oppor-tunities. These opportunities lead to insights, new processes, and knowledge acquisition. All of which lead to personal, professional, and business growth. The challenge of tracking multiple assessments has been a hinderance for John Deere for quite some time, and this solution of having multiple module-specific assessments and a core assessment has been emulated within several courses at John Deere since its original use in this project. Likewise, the strength of a team to generate ideas to provide solutions to the challenges is essential. Internally, we used a different problem solving approach. The old approach was to simply pull people into a room and ask for potential solutions to some of the challenges. We expanded our approach by modeling and tweaking it from an approach used in product design. This allowed us to generate different solutions by looking at the problems in a different light. The lesson learned is that a strong team and sound process allows for the generation of powerful solutions.

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