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This is the complete list of HTML tags and associated attributes allowed in your 360° blog posts.
Saturday, October 29, 2005
Elance - Buy Services Online
Elance - Buy Services Online
Services and Contractor Management
» We set up your business to buy and manage services electronically
» Employees find, buy, manage and pay conveniently
» Category managers control spend, process and compliance
» Providers and contractors receive orders, submit and bill electronically
» Your business saves 8-17%
Services and Contractor Management
» We set up your business to buy and manage services electronically
» Employees find, buy, manage and pay conveniently
» Category managers control spend, process and compliance
» Providers and contractors receive orders, submit and bill electronically
» Your business saves 8-17%
Friday, October 28, 2005
The Portrait of the Architect Rational
The Portrait of the Architect Rational
INTP -- my personality type
Of the four aspects of strategic analysis and definition, it is the structural engineering role -- architechtonics -- that reaches the highest development in these Rationals, and it is for this reason they are aptly called the "Architects." Their major interest is in figuring out structure, build, configuration -- the spatiality of things.
INTP -- my personality type
Of the four aspects of strategic analysis and definition, it is the structural engineering role -- architechtonics -- that reaches the highest development in these Rationals, and it is for this reason they are aptly called the "Architects." Their major interest is in figuring out structure, build, configuration -- the spatiality of things.
KnowPlace: Free Weekend Workshop
KnowPlace: Free Weekend Workshop
** Please Circulate**
Open Weekends @ Knowplace presents a free weekend workshop that requires only your participation. We need your active participation in the online community as it is the only way we can "see" you.
Most of the workshops are asynchronous (not real time) so you can participate when it's convenient. In some cases, the facilitator will offer synchronous sessions to complement the resources. If you are unable to participate in a scheduled synchronous event, you are welcome to participate in all the asynchronous activities. If you are feeling like a duck-out-of-water, that's okay too. We all started there too. :-) This weekend is devoted to those who have little or no experience online.
**New to Online**
This weekend is for "newbies", people who want a comfortable, safe place for their initial experience to the online environment. Helen Kershaw, our communication tools' expert, will work with the group to answer your questions (there are no stupid ones this is how we learn) You will be led in a discussion about what you need to consider to work online. Ask all your questions here!
** Enrol **
You self-enrol at Open Weekends. http://knowplace.ca/moodle_1.4.3/course/view.php?id=69 Anyone who has already registered at Knowplace has a login, and will have access to the course when it opens. If this is your first time using Moodle, please browse through the Use Knowplace course. http://knowplace.ca/moodle_1.4.3/course/view.php?id=19 Once you have a login, you will be able to access the course once it opens. All our courses open Friday at 9 a.m., PDT and close Sunday @ midnight PDT. The "three-day" weekend provides time for you to review the course materials and/or read and post to the forums later on Sunday. The facilitator(s) will be checking into the workshops throughout the weekend at times convenient to their time zones.
Wondering what Pacific Time equates to in your part of the world? Go to the global clock http://www.timeanddate.com/
** Future Topics **
If you have suggestions for topics you would like to learn about and/or present, please contact me, carolec@knowplace.ca
** Why Me? **
We know how irritating it can be to be placed on a mailing list that you don't want to be part of... So... If you want to be removed from the list, email Carole carolec@knowplace.ca with "Unsubscribe" in the subject line.
.....................
Carole Cotton, B.A., M.Ed.
Coordinator, Open Weekends @ Knowplace.
Career Portfolio Specialist, Online Educator, eCareer Coach
Yahoo IM - carole_cotton2003
MSN IM -cottoncarole
Skype ID - clcotton
Gtalk ID - clcotton
Knowplace http://knowplace.ca
** Providing customized training geared to the needs of specific groups - both in Canada and internationally
** Assisting organizations and individuals move into the online world quickly and efficiently
** Please Circulate**
Open Weekends @ Knowplace presents a free weekend workshop that requires only your participation. We need your active participation in the online community as it is the only way we can "see" you.
Most of the workshops are asynchronous (not real time) so you can participate when it's convenient. In some cases, the facilitator will offer synchronous sessions to complement the resources. If you are unable to participate in a scheduled synchronous event, you are welcome to participate in all the asynchronous activities. If you are feeling like a duck-out-of-water, that's okay too. We all started there too. :-) This weekend is devoted to those who have little or no experience online.
**New to Online**
This weekend is for "newbies", people who want a comfortable, safe place for their initial experience to the online environment. Helen Kershaw, our communication tools' expert, will work with the group to answer your questions (there are no stupid ones this is how we learn) You will be led in a discussion about what you need to consider to work online. Ask all your questions here!
** Enrol **
You self-enrol at Open Weekends. http://knowplace.ca/moodle_1.4.3/course/view.php?id=69 Anyone who has already registered at Knowplace has a login, and will have access to the course when it opens. If this is your first time using Moodle, please browse through the Use Knowplace course. http://knowplace.ca/moodle_1.4.3/course/view.php?id=19 Once you have a login, you will be able to access the course once it opens. All our courses open Friday at 9 a.m., PDT and close Sunday @ midnight PDT. The "three-day" weekend provides time for you to review the course materials and/or read and post to the forums later on Sunday. The facilitator(s) will be checking into the workshops throughout the weekend at times convenient to their time zones.
Wondering what Pacific Time equates to in your part of the world? Go to the global clock http://www.timeanddate.com/
** Future Topics **
If you have suggestions for topics you would like to learn about and/or present, please contact me, carolec@knowplace.ca
** Why Me? **
We know how irritating it can be to be placed on a mailing list that you don't want to be part of... So... If you want to be removed from the list, email Carole carolec@knowplace.ca with "Unsubscribe" in the subject line.
.....................
Carole Cotton, B.A., M.Ed.
Coordinator, Open Weekends @ Knowplace.
Career Portfolio Specialist, Online Educator, eCareer Coach
Yahoo IM - carole_cotton2003
MSN IM -cottoncarole
Skype ID - clcotton
Gtalk ID - clcotton
Knowplace http://knowplace.ca
** Providing customized training geared to the needs of specific groups - both in Canada and internationally
** Assisting organizations and individuals move into the online world quickly and efficiently
Thursday, October 27, 2005
Monday, October 24, 2005
Think 6 – For Consultants
Think 6 – For Consultants
Purchase Our Training Courses To Use With Your Clients
We provide off-the-shelf training for personal development, leadership, management, team collaboration, and productivity. Our products can enhance your ability to meet and exceed the training and development needs of your clients.
Our materials are professionally designed to be interactive. All courses begin with a quick assessment, contain practical "hands-on" activities that link the concepts "real-time" work related situation, and end with an action plan.
The price for each course is $279 and is delivered to you on CD. If your need is immediate CONTACT US to download an electronic copy.
Course Kits Include
* Course Overview
* Topic Outline
* Facilitator Guide
* Participant Guide
* Handouts
* PowerPoint Slides
Though we retain the copyright the course kits are fully reproducible. You can change the content or customize it for your clients.
Purchase Our Training Courses To Use With Your Clients
We provide off-the-shelf training for personal development, leadership, management, team collaboration, and productivity. Our products can enhance your ability to meet and exceed the training and development needs of your clients.
Our materials are professionally designed to be interactive. All courses begin with a quick assessment, contain practical "hands-on" activities that link the concepts "real-time" work related situation, and end with an action plan.
The price for each course is $279 and is delivered to you on CD. If your need is immediate CONTACT US to download an electronic copy.
Course Kits Include
* Course Overview
* Topic Outline
* Facilitator Guide
* Participant Guide
* Handouts
* PowerPoint Slides
Though we retain the copyright the course kits are fully reproducible. You can change the content or customize it for your clients.
business2blog: Startup Watch: Turning Worm Poop into Gold
business2blog: Startup Watch: Turning Worm Poop into Gold
Tom Szaky dropped out of Princeton because he saw an opportunity in trash. At 19, he started developing an alternative to Miracle-Gro by using the excrement of worms that eat compost. To keep costs down, he reused soda bottles to package his product and located his business in Trenton, New Jersey. He’s now got seven-figure funding and is pushing six-figure revenues by selling TerraCycle in select locations of Wal-Mart, Whole Foods and Home Depot. TerraCycle is planning on a full national rollout over the next three months.
Tom Szaky dropped out of Princeton because he saw an opportunity in trash. At 19, he started developing an alternative to Miracle-Gro by using the excrement of worms that eat compost. To keep costs down, he reused soda bottles to package his product and located his business in Trenton, New Jersey. He’s now got seven-figure funding and is pushing six-figure revenues by selling TerraCycle in select locations of Wal-Mart, Whole Foods and Home Depot. TerraCycle is planning on a full national rollout over the next three months.
Internet Workshop: 10 steps to basic web pages - Start Here
Internet Workshop: 10 steps to basic web pages - Start Here
Vance's e-Zguide "10+ steps to creating simple HTML files"
Start here http://www.tinyurl.com/32byv
Next: Setting up (Housekeeping awareness) | Browse Index | On to Step 1
The 'very basics' focus of the Tutorial I originally created here is being expanded on as part of a course I am teaching at Petroleum Institute in Abu Dhabi. In this development effort, the original ten basic steps are being presented for more advanced learners of HTML in the PI context. (see note**)
This tutorial has the following components:
* Start here: Introduction to this material You are here!
* Setting up: Housekeeping awareness and Web design considerations
* Learn HTML in 10+ Easy Steps ...
Vance's e-Zguide "10+ steps to creating simple HTML files"
Start here http://www.tinyurl.com/32byv
Next: Setting up (Housekeeping awareness) | Browse Index | On to Step 1
The 'very basics' focus of the Tutorial I originally created here is being expanded on as part of a course I am teaching at Petroleum Institute in Abu Dhabi. In this development effort, the original ten basic steps are being presented for more advanced learners of HTML in the PI context. (see note**)
This tutorial has the following components:
* Start here: Introduction to this material You are here!
* Setting up: Housekeeping awareness and Web design considerations
* Learn HTML in 10+ Easy Steps ...
Church of the Customer Blog: Small businesses and blogging
Church of the Customer Blog: Small businesses and blogging
For any organization, a blog is part of a long-term customer evangelism strategy. Since blogs are easy to set up and pay for (some are free), launching a blog should be at the top of your to-do list.
Why?
Among dozens of reasons, here are seven:
1. They fan the flames of customer evangelism. Their personal nature helps humanize you and your organization.
2. They function as an instant-feedback mechanism. Most blogs allow readers to respond to your posts or link to them on their own blogs. These features provide almost real-time feedback on ideas and issues that strike a chord, or highlight new or existing problems. A blog can help reveal a little problem before it becomes a big one.
3. They compel you to Napsterize more of your knowledge more often. A blog is about sharing what you know, think and believe; search engines index your ongoing knowledge-sharing, making it easier for customers and prospects to find you. Attraction is always easier than hunting.
4. They facilitate the spread of buzz. Honest, informative or thought-provoking posts about issues important to customers and prospects tend to be spread more often.
5. They allow you to have more simultaneous conversations. It's more than you could ever do in person.
6. Most blog service providers offer good-looking templates to use if your existing website design is embarrassing or non-existent.
7. They help position you as a knowledgeable expert in your industry.
Once you start blogging, here are five blogging don'ts:
1. Do not have someone else write your blog. Write it yourself.
2. Blogs should not be managed by the PR department or ad agency. Blogs are best when they’re authentic, which may include run-on sentences, detailed analysis or critical opinions. Typically, those qualities run counter to the sensibilities of traditional public relations.
3. Do not have a thin skin. Comments to your posts may bite or sting, especially while other people watch. But a strong benefit of blogs: unwarranted criticism often causes other customers often to spring to your defense. Trust-based relationships emanate from taking the bad with the good.
4. Do not let your blog go unattended for weeks at a time. Focus on several posts per week, even if they’re just a few paragraphs.
5. Do not make your blog a branding exercise of self- centeredness. If you endlessly promote yourself and your services, no one will care.
For any organization, a blog is part of a long-term customer evangelism strategy. Since blogs are easy to set up and pay for (some are free), launching a blog should be at the top of your to-do list.
Why?
Among dozens of reasons, here are seven:
1. They fan the flames of customer evangelism. Their personal nature helps humanize you and your organization.
2. They function as an instant-feedback mechanism. Most blogs allow readers to respond to your posts or link to them on their own blogs. These features provide almost real-time feedback on ideas and issues that strike a chord, or highlight new or existing problems. A blog can help reveal a little problem before it becomes a big one.
3. They compel you to Napsterize more of your knowledge more often. A blog is about sharing what you know, think and believe; search engines index your ongoing knowledge-sharing, making it easier for customers and prospects to find you. Attraction is always easier than hunting.
4. They facilitate the spread of buzz. Honest, informative or thought-provoking posts about issues important to customers and prospects tend to be spread more often.
5. They allow you to have more simultaneous conversations. It's more than you could ever do in person.
6. Most blog service providers offer good-looking templates to use if your existing website design is embarrassing or non-existent.
7. They help position you as a knowledgeable expert in your industry.
Once you start blogging, here are five blogging don'ts:
1. Do not have someone else write your blog. Write it yourself.
2. Blogs should not be managed by the PR department or ad agency. Blogs are best when they’re authentic, which may include run-on sentences, detailed analysis or critical opinions. Typically, those qualities run counter to the sensibilities of traditional public relations.
3. Do not have a thin skin. Comments to your posts may bite or sting, especially while other people watch. But a strong benefit of blogs: unwarranted criticism often causes other customers often to spring to your defense. Trust-based relationships emanate from taking the bad with the good.
4. Do not let your blog go unattended for weeks at a time. Focus on several posts per week, even if they’re just a few paragraphs.
5. Do not make your blog a branding exercise of self- centeredness. If you endlessly promote yourself and your services, no one will care.
iMedia Connection: Creating Customer Evangelists
iMedia Connection: Creating Customer Evangelists
MIT, for example, is making its entire courseware available for free -- teachers' notes, presentations, syllabuses, et cetera -- enabling people to become pseudo MIT students. The reason: increase value of the institution by attracting more people.
MIT, for example, is making its entire courseware available for free -- teachers' notes, presentations, syllabuses, et cetera -- enabling people to become pseudo MIT students. The reason: increase value of the institution by attracting more people.
Sunday, October 23, 2005
IrfanView - one of the most popular viewers worldwide
IrfanView - one of the most popular viewers worldwide
IrfanView is a very fast, small, compact and innovative FREEWARE (for non-commercial use) graphic viewer for Windows 9x/ME/NT/2000/XP/2003.
It is trying to be simple for beginners and powerful for professionals.
IrfanView was the first Windows graphic viewer WORLDWIDE with Multiple (animated) GIF support.
One of the first graphic viewers WORLDWIDE with Multipage TIF support.
The first graphic viewer WORLDWIDE with Multiple ICO support.
IrfanView is a very fast, small, compact and innovative FREEWARE (for non-commercial use) graphic viewer for Windows 9x/ME/NT/2000/XP/2003.
It is trying to be simple for beginners and powerful for professionals.
IrfanView was the first Windows graphic viewer WORLDWIDE with Multiple (animated) GIF support.
One of the first graphic viewers WORLDWIDE with Multipage TIF support.
The first graphic viewer WORLDWIDE with Multiple ICO support.
Sound recording tools: Total Recorder - captures any audio from the Internet, records audio from CD, microphone, line-in, converts any sound formats t
Sound recording tools: Total Recorder - captures any audio from the Internet, records audio from CD, microphone, line-in, converts any sound formats to WAVE and MP3
Total Recorder Professional Edition
Professional Edition
Total Recorder Professional Edition records PC audio from almost any source, including streamed audio from programs like Windows Media Player. It can also record conventional audio from CD's, the microphone and other input lines on a sound card.
Total Recorder Professional Edition
Professional Edition
Total Recorder Professional Edition records PC audio from almost any source, including streamed audio from programs like Windows Media Player. It can also record conventional audio from CD's, the microphone and other input lines on a sound card.
WorkZ : Welcome
WorkZ : Welcome
WorkZ.com is the one-stop resource for small businesses that want to grow and prosper both online and offline. FREE in-depth WorkZ.com articles and e-mail newsletters help you create and manage, promote and maintain your business.
WorkZ.com is the one-stop resource for small businesses that want to grow and prosper both online and offline. FREE in-depth WorkZ.com articles and e-mail newsletters help you create and manage, promote and maintain your business.
CompuEd Conference Room
CompuEd Conference Room
Conference Rooms are rented on a month by month basis. There are no set-up or ongoing costs
Monthly Rate in AUS$
Conference Rooms are rented on a month by month basis. There are no set-up or ongoing costs
| Room Capacity | Monthly rage in AUD |
| 5 users | $69 |
| 10 users | $85 |
| 15 users | $99 |
| 25 users | $148 |
per additional 10 users $30
Monthly Rate in AUS$
No setup costs
No long-term commitment
Includes :
- Whiteboard
- Application sharing
- File transfer
Saturday, October 22, 2005
Forbes Special Sections
Forbes Special Sections
Cisco Systems Chief Executive Officer John Chambers may not have a crystal ball, but he does have a rock-solid prediction: "E-learning is the next big killer application." He is absolutely right, and smart companies are taking notice -- and action. Best-practice businesses, ranging from Dell Computer Corp. to Ernst & Young and Verizon Communications to the U.S. Navy, know that their future success depends upon their ability to foster a corporate culture where learning is second nature. As former General Electric Chief Executive Jack Welch says, "Our only strategic competitive advantage is the intellectual assets of our people."
Cisco Systems Chief Executive Officer John Chambers may not have a crystal ball, but he does have a rock-solid prediction: "E-learning is the next big killer application." He is absolutely right, and smart companies are taking notice -- and action. Best-practice businesses, ranging from Dell Computer Corp. to Ernst & Young and Verizon Communications to the U.S. Navy, know that their future success depends upon their ability to foster a corporate culture where learning is second nature. As former General Electric Chief Executive Jack Welch says, "Our only strategic competitive advantage is the intellectual assets of our people."
Friday, October 21, 2005
FILExt - The File Extension Source
FILExt - The File Extension Source
Welcome to FILExt!
How Did I Get Here?
If you did not come here directly or via a search then it's likely that you clicked on a file that Windows did not know how to open, you then picked the "search the Internet" option from the dialog and clicked on the search link on the Microsoft page that suggested you come here (or to our sister site cknow.com) to do the search. Please understand that you did not come here because we installed some software on your system. FILExt only exists on the Internet and we don't install software on your system. Basically, you got here to search for the name of a program that uses a particular file extension.
Welcome to FILExt!
How Did I Get Here?
If you did not come here directly or via a search then it's likely that you clicked on a file that Windows did not know how to open, you then picked the "search the Internet" option from the dialog and clicked on the search link on the Microsoft page that suggested you come here (or to our sister site cknow.com) to do the search. Please understand that you did not come here because we installed some software on your system. FILExt only exists on the Internet and we don't install software on your system. Basically, you got here to search for the name of a program that uses a particular file extension.
Thursday, October 20, 2005
GRTR Team Building Showcase 11.17.05
GRTR Team Building Showcase 11.17.05
You are cordially invited to a
Team Building Showcase for Decision Makers
Meet a sample of our senior consultants and experience a variety of Team Building programs. Join other decision makers, share ideas, and discuss Team Building ideas.
Thursday, December 1, 2005
1:00 pm - 5:00 pm
St. Francis Medical Center Office Building
Lower Level Conference Room
1199 Bush Street at Hyde
San Francisco, CA
You are cordially invited to a
Team Building Showcase for Decision Makers
Meet a sample of our senior consultants and experience a variety of Team Building programs. Join other decision makers, share ideas, and discuss Team Building ideas.
Thursday, December 1, 2005
1:00 pm - 5:00 pm
St. Francis Medical Center Office Building
Lower Level Conference Room
1199 Bush Street at Hyde
San Francisco, CA
Wednesday, October 19, 2005
Roland Piquepaille's Technology Trends
Roland Piquepaille's Technology Trends
NASA's better eyes to find planets
Finding extrasolar planets is quite difficult mainly because of three basic facts: planets don't produce any light of their own; they are far from us; and they are lost in the blinding glare of their parent stars. But now, NASA engineers have found a way to eliminate this blinding light, and this is "a giant step toward finding Earth-like planets." At Hawaii's Keck Observatory in Mauna Kea, they used the Interferometer, which links the observatory's two telescopes, and they blocked starlight by adding an instrument called a "nuller." For example, they reduced the blinding light of Vega by 100 times. This will help NASA to select targets for its future SIM PlanetQuest mission, scheduled to launch in 2011, and its two Terrestrial Planet Finder observatories, which should be launched in 2016 and 2019. Will NASA find life somewhere in the universe? Maybe not, but it will be easy to find other planets. Read more...
Sources: NASA's Jet Propulsion Laboratory, September 29, 2005; and NASA's PlanetQuest web site Read more...
NASA's better eyes to find planets
Finding extrasolar planets is quite difficult mainly because of three basic facts: planets don't produce any light of their own; they are far from us; and they are lost in the blinding glare of their parent stars. But now, NASA engineers have found a way to eliminate this blinding light, and this is "a giant step toward finding Earth-like planets." At Hawaii's Keck Observatory in Mauna Kea, they used the Interferometer, which links the observatory's two telescopes, and they blocked starlight by adding an instrument called a "nuller." For example, they reduced the blinding light of Vega by 100 times. This will help NASA to select targets for its future SIM PlanetQuest mission, scheduled to launch in 2011, and its two Terrestrial Planet Finder observatories, which should be launched in 2016 and 2019. Will NASA find life somewhere in the universe? Maybe not, but it will be easy to find other planets. Read more...
Sources: NASA's Jet Propulsion Laboratory, September 29, 2005; and NASA's PlanetQuest web site Read more...
DDN Communities: The DIGITALDIVIDE List
DDN Communities: The DIGITALDIVIDE List
The DIGITALDIVIDE List
Developed in collaboration with:
EDC Center for Media & Community
DIGITALDIVIDE is the official email discussion forum for the Digital Divide Network. With approximately 3,000 members in more than 70 countries, the DIGITALDIVIDE list is the Internet's premiere forum for discussing the digital divide. Membership is open to the public, and all DDN members are encouraged to join -- you can activate your membership on your DDN profile edit page.
The DIGITALDIVIDE List
Developed in collaboration with:
EDC Center for Media & Community
DIGITALDIVIDE is the official email discussion forum for the Digital Divide Network. With approximately 3,000 members in more than 70 countries, the DIGITALDIVIDE list is the Internet's premiere forum for discussing the digital divide. Membership is open to the public, and all DDN members are encouraged to join -- you can activate your membership on your DDN profile edit page.
Tuesday, October 18, 2005
Digital Inspiration: Convert PDF without Adobe Acrobat PDF writer
Digital Inspiration: Convert PDF without Adobe Acrobat PDF writer
6. Adobe CreatePDF - A free service from Adobe that allows you to convert MS office documents to PDF online. You upload the file to Adobe webserver or point a webpage URL and the resulting PDF is sent to you by email or can be downloaded directly from Adobe site. PS2PDF is another similar service - upload a postscript compatible file to and then click on the resulting link that contains the generated PDF.
6. Adobe CreatePDF - A free service from Adobe that allows you to convert MS office documents to PDF online. You upload the file to Adobe webserver or point a webpage URL and the resulting PDF is sent to you by email or can be downloaded directly from Adobe site. PS2PDF is another similar service - upload a postscript compatible file to and then click on the resulting link that contains the generated PDF.
DDN Communities: The DIGITALDIVIDE List
DDN Communities: The DIGITALDIVIDE List
The DIGITALDIVIDE List
Developed in collaboration with:
EDC Center for Media & Community
DIGITALDIVIDE is the official email discussion forum for the Digital Divide Network. With approximately 3,000 members in more than 70 countries, the DIGITALDIVIDE list is the Internet's premiere forum for discussing the digital divide. Membership is open to the public, and all DDN members are encouraged to join -- you can activate your membership on your DDN profile edit page.
The DIGITALDIVIDE List
Developed in collaboration with:
EDC Center for Media & Community
DIGITALDIVIDE is the official email discussion forum for the Digital Divide Network. With approximately 3,000 members in more than 70 countries, the DIGITALDIVIDE list is the Internet's premiere forum for discussing the digital divide. Membership is open to the public, and all DDN members are encouraged to join -- you can activate your membership on your DDN profile edit page.
!Cellphedia
!Cellphedia
Cellphedia is the 1st Ubiquitous Social Encyclopedia
This is a cell phone application that promotes the sharing of knowledge. It allows users to send and receive encyclopedia-type inquiries between specific, pre-defined groups of users, through Text messaging. Users can register on this site and start building the quick-reference Cellphedia-type encyclopedia entries, by asking other users and answering other users' questions wherever cell phone service is available.
...So are you a Cellphedian yet?
Cellphedia is the 1st Ubiquitous Social Encyclopedia
This is a cell phone application that promotes the sharing of knowledge. It allows users to send and receive encyclopedia-type inquiries between specific, pre-defined groups of users, through Text messaging. Users can register on this site and start building the quick-reference Cellphedia-type encyclopedia entries, by asking other users and answering other users' questions wherever cell phone service is available.
...So are you a Cellphedian yet?
Mauro Cherubini’s weblog » Blog Archive » Articles on Tags
Mauro Cherubini’s weblog » Blog Archive » Articles on Tags
Articles on Tags
I was really interested on this topic, so I decided to reblog this list that I found here.
"tagging"
Articles on Tags
I was really interested on this topic, so I decided to reblog this list that I found here.
"tagging"
FirstGov.gov: The U.S. Government's Official Web Portal
FirstGov.gov: The U.S. Government's Official Web Portal
Hurricane Katrina Recovery Information
* Help for Survivors
* How You Can Help
* Katrina y Rita en español
* Frequently Asked Questions
More Hurricane Relief Information
Online Services »
* Register Online for Disaster Assistance
* Find Government Benefits
* Apply for Government Jobs
* Find Vital Records
* Change Your Address
* Apply for Government Grants
* Contact Elected Officials
* Find Cheapest Gas Prices
* Shop Government Auctions
* Get or Renew a Passport
* Renew Your Driver's License
* Check Immigration Case Status
* Zip Code Lookup
* Estimate Medicare Prescription Drug Plan Costs and Savings
More Online Services
Hurricane Katrina Recovery Information
* Help for Survivors
* How You Can Help
* Katrina y Rita en español
* Frequently Asked Questions
More Hurricane Relief Information
Online Services »
* Register Online for Disaster Assistance
* Find Government Benefits
* Apply for Government Jobs
* Find Vital Records
* Change Your Address
* Apply for Government Grants
* Contact Elected Officials
* Find Cheapest Gas Prices
* Shop Government Auctions
* Get or Renew a Passport
* Renew Your Driver's License
* Check Immigration Case Status
* Zip Code Lookup
* Estimate Medicare Prescription Drug Plan Costs and Savings
More Online Services
Digital Inspiration - Software Reviews, Downloads, Microsoft Office, Google Adsense Tricks
Digital Inspiration - Software Reviews, Downloads, Microsoft Office, Google Adsense Tricks
17 October 2005
Interesting Firefox Extensions
Posted @ 10/17/2005 07:47:37 PM • Permalink • Listen to this article
Save to Del.icio.us • Furl • Email this • Leave a Comment
Download Sort - automatically send downloads to specific folders depending on the file extension.
downTHEMall - lets you download all the links contained in a webpage with a single click.
Minimize to Tray - minimize Windows versions of Firefox, Thunderbird, Calendar, Sunbird, Mozilla Suite, Seamonkey, and Nvu to the system tray.
Disable Targets For Downloads Prevents a new (blank) window from opening when you click links to download files.
17 October 2005
Interesting Firefox Extensions
Posted @ 10/17/2005 07:47:37 PM • Permalink • Listen to this article
Save to Del.icio.us • Furl • Email this • Leave a Comment
Download Sort - automatically send downloads to specific folders depending on the file extension.
downTHEMall - lets you download all the links contained in a webpage with a single click.
Minimize to Tray - minimize Windows versions of Firefox, Thunderbird, Calendar, Sunbird, Mozilla Suite, Seamonkey, and Nvu to the system tray.
Disable Targets For Downloads Prevents a new (blank) window from opening when you click links to download files.
Tool Sheets
Tool Sheets
Tool Sheets
These pages are designed to provide a brief summary of how a specific tool or technique can be applied to instructional use. Each sheet includes examples, variations and links to additional resources. There are 16 tool sheets in the database.
Tool Sheets
These pages are designed to provide a brief summary of how a specific tool or technique can be applied to instructional use. Each sheet includes examples, variations and links to additional resources. There are 16 tool sheets in the database.
Cascading Style Sheets (CSS) Tech Support
Cascading Style Sheets (CSS) Tech Support
How do I have a shared CSS menu system?
I love CSS. I would like to use CSS menus. I have seen several versions on the netover the last 12months (I currently use a javascript menu system). My biggest problem with these CSS menus is that you have to put the menu code into each HTML page as far as I can see). This means a menu change for a site must be updated in every page.
This seems to go against the idea that CSS can be used to change the look and feel of an entire web site by just chnaging the external style sheet. Do you know of a way of putting CSS menus information in an external file that can be linked or imported into the HTML?
How do I have a shared CSS menu system?
I love CSS. I would like to use CSS menus. I have seen several versions on the netover the last 12months (I currently use a javascript menu system). My biggest problem with these CSS menus is that you have to put the menu code into each HTML page as far as I can see). This means a menu change for a site must be updated in every page.
This seems to go against the idea that CSS can be used to change the look and feel of an entire web site by just chnaging the external style sheet. Do you know of a way of putting CSS menus information in an external file that can be linked or imported into the HTML?
Monday, October 17, 2005
CiteULike: A free online service to organise your academic papers
CiteULike: A free online service to organise your academic papers
All about CiteULike
Read all about it
CiteULike is a free service to help academics to share, store, and organise the academic papers they are reading. When you see a paper on the web that interests you, you can click one button and have it added to your personal library. CiteULike automatically extracts the citation details, so there's no need to type them in yourself. It all works from within your web browser. There's no need to install any special software.
Because your library is stored on the server, you can access it from any computer. You can share your library with others, and find out who is reading the same papers as you. In turn, this can help you discover literature which is relevant to your field but you may not have known about.
All about CiteULike
Read all about it
CiteULike is a free service to help academics to share, store, and organise the academic papers they are reading. When you see a paper on the web that interests you, you can click one button and have it added to your personal library. CiteULike automatically extracts the citation details, so there's no need to type them in yourself. It all works from within your web browser. There's no need to install any special software.
Because your library is stored on the server, you can access it from any computer. You can share your library with others, and find out who is reading the same papers as you. In turn, this can help you discover literature which is relevant to your field but you may not have known about.
Bellinger's Musings
Bellinger's Musings
System
A system is an entity which maintains its existence
through the mutual interaction of its parts.
The key emphasis here is one of "mutual interaction," in that something is occurring between the parts, over time, which maintains the system. A system is different than a heap or a collection, mostly.
Emergence
Associated with the idea of system is a principle called emergence. From the mutual interaction of the parts of a system there arise characteristics which can not be found as characteristic of any of the individual parts.
One has to study the system to get a true understanding of wetness. Studying the parts will not provide an appropriate understanding.
theWay of Systems * Feedback
System
A system is an entity which maintains its existence
through the mutual interaction of its parts.
The key emphasis here is one of "mutual interaction," in that something is occurring between the parts, over time, which maintains the system. A system is different than a heap or a collection, mostly.
Emergence
Associated with the idea of system is a principle called emergence. From the mutual interaction of the parts of a system there arise characteristics which can not be found as characteristic of any of the individual parts.
One has to study the system to get a true understanding of wetness. Studying the parts will not provide an appropriate understanding.
theWay of Systems * Feedback
DEVELOPING A COURSE SYLLABUS
DEVELOPING A COURSE SYLLABUS
Three strong beliefs associated with a course syllabus:
1. The syllabus is the key tangible evidence of planning from instructor to the world.
2. The planning manifested through the syllabus can reduce, before a class even meets, about half the work for teaching a course.
3. The syllabus serves as a communication device and contract to shift the responsibility for learning to the student.
A course syllabus can be justified from an administrative, accreditation, instructor, or student perspective. These are the main groups that can benefit from a complete, detailed, and precise organization of a course. These varied groups can all be satisfied with the same document, a course syllabus. Below are 17 possible functions of a syllabus.
1. Describing course content scope
2. Communicating course focus
3. Suggesting prerequisites
4. Detailing logistics
5. Identifying course goals
6. Sequencing/scheduling instruction
7. Identifying performance objectives
8. Constituting a contract
9. Identifying reference material
10. Providing modifications base
11. Motivating students
12. Permitting self monitoring
13. Facilitating optional learning activities
14. Establishing evaluation system
15. Advertising/promoting/recruiting clientele
16. Serving as an articulation tool
17. Meeting accreditation requirements
Three strong beliefs associated with a course syllabus:
1. The syllabus is the key tangible evidence of planning from instructor to the world.
2. The planning manifested through the syllabus can reduce, before a class even meets, about half the work for teaching a course.
3. The syllabus serves as a communication device and contract to shift the responsibility for learning to the student.
A course syllabus can be justified from an administrative, accreditation, instructor, or student perspective. These are the main groups that can benefit from a complete, detailed, and precise organization of a course. These varied groups can all be satisfied with the same document, a course syllabus. Below are 17 possible functions of a syllabus.
1. Describing course content scope
2. Communicating course focus
3. Suggesting prerequisites
4. Detailing logistics
5. Identifying course goals
6. Sequencing/scheduling instruction
7. Identifying performance objectives
8. Constituting a contract
9. Identifying reference material
10. Providing modifications base
11. Motivating students
12. Permitting self monitoring
13. Facilitating optional learning activities
14. Establishing evaluation system
15. Advertising/promoting/recruiting clientele
16. Serving as an articulation tool
17. Meeting accreditation requirements
Odyssey Learning Systems - Redefining e-Learning
Odyssey Learning Systems - Redefining e-Learning
Welcome to the Odyssey Knowledge Station!
Here you can find out about our extensive range of both academic and corporate training courseware, as well as our web-based employability and career development programs.
Our course offering includes both academic and corporate training courseware operating on the Nautikos™system, from pan-American and pan-Canadian core curriculum for schools, to basic remediation and training on topics ranging from basic computer skills to safety - accessed online or locally from your organization’s server.
We also offer web-based employability and career development programs through through our strategic alliance with WCG International. A breakthrough offering in Canada, these comprehensive e-Learning programs help users evaluate, develop and effectively market their skills, and encompasses a full range of tools that help individuals acquire the skills essential to enter, stay in and be successful in the workplace.
Welcome to the Odyssey Knowledge Station!
Here you can find out about our extensive range of both academic and corporate training courseware, as well as our web-based employability and career development programs.
Our course offering includes both academic and corporate training courseware operating on the Nautikos™system, from pan-American and pan-Canadian core curriculum for schools, to basic remediation and training on topics ranging from basic computer skills to safety - accessed online or locally from your organization’s server.
We also offer web-based employability and career development programs through through our strategic alliance with WCG International. A breakthrough offering in Canada, these comprehensive e-Learning programs help users evaluate, develop and effectively market their skills, and encompasses a full range of tools that help individuals acquire the skills essential to enter, stay in and be successful in the workplace.
Sunday, October 16, 2005
Keywords for Web 2.0
Keywords for Web 2.0
Keywords for Web 2.0
Want to start a Web 2.0 company? Here's the keywords you need to sprinkle through your presentations:
* social
* tagging
* network
* collaboration
* user-generated content
* RSS
* API
* platform
I've heard or spoken to at least three different companies lately who do "social networking software" and all three meant something totally different by that term.
Keywords for Web 2.0
Want to start a Web 2.0 company? Here's the keywords you need to sprinkle through your presentations:
* social
* tagging
* network
* collaboration
* user-generated content
* RSS
* API
* platform
I've heard or spoken to at least three different companies lately who do "social networking software" and all three meant something totally different by that term.
the cluetrain manifesto
the cluetrain manifesto
95 Theses
Signers & Comments
1. Markets are conversations.
2. Markets consist of human beings, not demographic sectors.
3. Conversations among human beings sound human. They are conducted in a human voice.
4. Whether delivering information, opinions, perspectives, dissenting arguments or humorous asides, the human voice is typically open, natural, uncontrived.
5. People recognize each other as such from the sound of this voice.
6. The Internet is enabling conversations among human beings that were simply not possible in the era of mass media.
7. Hyperlinks subvert hierarchy.
95 Theses
Signers & Comments
1. Markets are conversations.
2. Markets consist of human beings, not demographic sectors.
3. Conversations among human beings sound human. They are conducted in a human voice.
4. Whether delivering information, opinions, perspectives, dissenting arguments or humorous asides, the human voice is typically open, natural, uncontrived.
5. People recognize each other as such from the sound of this voice.
6. The Internet is enabling conversations among human beings that were simply not possible in the era of mass media.
7. Hyperlinks subvert hierarchy.
Aggregators
Aggregators
These aggregators and newsreaders support RSS 2.0.
Aggie (.NET)
AmphetaDesk (Windows, Macintosh, Linux)
BlogLines (Server-based)
BottomFeeder (Windows, Macintosh, Unix)
EffNews RSS Reader (Windows)
FeedDemon (Windows)
FeedReader (Windows)
NetNewsWire (Macintosh)
NewsDesk (.NET)
NewsGator (.NET)
NewsIsFree (Server-based)
NewsMonster (Mozilla)
NewzCrawler (Windows)
nntp//rss (Java)
PocketFeed (PocketPC)
PopHeadlines (.NET)
Python Desktop Server (Python)
Radio UserLand (Windows, Macintosh)
RSS Bandit (.NET)
RSS NewsWatcher (Windows)
Sharp Reader (.NET)
Shrook (Macintosh)
SlashDock (Macintosh)
Straw (GNOME)
Syndirella (.NET)
VOX Lite (Windows)
ZOË (Macintosh)
These aggregators and newsreaders support RSS 2.0.
Aggie (.NET)
AmphetaDesk (Windows, Macintosh, Linux)
BlogLines (Server-based)
BottomFeeder (Windows, Macintosh, Unix)
EffNews RSS Reader (Windows)
FeedDemon (Windows)
FeedReader (Windows)
NetNewsWire (Macintosh)
NewsDesk (.NET)
NewsGator (.NET)
NewsIsFree (Server-based)
NewsMonster (Mozilla)
NewzCrawler (Windows)
nntp//rss (Java)
PocketFeed (PocketPC)
PopHeadlines (.NET)
Python Desktop Server (Python)
Radio UserLand (Windows, Macintosh)
RSS Bandit (.NET)
RSS NewsWatcher (Windows)
Sharp Reader (.NET)
Shrook (Macintosh)
SlashDock (Macintosh)
Straw (GNOME)
Syndirella (.NET)
VOX Lite (Windows)
ZOË (Macintosh)
Welcome | Creative Commons
Welcome | Creative Commons
Creative Commons offers a flexible range of protections and freedoms for authors and artists. We have built upon the "all rights reserved" of traditional copyright to create a voluntary "some rights reserved" copyright. We're a nonprofit. All of our tools are free.
Creative Commons offers a flexible range of protections and freedoms for authors and artists. We have built upon the "all rights reserved" of traditional copyright to create a voluntary "some rights reserved" copyright. We're a nonprofit. All of our tools are free.
EdGames
EdGames
Player Motivation Model in Online Gaming
Just found a website called The Daedalus Project: the psychology of mmorpgs. (mmorpgs: massively multiplayer online role-playing games)
It looks like it's probably quite interesting. The page I was looking at in particular has a Model of Player Motivations for mmorpgs. Looks like a factor analysis was done; 10 factors were identified which clustered into 3 high-level constructs: Achievement, Social, and Immersion.
While "learning" doesn't make the list of the 10 factors, many of the identified factors are most certainly important to consider in creating an educational game - or an online learning environment. Check it out.
Player Motivation Model in Online Gaming
Just found a website called The Daedalus Project: the psychology of mmorpgs. (mmorpgs: massively multiplayer online role-playing games)
It looks like it's probably quite interesting. The page I was looking at in particular has a Model of Player Motivations for mmorpgs. Looks like a factor analysis was done; 10 factors were identified which clustered into 3 high-level constructs: Achievement, Social, and Immersion.
While "learning" doesn't make the list of the 10 factors, many of the identified factors are most certainly important to consider in creating an educational game - or an online learning environment. Check it out.
Wired News: Quit Your Job to Blog, Blog, Blog
Wired News: Quit Your Job to Blog, Blog, Blog
"If the advertisers start influencing your content, it will show. People will point it out. The impact of that is that the readership and your credibility will fall," he said. "People value your voice, and your voice, even if it's biased, is not necessarily for sale."
"If the advertisers start influencing your content, it will show. People will point it out. The impact of that is that the readership and your credibility will fall," he said. "People value your voice, and your voice, even if it's biased, is not necessarily for sale."
PaidContent.org
PaidContent.org
The short statement, here, said: "We have not yet heard from the responsible employers of our members,but we look forward to a dialogue that ensures that our members are properly compensated for this exploitation of their work."
I am sure Apple and ABC figured out the legalities, but they certinaly didn't handle the PR outreach well. Says the story: The presidents of unions representing Hollywood writers and actors were lunching at a popular Beverly Hills restaurant on Wednesday when they saw a TV report about the deal...it was news to them.
The show of unity was unusual, coming from unions that are sometimes at odds over issues such as royalties from DVD sales, says the story.
Said ABC: "The guilds are our business partners, and we always welcome a dialogue with them on any business-related issue that affects their members," in a statement.
The short statement, here, said: "We have not yet heard from the responsible employers of our members,but we look forward to a dialogue that ensures that our members are properly compensated for this exploitation of their work."
I am sure Apple and ABC figured out the legalities, but they certinaly didn't handle the PR outreach well. Says the story: The presidents of unions representing Hollywood writers and actors were lunching at a popular Beverly Hills restaurant on Wednesday when they saw a TV report about the deal...it was news to them.
The show of unity was unusual, coming from unions that are sometimes at odds over issues such as royalties from DVD sales, says the story.
Said ABC: "The guilds are our business partners, and we always welcome a dialogue with them on any business-related issue that affects their members," in a statement.
Daring Fireball
Daring Fireball
Gone Gator
Which brings us to Brent Simmons, and last week’s announcement that NewsGator has purchased the rights to Ranchero Software, including NetNewsWire, and hired Simmons as a “product architect”, which means, more or less, that he’s been hired to keep working on NetNewsWire.
Gone Gator
Which brings us to Brent Simmons, and last week’s announcement that NewsGator has purchased the rights to Ranchero Software, including NetNewsWire, and hired Simmons as a “product architect”, which means, more or less, that he’s been hired to keep working on NetNewsWire.
Wired News: Quit Your Job to Blog, Blog, Blog
Wired News: Quit Your Job to Blog, Blog, Blog
As for earning a living, Kottke has a plan for that, too. His readers will support him. At least he hopes they will. Kottke does not intend to seek advertising revenue; he plans to depend solely on reader contributions.
On Tuesday, Kottke posted a letter asking for donations and a link readers can follow to make payments using PayPal and major credit cards. Whether they'll provide enough to support a single person on more than ramen noodles has yet to be determined.
As for earning a living, Kottke has a plan for that, too. His readers will support him. At least he hopes they will. Kottke does not intend to seek advertising revenue; he plans to depend solely on reader contributions.
On Tuesday, Kottke posted a letter asking for donations and a link readers can follow to make payments using PayPal and major credit cards. Whether they'll provide enough to support a single person on more than ramen noodles has yet to be determined.
Learning, Technology
Learning, Technology
Friday, April 08, 2005
SAT -> ICT?
The people who bring you the SAT, Educational Testing Service, are working on a test of your ICT abilities. Read a Wired article about it here. How would you do?
A couple hours later, I noticed that our very own Amanda has taken this very test and blogged about it. See what she had to say!
Friday, April 08, 2005
SAT -> ICT?
The people who bring you the SAT, Educational Testing Service, are working on a test of your ICT abilities. Read a Wired article about it here. How would you do?
A couple hours later, I noticed that our very own Amanda has taken this very test and blogged about it. See what she had to say!
Learning, Technology
Learning, Technology
Just when you were getting familiar with Wikipedia, here comes Cellphedia, a brand new service with hot prospects, already appearing in an article in Wired. Need to know some factoid? Text your question to one of several subject area groups through Cellphedia, and someone will send in an answer. Simple idea, but you know it (or something like it) will go big...
Just when you were getting familiar with Wikipedia, here comes Cellphedia, a brand new service with hot prospects, already appearing in an article in Wired. Need to know some factoid? Text your question to one of several subject area groups through Cellphedia, and someone will send in an answer. Simple idea, but you know it (or something like it) will go big...
Saturday, October 15, 2005
AEmeritus Relevant Training
AEmeritus Relevant Training
Quick Facts
* Australia has 2 million households connected with broadband-class Internet connection
* 25% of all households in Australia have broadband connections
* There are 40,000 new broadband connections each month
* Of the new connections, 40% are with Telstra, the partly government-owned telco
* ADSL is the most common broadband medium while cable is avaliable in some major cities and sattelite connections in regional areas.
Australia has taken to the Internet faster per capita than any other nation so far. The only hardwired network in the country is controlled by Telstra, a partially-owned government telco. The fourth term Howard government is pushing hard to sell Telstra.
Quick Facts
* Australia has 2 million households connected with broadband-class Internet connection
* 25% of all households in Australia have broadband connections
* There are 40,000 new broadband connections each month
* Of the new connections, 40% are with Telstra, the partly government-owned telco
* ADSL is the most common broadband medium while cable is avaliable in some major cities and sattelite connections in regional areas.
Australia has taken to the Internet faster per capita than any other nation so far. The only hardwired network in the country is controlled by Telstra, a partially-owned government telco. The fourth term Howard government is pushing hard to sell Telstra.
All blogs
All blogs
And again.
Written on May 19, 2005
Finally decided to update.
Had another foetal pig dissection yesterday. It was pretty much the worst one. Apart from the smell (foetal pig trademark)...well, it was not so pretty. I had pretty much taken all the guts out of the pig: stomach, part of a lung, small intestine, liver, gall bladder, pancreas...uh...not to mention we skinned it.
So yesterday, we went and cracked its skull to get at the brain. Oho it was so hard.
So I decided to disect via the eye. The skinning was super easy and so I underestimated the thickness of Piggy's skull. So I went around the eye and attempted to cut the skull with scissors (not the best idea). I went on to try the scalpel, ended up cutting into the mushy brain and ...yeah, got more than pissed.
And again.
Written on May 19, 2005
Finally decided to update.
Had another foetal pig dissection yesterday. It was pretty much the worst one. Apart from the smell (foetal pig trademark)...well, it was not so pretty. I had pretty much taken all the guts out of the pig: stomach, part of a lung, small intestine, liver, gall bladder, pancreas...uh...not to mention we skinned it.
So yesterday, we went and cracked its skull to get at the brain. Oho it was so hard.
So I decided to disect via the eye. The skinning was super easy and so I underestimated the thickness of Piggy's skull. So I went around the eye and attempted to cut the skull with scissors (not the best idea). I went on to try the scalpel, ended up cutting into the mushy brain and ...yeah, got more than pissed.
Broadband - Australia
Broadband - Australia
Summary
* Australia has 2 million households connected with broadband-class Internet connection
* 25% of all households in Australia have broadband connections
* There are 40,000 new broadband connections each month
* Of the new connections, 40% are with Telstra, the partly government-owned telco
* ADSL is the most common broadband medium while cable is avaliable in some major cities and sattelite connections in regional areas.
Summary
* Australia has 2 million households connected with broadband-class Internet connection
* 25% of all households in Australia have broadband connections
* There are 40,000 new broadband connections each month
* Of the new connections, 40% are with Telstra, the partly government-owned telco
* ADSL is the most common broadband medium while cable is avaliable in some major cities and sattelite connections in regional areas.
Broadband - Broadband
Broadband - Broadband
The Broadband Around The Planet Project.
We are building a “broadband profile” of the planet. What I would like to do is find contributors who are kind enough to write 250 words about the broadband situation in their country. In addition, I would love to get a list of:
1. Key Broadband Players
2. Main Access Technologies, like cable, or DSL
3. The price of bandwidth per megabit
4. Average Speeds available to consumers.
5. Anything else including links to some of the better blog posts about the “broadband situation” in that country.
The Broadband Around The Planet Project.
We are building a “broadband profile” of the planet. What I would like to do is find contributors who are kind enough to write 250 words about the broadband situation in their country. In addition, I would love to get a list of:
1. Key Broadband Players
2. Main Access Technologies, like cable, or DSL
3. The price of bandwidth per megabit
4. Average Speeds available to consumers.
5. Anything else including links to some of the better blog posts about the “broadband situation” in that country.
Plugging In
Plugging In
Beau Fly Jones
Gilbert Valdez
Jeri Nowakowski
Claudette Rasmussen
North Central Regional Educational Laboratory
1995
EdTalk LogoCouncil for Educational Development and Research
North Central Regional Educational Laboratory
EdTalk is published by the Council for
Educational Development and Research
2000 L Street, NW - Suite 601
Washington, DC 20036 - (202) 223-1593
Dena G. Stoner, Executive Director
Ullik Rouk, Editor
Dan Shore, Editorial Asst./Publications Designer
This project has been funded at least in part with federal funds from the U.S. Department of Education under contract numbers RP91002001 through RP91002010. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Beau Fly Jones
Gilbert Valdez
Jeri Nowakowski
Claudette Rasmussen
North Central Regional Educational Laboratory
1995
EdTalk LogoCouncil for Educational Development and Research
North Central Regional Educational Laboratory
EdTalk is published by the Council for
Educational Development and Research
2000 L Street, NW - Suite 601
Washington, DC 20036 - (202) 223-1593
Dena G. Stoner, Executive Director
Ullik Rouk, Editor
Dan Shore, Editorial Asst./Publications Designer
This project has been funded at least in part with federal funds from the U.S. Department of Education under contract numbers RP91002001 through RP91002010. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Friday, October 14, 2005
Wednesday, October 12, 2005
CSS Vault » The Web's CSS Site
CSS Vault » The Web's CSS Site
About the CSS Vault
I needed a place where I could look at a list of sites that would inspire my creativity with CSS. I needed a site that linked to all the great CSS resources out there on the web. I couldn't find a site that combined those two elements, so I created one myself. This site is useful for me as a designer and I hope that it is useful for you whether you are a designer, developer, programmer, manager, or just a CSS advocate. Instead of showing off great sites to everyone, let's show off great sites that use CSS so we can inspire others to use the technology.
How do you pick the sites?
Well first they have to be done in CSS. Tables can only be used for tabular data. Second they just have to look good to me. Beauty is in the eye of the beholder so I do not expect every site that is posted to be liked by everyone or even anyone. Also do not expect a site to be posted just because you sent it in.
With the large amount of submissions I get daily and the increasing number of showcase sites, getting your site into the Vault will now be more challenging. I look for use of color, typography, whitespace, IA and how they all fit overall in the site's structure.
About the CSS Vault
I needed a place where I could look at a list of sites that would inspire my creativity with CSS. I needed a site that linked to all the great CSS resources out there on the web. I couldn't find a site that combined those two elements, so I created one myself. This site is useful for me as a designer and I hope that it is useful for you whether you are a designer, developer, programmer, manager, or just a CSS advocate. Instead of showing off great sites to everyone, let's show off great sites that use CSS so we can inspire others to use the technology.
How do you pick the sites?
Well first they have to be done in CSS. Tables can only be used for tabular data. Second they just have to look good to me. Beauty is in the eye of the beholder so I do not expect every site that is posted to be liked by everyone or even anyone. Also do not expect a site to be posted just because you sent it in.
With the large amount of submissions I get daily and the increasing number of showcase sites, getting your site into the Vault will now be more challenging. I look for use of color, typography, whitespace, IA and how they all fit overall in the site's structure.
KeywordDiscovery.com - Keyword Research Tool
KeywordDiscovery.com - Keyword Research Tool
KeywordDiscovery can tell you the search phrases people use to find products and services, as well as the search terms that drive traffic to your competitors.
You can take advantage of this information to:
* Optimize the content of your web pages and your meta tags
* Maximize your pay per click campaigns
* Take traffic away from your competitors
Features Overview
* Keyword Research
* Industry Keywords
* Spelling Mistake Research
* Seasonal Search Trends
* Related Keywords
* KEI Analysis
* Keyword Density Analysis
Subscribe
Priced at just $49.95 per month, KeywordDiscovery is the most advanced and affordable, Keyword Research tool available.
KeywordDiscovery can tell you the search phrases people use to find products and services, as well as the search terms that drive traffic to your competitors.
You can take advantage of this information to:
* Optimize the content of your web pages and your meta tags
* Maximize your pay per click campaigns
* Take traffic away from your competitors
Features Overview
* Keyword Research
* Industry Keywords
* Spelling Mistake Research
* Seasonal Search Trends
* Related Keywords
* KEI Analysis
* Keyword Density Analysis
Subscribe
Priced at just $49.95 per month, KeywordDiscovery is the most advanced and affordable, Keyword Research tool available.
Guide to Grammar and Writing
Guide to Grammar and Writing
Please note that the proper URL for this page is
http://grammar.ccc.commnet.edu/grammar/
Please change your bookmarks accordingly. An URL-hyperlink without that "www" (which is what the all-too-fallible Yahoo search engine will give you, no matter how often I advise them of this change!) will no longer work.
Please note that the proper URL for this page is
http://grammar.ccc.commnet.edu/grammar/
Please change your bookmarks accordingly. An URL-hyperlink without that "www" (which is what the all-too-fallible Yahoo search engine will give you, no matter how often I advise them of this change!) will no longer work.
Plain English Campaign: Free guides
Plain English Campaign: Free guides
Free guides
We have a series of free guides, which you can access from this page. These guides are our gift to the public as part of our campaigning.
Based on prices for similar publications, we have so far given away almost a million pounds' worth of free guides from this website!
Plain English Campaign owns the copyright on all of these guides. You are welcome to print out any of the guides or save them to disk for your own use. You may not photocopy any guide or pass on electronic copies without permission.
All but one of the guides are available as normal web pages. Some of the guides are also available in Adobe Acrobat (or 'PDF') format.
Free guides
We have a series of free guides, which you can access from this page. These guides are our gift to the public as part of our campaigning.
Based on prices for similar publications, we have so far given away almost a million pounds' worth of free guides from this website!
Plain English Campaign owns the copyright on all of these guides. You are welcome to print out any of the guides or save them to disk for your own use. You may not photocopy any guide or pass on electronic copies without permission.
All but one of the guides are available as normal web pages. Some of the guides are also available in Adobe Acrobat (or 'PDF') format.
Plain English Campaign: Free guides: The plain English guide to writing reports
Plain English Campaign: Free guides: The plain English guide to writing reports
The plain English guide to writing reports
When writing reports, make your audience's job as easy as possible. Use active verbs and short sentences and keep to the point, just as you would in any other kind of writing.
This guide covers the main stages of writing a report:
The plain English guide to writing reports
When writing reports, make your audience's job as easy as possible. Use active verbs and short sentences and keep to the point, just as you would in any other kind of writing.
This guide covers the main stages of writing a report:
10 Big Myths about copyright explained
10 Big Myths about copyright explained
10 Big Myths about copyright explained
An attempt to answer common myths about copyright seen on the net and cover issues related to copyright and USENET/Internet publication.
- by Brad Templeton
Note that this is an essay about copyright myths. It assumes you know at least what copyright is -- basically the legal exclusive right of the author of a creative work to control the copying of that work. If you didn't know that, check out my own brief introduction to copyright for more information. Feel free to link to this document, no need to ask me. Really, NO need to ask.
10 Big Myths about copyright explained
An attempt to answer common myths about copyright seen on the net and cover issues related to copyright and USENET/Internet publication.
- by Brad Templeton
Note that this is an essay about copyright myths. It assumes you know at least what copyright is -- basically the legal exclusive right of the author of a creative work to control the copying of that work. If you didn't know that, check out my own brief introduction to copyright for more information. Feel free to link to this document, no need to ask me. Really, NO need to ask.
U.S. Copyright Office - Frequently Asked Questions
U.S. Copyright Office - Frequently Asked Questions
Frequently Asked Questions about Copyright
The Copyright Office offers introductory answers to frequently asked questions about copyright, registration, and services of the Office. Click on a subject heading below to view questions and answers relating to your selection. Links throughout the answers will guide you to further information on our website or from other sources. Should you have any further questions, please consult our Contact Us page.
Frequently Asked Questions about Copyright
The Copyright Office offers introductory answers to frequently asked questions about copyright, registration, and services of the Office. Click on a subject heading below to view questions and answers relating to your selection. Links throughout the answers will guide you to further information on our website or from other sources. Should you have any further questions, please consult our Contact Us page.
Fair Use | Make Easy Money with Google
Fair Use | Make Easy Money with Google
Fair Use
How much can you use without permission?
In some legal systems — and it's important to note that the concept varies from jurisdiction to jurisdiction — it's permissible to quote or otherwise use small portions of copyrighted works for scholarly or other restricted uses. This is referred to as "fair use". Be sure to read these documents on fair use before using material without asking the copyright holder for permission:
Fair Use
How much can you use without permission?
In some legal systems — and it's important to note that the concept varies from jurisdiction to jurisdiction — it's permissible to quote or otherwise use small portions of copyrighted works for scholarly or other restricted uses. This is referred to as "fair use". Be sure to read these documents on fair use before using material without asking the copyright holder for permission:
Welcome to AdWords
Welcome to AdWords
Find buyers searching for what you sell.
Google AdWords ads connect you with new customers at the precise moment when they're looking for your products or services. The Google Network reaches more than 80% of Internet users.*
With Google AdWords you create your own ads, choose keywords to help us match your ads to your audience and pay only when someone clicks on them.
Find buyers searching for what you sell.
Google AdWords ads connect you with new customers at the precise moment when they're looking for your products or services. The Google Network reaches more than 80% of Internet users.*
With Google AdWords you create your own ads, choose keywords to help us match your ads to your audience and pay only when someone clicks on them.
The CSS Weblog - css.weblogsinc.com
The CSS Weblog - css.weblogsinc.com
Found around the network, it’s the Best of Weblogs, Inc.
Posted Oct 8, 2005, 6:00 AM ET by Weblogs, Inc. Staff
The Weblogs, Inc. network features over 100 independent, unfiltered bloggers producing over 1,000 blog posts a week across over 75 industry-leading blogs. Each week we ask our bloggers to choose their top posts, which we bring to you in one easy-to-read weekly post. You’ll find links to the hottest posts from the past week after the jump including an exploding snake, a new Gameboy Advance hack, and how to survive a run of bad luck.
Found around the network, it’s the Best of Weblogs, Inc.
Posted Oct 8, 2005, 6:00 AM ET by Weblogs, Inc. Staff
The Weblogs, Inc. network features over 100 independent, unfiltered bloggers producing over 1,000 blog posts a week across over 75 industry-leading blogs. Each week we ask our bloggers to choose their top posts, which we bring to you in one easy-to-read weekly post. You’ll find links to the hottest posts from the past week after the jump including an exploding snake, a new Gameboy Advance hack, and how to survive a run of bad luck.
Nvu - The Complete Web Authoring System for Linux, Macintosh and Windows
Nvu - The Complete Web Authoring System for Linux, Macintosh and Windows
Finally! A complete Web Authoring System for Linux Desktop users as well as Microsoft Windows and Macintosh users to rival programs like FrontPage and Dreamweaver.
Nvu (pronounced N-view, for a "new view") makes managing a web site a snap. Now anyone can create web pages and manage a website with no technical expertise or knowledge of HTML.
Finally! A complete Web Authoring System for Linux Desktop users as well as Microsoft Windows and Macintosh users to rival programs like FrontPage and Dreamweaver.
Nvu (pronounced N-view, for a "new view") makes managing a web site a snap. Now anyone can create web pages and manage a website with no technical expertise or knowledge of HTML.
TINSTAAFL
TINSTAAFL
Influential economist Alvin Hansen (d. 1975), who helped introduce Keynesian economic theory into American policy-making, was one of the designers of the Social Security system. He is usually cited as the originator of the acronym TINSTAAFL, for "There is no such thing as a free lunch."
Influential economist Alvin Hansen (d. 1975), who helped introduce Keynesian economic theory into American policy-making, was one of the designers of the Social Security system. He is usually cited as the originator of the acronym TINSTAAFL, for "There is no such thing as a free lunch."
GoogleRankings.com - Check Google™ page ranking
GoogleRankings.com - Check Google™ page ranking
Check the ranking of a web page in Google™
A free search engine optimization tool
Check the ranking of a web page in Google™
A free search engine optimization tool
Internet Usage World Stats - The Big Picture - Population Statistics
Internet Usage World Stats - The Big Picture - Population Statistics
An International website featuring up to date 2005 worldwide Internet Usage, the Population Statistics and Market Data, for over 233 countries and world regions. See the Big Picture here.
A useful resource for international market research, containing Internet statistics, broadband penetration, world population data and global trade information. Web site is updated frequently.
Site navigation and usability has been made easy with links at the bottom of the pages, content menus on the left hand side column of most pages, and active links to country maps, statistics, local directories, and population information.
Market research reports are also available.
Remember to always reload (refresh) web pages to get and see the latest updated statistics.
An International website featuring up to date 2005 worldwide Internet Usage, the Population Statistics and Market Data, for over 233 countries and world regions. See the Big Picture here.
A useful resource for international market research, containing Internet statistics, broadband penetration, world population data and global trade information. Web site is updated frequently.
Site navigation and usability has been made easy with links at the bottom of the pages, content menus on the left hand side column of most pages, and active links to country maps, statistics, local directories, and population information.
Market research reports are also available.
Remember to always reload (refresh) web pages to get and see the latest updated statistics.
About DAA | Democrats Abroad Australia
About DAA | Democrats Abroad Australia
About Democrats Abroad Australia
Democrats Abroad Australia is the official wing of America's Democratic Party for U.S. citizens living in Australia. We support programs and events for Americans living abroad, including:
* Supporting voter registration and absentee ballot requests for overseas Americans;
* Providing candidate information and news about U.S. elections;
* Hosting events and forums to promote public interest in good government, accountability, and civic responsibility; and
* Taking action to uphold America's Democratic principles, both here in Australia and at home in the USA.
About Democrats Abroad Australia
Democrats Abroad Australia is the official wing of America's Democratic Party for U.S. citizens living in Australia. We support programs and events for Americans living abroad, including:
* Supporting voter registration and absentee ballot requests for overseas Americans;
* Providing candidate information and news about U.S. elections;
* Hosting events and forums to promote public interest in good government, accountability, and civic responsibility; and
* Taking action to uphold America's Democratic principles, both here in Australia and at home in the USA.
Tuesday, October 11, 2005
How to Boost Your AdSense Revenue
How to Boost Your AdSense Revenue
How to boost your AdSense revenue
Google's AdSense is a fascinating revenue-sharing opportunity for small, medium and large web sites.
Make money with AdSense
Some webmasters are designing brand new sites specifically for serving AdSense text ads. (It's against the AdSense rules to design a site purely for AdSense, so you'll want to include a few affiliate links or sell your own product, too.)
How to boost your AdSense revenue
Google's AdSense is a fascinating revenue-sharing opportunity for small, medium and large web sites.
Make money with AdSense
Some webmasters are designing brand new sites specifically for serving AdSense text ads. (It's against the AdSense rules to design a site purely for AdSense, so you'll want to include a few affiliate links or sell your own product, too.)
3 Tips to Increase a Website's Revenue From Google Adsense
Google Adsense is a program from Google that allows websites to generate revenue by hosting ads for Google on their websites. There are many things that can be done to increase the revenue generated from these ads. Three of the most important are to increase the traffic to the website, target better paying Adsense keyword related ads, and increase the frequency of clicks on the ads.
(PRWEB) October 6, 2005 -- The easiest way to increase traffic to any website is to create a lot of original and interesting content because it attracts people to the website. It makes them want to come back, and it also generates word of mouth referrals. The better the content and the more frequent the content is updated, the more likely a website is to attract higher visitors. Although there are many other search engine optimizations (SEO) techniques available, without a lot of interesting unique content visitors will simply not stay around and frequent a website. The website will not build up its visitor base and therefore it will have limited revenue...
Welcome to the MSDN Library
Welcome to the MSDN Library
Fundamental Microsoft Jet SQL for Access 2000
Acey James Bunch
Microsoft Corporation
February 2000
Applies To: Microsoft® Access 2000
Summary: This article discusses the basic mechanics of using Jet SQL to work with data in an Access 2000 database. It also delves into using SQL to create and alter a database's structure. If you're new to manipulating data with SQL in an Access database, this article is a great place to start. (21 printed pages)
Fundamental Microsoft Jet SQL for Access 2000
Acey James Bunch
Microsoft Corporation
February 2000
Applies To: Microsoft® Access 2000
Summary: This article discusses the basic mechanics of using Jet SQL to work with data in an Access 2000 database. It also delves into using SQL to create and alter a database's structure. If you're new to manipulating data with SQL in an Access database, this article is a great place to start. (21 printed pages)
Australian Flexible Learning Framework
Australian Flexible Learning Framework
Welcome to the 2005 Australian Flexible Learning Framework (2005 Framework). Our website contains the latest e-learning news and developments, as well as links to our many products, resources and support networks.
Latest
Welcome to the 2005 Australian Flexible Learning Framework (2005 Framework). Our website contains the latest e-learning news and developments, as well as links to our many products, resources and support networks.
Latest
Monday, October 10, 2005
Web Style Sheets
Web Style Sheets
What are style sheets?
Style sheets describe how documents are presented on screens, in print, or perhaps how they are pronounced. W3C has actively promoted the use of style sheets on the Web since the Consortium was founded in 1994. The Style Activity has produced several W3C Recommendations (CSS1, CSS2, XPath, XSLT). CSS especially is widely implemented in browsers.
What are style sheets?
Style sheets describe how documents are presented on screens, in print, or perhaps how they are pronounced. W3C has actively promoted the use of style sheets on the Web since the Consortium was founded in 1994. The Style Activity has produced several W3C Recommendations (CSS1, CSS2, XPath, XSLT). CSS especially is widely implemented in browsers.
Microsoft Excel 12
Microsoft Excel
Wrapping up new visualizations – icon sets
posted Sunday, October 09, 2005 9:46 PM by David Gainer
The final visualization that we added to Excel 12 has the working title “icon sets”. As the name implies, this feature allows users to put icons in cells based on the values of the cell. These are in some ways similar to data bars and colour scales, so much of what I have covered in previous posts (here and here) applies to icon sets as well. The key difference is that users can specify a number of categories for their data (between 3 and 5 categories), choose a set of icons that they want to appear in the cells for each category, and Excel determines the categorization of each cell relative to all cells in the selected range and draws the appropriate icon in the each of the cells. This is very effective when you are trying to annotate and present data in a way that is quickly readable and comprehensible.
Wrapping up new visualizations – icon sets
posted Sunday, October 09, 2005 9:46 PM by David Gainer
The final visualization that we added to Excel 12 has the working title “icon sets”. As the name implies, this feature allows users to put icons in cells based on the values of the cell. These are in some ways similar to data bars and colour scales, so much of what I have covered in previous posts (here and here) applies to icon sets as well. The key difference is that users can specify a number of categories for their data (between 3 and 5 categories), choose a set of icons that they want to appear in the cells for each category, and Excel determines the categorization of each cell relative to all cells in the selected range and draws the appropriate icon in the each of the cells. This is very effective when you are trying to annotate and present data in a way that is quickly readable and comprehensible.
Veoh Networks - Internet Television Peercasting Network
Veoh Networks - Internet Television Peercasting Network
Broadcast
Want to create your own TV show, or a whole TV channel? Veoh allows you to broadcast Full-Screen television shows to the world, free of charge, even if you get millions of viewers. Start broadcasting today, it's free and easy.
Broadcast
Want to create your own TV show, or a whole TV channel? Veoh allows you to broadcast Full-Screen television shows to the world, free of charge, even if you get millions of viewers. Start broadcasting today, it's free and easy.
Veoh Networks - Internet Television Peercasting Network
Veoh Networks - Internet Television Peercasting Network
Watch Veoh
Using Veoh's free software, you can watch Full-Screen Internet Television, with access to shows that you could never find on traditional television networks. No matter what your interest or taste, chances are that you will find what you're looking for on Veoh. Give it a try, it's completely free.
Watch Veoh
Using Veoh's free software, you can watch Full-Screen Internet Television, with access to shows that you could never find on traditional television networks. No matter what your interest or taste, chances are that you will find what you're looking for on Veoh. Give it a try, it's completely free.
Educational Weblogs: Alias ships Maya, MotionBuilder PLE
Educational Weblogs: Alias ships Maya, MotionBuilder PLE
Educational Weblogs
Disruptive Technology Resource for Educators using Weblogs, Blogware, Collaborative tools, RSS & Podcasting, web services and digital tools at home, school, university and community.
* DT Wiki
Wiki on Weblog, Wiki, RSS and Media Rich Aggregators, Pocasting and Videocasting creation software.
* EdBlogger Praxis Portal
Education Blog Examples
* Educational Weblogs - Home
The Home of the Educational Weblogs Portal Cluster
* Manila & Radio Portal
Manila and Radio Weblogs in Education and Resources
* Movable Type Portal
Movable Type in Education
* TypePad Portal
TypePad in Education
Educational Weblogs
Disruptive Technology Resource for Educators using Weblogs, Blogware, Collaborative tools, RSS & Podcasting, web services and digital tools at home, school, university and community.
* DT Wiki
Wiki on Weblog, Wiki, RSS and Media Rich Aggregators, Pocasting and Videocasting creation software.
* EdBlogger Praxis Portal
Education Blog Examples
* Educational Weblogs - Home
The Home of the Educational Weblogs Portal Cluster
* Manila & Radio Portal
Manila and Radio Weblogs in Education and Resources
* Movable Type Portal
Movable Type in Education
* TypePad Portal
TypePad in Education
Overview
Overview
1.0 Overview
InqScribe provides a flexible environment for annotating, transcribing, and analyzing digital media files.
InqScribe supports a wide range of audio and video formats. It is designed to streamline the process of annotation (as well as literal transcription) and allows the user to link comments to specific time points within the media itself.
Each InqScribe document links a specific media source -- a QuickTime file, a WAV file, a DV tape, or some other representation of a recorded event -- with a transcript created by the user.
The user can insert time codes -- representations of specific time points within the media -- into the transcript at any point. The time codes can either by entered manually, by typing a specific time, or automatically: the user can press a single key and InqScribe will automatically enter the current playback time.
1.0 Overview
InqScribe provides a flexible environment for annotating, transcribing, and analyzing digital media files.
InqScribe supports a wide range of audio and video formats. It is designed to streamline the process of annotation (as well as literal transcription) and allows the user to link comments to specific time points within the media itself.
Each InqScribe document links a specific media source -- a QuickTime file, a WAV file, a DV tape, or some other representation of a recorded event -- with a transcript created by the user.
The user can insert time codes -- representations of specific time points within the media -- into the transcript at any point. The time codes can either by entered manually, by typing a specific time, or automatically: the user can press a single key and InqScribe will automatically enter the current playback time.
InqScribe: Simplifying Transcription
InqScribe: Simplifying Transcription
A flexible environment to annotate, transcribe, analyze, and subtitle digital media files
A flexible environment to annotate, transcribe, analyze, and subtitle digital media files
JotSpot Live
JotSpot Live
Live, group note-taking.
Five people in a meeting? Take one set of notes instead of five
Live, group note-taking.
Five people in a meeting? Take one set of notes instead of five
Sunday, October 09, 2005
MoodleThemes - More CSS Charts
MoodleThemes - More CSS Charts
On this page we will put in CSS Charts for Moodle 1.5x page by page. The first chart is ready. Click the link below. Let us know if it suits your purpose..more charts coming..keep looking here.
On this page we will put in CSS Charts for Moodle 1.5x page by page. The first chart is ready. Click the link below. Let us know if it suits your purpose..more charts coming..keep looking here.
Here are a couple of good sites...
Here are a couple of good sites where you can begin your search for other sites:
http://www.merlot.org
A community dedicated to sharing and evaluating educational resources, simulations, and other materials
http://www.wikipedia.org
An online encyclopedia developed by thousands of volunteers
http://www.eoe.org
An online repository of Java learning objects submitted by educators from around the world
This list is by no means exhaustive. Simply using Google as a tool in your class would vastly expand the amount and variety of content available to your students.
http://www.merlot.org
A community dedicated to sharing and evaluating educational resources, simulations, and other materials
http://www.wikipedia.org
An online encyclopedia developed by thousands of volunteers
http://www.eoe.org
An online repository of Java learning objects submitted by educators from around the world
This list is by no means exhaustive. Simply using Google as a tool in your class would vastly expand the amount and variety of content available to your students.
Saturday, October 08, 2005
Knowledge Management, Organizational Learning and Learning Organizations
Knowledge Management, Organizational Learning and Learning Organizations
The Knowledge Management Network tm
WWW Virtual Library on Knowledge Managementtm
Global Knowledge Management Community of Practice
The Knowledge Management Think Tank
The Knowledge Management Network tm
WWW Virtual Library on Knowledge Managementtm
Global Knowledge Management Community of Practice
The Knowledge Management Think Tank
Skinning Cats: More than One mode for e-learning
Skinning Cats: More than One mode for e-learning
Tutorials
Tutorials are one of the most ancient and commonly used modes of education. A good tutorial presents information and guidance, makes sure the learner has an opportunity to understand the instruction, and only then continues on to new information. Many tutorials basically consist of a linear presentation of content. When implemented poorly, a tutorial can become what is derisively referred to as "an electronic page-turner," or if web-based, a "scroller." This type of program presents content directly without giving the learner any more opportunity to interact other than to call for the next screen. When implemented properly, using the classic principles of instructional systems design, guided tutorials can be engaging and effective. The key to useful tutorials in e-learning are interactions that establish pace, clarify content, provide for practice and instill confidence.
Branching can greatly enhance the effectiveness of a tutorial, allowing it to operate in the way that a skilled teacher does. A question posed following an instructional moment can determine if the student has mastered the content. If mastery is not achieved, one branch is followed and another approach is provided to eliminate confusion. Only after mastery is achieved is the branch containing the next piece of information followed.
Simulations
Simulations are often used to recreate lifelike job situations. Realism is the key to successful simulations but not every element of a simulation has to be realistic in order for it to be instructionally valid. While hearing a telephone ring in the background of an office simulation adds to the depth of the user experience, being able to answer that phone and talk with a customer adds value to the user's learning experience.
The best example of a simulation is the complex flight simulator employed by pilots. More commonly encountered simulations are the scenarios deployed in training classrooms as role-playing exercises within the group.
Current technology enables students to interact with on-screen participants in non-linear, discovery-learning scenarios. Sales calls, customer service scenarios, computer repairs, surgery, and the full responsibility of running a business can all be simulated. Simulations of software functionality are particularly prolific and have well documented learner benefits. Cutting-edge programs now exist using virtual reality that enable students wearing goggles and sensor gloves to actually be immersed in a digitally created environment. The challenge to the trainer is to isolate the elements of a situation that can be controlled and must be mastered by the learner in reality and put the learner in control of these elements in the simulation. All the realism in the world cannot make a simulation a valuable learning tool without the elements of guidance, remediation, or feedback.
True simulations and simulation-based drill and practice exercises have in common the ability to reveal a learner's actions and reactions in a realistic, protected environment where time and distance are collapsed. In sales call simulations learners can try out various sales approaches without the jeopardy of awkward social situations.
Electronic Performance Support Systems
Electronic performance support systems (EPSSs) are created to give an individual the tool they need to perform a required task at the time they need it. A performance support system is in a way the opposite of a tutorial. Where a tutorial instructs the learner and then requires that the learner perform, a performance support system requires the learner to determine when they need assistance and then ask for the required guidance. The most ubiquitous example of a performance support system is the "Help" feature built into Microsoft's Office applications. A simple example of a non-e-learning performance support tool is an inventory checklist created for a grocery clerk.
A growing consensus in the industry is that e-learning should include imbedded support systems that provide instant guidance at the time and place of need. With the advent of Web-based training and the emergence of the hyperlink paradigm, the convergence of e-learning and electronic performance support systems is almost complete. Web-based tutorials can be completed independently as learning exercises for new users and yet be delivered as just-in-time chunks of information and interactive tools at the desktop.
The challenge of creating useful performance support systems obviously consists of determining what tools are needed by a population and providing those tools. In the context of e-learning, the further challenge is creating systems that allow an individual needing a tool to recognize that such a tool exists and then be able to use that tool.
Instructional Games
The inclusion of games has often been a hitch in getting management to agree to e-learning initiatives. Many learning theories contend, though, that games are essential to the learning exhibited by children and can be usefully extended into the realm of adult learning. Games can have great value, possibly greater value than any other mode of instruction, in reducing learner tension and increasing learner engagement. The reluctance toward employing games to teach is becoming less apparent as supervisors are educated in learning theory and many who have experience in gaming for educational purpose move into management roles.
Games in the style of TV game shows have long been used in the classroom to provide a fun and effective method for reinforcement and self-assessment. Instructional games are equally effective using the latest computer technologies. Games can run the gamut from simple speed and accuracy typing exercises to complex business simulators where a student might run an entire factory. Instructional games can also replicate classic, arcade, and game show styles such as tic-tac-toe, auto racing, and Jeopardy(TM).
The defining characteristic of instructional games is a set of goals or a competitor to provide motivation in addition to the learning. For maximum success, the motivational element of the game should run parallel to the overall motivation for the training. The game should have has instructional value aligned with the objectives of the overall course. There is little merit to using games as a reward for completing learning objectives exterior to the games themselves.
Tests, Record Keeping, and Guidance
Automated assessments are another commonly used facet of e-learning. When companies first adopt e-learning initiatives, testing and record-keeping systems are often accepted earlier than programs that integrate multiple training modes, due to their ease of implementation and their quickly recognizable returns.
Online tests can be used for self-assessment purposes, or can be computer graded and reported back to central administration. The explosion of enterprisewide networks now provides the power to assess thousands of individuals and track their progress against specific job competencies throughout their life within an organization. The latest and most sophisticated technology-based tests are tightly linked to learning objectives, which in turn can help create a completely personalized curriculum.
Combining the Modes
Maximum learner benefit can be typically achieved by combining several training modes in one project. The merit of each mode varies with training goals and some modes are ill suited to meet some needs. A solid and frequent model is to use tutorials to teach basic knowledge and concepts, use simulations for reinforcement and application of the knowledge (leading to skills), test or certify the comprehension, and finally provide an on-the-job performance support tool to aid in recall and application.
Tutorials
Tutorials are one of the most ancient and commonly used modes of education. A good tutorial presents information and guidance, makes sure the learner has an opportunity to understand the instruction, and only then continues on to new information. Many tutorials basically consist of a linear presentation of content. When implemented poorly, a tutorial can become what is derisively referred to as "an electronic page-turner," or if web-based, a "scroller." This type of program presents content directly without giving the learner any more opportunity to interact other than to call for the next screen. When implemented properly, using the classic principles of instructional systems design, guided tutorials can be engaging and effective. The key to useful tutorials in e-learning are interactions that establish pace, clarify content, provide for practice and instill confidence.
Branching can greatly enhance the effectiveness of a tutorial, allowing it to operate in the way that a skilled teacher does. A question posed following an instructional moment can determine if the student has mastered the content. If mastery is not achieved, one branch is followed and another approach is provided to eliminate confusion. Only after mastery is achieved is the branch containing the next piece of information followed.
Simulations
Simulations are often used to recreate lifelike job situations. Realism is the key to successful simulations but not every element of a simulation has to be realistic in order for it to be instructionally valid. While hearing a telephone ring in the background of an office simulation adds to the depth of the user experience, being able to answer that phone and talk with a customer adds value to the user's learning experience.
The best example of a simulation is the complex flight simulator employed by pilots. More commonly encountered simulations are the scenarios deployed in training classrooms as role-playing exercises within the group.
Current technology enables students to interact with on-screen participants in non-linear, discovery-learning scenarios. Sales calls, customer service scenarios, computer repairs, surgery, and the full responsibility of running a business can all be simulated. Simulations of software functionality are particularly prolific and have well documented learner benefits. Cutting-edge programs now exist using virtual reality that enable students wearing goggles and sensor gloves to actually be immersed in a digitally created environment. The challenge to the trainer is to isolate the elements of a situation that can be controlled and must be mastered by the learner in reality and put the learner in control of these elements in the simulation. All the realism in the world cannot make a simulation a valuable learning tool without the elements of guidance, remediation, or feedback.
True simulations and simulation-based drill and practice exercises have in common the ability to reveal a learner's actions and reactions in a realistic, protected environment where time and distance are collapsed. In sales call simulations learners can try out various sales approaches without the jeopardy of awkward social situations.
Electronic Performance Support Systems
Electronic performance support systems (EPSSs) are created to give an individual the tool they need to perform a required task at the time they need it. A performance support system is in a way the opposite of a tutorial. Where a tutorial instructs the learner and then requires that the learner perform, a performance support system requires the learner to determine when they need assistance and then ask for the required guidance. The most ubiquitous example of a performance support system is the "Help" feature built into Microsoft's Office applications. A simple example of a non-e-learning performance support tool is an inventory checklist created for a grocery clerk.
A growing consensus in the industry is that e-learning should include imbedded support systems that provide instant guidance at the time and place of need. With the advent of Web-based training and the emergence of the hyperlink paradigm, the convergence of e-learning and electronic performance support systems is almost complete. Web-based tutorials can be completed independently as learning exercises for new users and yet be delivered as just-in-time chunks of information and interactive tools at the desktop.
The challenge of creating useful performance support systems obviously consists of determining what tools are needed by a population and providing those tools. In the context of e-learning, the further challenge is creating systems that allow an individual needing a tool to recognize that such a tool exists and then be able to use that tool.
Instructional Games
The inclusion of games has often been a hitch in getting management to agree to e-learning initiatives. Many learning theories contend, though, that games are essential to the learning exhibited by children and can be usefully extended into the realm of adult learning. Games can have great value, possibly greater value than any other mode of instruction, in reducing learner tension and increasing learner engagement. The reluctance toward employing games to teach is becoming less apparent as supervisors are educated in learning theory and many who have experience in gaming for educational purpose move into management roles.
Games in the style of TV game shows have long been used in the classroom to provide a fun and effective method for reinforcement and self-assessment. Instructional games are equally effective using the latest computer technologies. Games can run the gamut from simple speed and accuracy typing exercises to complex business simulators where a student might run an entire factory. Instructional games can also replicate classic, arcade, and game show styles such as tic-tac-toe, auto racing, and Jeopardy(TM).
The defining characteristic of instructional games is a set of goals or a competitor to provide motivation in addition to the learning. For maximum success, the motivational element of the game should run parallel to the overall motivation for the training. The game should have has instructional value aligned with the objectives of the overall course. There is little merit to using games as a reward for completing learning objectives exterior to the games themselves.
Tests, Record Keeping, and Guidance
Automated assessments are another commonly used facet of e-learning. When companies first adopt e-learning initiatives, testing and record-keeping systems are often accepted earlier than programs that integrate multiple training modes, due to their ease of implementation and their quickly recognizable returns.
Online tests can be used for self-assessment purposes, or can be computer graded and reported back to central administration. The explosion of enterprisewide networks now provides the power to assess thousands of individuals and track their progress against specific job competencies throughout their life within an organization. The latest and most sophisticated technology-based tests are tightly linked to learning objectives, which in turn can help create a completely personalized curriculum.
Combining the Modes
Maximum learner benefit can be typically achieved by combining several training modes in one project. The merit of each mode varies with training goals and some modes are ill suited to meet some needs. A solid and frequent model is to use tutorials to teach basic knowledge and concepts, use simulations for reinforcement and application of the knowledge (leading to skills), test or certify the comprehension, and finally provide an on-the-job performance support tool to aid in recall and application.
The Benefits and Drawbacks of e-Learning
The Benefits and Drawbacks of e-Learning
Features Unique to e-Learning
Like no other training form, e-learning promises to provide a single experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners. Other unique opportunities created by the advent and development of e-learning are more efficient training of a globally dispersed audience; and reduced publishing and distribution costs as Web-based training becomes a standard.
E-learning also offers individualized instruction, which print media cannot provide, and instructor-led courses allow clumsily and at great cost. In conjunction with assessing needs, e-learning can target specific needs. And by using learning style tests, e-learning can locate and target individual learning preferences.
Additionally, synchronous e-learning is self-paced. Advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content, eliminating frustration with themselves, their fellow learners, and the course.
In these ways, e-learning is inclusive of a maximum number of participants with a maximum range of learning styles, preferences, and needs.
Collaborative Learning
All collaborative learning theory contends that human interaction is a vital ingredient to learning. Consideration of this is particularly crucial when designing e-learning, realizing the potential for the medium to isolate learners. With well-delivered synchronous distance education, and technology like message boards, chats, e-mail, and tele-conferencing, this potential drawback is reduced. However, e-learning detractors still argue that the magical classroom bond between teacher and student, and among the students themselves, can not be replicated through communications technology.
Advantages of e-Learning to the Trainer or Organization
Some of the most outstanding advantages to the trainer or organization are:
* Reduced overall cost is the single most influential factor in adopting e-learning. The elimination of costs associated with instructor's salaries, meeting room rentals, and student travel, lodging, and meals are directly quantifiable. The reduction of time spent away from the job by employees may be the most positive offshoot.
* Learning times reduced, an average of 40 to 60 percent, as found by Brandon Hall (Web-based Training Cookbook, 1997, p. 108).
* Increased retention and application to the job averages an increase of 25 percent over traditional methods, according to an independent study by J.D. Fletcher (Multimedia Review, Spring 1991, pp.33-42).
* Consistent delivery of content is possible with asynchronous, self-paced e-learning.
* Expert knowledge is communicated, but more importantly captured, with good e-learning and knowledge management systems.
* Proof of completion and certification, essential elements of training initiatives, can be automated.
Advantages to the Learner
Along with the increased retention, reduced learning time, and other aforementioned benefits to students, particular advantages of e-learning include:
* On-demand availability enables students to complete training conveniently at off-hours or from home.
* Self-pacing for slow or quick learners reduces stress and increases satisfaction.
* Interactivity engages users, pushing them rather than pulling them through training.
* Confidence that refresher or quick reference materials are available reduces burden of responsibility of mastery.
Disadvantages to the Trainer or Organization
e-learning is not, however, the be all and end all to every training need. It does have limitations, among them:
* Up-front investment required of an e-learning solution is larger due to development costs. Budgets and cash flows will need to be negotiated.
* Technology issues that play a factor include whether the existing technology infrastructure can accomplish the training goals, whether additional tech expenditures can be justified, and whether compatibility of all software and hardware can be achieved.
* Inappropriate content for e-learning may exist according to some experts, though are limited in number. Even the acquisition of skills that involve complex physical/motor or emotional components (for example, juggling or mediation) can be augmented with e-learning.
* Cultural acceptance is an issue in organizations where student demographics and psychographics may predispose them against using computers at all, let alone for e-learning.
Disadvantages to the Learner
The ways in which e-learning may not excel over other training include:
* Technology issues of the learners are most commonly technophobia and unavailability of required technologies.
* Portability of training has become a strength of e-learning with the proliferation of network linking points, notebook computers, PDAs, and mobile phones, but still does not rival that of printed workbooks or reference material.
* Reduced social and cultural interaction can be a drawback. The impersonality, suppression of communication mechanisms such as body language, and elimination of peer-to-peer learning that are part of this potential disadvantage are lessening with advances in communications technologies.
Do the Benefits Outweigh the Drawbacks?
The pro's and con's of e-learning vary depending on program goals, target audience and organizational infrastructure and culture. But it is unarguable that e-learning is rapidly growing as form of training delivery and most are finding that the clear benefits to e-learning will guarantee it a role in their overall learning strategy.
Features Unique to e-Learning
Like no other training form, e-learning promises to provide a single experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners. Other unique opportunities created by the advent and development of e-learning are more efficient training of a globally dispersed audience; and reduced publishing and distribution costs as Web-based training becomes a standard.
E-learning also offers individualized instruction, which print media cannot provide, and instructor-led courses allow clumsily and at great cost. In conjunction with assessing needs, e-learning can target specific needs. And by using learning style tests, e-learning can locate and target individual learning preferences.
Additionally, synchronous e-learning is self-paced. Advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content, eliminating frustration with themselves, their fellow learners, and the course.
In these ways, e-learning is inclusive of a maximum number of participants with a maximum range of learning styles, preferences, and needs.
Collaborative Learning
All collaborative learning theory contends that human interaction is a vital ingredient to learning. Consideration of this is particularly crucial when designing e-learning, realizing the potential for the medium to isolate learners. With well-delivered synchronous distance education, and technology like message boards, chats, e-mail, and tele-conferencing, this potential drawback is reduced. However, e-learning detractors still argue that the magical classroom bond between teacher and student, and among the students themselves, can not be replicated through communications technology.
Advantages of e-Learning to the Trainer or Organization
Some of the most outstanding advantages to the trainer or organization are:
* Reduced overall cost is the single most influential factor in adopting e-learning. The elimination of costs associated with instructor's salaries, meeting room rentals, and student travel, lodging, and meals are directly quantifiable. The reduction of time spent away from the job by employees may be the most positive offshoot.
* Learning times reduced, an average of 40 to 60 percent, as found by Brandon Hall (Web-based Training Cookbook, 1997, p. 108).
* Increased retention and application to the job averages an increase of 25 percent over traditional methods, according to an independent study by J.D. Fletcher (Multimedia Review, Spring 1991, pp.33-42).
* Consistent delivery of content is possible with asynchronous, self-paced e-learning.
* Expert knowledge is communicated, but more importantly captured, with good e-learning and knowledge management systems.
* Proof of completion and certification, essential elements of training initiatives, can be automated.
Advantages to the Learner
Along with the increased retention, reduced learning time, and other aforementioned benefits to students, particular advantages of e-learning include:
* On-demand availability enables students to complete training conveniently at off-hours or from home.
* Self-pacing for slow or quick learners reduces stress and increases satisfaction.
* Interactivity engages users, pushing them rather than pulling them through training.
* Confidence that refresher or quick reference materials are available reduces burden of responsibility of mastery.
Disadvantages to the Trainer or Organization
e-learning is not, however, the be all and end all to every training need. It does have limitations, among them:
* Up-front investment required of an e-learning solution is larger due to development costs. Budgets and cash flows will need to be negotiated.
* Technology issues that play a factor include whether the existing technology infrastructure can accomplish the training goals, whether additional tech expenditures can be justified, and whether compatibility of all software and hardware can be achieved.
* Inappropriate content for e-learning may exist according to some experts, though are limited in number. Even the acquisition of skills that involve complex physical/motor or emotional components (for example, juggling or mediation) can be augmented with e-learning.
* Cultural acceptance is an issue in organizations where student demographics and psychographics may predispose them against using computers at all, let alone for e-learning.
Disadvantages to the Learner
The ways in which e-learning may not excel over other training include:
* Technology issues of the learners are most commonly technophobia and unavailability of required technologies.
* Portability of training has become a strength of e-learning with the proliferation of network linking points, notebook computers, PDAs, and mobile phones, but still does not rival that of printed workbooks or reference material.
* Reduced social and cultural interaction can be a drawback. The impersonality, suppression of communication mechanisms such as body language, and elimination of peer-to-peer learning that are part of this potential disadvantage are lessening with advances in communications technologies.
Do the Benefits Outweigh the Drawbacks?
The pro's and con's of e-learning vary depending on program goals, target audience and organizational infrastructure and culture. But it is unarguable that e-learning is rapidly growing as form of training delivery and most are finding that the clear benefits to e-learning will guarantee it a role in their overall learning strategy.
e-Learning Project Team: Roles and Responsibilities
e-Learning Project Team: Roles and Responsibilities
Client or Sponsor
The sponsor of an e-learning project, often a training manager or director of training, acts on the behalf of his or her organization to assure that the product that gets created reduces cost, increases productivity, or in some other way adds value. Ultimate responsibility for the success or failure of a project rests with this person since she usually supervises the overall team or selects and manages an outside vendor.
Along with or in place of a project manager, this role encompasses the acquisition of a budget for program development, final approval power, schedule creation, and revision. When a client/vendor relationship is established, the client negotiates with peers internally, such as the IT department, student population, and senior executives, to make sure that a e-learning initiative is appropriately implemented.
It is helpful for a sponsor to have prior experience in project management and a training background. He must have a good understanding of business need, student population, and internal political issues. Other desirable attributes of a client/sponsor are:
*
Capacity to organize a team effort.
*
Scrutiny in selecting team members or a vendor.
*
Willingness to explore radical solutions.
*
Ability to secure and manage budgets.
Project Manager
The project manager is the person who ultimately guarantees on-time, on-budget delivery of a e-learning solution. He or she is responsible to the sponsor/client for the quality of the finished product. The management and coaching of all other team members is left to the project manager, who serves as single point of contact between disparate team members and, in the case of an outsourced project, the client. The project manager guides the approval process, including obtaining feedback from evaluations, implementing revisions, and drafting progress reports.
Good organization skills, time management, and the ability to juggle multiple tasks are all prerequisites of an effective project manager. Other positive attributes include:
*
Experience in multiple backgrounds (jack-of-all-trades).
*
Basic understanding of technical, design, and media issues.
*
Knowledge of the fundamentals of instructional design.
*
Mastery of financial fundamentals.
*
Proficiency using scheduling, productivity, and communication tools including GANNT charts, spreadsheets, and conferencing technologies.
Subject Matter Expert
The subject matter expert (SME), contributes the core content and original materials along with being available for information acquisition through formal or informal interviews. She provides access to source materials and reference items such as books, articles, videotapes, and static art. In the client/vendor model, the client assigns this person as one who can give guided tours of facilities, explain processes, create flow diagrams, provide sample dialogue, and shape simulated settings. It is the responsibility of the SME to reviews design documents, scripts, and the final deliverable for accuracy.
A master of the selected content area should fill this role. For example, if selling skills are being taught, he may be the representative of the year. Someone with years of experience and high peer evaluations would be selected to shape instruction on management techniques. In the case of software training, the SME would probably be someone who had a role in the design of the software or someone certified as an expert. For a e-learning to benefit, the SME must be:
*
Committed to the project.
*
Understand the amount of time required.
*
Be able to communicate to outsiders without using jargon.
Instructional Designer
A typical instructional designer has a background in liberal arts, frequently with a master's degree or doctorate in instructional design, psychology, education, or multimedia technology. This team member must be very analytical, have good communication skills, and be very organized. A successful instructional designer works quickly in a fast-changing environment.
It is the instructional designer's responsibility to conduct high-level analysis of performance goals, audience, training needs, and technology limitations. In concert with the sponsor, project manager, and SME, he creates the design document, specifies learning objectives, selects interactive exercises, and creates evaluation questions. In the early design phases, this person may have to create script and screen templates and often will be the lead scriptwriter. Additionally, the instructional designer supervises the formative and summative evaluations. Borrowing an analogy from movies, the project manager is the producer; the instructional designer is the director.
The best instructional designers:
*
Have a basic understanding of technology in order to know what is or is not possible given certain technology realities.
*
Appreciate and apply a breadth of adult learning theories.
*
Quickly and accurately recognize performance/knowledge gaps.
Writer
Working after an instructional designer has created an outline, a writer creates and revises the script that actually dictates what words, images, video, and audio elements that are presented to the audience. The writer works with the artists and programmers to ensure that what is envisioned can actually be implemented within the time, budget, and technology constraints. It is his responsibility to apply navigation directions to the scripts, add notes indicating any special functions, links, or other software behaviors, and create alternate items, if necessary.
A prior knowledge of content/topic being trained is helpful but not necessary. An effective writer has:
*
Good communication skills.
*
A writing style that is concise, direct, and engaging.
*
Creativity to increase learner engagement.
Graphic Artist
From the blueprints created by the instructional designer and scriptwriter, the graphic artist creates screen layouts; specific interface items such as buttons, windows, and menus; and specific graphics and animations necessary to the program. The work could include original illustrations and cartoons, simple flow diagrams, manipulated stock photography, and images obtained with a digital camera. In addition to 2D work, there may exist a need for 3D images and animation, particularly when immersive metaphors and simulations are desired.
While bachelor's degrees from art school are common, many artists are self-taught. Multimedia artists need:
*
Creativity tempered with an understanding of the intended audience, client culture, and learning preferences.
*
Understanding of human computer factors and interface design.
*
Ability and willingness to a adapt to a dynamic set of standards and tools.
Programmer
Using the script as a guide, the programmer is expected to assemble different elements (text, audio, video, graphics, and animation) into a coherent whole. He develops the rapid prototype, the programmed working model, upon which the final product is based. The programmer is called upon to debug a program following alpha and beta tests, create databases, and construct reporting mechanisms used for student tracking.
Like graphic artists, many programmers may have specialized degrees or be self-taught. Multimedia development is not usually accomplished using advanced languages but rather in Hypertext Markup Language (HTML) or with authoring systems (e.g., Authorware, Toolbook), programs that facilitate e-learning creation. A multimedia programmer should have:
*
An analytical, methodical approach to work.
*
Ingenuity around creation of reusable objects and engines.
*
Ability to code optimally and choose the right tool based on the technologies available to the audience.
Audio and Video Producers
Other specialists oversee the pre-production, production, and post-production of video and audio elements. Pre-production includes the selection and preparation of shooting locations and set up of equipment, production encompasses the creation of raw audio/video content and post-production primarily refers to the editing and refinement of content to a desired duration and quality.
Industry experience is particularly desired for these team members. More often than not, the audio/video crew is contracted.
Quality Reviewers
Quality review is most frequently assigned to various team members with other roles, supplemented by outsider talent for thoroughness. Copy editors particularly excel in this role. Those with attention to detail, a good eye, technology knowledge, and a drive to do out of the ordinary things with software are invaluable resources.
The quality reviewers work internally during development, alpha, and beta stages, check the program for general quality and bugs, and create change reports. Quality personnel inspect:
*
Functionality under various operational conditions to confirm the software's compliance with expectations.
*
Content in the program to make sure it matches the content in the script or text-based document.
*
Logic and inconsistent behavior throughout the application.
*
Performance and proper operation of the product on a variety of systems with assorted hardware configurations, and/or operating systems, concurrently running software, and installed peripheral devices.
*
Accessibility and usability of the product, the intuitive nature of the user interface, the look and feel of the program, on-screen dialogs and prompts, user-error forgiveness, and context-sensitive help.
Administrators
Administrators facilitate communication, track expenditures, and assist in reproduction and distribution of materials, among other duties. Increases in the size of teams and projects contribute to the need for oversight by administrative personnel.
Client or Sponsor
The sponsor of an e-learning project, often a training manager or director of training, acts on the behalf of his or her organization to assure that the product that gets created reduces cost, increases productivity, or in some other way adds value. Ultimate responsibility for the success or failure of a project rests with this person since she usually supervises the overall team or selects and manages an outside vendor.
Along with or in place of a project manager, this role encompasses the acquisition of a budget for program development, final approval power, schedule creation, and revision. When a client/vendor relationship is established, the client negotiates with peers internally, such as the IT department, student population, and senior executives, to make sure that a e-learning initiative is appropriately implemented.
It is helpful for a sponsor to have prior experience in project management and a training background. He must have a good understanding of business need, student population, and internal political issues. Other desirable attributes of a client/sponsor are:
*
Capacity to organize a team effort.
*
Scrutiny in selecting team members or a vendor.
*
Willingness to explore radical solutions.
*
Ability to secure and manage budgets.
Project Manager
The project manager is the person who ultimately guarantees on-time, on-budget delivery of a e-learning solution. He or she is responsible to the sponsor/client for the quality of the finished product. The management and coaching of all other team members is left to the project manager, who serves as single point of contact between disparate team members and, in the case of an outsourced project, the client. The project manager guides the approval process, including obtaining feedback from evaluations, implementing revisions, and drafting progress reports.
Good organization skills, time management, and the ability to juggle multiple tasks are all prerequisites of an effective project manager. Other positive attributes include:
*
Experience in multiple backgrounds (jack-of-all-trades).
*
Basic understanding of technical, design, and media issues.
*
Knowledge of the fundamentals of instructional design.
*
Mastery of financial fundamentals.
*
Proficiency using scheduling, productivity, and communication tools including GANNT charts, spreadsheets, and conferencing technologies.
Subject Matter Expert
The subject matter expert (SME), contributes the core content and original materials along with being available for information acquisition through formal or informal interviews. She provides access to source materials and reference items such as books, articles, videotapes, and static art. In the client/vendor model, the client assigns this person as one who can give guided tours of facilities, explain processes, create flow diagrams, provide sample dialogue, and shape simulated settings. It is the responsibility of the SME to reviews design documents, scripts, and the final deliverable for accuracy.
A master of the selected content area should fill this role. For example, if selling skills are being taught, he may be the representative of the year. Someone with years of experience and high peer evaluations would be selected to shape instruction on management techniques. In the case of software training, the SME would probably be someone who had a role in the design of the software or someone certified as an expert. For a e-learning to benefit, the SME must be:
*
Committed to the project.
*
Understand the amount of time required.
*
Be able to communicate to outsiders without using jargon.
Instructional Designer
A typical instructional designer has a background in liberal arts, frequently with a master's degree or doctorate in instructional design, psychology, education, or multimedia technology. This team member must be very analytical, have good communication skills, and be very organized. A successful instructional designer works quickly in a fast-changing environment.
It is the instructional designer's responsibility to conduct high-level analysis of performance goals, audience, training needs, and technology limitations. In concert with the sponsor, project manager, and SME, he creates the design document, specifies learning objectives, selects interactive exercises, and creates evaluation questions. In the early design phases, this person may have to create script and screen templates and often will be the lead scriptwriter. Additionally, the instructional designer supervises the formative and summative evaluations. Borrowing an analogy from movies, the project manager is the producer; the instructional designer is the director.
The best instructional designers:
*
Have a basic understanding of technology in order to know what is or is not possible given certain technology realities.
*
Appreciate and apply a breadth of adult learning theories.
*
Quickly and accurately recognize performance/knowledge gaps.
Writer
Working after an instructional designer has created an outline, a writer creates and revises the script that actually dictates what words, images, video, and audio elements that are presented to the audience. The writer works with the artists and programmers to ensure that what is envisioned can actually be implemented within the time, budget, and technology constraints. It is his responsibility to apply navigation directions to the scripts, add notes indicating any special functions, links, or other software behaviors, and create alternate items, if necessary.
A prior knowledge of content/topic being trained is helpful but not necessary. An effective writer has:
*
Good communication skills.
*
A writing style that is concise, direct, and engaging.
*
Creativity to increase learner engagement.
Graphic Artist
From the blueprints created by the instructional designer and scriptwriter, the graphic artist creates screen layouts; specific interface items such as buttons, windows, and menus; and specific graphics and animations necessary to the program. The work could include original illustrations and cartoons, simple flow diagrams, manipulated stock photography, and images obtained with a digital camera. In addition to 2D work, there may exist a need for 3D images and animation, particularly when immersive metaphors and simulations are desired.
While bachelor's degrees from art school are common, many artists are self-taught. Multimedia artists need:
*
Creativity tempered with an understanding of the intended audience, client culture, and learning preferences.
*
Understanding of human computer factors and interface design.
*
Ability and willingness to a adapt to a dynamic set of standards and tools.
Programmer
Using the script as a guide, the programmer is expected to assemble different elements (text, audio, video, graphics, and animation) into a coherent whole. He develops the rapid prototype, the programmed working model, upon which the final product is based. The programmer is called upon to debug a program following alpha and beta tests, create databases, and construct reporting mechanisms used for student tracking.
Like graphic artists, many programmers may have specialized degrees or be self-taught. Multimedia development is not usually accomplished using advanced languages but rather in Hypertext Markup Language (HTML) or with authoring systems (e.g., Authorware, Toolbook), programs that facilitate e-learning creation. A multimedia programmer should have:
*
An analytical, methodical approach to work.
*
Ingenuity around creation of reusable objects and engines.
*
Ability to code optimally and choose the right tool based on the technologies available to the audience.
Audio and Video Producers
Other specialists oversee the pre-production, production, and post-production of video and audio elements. Pre-production includes the selection and preparation of shooting locations and set up of equipment, production encompasses the creation of raw audio/video content and post-production primarily refers to the editing and refinement of content to a desired duration and quality.
Industry experience is particularly desired for these team members. More often than not, the audio/video crew is contracted.
Quality Reviewers
Quality review is most frequently assigned to various team members with other roles, supplemented by outsider talent for thoroughness. Copy editors particularly excel in this role. Those with attention to detail, a good eye, technology knowledge, and a drive to do out of the ordinary things with software are invaluable resources.
The quality reviewers work internally during development, alpha, and beta stages, check the program for general quality and bugs, and create change reports. Quality personnel inspect:
*
Functionality under various operational conditions to confirm the software's compliance with expectations.
*
Content in the program to make sure it matches the content in the script or text-based document.
*
Logic and inconsistent behavior throughout the application.
*
Performance and proper operation of the product on a variety of systems with assorted hardware configurations, and/or operating systems, concurrently running software, and installed peripheral devices.
*
Accessibility and usability of the product, the intuitive nature of the user interface, the look and feel of the program, on-screen dialogs and prompts, user-error forgiveness, and context-sensitive help.
Administrators
Administrators facilitate communication, track expenditures, and assist in reproduction and distribution of materials, among other duties. Increases in the size of teams and projects contribute to the need for oversight by administrative personnel.
ADDIE - The Design Phase of an e-Learning Project
ADDIE - The Design Phase of an e-Learning Project
In the design phase, the outcomes from analysis are used to create a blueprint for the instruction. This blueprint, called a design document or design report, covers the training need, instructional strategies, content, and creative treatment. The document is used to communicate with all members of the development team and is invaluable for keeping the project on track and focused on the real training goals.
Determine Learning Objectives
The first step in the design phase is to examine the tasks or subordinate goals that were listed in analysis and from these create a set of behavioral learning objectives. Objectives should be short, specific, and testable.
For example, let's assume that a task analysis for a sales training program reveals that new representatives have three needs:
*
To understand product features and benefits.
*
To know the competition.
*
To be able to handle customer objections.
Corresponding learning objectives, which are specific and testable, might be written as finishing the sentence: "After completing this course students will be able to:"
*
List five product features and identify an associated benefit for each feature.
*
Identify five major competitors and list the name of each competitor's product.
*
Classify an objection as either a misunderstanding, smokescreen, or valid objection.
Develop a Content Outline
Learning objectives determine the actual content of the program. After reviewing source materials and/or interviewing subject matter experts, a content outline is developed. The outlines provides a lesson-by-lesson breakdown of topics, as well as a summary of any motivational strategies that will be employed.
The content outline lays out a plan for the sequence of instruction. The order of information depends on the subject matter at hand but typically goes in sequence from beginning to end when process is being taught, and from easy to hard when concepts are being taught. A common exception is to begin with an overview lesson that presents the big picture before going into the details.
One of the strengths of the ISD process is that it excludes background information and tangential content, which might be interesting but are not related to the specific learning objectives at hand. By paring down content, development time is reduced, learning time reduced, and retention of relevant information increased.
Indicate Practice Activities
In addition to presenting content, the design document specifies the strategies for practice. Practice and feedback are critical elements of effective instruction and should be planned carefully.
Although the specific activities themselves are not created until the development phase, a general description of practice should be given. The design document might include brief descriptions of simple questioning (multiple choice, true/false, or fill-in), simulations, instructional games, on-the-job application exercises, or situational analysis activities.
Specify Technology and Media
In technology-based training, the availability of CD-ROMs, audio speakers, bandwidth, and plug-ins often help determine the choice of media. The design document formally identifies the learners' available technology, which drives many of the implementation decisions later in the project. This specification should include not just what is available, but what is allowed by an organization's information technology department. Sometimes technical specifications expand into the choice of development tools, including specific authoring systems, databases, or student-tracking systems.
The choice of media should also be justified from an instructional standpoint, too. Just because a computer can display video does not mean video has to be used. In fact, many designers with a video or instructor-led background overuse video. Audio narration with appropriate graphics and interactivity will always be a better choice than "talking head" video clips that are passively viewed.
Determine User Interface and Creative Treatment
The graphical user interface is the critical link between the student and content. The design document spells out the buttons and navigational features that will be available, what their labels or names will be, and where on the screen they will be located. Ideally, an artist creates the actual screen designs and these images can be imbedded within the design document.
In the design phase, the outcomes from analysis are used to create a blueprint for the instruction. This blueprint, called a design document or design report, covers the training need, instructional strategies, content, and creative treatment. The document is used to communicate with all members of the development team and is invaluable for keeping the project on track and focused on the real training goals.
Determine Learning Objectives
The first step in the design phase is to examine the tasks or subordinate goals that were listed in analysis and from these create a set of behavioral learning objectives. Objectives should be short, specific, and testable.
For example, let's assume that a task analysis for a sales training program reveals that new representatives have three needs:
*
To understand product features and benefits.
*
To know the competition.
*
To be able to handle customer objections.
Corresponding learning objectives, which are specific and testable, might be written as finishing the sentence: "After completing this course students will be able to:"
*
List five product features and identify an associated benefit for each feature.
*
Identify five major competitors and list the name of each competitor's product.
*
Classify an objection as either a misunderstanding, smokescreen, or valid objection.
Develop a Content Outline
Learning objectives determine the actual content of the program. After reviewing source materials and/or interviewing subject matter experts, a content outline is developed. The outlines provides a lesson-by-lesson breakdown of topics, as well as a summary of any motivational strategies that will be employed.
The content outline lays out a plan for the sequence of instruction. The order of information depends on the subject matter at hand but typically goes in sequence from beginning to end when process is being taught, and from easy to hard when concepts are being taught. A common exception is to begin with an overview lesson that presents the big picture before going into the details.
One of the strengths of the ISD process is that it excludes background information and tangential content, which might be interesting but are not related to the specific learning objectives at hand. By paring down content, development time is reduced, learning time reduced, and retention of relevant information increased.
Indicate Practice Activities
In addition to presenting content, the design document specifies the strategies for practice. Practice and feedback are critical elements of effective instruction and should be planned carefully.
Although the specific activities themselves are not created until the development phase, a general description of practice should be given. The design document might include brief descriptions of simple questioning (multiple choice, true/false, or fill-in), simulations, instructional games, on-the-job application exercises, or situational analysis activities.
Specify Technology and Media
In technology-based training, the availability of CD-ROMs, audio speakers, bandwidth, and plug-ins often help determine the choice of media. The design document formally identifies the learners' available technology, which drives many of the implementation decisions later in the project. This specification should include not just what is available, but what is allowed by an organization's information technology department. Sometimes technical specifications expand into the choice of development tools, including specific authoring systems, databases, or student-tracking systems.
The choice of media should also be justified from an instructional standpoint, too. Just because a computer can display video does not mean video has to be used. In fact, many designers with a video or instructor-led background overuse video. Audio narration with appropriate graphics and interactivity will always be a better choice than "talking head" video clips that are passively viewed.
Determine User Interface and Creative Treatment
The graphical user interface is the critical link between the student and content. The design document spells out the buttons and navigational features that will be available, what their labels or names will be, and where on the screen they will be located. Ideally, an artist creates the actual screen designs and these images can be imbedded within the design document.
The Analysis Phase of an e-Learning Project
The Analysis Phase of an e-Learning Project
For example, the goal to have all deli operators properly operate a meat slicer can be broken into more specific tasks such as:
*
Set the blade to the desired thickness of cut.
*
Turn the slicer on.
*
Place the food on the slicer and lock it in place.
*
Safely cut the meat or cheese.
*
Turn the slicer off.
*
Clean the blade after each use.
Assess Learners
After understanding the desired goals and subordinate tasks, the target audience has to be analyzed. Learner information impacts everything from appropriateness of metaphor to selection of content. Topics to be explored in assessing learners include:
*
Demographics. What are the general characteristics of the audience? Is there uniformity to gender, age, or educational background?
*
Psychographics. What is the psychological makeup of the target audience? Do they want the information provided in a very direct manner or do they prefer a more time-consuming but engaging game format?
*
Attitude. What are the learners' attitudes towards the content or to training itself? What is the attitude toward the use of technology-based training?
*
Experience with technology-based training. Will this be the first experience using the corporate Intranet for learning or are they already accustomed to navigating online material?
*
Motivation. What are the learners work and career goals? How can the training program assist them with the realization of those goals?
*
Prior knowledge and experience. What will the learners bring to the training in terms of skills and knowledge? To what extent are they currently working toward achieving the desired business goals?
The audience profile can be used to direct both the interface as well as instructional design. For example, an older workforce might not respond well to a music video theme or review questions embedded within an arcade game. Students who do not speak English as their first language typically prefer audio narration over on-screen text. A young student audience may not understand allusions to historical events that occurred before they were born.
For example, the goal to have all deli operators properly operate a meat slicer can be broken into more specific tasks such as:
*
Set the blade to the desired thickness of cut.
*
Turn the slicer on.
*
Place the food on the slicer and lock it in place.
*
Safely cut the meat or cheese.
*
Turn the slicer off.
*
Clean the blade after each use.
Assess Learners
After understanding the desired goals and subordinate tasks, the target audience has to be analyzed. Learner information impacts everything from appropriateness of metaphor to selection of content. Topics to be explored in assessing learners include:
*
Demographics. What are the general characteristics of the audience? Is there uniformity to gender, age, or educational background?
*
Psychographics. What is the psychological makeup of the target audience? Do they want the information provided in a very direct manner or do they prefer a more time-consuming but engaging game format?
*
Attitude. What are the learners' attitudes towards the content or to training itself? What is the attitude toward the use of technology-based training?
*
Experience with technology-based training. Will this be the first experience using the corporate Intranet for learning or are they already accustomed to navigating online material?
*
Motivation. What are the learners work and career goals? How can the training program assist them with the realization of those goals?
*
Prior knowledge and experience. What will the learners bring to the training in terms of skills and knowledge? To what extent are they currently working toward achieving the desired business goals?
The audience profile can be used to direct both the interface as well as instructional design. For example, an older workforce might not respond well to a music video theme or review questions embedded within an arcade game. Students who do not speak English as their first language typically prefer audio narration over on-screen text. A young student audience may not understand allusions to historical events that occurred before they were born.
e-Learning and the ADDIE Model
e-Learning and the ADDIE Model
There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.
Analysis --> Design --> Development --> Implementation --> Evaluation
During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
Alternate Design Models
The ADDIE model has been criticized by some as being too systematic, that is, too linear, too inflexible, too constraining, and even too time-consuming to implement. As an alternative to the systematic approach, there are a variety of systemic design models that emphasize a more holistic, iterative approach to the development of training. Rather than developing the instruction in phases, the entire development team works together from the start to rapidly build modules, which can be tested with the student audience, and then revised based on their feedback.
The systemic approach to development has many advantages when it comes to the creation of technology-based training. To create engaging metaphors or themes, artists and writers work together in a process that validates the creative approach with students early in the development cycle. Programmers and designers garner agreement as to which learning activities are both effective as well as possible, given the constraints of the client's computers or network.
Despite these advantages, there are practical challenges with a purely systemic design approach in the management of resources. In most cases, training programs must be developed under a fixed -- and often limited -- budget and schedule. While it is very easy to allocate people and time to each step in the ISD model, it is harder to plan deliverables when there are no distinct steps in the process. The holistic approach begs the questions, "How many iterations, and time, will it take to finish the program?" "Do the contributions made by programmers and artists in the design phase, who have no formal background in instruction, warrant the extra time required and additional compensation for this time?"
Introducing a Rapid Prototyping Phase
For best results, the development process for CD-ROM or Web-based training programs should use a modified ADDIE model, which borrows from the most valuable aspects of the systemic approach. Specifically, a rapid prototype phase is inserted after, or as an extension of, the design phase. A rapid prototype is simply a quickly assembled module that can be tested with the student audience early in the ISD process. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.
There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.
Analysis --> Design --> Development --> Implementation --> Evaluation
During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
Alternate Design Models
The ADDIE model has been criticized by some as being too systematic, that is, too linear, too inflexible, too constraining, and even too time-consuming to implement. As an alternative to the systematic approach, there are a variety of systemic design models that emphasize a more holistic, iterative approach to the development of training. Rather than developing the instruction in phases, the entire development team works together from the start to rapidly build modules, which can be tested with the student audience, and then revised based on their feedback.
The systemic approach to development has many advantages when it comes to the creation of technology-based training. To create engaging metaphors or themes, artists and writers work together in a process that validates the creative approach with students early in the development cycle. Programmers and designers garner agreement as to which learning activities are both effective as well as possible, given the constraints of the client's computers or network.
Despite these advantages, there are practical challenges with a purely systemic design approach in the management of resources. In most cases, training programs must be developed under a fixed -- and often limited -- budget and schedule. While it is very easy to allocate people and time to each step in the ISD model, it is harder to plan deliverables when there are no distinct steps in the process. The holistic approach begs the questions, "How many iterations, and time, will it take to finish the program?" "Do the contributions made by programmers and artists in the design phase, who have no formal background in instruction, warrant the extra time required and additional compensation for this time?"
Introducing a Rapid Prototyping Phase
For best results, the development process for CD-ROM or Web-based training programs should use a modified ADDIE model, which borrows from the most valuable aspects of the systemic approach. Specifically, a rapid prototype phase is inserted after, or as an extension of, the design phase. A rapid prototype is simply a quickly assembled module that can be tested with the student audience early in the ISD process. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.
Rapid Prototypes for e-Learning
Rapid Prototypes for e-Learning
Evaluate the Rapid Prototype
Ideally, four to eight individuals selected from the student audience review the rapid prototype. What often occurs, however, is that three or four training managers or subject matter experts review the prototype. In the latter case, the reviewers must have a clear understanding of the learner population in terms of demographics, culture, and level of technical expertise, to provide an accurate and useful evaluation.
The main purpose of the review is not to evaluate the content or instructional design, but to evaluate the ease of navigation, the screen design and layout, appropriateness of metaphor, and the technical performance.
Specific questions the designers should ask of the reviewers include:
*
Did the program immediately capture your attention?
*
Was the creative theme or metaphor engaging and appealing?
*
Was the look and feel appealing? Was it acceptable to corporate standards and culture?
*
Was it easy to navigate the program? Did you ever feel lost or confused? Are the buttons' functionality easily identified?
*
Was the quality of the audio acceptable?
*
Was the quality of the video acceptable?
*
Were waiting times acceptable during the loading and playback of graphics, animations, and video (especially important for Web-based programs)?
*
Was the tutorial lesson interactive and engaging?
*
Did program features such as the glossary, notepad, and book-marking, perform flawlessly
Depending on the results of the prototype evaluation, adjustments may be made in the design document itself and incorporated into the script phase. If there is a lot of negative findings, it is common for the prototype itself to be re-created and evaluated for signs of improvement.
Evaluate the Rapid Prototype
Ideally, four to eight individuals selected from the student audience review the rapid prototype. What often occurs, however, is that three or four training managers or subject matter experts review the prototype. In the latter case, the reviewers must have a clear understanding of the learner population in terms of demographics, culture, and level of technical expertise, to provide an accurate and useful evaluation.
The main purpose of the review is not to evaluate the content or instructional design, but to evaluate the ease of navigation, the screen design and layout, appropriateness of metaphor, and the technical performance.
Specific questions the designers should ask of the reviewers include:
*
Did the program immediately capture your attention?
*
Was the creative theme or metaphor engaging and appealing?
*
Was the look and feel appealing? Was it acceptable to corporate standards and culture?
*
Was it easy to navigate the program? Did you ever feel lost or confused? Are the buttons' functionality easily identified?
*
Was the quality of the audio acceptable?
*
Was the quality of the video acceptable?
*
Were waiting times acceptable during the loading and playback of graphics, animations, and video (especially important for Web-based programs)?
*
Was the tutorial lesson interactive and engaging?
*
Did program features such as the glossary, notepad, and book-marking, perform flawlessly
Depending on the results of the prototype evaluation, adjustments may be made in the design document itself and incorporated into the script phase. If there is a lot of negative findings, it is common for the prototype itself to be re-created and evaluated for signs of improvement.
Information is Not Instruction: The Wise Remarks of David Merrill
Information is Not Instruction: The Wise Remarks of David Merrill
The most profound statement uttered in the training community over the last 10 years was the simple declaration in 1998 by M. David Merrill that "information is not instruction." Although Merrill, professor of instructional technology at Utah State University, was reacting to the inadequacies of many Web-based training programs, his statement reflects that it has always been too easy to become enamored with the "technology" portion of technology-based training - at the expense of proper design and learning outcomes.
---
Most of early Web-based training programs were nothing more than online documents. Trainers created electronic versions of traditional printed student manuals, articles, tip sheets, and reference guides. While valuable and accessible resources, these conversions to the Web cannot be considered true training programs.
The rush to the Web without consideration given to instructional design led to Merrill's passionate defense of a scientific approach to learning. In a June 1998 interview in Training magazine, Merrill put it simply, "If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn."
To guarantee the effectiveness of any training program, remember that while technology will always change, the way adults learn will not. Remember Merrill's admonishment and his keys to learning:
* provide structured knowledge
* provide practice
* provide guidance
The most profound statement uttered in the training community over the last 10 years was the simple declaration in 1998 by M. David Merrill that "information is not instruction." Although Merrill, professor of instructional technology at Utah State University, was reacting to the inadequacies of many Web-based training programs, his statement reflects that it has always been too easy to become enamored with the "technology" portion of technology-based training - at the expense of proper design and learning outcomes.
---
Most of early Web-based training programs were nothing more than online documents. Trainers created electronic versions of traditional printed student manuals, articles, tip sheets, and reference guides. While valuable and accessible resources, these conversions to the Web cannot be considered true training programs.
The rush to the Web without consideration given to instructional design led to Merrill's passionate defense of a scientific approach to learning. In a June 1998 interview in Training magazine, Merrill put it simply, "If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn."
To guarantee the effectiveness of any training program, remember that while technology will always change, the way adults learn will not. Remember Merrill's admonishment and his keys to learning:
* provide structured knowledge
* provide practice
* provide guidance
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