1. Welcome to Conversion for Asynchronous Delivery

2. Any questions from the previous information?

3. Learning Objectives Upon completion of this lesson, participants will be able to: 1.Understand the factors that are considered when converting an instructor-led training into asynchronous delivery. 2.Describe what SCORM and “Section 508” are and list the questions to answer regarding how they apply to converting to asynchronous delivery. 3.List the basic steps (process) for converting a course. 4.Determine if/when a prototype is needed. 5.Determine if/when a storyboard is needed. 6.Talk through the conversion factors and apply the appropriate factors to an existing candidate for conversion.

4. How We’ll Do This Session Part i: The Process Part ii: Quick look » SCORM » 508 Accessibility Part iii: Storyboarding Part iv: Prototyping Part v: A Thought Exercise

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

6. PART I: THE PROCESS Analyze, Design, Develop, Implement/Test, Evaluate What is “asynchronous”? student-centered teaching method outside the constraints of time and place – Asynchronous learning is a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people Which means: – Self-study – No instructor/trainer to lead – Not in “real” time – Usually is technology based – Lots of designs to choose from – Can create your own ‘design’ (custom) Success: It “works” (teaches) and it “works” (technically)

7. PART I: THE PROCESS, Con’t Design and content Design and content matter more than technology requirements framework Project requirements and framework matter more than technology Your thinking process – in “12 Steps” 1. Who is the audience? 2. What must they that they can’t now? know do understand use perform solve 3. What is the learner-centered objective? 4. Why should they care? 5. What are the training parameters? (Situation, time, setting) 6. What other things should I know beforehand?

8. PART I: THE PROCESS, Con’t Dig deeper with this checklist…

9. 7. What are reasonable activities given: technology connections accessibility my know how production resources funding timeframe (and maybe other things on the checklist) 8. How can I design the materials to be “student-driven” or “self-driven”? PART I: THE PROCESS, Con’t

10. 9. How long will it take? PART I: THE PROCESS, Con’t

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

12. 10. Do I need a prototype? 11. Do I need a storyboard? 12.How do I know it’s ready to release? PART I: THE PROCESS, Con’t

13. PART II: SCORM & SECTION 508 SCORM – “shareable content object reference model” – Standards – Lets the learning management system find and connect with the training piece – Minimum SCORM is “start” and “stop” – Stay tuned… more coming in your LMS training

14. PART II: SCORM & SECTION 508 Section 508 (http://www.section508.gov/)http://www.section508.gov/) – making IT products (web sites, technology based content) usable by people of all abilities and disabilities. – Why? It’s the law. Section 508 of Rehabilitation Act of 1973 making content that is in electronic format accessible, regardless of whether or not it is hosted, is a good practice.

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

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

17. PART III: STORYBOARDS What is a storyboard and why is it needed? – A storyboard enables course designers, subject matter experts, the client and all stakeholders to see the proposed content, media and interactions prior to the beginning of programming. The benefit of this is that anything can be changed or edited prior to programming and approval by all stakeholders. A storyboard should be created only after the objectives are identified. 17

18. PART III: STORYBOARDS Example for a course with text heavy content 18

19. PART III: STORYBOARDS Example for a course with interactive content 19

20. PART IV: PROTOTYPING What is a prototype and why is it needed? – A prototype enables course designers, subject matter experts, the client and all stakeholders to see a working example of the content, media and interactions prior to the beginning of course development. The benefit of this is that things can be tested and/or edited prior to final approval. A prototype is usually needed with a course design that hasn’t been developed and tested previously. 20

21. PART IV: PROTOTYPING Examples of simple prototypes 21

22. PART IV: PROTOTYPING Examples of complex prototypes 22

23. PART IV: PROTOTYPING Leading eLearning Tools Things to look for: – Ease of use (intuitive) – Fits with the development group Synergy Skillsets – Fits the needs of the project Content-heavy? Animated screen captures? Highly customized interactions? Etc… 23

24. PART IV: PROTOTYPING Leading eLearning Tools Lectora – Rapid development since it uses a ‘book’ metaphor (chapters, pages, etc.) – Powerful ability to quickly create basic to mid-level interactions – Creates HTML files 24

25. PART IV: PROTOTYPING Leading eLearning Tools Captivate – Powerful simulation capability – Customizable actions and variables – Creates SWF files 25

26. PART IV: PROTOTYPING Leading eLearning Tools Storyline – Easy to get started; uses PPT type design – Good for exploratory learning – Good screen recording capability – Creates SWF, HTML 5, and iOS files 26

27. PART IV: PROTOTYPING Leading eLearning Tools Advanced tools 27

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

29. Review Part i: The Process Part ii: Quick look » SCORM » 508 Accessibility Part iii: Storyboarding Part iv: Prototyping Part v: A Thought Exercise

30. Next Session Nov 6 – 10:30-12:00 – Webinars