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Interactive E-Learning Design With Sketching and Prototyping (Part 4): Sketching

Ethan Edwards | March 04, 2016 | Video

Ethan Edwards presented "Interactive E-Learning Design With Sketching and Protoyping," filmed January 14, 2016, at ATD's TechKnowledge conference in Las Vegas. In this segment, Ethan Edwards discusses how instructional designers can use sketching to design e-learning programs. The video is a portion of his presentation at TechKnowledge, "Interactive E-Learning Design With Sketching and Protoyping," filmed January 14, 2016, in Las Vegas.

How Companies Are Using MOOCs to Increase Market Performance

TechKnowledge 2015 TH108
Kevin Oakes | January 15, 2015 | Video

MOOCs, or massive open online courses, are all the rage these days, and yet companies are only scratching the surface of their potential. In a recent study conducted by ATD and the Institute for Corporate Productivity (i4cp), it was revealed that 22% of organizations leverage MOOCs as part of learning and development efforts -- but 36% expect to leverage MOOCs in the near future. How are companies most effectively using MOOCs to improve learning and development? What are high-performance organizations doing that others aren't? And most importantly, how do you implement MOOCs to increase sales and customer loyalty? Kevin Oakes, CEO of i4cp, will provide answers to these questions and explore the latest, data-backed findings.

Selecting Your Ideal Learning Management System

TechKnowledge 2015 Session: TH303
Katrina Baker | January 15, 2015 | Video

Learning management systems are chock-full of incredible tools that will bring your training program to the next level. But many training managers aren't sure how to choose an LMS that will complement company needs. This session will discuss how to identify appropriate systems, what questions to ask LMS vendors, and critical issues you should address before signing a contract. A comparison of top learning management systems will be provided as a handout. We will also discuss how to set goals for the LMS and get company leadership on board with the implementation process.

Before and After: Making a Difference With Pre- and Post-Event Learning Activities

TechKnowledge 2015 Session: W206
Chris Van Wingerden | January 14, 2015 | Video

Have you ever tested spaghetti to see if it's cooked by throwing it against a wall? That's how too many organizations now approach their training programs—throwing standalone e-learning or face-to-face courses at their staff and hoping the learning will stick. But no course is an island, and there are things we can do to increase the odds of making learning stick by augmenting standalone courses. Pre- and post-event activities have been proven to make a dramatic difference in learning transfer rates. Many of these strategies are easy to implement and are very suited to m-learning approaches, giving us a whole new set of tools to improve the effectiveness of learning events. In this session we will provide an overview of what pre- and post-event learning transfer activities are, and review what the research tells us about their effectiveness. We'll also discuss strategies for including these in the planning and design of your learning programs, as well as focus on techniques to take advantage of mobile devices for delivering many of these activities.

Mastering Mobile Learning: Tips and Techniques for Success

TechKnowledge 2015 Session: W106
Chad Udell | January 14, 2015 | Video

Mobile learning is a popular topic, but one that has a lot of confusion swirling around it. Join an industry expert in demystifying key areas of m-learning and digging into his latest book, Mastering Mobile Learning.

Mobile Learning: YouTube Style

TechKnowledge 2015 Session: W108
Sarah Gilbert | January 14, 2015 | Video

Many organizations want to provide small chunks of on-demand, just-in-time performance support that require minimal technical skills to create. Likewise, capturing and sharing tacit knowledge is becoming a top priority. Is it possible to create a solution that will both engage the learner and that can be measured and evaluated? In this session, participants will learn how to create quick, effective mobile learning through YouTube-style videos. Using real examples of successful videos as discussion points, you will learn simple tips to incorporate when developing tutorials using different levels of rapid-development tools. We will also discuss publishing formats and using comments to engage the learner and capture feedback. You'll leave with ideas to develop various types of video tutorials and make them available to learners within your organization. The steps and examples demonstrated will provide practical ideas for implementing video as part of a mobile learning strategy. In this session with, you will learn: better practices for creating YouTube-style tutorials; practical ways to implement video as part of a mobile-learning strategy;  tricks to engaging your learner with video; and reliable, easy ways to make video accessible on mobile devices.

Aligning Learning Strategy to Corporate Strategy

ATD 2014 Session: W308
Lewisa Anciano | May 07, 2014 | Video

With tight budgets it is essential for the internal L&D function to prove its value. That means focusing on our programs' results: how our solutions lead to desired performance and, ultimately, organizational strategy. But our value can be more than the sum of our solutions. Through a case study, we'll explore how an internal L&D function can do more than just align to strategy—it can lead the business to it, while marketing its value along the way. Participants will interact with and be exposed to three levels of strategic planning and value communication: the three-year planning process that links L&D strategy to corporate strategy, execution of a learning solution designed to enable employees and staff to fulfill corporate strategy, and communicating the results and value-add of the L&D function through strategy execution.

Harnessing the Power of Personalized Leadership Development

ATD 2014: Session W116
Tacy M. Byham | May 07, 2014 | Video

Personalized leadership development holds great potential to drastically change the learning experience. It taps participant engagement, promotes ownership, and builds independence and confidence, while maximizing the leader's learning potential based on their individual needs, abilities, and preferences. Today, learners have access to diverse content and are making their personal preferences known regarding what is included in their training and the format in which they receive that content. They want to focus on learning that is unique to their current situation taking into account where they are in their careers and in their lives. At the same time, we need to ensure that they are achieving their behavior development goals. In this interactive session, you will learn the five practices for harnessing the power of personalized leadership development: personalized content, personalized insight, personalized practice, personalized performance support, and personalized learning environment. Additionally, you will network with peers to share personalization successes and tips for incorporating the new mixes of face-to-face, social, electronic, virtual, and on-demand learning.

Business Results Made Visible: Design Proof Positive Level 4 Evaluations

ATD 2014: Session TU204
Ken Phillips | May 06, 2014 | Video

According to a 2009 ROI Institute study, the number one thing CEOs would most like to see from their learning and performance investments is evidence of Level 4 business results. Yet according to the same study, only 8 percent of CEOs actually receive this type of information. Why the big disconnect? Arguments offered up by some learning and development professionals include: Level 4 business results are too difficult to measure; the high probability of uncontrollable variables affecting business outcomes makes measuring business results meaningless; and that they are currently only conducting Level 1 and 2 evaluations so they can't be expected to conduct Level 4s. While there may be an element of truth in each of these statements, none is going to convince a single CEO that he or she shouldn't expect to see evidence of business results from the company's learning investments. So what's the solution? The short answer is: Provide CEOs with what they want. In this session, attendees will discover which learning programs are ideally suited for conducting a Level 4 evaluation; examine the two phases involved in conducting a Level 4 evaluation and the four guiding principles associated with each phase; and analyze three methods for connecting learning programs to business results and how to determine when to use each method.

The Value of Learning: Gauging the Business Impact of Organizational Learning Programs

ATD 2014: Session TU319
Kevin Oakes | May 06, 2014 | Video

This session will deal with the key findings of the 2013 ASTD/i4cp study, The Value of Learning: Gauging the Business Impact of Organizational Learning Programs. The study combines insights from a blended research approach: Quantitative data from a survey fielded in September and October 2013 of 431 respondents, most with primary responsibility for organizational learning, represented organizations across all sectors and of varying sizes and geographic locations, and follow-up interviews with learning leaders who provided the qualitative input to supplement and illuminate survey findings. The study found little growth in learning functions' ratings of their effectiveness in meeting learning and development goals, supporting organizational business goals, and in measuring their overall capabilities when compared to an earlier (2012) ASTD/i4cp study, Developing Results: Aligning Learning's Goals and Outcomes With Business Performance Measures. Despite this, the study highlights the optimism that underlies both attention and effort. Survey results and interviews with learning leaders confirm that measurement, of both learning effectiveness and learning programs' impact on business outcomes, is on the minds of learning professionals and is in standard practice-albeit to varied degrees-in most organizations.

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