New Platform Uses Social Features To Improve Online Education

From Mashable!

New Platform Uses Social Features To Improve Online Education: "

Buried within platforms like YouTube, Facebook and Wikipedia lies valuable educational content that can reinforce classroom lessons, help self-motivated learners teach themselves new concepts, and upend the way that the world looks at education. But it’s hard to separate this content from the cat videos, ads and uninformed contributions that share the same platforms.
Social learning startup Sophia, which launched its public beta Monday, aims to solve this problem by focusing exclusively on crowdsourced educational material and encouraging users to help sort the academically sound, engaging lessons from the sub-par lessons.
Anybody can compile a “lesson packet” on Sophia using slideshows, videos, audio clips and text that they either upload or pull in from sources like YouTube. About 200 private beta users have already covered lessons ranging from Camera Angles & Shots to Coordinate Geometry of Quadrilaterals.
The idea is to make it easy for students to find reliable knowledge on any topic quickly and efficiently. In the search options, for instance, students can even select specific text books to find corresponding packets. If students still don’t understand something after viewing a lesson, they can post a question to a Q&A board attached to each packet.
CEO Don Smithmier says one of the most common uses of the platform since the private beta that launched in November has been to curate the best content about a given concept from other social media platforms like YouTube.
“There’s a ton of good information on the web, but it’s hard to find,” he says. “And part of it is that if you don’t already know what you’re doing, it’s hard to evaluate the good from the bad.”
After a packet is submitted, Sophia has multiple ways to gauge its quality. When users sign up for the site, they have an option to identify themselves as subject experts, if they hold a degree in that field or teach courses on it. Three such experts need to certify a lesson as “academically sound” before it is labeled as such.
There is also a five-star user rating system similar to the seller ratings at Amazon.com, and lesson creators have lifetime “Sophia ratings” that gauge how successfully they’ve contributed to the community. Other rewards for providing quality content include earning followers via a Twitter-like feature and badges.



Sophia.org is free, and the company is committed to barring advertising, as well as the content manipulations that come with it, from the site. But the project isn’t purely a labor of love — eventually the company will sell a white-label version of the product to schools and universities that want their own private, white-label versions of the product. For now, the project is backed by an investment from online education company Capella.
Image courtesy of iStockphoto, enviromantic
More About: edu tech, education, online learning, social learning, Sophia, startup

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It's Not the Weapon, but the One Who Wields It...

I have been spending some time on LinkedIn lately, specifically on group conversations. Recently the E-Learning 2.0 group got my attention. The discussion was based on what would be the most relevant eLearning technologies of the 21st century. Now I am a product strategist, learning technologist, and lacrosse coach...

Whenever it comes to discussing how to best use technology, learning systems, or lacrosse sticks, and whether using it will make a difference, it always comes down to the same thing... "It's not the tool, but the one who wields it" that scores the goal... That takes preparation...

This means that the future of Enterprise 2.0, social tools, mobile, or any other advances in eLearning will depend highly on whether those who implement these tools to make business critical and or academic information available - are mapping the right tools, to the right job roles, and for the right reasons. It all comes down to needs analysis and how providers design a set of learning and knowledge management systems around those needs.

 As a learning or knowledge management professional, what can you do?

• Conduct a needs analysis.
• Identify the organizations goals and business drivers.
• Identify critical job- and team-based tasks.
• Understand the parameters of the work environment and its context.
• Know your learners and knowledge consumers.
• Involve all stakeholders in the process (IT, HR, Operations, any business unit that may be "touched")
• Avoid the "flavor of the month..."do not implement a new technology just because everyone else is using it.
• Bring in experts when you need them
• Choose the right tools for the right jobs

New technologies are the weapons for success in the years to come, but remember, it's not the weapon, but the one who wields it...

How to Play MP3s or MP4s on a Mobile Device for mLearning: Part 4 - mLearning Playback on a BlackBerry

My apologies for being away and not continuing the series. Work has had me very busy and frankly, I am quite thankful for that. When we last hit this topic, we reviewed how to play on laptops, MP3/MP4 players such as the Zune and iPod Touch, most smartphones, and even how to burn to CD so that simple media like this can be played by execs who have been living under a rock and probably want to bring back the 8-Track! So now we get to BlackBerries...

Part 4: Play mLearning on a BlackBerry

Play MP3 > Play on BlackBerry > Play Direct from browser on a BlackBerry
These instructions assume your BlackBerry model has the ability to browse the Web and store downloaded file data. Some BlackBerry models require you set the default browser to Internet Browser as opposed to BlackBerry browser so that the BlackBerry Enterprise Server (BES) does not impose limits on file types or bandwidth affecting file size.

1. From the appropriate web page or email, click on the hyperlink provided to you for mobile content.
2. Click on the MP3 title-link you want to listen to.
3. When prompted to Open or Save select Open.
4. The MP3 should play from the BlackBerry audio player.
5. (Note that depending on your connection strength and file size, the file may need to load before it starts to play.)

Play MP3 > Play on BlackBerry > Save to BlackBerry and Play
These instructions assume your BlackBerry model has the ability to browse the Web and store downloaded file data. This solution is useful for playing files locally from the BlackBerry if you expect to lose data connectivity, such as when traveling on a plane.

1. From the appropriate web page or email, click on the hyperlink provided to you for mobile content.
2. Click on the MP3 title-link you want to save.
3. When prompted to Open or Save select Save.
4. Click Save again when prompted again at the Save file applet.
5. The MP3 file will save to the default audio directory (device media storage or on a media card if enabled).
6. Click Music.
7. Navigate to your MP3 and click to play.

That's it for BlackBerries.

How to Play MP3s and or MP4s on a Mobile Device for mLearning: Part 1 - mLearning Playback on Your Laptop

Most folks who own a mobile device such as a laptop, an MP3/MP4 player , or a smart-phone , are tech-savvy people who know the ins and outs of their device's working s and can easily transfer media to it. For others, mLearning is a new delivery mode for training, the device and media type are new, or the thought of this technology just plain scares them. If so, this tutorial is for you...

Some assumptions before we begin:

• Mobile learning or mLearning as we refer to it, is a great medium for quickly delivering brief chunks of important information out to your workforce or students. Some instructional design should be going into when and how it is used. mLearning is not meant for teaching arduous HOWTOs or the type of things people would better learn hands-on. At the same time, it is best suited for the “learner on-the-go.” You know the types, the sales people, the students, or the field-techs who need a quick byte of info on the way to their next customer, meeting, or class. mLearning in the form of audio and video files is for knowledge-transfer only.

• I will cover how to play MP3 audio files and MP4 video files for mLearning purposes. I will cover how to create them in another article. The procedures that follow can be applied to most file types, but I reference MP3s and MP4s because they are the most device agnostic formats – meaning they are fairly neutral file types that can be easily created and played on most mobile devices. Podcasts are commonly distributed as MP3s while vid-casts are commonly distributed as MP4s.
  

• The tutorials are instructions or routes-to-play an MP3 audio file or an MP4 video file on a type of mobile device only. Because the number of device brands and models are myriad, the instructions are generic except where the specified route-to-play indicates otherwise. Likewise any software and application instructions are also generic.

• I will cover playing MP3s and MP4s for mLearning in four parts, starting with the most easily accessible device classes:

1. mLearning Playback on Your Laptop
2. mLearning Playback from a CD
3. mLearning Playback on an MP3/MP4 Player or Smartphones such as iPhone and Android
   
4. mLearning Playback on a Smartphone
   

• Laptops and include any type of laptop or netbook. MP3 and MP4 players include any type of iPod, iRiver, Touch, Zune, etc. Smart-phones refer to ultra-capable handhelds based on the Android platform, iPhone, Android, Palm Pre, or BlackBerry.

Part 1: Play mLearning on a Laptop

Most folks who can access mLearning have a laptop. We will get to doing this with MP3/MP4 players and Smartphones later. The instructions for play on a laptop assume that you are running Internet Explorer or Firefox. I will warn you now, the instructions that follow are basic and simple. They involve saving the audio or video file locally to your device and clicking to play them.

Play MP3 or MP4 > Play on Laptop > Play Direct from Browser or Email

These instructions assume you have a live connection to the Internet and that you are accessing content sent to you through hyperlink enclosed in an email send to you or from a web page in your web browser.

1. From the appropriate web page or email, click on the hyperlink provided for the MP3 or MP4 files.
2. If prompted to display non-secure items, click Yes (assuming you trust the source).
3. If a library or wrapper for several MP3 or MP4 titles is displayed, click on the one link you want to listen to.
4. The MP3 you selected should open and play in your default audio/video player (typically Windows Media Player, RealPlayer, or iTunes).
   

Play MP3 or MP4 > Play on Laptop > Save to Laptop and Play

These instructions assume you temporarily have a live connection to the Internet so you can save MP3 and MP4 files, but then need to play them later while disconnected from the Internet, such as when at an airport, on a plane, or on a train.

1. From the appropriate web page or email, click on the hyperlink provided for the MP3 or MP4 files.
2. If prompted to display non-secure items, click Yes (assuming you trust the source).
3. Click on the MP3 or MP4 title-link you want to save.
4. Select Save Target As… (or Save link As... depending on your browser). You may want to change the directory where this is saved or save to a new directory you name “mLearning.”
5. Navigate to the directory of your choosing from the Save As window.
6. Click Save.
7. Once you a ready to play, navigate to where you saved the file and click on the MP3/MP4 title-link you want to listen to.
8. The MP3/MP4 you selected should open and play in your default audio/video player (Windows Media Player, RealPlayer, or iTunes). If you want to switch to a different player, close out, right click on the file you want to play, select Open with... and select the player you want to use.
   

Say tuned... we will review how to Play mLearning on an MP3 or MP4 Player in Part 2.

Guidelines for Selecting an LMS (Learning Management System)

I am often asked or pulled into conversations regarding the selection of Learning Management Systems (LMSs). Selecting and implementing an LMS is not meant to be simple, but there is a process model you can follow. It is important to note the process is similar for any learning technology. Here's a punch-list for ya':

• Identify your learning stakeholders. Think internal customers, external customers, internal partners, and executive sponsors. Include those who represent employees, business partners, and customers. Involve representatives of all areas who impact and are impacted-by learning. Especially include IT.
• Do the front end analysis:
  
• Identify your business objectives, learner roles, preferred delivery modes (synch, asynch, social learning, and knowledge management requirements), budget, projected ability to support from an operations and admin perspective (do you need to support internally or on a SaaS model), etc.
  
• Factor in current vs. future needs (look three years out); and translate all this into your learning learning management needs.
  
• Internally, you may want to classify those needs into two groups: 1) mandatory requirements and 2) "nice to haves."
  
• Scenarios typically involve deciding if the organization must consolidate disparate systems into one vs. integrating two or more systems.
  
• Remember to consider integration with other learning technologies such as SCORM/AICC tracking, self-paced eLearning, mLearning, virtual classroom, virtual labs, virtual sandboxes, immersive 3D learning, traditional instructor led class management, testing, certification management, eCommerce support, etc. Will the system need to be a slave to a larger human capital management system or ERP, or will it need to include talent management capabilities? Database connectors and Application Programming Interfaces help establish the connections between these systems; you will need to know if prospective vendors support these for your systems, present and future.
  
• Yes - you need to do some research with industry reports. You may want to identify trends or features your team has not thought about. Know whether your company is small to medium business, enterprise, or global enterprise in learner-reach and size. This will help to determine which companies to look at, as many specialize in markets and services based on these classifications. I have found the Bersin & Associates annual Learning Management System reports to be very accurate and informative.
• Make sure your needs are outlined in your Request for Proposal (RFP). Many will respond and promise you the world. Comb through each thoroughly with members of your group. Identify a list of vendors who best meet the requirements in your RFP.
• Create use-cases and and or test-scripts based on your RFP and the critical business functions you will require the LMS to perform. Include a criterion based ratings system and comments sections for each use case. Remember the raters who fill this out for each vendor should be those who represent the learning stakeholders you identified earlier.
  
• Have each vendor on the short list visit your organization on-site and demonstrate how they meet the requirements outlined in your RFP and use-cases. Most should do this willingly. If companies resist - move on to the next vendor. During the use case demos, document and rate performance of each. Do not be enamored by bells, whistles, and promised-features not yet available.
  
• Compile, compare, and report on the results evaluated from each vendor. Report this back to your stakeholders so they understand the implications and can select their preferred choices. Meet and debate as many times as required to work through issues and identify which can best meet your organization's needs.
  
• When you have narrowed down to a "short-list" of 2-3 vendors. Work with each on who best meets your needs and who can negotiate the best deal for your company. Make sure stakeholders understand they are not just selecting a system, but a vendor with whom they will be establishing a long-term relationship. The efficacy of trust and reliability in such a partnership are critical. Have each vendor on the short list come back to with an implementation plan and an ongoing maintenance plan, with requirements and proposed schedules for each.
  
• Remember to do the cost benefit analysis and account for the capital implementation expenses (CAPEX) vs. the ongoing/long term maintenance, hosting, and operational costs (OPEX). Work with vendors to re-prove and re-demo on capabilities as many times as required. Those on the short list will submit contracts that need to be negotiated. Make sure all promises are outlined in your contracts.
• When deciding which to select, advise your stakeholders to select a system that:
  
• Most closely demonstrates your needs out of the box;
• Requires as little "customization" from the vendor as possible (vs. "configuration" which your organization's people can implement);
  
• Best meets your functional, budgetary, and operational requirements.
• Once you decide on a system/vendor and sign paper - make sure you have an internal team ready to manage and support the transition to the new LMS and that the team itself can transition from implementation mode to admin/operations and or oversight modes as the technology evolves and you mature with it.

This set of guidelines is not all inclusive, but you get the idea. Got questions or want to chat about this - give me a holler.

Ron Ateshian - AKA Son-of-Fire
Learning Technologist & Strategist

Tips for Driving the Appropriate Use of Learning Technologies through Practical ISD

Like many powerful tools, learning technology can help or hurt – it depends on how it is used. Getting others to use these technologies appropriately can be a challenge. Those of you around when eLearning was young were able to observed mismatches in learning technology to solution. In that case, eLearning often mismatched the needs and job context of the learner especially when the requirement included some form of behavior or skill acquisition that needed to be applied on the job. This problem is equally if not more prevalent today with new social media and mobile learning technologies available. Many are building wikis, writing blogs, and syndicating podcasts while grouping them under the Learning 2.0 umbrella, but does their content really support learning or a form of communication by providing access to information? If we are going to use or evangelize any learning technology, we need to get back to the basics – instructional systems design. If other learning professionals lack this basic competency, we need to help them.

Ideally, learning professionals have some training and background in instructional systems design (ISD), but we do not always see that in the real world. Even instructional design degree and certification programs tend to focus on the academic versus practice and lack preparedness for applicability when the graduate gets a job. Anecdotally, how many folks do you know with degrees in an area of expertise but lack the real-world experience required to apply it effectively? The old theory versus reality problem… At the same time, there is a basis for the application of ISD, and that’s the trick, applying ISD at practical and appropriate levels.

As learning technologists, practical ISD at a simplistic level tells us we need to help stakeholders and other learning professionals focus on alignment with business goals, business tools, and the work environment. Then we need to identify the needs of the learner by role and what must be accomplished on the job in the ideal world. We need to determine if a training or learning solution is required (it’s not when the problem is systemic or motivational), create a profile of the learner to include what they do in the real world, and map all that to the type of content that will be required (auditory, visual, kinesthetic, blended). Factor in budget, obstacles, and time to proficiency requirements and we can prescribe a set of learning technologies that meet those needs. As learning technologists, we need to push this approach.

If a learning technologist is not available, job-aides like tool matrices or decision work-flows can help stakeholders and development teams make decisions where learning technology is not a core competency, but later on, experts in the required technology need to be involved - especially in the analysis, design, and development phases. Learning technologists or experts will need to hold hands when their stakeholders are too far from their comfort zones.

If starting fresh or embarking on bleeding edge technologies, do some research to benchmark what’s been done successfully by others. When you have identified which technology will meet your needs, incubate and pilot. Start with small groups and the low hanging fruit during the initial test phases and then focus on the larger wins with larger groups as you proceed. Over communicate your wins but document your mistakes and don't forget the lessons learned - they drive efficiency and cost savings later on.

Lastly, ensure you communicate the purpose and value of the learning technologies up and down the food chain as this will drive adoption with your stakeholders and learners, along with prescriptive usage the learning professionals at your organization will need to drive.

Analysis and Planning: Technical and Media Specifications Analysis

A technical and media specifications analysis should identify the technical, graphical, and media-based requirements and constraints to assure eLearning delivery is compatible with the hardware and software requirements of the stakeholder’s learning base. Graphic look, feel, and specifications should be identified. Requirements should be mapped into courseware development. Summaries for technical and media specifications should be submitted. Data collected at this stage should:

• Identify infrastructure capabilities for courseware delivery
• Identify requirements for optimal delivery media
• Identify stakeholder standards for text, graphics, media, and branding

Risks if not conducted or conducted improperly:

• Graphics and media that do not meet the standards and satisfaction of the stakeholder
• Incorrect delivery formats
• Product failure due to incompatibility of delivery medium and/or components to the hardware and software requirements of the stakeholder and/or the stakeholder’s customers
• Missed deadlines and extended project plans that do not meet stakeholder expectations

In the end, all analysis data (organizational, task-KSA, learner, and technical/media specifications) should be used to design a learning solution that:

• Is based on the needs of the organization/department
• Addresses the gap between the required task-KSAs and what’s actually done by the learner on the job
• Is delivered using the appropriate mediums and technologies that map to learner profiles

Enough with Analysis. We move to the Design phase next.

Learning/Web 2.0 Collaboration for Mentoring and to Wrap Learning Events

For those of you who are interested, I was recently interviewed and quoted for an article in Training Magazine regarding use of Web 2.0/learning collaboration for training and mentoring. We used wikis and discussion threading to wrap learning events as previously described in this blog. The effort has been so successful that we have extended the original Java programming curricula to instructing and mentoring a global workforce of over 600 programmers on the use of C++, C#, .NET, Assembler, and Oracle SQL. To read directly from the article, click below:

http://www.trainingmag.com/msg/content_display/publications/e3i34ff3e76aa1f48788ed288b9cf20826a

Combining Web 2.0 and Learning Collaboration with mLearning

Back in May of 2008, I was interviewed and quoted in Workforce Magazine regarding how we are combining mobile learning with Web/Learning 2.0 collaboration technologies. The bottom line here is that if you want to take advantage of Web 2.0 from your smart-phone, ensure your set up to receive email and that the Web 2.o tool you are using has an email subscription feature. The advantage from a Learning 2.0 perspective is that instructors, coaches, mentors, and room facilitators can all interact in near real-time with their learners through email subscription sent to the mobile device. I am featured in the Support on the go section if you would like to review.

http://www.workforce.com/section/11/feature/25/56/00/index.html

What's in a name?

Son of fire... Where does it come from? It's how my last name, Ateshian, is translated from Armenian to English. Atesh meaning fire, ian meaning "son of." Thus the title of this blog and my nom de plume: Son-of-Fire.

The name is one that suits me as it reflects not only my name, but my passions. It's important to note that some of the blog I will post may originate from research, work, or other blogs I post to at work.

Speaking of work, I believe I have the coolest job in the world because I get to pursue my interests on behalf of my employer. Specifically, I research, test, and pilot learning technologies to support the business of one of the largest IT management software companies in the world. My learners include employees, partners, and customers. These include disruptive technologies that are not only changing today's learning landscape, but the learning landscape for tomorrow.

So expect some interesting dialogue on learning technologies and my other interests. Let's set the landscape on fire...