Synchronous eLearning Design Overview

As I described in my last post (Help me Design Synchronous eLearning), I am working on a school project that requires the design of an eLearning course that includes at least one online synchronous session. After getting some comments with tips and doing a little more research, I have come up with a decent lesson plan for the introductory session of the course. Keep in mind that this is just an introductory session and the majority of the course is a project based lesson involving participants completing a project on their own. I've included an outline of my lesson plan for the introductory synchronous session and would love your feedback. Please let me know if you have any ideas to help improve the design or if you just have a comment about synchronous eLearning in general.

(View Video on Screenr)

Goals of Introductory Synchronous Session:
The overall goal of the course is for participants to learn how to build Moodle course sites by actually building a site on their own. Because participants will be off on their own to build a Moodle course site, it's important that they leave this session with an idea for what they want to use a course site for. Therefore the goals of this course are to introduce Moodle and what it can potentially be used for and to help participants develop an idea for the project.

Outline:

• Welcome - Brief overview of the course structure and objectives of the course. Keeping this "Broadcast" portion of the course short and sweet so that I can dive into the activities.
  
• What is Moodle? - Many of the course participants have never used Moodle and really don't know much about it's potential. Before they can fully develop an idea for their project they need to have an understanding of what they can do with Moodle. I found a great "What is Moodle" video at MoodleTuts.com that drives home this point for me so I will use that as a brief introduction to Moodle and to get the conversation started.
  
• Moodle Hopes and Dreams (Poll) - In this section we will start developing ideas for the projects by taking a poll asking them what they are hoping to use Moodle for. This will give me an idea of the participants backgrounds and the kinds of projects they will want to complete. I'll segue from this poll into a brainstorming session by discussing their expectations for Moodle.
  
• Poll Question - What are you hoping to use Moodle for?
• K12 Course Site
• Corporate Training
• Other
• Brainstorming for Project Ideas (Whiteboard) - Now we'll dive into creating project ideas. In this activity I'll be asking participants to write down potential project ideas or just uses for Moodle while I write down their common ideas using a "whiteboard" feature or simply writing them in a word doc while sharing my screen. The goal of this section is to get their wheels turning about how they can possibly use Moodle and what they want their project to be.
• Sharing Ideas - At this point participants should have a great idea of what Moodle can be used for and hopefully they will have narrowed down what they want to do for their project by taking the stage and using their mic to share their idea with the rest of class. This activity will give them the opportunity to bounce their ideas off the rest of the class and receive feedback to nail down what they want to do for their project. Participants should have an idea for their project narrowed down after sharing their idea with the class and receiving feedback.

In all I feel I have a decent plan for the structure of the course but would love to hear your ideas on how I can help course participants to realize the potential of Moodle and to nail down an idea for their project. I've done my best to keep the "broadcasting" to a minimum but still feel there is room for improvement to make this session more engaging and effective for the participants. Please share your ideas for improving this design by posting a comment.

Related Posts:

• Help Me Design Synchronous eLearning
  

Help Me Design Synchronous eLearning

I am working on a project for my Ed Tech class at SDSU which is putting me a little out of my comfort zone. The project requires the design of an eLearning course including a synchronous portion where the facilitator and learners meet online using web conferencing software. I have a lot of experience creating asynchronous "self paced" eLearning courses but rarely have the opportunity to work on eLearning courses with a synchronous session involved. I am excited about the opportunity to try something new and would love your input on the design of the course especially when it comes to the synchronous online meetings at the beginning and end of the course. Below you will find the syllabus which summarizes the design I have come up with so far and the direction I am headed with the project. Help me earn an A+ on this project by posting any suggestions, ideas, or questions you may have about designing synchronous elearning as a comment.

Excerpts from Syllabus

Course Description:
This course introduces Moodle, the Learning Management System and how it can be used to create an online course site and learning activities. Course participants will take a "Hands On" approach to learning Moodle by completing a project based lesson which requires the development of a Moodle course site. Through the development of this project, participants will learn how to take advantage of the Moodle features described below and finish with a course site that can be used for their own courses:

• Customize course site settings for your specific needs
• Add text and graphics to your course site
• Add resources such as web sites or documents to your course site
• Create graded online activities such as quizzes and self paced online lessons.
• Create social learning activities such as Forums, Chats, Wiki's, and Blogs.
  

The course starts and ends with synchronous online discussions while the majority of learning will take place asynchronously using resources available on the course site to complete the project. The online discussions will get you started on the project and provide the opportunity to receive feedback while learning the basics of Moodle through the development of your own course site. Because the majority of the course is completed independently, it is important that you take advantage of the forums on the course site to ask questions and complete your weekly progress reports. Don't wait until the last minute to ask a question, be proactive by posting any questions or concerns on the forums so that you can build the course site of your dreams.

Course Site and Resources:
You are not on your own when it comes to completing this project. By completing weekly assignments, communicating with your instructor and classmates, and taking advantage of resources found on the course site you will learn a lot about Moodle and walk away with a finished product that you can be proud of. Everything you need to attend online meetings and complete the project is found on the course site. Prior to attending our first online meeting, familiarize yourself with the course by reading through each section on the course site.

Course Schedule:
Week 1:

• Online Meeting
• Accessed through course site
• Topics - Moodle overview, Project overview, Discuss project ideas
  
• Post your idea for project in progress report
• Use the "Progress Report" forum on the course site
• Summarize the purpose and content of your course site. Outline what content, resources, and activities will be included in your course site.
  

Week 2:

• No meeting
• Create project course site and begin adding text using resources in section 2 of course site.
• "Add a new course" using resources in section 2
• Assigning participants to the "Student" role
  
• Add instructions for students and outline content of course using resources in section 2.
  
• Post Progress Report
  
• Use the "Progress Report" forum on the course site
• Summarize what you have done so far, lessons you have learned, and any questions you have.
• Post link to your project site in forum posting.
  

Week 3:

• No meeting
• Add resources and activities to course site using resources in section 3 of course site.
• Add a resource such as a web site or document using resources.
• Add a graded activity such as a quiz or self paced lesson using resources.
• Add a social activity such as a forum, chat session, wiki, or blog
  
• Post progress report
• Use the "Progress Report" forum on the course site
• Summarize what you have done so far, lessons you have learned, and any questions you have.
• Post link to your site in forum posting
  

Week 4:

• Online Meeting
• Accessed through course site
• Topics - Project Presentations and feedback

_______________________________________________________

Any Feedback??:
So, what do you think? If you have any ideas, questions, or suggestions please let me know by posting a comment.

A Corporate Example of Project Based Learning

Enough talking about how to design project based learning, let's get down to the brass tacks and look at an example of a PBL lesson. If you would like more information on project based learning before looking at an example please review my series of project based learning blog posts. This example is titled "Selling Sleep Disorder Relief" and was designed to help sleep products sales people improve their sales with customers suffering from sleep disorders. Most of the process is designed to be completed over the course of 6 days by groups of sales professionals within their store location during free time in between customers.

The process begins by the facilitator communicating the guidelines through email and will conclude with the participants meeting to perform the presentations. The email sent to participants at the beginning of the project will outline the guidelines of the project and provide access to the project web site which serves as a resource to participants throughout the project. The details of each step of the process are described in the table below.

Day	Milestone	Description
1	Project Begins	Project facilitator groups participants according to their store location and assigns each group a sleep disorder. This step of the process is initiated through an email from the facilitator describing the guidelines of the project and providing access to the project web site. Once groups are formed and assigned a sleep disorder, they can begin working on the project and contact the facilitator for assistance when needed. Because the project is able to be facilitated online there are less expenses associated with travel and time in a classroom.
2	Research	Groups begin researching symptoms of their assigned sleep disorder using multiple internet resources. Potential links are available in the Resources section of the project web site to help get participants started. However, they are encouraged to extend their research beyond the sites listed on the Resources page of the project site. Learners will develop a greater understanding for the information by conducting research on their own rather than being spoon fed the information.
2	Develop Outline	Groups develop an outline highlighting the key findings of their research and possible solutions for the customers sleep disorder. The outline will be submitted to facilitator for feedback. This allows the facilitator to provide formative feedback to the group before they potentially go too far down the wrong path.
3	Develop Handout	Groups will begin developing the handout after receiving feedback on their outline from the facilitator. The handout will be designed to summarize the key points and distributed during the presentation. This will serve as a job aid to other participants of the class who will be learning about the sleep disorders presented by the groups.
4	Develop Presentation	Groups develop their presentation including the role play sales presentation simulation. There will be an opportunity to receive feedback and practice the presentation in front of the facilitator. The opportunity to practice the presentation in front of the facilitator provides another opportunity for formative feedback to ensure they are headed down the right path and are grasping the instructional objectives of the lesson.
6	Perform Presentation	The groups will perform their presentations for the other groups and the facilitator. The handouts will also be distributed at this time. Performing the presentation in front of other class participants provides the opportunity for participants to demonstrate the performance described in the instructional objectives and for other participants to learn about the specific sleep disorder.
6	Debrief and Discuss	The facilitator will debrief and discuss the key points of each groups presentation using the handouts provided by each group of learners. These handouts will then be assembled by the learners to be used as a reference/job aid helping them take advantage of what they learned from other groups presentations. This and the final project grade are where summative feedback is given based off of the culminating project.

This is just one example of Project Based Learning in a corporate environment. Hopefully this example will give others ideas of how to get started and my series of project based learning posts will fill in the details of each step along the way. Do you have any examples of using project based learning in a corporate environment or suggestions of how to improve upon this example? If so please leave a comment with an example, suggestion, or have anything to say about project based learning.

Related Posts:
The posts listed below provide many more details regarding designing project based learning in a corporate environment.

• Project Based Learning - Are you doing it?
• What is Project Based Learning?
• 3 Steps to a Driving Question for Project Based Learning
• Designing Assessments for Project Based Learning
• Project Based Learning in 3 Steps
  

Project Based Learning in 3 Steps

An Instructional Designers "Cheat Sheet" for Designing Project Based Learning
Four blog posts ago I set out on a long strange trip to dissect project based learning in a corporate environment. Along the way I have received some great comments on this blog and through Twitter with insight and examples of how to take advantage of project based learning. For the last post of the Project Based Learning series I'm going to boil down the key points of the four posts and the comments I received into a "cheat sheet" for instructional designers getting started with project based learning. This "Cheat Sheet" is designed to be used as a job aid summarizing the project based learning design process and does not include all of the details you may be looking for. For more information please click on the links throughout the post or in the "More Information" section.

What is PBL and why should I care?
Based off the name "Project Based Learning", it's not so tough to figure out that it's all about learning through the development of a project. Although it is simple to understand the premise of Project Based Learning I believe there is a lack of resources available because many instructional designers are designing it but don't realize there is a name and method to it. So, what is PBL anyway? The textbook definition provided by the Buck Institute for Education in the "Project Based Learning Handbook" described PBL with the quote below:

A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.

In my opinion it's a flexible term that boils down to scaffolding a lesson so that learners construct their own solutions through the development of projects rather than being told what the solution is through formal instruction. Project based learning's focus on the learner constructing their own solutions using available resources is what makes it ideal for the corporate world. In the workplace, employees don't have their training facilitator there to give a lecture any time they come across a problem they don't know how to solve so it is important that employees learn to use available resources to solve the problem on their own. Project based learning achieves what a lecture cannot by providing the opportunity for the learner to practice using the necessary resources so that when they do come across a problem they are prepared to solve it on their own.

Step 1: Dream up the Big Idea
Before you can begin constructing the driving question you need to develop the "Big Idea" that the project will be based on. This is where you need to be creative and dream up an idea or theme for the project that is intriguing, complex, problematic, and most importantly requires the learner to demonstrate the outcomes of the instructional objectives being taught in the lesson. When it comes to project based lessons in corporate environments it's best to come up with a big idea or theme based off of problems that the learners face in the workplace. A big idea that matches what people do in their daily work makes it easy to design a project based lesson that will improve the learners performance on the job. A great way to stay focused on authentic concerns is to enroll the help of learners in the brainstorming process. Engaging the learners in the process of developing the big idea not only makes it easier to develop a "real world" concern, but it also ensures the learners "buy in" on the lesson.

Step 2: Develop the Driving Question
Once you have the big idea or theme for your project based lesson you are ready to develop the driving question. In this step you will be taking the big idea you dreamed up in step 1 and forming that into a realistic scenario requiring the learner to demonstrate the performance described in the instructional objectives. A great way to capture the "big idea" into the form of a problem is to present it as a realistic scenario that learners come across in the workplace. Think about what is going to happen on the job that will trigger the performance being taught and capture that in the form of a question or multiple questions. The driving question does not have to be told in a storyline but a good story is a great way to engage the learner while communicating the driving question(s) and guidelines of the project. Once you have an idea of what your driving question is going to be, ask yourself the questions below before committing to your final draft of the driving question(s):

• Is it open ended?
• Is it challenging?
• Is it realistic?
• Is it complex?
• Does it require a performance or project?
• Is it consistent with instructional objectives?

If you can answer yes to the questions above then your driving question may be ready to put into action. Once you have polished your driving question you are well on your way to a quality project based lesson.

Step 3: Design the Assessment
The project based learning design process concludes by developing a plan to assess whether learners are able to demonstrate the instructional objectives you set out for to begin with by completing one or more projects. You could say that this step puts the "Project" in "Project Based Learning." I consider this to be the most important part of the design process because it is where you evaluate whether the lesson was successful or not. The best practices described below will help you ensure a successful project based learning assessment.

• Demonstrates Objectives - A great way of ensuring that the assessments demonstrate the objectives is to design an assessment where learners complete the actual task or project that they will be required to complete on the job.
• Scaffolded Assesments - Scaffolding the project so that it builds up to a final assessment that represents a blend of all the content covered in the project ensures that the learners have improved over time and achieved the instructional objectives.
• Able to Score - Some of the greatest assessments for project based learning can also be the most difficult to assess. A great way of overcoming this obstacle is to create a rubric to use as a scoring guide. A well written rubric not only helps the facilitator score the assessment but it also helps the learner understand what is expected of them and serves as a guide for their project.

More Information:
As mentioned earlier, this post is only a summary of the design process. The links below will take you to more information regarding each step of the PBL design process.

• Project Based Learning - Are you doing it?
• What is Project Based Learning?
• 3 Steps to a Driving Question for Project Based Learning
• Designing Assessments for Project Based Learning
• A Corporate Example of Project Based Learning
  

References:

• Buck Institute for Education. (2003) Project Based Learning: A guide to standards focused project based learning. Novato, CA: Buck Institute for Education.

Designing Assessments for Project Based Learning

You have developed your big idea and polished the driving question, now for the most important aspect of Project Based Learning - planning the assessments. The project based learning design process concludes by developing a plan to assess whether learners are able to demonstrate the instructional objectives you set out for to begin with by completing one or more projects. I consider this to be the most important part of the design process because it is where you evaluate whether the lesson was successful or not. In this post I highlight some best practices that will help you ensure a successful project based learning assessment.

1. Demonstrates Objectives
It seems obvious that your project based learning assessment must require learners to demonstrate the performance described in the instructional objectives but it can be easy to become carried away with a creative project and lose sight of your goals. A great way of ensuring that the assessments demonstrate the objectives is to design an assessment where learners complete the actual task or project that they will be required to complete on the job. Yeah, it may seem boring to just have learners simulate what they have to do on the job but this is a great way to ensure that they have learned something that will truly improve their performance. If the learner comes back to work from the lesson with a task completed then you already have a return on investment to point to.

2. Scaffolded
It is often more effective to scaffold project based lessons to include multiple assessments or projects. I recently designed a project based lesson that gradually built on the learners skills by including an assessment at the beginning, middle, and end of the project. The assessments at the beginning and middle of the project provided the opportunity for a formative assessment where the learners can be given feedback as the project progresses, while the assessment at the end provided the opportunity for a summative assessment where the learners can be given a culminating appraisal of their performance. Scaffolding the project so that it builds up to a final assessment that represents a blend of all the content covered in the project ensures that the learners have improved over time and achieved the instructional objectives.

3. Able to Assess
Some of the greatest assessments for project based learning can also be the most difficult to assess. It's easy to give a test where each question is worth a certain amount of points but when it comes to assessments where learners are completing a project it can be difficult to measure exactly how well the learner performed. A great way of overcoming this obstacle is to create a rubric to use as a scoring guide. A well written rubric not only helps the facilitator score the assessment but it also helps the learner understand what is expected of them and serves as a guide for their project. Rubrics are a great tool that I think may be underutilized in the corporate world. There is a lot of information available that will help you create rubrics so I am not going to dive into the details here. The links below will take you to a couple of sites that will help you get started creating rubrics and to an example of a rubric I created for a project based lesson.

• Creating Rubrics - This link takes you to teachervision.com which has a variety of resources for creating rubrics.
• My Example - This link will take you to an example rubric that I created for a project based lesson.
• MS Office Template - This link will take you to a template for a rubric on the MS Office site.
  

These are just a few of the best practices that I have developed in the short amount of time I have been developing project based learning in a corporate environment and should by no means be considered an all inclusive list of best practices. I would love to improve upon the tips I have in this post with your suggestions. My next post will conclude the project based learning series by summarizing the posts into a "quick guide" for developing project based learning. If you have any ideas or tips that will help others maximize the effectiveness of project based learning please leave a comment so that others can benefit.

References:

• Buck Institute for Education. (2003) Project Based Learning: A guide to standards focused project based learning. Novato, CA: Buck Institute for Education.

Related Posts:

• Project Based Learning - Are you doing it?
• What is Project Based Learning?
• 3 Steps to a Driving Question for Project Based Learning
• Project Based Learning in 3 Steps
• A Corporate Example of Project Based Learning

3 Steps to a Driving Question for Project Based Learning

In the last post of the Project Based Learning series, I introduced what project based learning is and the benefits of using Project Based Learning in corporate environments. Now that we know what PBL is and have seen an example of it's use in a corporate environment, let's dive into developing Project Based Lessons for corporate training. Project Based Lessons begin with what I believe to be the most critical aspect of the instructional design process, the Driving Question. Houghton Mifflin's "Project Based Learning Space" defines driving questions as;

"A driving question or problem that serves to organize and drive activities, which taken as a whole amount to a meaningful project."

The driving question is both the foundation and the blueprint that gets learners started and guides them throughout the project. A well designed project is based on a driving question that sets off an inquiry based learning process where the project activities, and objectives are all determined by the driving question. It's obvious that the driving question is make or break to the project based lesson, so how do you create a quality driving question that achieves all of this. This post breaks down the process of developing a driving question that organizes and drives activities in a project based lesson.

Step 1: Develop the Big Idea
Before you can begin constructing the driving question you need to develop the "Big Idea" that the project will be based on. This is where you need to be creative and come up with an idea or theme for the project that is intriguing, complex, problematic, and most importantly requires the learner to demonstrate the outcomes of the instructional objectives being taught in the lesson. While it's important to create a driving question that is intriguing, the main focus is to design a question that elicits the performance required of the learner upon completion of the lesson. When it comes to project based lessons in corporate environments it's best to come up with a big idea or theme based off of problems that the learners face in the workplace. A big idea that matches what people do in their daily work makes it easy to design a project based lesson that will improve the learners performance back at the workplace.

It can be all too easy to get carried away with an elaborate driving question that ends up having nothing to do with the performance described in the instructional objectives. The"Project Based Learning Handbook" suggests staying focused on the performance by asking yourself;

"Where is the content I am trying to teach used in the real world?"

A great way to stay focused on authentic concerns is to enroll the help of learners in the brainstorming process. Engaging the learners in the process of developing the big idea not only makes it easier to develop a "real world" concern, but it also ensures the learners "buy in" on the lesson. This is particularly helpful with adults in a corporate environment where the training facilitator may not necessarily be an expert on the subject at hand and the learners can add perspective that makes the lesson more effective.

It's helpful to see examples of driving questions to get you started but there is really not many examples available. The Selling Sleep Disorder Relief project based lesson is a corporate example that may help you get started especially if you are developing a project based lesson for sales professionals. Please leave a comment if you have any other examples that you can contribute.

Step 2: Rough out the Driving Question
Once you have the big idea or theme for your project based lesson you are ready to rough out your driving question. In this step you will be taking the big idea developed in step 1 and forming that into a realistic scenario requiring the learner to demonstrate the performance described in the instructional objectives. The "Project Based Learning Handbook" describes the goal of developing the driving question with the following quote:

"Once you have a project theme or a "big idea" for a project, capture the theme in the form of a problem or a question that cannot be easily solved or answered."

A great way to capture the "big idea" into the form of a problem is to present it as a realistic scenario that learners come across in the workplace. Think about what is going to happen on the job that will trigger the performance being taught and capture that in the form of a question or multiple questions. The driving question does not have to be told in a storyline but a good story is a great way to engage the learner while communicating the driving question(s) and guidelines of the project. In the Selling Sleep Disorder Relief project based lesson, I communicated the driving question through a story that caught the learners attention and was actually fun for me to write. The "Project Based Learning Handbook" has some great tips for developing driving questions with the guidelines below:

• Driving Questions are Provocative
• Driving Questions are Open Ended
• Driving Questions go to the heart of a discipline or topic
• Driving Questions are challenging
• Driving Questions can arise from real world dilemmas that students find interesting
• Driving Questions are consistent with standards (Objectives)
  

Once you have roughed out a driving question you are ready to put it through the final inspection to make sure it meets the goals you set out for in the instructional objectives. In the final step of the driving question design process you will improve upon what you started with by refining the driving question into a complex, engaging issue that requires the learners to demonstrate the performance described in the objectives.

Step 3: Polishing the Driving Question
Before considering your driving question complete there are some important factors to take into consideration that will help you polish the driving question you roughed out in step 1. The list below describes some questions to ask yourself before finalizing your driving question.

• Is it open ended? If your driving question can be answered with a "Yes" or "No" then you will need to go back to the drawing board and ensure that it does not lead to an easy answer. Driving questions require learners to demonstrate higher level thinking.
  
• Is it challenging? If the driving question does not challenge learners they will not learn as much from the experience. Give them a challenge that will allow them to confront difficult issues.
  
• Is it realistic? A driving question depicting a realistic scenario that learners come across in the workplace will keep them engaged and help to ensure they retain skills that will actually be used on the job.
  
• Is it complex? A broad driving question requiring multiple activities and open to many possible solutions will keep students engaged and allow them to demonstrate the higher level thinking required to achieve the instructional objectives. Ensure that your driving question is broad enough to require learners to make a number of different decisions.
  
• Does it require a performance or artifact? This is the "Project" in "Project Based Learning." What will the learners be doing as a group or individually to demonstrate that they have achieved the instructional objectives. Do your best to make the performance or project that learners are completing as realistic to what they will experience in the workplace. Whether it be creating a business proposal or simulating a sales presentation the project should mimic what will be required on the job. This provides a fail safe opportunity to practice what they will be doing at work.
  
• Is it consistent with the instructional objectives? Are you asking a question that requires learners to demonstrate the performance described in the instructional objectives. Don't get caught up over complicating your driving question and forget about what you are trying to achieve in the first place. Achieving the instructional objectives is your focus at the start of the project and needs to remain the focus through the end.
  

If you can answer yes to these questions then your driving question may be ready to put into action. Once you have polished your driving question you are well on your way to a quality project based lesson and are ready to finalize the details for the project or artifact that learners will be developing as a result of the lesson. In the next post I will cover the details of the project or artifact but before getting into that, what are your thoughts on developing driving questions for project base lessons? Do you have anything to add or modify that contributes to a successful driving question? If so, please leave a comment with your thoughts on driving questions for project based learning.

References:

• Buck Institute for Education. (2003) Project Based Learning: A guide to standards focused project based learning. Novato, CA: Buck Institute for Education.
• Houghton Mifflins Project Based Learning Space

Related Posts:

• Project Based Learning - Are you doing it?
• What is Project Based Learning?
• Designing Assessments for Project Based Learning?
• Project Based Learning in 3 Steps
• A Corporate Example of Project Based Learning

What is Project Based Learning?

In my last post I set out on a quest to dissect Project Based Learning in the corporate world by starting some conversations and writing some blog posts. I believe that project based learning is ideally suited for adults in corporate training but sadly there is not much information available. I am hoping to shed light on some best practices that will improve the effectiveness of my project based lessons and hopefully help other instructional designers out there looking to get started with project based learning in a corporate organization. Part of the reason why there is not much information available may be that many instructional designers are creating project based lessons but they haven't put any label on it. I know I was already doing it but until I took a recent instructional design class, I did not realize there was an actual name for it. For this reason I'll start out my series of posts by covering what project based learning is and why there should be more of a focus placed on it in the corporate world.

So, what is project based learning? The textbook definition provided by the Buck Institute for Education in the "Project Based Learning Handbook" described standards focused project based learning with the quote below:

A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.

In my opinion it's a flexible term that boils down to scaffolding a lesson so that learners construct their own solutions rather than being told what the solution is through formal instruction. In project based learning students use a variety of resources such as the internet and books or even better, resources used to perform their jobs such as company intranets, software, job aids, manuals, and wikis to construct their own solutions to the problem they are being asked to solve. Project based learning helps learners to gain a deeper understanding of the instructional objectives by engaging them in an interactive lesson requiring them to perform the objectives in a safe environment.

Project based learning's focus on the learner constructing their own solutions using available resources is what makes it so ideal for the corporate world. In the workplace, employees don't have their training facilitator there to give a lecture any time they come across a problem they don't know how to solve so it is important that employees are trained to use available resources to solve the problem on their own. Project based learning achieves what a lecture cannot by providing the opportunity for the learner to practice using the necessary resources so that when they do come across a problem they are prepared to solve it on their own.

By now, I am sure you are well aware of what project based learning is so let's take a look at an example. Hopefully sharing my example will inspire readers to describe or post a link to their examples as a comment to this post. For my recent instructional design class I designed a project based lesson called "Selling Sleep Disorder Relief" which required participants to research a sleep disorder then create a presentation of how to make a sales presentation to a customer with the sleep disorder. By designing a project based lesson for this topic participants were not only better able to retain the information but they were also required to practice applying this information in a realistic "fail safe" situation. Hopefully this example will help others understand what project based learning is and hopefully spur some ideas or best practices for using it in the corporate world. Do you have any examples or insight you are willing to share? I am by no means an expert and would love to hear what others have to say about project based learning in the corporate world. Please continue the conversation by posting a comment with examples or just your thoughts on project based learning.

References:

• Buck Institute for Education. (2003) Project Based Learning: A guide to standards focused project based learning. Novato, CA: Buck Institute for Education.

Related Posts:

• Project Based Learning - Are you doing it?
• 3 Steps to a Driving Question for Project Based Learning
• Designing Assessments for Project Based Learning
• Project Based Learning in 3 Steps
• A Corporate Example of Project Based Learning

Project Based Learning - Are you doing it?

Are you implementing Project Based Learning in a corporate environment? If so, I would like to hear about it. In an instructional design class I took over the summer we focused on "Project Based Learning." What I learned in this class inspired me to make it more of a priority in my work as an instructional designer in a corporate environment. I love the principles behind project based learning because they focus on the learner performing the instructional objectives being taught in a realistic situation. All fired up to do more with project based learning I set out on a Google search for examples of it being used in corporate environments. To my surprise there is a severe lack of information available about implementing it specifically in the corporate world. Just about every search result has to do with project based learning in K-12 education. So, I am going to try and help do something about that.

I am going to try and make a small contribution by writing a few posts about implementing "Project Based Learning" in a corporate environment. I'll cover important topics such as developing the "Driving Question" and "Artifact" of the project while citing specific examples of it being used in a corporate environment. After writing a few posts highlighting the key points and receiving your insight I'll put it all together into an article covering the project based learning design process from start to finish.

Before diving into project based learning in more detail I would love to hear about your experiences implementing it in a corporate environment. I was hoping to find insight with a Google search but as mentioned earlier there's really not much information available. I can't be the only one with something to say about it so help contribute by posting a comment with your thoughts or experiences with project based learning. I look forward to hearing your ideas and sharing them in upcoming blog posts.

Related Posts:

• What is Project Based Learning?
• 3 Steps to a Driving Question for Project Based Learning
• Designing Assessments for Project Based Learning
• Project Based Learning in 3 Steps
• A Corporate Example of Project Based Learning

Telecollaboration and Project Based Training

I just finished another course in the Ed Tech program at San Diego State called "Advanced Teaching with Tech." Being that the class is called "Advanced Teaching with Tech," I thought we would dive deeper into using technology but unfortunately we didn't dive much deeper than Google Apps and Questgarden. However, I did pick up some new instructional design skills that I will be able to apply at work right away. This post describes a couple of projects I developed for this class and what I learned from them.

Early in the semester we were assigned to develop a Telecollaboration lesson using Google Sites. This was the first time I had heard of a telecollaboration lesson so I was curious to hear about something with such a fancy name. A telecollaboration or telecollaborative lesson is an educational project where participants learn by sharing information with other groups of people over the internet. This is an ideal project for me because a large part of my responsibilities at work involve developing eLearning courses and I am always looking for new ways to facilitate collaboration with others through eLearning. A common hit on eLearning is that it does not have the benefits gained through face to face interaction and collaboration with others that ILT can provide. However, telecollaboration lessons can help eLearning courses overcome the challenge of facilitating interaction and collaboration online.

The telecollaboration activity I designed for this project is called the "Handling Customer Objections Showdown." I wanted to develop something that I could also use at work where the majority of my learners are retail sales professionals. Participants of the showdown will improve their ability of overcoming customer objections by competing to post the best solutions to customer objections on a discussion board. Not only will this facilitate the sharing of best practices but it will also contribute to a database of solutions to customer objections that can be used as a job aid. I've been trying to come up with way's to take advantage of forums in Moodle and this will be a great lesson to do so with. Check it out and let me know if you have any suggestions.

Another focus of the semester was designing project based lessons where participants learn through working on a project in a group or individually. I love this type of lesson because it focuses on learners demonstrating the performance and generally there is not much lecture involved. To sum it up there is less telling and more doing. Project based lessons are definitely something I can take back to work as they work well as part of a blended training approach including both instructor led and eLearning solutions. In the past I have had success using eLearning to teach the pre requisite information that learners need to know before attending an Instructor Led course where they will apply what they learned in the eLearning with a project based lesson.

The Project Based Lesson I created is called "Selling Sleep Disorder Relief" and is designed to help sleep products salespeople improve their performance with customers who suffer from Sleep Disorders. The lesson is designed so that participants are broken into groups according to the retail store or region they work in and are assigned to research a sleep disorder then deliver a presentation about the disorder to the rest of the class. The presentation must include a "Role Play" simulation of an ideal sales presentation for a person with the sleep disorder. This improves learning due to the fact that they are going out and researching the information then forming a hypothesis on their own of how that information can be used back on the sales floor to improve their performance. This lesson personifies the notion of "more doing, and less telling."

Although the class didn't cover as much technology as I was hoping for I did learn a lot about instructional design. Learning about Instructional Design may not be as fun but we have to take our medicine in order to use technology effectively. I look forward to implementing these lessons at work and please leave a comment if you have suggestions.

Personal Learning Network 3

An assignment for my "Tech for Teaching" class at SDSU requires us to follow Ed Tech related blogs on our reader than write up a summary of what we learned from reading these posts and how these lessons apply to our professional goals. This is the third of 3 Personal Learning Network reports on some lessons I have learned lately through blogs I follow in Google Reader.

Over the past year, I have been working on the major project of transitioning my organization from only instructor led training to a "Blended" training approach consisting of eLearning, Instructor Led Training(ILT), and Job Aids. The blog posts highlighted in this Personal Learning Network (PLN) report provide valuable information that will help improve the effectiveness of my organizations training solutions by transitioning to a "Blended" approach. The first article, "When Computers Leave Classrooms, So Does Boredom" tells the story of a school that is maximizing the potential of a "Blended" approach by banning power point from the classroom and the second post titled, "Best Moodle Modules and Plugins" provides information on useful ways to customize Moodle. Together, these posts provide ideas for improving the effectiveness of a Blended training approach and the tools to help make those ideas happen.

I believe that there is no one best way to deliver training, and that in most cases, a blended approach is the most effective. ILT, eLearning, and job aids have different advantages that when used in combination can result in a more effective training solution. The article "When Computers Leave Classrooms, So Does Boredom" featured on "The Chronicle of Higher Education" website describes what a Dean at Southern Methodist University is doing to push instructors towards a blended approach. I found this article intriguing because I think it hits the nail on the head of the best way to take advantage of ILT in combination with eLearning. By removing power point from the classroom and taking advantage of computer based resources, instructors are given the freedom to facilitate a more interactive session resulting in an improved learning experience.

A valuable tool in implementing a blended training approach is the learning management system, Moodle. As a Moodle administrator, I am always looking for customizations to help Moodle fit the needs of my organization. The post, "Best Moodle Modules and Plugins" describes tools that can improve the effectiveness of elearning. By using modules discussed in this post such as "Book" and "Questionnaire" we are improving the effectiveness of our ILT courses by making them more interactive. In the past, a portion of the ILT course would be reserved for lecture to introduce the topic. This type of information is now delivered via Moodle prior to the ILT course so that learners are familiar with the topic and ready to practice the skill they are learning when they arrive at the instructor led course.

Migrating to a "blended" training approach from nearly 100% ILT is a difficult battle and the posts highlighted in this PLN report are helping my organization's training dept reach it's goal. By taking advantage of tools such as the modules and plugins described in the blog post, "Best Moodle Modules and Plugins," while embracing the theories discussed in the article, "When Computers Leave Classrooms, So Does Boredom" we are improving the effectiveness of our "Blend" of training solutions. I can't wait to see how what I have recently learned from my PLN helps my organization get closer to our goal of a blended training approach.

Related Posts:

• Personal Learning Network 1
• Personal Learning Network 2
  

Manual Grading in eLearning

We all love multiple choice, true/false, matching or any kind of quiz questions that can be graded automatically by an LMS. We also know that these types of questions are not very effective but we keep on using them because they are easy to come up with and don't require manual grading. This leaves us with the dilemma of cutting corners and using auto graded questions or sucking it up and putting in the hard work to manually grade essay questions and assignments submitted to the LMS. I've decided to suck it up and sacrifice automatic grading for more effective assignments that will need to be graded manually. Now I have the challenge of coming up with a plan to manage the grading of these assignments for +1000 employees.

My plan of attack for managing the manual grading of these assignments is to have supervisors grade and provide feedback to their subordinates. This will take the load off of me and I believe learners will get more out of the experience because they will receive more valuable feedback from their supervisor rather than some guy they barely know(me). Sounds like a simple plan but now I have to put on my "Trainer" hat and train supervisors how to grade these assignments submitted through Moodle. Although this plan does still require work from me to train supervisors how to grade and provide feedback on the assignments through Moodle, I believe the benefit of learners receiving valuable feedback and coaching from their direct supervisor out weighs the work required to train supervisors and definitely beats grading them all myself.

I'm curious to hear how larger organizations handle the manual grading of assignments submitted through the LMS, or do large organizations avoid anything that needs to be manually graded? The +1000 employees that I am dealing with is small beans for a fortune 500 organization but they also have a lot more resources at their disposal.

At this point, I can't imagine handling the manual grading of assignments any other way than having supervisors take on the task but I am very curious to hear what other organizations are doing to handle this task. Please leave a comment if you have any suggestions of how to handle this challenge.

Promoting Social Learning

You've got the cool new informal or social learning tool up and ready to go now you're ready for the masses to arrive and start using it. Then comes the harsh reality that it is hard work promoting the use of informal or social media tools within an organization. Not everyone is as quick to jump on the bandwagon as many tech savvy instructional designers are. So, what are some ways to encourage the use of social media tools that are obviously beneficial to the workforce?

I come across so much information conveying how effective social media/web 2.0/informal learning is the wave of the future in instructional design. Well, I am having a hard time riding that wave. I recently implemented a Wiki and discussion forums for different uses. The Wiki is used to retrieve process and procedural information while the discussion forums are used to share best practices much like LinkedIn forums. Now that I have these resources implemented I am attempting to get past the more challenging hurdle of getting the workforce to use them.

Solutions:
While I still have a long way to go, I have had marginal success promoting these social media resources by providing Formal Learning opportunities where the workforce is directed to use these resources for a specific activity. The end goal is to create Informal Learning opportunities where the workforce is seeking out these resources and pulling out information on their own but I have come to learn that this does not just happen, at first learners need to be directed and guided through social media resources. Here is what I have tried so far in my pursuit to reach the tipping point.

• Formal Training - Including social learning tools in formal training courses early in the employees career helps to ingrain the use of the tools into the organizations culture. For example, if you are rolling out new software and these social media tools contain instructions for the software, it is crucial that the social media resources are covered in the formal training for the software rollout. The learner is going to see more benefits in the resource while they are still struggling to learn the software. If they experience a few "wins" by solving issues using these resources then they are likely to continue to use the resources in the future.
• Assignments - One of the most difficult challenges in promoting social learning is providing opportunities for the learner to have a positive experience with the resource. A great way to do this is to design a formal learning assignment or activity that helps the learner to experience the benefits of the resource. This goes against the end goal of having the learners pull the information on their own rather than being directed but I have found that a formal learning solution can help jump start informal learning. Once the user has become familiar with the resource and seen the benefits through an assignment such as a scavenger hunt, or a structured online discussion, they are more likely to go back on their own.
• Contests - Another form of a formal learning activity that can help promote the use of social learning tools is to create some kind of a contest. This can be a little more difficult to design but adding a little competition into the activity adds motivation for the learners. Examples for contests could be the greatest contribution made to a wiki or something like the most questions answered in a discussion forum.

It all comes down to motivating the workforce to make the effort to use the informal or social learning tool you have developed. Explaining the benefits is not enough, learners need to experience the benefits on their own. A great way to help them experience "wins" or positive experiences with informal or social learning tools is through formal learning activities such as assignments, fun activities, or contests.

I'm sure that I am not the only instructional designer struggling with social or informal learning tools. If you have experienced any "wins" or "losses" in promoting social learning please leave a comment and let us know what has and has not worked for you.

Continuous Learning Experience

Through experience I am learning that training should never be a one time event, it should be a continuous learning experience. As a corporate trainer it can be all too easy to facilitate the class (off or online), collect your smiley sheets, and check the class off the list as done forever. It feels great to mark the task off the list but it can also be a recipe for disaster. This raises the question, "What are the best "Continuous Learning" solutions?" This post highlights some of the wins and losses I have had in creating continuous learning experiences.

I have recently been working on a lot of technical training projects for a recent software implementation. The learners completed a series of eLearning tutorials and a day long instructor led training class but that was not enough to help learners retain the knowledge needed to use the software fluently. In an effort to provide a continuous learning experience I implemented a Wiki using MediaWiki. Myself and a few others filled the Wiki with detailed instructions covering every procedure the software is used for. It is now a great resource for quickly finding answers especially in the first couple of weeks after the software implementation. The instructions in the Wiki served as a great reminder of what they learned in the eLearning and instructor led courses to get them through the tough times.

However, the Wiki did not fulfill all of the learners needs. Many learners had a difficult time fully understanding the in's and outs of unique situations by reading instructions on the Wiki. They needed to interact with somebody who could answer their questions and provide perspective unique to the situation they are dealing with. The problem with this is that the technical support staff was too busy to provide the one on one coaching that many people needed. To address this issue I implemented a help forum on the organizations Moodle LMS where learners could go and post their non urgent questions. At first I thought it would mainly be the tech support staff answering questions in the forum but it turned out to be other tech savvy learners who caught on to the software quickly that were able to lend a helping hand to their colleagues by answering questions. The great thing about this is that the quick learners who were answering questions were learning more by answering questions. The forum turned out to not only be a great tool for reducing tech support calls, but it was also a great tool for both novices and experts to learn about the software.

The wiki and help forum turned out to be great resources but this was not until I could overcome the major hurdle of getting people to use these resources. In any organization, it can be difficult to attract participation for tools like this even if the information is valuable. I still don't have the participation I would like but as I continue to advertise within the organization, I'm gaining more and more visitors in each of these resources. The bullet points below highlight some of the advertising successes I have had:

• Cover Resources in Formal Training Courses - I made sure to include training on using the Wiki and help forum in the formal eLearning and Instructor Led courses as a form of advertising and to set expectations of when to use these resources. In the past, employees of the organization have had a tendency to quickly call the tech support staff when they didn't know how to do something so we needed to break this habit.
• Advertise anywhere and everywhere - The more chatter there is about the resources the better. I had success by advertising in the company newsletter and the internal company intranet. Employees refer to the newsletter and intranet for the latest news so these were ideal places to advertise the successes people were having using these resources.
• Get the power users involved - I mentioned that there was a tendency in the organization to rely on the tech support staff when you have a software question. To break this habit we needed to change the habits of both the employees and the tech support staff. Rather than firing off the answer to the question I encouraged the tech support staff to coach the employee on how to find the answer to their question using the Wiki and Forum. Once employees realized that if they call tech support, they are going to be coached on using the Wiki and Forum the calls start dwindling and participation in the resources increases.
  

After a lot of hard work the Wiki and Help Forum turned out to be great resources for creating a continuous learning experience. I am still learning more about Wikis and Forums and will be exploring other ways to continue the learning experience after the formal training is complete. What have you done that worked well? Please share your experience by posting a comment.

Rapid Performance Analysis

Rapid performance analysis, is there such a thing? In a discussion with a LinkedIn connection, the topic of a quicker way to complete an effective performance analysis came up. His company frowns on spending time up front completing an analysis and wants him to dive into course development to "Save Time." I understand the importance of producing a tangible instructional product quickly but I believe with a mindset like this you will spend more time creating solutions that are not effective or you end up wasting time doing re work after you come up with a great idea halfway through the project. After reading "Job Aids & Performance Support" by Allison Rosset, and "Analyzing Performance Problems" by Robert Mager and Peter Pipe, I am sold on the notion that a "course" is not always the answer and if a "course" is the answer it is crucial to conduct an analysis to produce an effective instructional product.

In the corporate world it is important to walk the fine line of producing a quality product and producing it quickly. So, how do we in the corporate training and development field balance conducting an effective performance analysis with the business need of producing it quickly? We hear so much about "Rapid Development" in the world of eLearning but we don't hear much about "Rapid Analysis." My favorite resource for helping work my way through a performance analysis quickly is Mager and Pipes "Quick Reference Checklist." I find the questions in the checklist help keep me focused on the important aspects of the analysis and make it easy to conduct an effective analysis quickly.

Below I listed out some of the key questions I ask myself when attempting to conduct an effective but rapid performance analysis. The questions I have listed out below is what I have boiled Mager and Pipes quick reference checklist down to after a few years of applying it in my instructional design work.

1. What is the problem and is it worth pursuing? In many cases it may be more expensive or anti productive to address the problem then it would be to leave well enough alone. You always want to be sure that you are going to get a justifiable return on your investment.
   
2. Is the performance problem a result of a skill deficiency, consequences, or the process? You would think this is such an obvious question to ask your self but all too often we assume that some kind of a course is the answer to the problem. I have found that in many situations that simplifying the process or providing consequences can have a much larger impact than any kind of instructional product. Is the workflow efficient? Is desired performance rewarding? Do they know when they are doing a good job? Are there any obstacles? Many of us are paid to turn out courses but you will prove greater value to the business by recommending the solution with the highest return on investment.
3. If your answer to the above question is skill deficiency, then how often do they need to perform the task? Is it just something that they need to do every once in a while? If so, maybe a job aid would be more effective then a course. Sometimes all that is needed is a simple set of instructions that are accessible just in time. A simple job aid can sometimes produce better results at a fraction of the cost.
4. Which solution yields the most value? By the time you answer the questions above you will have a good idea of what needs to be done to close the skill gap. At this point you need to decide which solution or blend of solutions is going to yield the most value to the organization. Not the solution with the most bells and whistles but the solution that is going to provide the most bang for the buck

Although not an exhaustive analysis I find the questions listed above get me off to a rapid start on instructional design projects. Please help me and my LinkedIn connection out by posting your rapid analysis tips in the comments section.

Exploring Second Life

This week in an Instructional Design class I am taking in the Ed Tech program at SDSU we will be discussing Second Life. I've been hearing so much about using it as an instructional design tool and now that it has come up on the class schedule my curiosity has reached it's tipping point. I decided to sign on and see what it's all about.

I was hoping to get set up with my avatar and figure out how to "teleport" around in about an hour because that is all the time I had to play around. Well, I ended up spending that whole hour trying to perfect the look of my avatar. I left frustrated trying to use the options available in the default inventory. I decided to give up on my Avatar and try and explore all the great islands I have heard about it and could not get off of "Avatar Island" when my play around time expired.

I'll be spending more time learning the ropes of Second Life because I would like to use it for eLearning projects. Tom from the Rapid eLearning Blog sparked my interest with his post "Create eLearning scenarios by bringing the virtual word into the real world." The post covers how to use virtual worlds like second life to build realistic scenarios. Just create a few avatars and set them up in different environments to create snapshots for your eLearning scenario. So far I am not finding this as easy as it sounds considering it took me an hour to play around with the look of one avatar and I am stuck on avatar island.

I am sure there are some very basic elements that I haven't caught on to yet that will make my second life much more fulfilling. The key seems to be adding landmarks and avatars to my inventory but I haven't figured out how to do that. As time was running out I found the second life showcase tutorials which got me headed in the right direction but I'll need to spend more time with the tutorials to figure how to add to my inventory. I am sure with a little more research I'll be able to whip together those scenarios that Tom makes look so easy.

Train the Trainer

I am responsible for an upcoming software rollout for a retail organization and I am looking for ideas for structuring a train the trainer course. The training plan involves the learners completing a series of eLearning courses which will be followed by a one day instructor led course. I have finished developing the eLearning courses and the instructor led course so now I need to prepare SME’s to facilitate the instructor led classes on their own.

The ILT course is largely based on completing a workbook filled with exercises that build on what they learned in the eLearning courses. I have also developed a facilitator guide to go along with this workbook. It should be relatively easy to facilitate the class by just using the facilitators guide but I would like to develop some activities that will help build their confidence in facilitating the course.

I have scheduled a 2 day meeting with the SME’s where I will introduce them to the course and prepare them to facilitate it on their own. At this point I am planning on having them participate in the ILT course as a participant on day 1 then going into the train the trainer content on day 2. I have designed similar train the trainer courses before but I am looking for some new ideas to make it more effective.

One of the challenges I am faced with is that there will be 12 SME’s to train and only me as the facilitator. The ideal situation for me would to be able to break them into groups so that they can practice facilitating the course with each other but I’m not sure how feasible or effective that will be with just me as the facilitator.

All this leads to the question of “How can I maximize the time I have on day 2 to prepare them to teach the course on their own?”

Characters for eLearning

I am working on an eLearning project where I will be using a character that will be the learners tutor throughout the module. I am toying with the idea of creating a cartoonish character and in my research I came across SP Studio which is a very cool site that makes it easy to create custom south park cartoon characters. That's me as a South Park character by the way, yes I am addicted to my Blackberry. I won't be able to use the South Park characters for my eLearning project because there is not enough flexiblity to move the arms around but I will definitely keep this in mind for future projects. It's a great way to add a little fun to an eLearning course.

At this point I am leaning towards using vector clip art to create the character. Although it can be rather time consuming to edit the points of the vector to get it just the way you want it but it's quicker than drawing the images in Photoshop, Illustrator, or Flash, at least for me it is. Tom Kuhlmans post on the Rapid eLearning Blog inspired me to go the vector route.

The other option I am considering is going away from the cartoonish look and taking photos of an employee of the company. I have done this in the past and it was nice to have the flexiblity of asking the person to pose any way you wish rather than struggling with editing points in vector images.

The plan from here is to play around a little more with vector images and if that ends up not working out I will go the route of taking pictures. Unless of course myself or somebody else out there comes up with a much better idea...

Brain Based Learning

I read an interesting article titled "Behavioral, Cognitive, or Brain Based Learning" by Paul G. Whitmore and it gave me a whole new perspective in analyzing performance problems. The article discusses how when you are conducting an analysis, not only do you want to look at how the task is completed, but you also want to analyze what the audience is thinking while they are completing the task. What is going through their head while they are getting the job done? What mental cues help them complete the task without error? How does the audience mentally process how the task needs to be completed?

This opened my eyes to some things that I may be missing in performance analysis. I always conduct a thorough task analysis but I have never taken the audiences thoughts into consideration. By taking "Brain Based Learning" into consideration during the performance analysis, it is likely there may be unexpected outcomes discovered.

This "Brain Based Learning" approach highlights the importance of experiencing the performance first hand. Without completing the performance yourself it can be very difficult to understand what mental cues assist in executing the task at hand. I look forward to applying this lesson in my next performance analysis.

Behavioral, Cognitive, or Brain Based Training?

Hello Captivate!

My Adobe creative suite and Captivate arrived and I have already dove into a project in Captivate. While I was waiting for the software to arrive, I designed and storyboarded a soft skill scenario simulation for management training courses that I am working on. Now I am knee deep in developing it in Captivate and I am kicking myself for not pushing harder for this purchase a year ago. Now I would love to go back and re do several of the eLearning courses I developed using Power Point and a Flash converter. Unfortunately I have too many projects on my to do list to spend the time going back and re developing courses. Some day.

I have also been improving my skills in Photoshop with this project. I am using employees of the company as characters in the eLearning module which is requiring quite a bit of work extracting images from their background in Photoshop.

I've been stoked about work now that I have all of these cool tools to play with. I'm looking forward to learning more.

Software Shopping

Jackpot! Finally got the buy in from the boss to spend some money on Adobe software, mainly for developing eLearning and printed training materials. Thanks to the good ol' educational discount I can really make the most out of a $1000 budget.

Obviously, I need the Creative Suite 3 but that's where things get sticky. I am looking at 2 different packages and the only difference between the 2 packages is that one includes InDesign and the other includes Fireworks. I have never used either of these products and I'm not sure which I could use more.

Fireworks appears to be very similar to Photoshop with some extra features that will come in handy for web development. InDesign looks like a great tool for developing printed materials which I do often. I am tempted to go with InDesign because it is far more robust than the program I currently use (MS Publisher) for printed materials and it seems like all of Fireworks perks can be had in other programs if not Photoshop.

So, I am off to do more research on Fireworks and InDesign. I would just go with the Master suite because with the educational discount it comes in under $1000 but does not include Captivate which I consider a must have. It sure would make my life easier if Adobe would come out with an Instructional Design Creative Suite!