udutu is free.  Or so their website says.  From what I can tell, it’s free to create your own trainings, zip them up and unpack/host them in your own LMS.  They even offer a moodle module to make the process easier if you are using moodle, which we do.  You can host the training on their system, but there is a watermark.  If you pay, you can have the watermark removed.

So far, udutu looks to have a lot of potential.  If there are any experienced users out there I would love to hear your likes and dislikes

In a recent online software training package we developed, the modules were created using the principle of errorless learning.  Errorless learning is one example of a design procedure that has been validated by a large volume of quantitative research across diverse populations (you mean we should consider people with disabilities when designing a training??? — YES!).  We were approached to developed a series of training to teach users how to use a software application.  To do this, we incorporated guided practice for the features throughout each module.  Using errorless learning meant that the user could only provide the correct responses during this time.    Here is how the guided practice was structured:  (a) the user was asked to complete a task using the software; (b) only the correct responses were allowed; and (c) if the user did not respond correctly within 4 seconds a visual prompt was provided that cued the user to engage in the correct response.

Here are 2 practical reasons for you to consider this design tip:

1.  The user does not constantly practice incorrect responses. What we know is that if we are allowed to do the incorrect thing repeatedly, we learn that incorrect response pretty well.
2.  Users remain engaged.  Repeated incorrect responses tend to reduce the likelihood that a user will continue on with training.  This is especially important to consider for the trainings that are not required, but are important for staff development.

This concept worked great for this project because the client wanted their participants to be able to USE the software rather than being able to just ANSWER questions about it.  So when working with your designer or developing your next training, consider errorless learning.

I just finished up doing a year long educational cadre on the use of Universal Design for Learning strategies in a classroom.  Part of the deal was that in return for strategies and software or devices to use in the classroom, participants would meet with me in person at least 3-4 times a year in addition to doing some web based stuff.  Sounds simple enough, but I’ve been in the game long enough to know things don’t always work out as planned.  The last thing I wanted was a project that started with 30 people and ended with five.  This can happen for a variety of reasons, so to help prevent it from happening this time around I created a contract that not only the participants had to sign, but they’re administrators (and sometimes their administrator’s administrator) had to sign.  No one could register before signing and returning this contract to me.  On the contract I included what the expectations of the participants were and what they would receive in return.  If someone did not show up, they would not receive the support and devices that everyone else received.  Also, if for some reason they were told they could not attend a training, I simply pulled out the contract for the administrator so they would realize this had been agreed upon some time ago.  Overall it was a huge success.

The purpose of this post is to get you to think out of the box and take this a step further.  It’s easy to use contracts if you are meeting face to face with people over a the course of several months, but what about using this in your online courses or trainings as well (even if it’s only a one time thing).  A contract immediately provides clear expectations of what is expected of the learner.  They know how much time it requires and have the opportunity to say no (or choose a different time to take the course/training) up front.  This will also help the learner understand what they will be gaining in return for taking the course (a certificate, mandatory training satisfied, a gift card, etc…)

I recommend giving a contract a try during your next training.  If nothing else, the simple act of signing an agreement is likely to increase the completion rate of any of your courses.

If you are interested in giving desktop sharing a try, there are no shortage of available applications.  Among them include:

• GoToMeeting
• Windows Live Meeting
• Vyew
• ShowMYPC
• WebEx
• TeamViewer

There are plenty more options out there, but this is a start.  A few things to note:

• Not all options are free.  GoToMeeting, Windows Live Meeting, and WebEX may offer free trials, but do cost money to keep.  Others, like TeamViewer may offer a free version for non-commercial use.
• Know what you are looking for.  Some options only allow one user to view your computer.  That may work for simple collaboration or technical support, but will hardly work for trainings.

What do I recommend?  Although free is great, I like GoToMeeting.  The cost is low enough and it offers several features that are great for training small groups.  If you need to train a larger group, you can upgrade or purchase GoToWebinar, which allows you to have hundreds of participants and provides advanced features like polling, access levels and more.

I’ve tried many of the other options out there, and while they usually work fine, I find most slow to load and react.  This may work for collaborating with a colleague, but if you are working with a client I recommend spending the $400 or $500 extra a year and use GoToMeeting.  Their newest version has integrated voice capabilities, which is a huge advantage over using a land or mobile line to call a long distance number to communicate (I always just used skype).  Finally, GoToMeeting does allow those you are connecting with to show their screen.  You can take control of their mouse and keyboard or vice versa as well.  Others may offer this same feature, but it’s worth mentioning either way.

1. Like It
2. Learn It
3. Use It
4. Make a Difference

Although they didn’t offer many suggestions on how to actually do this, I liked their easy to understand components and data they had showing what organizations typically do.  Turns out that over 80% check to see if participants liked the training, less than 25% check to see if the content was learned, less than 10% check to see if you use it and get this… Less than 3% of organizations surveyed check to see if the training made a difference!

How can we apply this within eLearning?  It’s quite simple really, take a look at the following examples.  Feel free to add to them in the comments section if you would like:

Like It – Did your participants like the training?

• Imbed a survey at the end of your eLearning course.
• Use an external survey application, such as SurveyMonkey, to survey how your participants felt about the training
• Send an email to all participants asking for feedback. If you are tracking who is taking your course, you should already have their email. If not, simply ask for feedback. Sure not all participants will do so, but some will.

Learn It – Did your participants learn anything?

• I usually do this two ways. First, I imbed quizzes or “knowledge checks” throughout my learning environments.
• I also follow up a few weeks later, usually with the exact same questions to make sure knowledge was retained. I typically find that asynchronous online learning results are just as good, if not better, than face to face results.

Use It – Did your participants use it?

• Once again, use an application such as survey monkey or a simple email to ask participants if they are using what they learned
• For clients who need to ensure training goals are being implemented I go a step further. I typically send a web cam to the participant and have them use it in conjunction with Skype, a free instant message and voice of IP application. Once set up, I simply observe the participant in a setting and collect data on their use of the content covered in the training. This is a bit more work than simply sending an email, but much simpler and quicker than driving or flying to observe someone face to face. I can usually collect all the data I need in under 30 minutes instead of taking days to find common dates, travel arrangement, etc…

Make a Difference – Did the training make a difference?

• The answer to this can mostly be found in another post I did a few months ago on Deciding Which Trainings to Move Online. Trainings should be designed with the end in mind. If the goal is to increase sales, I should be able to see if it in fact increased sales as much as I had hoped. No secrets or technology tips here, but yet we still find that only 3% of organizations in the survey check this part out. I suppose they are just creating trainings just to be creating them?

Hope this helps some of you when you are looking at evaluating your training programs. The idea is to find ways to take advantage of available technology for your online or face-to-face trainings and imbed this into your training. Otherwise how will you ever know if your training did what it was designed to do?

For example, I was working through the process of deciding what trainings would be best to move to an online setting for a small company. This didn’t mean that the traditional face-to-face sessions would stop, just that there would be another option that would allow the organization to reach more people. When I first arrived, the general consensus was that online training was a great way to provide many of the trainings they have been wanting to offer to their audience, but haven’t had time to work on. See my post on Quality eLearning Takes Time to understand why this may not have been the best approach.

So instead, we started talking about all of the things the organization does related to training. They were able to name off the trainings they provided most and commented on how it was eating up all of their time. Now we were getting somewhere… By investing time in creating an online version of a training that is delivered often, you are able to reach an even larger audience while freeing up some valuable time for you and your staff – once the training is created that is.

Unfortunately, after you have a couple of trainings in mind that you would like to take online you are still not out of the woods. There are a few things you need to map out ahead of time to ensure this training is the right training to make the transition. These things include:

1. What is the purpose of this training? In other words, what will the participants get out of it?
2. How will you know the training is successful? Use concrete numbers here. Not “X amount of people will have taken the training“, but instead something like “participants taking the training will increase sales by 30%” or “errors will be reduced by 25%“. See the difference? Knowing how many people participated in your training only tells you how much time was wasted unless you can show results. Tom Kuhlmann gives really good examples of what I’m talking about here in his Rapid eLearning Blog and eBook.
3. How will you measure the results. This is another key point. Many organizations define results without knowing how they are going to measure them. Measuring with a figure you aren’t going to receive for a year from now is a bad idea. Think of something relevant and readily available that you can use.

After working through these key steps you should know if this is really a training you should spend time taking online or not. If so, once finished, you should try the training with a small group of participants and follow up by measuring the results you decided upon in step two. If the results look good, offer to a larger group and repeat. If not, revise and experiment with another small group.

The good thing about creating trainings for an online environment is that they are easy to go back and edit at any time. If one particular part is shown not to work, you can quickly edit and republish. I will provide a concrete example of how I set up a training using this same process in a soon to come post.

I provide trainings on all sorts of instructional technology. One particular training that always has more of a demand than I can handle takes me anywhere from 2 to 6 hours to provide face to face. Although not always true, online trainings typically do not take as long for participants to sit through as their face-to-face counterparts . However, this doesn’t mean that I am saving as much time as it may appear. Let me explain…

For a simple overview of this software, it would probably take two hours to cover. This of course doesn’t count my travel time, setup, etc… To create a similar online training, I spent close to 50 hours laying it out, adding real life scenarios of how the software could be used, including interactive video tutorials and more.  When finished, I honestly wondered if this training was going to take much less time than the face to face training. Then I rolled it out to a select group of people to collect data (more on this in an upcoming post) and couldn’t believe my eyes when they finished in an average of 20 minutes! It took them 20 minutes to complete something I spent over 50 hours creating.

This goes back to some information I picked up in one of William Horton’s books that states the following:

For a moderately complex project done by a moderately experienced team, figures of 200 person-hours per instruction hour are common, though estimates often run from 100 to 600 hours. [Horton, Designing Web-Based Training, p. 45].

Just in case you need that restated, you could be looking at up to 600 hours of work to create 1 hour of online training! Now of course that is on the complex side of things, but an average of 200 hours is quite normal and even less than what I was heading towards for the training above. Also keep in mind that this is just for creating the training. Many assume that the most time consuming part is gathering the content, but content for me was not the issue as I am one of the most knowledgeable people you can find on this particular piece of software. It actually took me that long just to lay out and create the online training.

This post isn’t meant to scare anyone away from eLearning. In fact, you should embrace it. Not only has research shown that eLearning provides just as much, if not more, learning outcomes for participants, but it also has several additional benefits face-to-face training does not. For example, with online training you can:

• Extend your trainings to a larger audience
• Make them available 24/7 so that participants can take and re-take as much as they want.
  
• No travel (for you or your participants)
• Less time with similar results

If anything, I hope this post will help you have these conversations with your employer or client before they get in over their head or fund a low quality training, both of which are bad for everyone.

1. “Fundability” is essential when applying for a highly competitive grant, because you can not accomplish your next great adventure without financial support. One attractive feature to set your project apart from the rest is to incorporate e-learning solutions. It is no longer cost prohibitive to develop and disseminate your findings and products on the web. The ability to do this well allows funding sources to see that your project has the potential to impact a large geographic area long after the funding is complete.

2. “Accessibility” to the benefits from the grant outcomes have typically been limited by how close you were to where the work was done or your connection with the people who did it. With e-learning solutions, people all across the globe can benefit from the efforts of your organization at anytime and at anyplace.

3. “Timelessness” is essential because once the funding is spent, projects are typically over and never seen again. However with e-learning solutions, the work accomplished through your project can be made available through web-based tools even after the funding is over. Extend the life of your project by finding a partner up front that will commit to hosting your work for you once the project is complete. Consider approaching colleges, universities, businesses, and other non-profit agencies as potential partners. The cost of hosting is relatively insignificant and the benefits for everyone are endless. If you are having trouble finding those partners, there are many no-cost solutions on the web that can accomplish this. Take time to dig through our blog to investigate a few that we have highlighted.

The possibilities are endless with the tools available to all of us. If you have a success story incorporating e-learning solutions in your grant funded work, take a minute to comment on this post.

The picture above is something I picked up from a Bob Pike Group training a couple years ago. You will see me mention things from their trainings quite often as I think almost everything they talk about relates to good instructional practices for live and web based training. It basically says this: In a 90 minute window of time we should chunk our content into 20 minute sections making sure to engage learners every 8 minutes or so. Simple, right? Let’s take a deeper look:

• 90 Minute Block – In general, whether we provide online training, teach a class, or anything else that involves holding a groups attention we should be sure to provide a break at least every 90 minutes. This has been the case time and time again. How do you think they came up with 90 minutes being the optimal time for block scheduling in some schools? I can assure you it wasn’t by accident
• 20 Minute Chunks - You must break your content up into chunks. No one can hold attention for 90 minutes straight. 20 minutes has been shown to be the optimal amount of time during classroom instruction to go over any section of content. I imagine online instruction is not much different.
• Engage every 8 Minutes – This is just a general rule of course, but it does have some research to back it up. Did you know that by the time most students graduate high school they have spent more time in front of a television than in a classroom? What happens about every 8 minutes when you are watching TV? If you guessed a commercial break you would be correct. So imagine how tough it is for some of us to hold attention for extended periods of time without some type of break in the action. This is where the engagement piece comes in. It doesn’t have to be complicated, in fact it can be as easy as having everyone take a stretch break while a quick video clip plays. I would recommend putting a bit more thought into it than that however. For example, in some web based trainings we create a scenario for participants to respond to. This allows them to quickly apply the knowledge they’ve learned while adding engagement to your training.

Hopefully this quick and easy strategy will help you design some of your lessons to be more engaging for your participants. If you happen upon this post and try it, I would love to see comments about how you made it work in your online trainings.

To make this a reality, we used Skype to provide the connection into the session. My video was run from the computer to an LCD projector and the audio was run into the sound system. We were able to communicate with our audience as if we were standing next to each other. The participants were actively engaged and we were able to fulfill the objectives the conference coordinators set before us. This event highlights a few barriers that e-learning can overcome for your company, organization, or classroom.

Barrier 1: Distance. Many times we are limited by the availability of professionals in our geographic region. I have worked with a few agencies that were seeking the support of a service provider. Unfortunately, they were forced to select their 3rd and 4th option because their top choices did not have time to provide what they needed (or did not want to make the trip). E-learning solutions allow people to provide their skills to a much wider audience; minimize the barriers of time and distance; and maximize effectiveness.

Barrier 2: Finances. As travel costs increase and the price of a gallon of gasoline skyrockets, this will become the greatest hurdle to access support services and training to assist your staff. The use of e-learning as a communication tool minimizes or removes the costs that you would be required to spend to bring in the “expert from Harvard” to train your staff. No flight, no rental car, no overnight stay, and no meals (which is important if you are bringing in the championship eating all-stars to give a motivational speech) are required.

Barrier 3: Follow-up. The key to any effective professional development is follow-up. The research literature is very consistent in supporting that “one-shot, sit and get lessons do not change the way people work”. However, most training events are exactly that. We sit and listen to someone drag on and on about a topic while hoping that the fire alarm will go off or Jesus will come back. As supervisors, we have unrealistic expectations that our staff will go out and do what was talked about during the session. Unfortunately, it doesn’t work that way (yet we still do this over and over). E-learning technologies provide a realistic way for trainers to connect back with the participants to follow-up after the initial training. This let’s everyone know that the content matters and provides a venue for questions to be addressed as implementation ensues.

When you are planning training and events for your staff and clientèle, the options have grown quite a bit. Most importantly, “Keep the main thing, the main thing”! Great technology and poor content is still poor content.