http://www.elearningguild.com Annual Gathering 2008 Guildcasts en-us Copyright 2008, The eLearning Guild http://www.elearningguild.com/page_templates/images/6/logo.gif http://www.elearningguild.com Annual Gathering 2008 Guildcasts We have been talking about SCORM and other e-Learning standards for over 10 years – are they a necessary evil, or have they evolved into a truly useful and important part of e-Learning design and development? If you are considering an LMS purchase, or creating content for wide distribution, you will find value in understanding whether the investment in SCORM compliance has a sufficient payoff. Participants in this session will be brought up to date on the latest adoption rates for SCORM, the future of SCORM, and the state of other potential standards. In this session, you will learn: *The current state of SCORM adoption *The next steps for the SCORM standards *The future vision of SCORM and other standards *How to make strategic learning development decisions related to standards Audience: Novice and Intermediate Designers, Project managers, Managers, Directors, VPs, CLOs, and Executives who have a basic working knowledge of SCORM vocabulary. This will NOT be a technical session focused on development or programming, but will, instead, look at the strategic decisions designers and managers should make as they relate to standards. Rovy Brannon http://www.elearningguild.net/podcast/AG08/GuildCast-Brannon-507.mp3 We have been talking about SCORM and other e-Learning standards for over 10 years – are they a necessary evil, or have they evolved into a truly useful and important part of e-Learning design and development? If you are considering an LMS purchase, or creating content for wide distribution, you will find value in understanding whether the investment in SCORM compliance has a sufficient payoff. Participants in this session will be brought up to date on the latest adoption rates for SCORM, the future of SCORM, and the state of other potential standards. In this session, you will learn: *The current state of SCORM adoption *The next steps for the SCORM standards *The future vision of SCORM and other standards *How to make strategic learning development decisions related to standards Audience: Novice and Intermediate Designers, Project managers, Managers, Directors, VPs, CLOs, and Executives who have a basic working knowledge of SCORM vocabulary. This will NOT be a technical session focused on development or programming, but will, instead, look at the strategic decisions designers and managers should make as they relate to standards. Many companies suffer from inefficient processes for creating e-Learning courses — reduced budgets, lack of staff, and scope creep to name a few. In this workshop you will learn how you can modify your processes and project development cycles to overcome organizational limitations. You’ll analyze traditional course development processes, and break them down into their component parts. You’ll learn to establish processwide goals, determine the component steps needed to achieve end-to-end efficiency, and how to optimize your existing processes and establish process-wide goals for them. You will also learn successful strategies for getting buy-in, and methodologies for organizing and managing your e-Learning projects. Anita Rosen http://www.elearningguild.net/podcast/AG08/GuildCast-ROSEN-P7.mp3 Many companies suffer from inefficient processes for creating e-Learning courses — reduced budgets, lack of staff, and scope creep to name a few. In this workshop you will learn how you can modify your processes and project development cycles to overcome organizational limitations. You’ll analyze traditional course development processes, and break them down into their component parts. You’ll learn to establish processwide goals, determine the component steps needed to achieve end-to-end efficiency, and how to optimize your existing processes and establish process-wide goals for them. You will also learn successful strategies for getting buy-in, and methodologies for organizing and managing your e-Learning projects. What worked in e Learning just a few years ago is no longer good enough. Corporate learning organizations need to respond to the changing dynamics of the global workforce. This case study session will demonstrate practical strategies and techniques that participants can leverage to design open, collaborative learning solutions based on social networking practices. It will dissect a recent program that revolutionized how Sun Microsystems on-boards new talent (Talent 2.0). The Learning 2.0 Collaborative Learning Environment consists of a wiki-based social networking platform, immersive learning games, and a visual rhetoric that serves to orient both new and existing employees to gain speed-to-competency when starting work at Sun. Session participants will experience the design and theories behind the Collaborative Learning Environment components, as well as learn about the four desired learner behaviors that set the foundation for the platform architecture. You will also learn the design concepts for two completely different learning game formats, and investigate the instructional design theories behind casual gaming and serious gaming through observing the design models for each format. In this session, you will learn: * How social networking is transforming instructional design * The four desired learner behaviors in a collaborative learning environment * How to integrate learning games into your learning framework * How to bridge different learning cultures with a collaborative learning enivronment Audience: Intermediate and Advanced Designers, Developers, Managers, Directors, VPs, CLOs, and Executives. It is helpful to have some knowledge of Learning 2.0, or the technology that fuels it, but it is not necessary. Brandon Carson http://www.elearningguild.net/podcast/AG08/GuildCast-CARSON-310.mp3 What worked in e Learning just a few years ago is no longer good enough. Corporate learning organizations need to respond to the changing dynamics of the global workforce. This case study session will demonstrate practical strategies and techniques that participants can leverage to design open, collaborative learning solutions based on social networking practices. It will dissect a recent program that revolutionized how Sun Microsystems on-boards new talent (Talent 2.0). The Learning 2.0 Collaborative Learning Environment consists of a wiki-based social networking platform, immersive learning games, and a visual rhetoric that serves to orient both new and existing employees to gain speed-to-competency when starting work at Sun. Session participants will experience the design and theories behind the Collaborative Learning Environment components, as well as learn about the four desired learner behaviors that set the foundation for the platform architecture. You will also learn the design concepts for two completely different learning game formats, and investigate the instructional design theories behind casual gaming and serious gaming through observing the design models for each format. In this session, you will learn: * How social networking is transforming instructional design * The four desired learner behaviors in a collaborative learning environment * How to integrate learning games into your learning framework * How to bridge different learning cultures with a collaborative learning enivronment Audience: Intermediate and Advanced Designers, Developers, Managers, Directors, VPs, CLOs, and Executives. It is helpful to have some knowledge of Learning 2.0, or the technology that fuels it, but it is not necessary. This workshop will examine new technologies and strategies you can apply to your e-Learning and learning initiatives. You’ll explore some of the latest technologies and techniques for learning. Wikis, Blogs, Podcasting, Games, Social Networking, Virtual Worlds, and Simulations top the list of innovations that might be in your future. Learn effective techniques to get past the hype, and understand the true learning value of these tools. Discover how to spur innovation in your learning solutions without taking on additional risk. Explore which tools and techniques are here, or around the corner, to promote continuous learning. Examine the processes that can insure that you can roll out innovative solutions effectively. Come experience the latest tools and techniques! Anders Gronstedt http://www.elearningguild.net/podcast/AG08/GuildCast-Gronstedt-P3.mp3 This workshop will examine new technologies and strategies you can apply to your e-Learning and learning initiatives. You’ll explore some of the latest technologies and techniques for learning. Wikis, Blogs, Podcasting, Games, Social Networking, Virtual Worlds, and Simulations top the list of innovations that might be in your future. Learn effective techniques to get past the hype, and understand the true learning value of these tools. Discover how to spur innovation in your learning solutions without taking on additional risk. Explore which tools and techniques are here, or around the corner, to promote continuous learning. Examine the processes that can insure that you can roll out innovative solutions effectively. Come experience the latest tools and techniques! Curb appeal is the staging of the exterior of a house to increase the property’s value. This concept is also important for e-Learning. If the learner’s first impression of a lesson is that it looks uninviting, or not relevant, they can disengage before ever getting to the content. Tight budgets and deadlines often require the instructional designer to also create the page layouts and graphics. Most ISD professionals have an extensive background in education, but have not been trained in how to make their e-Learning more visually inviting. Not all the skills used by a graphic designer rely on artistic talent, some are based on a knowledge of best practices. This session will provide participants a focused look at best practices in the design of e-Learning. You will learn common e-Learning design mistakes, and get advice on how the content could become a more effective learning experience by giving it a visual makeover. You will leave this session with a pile of practical tips that you can immediately start using to improve the appearance of your e-Learning modules. Improving the appearance of your modules will lead to a more engaged audience, and a more effective learning experience. In this session, you will learn: * To find the line between interesting and distracting graphics * That empty space is important to your information * To choose the right colors * Why eye flow matters * The importance of visually defining a mood Audience: Novice Designers. Participants do not need any artistic talent to benefit from this session. Donna Safko http://www.elearningguild.net/podcast/AG08/GuildCast-SAFKO-908.mp3 Curb appeal is the staging of the exterior of a house to increase the property’s value. This concept is also important for e-Learning. If the learner’s first impression of a lesson is that it looks uninviting, or not relevant, they can disengage before ever getting to the content. Tight budgets and deadlines often require the instructional designer to also create the page layouts and graphics. Most ISD professionals have an extensive background in education, but have not been trained in how to make their e-Learning more visually inviting. Not all the skills used by a graphic designer rely on artistic talent, some are based on a knowledge of best practices. This session will provide participants a focused look at best practices in the design of e-Learning. You will learn common e-Learning design mistakes, and get advice on how the content could become a more effective learning experience by giving it a visual makeover. You will leave this session with a pile of practical tips that you can immediately start using to improve the appearance of your e-Learning modules. Improving the appearance of your modules will lead to a more engaged audience, and a more effective learning experience. In this session, you will learn: * To find the line between interesting and distracting graphics * That empty space is important to your information * To choose the right colors * Why eye flow matters * The importance of visually defining a mood Audience: Novice Designers. Participants do not need any artistic talent to benefit from this session. Cell phones, PDAs, laptop computers, iPods — these are just a few of the billions of devices that can be platforms for mobile learning. In response to our increasingly mobile society, mobile learning is impacting our organizations. Come spend an in-depth day exploring what m-Learning is, why it matters, how to develop it, what technologies to use (and those to avoid), how to blend it with other learning modalities, and what the future might hold for you and your organization as our lives become increasingly mobile. TOPICS INCLUDE: * 10 Questions You Should Ask Before You Start * Review and Analysis of Report Data M-Learning Design * Setting a Strategy for m-Learning * M-Learning Tools and Technologies * Case Studies and Best Practices * Implementing m-Learning * The Business Value Proposition of m-Learning * Next Steps and the Future of m-Learning TEAM MEMBERS: Judy Brown, David Metcalf, Clark Quinn, Angela van Barneveld, Ellen Wagner with the report team led by David Metcalf. David Metcalf http://www.elearningguild.net/podcast/AG08/GuildCast-METCALF-S4_812.mp3 Cell phones, PDAs, laptop computers, iPods — these are just a few of the billions of devices that can be platforms for mobile learning. In response to our increasingly mobile society, mobile learning is impacting our organizations. Come spend an in-depth day exploring what m-Learning is, why it matters, how to develop it, what technologies to use (and those to avoid), how to blend it with other learning modalities, and what the future might hold for you and your organization as our lives become increasingly mobile. TOPICS INCLUDE: * 10 Questions You Should Ask Before You Start * Review and Analysis of Report Data M-Learning Design * Setting a Strategy for m-Learning * M-Learning Tools and Technologies * Case Studies and Best Practices * Implementing m-Learning * The Business Value Proposition of m-Learning * Next Steps and the Future of m-Learning TEAM MEMBERS: Judy Brown, David Metcalf, Clark Quinn, Angela van Barneveld, Ellen Wagner with the report team led by David Metcalf. Many organizations have various training groups and departments that work in silos, where each is responsible for developing standards, templates, marketing, and conference plans. Often, research and testing of new software and techniques is replicated throughout the company – repetitively. Sometimes different groups use an LMS, or even a LMS vendor, different than other training departments. There is no consistency, which leads to deep impacts to the training personnel and their learners. But an Instructional Design (ID) Community creates a collaborative environment for multiple training departments to leverage all of the company’s resources and tacit knowledge. All training departments are able to gain awareness, and coordinate efforts, to test and implement new technologies. Standards can be shared, and a more consistent learner experience is created. Session participants will learn how to implement and sustain an ID Community. You’ll learn how to develop and foster cross-department and cross-organizational collaboration; and about getting sponsors, organizing committees, and creating standards. An ID Community helps promote informed decisions by decision makers, and fosters professional development, standards creation and awareness, technology research and implementation, and overall collaboration amongst peers. In this session, you will learn: * Benefits of a cross-department community * How to determine what scope and influence the community should have * The steps required to successfully implement * Challenges to implementing and sustaining * How to sustain an ongoing implementation * Examples of real success stories Audience: Intermediate and Advanced Designers and Managers who are aware of challenges that may exist when fostering collaboration. Bruce Baumgarten & Shane Verheyen http://www.elearningguild.net/podcast/AG08/GuildCast-BAUMGARTEN-204.mp3 Many organizations have various training groups and departments that work in silos, where each is responsible for developing standards, templates, marketing, and conference plans. Often, research and testing of new software and techniques is replicated throughout the company – repetitively. Sometimes different groups use an LMS, or even a LMS vendor, different than other training departments. There is no consistency, which leads to deep impacts to the training personnel and their learners. But an Instructional Design (ID) Community creates a collaborative environment for multiple training departments to leverage all of the company’s resources and tacit knowledge. All training departments are able to gain awareness, and coordinate efforts, to test and implement new technologies. Standards can be shared, and a more consistent learner experience is created. Session participants will learn how to implement and sustain an ID Community. You’ll learn how to develop and foster cross-department and cross-organizational collaboration; and about getting sponsors, organizing committees, and creating standards. An ID Community helps promote informed decisions by decision makers, and fosters professional development, standards creation and awareness, technology research and implementation, and overall collaboration amongst peers. In this session, you will learn: * Benefits of a cross-department community * How to determine what scope and influence the community should have * The steps required to successfully implement * Challenges to implementing and sustaining * How to sustain an ongoing implementation * Examples of real success stories Audience: Intermediate and Advanced Designers and Managers who are aware of challenges that may exist when fostering collaboration. Implementing a new CRM tool like Salesforce.com is an exciting project that can bring many business intelligence and customer awareness benefits to an organization. It can also pose many challenges, such as how to gather requirements for customizing the CRM tool to meet your specific needs. What workflow changes do you need to make in order to maximize the return on investment? How will you train users, not only on CRM tool functionality, but also on changing their daily behaviors and workflow? How will you provide ongoing training and support as new features are released, and reinforce best practices and workflow rules? Session participants will learn the specific steps taken to ensure a successful transition from the legacy CRM tool to Salesforce.com. You’ll see how the learning function partnered with IT, sales, and operations management to gather requirements, customize the tool, establish new workflow rules to support proper use of the tool, and train a distributed workforce. You’ll learn the ongoing methods for reinforcing workflow rules and providing user support. In this session, you will learn: * Strategies for how the learning function can successfully partner with IT, management, and other project stakeholders * The blended learning tools and techniques for training a distributed workforce to use a new technology * How to support non-technical users as they attempt to learn a new tool * Techniques for reinforcing new behaviors and best practices after training Audience: Novice, Intermediate, and Advanced Designers, Project managers, Managers, Directors, VPs, CLOs, and Executives who understand what a CRM tool is and what it does. Liz Crawbuck http://www.elearningguild.net/podcast/AG08/GuildCast-CRAWBUCK-802.mp3 Implementing a new CRM tool like Salesforce.com is an exciting project that can bring many business intelligence and customer awareness benefits to an organization. It can also pose many challenges, such as how to gather requirements for customizing the CRM tool to meet your specific needs. What workflow changes do you need to make in order to maximize the return on investment? How will you train users, not only on CRM tool functionality, but also on changing their daily behaviors and workflow? How will you provide ongoing training and support as new features are released, and reinforce best practices and workflow rules? Session participants will learn the specific steps taken to ensure a successful transition from the legacy CRM tool to Salesforce.com. You’ll see how the learning function partnered with IT, sales, and operations management to gather requirements, customize the tool, establish new workflow rules to support proper use of the tool, and train a distributed workforce. You’ll learn the ongoing methods for reinforcing workflow rules and providing user support. In this session, you will learn: * Strategies for how the learning function can successfully partner with IT, management, and other project stakeholders * The blended learning tools and techniques for training a distributed workforce to use a new technology * How to support non-technical users as they attempt to learn a new tool * Techniques for reinforcing new behaviors and best practices after training Audience: Novice, Intermediate, and Advanced Designers, Project managers, Managers, Directors, VPs, CLOs, and Executives who understand what a CRM tool is and what it does. The pace of knowledge change is accelerating, and knowledge workers are spending an excessive amount of time looking for information, which is time taken away from productivity. Even when information is available, we’re not always sure if it’s accurate and complete. Knowledge management (KM) plays an important role here. Development of information repositories, Communities of Practice, and access to experts and expertise are critical components of an overall organizational learning strategy. This strategic and non-technical workshop provides an overview of modern KM, and how it supports organizational learning. Designed for training managers at all levels, including CLOs. Marc Rosenberg http://www.elearningguild.net/podcast/AG08/GuildCast-ROSENBERG-P10.mp3 The pace of knowledge change is accelerating, and knowledge workers are spending an excessive amount of time looking for information, which is time taken away from productivity. Even when information is available, we’re not always sure if it’s accurate and complete. Knowledge management (KM) plays an important role here. Development of information repositories, Communities of Practice, and access to experts and expertise are critical components of an overall organizational learning strategy. This strategic and non-technical workshop provides an overview of modern KM, and how it supports organizational learning. Designed for training managers at all levels, including CLOs. Many organizations don't have the in-house resources or budget to do “studio grade” audio sessions. In addition, the terminology and technology surrounding audio can be confusing, which makes it even harder to make good decisions about the tools and techniques you can use to create audio files on your own. That doesn’t mean using audio in e Learning is off limits. Anyone can purchase the equipment, set up their own recording room, and start creating their own audio files to use in e Learning . In this session, you will learn about the choices available to small- to medium-sized training groups operating with limited resources. You will learn how you can create your own audio clips, and how to use them within your e Learning solution. It will cover equipment needed (the hardware), where to do the recordings, the software options, compressing, and implementing the audio files as part of an e Learning curriculum. Adobe products will be used for course implementation. In this session, you will learn: * How to start doing your own audio * The software and hardware tools available to make audio files * The differences in hardware types, costs, and results * The ins and outs of audio editing * What different file formats mean, and how they are used. Audience: Novice and Intermediate Designers, Developers, and Project managers. General knowledge about e Learning development, basic computer knowledge, and basic knowledge of how audio can be used in e Learning is beneficial, but not required. Rosanne Hutton http://www.elearningguild.net/podcast/AG08/GuildCast-HUTTON-112.mp3 Many organizations don't have the in-house resources or budget to do “studio grade” audio sessions. In addition, the terminology and technology surrounding audio can be confusing, which makes it even harder to make good decisions about the tools and techniques you can use to create audio files on your own. That doesn’t mean using audio in e Learning is off limits. Anyone can purchase the equipment, set up their own recording room, and start creating their own audio files to use in e Learning . In this session, you will learn about the choices available to small- to medium-sized training groups operating with limited resources. You will learn how you can create your own audio clips, and how to use them within your e Learning solution. It will cover equipment needed (the hardware), where to do the recordings, the software options, compressing, and implementing the audio files as part of an e Learning curriculum. Adobe products will be used for course implementation. In this session, you will learn: * How to start doing your own audio * The software and hardware tools available to make audio files * The differences in hardware types, costs, and results * The ins and outs of audio editing * What different file formats mean, and how they are used. Audience: Novice and Intermediate Designers, Developers, and Project managers. General knowledge about e Learning development, basic computer knowledge, and basic knowledge of how audio can be used in e Learning is beneficial, but not required. LINGOs (Learning for International Non-Governmental Organizations) faced the challenge of converting a 40-hour face-to-face project management course into an on-line synchronous format. The context of the on-line course was daunting. While the class size was small, none of participants had previous experience in on-line learning; learners were located in some of the most remote countries of the world (Tibet, Vietnam, Moldova, Swaziland, Burkina Faso, etc.), the participants hailed from 15 different organizations, and at least half the learners identified English as their second (or third, or fourth language.) The session will review the major lessons learned from evaluation of the on-line Fundamentals of Project Management for International Development course, and will identify where the participants gave high and low marks. Special focus will be placed on the course revisions being made as a result of the evaluation. You will learn tips and tools for implementing synchronous e Learning in extreme environments: Engaging learners from different cultures, connecting with learners in low-bandwidth environments, and avoiding the risk of turning on-line courses into information dumps. As LINGOs prepares to launch another five on-line project management courses over the coming six months, we will identify what elements of the course we will change – and which elements we will retain. In this session, you will learn: * Approaches to converting face-to-face curricula to on-line content * Activities that replicate a “workshop dynamic” in an on-line course * Techniques to engage a multi-cultural audience with little or no e Learning experience * Strategies to avoid the temptation of “information dumping” in on-line courses. Michael Culligan http://www.elearningguild.net/podcast/AG08/GuildCast-CULLIGAN-404.mp3 LINGOs (Learning for International Non-Governmental Organizations) faced the challenge of converting a 40-hour face-to-face project management course into an on-line synchronous format. The context of the on-line course was daunting. While the class size was small, none of participants had previous experience in on-line learning; learners were located in some of the most remote countries of the world (Tibet, Vietnam, Moldova, Swaziland, Burkina Faso, etc.), the participants hailed from 15 different organizations, and at least half the learners identified English as their second (or third, or fourth language.) The session will review the major lessons learned from evaluation of the on-line Fundamentals of Project Management for International Development course, and will identify where the participants gave high and low marks. Special focus will be placed on the course revisions being made as a result of the evaluation. You will learn tips and tools for implementing synchronous e Learning in extreme environments: Engaging learners from different cultures, connecting with learners in low-bandwidth environments, and avoiding the risk of turning on-line courses into information dumps. As LINGOs prepares to launch another five on-line project management courses over the coming six months, we will identify what elements of the course we will change – and which elements we will retain. In this session, you will learn: * Approaches to converting face-to-face curricula to on-line content * Activities that replicate a “workshop dynamic” in an on-line course * Techniques to engage a multi-cultural audience with little or no e Learning experience * Strategies to avoid the temptation of “information dumping” in on-line courses. Organizations can rapidly publish e-Learning cost-effectively within limited time frames using common, easyto-use, desktop applications. This workshop examines how to storyboard, convert, package, and deploy interactive, engaging training using PowerPoint. It leverages lessons learned from an award winning project. Each participant will learn how to overcome Power-Point limitations, design interactive games, and create highly-engaging learning solutions. You will receive a CD-ROM with extensive PowerPoint resources, including game models, role-based simulation exercises, test templates, and example programs to facilitate rapid imple-mentation back on the job. Eric Parks http://www.elearningguild.net/podcast/AG08/GuildCast-PARKS-P2.mp3 Organizations can rapidly publish e-Learning cost-effectively within limited time frames using common, easyto-use, desktop applications. This workshop examines how to storyboard, convert, package, and deploy interactive, engaging training using PowerPoint. It leverages lessons learned from an award winning project. Each participant will learn how to overcome Power-Point limitations, design interactive games, and create highly-engaging learning solutions. You will receive a CD-ROM with extensive PowerPoint resources, including game models, role-based simulation exercises, test templates, and example programs to facilitate rapid imple-mentation back on the job. The learning research is very clear that getting learners to practice using realistic situations, simulations, and scenarios creates learning that they will better remember, and be more likely to utilize on the job. Unfortunately, most of our instructional designs use a topic-based approach, not a situation-based approach. Using research-based insights as inspiration, Situation-Based Learning Design is an approach that specifically focuses on supporting learners in being able to perform on the job. It not only can produce more effective learning outcomes, but it also creates opportunities to streamline learning events into more engaging, thus less boring, sequences. Session participants will learn about the research that inspired the concept and the SBLD model itself. From this base of understanding, participants will be able to make more effective learning-design decisions using the Magic Question, the SEDA Model, etc. Participants will be able to examine their current practices and brainstorm opportunities for utilizing SBLD. In this session, you will learn: * Current research regarding retrieval practice and context alignment * The Magic Question * The SEDA Model * How the SEDA model highlights the limitations of current practices * How the SEDA model can suggest better design options Audience: This session is great for both novice and expert practitioners. For novices, it provides a solid foundation for continued learning. For experts, it provides a framework from which to organize the knowledge they’ve gained from their experience and previous learning. Will Thalheimer http://www.elearningguild.net/podcast/AG08/GuildCast-THALHEIMER-106.mp3 The learning research is very clear that getting learners to practice using realistic situations, simulations, and scenarios creates learning that they will better remember, and be more likely to utilize on the job. Unfortunately, most of our instructional designs use a topic-based approach, not a situation-based approach. Using research-based insights as inspiration, Situation-Based Learning Design is an approach that specifically focuses on supporting learners in being able to perform on the job. It not only can produce more effective learning outcomes, but it also creates opportunities to streamline learning events into more engaging, thus less boring, sequences. Session participants will learn about the research that inspired the concept and the SBLD model itself. From this base of understanding, participants will be able to make more effective learning-design decisions using the Magic Question, the SEDA Model, etc. Participants will be able to examine their current practices and brainstorm opportunities for utilizing SBLD. In this session, you will learn: * Current research regarding retrieval practice and context alignment * The Magic Question * The SEDA Model * How the SEDA model highlights the limitations of current practices * How the SEDA model can suggest better design options Audience: This session is great for both novice and expert practitioners. For novices, it provides a solid foundation for continued learning. For experts, it provides a framework from which to organize the knowledge they’ve gained from their experience and previous learning. Open source software, such as Moodle, is a low-cost alternative to proprietary software. Every day more Moodle users are discovering many more advantages for e-Learning, including 1) Pedagogical support for social learning communities, 2) Reduced dependence on software vendors, 3) Easy customization, and 4) A rich variety of learning tools. Using Moodle, and other software tools, participants will apply research-based strategies, and work collaboratively to design and build an effective e-Learning environment. Take advantage of this unique opportunity to work collaboratively with others using some amazing resources. Margaret Martinez http://www.elearningguild.net/podcast/AG08/GuildCast_MARTINEZ_P6.mp3 Open source software, such as Moodle, is a low-cost alternative to proprietary software. Every day more Moodle users are discovering many more advantages for e-Learning, including 1) Pedagogical support for social learning communities, 2) Reduced dependence on software vendors, 3) Easy customization, and 4) A rich variety of learning tools. Using Moodle, and other software tools, participants will apply research-based strategies, and work collaboratively to design and build an effective e-Learning environment. Take advantage of this unique opportunity to work collaboratively with others using some amazing resources. Do you ever wonder about the actual level of engagement your intended audience has in the e-Learning you create? Although you may conduct usability sessions and level 1 evaluations, or hear anecdotes of how individuals perceived the e-Learning you created, you probably can’t learn how all users interacted with your e-Learning once it was delivered into the field. Web analytics software, specifically Google Analytics, lets you no longer have to guess about which design approach attracts users the most. Now you can make educated design decisions based on quantitative data, instead of subjective viewpoints. In this session you will learn to collect metrics that have never been detectable before. For example, you can now uncover how long users spend on each page of a course, or calculate the popularity of a particular element of a course, such as a video, MP3, or PDF download. This session will give you everything you need to begin monitoring your user’s level of engagement, and collect objective quantitative data, so you no longer have to guess about which design approach attracts the most learners. In this session, you will learn: * To identify the levels of student engagement that can be tracked using Web analytic software * The step-by-step instructions for incorporating analytics in your current e-Learning programs * Best practice tips for monitoring and reporting student engagement statistics * Ways to apply the quantitative data you get to improve the design of your e-Learning, and significantly increase its effectiveness Audience: Intermediate Designers and Developers who have a basic understanding of e-Learning development tools and processes. Ryan Sparks http://www.elearningguild.net/podcast/AG08/GuildCast_SPARKS_803.mp3 Do you ever wonder about the actual level of engagement your intended audience has in the e-Learning you create? Although you may conduct usability sessions and level 1 evaluations, or hear anecdotes of how individuals perceived the e-Learning you created, you probably can’t learn how all users interacted with your e-Learning once it was delivered into the field. Web analytics software, specifically Google Analytics, lets you no longer have to guess about which design approach attracts users the most. Now you can make educated design decisions based on quantitative data, instead of subjective viewpoints. In this session you will learn to collect metrics that have never been detectable before. For example, you can now uncover how long users spend on each page of a course, or calculate the popularity of a particular element of a course, such as a video, MP3, or PDF download. This session will give you everything you need to begin monitoring your user’s level of engagement, and collect objective quantitative data, so you no longer have to guess about which design approach attracts the most learners. In this session, you will learn: * To identify the levels of student engagement that can be tracked using Web analytic software * The step-by-step instructions for incorporating analytics in your current e-Learning programs * Best practice tips for monitoring and reporting student engagement statistics * Ways to apply the quantitative data you get to improve the design of your e-Learning, and significantly increase its effectiveness Audience: Intermediate Designers and Developers who have a basic understanding of e-Learning development tools and processes. In this fascinating opening keynote, Keith Sawyer tears down some of the most popular myths about creativity and erects new principles in their place. He reveals that creativity is always collaborative-even when you're alone. Sawyer draws on compelling stories of inventions and innovations: the inventors of the ATM, the mountain bike, and open source operating systems, among others, and combines these stories with his own scientific studies of group genius to reveal the hidden principles that allow these companies to consistently innovate. Sawyer explains why brainstorming so often fails, how to manage teams for maximum creativity, and how to create an organization where group genius thrives. Dr. Sawyer also will describe fascinating new learning environments that will lead you to rethink what is possible for e-Learning. A true creative genius, Dr. Sawyer dispels common mythical conceptions of creativity and replaces them with real life experiences and functional knowledge. One of the country’s leading scientific experts on creativity and learning, Dr. Sawyer's creativity ranges from designing video games for Atari to mastering the art of jazz piano. Drawing on these experiences, Sawyer urges a shift away from “linear creativity” while holding that innovation instead emerges from creative collaborations throughout an organization. Keith Sawyer http://www.elearningguild.net/podcast/AG08/GuildCast_SAWYER_k1.mp3 In this fascinating opening keynote, Keith Sawyer tears down some of the most popular myths about creativity and erects new principles in their place. He reveals that creativity is always collaborative-even when you're alone. Sawyer draws on compelling stories of inventions and innovations: the inventors of the ATM, the mountain bike, and open source operating systems, among others, and combines these stories with his own scientific studies of group genius to reveal the hidden principles that allow these companies to consistently innovate. Sawyer explains why brainstorming so often fails, how to manage teams for maximum creativity, and how to create an organization where group genius thrives. Dr. Sawyer also will describe fascinating new learning environments that will lead you to rethink what is possible for e-Learning. A true creative genius, Dr. Sawyer dispels common mythical conceptions of creativity and replaces them with real life experiences and functional knowledge. One of the country’s leading scientific experts on creativity and learning, Dr. Sawyer's creativity ranges from designing video games for Atari to mastering the art of jazz piano. Drawing on these experiences, Sawyer urges a shift away from “linear creativity” while holding that innovation instead emerges from creative collaborations throughout an organization. Keeping staff trained and up-to-date in software and Web applications can be costly and time-consuming, and can present scheduling difficulties, particularly if staff are widespread. Wink, a free Web tool, is learnable in about 30 minutes, and results in training videos that are uploadable to the organization's Website or to a wiki. Wink is freeware, and it allows users to create Flash tutorials in ten different languages, even if the user has only very basic technology skills. The program captures screenshots and mouse movements, and allows users to add audio, written instructions, navigational buttons, and other features to the tutorial. This creation tool runs on all Windows platforms, various versions of Linux, and it automatically saves the file in both HTML and SWF formats. Participants in this session will learn to use Wink to create tutorials about software applications, or demonstrate other Web-based functions relative to any computer program. In this session, you will learn: * How to create Flash tutorials in Wink * How to add audio, text instructions, and navigational buttons to the tutorial * How to use the multilingual features of Wink * How to upload the tutorial to a wiki Audience: Novice and Intermediate Project managers and Managers with a basic knowledge of computers to use the application. Those with wireless PC laptops may create a Wink tutorial during the session time, should they choose to do so. A headset to create the audio portion of the tutorial result is optional. Debi D Crabtree http://www.elearningguild.net/podcast/AG08/GuildCast-CRABTREE-503.mp3 Keeping staff trained and up-to-date in software and Web applications can be costly and time-consuming, and can present scheduling difficulties, particularly if staff are widespread. Wink, a free Web tool, is learnable in about 30 minutes, and results in training videos that are uploadable to the organization's Website or to a wiki. Wink is freeware, and it allows users to create Flash tutorials in ten different languages, even if the user has only very basic technology skills. The program captures screenshots and mouse movements, and allows users to add audio, written instructions, navigational buttons, and other features to the tutorial. This creation tool runs on all Windows platforms, various versions of Linux, and it automatically saves the file in both HTML and SWF formats. Participants in this session will learn to use Wink to create tutorials about software applications, or demonstrate other Web-based functions relative to any computer program. In this session, you will learn: * How to create Flash tutorials in Wink * How to add audio, text instructions, and navigational buttons to the tutorial * How to use the multilingual features of Wink * How to upload the tutorial to a wiki Audience: Novice and Intermediate Project managers and Managers with a basic knowledge of computers to use the application. Those with wireless PC laptops may create a Wink tutorial during the session time, should they choose to do so. A headset to create the audio portion of the tutorial result is optional. Instructional designers and developers are consistantly called on to make more visual learning in todays world, but visual techniques for storytelling aren't a subject taught to learning instructional design students. Visual thinkers look at a picture and see a story in it, made up or not. How do pictures tell stories for visualizers? How do you make a story visual? At the end of the day, instructional designers, developers, and managers are evaluated on the quality of the training they create. Training that has storytelling woven into the fabric of the lesson is a far more effective method of teaching. If learners can relate to a character in a story, and the training engages them, evaluation scores invariably go up. Participants in this interactive session will join in creating stories from pictures. Storytelling is increasingly going to be a part of training design and development. This session will spark the your imaginations by making up stories based on a group of pictures; then the story will be put into a visual slide presentation tells a story. In this session, you will learn: * How a simple picture can tell a story * How to creatively use imagination to engage learners * When pictures can tell effective stories * How a story rich in characterization can be easily created Audience: Novice, Intermediate, and Advanced Designers, Developers, Project managers, Managers, Directors, VPs, CLOs, and Executives who understand the principles of instructional design. Steve Haskin & Robert Flores http://www.elearningguild.net/podcast/AG08/GuildCast-HASKIN-707.mp3 Instructional designers and developers are consistantly called on to make more visual learning in todays world, but visual techniques for storytelling aren't a subject taught to learning instructional design students. Visual thinkers look at a picture and see a story in it, made up or not. How do pictures tell stories for visualizers? How do you make a story visual? At the end of the day, instructional designers, developers, and managers are evaluated on the quality of the training they create. Training that has storytelling woven into the fabric of the lesson is a far more effective method of teaching. If learners can relate to a character in a story, and the training engages them, evaluation scores invariably go up. Participants in this interactive session will join in creating stories from pictures. Storytelling is increasingly going to be a part of training design and development. This session will spark the your imaginations by making up stories based on a group of pictures; then the story will be put into a visual slide presentation tells a story. In this session, you will learn: * How a simple picture can tell a story * How to creatively use imagination to engage learners * When pictures can tell effective stories * How a story rich in characterization can be easily created Audience: Novice, Intermediate, and Advanced Designers, Developers, Project managers, Managers, Directors, VPs, CLOs, and Executives who understand the principles of instructional design. Wiki's, blogs, iPods, and social networks, Oh my!! What new tools and training developments work? Which ones are effective, and how do you use them? How does a training organization take these new tools and developments and integrate them into a coherent and viable training strategy? Session participants will examine the steps eBay took to evaluate these new tools and developments, and select the right ones for their organization. You'll learn how eBay developed Learning 2.0 Strategy, and why they think it will be successful for their organization. You’ll get practical tips on how to sort through all the new, and quickly developing, training technologies and tools, and select the ones that work for your organization. You’ll also get ideas on how to develop and integrate Learning 2.0 tools into a viable training strategy. Finally, you'll learn how eBay implemented their Learning 2.0 strategy, and review their successes and failures. In this session, you will learn: The definition of Learning 2.0, and how to customize that definition for your organization What Learning 2.0 tools and technologies are available, and what they are used for How to evaluate Learning 2.0 tools and technologies, and select the right ones for your organization How to develop a Learning 2.0 strategy that works for your organization How to implement your Learning 2.0 strategy Audience: Novice Designers, Developers, Project managers, and Managers with basic knowledge of training and their training organizations. Some basic familiarity with Learning 2.0 tools (wikis, blogs, etc.). Eric Hunter & Rich Reitter http://www.elearningguild.net/podcast/AG08/GuildCast-HUNTER-REITTER-210.mp3 Wiki's, blogs, iPods, and social networks, Oh my!! What new tools and training developments work? Which ones are effective, and how do you use them? How does a training organization take these new tools and developments and integrate them into a coherent and viable training strategy? Session participants will examine the steps eBay took to evaluate these new tools and developments, and select the right ones for their organization. You'll learn how eBay developed Learning 2.0 Strategy, and why they think it will be successful for their organization. You’ll get practical tips on how to sort through all the new, and quickly developing, training technologies and tools, and select the ones that work for your organization. You’ll also get ideas on how to develop and integrate Learning 2.0 tools into a viable training strategy. Finally, you'll learn how eBay implemented their Learning 2.0 strategy, and review their successes and failures. In this session, you will learn: The definition of Learning 2.0, and how to customize that definition for your organization What Learning 2.0 tools and technologies are available, and what they are used for How to evaluate Learning 2.0 tools and technologies, and select the right ones for your organization How to develop a Learning 2.0 strategy that works for your organization How to implement your Learning 2.0 strategy Audience: Novice Designers, Developers, Project managers, and Managers with basic knowledge of training and their training organizations. Some basic familiarity with Learning 2.0 tools (wikis, blogs, etc.). Many organizations aren’t large enough to employ a separate media design team. This workshop will give developers and designers the skills they need to organize, acquire and employ media in a manner that enhances the learning experience. It will focus on specific techniques and applications of media that add a new dimension of learning to reach students. Media types covered include: audio, video, static images, animations, and avatars. You will learn he basics of media design, how to build a media library, when to use media, and what type of media works best for different audiences and subjects. Dan Karwoski & Jennifer Hoch http://www.elearningguild.net/podcast/AG08/GuildCast-KARWOSKI-P4.mp3 Many organizations aren’t large enough to employ a separate media design team. This workshop will give developers and designers the skills they need to organize, acquire and employ media in a manner that enhances the learning experience. It will focus on specific techniques and applications of media that add a new dimension of learning to reach students. Media types covered include: audio, video, static images, animations, and avatars. You will learn he basics of media design, how to build a media library, when to use media, and what type of media works best for different audiences and subjects. The Alfred West Jr. Learning Lab at the Wharton School of the University of Pennsylvania worked with a broad range of business faculty to develop interactive games and simulations for classroom instruction. To date, the Learning Lab has developed over two dozen Web-enabled learning simulations that have been deployed throughout the curriculum – in core MBA courses, undergraduate business classrooms, executive MBA programs, and non-degree executive seminars, and more than 4,000 Wharton students have used them. The simulations cover a range of academic disciplines including Finance, Marketing, and Negotiations. Some simulations are team-based while others involve individual play; some occupy a single class session while others run the entire course. The Learning Lab has grown from a small ad hoc group of staff borrowed from other projects to a full-fledged team responsible for the development, upkeep, and support of dozens of learning applications. But the road wasn’t easy, and there has been constant adjustment in development focus, hiring practices, and internal processes and procedures. Session participants seeking to integrate interactive computer simulations into their instructional environments will find the results of Wharton's initiative helpful in directing their own efforts in this area. In this session, you will learn: Critical factors to building a succesful development team Strategies for dealing with difficult and/or demanding constituencies Key characteristics of our most succesful games and simulations Early detection of problematic projects and accompanying mitigation strategies What the right mix of on-going support vs. new development and outreach is Audience: Novice and Intermediate Developers, Project managers, Managers, Directors, VPs, CLOs, and Executives. Alec Lamon http://www.elearningguild.net/podcast/AG08/GuildCast-LAMON-102.mp3 The Alfred West Jr. Learning Lab at the Wharton School of the University of Pennsylvania worked with a broad range of business faculty to develop interactive games and simulations for classroom instruction. To date, the Learning Lab has developed over two dozen Web-enabled learning simulations that have been deployed throughout the curriculum – in core MBA courses, undergraduate business classrooms, executive MBA programs, and non-degree executive seminars, and more than 4,000 Wharton students have used them. The simulations cover a range of academic disciplines including Finance, Marketing, and Negotiations. Some simulations are team-based while others involve individual play; some occupy a single class session while others run the entire course. The Learning Lab has grown from a small ad hoc group of staff borrowed from other projects to a full-fledged team responsible for the development, upkeep, and support of dozens of learning applications. But the road wasn’t easy, and there has been constant adjustment in development focus, hiring practices, and internal processes and procedures. Session participants seeking to integrate interactive computer simulations into their instructional environments will find the results of Wharton's initiative helpful in directing their own efforts in this area. In this session, you will learn: Critical factors to building a succesful development team Strategies for dealing with difficult and/or demanding constituencies Key characteristics of our most succesful games and simulations Early detection of problematic projects and accompanying mitigation strategies What the right mix of on-going support vs. new development and outreach is Audience: Novice and Intermediate Developers, Project managers, Managers, Directors, VPs, CLOs, and Executives. For the past five years, The eLearning Guild’s research has shown a steady increase in the use of Synchronous Learning Systems (SLS) and virtual classrooms by all types of organizations. The 2007 Research Report is the most comprehensive yet, and this one-day symposium will look at all aspects of SLS. You will see the trends in the many ways SLS is used, examine case studies showing different models and platforms, andexplore how the newest type of SLS — virtual 3-D worlds — is being used to extend the classroom experience to the online environment. TOPICS INCLUDE: The Role of, and Potential for, SLS Review and Analysis of Report Data Typical Virtual Classroom (VC) Tools and How They Are Used Strengths and Weakness of SLS Products VOIP and Other Technical Issues Case Studies and Best Practices Adapting from the Classroom to VC Blending SLS with Other Learning Modalities Role of Virtual and 3-D in SLS Building the Business Case Next Steps and the Future of SLS TEAM MEMBERS: Paula Cancro, Bryan Chapman, Karen Hyder, Karl Kapp, Ann Kwinn, Tony O’Driscoll with the report team led by Karen Hyder Karen Hyder and Panel http://www.elearningguild.net/podcast/AG08/GuildCast-HYDER-S3.mp3 For the past five years, The eLearning Guild’s research has shown a steady increase in the use of Synchronous Learning Systems (SLS) and virtual classrooms by all types of organizations. The 2007 Research Report is the most comprehensive yet, and this one-day symposium will look at all aspects of SLS. You will see the trends in the many ways SLS is used, examine case studies showing different models and platforms, andexplore how the newest type of SLS — virtual 3-D worlds — is being used to extend the classroom experience to the online environment. TOPICS INCLUDE: The Role of, and Potential for, SLS Review and Analysis of Report Data Typical Virtual Classroom (VC) Tools and How They Are Used Strengths and Weakness of SLS Products VOIP and Other Technical Issues Case Studies and Best Practices Adapting from the Classroom to VC Blending SLS with Other Learning Modalities Role of Virtual and 3-D in SLS Building the Business Case Next Steps and the Future of SLS TEAM MEMBERS: Paula Cancro, Bryan Chapman, Karen Hyder, Karl Kapp, Ann Kwinn, Tony O’Driscoll with the report team led by Karen Hyder Although Performance Support (PS) has been talked about for years now, it seems that it is just re-emerging as a learning discipline that can provide knowledge and skills to the learner at the moment of need. Additionally, with all the talk about informal learning, PS brings much needed structure and design to this abstract and powerful area for learning. This workshop will provide you with a framework, and strategies, that can be used to successfully implement PS in your organization. You will learn about PS tools, approaches to instructional design for PS, and how to transition your team to design and support PS programs. Bob Mosher & Conrad Gottfredson http://www.elearningguild.net/podcast/AG08/GuildCast-MosherGottfredson-P9.mp3 Although Performance Support (PS) has been talked about for years now, it seems that it is just re-emerging as a learning discipline that can provide knowledge and skills to the learner at the moment of need. Additionally, with all the talk about informal learning, PS brings much needed structure and design to this abstract and powerful area for learning. This workshop will provide you with a framework, and strategies, that can be used to successfully implement PS in your organization. You will learn about PS tools, approaches to instructional design for PS, and how to transition your team to design and support PS programs. In the world of instant learning and demand for an immersive learning environment, story telling and scenario-based learning are key ingredients in delivering highly engaging e-Learning content and provocative vignettes for social networking communities. The session addresses the issues on how you should incorporate the powerful nature of narrative, scenarios, and emotional motivation in the design, method, and delivery of e-Learning and social networking content-seeding. Participants in this session will learn a core and fundamental learning methodology that they can apply immediately, thereby adding to the value of learning. Ray Jimenez http://www.elearningguild.net/podcast/AG08/GuildCast-JIMENEZ-P5.mp3 In the world of instant learning and demand for an immersive learning environment, story telling and scenario-based learning are key ingredients in delivering highly engaging e-Learning content and provocative vignettes for social networking communities. The session addresses the issues on how you should incorporate the powerful nature of narrative, scenarios, and emotional motivation in the design, method, and delivery of e-Learning and social networking content-seeding. Participants in this session will learn a core and fundamental learning methodology that they can apply immediately, thereby adding to the value of learning. Moodle is an open-source course management system (CMS) that is popular in academia, and is finding acceptance in corporate universities. Open source software is drawing organizations with tight budgets, but while it is free to download, there are many issues that learning managers should be aware of before they decide to use and/or migrate to Moodle. This case study will discuss many of those issues, and how Raritan successfully deployed Moodle as their LMS/CMS. Because it was developed for academic use, there are drawbacks and implementation difficulties when used in a corporate setting. This case study session discusses the difficulties in employing a non-traditional content management system like Moodle in a corporate environment, the work-arounds that were employed, and the ability to customize Moodle because of it's open source structure. You’ll learn about the implementation difficulties, get lists of work-arounds and resources, and discuss some of the interactive capabilities of Moodle that make it worth the challenge of using it in a corporate environment. In this session, you will learn: * How to deploy Moodle * Available resources * The drawbacks of Moodle * The capabilities of Moodle Audience: Novice, Intermediate, and Advanced Designers, Managers, Directors, VPs, CLOs, and Executives who have a basic knowledge of learning management systems. Al Padkowsky http://www.elearningguild.net/podcast/AG08/GuildCast-PADKOWSKI-601.mp3 Moodle is an open-source course management system (CMS) that is popular in academia, and is finding acceptance in corporate universities. Open source software is drawing organizations with tight budgets, but while it is free to download, there are many issues that learning managers should be aware of before they decide to use and/or migrate to Moodle. This case study will discuss many of those issues, and how Raritan successfully deployed Moodle as their LMS/CMS. Because it was developed for academic use, there are drawbacks and implementation difficulties when used in a corporate setting. This case study session discusses the difficulties in employing a non-traditional content management system like Moodle in a corporate environment, the work-arounds that were employed, and the ability to customize Moodle because of it's open source structure. You’ll learn about the implementation difficulties, get lists of work-arounds and resources, and discuss some of the interactive capabilities of Moodle that make it worth the challenge of using it in a corporate environment. In this session, you will learn: * How to deploy Moodle * Available resources * The drawbacks of Moodle * The capabilities of Moodle Audience: Novice, Intermediate, and Advanced Designers, Managers, Directors, VPs, CLOs, and Executives who have a basic knowledge of learning management systems. Selecting, configuring, installing, and implementing a LMS is a process that can take many months, hundreds of man hours, and thousands of dollars ... and create many headaches. You’ll learn what a LMS can and can’t do, as well as the key factors around selecting, installing, and configuring a LMS. Whether you are in the process of selecting your first LMS, or planning to change to a different LMS, this symposium will provide you with astounding data and valuable insights. TOPICS INCLUDE: * The Evolution of the LMS * Review and Analysis of Report Data * Selecting a LMS * What a LMS Can’t Do for an Organization * Installing and Configuring a LMS * Moodle Open Source Software * Best Practices, Case Studies, and Notes from the Field * Change Management and Implementation Strategies * Next Steps and the Future of LMS TEAM MEMBERS: Lance Dublin, Nancy Grey, Margaret Martinez, Bob Mosher, Kevin Oakes with the report team led by Lance Dublin Lance Dublin and Panel http://www.elearningguild.net/podcast/AG08/GuildCast-DUBLIN-S2.mp3 Selecting, configuring, installing, and implementing a LMS is a process that can take many months, hundreds of man hours, and thousands of dollars ... and create many headaches. You’ll learn what a LMS can and can’t do, as well as the key factors around selecting, installing, and configuring a LMS. Whether you are in the process of selecting your first LMS, or planning to change to a different LMS, this symposium will provide you with astounding data and valuable insights. TOPICS INCLUDE: * The Evolution of the LMS * Review and Analysis of Report Data * Selecting a LMS * What a LMS Can’t Do for an Organization * Installing and Configuring a LMS * Moodle Open Source Software * Best Practices, Case Studies, and Notes from the Field * Change Management and Implementation Strategies * Next Steps and the Future of LMS TEAM MEMBERS: Lance Dublin, Nancy Grey, Margaret Martinez, Bob Mosher, Kevin Oakes with the report team led by Lance Dublin Where do you draw your happiness and inspiration from? How can everyday images, phrases, and events inspire you or provide a source for ideas? Stefan Sagmeister is among today’s most important graphic designers. He has designed branding, graphics and packaging for clients as diverse as the Rolling Stones, HBO, the Guggenheim Museum and Time Warner. He has also earned near to every major international design award. In this presentation he will challenge you — through his life observations and lessons learned — to look at design, work, and your daily activities from a new and inspiring viewpoint. This fun, funny and thought-provoking closing general session will recharge your innovative and creative spark and send you off with new ways of looking at the world, your life, and your work. Stefan Sagmeister http://www.elearningguild.net/podcast/AG08/GuildCast-SAGMEISTER-K3.mp3 Where do you draw your happiness and inspiration from? How can everyday images, phrases, and events inspire you or provide a source for ideas? Stefan Sagmeister is among today’s most important graphic designers. He has designed branding, graphics and packaging for clients as diverse as the Rolling Stones, HBO, the Guggenheim Museum and Time Warner. He has also earned near to every major international design award. In this presentation he will challenge you — through his life observations and lessons learned — to look at design, work, and your daily activities from a new and inspiring viewpoint. This fun, funny and thought-provoking closing general session will recharge your innovative and creative spark and send you off with new ways of looking at the world, your life, and your work. In this fascinating opening keynote, Keith Sawyer tears down some of the most popular myths about creativity and erects new principles in their place. He reveals that creativity is always collaborative-even when you're alone. Sawyer draws on compelling stories of inventions and innovations: the inventors of the ATM, the mountain bike, and open source operating systems, among others, and combines these stories with his own scientific studies of group genius to reveal the hidden principles that allow these companies to consistently innovate. Sawyer explains why brainstorming so often fails, how to manage teams for maximum creativity, and how to create an organization where group genius thrives. Dr. Sawyer also will describe fascinating new learning environments that will lead you to rethink what is possible for e-Learning. Keith Sawyer http://www.elearningguild.net/podcast/AG08/GuildCast_SAWYER_k1.mp3 In this fascinating opening keynote, Keith Sawyer tears down some of the most popular myths about creativity and erects new principles in their place. He reveals that creativity is always collaborative-even when you're alone. Sawyer draws on compelling stories of inventions and innovations: the inventors of the ATM, the mountain bike, and open source operating systems, among others, and combines these stories with his own scientific studies of group genius to reveal the hidden principles that allow these companies to consistently innovate. Sawyer explains why brainstorming so often fails, how to manage teams for maximum creativity, and how to create an organization where group genius thrives. Dr. Sawyer also will describe fascinating new learning environments that will lead you to rethink what is possible for e-Learning. John Patrick, author of Net Attitude and Internet visionary, believes the rapid evolution of the Internet is about to make today's Internet seem primitive. His presentation and technology demonstrations will bring to life his vision of the technological and societal changes underway and provide examples of how businesses and institutions of all kinds can use the Internet more effectively. John will provide an exciting vision of the power and potential of the Internet and how it will enable significant advances in order to meet the increasing expectations of an "on demand" world. He will also discuss the key opportunities that are just beginning to surface, and the potential limitations that may stand in the way. More importantly, he will offer a visionary glimpse of the future beyond the Internet as we know it and how these changes will impact learning and learners. John Patrick http://www.elearningguild.net/podcast/AG08/GuildCast-PATRICK-K2.mp3 John Patrick, author of Net Attitude and Internet visionary, believes the rapid evolution of the Internet is about to make today's Internet seem primitive. His presentation and technology demonstrations will bring to life his vision of the technological and societal changes underway and provide examples of how businesses and institutions of all kinds can use the Internet more effectively. John will provide an exciting vision of the power and potential of the Internet and how it will enable significant advances in order to meet the increasing expectations of an "on demand" world. He will also discuss the key opportunities that are just beginning to surface, and the potential limitations that may stand in the way. More importantly, he will offer a visionary glimpse of the future beyond the Internet as we know it and how these changes will impact learning and learners.