Mobilemind

IMS withdrew the QTI 2.1 spec, despite some existing implementation and information going back to 2006 that is was imminently ready for use. The official IMS wording seems to be toned down a bit, but there is also a clip from early wording on Rowin Young's blog. Other early opinions ended up on list servers like this. I've fired up a Google alert on this issue and will be tracking it. Meantime, one of my co-workers at Questionmark and a key contributor to QTI 1.x, John Kleeman, has penned, Why QTI Really Matters.

Check it out and watch for updates here. I expect a few more QTI experts and pundits from other specification bodies to have some observations soon. However, an unnamed organization with a litigious nature may be unwittingly suppressing discussion.

Labels: elearning, learning, LMS-LCMS, technology

I just read Clay Shirky on Newspapers and Thinking the Unthinkable. Substitute “LMS/Central Training Department” for instances of “Newspaper/publishers” and it is a real wake-up call.

Read it. Think about it. Who are the real-world, radical change-observing “pragmatists” and who are the in denial status-quo with incremental-change “revolutionaries” in your organization?

Are the people who say that the now and the future is in informal learning, collaboration, mobile and social networking the revolutionaries,or the pragmatists? Are the experts those wizened experienced people who say learning & training have been and always will be structured, pre-defined and centralized, (and they often add or else it is wasteful and inefficient).

Look outside your windows (or preferably Mac) there is a whole world (-wide web 2.0 ) happening. What the heck, check it out on your phone or Xbox or …

See past the matrix illusion of the Central Committee's integrated-firewalled-siloed starts-and-stops-at-your-enterprise LCMS-LMS-authoring-tool including Centralized Succession Planning, now with connect-to-your-actual-cubemate-Social-Networking™.

Got it? Good. Now go read two Jay Cross posts, New Roles for Former Trainers and then Agile Instructional Design. For bonus points tonight or tomorrow, twitter (+2), text (+1) or email (+.05) a few colleagues and collaborate on how you can apply scrum techniques on your next training or elearning effort.

Feedback? Like this kind of post? Let me know, I've got a few more cans of elearning willy pete in the armory.

Labels: elearning, informal, learning, LMS-LCMS, technology

For some time Adobe insiders and followers have been talking about XFL, a package file format for Flash (here, here, here and more in search). XFL combines XML and some binary assets in a zip archive. Currently Adobe CS4 applications use XFL as an interchange format.

How does this impact rapid elearning? Office automation tools are also using package file formats, such as the somewhat controversial Microsoft Office Open XML format. This is the metaformat that subsumes the underlying markup languages for word processing, presentation and spreadsheet content.

Taken together I suspect we will see the rise of many custom workflow and “homebrew rapid elearning” applications. It will be easier than ever before to use common zip and XSL tools to take “SME content” in .docx and .pptx files and transform them into XFL. From XFL to published SWF is an easy step for CS4, and will allow for expert tuning/enhancement in Flash itself. That sort of tuning isn't possible in current tools.

Corporate developers and elearning shops will likely create their own tools and workflows like Mohive and CourseAvenue Studio, but optimized for their market, clientele, content, style, work cycle and requirements.

Still others developers will bypass tools like Adobe Presenter, Articulate Presenter, and iSpring Pro, Rapid Intake ProForm, instead creating their own tools. These tools will likely work with specialized, optimized and more structured Word or PowerPoint files/templates, but also provide more optimized workflows and optimized content.

I think the opportunities for more flexible rapid elearning development will increase. The race is on for Articulate and Adobe to improve their offerings with richer tools and more instructional design savvy built-in. Wonderful as it is, Articulate Engage could be just the tip of the proverbial iceberg. Likewise, CourseAvenue Studio and Mohive will need to expand the value of their workflow, repository and shared template capabilities.

Elearning professionals can contribute design skills to these new custom processes. Those with Flash skills will appreciate content flowing more easily from Word and PowerPoint to Flash, allowing upstream production efficiencies while still resulting in “raw” Flash files that can be enhanced and enriched with animations, effects and AS3 code.

It will be interesting to observe as the likely home brew solutions, open source tools, tool kits and SDKs emerge– all making it easier for content to flow from office automation tools to Flash source code file formats. I suspect other package file formats will also emerge and contribute to interesting solutions.

Labels: Adobe, elearning, learning, technology

Tom Kuhlmann of Articulate (and the consistently fantastic The Rapid Elearning Blog ) just posted: Is Google Making Our E-Learning Stupid? I love the phrase, the idea, and am certain the mere phrase resonates with everyone in the industry.

I might have taken the article in another direction, but, as always, Mr Kuhlmann makes it great, digestible and practical. He provides rapid elearning tips and approaches that transcend any specific tool (and apply to more than just rapid elearning). Bravo Tom.

Labels: learning, technology, tips

Dan Pink, author of The Adventures of Johnny Bunko: The Last Career Guide You'll Ever Need visited Seattle in late July and was kind enough to host a happy hour version of a “Bunko Breakfast” at the Arctic Club Hotel. There were 15-20 people in attendance including 3-4 from the Snohomish County Workforce Development Council, as well as designers, web designers, electrical engineers, school administrators, construction safety managers and a range of other individuals.

Recently, Dan called out that I was posting video, so I figured I better get to it. I pinged Aaron Silvers about how he converted his Spring time “Bunko Breakfast” Chicago session videos. Armed with his tips, I then went off and learned a bit about Vimeo as a nice hosting alternative, with some constraints (500MB/week upload limit).

The full video came off my flip Ultra video camera as a single 1 hour, 1.44GB file. (By the way, the camera is cheap, fast, easy and wonderfully effective for things like this— much better than the $400 Cannon ZR850 video camera I deliberately left at home. One might compare the flip to manga, as the clips will illuminate.)

I'm learning as I go, but it seems that 5 minute chunks might be the best way to post this. Here is the first segment, where Dan provides some of the backstory on the genesis of the book.

Dan Pink: Johnny Bunko Breakfast in Seattle Clip 1 from Tom King on Vimeo.

Over the next few days, I'll upload more segments of about 5 minutes. Once I have 2-3 more uploaded, I'll post again with a link to the Vimeo site where I will have the videos with titles and bullet point highlights for each clip.

UPDATE:I uploaded another video, perhaps with the quality setting too high. Apologies if the high bitrate makes the video hiccup for you. I'll fall-back to the tighter encoding for future clips.

Both of the current clips and the remaining clips will be posted to the Vimeo Channel “SeattleBunko” found at:  http://www.vimeo.com/seattlebunko

Labels: blogs, events, learning

I saw that 9to5 Mac picked up a story on iPods as mobile training devices for soldiers to learn new spoken languages. I immediately recognized this from some demos I'd seen from Carol Wideman of Vcom3D. Fantastic to see that this is in the field, well-received and effective. We'd met several years ago and a NATO training council meeting and this was mostly a concept then.

The story is written up on the Fort Hood 1st Cavalry web site, including some pictures of the ipod with battery and the wearable holder/case. (Note- The webmaster must like the yellow/black Purkinje effect.)

I'm glad to see Vcom3D get well-deserved recognition. Now its time for some forward-thinking corporate trainers to look at off-the-shelf and thinking-outside-the-box solutions like this too. I'm sure there's plenty of time- and cost-effective training applications for virtual characters that model real language and cultural gestures-- and plays back in common digital video and interactive Adobe Flash formats.

Labels: Adobe, Apple, learning, technology, virtual worlds

Playing around with the Cuil search engine earlier this morning…

versus

Fortunately my typical vanity search did find me. Even more interesting is that Cuil quickly “learned” about SCORM in just an hour or so. Click either image to see more current results.

Labels: learning, LMS-LCMS, technology

PING- In response to my post, Call for Whitepapers on SCORM- Do SOMETHING please Brooks Andrus wrote a blog post titled, The Elearning Industry Is Dead. [That is a provocative statement that might leave one feeling a bit conflicted if one possessed 10 years experience with multimedia, Flash and elearning, and worked for TechSmith, makers of Camtasia Studio, a software product to: Train. Present. Persuade.] Kidding aside, I'm glad one of the 250+ subscribers of this feed thought enough to follow-up

I'm always ready to throw a few stones at learning and training, yet also ready to come to the aid of an industry that has comfortably paid the bills for me. [I'm a bit conflicted myself, but it is an industry that has provided cost-effective, mission critical training to sales associates, fighter pilots, jet mechanics, commercial aviation mechanics, construction managers, accountants, law enforcement personnel, healthcare professionals, and even software developers.]

PONG- So I wrote a comment to Brooks' post, feebly defending the industry that is my patron. [Dang, I want to drive a Boxster again.] Seriously though, if the point is to raise awareness to improve things-- I am all for it. Allow me a brief aside on criticism.

People have found fault with elearning, computer-based training and its precursors since the days of TICCIT and PLATO. It might just be endemic to any form of compulsory knowledge transfer; few text books or training films ever become a NY Times Bestseller or a box office smash.

All along the way the criticism has generally raised the capabilities, quality and effectiveness while lowering the costs. Expectations rise too. Things change. Cutting edge and high quality always has a price, but those expectations are a moving target. The green screen training that had text-based role plays, probably took as many development hours as a similar Flash-based piece with a digital avatar today. BUT it only played on the corporate or campus mainframe, and you were quite lucky if it did more than show text and beep.

So, Hail to the critics, they have challenged the industry and industry has responded. Likewise, Condemnation to shameful designers, they besmirch our trade with discouraging and unimaginative content. While I've been bored during presentations anchored with snazzy multimedia PowerPoint, I've been wrapt with fascination by compelling speakers with simple Kodachrome slides.

Thus my point, great content transcends technology. Great technology enables. Clever designers focus on the content first, and make good use what the technology enables. Was Shakespeare held back by the lack of Microsoft Office for Windows Vista or empowered by a simple quill? [Personally I think he would have used a Mac though.]

As I heard Dr. Michael Allen say earlier this year, "It is a poor craftsman who blames his tool." And I might add, it is a poor industry that never improves its tools.

PING- Brooks posts again, Why Elearning Is Dead. And I respond here, to the problems he cites. With a veritable volley to each point. Hang on.

PONG- First point from Brooks.

• Reusable content, the raison d’être of SCORM / AICCC [sic]...

PING- Actually, the AICC exists to...

• Promote the economic and effective implementation of computer-based training (CBT) media.
• Develop guidelines to enable interoperability.
• Provide an open forum for the discussion of CBT (and other) training technologies

Quoted from the AICC FAQ page. As I recall, driving factors TWENTY YEARS AGO when the AICC formed, were economics and interoperability issues. Issues were things like the fact that there wasn't a widely adopted digital audio file format (WAV didn't exist). The CMI (Computer Managed Instruction, aka Learning Management System) specification work started a few years later, and focused on interoperability. At that time the desired level of re-use was the LMS itself. Believe me, it was NOT better when each set of training materials came with its own proprietary LMS silo capable only of running the corresponding proprietary content developed in that vendor's proprietary authoring tool.

As for SCORM, a few of us remember when the "R" stood for Repository. I don't know the back-story of why it was changed or by who. I like to speculate that it was partially a marketing maneuver to secure political support and funding.

PONG- Later in that point, he continues.

...reuse just falls flat on its face. I’ve found it to be near impossible to achieve reuse across departments within a single organization

PING- I'll generally agree. I recall having conversations with Phillip Dodds about my desire for a disposable content object model. Meaning content object wrappers so cheap and easy, they became to consistent quality learning what the disposable cup is to the Starbucks latte.

PONG- Next point.

• Testing (SCORM + LMS) has been a failure. Despite all the fancy API features you still can’t reliably certify results. Physical environments and instructors are still required for anything needing mission critical result certification. We might as well be using simple survey tools rather than bloated standards.

PING- At first, I thought he meant the LMS certification test. I'd consider this point a "FOL" as I've seen in called some bug bases-- a Fact Of Life, not a criticism of SCORM or AICC. Unattended remote testing for high stakes certifications (lives or livelihoods at risk) generally doesn't make sense. If you must do medium or high stakes testing to do electronically there is just one way to go in my opinion, Questionmark. A great product, a company filled with people of great integrity, and they can more than manage low stakes testing, assessments and surveys too.

PONG- Next point on costs [or salesmanship].

• The cost of developing lean forward elearning experiences is at least an order of magnitude greater than its pitched at. In fact elearning is pitched as a cost saver when in reality its usually a net loss. Most elearning is PPT based because the cost of creating a compelling experience from an SME’s physical course is so high (at least that’s been my experience).

PING- Almost too easy to rebute. We've all seen things oversold, maybe even been reluctant participants in some way. As a developer/consultant, I had to backpedal on sales promises made at more than one previous employer.

I'd feel sad and try to avoid projects where my work is (un)recognized as a net loss. As for PPT versus costs-- not every piece of elearning replaces a SME's course. And in many cases a great blended design might shorten the overall length of a classroom course, and allow the instructor to convey better/richer material. In such cases the elearning serves the role of individualized instructor allowing each student to slow down only when they need to do so. This as opposed to an instructor slowing down a whole class of 25 for the one student challenged at the current moment. This works great for classes where students may speak different languages. Likewise, a shorter footprint for classes can be real savings when you have high volumes of students to train or training must span the globe. Sending students or instructors across oceans isn't cheap, and you'll need classrooms and hotel rooms too.

PONG- Next point on failures [or bad situations].

• Every LMS / LCMS vendor I’ve worked with gets a FAIL. They’re bloated, difficult to administer and use, and often require organizations to wrap their infrastructure around them (which just doesn’t happen too much). Again these tools are pitched as cost savers, but typically require full-time administrators and the large vendors have notoriously bad service track records.

PING- Sigh. More sadness. I know it happens. I guess I've been fortunate, working with some wonderful customers and vendors. I've been tremendously impressed with Accenture, American Airlines, Boeing, Herman Miller and others. They all faced challenges with partners and vendors, and both sides dealt with it well.

PONG- On to more failures, such as discoverability.

• Distributed content / repositories reign supreme whether on the Web or across organizations. Again the LMS / LCMS get a FAIL and SCORM SCOs have had little tangible value.

PING- Remember when the "R" stood for repository. Now I sigh for myself. I thought CORDRA was supposed to move things forward on this. It has not. Time for some good thoughts to be shared and popularized to solve this. [See original call for LETSI white papers]

As far as SCO's having little tangible value, I think a few million Korean parents might disagree regarding the SCORM-based elearning their children receive. I believe Chrysler also has some hard numbers on savings they achieved with SCO's, you can find it via this Google search.

PONG- Home stretch now, second last point is on community and standards.

• A real infrastructure and community never really developed, at least not on the scale we should reasonably expect. Actually you could say the Web raced ahead and that search (GOOGLE), Wikipedia, Creative Commons, etc. form the backbone of real elearning. Adding community features doesn’t mean your going to build a great community and standardization here might hurt more than it helps.

PING- I'm personally amazed that the little presentations I saw in 1996 and 1997 led to something the size, diversity and adoption level of SCORM. I don't know what scale Brooks was expecting. It's bigger than I ever expected when I helped form a tiny company to build an early standards-based CMI/LMS in 1993. Back then we had to explain what learning management was, it was all just content. The typical training management decision was build-versus-buy. The tools skills an CBT/elearning designer, developer or consultant had with one system had very little applicability to another

PING- Last point, on a failure to change the classroom paradigm (I'll add, that is something that I never thought AICC or SCORM set out to do).

• The elearning industry failed to fundamentally improve the old classroom led paradigm. Big institutions still employ SMEs (Subject Matter Experts) as course developers and instructors. The elearning movement as we know it has largely failed to create tools that can effectively allow SMEs to create elearning courseware. This meant the introduction of a new class employees–IDs (Instructional Designers) and Courseware Developers. In most cases we’re talking about new hires under different managers and even departments. There’s a huge level of distrust between these groups based on paranoia, ego and organizational allegiance. All of this results in increased operational overhead (financial and development).

PING- In my experiences, when big institutions change it is either almost imperceptible slowly or relatively quickly due to major disruption or catastrophe. The good news is that for big institutions, elearning has not been a major disruption or catastrophe. Lots of big organizations get lots of content out quick, almost too quick. I'd now argue for more filters, and shorter content, and less content, as much as better content (which I think such filters would also bring).

Even better, for small and medium institutions, elearning been a huge improvement. It allows them to time-shift training with self-paced e-learning, span geography with virtual classrooms, and keep training far more current than classroom approaches and scheduling would ever allow. It makes it worthwhile to send out 5, 10 or 30 minutes of training. Far below the threshold of the duration we might expect for a class (hours or days) to take.

We shake hands after a game well played. Finally, the denouement.

All this said, there are some really fantastic people in the elearning world–maybe they’re going to kick some ass and surprise me with SCORM 2.0. :-P

I hope so Brooks. I hope you're surprised, and I hope you're one of those fantastic people.

Labels: blogs, learning, LMS-LCMS, rant

LETSI is soliciting white papers on SCORM to help identify the issues and ideas that are key priorities for the learning and training community. The submission deadline is August 15, 2008 and more information can be found on the LETSI web site SCORM 2.0 page or in the PDF file LETSI White Paper Solicitation on SCORM.

I think this is important, as we could be at the cusp of a make-or-break situation for evolution (or revolution) of learning and training infrastructure. Much of the current e-learning and LMS infrastructure is grounded in the learning and training approaches of the 1990s ('80s? '70s??). By comparison, today's technical and learning environment is much more “read-write”, collaborative, social and nomadic-- all while being more personal and individualized.

Excuse me while I meander, ramble and eventually get to the point of why it is important.

Recently, I realized I have been unwittingly (and somewhat weakly) channelling the thoughts of Dr. David Wiley regarding the isolated "read-only" static nature of LMS-centric training, by mentioning this in conversation and scattered bullet-points in presentations over the last year. I discovered this thanks to Brian Lamb, who I have never met, but who I remotely and greatly appreciate via his blog abject learning.

Brian in a passing credit mentioned that David provided a lot of meat for many of his own presentations last year, and then lead me straight to Dr. Wiley's 2007 presentation Openness, Localization and the Future of Learning Objects. If you can't take the time to watch/listen to the whole presentation, I'd strongly encourage you to advance the slides and time marker to the following points:

• 30:37 Engineer invasion and the next slide, Technical standards soup (Tom adds, Mea Culpa-- and I'm not even an engineer)
• 15:27 Education vs Everday (a more cogent expression of some ideas I discussed at AICC in Hamburg last month)
• 13:27 Innovative in 1995 and next slide, Education v Everyday (revisited)

If that doesn't inspire you to respond to the call for papers, perhaps it might get the attention of Dr. Wiley or Brian Lamb.

E-learning isn't completely broken, but current specifications and infrastructure don't match how we live, learn and work.

Interoperability specifications can't completely fix that, but maybe, maybe, the specification efforts can be oriented to enable and facilitate more effective and more congruent approaches. Too often they seem resistant and brittle towards innovation.

I'm certain that LETSI looks forward to learning from and sharing your white paper ideas.

Labels: events, learning, LMS-LCMS, technology

People pay money for stories. People tell stories. People learn from stories. What is the story in recent elearning you've taken or developed?

In his book, A Whole New Mind, Dan Pink cites a great quote from Ursula K. Le Guin:

The story—from Rumplestiltskin to War and Peace—is one of the basic tools invented by the human mind for the purpose of understanding. There have been great societies that did not use the wheel, but there have been no great societies that did not tell stories.

Stories are powerful things. I love hearing, learning from and re-telling (sharing) stories. Last October, I met Dan Bliton of Booz Allen Hamilton at Learning 2007. We'd just seen Dan Pink's presentation and Mr. Pink (there are 2 Dan's in this story, but "Mr. Pink" sounds so Pulp Fiction) mentioned his upcoming book on manga. Manga had been on my radar for about a year and this seemed like an interesting area, and an area of shared interest with Dan Bliton.

One thing led to another, and now Dan Bliton is going to share a presentation he's done on on Stories, Comics, and Manga - Oh My! Making Learning Stick For Your Audience! Dan's presentation shares insights and lessons learned in several markets and from Booze Allen Hamilton's award-winning learning organization. A take-away job aid and web site references summarize the approaches discussed and list additional resources

The live e-seminar will be this coming Thursday, March 13, 2008 10:00 A.M. PDT (yes, daylight savings time, the USA switches this weekend) and you can register for the e-seminar for free here:
http://www.adobe.com/cfusion/event/index.cfm?event=detail&id=472090

As always, I'm looking forward to the presentation. Dan (Bliton) has a lot on stories and will even have a web comic embed in the live presentation. We might even riff a bit on manga and comics as catalysts for elearning storyboarding and user-contributed content.

I'm quite interested in the read-write nature of manga in Japanese culture. In fact, I'm already going to pre-order Dan Pink's manga book, The Adventures of Johnny Bunko: The Last Career Guide You'll Ever Need which is due out on April 1, 2008 (no Foolin).

A shame I won't have this in time to chime in with and ask for comments on Johnny Bunko from the other Dan. That said, the session will still be really good, and is always better with the discussion with the live audience.

The interaction, the audience and the re-telling (or the desire to re-tell) is part of what makes an event a story, and what makes the word transcend the page. With fond memories of reading The Left Hand of Darkness in my high school sci-fi literature class, I'll close with another Le Guin quote.

The unread story is not a story; it is little black marks on wood pulp. The reader, reading it, makes it live: a live thing, a story.

—Ursula K. Le Guin

Labels: events, learning

Two cool updates with cool videos too. First off, the OLPC Give One, Get One 'XO' laptops are on their way. I got an email note on Saturday morning indicating mine should arrive by January 15. Coincidentally, I just stumbled on to a fascinating video with XO designer Yves Behar describing key features. Watching the video and understanding the thoughtfulness of the design, I couldn't help but think of A Whole New Mind by Dan Pink. Subtle features and textures abound and combine to an air of quality even at a low price. Who knew Bono and The Edge did the start-up sound for the XO? Who new the camera could easily link up with a simple malaria self-test?

What a segue. the Malaria No More bed nets made it to Mali Africa almost 2 weeks ago. Soon after they arrived, Elliott Masie posted a few interesting videos about the impact the nets will have and even some information on how local health advocates engage in learning and training. Here's an interesting video on the train-the-trainer and communications for the "Health Relays:" Field Lessons. There are other interesting observations and videos on the Learning Gives Back blog , that address everything from differences in mobile phone culture, to holidays, and even a bit on the Amazon Kindle.

One more bit on the One Laptop Per Child. Read what children and teachers are saying about OLPC and the XO at Learning Around the World. If you miss the December 31, 2007 deadline for Give One, Get One and are still interested, there are other Ways to Donate.

Labels: learning, Masie, technology

I used Google Trends to plot search popularity of Authorware, Toolbook, Lectora, and Captivate since 2004. It may not be a direct correlation to sales or interest, but there seems to be some consistency with gut-level reactions for industry positions. Authorware trending down since 2004, Toolbook relatively stable but lower, and a pretty good horse race between the seemingly indirect competitors of Captivate and Lectora. A sample image follows below, along with links for some other interesting plots.

Authoring tool comparative search popularity plots

• Authorware vs ToolBook: http://www.google.com/trends?q=authorware%2Ctoolbook
• Camtasia vs Captivate: http://www.google.com/trends?q=camtasia%2Ccaptivate
• Lectora (Publisher) vs Captivate: http://www.google.com/trends?q=lectora%2Ccaptivate
• Authorware, Camtasia, Lectora, Captivate, Toolbook: http://www.google.com/trends?q=authorware%2Ccamtasia%2Clectora%2Ccaptivate%2Ctoolbook

Obviously, the comparisons depend on having a rather specific and unique search term. I unsuccessfully tried doing a comparison of AICC and SCORM, but things like All India Congress Committee (AICC), Antwerp International Cat Club (AICC) and other AICC's left me feeling like it was inconclusive regarding LMS specifications. Through my work with one AICC (Aviation Industry CBT Committee) I've already seen seasonal variations in web traffic due to All India Congress Committee and election cycles. However, I wonder if occurrence/popularity of a common word (e.g., Captivate) is relatively stable in the common usage and in that case product references might drive dynamic changes to indicate realtive changes.

Labels: learning, technology

I've had an Amazon Kindle for a week now. In fact, I've even read a book already and passed it on to friends and colleagues to get their feedback.

It was kind of cool to get the jump on folks like ZDNet and have real Amazon Kindle review done by last Monday. Their "initial impressions" reviews just showed up in my inbox today. However, last Monday, Elliott Masie shared his take on the Kindle in a video posted for the Masie Learning Consortium and also posted a PDF of my review. Recently the same material was also shared with the broader learning community via the Learning TRENDS Newsletter he publishes. Here's a quote from the December 5, 2007 entry:

Kindle Reader from Amazon - Perspectives: We have been testing the new Kindle Reader device recently released by Amazon. This is the latest in a series of e-book readers that we have seen and reviewed at The MASIE Center. While the new device has some flaws and usability challenges (including the absence of a touch screen), it is an important "baby step" towards the dream of more accessible digital content. Just as Apple's iPod and the iTunes site popularized the concept of buying and downloading a song for a dollar, Kindle is aimed at doing the same for books. Our Learning CONSORTIUM will be doing a series of experiments with the Kindle and other e-Readers to see how they could best be integrated into corporate learning. You can take a peek at our work by going to http://www.masieweb.com/kindle.

Elliott has a nice 6 minute video overview on the page at the link above, which also has a link to a PDF that he has referred to as, "[Tom King has done] a more technical, in-depth "first look" at content models for the Kindle as well as human factor issues." Cool and not even entirely self-promotion for me. :-)

Speaking of promotion, if you plan to purchase a Kindle, please consider using the link below so that I will receive an Amazon Associates referral fee. Thanks.

Kindle: Amazon's New Wireless Reading Device

Labels: learning, Masie, technology

<rant> Dear WebEx, please help your product become less sucky. We live in a web world. People use different web browsers, different Java versions, different OS platforms, and some people even (gasp) have smartphones. I had a horrible experience with your product today. Bad enough for me to spend the time writing this rant. Bad enough that I will now to my best to cancel or avoid any meeting requiring me to join a WebEx meeting.

I think we've all had other challenges and bad experiences with your product in the past. For me this relationship has got to end unless you can change. I 'll no longer budget 10 extra minutes to get into a WebEx meeting, and then be distracted for the first 15 minutes of my co-workers actual meeting as I install, cancel, uninstall, reinstall, check and change browser settings, get Java versions, then download WebEx Meeting Manager, deal with WebEx support and eventually give up on the WebEx meeting.

The recurring Java and ActiveX hassles I had with the WebEx Windows versions a few years were a recurring mild annoyance. The fact that it is 2007 and WebEx still offers only a 2003 "PowerPC" version for Mac was the last straw. You've known about this for quite awhile. It's embarrassing. You are no longer the only one scaleable and available. Have a little respect for yourself and your victims/users. You are Cisco now for heavens sake. It is not me, it is you. Yeah, sure, maybe we can still be friends.

PS: WebEx competitors, no need to get all smug and happy yet. I'm still looking for something that will exceed WebEx features and works reliably and well on Mac and Windows and Linux, with at least 2 browsers on each platform.

PPS: Besides geeks like me, a couple hundred thousand kids will get OLPC Linux machines. They're selling USD $2 million worth of those things each day for the last few weeks with Give One, Get One. Look into getting those kids and their governments a solution. Might even be good for your business. Even Microsoft is starting to think that way about OLPC.

PPPS: The world has a couple billion mobile phones. Pretty much enough for each of us who can use one, to have two. We use them. A lot. Please figure out how to easily, centrally (?automatically) mute the call from the guy walking past the leaf blower or breathing like Darth Vader. When you've got that licked, see about getting at least a slide show or still shot screen sharing on 3-4 types of Smartphones-- a couple million of us will be happier.
</rant>

Labels: events, learning, rant, technology, virtual classroom

Last night on TV I saw am advertising spot for the OLPC (One Laptop Per Child) initiative that featured Masi Oka (Hiro Nakamura from NBC's Heroes) and then I went and checked online and it looks like the offer is extended through December 31, 2007. If you'd still like to try out the Give One, Get One ("GO,GO") offer, then follow the link or see my previous post. I'm also including links here if you want to learn more about the OLPC initiative or the technical specs of the 'xo' laptop.

While we're all in a thankful and charitable mood, how about helping to stop malaria for $10?

In many developing areas a simple mosquito net can help save children's lives by protecting them from nocturnal mosquito bites (ok, technically mosquitoes are crepusclar instead of nocturnal, but who knew that). Insecticide-resistant mosquitoes are emerging and a cheap $10 net can be quite effective at protecting vulnerable young children when they are most likely to be bitten. Malaria No More is a non-profit that helps procure and distribute such nets. I was lucky enough to be able to donate at Learning 2007 and have gone back and donated again since then.

Malaria No More - Education and Donation Information

Labels: events, learning, Masie, technology

I'm probably late to the party, but there is an awesome charity opportunity for anyone supportive of the OLPC One-Laptop-Per-Child initiative. I just found out about this through the JiWire newsletter, and it seems to be a great thing for anyone who is both involved in elearning and a charitable individual. Here's the link to Give one, Get One. This offer runs until November 26, 2007 for US and Canada. Now the description from the JiWire Newsletter

After several years of development, MIT's One Laptop Per Child initiative to put computers in the hands of children in developing countries has started to become a reality. And now that manufacturing has started, there's just one week left to give an OLPC laptop to a child in a developing country, and get a matching one for yourself (or for your favorite kid). For $399, the two-for-one deal also includes a huge sweetener: a full year of T-Mobile Hotspot Wi-Fi service, a $360 value in itself (normally $29.99 per month with a 1-year contract). If you already subscribe to T-Mobile, why not take advantage of the special deal, then cancel your current plan? Throw in the $200 tax deduction for the donated laptop, and you may even come out ahead of the game. Not to mention you'll have a great gift for a lucky kid, and do a good deed. Note that is will also be the ONLY chance that US buyers have to purchase an OLPC laptop directly.

Just remember to sign up by Monday, November 26 at LaptopGiving.org. While you're considering it, check out Laptop Magazine's review of the OLPC hardware, especially the 8-year-old's viewpoint!

Labels: events, learning, technology

One of the great take-aways of Learning 2006 for me was Machinima. Now there's some IP follow-up that is due for anyone considering using Machinima content for training. I think machinima is a powerful, effective and low cost alternative technique to "from scratch" 2D/3D animation, graphics and video production for e-learning. However, as always, one needs to be respectful of intellectual property (IP). A blog posting that I recently found is a good reminder of that.

But first, a little background. In February of 2007 I posted some information on machinima when I was fortunate enough to snag Tom Crawford as a guest speaker for an Adobe eLuminary web seminar titled Machinima: When Video isn't Video [description at bottom of page here, direct link to recording here (free registration req'd)]. By the way, Tom did the best job I have ever seen of formatting/encoding machinima clips for use inside Adobe Connect, but that may be a whole other seminar topic.

Since then I have been openly wondering about using imagery and recorded screen captures of Flight Simulator X and other tools for training. Hopefully, Microsoft and other vendors will make their IP policies clearer regarding this use case. It seems the use case for the elearning developer is not to use game storyline, but to co-opt it as a graphics or animation generator. I'm really not sure how this plays into their IP policies.

In August of 2007, Mark Methenitis of The Vernon Law Group posted some informative discussion and commentary on Microsoft and machinima on his blog Law of the Game. from the original post, Microsoft's New Content Usage Rules: A Small Step for Machinima –

Microsoft has set forth an interesting new content policy, found here, that seems to be giving the non-profit machinimist a break. In fact, I would go as far as to say this is really what needed to be done, but only addresses half of the issue.

The rules boil down to this: You can use the following games:

• Age of Empires (all versions)
• Flight Simulator (all versions)
• Forza Motorsport (all versions)
• Halo: Combat Evolved, Halo 2, and Halo 3 (when released)
• Kameo
• Perfect Dark Zero
• Project Gotham Racing (all versions)
• Rise of Nations (all versions)
• Shadowrun
• Viva Piñata

to make machinima, provided you put the following disclaimer on it:

[The title of your Item] was created under Microsoft’s “Game Content Usage Rules” using assets from GAMENAME, © Microsoft Corporation.

The blog entry goes on to list the rules Microsoft requires (which you really should read from the Microsoft Xbox.com page), but I prefer Mark's witty Carlin-esque summary.

Consider these the 7 Deadly Sins of Microsoft Machinima. In short, they are:

1. Hacking
2. Obscenity
3. Profit
4. Audio
5. Other IP
6. Fanfiction
7. Piggybacking

When using machinima techniques, I doubt that corporate trainers will ever intend to hack, cuss, directly profit, pirate audio, abuse IP, craft fan fiction or support derivative works (piggybacking), BUT even the best of intents doesn't mean that use for corporate training is legally acceptable to the IP owners. I hope that Microsoft will clarify the IP issues regarding use of game-generated images or image sequences for non-game corporate training purposes at the upcoming Microsoft DevCon 2007 or the related/co-located AvSim 2007 conference & exhibition.

In an interesting and relevant turn, the AvSim 2007 conference features guest speakers including both Capt. Mark Feuerstein, the Project Pilot for Boeing Commercial Airplanes’ 747-8 program and commercial pilot and flight instructor, Erik Lindbergh– grandson of Charles and Anne Morrow Lindbergh. I wonder what their thoughts on training "fair use" might be.

Labels: blogs, events, gaming, learning, simulation, technology, virtual worlds

I'm already at Coronado Springs for Learning 2007. I doubt that I'll really do much blogging at all while I'm here. However, as a Masie Fellow, I try to dabble in what may be avant-garde for learning, so I'll try to update my own twitter more often. I also created a L07 (L-zero-7) twitter at http://twitter.com/L07 so folks can follow or @reply.

If you're not familiar with twitter yet, I have some links to share to help you understand twitter or even activate twitter for your phone. You can also find people/events to follow without signing-up.

It is far less avant-garde now, but still quite useful to use a wiki. I'll also try to update the Learning 2007 wiki for session that I am facilitating (or even those I attend) That's all the best of intent though. We'll see what really happens as I head into the blizzard of ideas and activities that seems to define a Masie Learning event.

Here are the wiki pages for the sessions that I am directly involved with:

• e-Learning 101: Fundamentals and Futures (with Tomás Ramírez) [Sunday - 9:00am to 3:45pm]
• iPhone and Learning (w/ Ez Yap & Jared Frisby, both from Apple, and Masie Fellow Judy Brown) [Tuesday - 1:30pm to 2:30pm]
• SCORM: 10 Years After and 10 Years Ahead (hmm, lets see who I can get to guest star. Any volunteers?) [Wednesday - 8:30am to 9:45am]

I think Larry Israelite has made me a (dis)honorary member of the Liars Club (Learning Edition), so I may be a drop-in at his More Lies About Learning session too. (btw, check out his Lies About Learning book now in paperback).

Whew. It's late here (1:20am Satuday) and I have lots to do tomorrow.

Please consider contributing to any of the wiki pages, or sending a tweet. I'm interested to learn what ideas you might have for the L07 twitter and how we could use it. You might even comment here on the blog.

Labels: events, learning, Masie

Artist, inventor, innovator, collaborator and colleague Philip V.W. Dodds passed away on Saturday morning. Please help me recognize and celebrate his accomplishments and the lives he continues to touch.

I tried to write this yesterday and just couldn't. I truly believe the elearning community would not have SCORM as it is today without Philip's contributions as a visionary thinker, organizer, architect and evangelist. He was a man of art and a man of science. He loved technology, yet took great pride and active participation in true and faithful restorations to his historic home. He was drawing electronic circuits on blackboards at an early age, did R&D at ARP Instruments and Kurzweil Music, and led the charge to make CD-ROMs and sound cards a standard part of personal computers through his efforts with IMA and the MPC "Multimedia PC" standards efforts in the late 80's and early 90's.

I'd encourage you to learn more about him real soon now, courtesy of a page available through the Internet Archive Wayback Machine. Meantime, here is what Elliott Masie had to share about Philip in a message to the Learning Consortium:

"What are we saying to each other?"

That was a single line, spoken by the sound engineer at the end of Close Encounters of a Third Kind, as he played chords and a friendly alien spaceship played music back.

The role was played by a young sound engineer who was spotted by Steven Spielberg and given the on-screen role to be the interface between these two worlds. That man, Philip Dodds, was still young and inventing, as he passed this Saturday morning.

Philip Dodds was the Chief Architect of SCORM and the force behind sharable and reusable content. He was deeply involved in the evolution of interactive multimedia and expanding the possibilities for learning via technology.

If you use a Learning Management System, author an interactive learning module or talk about the future of Web 2.0, take a moment to thank a man who you probably never met. Philip's work was KEY and CRITICAL to the exciting world of learning, knowledge management and collaboration that we take for granted.

Philip's dreams were to create a global set of standards and specifications that would allow content to be searchable, reusable and expandable.

Philip, we thank you for all that you have done and we'll keep asking that question: "What are we saying to each other?"

With respect and sadness,

Elliott Masie

P.S. wikipedia reference at: http://en.wikipedia.org/wiki/Phil_Dodds

UPDATE: I cross-posted this to the AICC News Blog, and received a comment that suggests we share our memories of Philip there. If you'd like to post a comment on this topic, please do so at the corresponding post on the AICC News Blog- The Passing of Philip V.W. Dodds.

Labels: learning, technology

The AICC (Aviation Industry CBT Committee) is hosting a discussion forum on Authorware End-of-Development and developing an Authorware Impact & Issues Survey to help assess the impact and move towards solutions for heavily-invested corporate customers. A presentation used for live discussion is available from the AICC site, as are the AICC Meeting Minutes with additional notes on the matter.

If the Adobe end-of-development of Authorware will have significant impact for you or your organization and you might have helpful feedback or are looking for information, then please visit the Authorware End-of-Development Discussion Forums.

The AICC deadline for feedback on survey questions is October 9, 2007. See this AICC News Blog entry for information on participation.

Labels: Adobe, learning, technology

I'm barely in "Gen-X." I'm about 12 years too young to truly appreciate the Abbie Hoffman reference I just made. I'm about 12 years too old to be a real "gamer." Nonetheless, here I am in my 40's staying up late to write a book report on Gadgets, Games and Gizmos for Learning by Karl Kapp. Sorry Mom.

I apologize to my mother, my beloved late-night term-paper typist, but NOT to you dear reader. This book is pretty good. I am going to apply a little gamer style that I learned from the book and mix it up with a little of my own Yuppie Yippie geezer pre-gamer culture jamming of my own. (Whew, too much social anthropology to parse there, no wonder one of the reviewers/contributors has a background in Anthropology.)

Learning Designer/Developer Cheating Tips for Gadgets, Games and Gizmos for Learning: Tools and Techniques for Transferring Know-How from Boomers to Gamers

1. Use the Corporate Card to buy it. It's expensive, but you'll come-off like a super-genius. Plus you'll want to share this book with co-workers and clients. Boomers will be able to throw down some gaming terms, and understand what makes gamers tick. Gamers will even gain some insight into Boomers.
   Bonus tip: Independent consultant like me? Buy it anyway and "Stick it to the man." It's fun, even if you are "the man."
2. Read Chapter 1 first, and read it all. Well, duh. It's like doing the tutorial at the start of a game, you'll get further faster. This chapter has a lot of the background and research references that helped shape the book.
3. Jump to Chapter 5, it's about cheats Why? 'Cause one man's cheats is another man's job-aid (or performance support tool). Besides this whole post is a cheat, right. Don't hate the playa, learn to game the gamers.
4. Now skip to Chapter to Chapter 10, it's about the coin You're going to need budget or at least time to do some interesting games, get some gizmos, design networked social learning and generally do other cool stuff. Chapter 10 gets right to the new math of explaining that not just playing, but designing games is critical and worthwhile. You'll need to justify this stuff.
   Bonus tip: Now go back and read the "Workplace Implications" from Chapters 2-4 and 6-8-- they'll have some good fodder for the Exec Summary of that budgeting proposal.
5. Refine and Polish Go back and skip around, read more in any order... don't be so linear dude. Refresh some basic ISD in Chapters 2-3 and re-orient it to games and gamers. Think about recruiting them in Chapter 9. Think about how you obtain, train and retain across the board for boomer and gamers alike.

Not exactly a book report, but hopefully an interesting stop on this virtual book tour. I like the book for the anecdotes, data and scenarios. Those are things that resonate with me and I find memorable, repeatable and applicable. Right there at the front (p. 16-17), Karl pulled together a nice chart of the attributes of the games and gamers across 4 "generations" of gamers from Gen I Pong and Odyssey to Gen 4.0 Halo, The Sims and GTA3. I'm starting to use bits from this table like a mini Meyers-Briggs assessment for quickly sizing up and adjusting to gamers. Check out the book on Amazon, or do a little more recon and learn more about it via the current virtual book tour that is underway.

Labels: blogs, gaming, learning, simulation, technology

As a Masie Fellow, I participate in monthly Masie Learning Consortium calls hosted by Elliot Masie. This month's call was on Learning in 2012. I won't give away the store and undermine the value of Consortium, but I'd like to share a few interesting thoughts from the discussion of what learning organizations and training will be like in 5 years.

I heard some trends on the call that people are both observing and hopeful for these trends continuing. One trend (or goal), is moving training departments from a cost center to a revenue & performance contributor; integrating what was "training" into performance, knowledge, collaboration & compliance integration. This may take a variety of forms.

An additional trend was the increasing role of leaders in leadership development. More organizations are seeing their own leadership as critical in being active participants, presenters and resources in leadership development training.

Another one of the many trends discussed was the move to shorter & tighter e-learning modules and transitioning of learning modules into performance support tools. I couldn't agree more and I think this is reflected in all the Rapid Elearning and SME-authoring trends and tools we've seen in the last 4 years. That said, there will always be a need for fundamental skill development, and it is my opinion that performance support and SME-authoring are not the most effective approaches for fundamental skills development.

Elliott also made some predictions that he stands behind and are quite clear. The predictions focus on disruptive (to me, enabling) technologies that will undoubtedly impact organizations in the next 2-4 years. They are Multi-touch and haptic interfaces (like the iPhone uses), ubiquitous mobile device with parity in broadband connection speed relative to current desktops, and mobile devices with "big" high-resolution display capability (it may be in the form of wearable, virtual or projected screens or ???).

There was tons more talked about and it wouldn't be fair for me to publish it all here. So if you are a Learning Consortium member and missed the call, be sure to visit the members site and check out the recording later (hint: login and scan the page or use search to find 'podcast'). Who knows, your organization might already be a member as many big corporation are, or your organization can consider joining.

Labels: learning, Masie, technology

I stumbled on to a great little untold story of a coaching success. In early August, I finally got around to watching the Walt Mossberg & Kara Swisher interview of Steve Jobs and Bill Gates from D5 last Spring (free iTunes video podcast here, but you can probably find it elsewhere too). First off, it includes some old video in the intro with a little skit from 1984 with Mitch Kapor and a very young Bill Gates. That said, the intro continues and it takes 8 minutes until the interviewing really starts. The fulll 90 minute video is definitely worth watching for anyone who spent 10 years or more working or playing in the Windows or Mac ecosystem... maybe some good history for Gen Y's too.

For me, the interesting surprise came 01:26:00 (88 min) into it. Steve casually mentions the Apple one to one program, which I had never heard of before. For $99 a customer can register for a single membership that allows up to 1 hour of 1:1 training each week for a year. (OK, technically it is 50 minutes to 1 hour, but you can ask your lawyer or psychiatrist how that works.).

In just 1 year of operation the one-to-one program scaled up to an annual run rate of 1 million hours per year. ALL of that training is delivered in Apple retail stores. That is a LOT of 1:1 coaching. It also seems to shatter the myth that elearning is the only way to effectively scale training.

1. How many hours of 1:1 coaching could or should your organization realistically scale to deliver?
2. Would you consider 1:1 coaching formal or informal learning?
3. How could collaboration tools, social networking and web conferencing help it scale even better?

Labels: coaching, informal, learning, technology

Interesting thoughts on using a Nintendo Wii and Second Life together, from the Gadgets blog of Wired online

Nintendo games have made the Wii controller a satisfyingly realistic controller for pretend tennis, golf and baseball. But how about using it to practice doing surgery, applying pesticides or operating a nuclear power plant?

It will be interesting to see how this pans out over the next year or so for mainstream corporate training. For edu-tainment, the surgery bit has already happened. In a March Edition of Learning Trends (link followers- scroll to March 5, '07 #434), Elliott Masie mentioned a Wii application called Trauma Center: Second Opinion that is only $49 and lets you perform a varierty of tests and interventions using the simulated environment and the motion-sensitive Wiimote controller.

More from Wired:

One of the attractions of [MIT Research Fellow David E. Stone] Stone's approach is the low cost. In Second Life, it's relatively easy to build chairs, buildings and other objects for avatars to sit on or walk through. Tools like wrenches or manual controls are also easy to build and, with a little tweaking, users can control them with a Wiimote.

Labels: learning, secondlife, simulation, technology, virtual worlds

I just got back from the roving Adobe on AIR barcamp event in Seattle. The bus is cool, the APIs are cool, the AIR product/environment is cool, and the whole event approach is cool. It really struck me as a "2.0" seminar, in the "Web 2.0" sense- early feedback from users/participants, user-driven, high-tech, effective and appealing UI, adaptive, editable, lots of APIs and mash-ups (Flikr images, twitter feeds, JSON APIs and geo-tagging with GPS location data).

It was both organized and ad hoc. Both a tech-y learning event and a corporate mark-com session. A great chance to learn and see what's been done, work with experts, expand your network, and/or submerge head-down in the wireless network if you need to get a little business done online.

I really like that I came away with all the same materials and content that I would have had at a "1.0" seminar at a downtown hotel, BUT it was something that had community, something that will have its own lifecycle and a sort of harmonic sustain. This approach is something I could interact with and engage as it was on its way here, and something "sticky" that I'll want to check back in with and follow as it goes forward. Those are the things that you don't have with classic seminars-- and I'm also going to monitor the Google code site with examples and check out the twitter and camera live-feeds as they wind their way to Vancouver, back to Portland, a week-end diversion to Las Vegas, and then an event in L.A. (then Dallas then Denver- check a map first next time guys).

Good luck to Adobe with AIR and to the remote and local participants who join in the experience. Even if you're not into the product, you should check out the approach and think about creating your own mash-up like this for training and collaboration sessions-- its really quite effective. I'll be editing down some video interviews I did with the Adobe team and then submitting that to the Masie Learning Consortium site next week.

Labels: events, learning, technology

I'm working around a Blogger issue, so here is the rest of the entry.

Donald Clark- Plan B
Well thought, well researched information and opinions on learning and education. Here's a GREAT example that cites John Locke's thoughts on education and references William James too- Habitual Learning (h-learning). Recently (and informally) dubbed a premiere learning "debunker", he clearly puts thought, time and research into his posts.

Karl Kapp- Kapp Notes
I've known Karl for almost 10 years through Dr. Tim Phillips and the Bloomsburg University Corporate Advisory Council. Karl and I bonded over our shared background with major consulting firms, and interest in instructional design. He recently published an intriguing book on gaming (Gadgets, Games & Gizmos for Learning) that puts forth the notion of certain generations or epochs of computer/console gamers, as well as ramifications and possibilities for learning and training.

Mark Oehlert- e-Clippings (Learning As Art)
Hmm, what can I say except, "Mark is out there. AND he brings it back to share with you." Tons of quick thought, deep thoughts and connections that can be applied to learning, training, development and technology. He is the first one I remember meeting who was genuinely and deeply interested and passionate about using Second Life for learning and training.

John Dowdell- JD on EP
I read John's blog daily to keep up on relevant techmemes, trends and key Adobe news. As a community manager and corporate blogger he provides lots of interesting connection and insights on the blogosphere, journalism and techno-social trends come along the way too. Plus you've got to love obscure references to Donald Duck artists and terms for non-verbal acknowledgment.

Steve Makofsky- The Furrygoat Experience
I started reading Steve's blog years ago when I got hooked on an RSS Reader he wrote for PocketPC. He's since moved into Microsoft and then out of Seattle and into Yahoo. I like the technology themes and random relevant insights of his blog. From him I learned of Kathy Sierra's blog (and subsequently recommended that VNU get her as a speaker for Training Directors Forum). Steve also reacquainted with Bruce Tognazzini whose book (Tog on Software Design) I had read years earlier.

Labels: blogs, learning

UPDATE: Google Blogger is totally crappy about providing any feedback other than failure, so I'm breaking this into 2 posts. Validating the HTML of the posts with the W3C and Dreamweaver validator is useless; Blogger just silently fails with a blank screen.

I perceive much of my own value as being a node in a network. The connections I make and the connections that pass through are valuable. I like to share them. Here are a few of the blogs I'd like to share with you and some of my personal editorial comments that may help you.

Clark Aldrich- Elements of Interactivity If you want to apply simulation to professional development, then Clark IS the man. Fantastic on-going posts on the ASTD Learning Circuits Blogand his own blog are great reading, thought provoking and encouraging for those who want to use more simulation to increase training effectiveness and performance.

Jay Cross- Internet Time Blog My summary about him? Foresight + Insight + Raconteur + ?? = Jay Example Entry: Now What Invited to speak about"Informal Learning Goes Mobile" at the Seriously Mobile Summit, Jay realizes they "get it" already and moves on.

The audience had already drunk the web 2.0 KoolAid. I pushed them to think about the implications several years out. As a starting point, I eliminated talk about devices. The previous week, when talking with a dozen very sophisticated learning technologists about mobile, the conversation rapidly devolved into complaints about unreadable screens and buttons too small for beefy fingers. Moore's Law will take care of those in short order, so we started as if it already had...

more to come

Labels: blogs, learning, simulation

Larry Israelite is the editor and one of the authors of Lies About Learning. I came to know Larry through Elliott Masie and the Learning Consortium, and I love his frankness on this subject, starting with the subtitle of the book, Leading Executives Separate Truth from Fiction in a $100 Billion Industry.

In the book, Larry and the gang take on a bunch of lies and myths, sometimes alternating sides, but always making strong statements. For example, Murray Christensen on Personalization: Learners Are Essentially the Same. Heresy you say? Last year, I saw a few presentations from Will Thalheimer on use of learning styles (or the "lie" about learning styles), and I have to agree, though I am not as courageous as Dr. Thalheimer with his $1000 USD challenge to the first person to demonstrate meaningful benefits from using learning styles in an instructional design.

Back to the book- I've lived and seen some other favorite lies from both the side of the consulting/vendor organization and the customer side of the fence, like:

• This is the team that will work with you on this project (at an early sales meeting; who know where these people will be staffed then).
• (All) the content and materials will be custom built for you.
• ... and from the client side, We have full support for this project and our SMEs will be available whenever you need them.

What about you? Are your pants on fire? Is your nose as long as a telephone wire?

To hear, discuss and share more lies... and how to actually learn from them, check out the free seminar on Lies About Learning this Friday, January 19.

Lies About Learning January 19, 1:00PM Eastern [GMT -05:00] Register here

The seminar looks like it will be a good discussion of some key topics. You can also get the book from Amazon- Lies About Learning. Note that is not an Amazon Associate link so I get squat for the referral, other than karma.

Labels: learning, SCORM