Shana Storey, JetBlue University at JetBlue Airways
Transiting Thinking from Skill Based to Role Based
Keeping position expectations current in the Learning Field is challenging, especially as positions require Instructional Designers to be specialists as well as jack-of-all trades. Often that challenge is met with Human Resources’ strict systems for addressing position expectations and challenges you with finding the right new hire candidate and making sure attitudes on your team stay positive and away from the old line, “that’s not my job.” In this session we will discuss the transformation of the JetBlue University Learning Solutions team’s transition and ongoing growth toward a role based environment by sharing the process used, supporting data and documentation.
We will review data, process and lessons learned to:
- identify roles that are relevant to your learning organization’s demands and the industry standards
- calibrate the skill based position human resources requires with the needs of your work groups
- continue the discussion within the current team to grow roles rather than skills.
- Gain an understanding of why role based positions help position a team for growth
- Learn ideas to brain storm roles needed within your organization as well as learning industry roles
- Compare a traditional skill based position exceptions with role-based descriptions
- Generate ideas as a group for ways to encourage role-based thinking within your existing team, without changing structure
- Lessons learned at JetBlue University
Shana Storey has led the Learning Solutions team at JetBlue Airways since 2009 and has been a part of JetBlue’s Learning Technologies since 2005. Shana’s focus is on building partnerships to manage, and support the development of courseware initiatives across JetBlue Airways. She is passionate about managing high performing creative teams and future roles in the training world. She has been working in training for more than 12 years, and has experience designing and customizing training solutions for aviation, pharmaceutical sales training and legal based curriculum. Shana holds a Certificate in Training Management from NYU and a MFA in Mixed Media Art. When she is not focusing her attention coaching a team of talented developers, Shana is actively involved in traditional maritime skills and sailing.
David Anderson, Articulate
Practical Tips for Building Effective and Interactive eLearning
There’s lots of talk about how to build eLearning, but the reality is that many people still struggle with doing more than linear, click-and-read courses.- There’s not just one course type
- How to build courses for the adult learner
- What role visual and Ul design plays in the course
- How to develop instructional design strategies that speed up production
David Anderson is a Community Manager at Articulate Global for E-Learning design and development. David supports Articulate’s learning communities by helping rapid designers use PowerPoint to design and build creative rapid E-Learning courses. David’s E-Learning portfolio includes transitioning teams from CD-ROM based course models to Flash/WBT, integrating rapid E-Learning strategies and leading corporate virtual world initiatives in Second Life. David has over 12 years designing and developing corporate E-Learning and held leadership roles at Bank of America, Countrywide and Universal Technical Institute.
Kevin Gumienny, TEEX
WHAM! BAM! and POW! Comic Books and eLearning
A lot of people still think that comic books are only for kids. But comic books share a lot in common with online training. They’re both intensely visual while their success lies largely with the stories that they tell. And, like eLearning, comic books have been used to deliver training in serious subjects.
Comic book artists have been working in their medium for over eighty years. They’ve developed styles and grammars that uniquely suit their medium. In our discussion, we’ll talk about some of those concepts and how you can apply them to your online training. We’ll also take a look at a few successful (and not-so-successful) instances of online training done in comic book style, and see if we can pick up a few best practices.
When done well, comic book styling can make a powerful impression, helping training stick. When designers use what’s out there, and are inventive and flexible, online training becomes even better than it was before.
Kevin Gumienny is a curriculum coordinator for the Texas Engineering Extension Service’s Infrastructure Training & Safety Institute. He has more than 15 years’ experience in adult learning. Dr. Gumienny has a diverse background in adult learning, instructional design, and technical writing. He has created, developed, and implemented adult learning solutions at TEEX, the New Jersey Institute of Technology, and Stony Brook University.
He leads a team of subject matter experts, instructional designers, and multimedia specialists to produce instructor-led and online curriculum. Dr. Gumienny’s most recent work includes the online courses Utility Work Zone Safety, Math Basics for Electrical Metering, and Energy Efficiency for Commercial Buildings. He takes an active role in sharing knowledge about online training, having helped organize user groups that focus on development tools for eLearning and given presentations at several conferences, most recently the 2012 TxDLA.
Dr. Gumienny is also, needless to say, a lifelong comic book fanatic.
Ian MacNeil
In, At, and Away – eLearning as a strategic knowledge lever
The session will highlight tools and methods that BMO has utilized to employ eLearning “in the work”, “at the work” and “away from the work”. We found commonality across the touch points where eLearning is utilized, however there were features and benefits that were unique to individual events and activities depending on when and where the learning was employed.
The conversation will address the parsing of information, advice and learning that we traditionally deliver with this channel. It will look at how we leveraged the knowledge that exists within the public domain and that from industry service providers, integrating it with the culture, behaviours, principles, policy and procedural knowledge unique to BMO.
We’ll also discuss the common development requirements for accessibility, time constraints, funding issues and levels of quality. In this discussion we’ll look at the topic of off-the-shelf, configured and customized solutions when making decisions for product selection.
These methods and tools have become part of our strategic offering to our internal corporate clients. eLearning now serves as a knowledge lever, going beyond the traditional “course” and “learning module”‘ offering to additionally support the areas of process codification and performance support.
Ian is a Senior Project Manager with Bank of Montreal (BMO Financial Group), joining the company in 1984. He initially served in various systems support positions in the IT operation groups and then in a line support function providing business analysis and MIS support in the Credit group. In 1994, he joined BMO’s corporate university (Institute for Learning) and has been involved in the design, development and delivery of learning solutions for various projects and programs throughout BMO Financial Group. His post grad work has been in the field of Learning Technologies and most recently he has been involved in the development of curriculum supporting the Bank’s internal accreditation programs for Business Analysis, Project Management and Quality Control.
Barbara Matthews
Assuring Success in System Implementation
According to systems experts, approximately 50% of systems implementations fail because of users’ resistance to change and inadequate training. A keystroke-based instructional approach to systems training—one that relies overmuch on tools to quickly document system processes—lacks business depth, on-the-job relevance, and sufficient learner engagement. Too often, such implementations result in low rates of system adoption, user frustration, and low productivity. For the business, this means increased operation costs due to reliance on helpdesk and IT staff, and a lack of quantifiable business results.
We propose a new model, one that we’ve developed to support several, enterprise systems implementations. This model takes a layered approach that integrates the best of both new and traditional training modalities to create a robust, context-sensitive instructional approach. This comprehensive model specifies a strategic function for WBT, V-ILT, performance support technologies, mobile technologies, assessment tools, social media, simulation, etc. We believe that a carefully aligned systems training and performance management plan should leverage multiple delivery channels to address a complex spectrum of needs. We must do more than show our learners where to click—they need to know the business rules, workflows, and business impact surrounding those keystrokes.
Participants attending this session will take away a strategy and a tactical model for integrated user development, one that guides system users from expertise to achievement. We will include several case studies and examples.
Barbara Matthews has always been passionate about learning. Originally an elementary school teacher, Barbara has spent the last 15 years in the field of learning and development. Barbara is currently a Director of Learning Solutions for Allen Communication Learning Services.
While with Allen, Barbara has had the opportunity to consult on learning solutions with many of the world’s best L&D organizations. Previously, Barbara held roles as a Senior Design Consultant and the Director of Project Management. Barbara holds a B.S. degree in Elementary Education and a M.S. degree in Instructional Technology.
Marcus Turner & Sanjay Nasta
A Road Map to Mobile Learning
Over a billion mobile devices will be used to access the Internet by 2013. Ray Kurzweil says “Mobile phones are misnamed. They should be called gateways to human knowledge.” The explosive growth of mobile phones and the promise of training anywhere at any time has resulted in tremendous interest in mobile learning (#mlearning).
Unfortunately, clear guidance for creating effective mobile learning has been missing. In 2011, the E-Learning Council created a Mobile Learning Work Group to synthesize best practices for creating mobile learning. In this session, we will go through the mobile learning framework developed by the E-Learning Council work group.
Topics covered include:
- Why mobile learning?
- Mobile Learning Framework
- Learning Methodology
- Technology Considerations
- Case Studies: Lessons from successful implementers
Marcus Turner is an accomplished, analytical, and technical architect with a successful track record in the planning and delivery of large scale enterprise wide solutions. His background includes the development of critical systems architectures and transformation strategies resulting in increased operational efficiency and dramatic cost reduction. A certified Architect and Project Manager with proven ability to create realistic expectations, develop accurate schedules and budgets, allocate resources, resolve critical path issues, provide cross functional team leadership, and deliver results consistently within scope and budget.
Helping others achieve more than they could alone and solving/simplifying complex problems are core to his nature. A fundamental belief that IT solutions can be simplified and communicated using a common language enables a superior customer engagement model. These combined beliefs drove the establishment of a successful consulting organization and now a unique process centric development services company.
Sanjay Nasta is the CEO and founder of MicroAssist, Inc. Mr. Nasta’s vision for MicroAssist has always been of a company that improves the performance of an organization’s most valued assets – its people. He started MicroAssist in the classroom, teaching classes for Austin Computers, Aetna, and Motorola. MicroAssist now provides performance consulting, skill gap analysis, curriculum development, classroom training, and custom E-Learning development. Mr. Nasta is a founding member and community manager of E-Learning Council. MicroAssist also creates substantial application development projects – including Texas Department of Public Safety’s Crime Record Service online databases. Mr. Nasta graduated from the University of Texas with a degree in engineering.
Alex Turkovic
Case Study: How Dell is Building and Implementing Mobile Learning
The session will focus on:
- The challenges in designing effective product training within the mobile app space
- The type of challenges and red tape which can be expected when planning, designing & implementing mobile learning into a corporate giant such as Dell.
Alex will give an in-depth case study of the decisions that were made in the development of his project. By providing real life examples of the process he and his team went through in creating this solution, he will illustrate the steps taken to address each of the two issues listed above. By providing examples of the solutions that were crafted to meet the initial problems, Alex will illustrate how they tackled the issue of engaging learning on a small screen device, not only in their current implementation but also in what they have planned for the future. Also, for any attendees from the corporate world, this presentation may be of interest as it might uncover some solutions to similar challenges they face.
For over 15 years, Alex Turkovic has been involved in various learning environments ranging from K-12 to corporate L&D. He also has a technical background as an audio engineer and has worked in many of Boston and Nashville’s major studios. Alex now resides in Austin, TX where he serves as an instructional designer and program manager at Dell. He currently helps develop mobile learning strategies and solutions in support of regionalized product training for 400,000+ Dell and affiliated sales agents worldwide. In his spare time, Alex enjoys spending time with his family, keeping up with social media, working on his Volvo, and writing about himself in the third person.
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