Friday, October 23, 2009
Librarian + LDC Manager in Bahrain Poly
Start with AMA competencies:
No escatimar esfuerzos en alalizar exactamente lo que necesitan
"Librarian" in Linked In
Prepare "Useful Booklets" for each study area (must be online now?)
Encourage study skills and speed reading
Go over Cathy's questionnaire again
Where is my Wiki? put in road map to knowledge acquisition
Undersatnmd cataloguing courses available
Get Kathleen Haughney number
No escatimar esfuerzos en alalizar exactamente lo que necesitan
"Librarian" in Linked In
Prepare "Useful Booklets" for each study area (must be online now?)
Encourage study skills and speed reading
Go over Cathy's questionnaire again
Where is my Wiki? put in road map to knowledge acquisition
Undersatnmd cataloguing courses available
Get Kathleen Haughney number
What is Xerceo?
Xerceo in the News
Xerceo customers now get access to all Skillsoft courses, collections and Books24X7®.
Xerceo customers now get access to all Skillsoft courses, collections and Books24X7®.
Monday, October 12, 2009 at 07:29PM
Reseller deal allows Xerceo customers instant access to all Skillsoft courses, collections and 20,000 IT and business books from Books24X7®.
San Francisco, Calif., October 12, 2009 –Xerceo Inc. is as of today offering all Skillsoft courses and in the coming days, Books24X7 access through its Trainingatom.com, Trainingatom.eu websites and enterprise learning system, Xerceo Infuse. Xerceo began its official reseller partnership on September 1, 2009 with Skillsoft PLC (NYSE:SKIL), a leading SaaS provider of on demand e-learning and performance support solutions for global enterprises, government, education and small to medium-sized businesses.
Through Xerceo Infuse, an instant-on, SaaS cloud-based collaborative learning system, customers will be able to instantly provision any Skillsoft course or course collection to any member of its staff. Xerceo customers will also benefit from Xerceo’s collective intelligence engine, which automates recommendations of Skillsoft content to every learner based on similar interests, skills and job titles of other learners like them.
In a recent Brandon Hall blog post, Bryan Chapman describes Xerceo’s offering: “This company built their “Social Learning Network” software from the ground up on the idea that learning is a social activity and that the role of an LMS is to launch, track and report; but is not the best metaphor for sharing learning.” commented Chapman. “Our role as a collaborative learning system is to improve upon the idea of a top down delivery and tracking of learner content through effective administration and recommendation of training to those that have the greatest need and interest in it.” According to Tim Seager, CEO of Xerceo, “Skillsoft is a great partner in all our efforts to easily deliver/ syndicate learning. From Skillsoft’s comprehensive course catalog and Books24X7. it’s easy for us to offer all of Skillsoft’s latest training to all our customers immediately, no downloading or waiting required.”
About Xerceo
Founded in 2005 on the idea that delivering, creating and reusing training should be easy for everyone; from learner to training manager. Xerceo has been building applications that not only deliver training and inspire learning, but let learners participate in improving the collective knowledge of any organization. Xerceo is a fast growing learning technology company with hundreds of thousands of users on three continents. Xerceo's customers come from the Financial Services, Energy, Aerospace, Manufacturing, Healthcare and Government sectors, ranging from SMBs to Fortune 500 companies.The company is headquartered in San Francisco, California with offices in Madison Wisonsin.
About SkillSoft
SkillSoft PLC (Nasdaq: SKIL) is a leading SaaS provider of on-demand e-learning and performance support solutions for global enterprises, government, education and small to medium-sized businesses. SkillSoft enables business organizations to maximize business performance through a combination of comprehensive e-learning content, online information resources, flexible learning technologies and support services.
Content offerings include business, IT, desktop, and compliance courseware collections, as well as complementary content assets such as Leadership Development Channel™ video products, KnowledgeCenter™ portals, virtual instructor-led training services and online mentoring services. SkillSoft’s Books24x7® product offering includes access to more than 20,000 digitized IT and business books, as well as book summaries and executive reports. Technology offerings include the SkillPort® learning management system, Search & Learn(R), and SkillSoft® Dialogue™ virtual classroom.
Xerceo® and Xerceo Infuse® are registered trademarks of Xerceo Inc.
Press Contact:
Media Relations
P: +1 (415) 692-0089 ext 7
info@xerceo.com
Xerceo customers now get access to all Skillsoft courses, collections and Books24X7®.
Xerceo customers now get access to all Skillsoft courses, collections and Books24X7®.
Monday, October 12, 2009 at 07:29PM
Reseller deal allows Xerceo customers instant access to all Skillsoft courses, collections and 20,000 IT and business books from Books24X7®.
San Francisco, Calif., October 12, 2009 –Xerceo Inc. is as of today offering all Skillsoft courses and in the coming days, Books24X7 access through its Trainingatom.com, Trainingatom.eu websites and enterprise learning system, Xerceo Infuse. Xerceo began its official reseller partnership on September 1, 2009 with Skillsoft PLC (NYSE:SKIL), a leading SaaS provider of on demand e-learning and performance support solutions for global enterprises, government, education and small to medium-sized businesses.
Through Xerceo Infuse, an instant-on, SaaS cloud-based collaborative learning system, customers will be able to instantly provision any Skillsoft course or course collection to any member of its staff. Xerceo customers will also benefit from Xerceo’s collective intelligence engine, which automates recommendations of Skillsoft content to every learner based on similar interests, skills and job titles of other learners like them.
In a recent Brandon Hall blog post, Bryan Chapman describes Xerceo’s offering: “This company built their “Social Learning Network” software from the ground up on the idea that learning is a social activity and that the role of an LMS is to launch, track and report; but is not the best metaphor for sharing learning.” commented Chapman. “Our role as a collaborative learning system is to improve upon the idea of a top down delivery and tracking of learner content through effective administration and recommendation of training to those that have the greatest need and interest in it.” According to Tim Seager, CEO of Xerceo, “Skillsoft is a great partner in all our efforts to easily deliver/ syndicate learning. From Skillsoft’s comprehensive course catalog and Books24X7. it’s easy for us to offer all of Skillsoft’s latest training to all our customers immediately, no downloading or waiting required.”
About Xerceo
Founded in 2005 on the idea that delivering, creating and reusing training should be easy for everyone; from learner to training manager. Xerceo has been building applications that not only deliver training and inspire learning, but let learners participate in improving the collective knowledge of any organization. Xerceo is a fast growing learning technology company with hundreds of thousands of users on three continents. Xerceo's customers come from the Financial Services, Energy, Aerospace, Manufacturing, Healthcare and Government sectors, ranging from SMBs to Fortune 500 companies.The company is headquartered in San Francisco, California with offices in Madison Wisonsin.
About SkillSoft
SkillSoft PLC (Nasdaq: SKIL) is a leading SaaS provider of on-demand e-learning and performance support solutions for global enterprises, government, education and small to medium-sized businesses. SkillSoft enables business organizations to maximize business performance through a combination of comprehensive e-learning content, online information resources, flexible learning technologies and support services.
Content offerings include business, IT, desktop, and compliance courseware collections, as well as complementary content assets such as Leadership Development Channel™ video products, KnowledgeCenter™ portals, virtual instructor-led training services and online mentoring services. SkillSoft’s Books24x7® product offering includes access to more than 20,000 digitized IT and business books, as well as book summaries and executive reports. Technology offerings include the SkillPort® learning management system, Search & Learn(R), and SkillSoft® Dialogue™ virtual classroom.
Xerceo® and Xerceo Infuse® are registered trademarks of Xerceo Inc.
Press Contact:
Media Relations
P: +1 (415) 692-0089 ext 7
info@xerceo.com
Tuesday, October 20, 2009
Monday, October 19, 2009
Aramco Report
An important component of its company-wide emphasis on training is self-development,with a focus on e-Learning. At the end of 2007, Saudi Aramco‘s Corporate IntegratedLearning Services (CILS) had more than 2,750 courses offered on its site.Approximately 36,000 employees enrolled in at least one e-Learning course during2007. More than 4,000 oil and gas operators are benefiting from access to a Web-based Operator Training Simulation program
http://74.125.93.132/search?q=cache:DEbqoRzKqBwJ:www.saudiaramco.com/irj/go/km/docs/SaudiAramcoPublic/ExternalFiles/CompanyProfile_May2409.pdf+%22saudi+aramco%22+e-learning&cd=2&hl=en&ct=clnk
http://74.125.93.132/search?q=cache:DEbqoRzKqBwJ:www.saudiaramco.com/irj/go/km/docs/SaudiAramcoPublic/ExternalFiles/CompanyProfile_May2409.pdf+%22saudi+aramco%22+e-learning&cd=2&hl=en&ct=clnk
Sounds familiar..
http://www.saudiaramco.com/irj/portal/anonymous?favlnk=%2FSaudiAramcoPublic%2Fdocsnav%2FCommunity%2FLearning%2FSelf-Development&ln=en
Employee Self Development
The internet is a key part of Self-Development.
Saudi Aramco has a long, proud history of developing its workforce. Today, in the age of complex information and technological challenges, only organizations that learn and adapt quickly will survive. It is therefore critical that we approach the future with new development strategies. One of the most effective learning methods is self-development.
Self-development is a process through which employees take personal responsibility to improve themselves for business and personal purposes, utilizing company and non-company provided resources and support. One of the main advantages of self-development is that it offers choice.
The company provides a wide range of resources to help employees learn more about their jobs and how to perform more effectively. E-learning initiatives form the majority of these resources. E-Learning supports two critical Saudi Aramco initiatives: Self-development and Competencies assessment and development.
E-Learning has proved a cost-effective way to reach learners company-wide and is a major strategy for developing Saudi Aramco's human resources.
Some of the tools used in self-development include the following:
Corporate Learning Centers located in various Company areas of operation
Online Training courses
Online Management training courses
Online Libraries
Membership in Professional Societies
Employee Self Development
The internet is a key part of Self-Development.
Saudi Aramco has a long, proud history of developing its workforce. Today, in the age of complex information and technological challenges, only organizations that learn and adapt quickly will survive. It is therefore critical that we approach the future with new development strategies. One of the most effective learning methods is self-development.
Self-development is a process through which employees take personal responsibility to improve themselves for business and personal purposes, utilizing company and non-company provided resources and support. One of the main advantages of self-development is that it offers choice.
The company provides a wide range of resources to help employees learn more about their jobs and how to perform more effectively. E-learning initiatives form the majority of these resources. E-Learning supports two critical Saudi Aramco initiatives: Self-development and Competencies assessment and development.
E-Learning has proved a cost-effective way to reach learners company-wide and is a major strategy for developing Saudi Aramco's human resources.
Some of the tools used in self-development include the following:
Corporate Learning Centers located in various Company areas of operation
Online Training courses
Online Management training courses
Online Libraries
Membership in Professional Societies
Sunday, October 18, 2009
Wikipedia on "Rapid Learning"
http://en.wikipedia.org/wiki/Rapid_learning
I've heard of "Rapid Learning Development", not of Rapid Learning
Rapid learning
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Rapid learning (or Rapid eLearning) is a methodology to build e-learning courses rapidly [1]. The term "rapid" does not describe the speed of the learner but the speed of the author. The expression is for this reason unclear but has spread around.
Typically the author will create slides in Powerpoint, record narration on top of the slides, with some softwares he/she will be allowed to add tests, or even collaboration activities between the slides and then send the whole package (most often as an Adobe Flash file) to a learning management system or a website [2].
E-learning has grown rapidly since the 90s but authors and organizations were confronted to the complexity of authoring processes. It is hard and expensive to build online courses from scratch. Hence the idea of recycling existing resources like Powerpoint presentations, and transform them into e-learning courses.
Contents [hide]
1 Limits of rapid learning
2 Best practices
3 Software
4 See also
5 References
[edit] Limits of rapid learning
After 2000 a series of rapid learning tools (see below) were proposed on the market and became popular because of their simplicity and the feeling that anyone can build an e-learning course from a simple Powerpoint presentation.
Some experts have highlighted the limits of this method [3] or even insisted [4] on the fact that rapid learning was the consequence of an attractive pedagogical fallacy of the form:
My face-to-face course works fine with Powerpoint
I published my Powerpoint presentation
Hence my online course works fine
The point is that the richness of your interaction with the students in the classroom is not encapsulated in the Powerpoint presentation file. Consequently, your online course is a mere passive information presentation but not a training activity with questions, workshops, problems. We learn by doing and Rapid Learning seems to ignore this. More globally the critics against rapid learning follow the same track as the critics on the use of Powerpoint in education [5].
The success of rapid learning has an economic reason. Many trainers and organizations are able for the first time to build their online course without the help of an e-learning team (instructional designers, art designers etc.).
The overall evolution of internet practice and the development of the Web 2.0 collaboration scenarios might lead trainers to other scenarios. As a matter of fact, rapid learning is an inheritance of the CD-ROM model and the idea that e-learning consists in an individual self-paced practice.
Students have complained for long that self-paced individual learning can be boring and offers little chances of interaction, correction and success. But one can imagine mixed scenarios where the information is presented as rapid learning modules encapsultated in Flash SCORM packages or distributed on Learning Management Systems, and the learning activities developed through other tools : blogs, wikis, forums, videoconferences etc.
[edit] Best practices
Now that rapid learning has become an integral part of the authoring practice worldwide, some authors and consulting companies focus on how to reach the optimal compromise between the economic need for rapid learning and the pedagogical objective of a good instructional design[6].
These best practices recommendations include:
proceed to needs analysis and instructional design before building the online course so as to define the required learning activities to integrate in the course
needs analysis should decide whether the course is a blended learning course or all online
instructional design should decide which part of the course are online, which parts are face-to-face
articulate Powerpoint-based content with tests and online activities
web 2.0 tools and learning management systems allow to blend content modules created through rapid learning tools with rich interaction activities. The content modules make sense only if completing an interaction scenario or appearing as the feedback of tests and case studies
using Powerpoint to build the course structure but rely on mindmapping to present the information in a more synthetic and visual way [7]
[edit] Software
Several rapid learning software applications with varying capabilities are on the market. Most of them are authoring tools that include rapid learning as a feature. The list includes noticeably Adobe Captivate, Articulate Presenter, Dokeos, Lectora, Udutu and Wondershare PPT2Flash.
Some of these tools treat each slide as a learning object and allow to add tests and online activities between the slides. Some of these softwares are online services, the others are desktop applications to install on your computer.
A trend of the market is also to combine rapid learning (conversion of Powerpoint presentations) with screencast (filming your screen and your mouse movements) so as to provide both a sequence of slides and applications demos. This combination is particularly powerfull when authoring courses on how to use a software.
[edit] See also
Adobe Captivate
Dokeos
Electronic learning
Instructional design
Lectora
Powerpoint
Screencast
Rapid interactivity
Rapid application development
Web 2.0
[edit] References
^ Karrer, T. (2006). is Rapid eLearning? : eLearning Technology.
http://elearningtech.blogspot.com/
^ Crosby, D. & al. (2009). How to Convert PowerPoint to Flash Using Wondershare.
http://www.wikihow.com/Special:GoogSearch?cx=016562026678751929112%3Aohfdgqnedms&cof=FORID%3A10&ie=UTF-8&q=e-learning&sa=Search#1140
^ Brandon, B. (2005). Exploring the definition of "Rapid eLearning".
^ Bersin, J. & O'Leonard, K. (2005). Rapid E-Learning: What Works Study.
http://www.bersin.com/Lib/Rs/Details.aspx?docid=10335312
^ Jones, A. (2003). The use and abuse of Powerpoint in Teaching and Learning in the Life Sciences: A Personal Overview.
^ Van Dam, N. (2007). 25 Best Practices in Learning & Talent Development.
Nick-van-dam interviewed by Masie
De Praetere, T. (2009). From Powerpoint to Mindmaps in e-learning.
Pascale Delchevalerie
http://www.dokeos.com/en/node/561
Retrieved from "http://en.wikipedia.org/wiki/Rapid_learning"
I've heard of "Rapid Learning Development", not of Rapid Learning
Rapid learning
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Rapid learning (or Rapid eLearning) is a methodology to build e-learning courses rapidly [1]. The term "rapid" does not describe the speed of the learner but the speed of the author. The expression is for this reason unclear but has spread around.
Typically the author will create slides in Powerpoint, record narration on top of the slides, with some softwares he/she will be allowed to add tests, or even collaboration activities between the slides and then send the whole package (most often as an Adobe Flash file) to a learning management system or a website [2].
E-learning has grown rapidly since the 90s but authors and organizations were confronted to the complexity of authoring processes. It is hard and expensive to build online courses from scratch. Hence the idea of recycling existing resources like Powerpoint presentations, and transform them into e-learning courses.
Contents [hide]
1 Limits of rapid learning
2 Best practices
3 Software
4 See also
5 References
[edit] Limits of rapid learning
After 2000 a series of rapid learning tools (see below) were proposed on the market and became popular because of their simplicity and the feeling that anyone can build an e-learning course from a simple Powerpoint presentation.
Some experts have highlighted the limits of this method [3] or even insisted [4] on the fact that rapid learning was the consequence of an attractive pedagogical fallacy of the form:
My face-to-face course works fine with Powerpoint
I published my Powerpoint presentation
Hence my online course works fine
The point is that the richness of your interaction with the students in the classroom is not encapsulated in the Powerpoint presentation file. Consequently, your online course is a mere passive information presentation but not a training activity with questions, workshops, problems. We learn by doing and Rapid Learning seems to ignore this. More globally the critics against rapid learning follow the same track as the critics on the use of Powerpoint in education [5].
The success of rapid learning has an economic reason. Many trainers and organizations are able for the first time to build their online course without the help of an e-learning team (instructional designers, art designers etc.).
The overall evolution of internet practice and the development of the Web 2.0 collaboration scenarios might lead trainers to other scenarios. As a matter of fact, rapid learning is an inheritance of the CD-ROM model and the idea that e-learning consists in an individual self-paced practice.
Students have complained for long that self-paced individual learning can be boring and offers little chances of interaction, correction and success. But one can imagine mixed scenarios where the information is presented as rapid learning modules encapsultated in Flash SCORM packages or distributed on Learning Management Systems, and the learning activities developed through other tools : blogs, wikis, forums, videoconferences etc.
[edit] Best practices
Now that rapid learning has become an integral part of the authoring practice worldwide, some authors and consulting companies focus on how to reach the optimal compromise between the economic need for rapid learning and the pedagogical objective of a good instructional design[6].
These best practices recommendations include:
proceed to needs analysis and instructional design before building the online course so as to define the required learning activities to integrate in the course
needs analysis should decide whether the course is a blended learning course or all online
instructional design should decide which part of the course are online, which parts are face-to-face
articulate Powerpoint-based content with tests and online activities
web 2.0 tools and learning management systems allow to blend content modules created through rapid learning tools with rich interaction activities. The content modules make sense only if completing an interaction scenario or appearing as the feedback of tests and case studies
using Powerpoint to build the course structure but rely on mindmapping to present the information in a more synthetic and visual way [7]
[edit] Software
Several rapid learning software applications with varying capabilities are on the market. Most of them are authoring tools that include rapid learning as a feature. The list includes noticeably Adobe Captivate, Articulate Presenter, Dokeos, Lectora, Udutu and Wondershare PPT2Flash.
Some of these tools treat each slide as a learning object and allow to add tests and online activities between the slides. Some of these softwares are online services, the others are desktop applications to install on your computer.
A trend of the market is also to combine rapid learning (conversion of Powerpoint presentations) with screencast (filming your screen and your mouse movements) so as to provide both a sequence of slides and applications demos. This combination is particularly powerfull when authoring courses on how to use a software.
[edit] See also
Adobe Captivate
Dokeos
Electronic learning
Instructional design
Lectora
Powerpoint
Screencast
Rapid interactivity
Rapid application development
Web 2.0
[edit] References
^ Karrer, T. (2006). is Rapid eLearning? : eLearning Technology.
http://elearningtech.blogspot.com/
^ Crosby, D. & al. (2009). How to Convert PowerPoint to Flash Using Wondershare.
http://www.wikihow.com/Special:GoogSearch?cx=016562026678751929112%3Aohfdgqnedms&cof=FORID%3A10&ie=UTF-8&q=e-learning&sa=Search#1140
^ Brandon, B. (2005). Exploring the definition of "Rapid eLearning".
^ Bersin, J. & O'Leonard, K. (2005). Rapid E-Learning: What Works Study.
http://www.bersin.com/Lib/Rs/Details.aspx?docid=10335312
^ Jones, A. (2003). The use and abuse of Powerpoint in Teaching and Learning in the Life Sciences: A Personal Overview.
^ Van Dam, N. (2007). 25 Best Practices in Learning & Talent Development.
Nick-van-dam interviewed by Masie
De Praetere, T. (2009). From Powerpoint to Mindmaps in e-learning.
Pascale Delchevalerie
http://www.dokeos.com/en/node/561
Retrieved from "http://en.wikipedia.org/wiki/Rapid_learning"
Saturday, October 17, 2009
Accredited online training
http://www.aot.edu.au/documents/AOT%20company%20overview.pdf
What would Ian Smith's reaction be?
We are a registered Training Organisation (RTO#131102)
AOT is based in Queensland, and registered with the National Audit and Registration Agency (NARA) as a Registered Training Organisation (#131102). As an RTO, we operate under the Australian Quality Training Framework (AQTF
What would Ian Smith's reaction be?
We are a registered Training Organisation (RTO#131102)
AOT is based in Queensland, and registered with the National Audit and Registration Agency (NARA) as a Registered Training Organisation (#131102). As an RTO, we operate under the Australian Quality Training Framework (AQTF
Costing a course
http://www.aot.edu.au/microsoft-basics/excel-2007.html#
15 hours of Excel for 363 Aus$
4 week online course $99:
http://mcweadon.com/site/content/view/82/134/
(e.g. e-learning instructional design)
15 hours of Excel for 363 Aus$
4 week online course $99:
http://mcweadon.com/site/content/view/82/134/
(e.g. e-learning instructional design)
Friday, October 9, 2009
St Mary's Hospital Miwaukee (Captivate, Flash, Articulate, Dreamweaver, Photoshop and HTML)
http://jobview.monster.com/E-Learning-Analyst-Job-Milwaukee-WI-US-83288685.aspx
E-Learning Analyst
- Bachelors degree is required
- Experience is required
E-Learning Analyst:
Assist in the design, development, implementation, evaluation of the CSM learning plan with gap analysis.
Design instructional strategies, materials and performance enhancement solutions to meet all learning needs of employees and physicians including instructor guides, participant guides, job aides and TRAIN domain for the Clinical Foundation Suite and A'La Carte Cerner Solutions.
Demonstrate effective learning techniques and adapts to deliver training to non-computer literate users that maximize uptake and long-term performance.
Communicate effectively and work closely with learning coordinator, content subject experts and process analysts in timely completion of learning materials to meet timeline delivery dates.
Responsible for the customization of training curriculum and materials using the Ascension Health standard learning materials as a baseline. Maintains and/or changes materials as needed for various audiences.
May provide some assistance with the identification, recruitment, training and support of trainers and department based super-users, pre and post implementation.
Complies with attendance tracking and competency documentation requirements.
Maintains a positive attitude toward change.
Promotes mutual support among colleagues and emphasizes knowledge sharing and success of the team.
Will take the lead in training related to equipment, IS and orientation.
Minimum Qualifications:
Bachelors degree in instructional design, training and development or related field
5-10 years of recent experience in implementing educational strategies including E-learning courses.
Knowledge of and experience with adult education principles and techniques.
Demonstrated project and time management skills/experience; managing multiple priorities.
Ability to think clearly, write concisely and communicate effectively.
Ability to understand system scope and implementation.
Exceptional customer relations skills (can win and influence others).
Flexibility and adaptability.
Demonstrated team player.
Self directed.
Required Skills and Abilities:
Intermediate to advanced proficient w/MS Office Suite.
Very proficient in designing curriculum for CBT, instructor led training and independent learning.
Working knowledge of medical terminology.
Experience in problem analysis and resolution.
Demonstrated ability to work with minimal guidance and direction.
Demonstrated experience using eLearning tools such as Captivate, Flash, Articulate, Dreamweaver, Photoshop and HTML.
Value Added Skills and Experience:
LMS platform experience.
DDI Certification
E-Learning Analyst
- Bachelors degree is required
- Experience is required
E-Learning Analyst:
Assist in the design, development, implementation, evaluation of the CSM learning plan with gap analysis.
Design instructional strategies, materials and performance enhancement solutions to meet all learning needs of employees and physicians including instructor guides, participant guides, job aides and TRAIN domain for the Clinical Foundation Suite and A'La Carte Cerner Solutions.
Demonstrate effective learning techniques and adapts to deliver training to non-computer literate users that maximize uptake and long-term performance.
Communicate effectively and work closely with learning coordinator, content subject experts and process analysts in timely completion of learning materials to meet timeline delivery dates.
Responsible for the customization of training curriculum and materials using the Ascension Health standard learning materials as a baseline. Maintains and/or changes materials as needed for various audiences.
May provide some assistance with the identification, recruitment, training and support of trainers and department based super-users, pre and post implementation.
Complies with attendance tracking and competency documentation requirements.
Maintains a positive attitude toward change.
Promotes mutual support among colleagues and emphasizes knowledge sharing and success of the team.
Will take the lead in training related to equipment, IS and orientation.
Minimum Qualifications:
Bachelors degree in instructional design, training and development or related field
5-10 years of recent experience in implementing educational strategies including E-learning courses.
Knowledge of and experience with adult education principles and techniques.
Demonstrated project and time management skills/experience; managing multiple priorities.
Ability to think clearly, write concisely and communicate effectively.
Ability to understand system scope and implementation.
Exceptional customer relations skills (can win and influence others).
Flexibility and adaptability.
Demonstrated team player.
Self directed.
Required Skills and Abilities:
Intermediate to advanced proficient w/MS Office Suite.
Very proficient in designing curriculum for CBT, instructor led training and independent learning.
Working knowledge of medical terminology.
Experience in problem analysis and resolution.
Demonstrated ability to work with minimal guidance and direction.
Demonstrated experience using eLearning tools such as Captivate, Flash, Articulate, Dreamweaver, Photoshop and HTML.
Value Added Skills and Experience:
LMS platform experience.
DDI Certification
Thursday, October 8, 2009
Blackboard Tutorials for Instructors and Course Designers
http://www.hostos.cuny.edu/OAA/FAQ_Blackboard.htm
http://www.google.com.sa/search?sourceid=navclient&aq=1&oq=blackboard+tutoria&ie=UTF-8&rlz=1T4ADBF_enSA251SA251&q=blackboard+tutorial+for+instructors
e.g.:
http://otel.uis.edu/blackboard/tutorial/
Accessing Blackboard
Logging in to Blackboard
Control Panel
Control Panel Overview
Using Quick Edit
Adding an Announcement
Adding Staff Information
Adding a Document and Other Content
Enrolling Student Users
Archiving your Course
Course Settings
Making a course Available to students
Assignment Management
Adding an Assignment
Batch Downloading an Assignment
Entering Grades for an Assignment
Sending Emails to The Class
Discussion Board
Forum Basics
Inside a Forum, Managing threads
Archives
Formatting with the Textbox Editor
Discussion Grader
Creating & Managing Groups
Creating a Private Group page with Advanced Group Management
Creating Assessments
Create a test using the Test Manager or Pool Manager
Using Respondus
Standard Text file format for importing tests into Respondus
Importing a text file using Respondus
Publishing a Respondus file to Blackboard
Deploying a Test
Reviewing Students' Test Answers and Modifying Scores
The Gradebook
Accessing the Gradebook
Adding a Gradebook Item
Modifying a Gradebook item
Reordering Gradebook items
Saving a Copy of the Gradebook
ADVANCED:
Hardware/Software Recommendations
Accessing Blackboard
Logging in to Blackboard
Navigating Blackboard
The Header Frame: Home, Help, Logout
My UIS tab
Customize your My UIS view
Removing Courses from your Course List
Add or remove modules that appear on your My UIS page.
Personalize the Page Layout and Choosing a color scheme.
Tools Box
Edit Your Personal Information
Formatting Content with the Textbox Editor
Turning the Textbox Editor On or Off
Courses tab
Control Panel
Control Panel Overview
Using Quick Edit
Adding an Announcement
Adding Staff Information
Adding a Document and Other Content
Enrolling Student Users
Archiving your Course
Course Settings
Making a course Available to students
Change Course Menu Appearance
Manage Course Menu
Add Menu Content Link
Add Menu Tool Link
Assignment Management
Adding an Assignment
Batch Downloading an Assignment
Entering Grades for an Assignment
Digital Drop Box
Additional Course Content Areas
Sending Emails to The Class
Discussion Board
Forum Basics
Inside a Forum, Managing threads
Archives
Formatting with the Textbox Editor
Discussion Grader
Creating & Managing Groups
Creating a Private Group page with Advanced Group Management
Creating Assessments
Create a test using the Test Manager or Pool Manager
Using Respondus
Standard Text file format for importing tests into Respondus
Importing a text file using Respondus
Publishing a Respondus file to Blackboard
Deploying a Test
Reviewing Students' Test Answers and Modifying Scores
The Gradebook
Accessing the Gradebook
Adding a Gradebook item
Modifying a Gradebook item
Reordering Gradebook items
Saving a Copy of the Gradebook
Collaboration Tools- Lightweight Chat and the Virtual Classroom
Collaboration Sessions
Create Modify Collaboration Session
Session Archives
http://www.google.com.sa/search?sourceid=navclient&aq=1&oq=blackboard+tutoria&ie=UTF-8&rlz=1T4ADBF_enSA251SA251&q=blackboard+tutorial+for+instructors
e.g.:
http://otel.uis.edu/blackboard/tutorial/
Accessing Blackboard
Logging in to Blackboard
Control Panel
Control Panel Overview
Using Quick Edit
Adding an Announcement
Adding Staff Information
Adding a Document and Other Content
Enrolling Student Users
Archiving your Course
Course Settings
Making a course Available to students
Assignment Management
Adding an Assignment
Batch Downloading an Assignment
Entering Grades for an Assignment
Sending Emails to The Class
Discussion Board
Forum Basics
Inside a Forum, Managing threads
Archives
Formatting with the Textbox Editor
Discussion Grader
Creating & Managing Groups
Creating a Private Group page with Advanced Group Management
Creating Assessments
Create a test using the Test Manager or Pool Manager
Using Respondus
Standard Text file format for importing tests into Respondus
Importing a text file using Respondus
Publishing a Respondus file to Blackboard
Deploying a Test
Reviewing Students' Test Answers and Modifying Scores
The Gradebook
Accessing the Gradebook
Adding a Gradebook Item
Modifying a Gradebook item
Reordering Gradebook items
Saving a Copy of the Gradebook
ADVANCED:
Hardware/Software Recommendations
Accessing Blackboard
Logging in to Blackboard
Navigating Blackboard
The Header Frame: Home, Help, Logout
My UIS tab
Customize your My UIS view
Removing Courses from your Course List
Add or remove modules that appear on your My UIS page.
Personalize the Page Layout and Choosing a color scheme.
Tools Box
Edit Your Personal Information
Formatting Content with the Textbox Editor
Turning the Textbox Editor On or Off
Courses tab
Control Panel
Control Panel Overview
Using Quick Edit
Adding an Announcement
Adding Staff Information
Adding a Document and Other Content
Enrolling Student Users
Archiving your Course
Course Settings
Making a course Available to students
Change Course Menu Appearance
Manage Course Menu
Add Menu Content Link
Add Menu Tool Link
Assignment Management
Adding an Assignment
Batch Downloading an Assignment
Entering Grades for an Assignment
Digital Drop Box
Additional Course Content Areas
Sending Emails to The Class
Discussion Board
Forum Basics
Inside a Forum, Managing threads
Archives
Formatting with the Textbox Editor
Discussion Grader
Creating & Managing Groups
Creating a Private Group page with Advanced Group Management
Creating Assessments
Create a test using the Test Manager or Pool Manager
Using Respondus
Standard Text file format for importing tests into Respondus
Importing a text file using Respondus
Publishing a Respondus file to Blackboard
Deploying a Test
Reviewing Students' Test Answers and Modifying Scores
The Gradebook
Accessing the Gradebook
Adding a Gradebook item
Modifying a Gradebook item
Reordering Gradebook items
Saving a Copy of the Gradebook
Collaboration Tools- Lightweight Chat and the Virtual Classroom
Collaboration Sessions
Create Modify Collaboration Session
Session Archives
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