Using Text-to-Speech in an eLearning Course

Tony Karrer

This is third post in a series on Text-to-Speech for eLearning written by Dr. Joel Harband and edited by me (which turns out to be a great way to learn). In this article, we are going to concentrate only on using TTS Stand-Alone tools to create audio files that are embedded into a course.

Course 150

Top 10 eLearning Predictions 2011 #LCBQ

Tony Karrer

Lots of discussion and debate around interesting questions for eLearning professionals. Grows - But Creating "eLearning 2.0 Tony Bates - eLearning Outlook for 2011 1. Of course, you can’t look at learning in 2011 without mentioning mobile learning.

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Learning Content Management Systems (LCMS) for Managing Course Assets

Tony Karrer

I received an inquiry from a reader at a large company that is continuously working on large projects with lots of course content running around. They have Articulate courses, classroom courses, SharePoint sites, etc. Of course, it’s still a bit of a mess. We need to set up a process to determine all courses the information will impact. This is exactly what I discuss in eLearning Strategy. eLearning Technology.

Course 131

So you (still) want to be an elearning consultant?

Harold Jarche

Working smarter in the 21st century requires the integration of learning into the workflow. Prior to the Web, the learning professions were focused on either delivering courses or some specific sub-set of learning. With the Web, we went from training to e-learning course delivery, with an emphasis on technology, especially learning management systems (LMS) and rapid authoring.

ROI and Metrics in eLearning

Tony Karrer

I'm working on an article around the use of ROI and metrics in eLearning. To ensure adequate funding and organization-wide commitment to your training program, you must be equally committed to Online Course Development: What Does It Cost? BPM and workflow technologies have been able to achieve significant gains in productivity Metrics Recently, functional managers have begun using eLearning to meet business objectives.

ROI 110

Thinking Transformation

Clark Quinn

It’s about not just courses on a phone, but: Augmenting formal learning: extending it. For instance, elearning shouldn’t look like just a classroom online. Let’s change workflows to align better with what’s known about how we work. Here, of course, is the greatest difference from mobile, but the mindset is still relevant. Of course, I now would. And, given that I’ll be running the course again, I definitely will!

Workplace Learning: Adding, Embedding & Extracting

Charles Jennings

Adding Learning to Work When faced with the opportunities to help with workplace learning, many HR, talent development, and learning professionals react by simply adding learning to the workflow. Typically, adding learning involves integrating structured away-from-work learning (courses, classes, and eLearning modules) with learning activities within the workflow. There is excellent work being carried out that supports embedding learning within workflows. ‘

Building a Culture of Continuous Learning

Charles Jennings

Classes, courses and curricula – structured learning events – don’t provide all the tools in the toolkit. To achieve these three targets, we need to think out of the traditional learning and development box – beyond the class/course and eLearning module approaches towards embedding a culture where learning becomes recognised as occurring within the workflow. Most people get it.

LMS vs. LCMS

Xyleme

A Learning Management System (LMS) is a software application that allows a company, school, or organization to administer, document, track, and report on the delivery of educational courses and training programs. An LMS will deliver learning, tracking course access, completions and test scores. An LMS is less focused on content creation and management and more focused on delivering and administering learning courses. Workflow management/review tool.

70:20:10 - Beyond the Blend

Charles Jennings

Of course the ‘blending’ concept has been around for much longer than the past few years. Speed reading machines in the late 1950s and 1960s (I remember my own speed reading courses – sitting in front of a large scrolling text machine in the early-1960s), interactive video (where some of the best eLearning programmes were developed in the 1980s), CD-based support and, of course, the Web have all contributed to our relative comfort in accepting blended learning as the norm.

LMS vs. LCMS

Xyleme

In the simplest terms, this is a software package that manages course delivery and administration. For those who are unfamiliar with an LMS, this system, at a minimum, allows for learner registration and the delivery of eLearning courses or instructor-led training, which is usually in a web-enabled format. An LMS does not create content, but rather helps learners access it, and it also tracks course access, completion, and test scores.

The Knowledge and Learning Transfer Problem

Charles Jennings

Of course he was right. Of course exposure to other people is one of the primary ways we learn and improve our performance. Of course we don’t ‘deliver’ or ‘transfer’ learning either. from our 702010 towards 100% performance book) If learning is embedded in the daily flow of work, rather than away from the workflow, the idea that we need to develop ways to ‘transfer’ that learning into practical use disappears. Of course this is easier said than done.

Start with the 70. Plan for the 100.

Charles Jennings

Extending Learning into the Workflow Many Learning & Development leaders are using the 70:20:10 model to help them re-position their focus for building and supporting performance across their organisations. They are finding it helps them extend the focus on learning out into the workflow. 10 solutions include training and development courses and programmes, eLearning modules and reading. In other words, do we develop class/workshop or eLearning.

70:20:10 Primer

Charles Jennings

70:20:10 is a reference model or framework that helps organisations extend their focus on learning and development beyond the classroom and course-based eLearning to build more resilient workforces and create cultures of continuous learning. For instance coaching, mentoring and courses work best when they support on-the-job development [2]. I have often been asked to explain the fundamentals of 70:20:10 as a strategic framework quickly and simply.

Future of Work: Add Open Leadership, Enterprise 2.0, Connected Learning and Mix

Dan Pontefract

Couple this leadership style with the adage learning only occurs in a classroom or eLearning course. sidebar – why does the C-Suite continue to accept ‘number of people who took a course’ as a viable metric?). The new role of management is to remove hurdles to engagement by building approvals mechanisms into workflows.

70-20-10: Origin, Research, Purpose

Charles Jennings

Cal’s company has also developed the 70-20 tool , which supports learning in the workflow in innovative and measurable ways – it is well worth test driving. At the time in the late 1980s, Michael Lombardo and I were teaching a course at the Center called Tools for Developing Effective Executives. The course was basically a summary of the findings of The Lessons of Experience study done over a 13-year period at the Center and published in 1988.

Wikis and Learning – 60 Resources

Tony Karrer

So, of course, I went to eLearning Learning and I looked at Wiki , Collaborative Learning with Wikis , Wikis and eLearning 2.0 , Wikis Corporate eLearning , Social Learning with Wikis , Wiki Security and a few others. Experiencing eLearning , July 27, 2009 Wikis at Work - eLearning Technology , February 25, 2007 Control and Community: A Case Study of Enterprise Wiki Usage , May 4, 2009 Blog or Wiki?

Wiki 161

Giving it away, or worse

Clark Quinn

The other day, I was wondering about the possibilities of removing mandatory courses. We could have courses around, or maybe await their desires and point them to outside resources, etc, unless it’s specifically internal. As he put it, if requests for elearning, being cautious about signing up, etc happened: “I couldn’t be happier!” ” His point is that it would drive people to more workflow learning, more social and shared learning, etc.

Learning Trends 2014

Xyleme

Unfortunately, most of what is available are tools that simply shrink desktop eLearning to a smartphone or tablet footprint. You need an integrated authoring, workflow and publishing environment, not simply a collection of tools or a framework that allows a developer to produce "HTML5" templates. Learning content development no longer means just linear desktop courses and/or classroom options.

Trends 143

It’s Only 65% !

Charles Jennings

The numbers are a useful reminder that the majority of learning occurs through experience and practice within the workflow (the ‘70’), through sharing and supporting others, conversations and networks (the ‘20’), and that a smaller amount of overall learning occurs through structured training and development activities (the ‘10’). experiential development that is part of a structured course or programme). The results of yet another 70:20:10 survey were published recently.

Survey 182

It takes time to be social

Harold Jarche

Or of course, it is also possible that while they are aware and have been trained, the value still isn’t there or isn’t high enough. I think that one of the underlying reason is that these platforms, like KM and elearning platforms before them, are not integrated with the workflow. For example, email, frustrating as it may be , is part of most business workflows.

Learning in 2024 #LRN2024

Clark Quinn

The eLearning Guild is celebrating it’s 10th year, and is using the opportunity to reflect on what learning will look like 10 years from now. I reckon the learner has seen a significant move to more elearning instead of an almost complete dependence on face-to-face events. I also expect that the elearning they’re seeing is not particularly good, nor improving, if not actually decreasing in quality.

Continuing Education and Learning Management Systems

Tony Karrer

Continuing Education Requirements Requirement #1: The LMS needs the ability to apply multiple types of continuing education credits to a single course, have the user select multiple types of credits to obtain and print certificates with the appropriate wording for the desired credit(s). The LMS offers courses with both nursing and HCS-D credits. A new credit is created for the new approval period and applied to the course when the period starts. eLearning Technology.

System 153

Once more, across that chasm

Harold Jarche

Workflow Learning (including wider acceptance of performance support instead of training). A year later the use of blogs had exploded, while workflow learning had stalled and I noted that an understanding of the value of informal learning was catching on.

Managing Learning?

Charles Jennings

Of course external factors – such as other people (especially your manager and your team), technology, prevailing culture, general ‘environmental’ factors, and a range of different elements – can support, facilitate, encourage, and help your learning occur faster, better, with greater impact and so on. Sadly, many of these meet Marc Rosenberg’s description as ‘course vending machines’. Of course we will need technology to support learning.

PKM 173

5 Phrases to Make Mobile Work

Clark Quinn

Yesterday I was part of a session at the eLearning Guild’s mLearnCon mlearning conference on Making Mobile Work. The second one focuses on looking beyond the initial inference from the phrase “mlearning”: Anything but a course! Here we’re trying to help our stakeholders (and designers) think beyond the course and think about performance support, informal learning, collaboration, and more.

The Only Person Who Behaves Sensibly Is My Tailor

Charles Jennings

We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship. Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred. Of course they did – bucketsful of it. More regulatory and compliance training, of course!) Sometimes we attend a structured course and learn something new and then apply it our jobs.

Future of Work: Add Open Leadership, Enterprise 2.0, Connected Learning and Mix

Dan Pontefract

Couple this leadership style with the adage learning only occurs in a classroom or eLearning course. sidebar – why does the C-Suite continue to accept ‘number of people who took a course’ as a viable metric?). The new role of management is to remove hurdles to engagement by building approvals mechanisms into workflows.

70-20-10: Origin, Research, Purpose

Charles Jennings

Cal’s company has also developed the 70-20 tool , which supports learning in the workflow in innovative and measurable ways – it is well worth test driving. At the time in the late 1980s, Michael Lombardo and I were teaching a course at the Center called Tools for Developing Effective Executives. The course was basically a summary of the findings of The Lessons of Experience study done over a 13-year period at the Center and published in 1988.

Point Solutions vs. Suites and Composition

Tony Karrer

One of the more interesting back-stories in Blended Learning / eLearning 2.0 However, LAMS does not attempt to replicate the course administration functionality of a typical LMS/VLE/CMS. See my post: eLearning Technology: Blurry Vision of Future of Work (Workflow, eLearning 2.0,

Learning and Development Webinars

Xyleme

Moving from a traditional training strategy to one that embeds learning in the daily workflow is challenging enough. In a webinar, Michael Rochelle, Chief Strategy Officer for Brandon Hall Group, and Tim Donohue, VP of eLearning Solutions for IHRDC, discussed five reasons why organizations are not meeting the needs of the modern learner. How do you get 5 course developers to do the work of an army?

Supporting the Social Workplace Learning Continuum

Jane Hart

In my previous blog post I explained how I recognized it is difficult for a lot of organisations to support informal and social learning in their organisations, because they are unable to jump the two mindset hurdles of (a) thinking that learning only happens in training courses, and (b) that all organisational learning needs to be controlled by Training/L&D departments.

The Need to Adapt to the Speed of Change or Die: lessons for L&D from the retail industry

Charles Jennings

Especially if they can gain that knowledge and expertise more easily and without leaving their desk or workflow. Information dissemination (often the bulk of many training courses) doesn’t constitute the best use of time for specialists in building workforce knowledge and capability, nor for the intended recipients. This may, or may not, involve designing, developing and delivering physical or virtual training, eLearning or some other intervention.

Dear C-Suite: We Don’t Do Training Anymore

Dan Pontefract

Learning is not merely a classroom event or an eLearning course, and training isn’t learning. If the C-Suite thinks talent development is solely about training — a term with which we now abhor — and they leave it to Human Resources (or the Learning Department within HR) to execute, yet the Learning Department itself is there delivering formal courses because ‘that’s how it’s always been done’, it’s no wonder the C-Suite’s view is that learning is in fact training.

The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

ON THE SURFACE THERE IS GENERAL SATISFACTION WITH EXISTING LEARNING INTERVENTIONS The vast majority of people attending learning events or learning interventions (classroom training, eLearning modules, virtual sessions) reported that they were satisfied with the event or intervention (in the survey 84% declared they were satisfied or very satisfied).

Survey 181

Learning Materials

Tony Karrer

more specifically, the question is: For learning materials / content that is not a course such as videos, reference, documents, do you house these inside your LMS? They have about 300 or so courses (ILT and courseware) on a variety of subjects in the LMS. are using materials) Organized using the same structure as rest of courses Appears near the courses so learners don't have to hunt around for it. Additional Aspects Workflow of Other Types of Materials? -

Working smarter

Jay Cross

Sometimes it’s easier to add smarts to the workflow (performance support) than to stuff things into people’s heads. Empowering people to take action rests on clearing obstacles out of the way and incorporating next practices into workflow. Higher ground.

Five Myths of Social Learning

Xyleme

Social learning is bi-directional and user-generated content and feedback can be a valuable asset for instructional designers to develop more compelling and timely learning, whether that learning is published to a formal course, a non-formal podcast, or an informal blog. Home About Podcasts Videos Xyleme Inc.

Real learning – let’s not confuse it with completing templated exercises

Charles Jennings

Learning professionals spend a significant amount of their time (maybe even the majority) designing and delivering content and then evaluating completions and short-term memory outputs from structured mandatory and compliance training modules and courses.

The Driving Test: the canary in the mine for formal training?

Charles Jennings

Of course this is no reason to dismiss all formal training and testing out-of-hand. However, it should make us question our assumptions that formal training and testing (whether classroom-based or through eLearning) will change behaviour and build high performance. It’s likely that the current generation of prospective drivers enrolling on their driving courses will be the last.

Digital Asset Management – LCMS, ECM and SharePoint

Tony Karrer

Vic provides the following list of reasons that companies use his digital asset management software for eLearning projects: The companies that employ our target audience strongly discourage employees from putting company assets on ‘public’ sites. Is there a need and desire for software or software as a service that provides digital asset management as part of eLearning projects? They have hundreds of hours of courses. The workflow and access restrictions are there.

Open Education, MOOCs, and Opportunities

Stephen Downes: Half an Hour

These systems were modeled on distance education resources such as programmed texts and course workbooks. Online courses were developed according to a protocol that developed over 20 years of experience. In addition to LOM, the consortium designed Content Packaging, to bundle sets of learning objects for storage and delivery, and sequencing and design specifications, to organize them into courses. To support this course an API between gRSShopper and D2L was developed.

LCMS - Warehouse and Authoring

Tony Karrer

I’ve received some good feedback on my post Learning Content Management Systems (LCMS) for Managing Course Assets. Powerful and flexible workflows facilitate content reviews, approvals and provide audit trails. The LCMS can help with workflow and meta tagging. Requirement: “We need to set up a process to determine all courses the information will impact.” Let’s say a company has 1000 courses on the LMS and let’s say our company logo has changed.