Simple podcasts

Well I've just done my first podcast and it was a lot easier than I thought. Ok it was only 2 minutes long but that's ok and to be frank any longer and my audience would have fallen asleep!!

So why was it so easy. Well it was just some brief information i wanted to deliver and the fact the audience wouldn't stay still for too long meant it needed to be short and sweet.

I set about by reviewing the topics I wanted to get across, in this case 3, then some bullet points of the vital elements to talk about. Hey job done in 5 minutes! With my draft script written i was ready for a run through.

Now this is where a little I.T. knowledge helps. Currently in my workplace if someone calls me on my landline and i don't answer, it records the message and leaves a .wav file in my email for me to listen to. So there is option 1 for me to record my podcast - call myself. The only issue is i have no control over the file size.

So option 2. Using Adobe Captivate I can alter the bit rate settings and volume levels and record direct to this application. I can also trim the audio as I feel appropriate. Now i can control the file size a bit and i found that a 2 minute recording is only 3Mb. Job done.

With newsletters full of text and technical information this will hopefully be an excellent way of getting across what can be said in only a few minutes.

Simple screencasts

Making a recording, screencast or simulation couldn't be any easier these days with the many software applications on the market. From Adobe Captivate to Screenr these packages make it fairly easy to capture a piece of software as it happens on your own screen.

So here are a few tips on getting it right first time.

Why are you using a screencast in the first place - is it just to show a series of button presses and the process the user must follow? Or could it be something fundamental such as how to enter specific information in to dialogue boxes. Either way having a clear think about what you are trying to achieve is essential. Screencasts are quite passive and discussion would probably be through a comments box if available. They could be used though in a face to face environment if required (more of this later).

Then think about how the user will use this information. Screencasts make great resources but if someone is trying to follow a process and tackle it at the same time then they may need two monitors. One to watch and one to practice the learning.

Keep it short and snappy. It's amazing how long a user can really sit there and watch a simulation happening. If you learning goal demands that it's a complex or lengthy process then try creating in small segments. It's more than likely your users will only require small elements anyway.

Have a think about audio as it's not always neccessary. It does provide clarity and context but adding text box descriptions to your simulation may do that just as well.

Where are you going to store this resource? Placing it in a VLE / LMS / Intranet you are at the hands of network speeds. If users are recalling this over low bandwidth systems then you could be holding back a huge amount of your users. So have a good look at the size of your files when complete. It's here that using a screencast in a face to face situation could work well if you are reliant on a piece of software running over a network.

A few elements to consider and dependant on the screencast software you choose then you really can be very creative.

Social media the minefield

The are many facets to e-learning and one of those is Social Media. But how does it fit with learning within the workplace? Most of us would probably think of Facebook and Twitter as prime examples of social media applications and you wouldn't be wrong. They are there for the masses, easy to use and can be accessed almost anywhere. So what are these sites doing?

Communication, collaboration, comment, opinion or just people wanting to say stuff. Well it's all of those and that's where it can become confusing to adopt these in to our everyday working practices.

Social media in this format is about communicating to an audience in real-time which is why we need to think carefully about what we are trying to do with it. It's almost like designing a training course, what is the aim, do we have an objective, what is the content...............arh yes social media could meet our need. It's classic stuff really.

Then there's the audience to think about. Has your organisation embraced e-learning at all because if you go straight in with this type of social media there could easily be a knock back. Technology is definately there but again what has your organisation invested in already. Smartphones are everywhere and really can punch there weight. The iPad has turned the potential in to reality and can provide a very exciting experience on which to learn. But these technologies aren't cheap and in many businesses these are probably not the ideal or most effective solution at the moment.

But don't be scared off. We all have work colleagues rushed off their feet and looking for engagement. This type of e-learning which is go anywhere, access when you want, comment as you see fit will meet the needs of some. Lets not forget that alot of the most effective learning is informal and doesn't this type of technology provide that?

Social media should be looked at as an opportunity rather than just a new fad. It's a way for people to engage with learning, to update and maintain there skills and knowledge in an ever changing landscape.

Plenty of food for thought on what is a hot topic at the moment and I'm sure will be over the next few years as our workforce, technology, budgets and learning requirements constantly change.

Here's an interesting podcast from the CIPD titled ...... Learning and development in a socially networked age

The classroom fits all, doesn't it?

We love classrooms don't we? As trainers that is our purpose, it's what we were trained for. All those practice sessions, how we engage we trainees, do I use a flipchart, whiteboard or PowerPoint? Then there is the chance to meet everyone, exchange old stories, and be a little daring with a piece of content you've never delivered before. What great fun, what a great job!

But hold on that's all starting to change with new technology, the time and cost that affects are preparation and delivery. We keep getting told that e-learning is not the future it is the now.

But let’s be clear on what makes the classroom a great place to learn.

1. Generally the time and place are set in stone so the trainees know where and when the training will take place.

2. It's a chance for staff to get away from their day to day work and concentrate on learning that new skill, knowledge or behaviour.

3. It provides an excellent opportunity for socialisation, for plenty of engagement in this synchronous environment.

4. We can be flexible with our delivery taking in to account the trainees reactions during the sessions

5. All sorts of activities can be built in so trainees can work in groups, with experts, on their own to vary the day.


So all is looking good, until we come to the audience. If the audience come in to the classroom with very little knowledge of the subject matter then the above points have a good chance of working. But if not then it will be difficult to devise a classroom session that will meet the needs of everyone.

Quite often in the classroom too much information is thrown in, especially in the time slot available, making it difficult to remember what happened. It's no good just throwing information at trainees hoping it will all stick!

Josh Bersin in his book 'The Blended Learning Book' uses a great formula

Mastery = Proficency + Retention

to develop mastery of a subject or process, you must be highly proficient (you can perform the task correctly) and experienced (you can undertake the task under a wide range of conditions). Experience is the key: it creates retention.

To achieve all this in the classroom can be very difficult and that's why blending our approach is a great way to effectively help our trainees learn.

Let’s not forget that classroom sessions are expensive with travel costs, accommodation, food and drinks. If your audience is large then lots of trainers may be required to undertake this task if you need to train people quickly.

Not all trainees want to undertake the learning on a specific date. They may prefer to work at there own pace and actually require support than instruction.

If it's just knowledge that is being delivered then webinars, podcasts, written material, Intranet postings may do just as well.

Even if it's a new process or system that requires learning then simulations can still deliver the answer to a large audience quickly as well.

Any form of e-learning will maintain a level of consistency which could be very important if it's compliancy material.

Let’s not forget the classroom as it plays a role in the methods available to us. But let’s also make sure we analyse the other methods in our toolbox and come up with the best design which is both efficient and effective.

Take aim

So how many times have you heard a trainee or delegate say 'so why did that course take all day when it should have been an hour?' A fustrated person then proceeds to describe the whole experience about how it wasted their time and all they required was a few pieces of information to get the job done.

So what has happened here? Well I've quite often found out that a clear aim, objectives and outcome haven't really been defined. Even if they have been taken account of, have the specific elements of the course really been reviewed to see how they may be delivered.

I was taught a great acronym to make sure my course was on the right track - INTRO

I - Interest
N - Need
T - Time
R - Range
O - Objectives

The interest is all about what's in it for the trainee. That way you've instantly got buy-in and made it worth while for the delegate.

The need is generally about the Business requirement to put the learning intervention in to context. You could easily make the need specific to a delegates expectations as well.

Time - so how long is the learning going to take. Clearly defining the time of each step of your blend is a good activity.

Range - what is included in your blend so the delegate knows what is covered.

Objectives - having SMART objectives again gives clear guidance to the delegate of what is expected of them.


So what comes next?

When looking at your course do you really need to have the Interest & Need as part of the classroom activity? Using webinars, reading material, blogs, intranet postings, podcasts, can easily do the job. Having an opportunity for delegates to create postings on their thoughts and expectations can help engage before the classroom element happens.

Even the Time, Range & Objectives could be delivered in advance and leave the delegate with no arguments with what they about to receive within the learning intervention. That way the delegate is left to learn at their own pace some of the main components of a course. The classroom is then left for that part of the course that requires socialisation.

So lets all take aim, review our INTRO and our audience will thank us.

On demand learning request

A really good piece from Clive Shepherd here

The Big Question: How do you respond to the ‘I want it now’ demand?