Shooting Video for E-Learning Use – eLearning Guild

I recently posted on integrating audio with e-learning authoring tools, and in the near future, I’ll be covering some aspects of the visual aspects of creating e-learning content, focusing on creating video for application demonstrations and using still imagery in e-learning.

In the meantime, the eLearning Guild have just published an informative primer called Making a Demonstration Video for E-Learning Use.

The article in Learning Solutions e-Magazine discusses a favorite of mine: straight-forward ‘How-to’ video demonstrations. The authors, Steve Haskin and Tim Martin describe this learning modality:

“How-to” instruction is an important training modality; in fact, “learning how to do things” is the cornerstone of being human. Our lives are spent learning how to do things, and this doesn’t stop simply because we “learn” in the workplace or even when we slip the “e-” in front of learning.

(p.2)

In this context then, tasks and activities can be elucidated using a number of video based approaches including:

• Sequenced still images
• Video
• 3-D animation

Video photography is basically light captured on a medium like film, video tape, or DVD. However, lighting a subject properly is something of a black art and if done poorly will undermine the learners’ ability to interact with the subject matter. The article’s authors discuss the basics of lighting in reasonably good detail, including key-, fill-, and back lighting, as well as color temperature, and new lighting technologies like fluorescent and LED light types.

They go on to describe the importance of a good tripod, and what you should look for in a video camera. I would agree with their assertion that HD cameras “are complete overkill” (p.7) and in fact that good old reliable MiniDV digital tape is still the best video media choice for e-learning practitioners – your content is captured as uncompressed DV-AVI video (so it can be edited and rendered in either NTSC or PAL as well as in various compressed formats), and MiniDV is a great archive format.

The authors conclude by discussing the pros and cons of various video codecs, their benefits and disadvantages.

Video can seem technical, overly-involved, and even intimidating to the novice videographer: I suggest that you have a look at the article if you want a good introduction to video for e-learning and if you want to know your blondes from your redheads. (They’re types of light: I wasn’t being rude!)

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References:

Haskin, S., Martin, T. (2009) Making a Demonstration Video for E-Learning Use. Learning Solutions e-Magazine [Internet] Available from: http://www.elearningguild.com/articles/abstracts/index.cfm?id=302&action=viewonly Accessed 30 March 2009

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Informal workplace learning – influences and change factors

Many commentators, including Stern and Sommerlad (1999) assert that informal and non-formal learning

…have acquired visibility and saliency [because they] sit at the juncture of new thinking concerning the nature of learning about new forms of knowledge, about the transformation of the nature of work and about the modern enterprise in a globalized economy

(cited in Fuller & Unwin, 2002, p. 95).

As a concept and set of practices, ‘workplace learning’ has entered a period of political, economic and social transformation. Advances in technology, the demise of manufacturing industries and the growth of service sector industries, have led to changes in the meaning of the ‘workplace’ (for example, home-working (Felstead et al, 2000), working on-the-move (Felstead et al, 2005), ‘flexible’ working (Felstead et al, 1999); concomitantly, the shift towards new, post-industrial style workplace structures and practices,

have led to a new set of concept and practices surrounding ‘workplace learning.’ These include:

• different workplace contexts
• different workplace knowledge-sets
• different workers

to those of the past.

Workplace learning used to occur in the classroom or via online ‘e-training courses.’ While this style of learning is still important for regulatory or compliance training, a strong need is emerging for informal learning that is more closely integrated with employee work. Examples include:

• Some categories of business and technical training
• Procedural learning
• Deeper learning that requires concept development and interaction

Here are some reasons why this shift is happening:

Information / cognitive overload is affecting all workers. We can’t store all the facts, details, and data we need to do our jobs today, and more information is created every year.1 Thus, an important new skill is the ability to search effectively to find the information you need when you need it. It might even be information presented in a course that you took online a year ago.

Immediacy of information is critical in today’s workforce. With today’s fast business pace and emphasis on speed to market, employees may need to access a particular 5-minute piece of learning that will get them to the next step fast.2 This means that learning must come in smaller chunks that are only a click away. It also means that information and learning tend to blur in the work environment.

The Internet generation brings a different work style. The computer-savvy, 20-something ‘digital natives’ (Prensky, 2000) are very good at using technology to find what they want. They are impatient and want to access information resources quickly, and they assimilate and connect this information to their work. This workers prefers to drive personal learning, rather than simply receive information from an instructor.

Learning and development professionals need to begin working with lines of business outside of the traditional HR / Training orbit to ensure that the organizations provide a variety of formal and informal learning opportunities for employees. In some cases, the training department within HR organizes both formal and informal learning. In other contexts, HR handles formal learning, and individual lines of business handle the informal learning related to their specific activities (with consultation from learning professionals).

As well as these organizational changes, learning professionals must understand five key emerging trends:

1. Blended learning
2. Talent management
3. Web / Learning 2.0
4. Knowledge centers
5. Immersive learning simulations (serious gaming).

More...

_____________________

References:

Felstead, A. and Jewson, N. (2000) In Work, At Home: Towards an Understanding of Homeworking, London: Routledge.

Felstead, A., Jewson, N. and Walters, S. (2005) Changing Places of Work, Basingstoke: Palgrave Macmillan.

Fuller, A. and Unwin, L. (2003) Learning as apprentices in the contemporary UK workplace: creating and managing expansive and restrictive participation, Journal of Education and Work, 16:4, pp. 407-426.

Lee, T. Fuller, A., Ashton, D., Butler, P., Felstead, A., Unwin, L., & Walters, S. (2004) Learning as Work: Teaching and Learning Processes in the Contemporary Work Organisation,
Workplace Learning: Main Themes & Perspectives Learning as Work Research Paper, No. 2.

Prensky, M. (200) Digital Natives, Digital Immigrants. [Internet] Available from:http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Accessed 21 October 2007

Stern, A. and Sommerlad, E. (1999) Workplace Learning, Culture and Performance. Institute of personnel and Development, London.

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Defining informal learning

Informal learning should no longer be regarded as an inferior form of learning whose main purpose is to act as the precursor of formal learning; it needs to be seen as fundamental, necessary and valuable in its own right, at times directly relevant to employment and at other times not relevant at all.

(Coffield 2000, p8)

Given the current economic climate, there is an understandable rise in interest in organizations' exploration of ‘learning beyond the classroom.’ There is some doubt as to whether the concept of informal learning is the most useful way forward.

Michael Eraut has contributed one of the most helpful discussions of ‘informal learning’ in recent years. He has suggested that the use of such a catch-all term is not very helpful (2000, p.12). He considers the notion of ‘non-formal learning’ might be more accurate. One aspect of his argument is that the term ‘informal’ is associated with so many other features of situations – such as dress, behavior, discourse –

that its colloquial application as a descriptor of learning contexts may have little to do with learning per se

(Eraut 2000, p.12).

However, the notion of ‘non-formal learning’ in itself may not be any more helpful (and I will discuss this in a forthcoming blog post).

Eraut’s looks at the level of intention in learning. Similar to Rogers’ learning continuum (2004), Michael Eraut establishes a matrix to identify varying types of non-formal learning, based on the timing of the stimulus (past, current, future) and the extent to which such learning is implicit, reactive or deliberative.

According to Eraut, there is a distinction between implicit (informal) learning, which has a metacognitive component, deliberative learning (where the worker schedules time to learn) and reactive learning (where learning is explicit but almost takes place spontaneously, in response to recent, current or imminent situations but without any time being set aside for it). I would suggest that these categories align closely with Kolb’s 4-Stage Experiential Learning Cycle. Similarly, a link can be made between the synchronous and asynchronous delivery mechanisms discussed in an earlier blog entry and Eraut’s Timing of Stimulus category.

Table 1 Michael Eraut’s typology of non-formal learning (2000, p.129)

[Click here to open enlarged view of table - PDF reader required]

More…

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References:
Coffield, F. (2000) The Necessity of Informal Learning, Bristol: The Policy Press.

Eraut, M. (2000) Non-formal learning, implicit learning and tacit knowledge, in F. Coffield (Ed) The Necessity of Informal Learning: Policy Press. Bristol

Rogers, A. (2004) Looking again at non-formal and informal education - towards a new paradigm [Internet] Available from: http://www.infed.org/biblio/non_formal_paradigm.htm [Accessed 30th January 2008]

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Learning Technology Products 2009 Report out now

The number of available tools and technologies for online employee training continues to grow each year. Hundreds of content authoring tools, learning management systems, and learning content management systems are currently available.

Brandon Hall Research, providers of information about the tools, technologies, and best practices related to employee training and enterprise learning have just released a comprehensive new report called Learning Technology Products 2009: Authoring Tools, Learning Management Systems, and Learning Content Management Systems.

The number of tools and technologies for online employee training continues to grow; there are literally hundreds of content authoring tools, learning management systems, and learning content management systems currently available for training professionals to use in the operationalization of their organizations' learning and development strategy.

To help you get a sense of what's at hand commercially, Brandon Hall's 526-page report provides one- to three-page profiles of more than 250 learning technology products. And, best of all, this report available for free, gratis.

This report contains profiles of the products featured in three Brandon Hall Research KnowledgeBases:

Authoring Tool KnowledgeBase
This online resource contains 20 to 30-page profiles of 100+ tools used to create almost any type of online learning content, including courses, games, presentations, and tests. The Authoring Tool KnowledgeBase provides case studies and success stories that show how high-profile corporate, educational, and governmental organizations have completed their authoring tool selection processes.

Each authoring tool is profiled extensively and provides information on standards, rapid development capabilities, assessment capabilities, language and localization features, simulation capabilities, etc. – all the details you need to find extensible and flexible authoring tools to help you create superior e-learning content.

LMS KnowledgeBase
Containing 40-60 page profiles of 92 systems, the new 2009 edition of the LMS KnowledgeBase is the most comprehensive resource available to help you compare learning management systems and select the system that best meets your needs.

The depth and breadth of this research makes it a valuable resource to practitioners, CLOs, IT staff members, and other key stakeholders. The cost of the research is easily justified in that it helps you avoid costly mistakes and ensures an efficient LMS selection process.

LCMS KnowledgeBase
A learning content management system (LCMS) can elevate your content creation to a new level. An LCMS stores your content as small bits of information that can be modified and reassembled as needed. These systems also act as single-source authoring platforms that can output content to many different formats.

This online resource contains profiles of 38 of the best systems. If you are planning to harness the power and flexibility of an LCMS, this research is the way to go about it. It can help you understand all the details that go into choosing the right LCMS for your organization.

Why is this report free?
According to Brandon Hall, this report contains a few half- and full-page ads. Support from advertisers allows them to publish this report free of charge. In my view, this free report should become part of your resource toolkit to assist learning professionals select the appropriate technology for organizational learning initiatives.

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Informal and Non-formal Workplace Learning 2

Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or

the acquisition of knowledge independently of conscious attempts to learn and the absence of explicit knowledge about what was learned’

(Reber, 1993, quoted by Eraut 2000, p.12)

This is, he argues, because most workplace learning takes place outside formal learning contexts, and informal learning carries with it connotations of

so many other features of a situation, such as dress, discourse, behavior, diminution of social differences – that its colloquial application as a descriptor of learning contexts may have little to do with learning per se.

(p.12)

Not only does the term carry unwanted and confusing implications, but it is too vague to be of any real utility. For Eraut, an analysis of learning must focus on activities and the outcomes that that contribute to significant changes in capability or understanding. In a sense, Eraut does not define non-formal learning; rather, he defines the characteristics of formal learning (p.12) as:

1. A prescribed learning framework
2. An organized learning event or package
3. The presence of a designated teacher or trainer
4. The award of a qualification or credit
5. The external specification of outcomes.

The implication of this categorization is that any learning that does not exhibit all of these characteristics should be classed as non-formal. Some reviewers (Colley, Hodkinson & Malcolm, 2002) make the point that Eraut does not make clear what the status is of learning in situations that meet some, but not all, of his ‘formal’ criteria. My interpretation of his characterization is that the very nature of a formal activity -

following or according with established form, custom, or rule

(Merriam-Webster Online, 2007)

validates Eraut’s description.

More…

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References:
Colley, Hodkinson, Malcolm (2002) non-formal learning: mapping the conceptual terrain. a consultation report [Internet] Available from: http://www.infed.org/archives/e-texts/colley_informal_learning.htm [Accessed 28th January 2009]
Eraut, M. (2000) Non-formal learning, implicit learning and tacit knowledge, in F. Coffield (Ed) The Necessity of Informal Learning: Policy Press. Bristol

Informal and Non-Formal Workplace Learning

One of the central components of the impact of learning (and specifically the development of information workers’ expertise in organizations) is the context within which the learning takes place. A central pillar of this discussion is the type or format of the learning taking place. In the literature, it is apparent that a dichotomy exists between the paradigms of formal, goal-directed training programs and informal – “learning at the watercooler” (Grebow, 2002) or what Michael Eraut (2000) describes as incidental learning that takes place almost as a side effect of work:

it is difficult to make a clear distinction between formal and informal learning as there is often a crossover between the two

(McGivney, 1999, p.1).

Another complexity in the discussion is where is non-formal learning located in relation to the diametric opposites? For much of the forty years since the term ‘non-formal learning’ was first coined (Coombs, 1968, p.1.) there has been a great deal of debate in the literature as to the nature of formal, informal and non-formal learning; the components of each of the paradigms, their boundaries and their overlaps. The locus of this debate is centered on arguments for “the inherent superiority of one or the other” (Colley, Hodkinson & Malcolm, 2002, p.2).

I support Alan Rogers’ (2004) view that a “new paradigm” for learning exists, in which “most programs [are] partly formal and partly informal” going from formal to informal and from informal to formal in both directions along a continuum (see Figure 1) . “Both forms of education are important elements in the total learning experience” (Looking again at non-formal and informal education - towards a new paradigm, 2004).

Figure 1 the Learning Continuum

Similarly, Hodkinson & Hodkinson argue that focusing on the extent to which learning is planned and intentional may be a way of by-passing the distinction between formal, non-formal and informal altogether.” (Colley, Hodkinson & Malcolm, 2002).

More to follow…

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References:
Colley, H., Hodkinson, P., & Malcolm J. (2002) Non-formal learning: mapping the conceptual terrain. a consultation report [Internet] Available from: http://www.infed.org/archives/e-texts/colley_informal_learning.htm [Accessed 28th January 2009]
Coombs, P. (1968) The World Educational Crisis, New York, Oxford University Press.

Eraut, M. (2000) Non-formal learning, implicit learning and tacit knowledge, in F. Coffield (Ed) The Necessity of Informal Learning: Policy Press. Bristol

Grebow, D. (2002) At the Water Cooler of Learning [Internet] Available from: http://agelesslearner.com/articles/watercooler_dgrebow_tc600.html [Accessed 30th February 2009]

McGivney, V. (1999) Informal learning in the community: a trigger for change and development NIACE. Leicester.

Rogers, A. (2004) Looking again at non-formal and informal education - towards a new paradigm [Internet] Available from: http://www.infed.org/biblio/non_formal_paradigm.htm [Accessed 30th January 2008]

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Characteristics of Informal Learning

Changes in the world economy are forcing corporations to rethink how workers learn and to perform effectively. How do people learn? Why? What accounts for the upswing in interest in less formal learning? Does it work?

In the corporate context, learning is about mastering technical and social skills, and product knowledge. The focus is on attaining the skills. knowledge, and expertise required to meet the promise made to the customer.

In an interview in 2005, the estimable Jay Cross articulated a concept that many (including myself) felt was an emerging trend in corporate learning and development:

Well, I had to redefine all learning …because the world is changing so fast. The concepts we had when knowledge was fixed in place, like something you could put in a library, don’t work anymore. So I look at all learning as adaptation to the communities that matter to you, to your ecosystems, if you will. Informal Learning is simply that, which is not directed by an organization or somebody in a control position.

(Interview with Jay Cross: Informal Learning)

The year 2005 heralded the recovery from the Dot-Com Crash in 2001, a year Kevin Kruse has described as one that

...brought the harsh, steep slope of unfulfilled promises. Several high-profile [e-learning] providers shut their doors while many more announced large-scale layoffs in the face of missed revenue targets and crashing stock prices. E-learning advocates retreated to the more defensible ground of "blended learning. This year [went] down as the Trough of Despair.

As a result of this turn-of-the-century disillusionment, a key document on lifelong learning published by the European Commission in the same year went unnoticed by many training professionals. In their 2001 document Communication on Lifelong Learning, the authors Holford, Patulny & Sturgis defined the terms formal, non-formal and informal learning (p.9):

Table 1 Definition of learning types

Learning Type	Description
Formal Learning	Learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective [my italics].
Non-formal Learning	Learning that is not provided by an education or training institution and typically does not lead to formalized certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s perspective [my italics].
Informal Learning	Learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or “incidental”/ random) [my italics].

More next time...

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References:

Cross, J. (2004) An informal history of eLearning. On the Horizon [Internet] 12(3). pp.103-110. Available from: http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/2740120301.pdf (Subscription required) Accessed 20th February, 2007

Holford, J. Patulny, R. & Sturgis, P. (2005) Indicators of Non-formal & Informal Educational Contributions to Active Citizenship. A Paper Prepared for the European Commission by the University of Surrey. [Internet]. Available from: http://farmweb.jrc.cec.eu.int/CRELL/active_citizenship.htm Accessed 25th October, 2006

Kruse, K. (2002) The State of e-Learning: Looking at History with the Technology Hype Cycle. [Internet] Available from: http://www.e-learningguru.com/articles/hype1_1.htm [Accessed 12th February 2008]

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Is informal learning this year's L&D Rubik's cube?

According to Josh Bersin (Informal Learning becomes Formal):

Clearly we have reached an inflection point. Where “e-learning” was the big craze in corporate training in the early 2000’s, and “blended learning” was the craze in 2003 and 2004, today, thanks to the slowing economy and the widespread availability of social networking and online wikis and portals, “informal learning” is the next big thing.

He continues:

And best of all, an informal learning strategy saves money. By empowering people to publish their expertise and learn from each other, you can cut spending on content development, external content, and formal training - focusing your energies on the “upper right” training programs in your organization. [his italics]

I've nothing against crazes.

Take The Watchmen. I've been a Watchmen fan since it was first published as a serialized graphic novel back in the mid-Eighties. I think it's fantastic that the recent movie has brought Alan Moore's magnum opus to a whole new audience.

I'm sure I'll be equally pleased when the movie version of The Ballad of Halo Jones and D.R. & Quinch are released, and there’s even more appreciation of the quality of Mr. Moore's work. Oh... you haven't heard of those then?

Here's first the thing about crazes - the objects at their center have usually been around for a very long time before they enter the public consciousness. The Watchmen was first published in 1986. It is a troublesome work in many ways - it inverts the role of mythic archetypes (superheroes with all-to-human flaws), and it espouses a certain non-conformist approach that until recently had a value perceived to be inferior to traditional literary approaches - a "comics for kids."

Yet I would assert that it’s very awkwardness has led to its longevity (if not it’s appreciation in the mainstream culture). When it was published, it was pretty much ignored - and it would probably still be regarded as a piece of interesting cult fiction if Alan Moore hadn't gone on to write Batman: The Killing Joke, the inspiration for last year's award-winning film.

Had The Watchmen less intrinsic value before it became a revenue-generating stream for a conglomeration of media production and distribution outlets like 20th Century Fox and Warner Bros.?

No.

Here's the second thing about crazes: they usually occur in ambiguous socio-economic situations (like a recession) when people are unable to determine the appropriate mode of behavior. Making the assumption that surrounding people possess more knowledge about the situation, it can be said that individuals will deem the behavior of others as better informed. Crazes can lead to conformity of large groups of individuals in either correct or mistaken choices, a phenomenon sometimes referred to as herd behavior. Although informational social influence at least in part reflects a rational motive to take into account the information of others, analysis shows that it can cause people to converge too quickly upon a single choice, so that decisions of even large groups of individuals may reflect very little knowledge.

Here are some stats based on data from research taken from 800+ HR and L&D managers surveyed in 2008 by Bersin & Associates:

• 78% of corporate managers believe that “rapid rate of information change” is one of their top learning challenges.
• 80% of all corporate learning takes place through on-the-job interactions with peers, experts, and managers (estimated data collected from over 1,100 L&D managers late in 2008).
• Over 30% of all corporate training programs (ie. classroom or other formal programs) are not delivering any measurable value (data provided through the same survey).
• Nearly all Millenial employees (under the age of 25) expect to find an on-demand learning portal (similar to Google and YouTube) within their employer’s environment.

Now lets look at some learning strategies and outcomes closely associated with very specific on-the-job learning and professional development needs of employees and line managers in a bank.

• The sharing and exchange of knowledge, experiences, and good practices leading sometimes to the development of refined knowledge and approaches
• Analyzing and developing solutions or major modifications to ideas and practices to increase value for the Bank and for clients
• Integrating efforts across disciplines and developing joint ideas and products
• Evaluating and reflecting on acquired knowledge, developing alternatives to existing knowledge, and generating new knowledge
• Developing common frameworks, language or knowledge sets for mutual trust and joint efforts in development
• Fulfilling a social need to be generative or for self-actualization
• Increasing commitment, passion and honesty in participating in world development

These outcomes in the latter set of bullets align pretty well with the requirements of the former set, don't you agree?

I think that they do.

Would you be surprised to know that the second set of points come from a paper called An Evaluation of Non-Formal Learning in Professional Technical Networks, 2000-2001 by Sukai Prom-Jackson et al, published seven years ago in 2002?

Here's the last thing about crazes. A little knowledge is a dangerous thing.

Now, informal learning seems to have emerged as the shiny new toy. It fits so well with social networking, Web 2.0, and asynchronous media delivery platforms. It's primary value seems to be as a "money-saving strategy" (i.e. cheap), rather than for its effectiveness as a learning modality - and undertaken correctly it is a very effective approach to workplace learning.

But it's is not this year's novelty. Just like The Watchmen, it has been around for much longer than you may suspect. But you would not know it's there if you googled Informal Learning; the domain characterized as "informal learning" by Bersin & Associates (and other organizations) is more correctly called Non-Formal Learning. What's more, there is a solid body of research on the topic going back over forty years. In this context, reviewing the current crop of articles on informal learning is akin to watching people actually trying to reinvent the wheel.

Informal - non-formal - learning is a troublesome concept in many ways: it inverts the role of mythic archetypes (learners transferring knowledge and expertise outside of the context of a formal environment and without instructors), and it espouses a certain non-conformist approach that until recently had a value perceived to be inferior to traditional types of training.

Yet I would assert that it’s very awkwardness has contributed to its longevity (if not it’s appreciation in the mainstream training and development culture).

A little Learning is a dangerous thing;
drink deep, or taste not the Pierian spring:
there shallow draughts intoxicate the brain,
and drinking largely sobers us again.

Pope, A. An Essay on Criticism, 1709

More next time...

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References:

Bersin, J. (2009) Informal Learning becomes Formal. [Internet] Available from: http://joshbersin.com/2009/01/21/informal-learning-becomes-formal/ Accessed 15 March 2009

Pope, A. (1709) An Essay on Criticism.

Prom-Jackson, S., Bina Palmisano, M., Kategile Jackson, W., Novojilov, R., & Tena, M. (2002) An Evaluation of Non-Formal Learning in Professional Technical Networks, 2000-2001. WBI Evaluation Studies No. EG03-61, The World Bank Institute, Washington, DC.

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E-learning blog for Ireland – calling Irish learning professionals

I’m developing an e-learning blog specifically for learning professionals based in Ireland. I aim to use it as a platform to discuss Learning & Development Technology-related topics specific to practitioners based in the Emerald Isle.

The Great Recession notwithstanding, Ireland has a vibrant technology and knowledge-based industrial economy, and one of the domains we excel in, is in e-learning - most people in the industry have heard of SkillSoft and ThirdForce and HMH, for example.

Equally, academic institutions like Trinity College, Dublin, University College, Dublin, the National College of Ireland, and the University of Limerick run very innovative e-learning programs – particularly at post-graduate level. These organizations and institutions aside, there are over fifty 'other' e-learning development houses in the country. Not bad for a country with a population of under 5 million people. By any measure, I think we punch above our weight.

Despite this, there seems to be very few Learning & Development Technology professionals contributing to the blogosphere. Off the top of my head I can think of Brian Mulligan, Michelle Gallen, Patricia Donaghy, Eamon Costello, and some guy called Michael Hanley. I’d love to include the views of Ireland-based Learning & Development Technology professionals in the new blog I’m developing, and to create a space for us to discuss the challenges and opportunities that we all encounter in our activities with learners.

If you’re interested in contributing, just e-mail me here: elearningcurve[at]gmail[dot]com and I’ll get in touch with you to discuss my ideas.

Lá Fhéile Pádraig Sona Daoibh (Happy St. Patrick’s Day)!

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M-Learning 8: Mobile Learning Channels

What categories of content can you deliver to your audience via m-learning?

We can all appreciate the potential of m-learning as a component of an integrated online educational strategy in the medium- to long term. However a number of factors, encompassing everything from still-developing IT and telecoms standards and infrastructure through to the diversity of mobile devices' capabilities has led to a situation where m-learning is still maturing as a learning channel, and is still finding its niche in the e-learning eco-system. What seems to be emerging is that mobile media devices work best as electronic performance support tools, and that some devices are more suited than others to enable people to learn and understand.

According to Gloria Gery, performance guru (2004)

Performance support enables people who don't know what they are doing... to do [a task] as if they did.

We can say that the goal of training is to support learning - that is impart new skills and knowledge for the purpose of enhancing performance, and that the goal of performance support is to guide and improve performance directly.

With performance support, the desired outcome is performance.

Rosenberg, M. 2006. p.195

There are four benefits of performance support.

1. Makes work simpler Performance support can take the complexity out of work processes and tools. Mobile devices that can receive up-to-date support or step-by-step procedures enables already trained workers to perform faster and more effectively.
2. Provides High Scalability As digital data, performance support can be deployed to a few people or to thousands of learners. Using the wireless Web as well as 3G technologies updates in both content and features can be distributed quickly and securely. For example, an organization can pilot a mobile application to a small group of workers for UAT, and roll it out across the business (once it has proven itself) with relatively little additional effort.
3. Provides a known baseline of competencies Performance support can reduce variability in the way workers perform tasks, which improves activity performance by underpinning an individual's judgment and decision-making abilities.
4. Allows non-experts to perform closer to the level of experts Performance support can enable individuals to perform with a similar pace and limited error rates as if they were more proficient than they actually are. Performance support can enhance the competence of an employee beyond the level of their training.

These are some of the ways that m-learning can support learners:

Audio - The original, and most basic m-learning channel, audio can range from lectures to narrated glossaries. Podcasts, popularized by the iPod, also fall into this category. In essence, if you can have an audio recording of the content, it can be deployed via the mobile environment. Common audio file types such as .mp3 and .mp4 are almost universally supported by mobile devices. Within minutes educators can have their audio-based presentations prepared and ready for delivery to learners’ mobile devices.

Video - Most modern converged media devices support video playback in at least one of the major digital formats (.mov, .mp4, .wmw, etc.). Content in this category can include lectures, presentations, interviews, visual "how-to" guides, and demos. Since the display area on mobile devices is limited, video whose content is dependent on minute visual detail or extremely complex visual representations may not transfer to the mobile environment as desired, but most video content works quite well..

Flashcards - Basic to semi-interactive flashcards are a great learning tool for the mobile environment. The range of content that can be harnessed in flashcards is vast, covering educational levels from kindergarten to graduate studies, and subjects such as math, biology, medicine, anatomy, physics, English, language, history, law, etc. Devices such as the iPhone, which have built-in image libraries and support a slideshow feature, are very well-suited for flashcards.

Quizzes - Assessments comprised of basic question types such as MCQs and true/false statements can be integrated into the mobile environment. These are great resources for pre-exam reviews or end-of-chapter quizzes. Support for assessment is found on devices that have Web capabilities.

Slideshows & Presentations - Most slideshows or presentation can be successfully deployed on a mobile platform, especially those created with programs such as Microsoft PowerPoint. These presentations can contain images, graphs, tables and even audio. This type of content is normally supported by mobile devices with video capabilities.

Glossaries - Glossaries are possible in the mobile environment in a basic static form which consists of a term, its audio pronunciation and a small accompanying definition or image. There is limited native support for glossaries, but they can be created for newer iPhones and other Web-enabled devices like RIMs BlackBerry devices, and Nokia N-series smartphones.

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Gery, G. (2004) The Moment of Need: Directly Supporting Doing, Learning, Referencing and Collaborating [Internet] Available from: http://www.google.ie/url?sa=t&source=web&ct=res&cd=6&url=http%3A%2F%2Ffiles.epsscentral.info%2Fgery%2Fpresentations%2FTEMPO-ASTD.ppt&ei=fnS-SereHeS1jAfVhPirCA&usg=AFQjCNFDHBizyYVisiHD7ivB1KG-NaoRVg&sig2=ji1XqzE6dEIO84r3B1Iz7Q Accessed 12 March 2009

Rosenberg, M. J. (2006) Beyond e-Learning. San Francisco, CA: John Wiley & Sons, Inc.

http://elearningcurve.blogspot.com/2008/06/e-learning-ecosystem-in-organizations.html

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M-Learning 7: Consuming m-learning

According to a recent Forrester report, enterprises are making smartphones and mobile applications (including m-learning) a priority, and formalizing or executing a mobile strategy is a priority for 49% of North American and European enterprises.

Figure 1 A Snapshot Of Enterprise Mobility Today (after Forrester Inc., 2008)

The ubiquity of mobile devices ensures that there is a ready market for m-learning content. I would assert that learning designers should take advantage of information workers’ experiences as consumers of content in other domains to successfully implement e-learning on mobile devices.

Now read on…

Forrester’s BlackBerry: An Emerging Platform For Mobile Collaboration study states that two-thirds of companies have fully deployed wireless e-mail, calendars, and contacts. Another 16% of firms are in the process of implementing wireless e-mail. That means over four-fifths of enterprises are using mobile messaging applications. This near-ubiquity of support for converged media devices (CMDs) puts a potentially very powerful learning channel literally in the hands of hundreds or thousands of employees today.

We can say that mobile phones and wireless e-mail are central to the activities of organizations. With the right mobile content and collaboration applications, most information workers could be both productive and in an always-on learning environment – imagine people learning while walking down the hall to a meeting, cramming in a little work before bedtime, or waiting for the train. CMDs are more valuable to information workers if they support:

Access to file systems, team workspaces, or intranet portals. It’s frustrating for organizations to invest heavily in content management systems and workspaces, only to find that the information is locked away, available only to desktop workers in an office environment. On-the-go information workers would save time if they could find and view information on their CMDs. The importance and effectiveness of mobile access to content is easily demonstrated: we live in a world where the President of the United States has firmly asserted the he is

…still clinging to my BlackBerry. They’re going to pry it out of my hands.

New York Times

A mobile browser that brings the Internet into learners’ hands. Devices like the iPhone, with its touchscreen, gesture-based interaction model, and Safari browser make the mobile Internet almost as functional as the Web on a desktop. Having access to on-demand information and learning on a device is a powerful plus for all information workers.

Instant messaging and ‘presence’. Virtual and ad hoc teams need to quickly connect, engage, and move on. Subject matter experts need to be available when needed. Presence means that a person’s availability is always known.

Training sessions that can be done while waiting for the bus, train, or in an airport boarding lounge. If learning content is packaged appropriately, hosted on a mobile learning management system, and delivered to a CMD, information workers can learn in their downtime.

M-Learning on the iPhone

As we chart the rise of non-formal, informal, and social learning, my view is that media, information, and communications applications will emerge that make learning fun. RSS feeds, updates, video, games, and social networks are just some of the engaging and effective ways that information workers (in their other life as consumers) already get their information.

With the lines between work and personal time disappearing, learning applications should have the friendly face of regular consumer applications. According to Drego et al (2009), of North American CMD owners with a job, 60% use their devices to access the Internet, 43% to read the news, 33% to check RSS-delivered information, and 28% to download or stream music and podcasts. This is a huge ready-made market for m-learning content.

M-learning's strongest capability is its timeliness. The relative effectiveness of mobile data channels is device- and software-dependent, but the ability to make contact any time, any where is a universal strength. Although the iPhone and other devices won’t replace those with a larger form factor any time soon, these devices benefit from the advantages of portability and ubiquity.

iPhone websites excel at providing information in multichannel contexts. Although the iPhone can access almost any Web site, many organizations choose to tailor sites for the iPhone’s small screen and strip them of Java- and Flash-based content. The best mobile sites support targeted, mobile-specific browsing behaviors such as search and content delivery. For example, YouTube enables viewers to search for content, read user ratings and reviews, and of course easily stream content.

More…

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References:

Drego, V. L., Rogowski, R., & Zinser, R. (2009) Match iPhone Capabilities To Customer Goals [Internet] Available from: http://www.forrester.com Accessed 17 February 2009

Schadler, T. (2008) BlackBerry: An Emerging Platform For Mobile Collaboration. [Internet] Available from: http://www.forrester.com Accessed 17 February 2009

Zeleny, J. (2009) ‘Obama Digs In for His BlackBerry’ In: The New York Times [Internet] Available from: http://www.nytimes.com/2009/01/08/us/politics/08berry.html?_r=1&em Accessed 20 February 2009

Adding Audio to Adobe Captivate

Today's post covers importing and synchronizing audio with markers into Adobe Captivate. This is the third and final part of a short series inspired a question submitted by a subscriber to the E-Learning Curve Blog.

I’m pleased to see that this series about integrating sound and narration into rapid e-learning authoring environments is being so positively viewed, and hopefully my suggestions are being folded in to your workflows as you create e-learning content for your audience. But firstly, why use audio at all?

The Science Bit

According to Colvin Clark & Mayer (2002) there are six different "broadly applicable" media element guidelines to follow when undertaking e-learning instruction. These guidelines are:

1. The Multimedia Principle: Use words and graphics rather than words alone.
2. The Contiguity Principle: Place corresponding words and graphics near each other
3. The Modality Principle: Present words as audio narration rather than onscreen text.
4. The Redundancy Principle: Presenting words in both text and audio narration can hurt learning.
5. The Coherence Principle: Adding interesting material can hurt learning
6. The Personalization Principle: Use conversational style and virtual coaches.

The Modality principle

When learning with multimedia the brain must simultaneously encode two different types of information, an auditory stimulus and a visual stimulus. These two sources of information do not overwhelm or cognitively overload the learner's capacity to acquire information. Rather, psychological research has shown that verbal information is in fact better remembered when accompanied by a visual image.

Baddeley and Hitch (1974) proposed a theory of working memory which hypothesized two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic. As we know from everyday life, we can simultaneously process information from our eyes and ears; replicating this phenomenon in an educational context can be beneficial for learners.

This dual-coding theory, first proposed by Paivio (1971) was applied to multimedia and e-learning by Richard E. Mayer and his associates. Mayer has demonstrated (2002, 2004) that learners are better able to integrate information via multimodal instruction. In a number of studies, Mayer and his colleagues tested Paivio’s dual-coding theory using multiple media channels. They found that students learning via multimedia (animation and narration) consistently did better on transfer questions than those who learned from animation and text-based materials. That is, they (the learners) were significantly better when it came to applying what they had learned via multiple media channels, rather than unimedia (visual only) instruction.

While instructional content using multimedia learning was initially limited to logical and scientific processes that centered on cause-and-effect systems, over time it was found that the modality effect could be extended to other educational domains.

Information can and (should even) be encoded and transmitted using both visual and auditory (narration) channels. If verbal information is encoded auditorily it reduces the cognitive load of the learner. Consequently their working memory can process information more effectively. Mayer has calls this the the Modality Principle.

Adding audio to Adobe Captivate projects
Adobe Captivate, like a range of e-learning authoring environments enables you to leverage the Modality Principle by adding narration, music, wildtrack sound, and almost any other sound to learning content to enhance learning. For example, you can:

• Add a background track that plays for the duration of the project.
• Add sound to an individual slide.
• Add sound to a specific object, such as a caption, click box, highlight box, or button

Getting Started
For a refresher on creating markers in an audio editor click here. In sound editing, an audio file REGION specifies a segment of audio data which (in the context of e-learning) can be narration - a word, a phrase, a sentence, or some other meaningful unit of information. Regions are of variable length and usually align to the duration of the instructional event they are associated with. Audio editors like Sound Forge enable you to divide a sound file into different regions with specific start and end points (see Figure 1).

Figure 1. Regions in Sound Forge

Unlike Presenter, Captivate cannot read markers, so to import audio into the application, you must first process the audio file so that it can be readily added to each component of your e-learning content by extracting smaller sound files from the master file (see Figure 2).

Figure 2 Extracted Regions

Once extracted, the files are ready to be imported into Captivate. At this point in the process, I expected to be able to add the folder containing my extracted files to Captivate 4. However, this happened:

... so the rest of this process was completed in Captivate 2.

Note: I attempted a range of activities to work around the error message - I won't bore you with the details here - but I had no success in circumventing the issue. Not good. For Adobe Captivate.

Without the facility to import the files via the library feature in Captivate 4, I reverted to the process of manually importing each audio file as prescribed in Captivate 2 (see demo, below). While this is a tedious process, it is still much faster than recording and editing content directly into Captivate, for the simple reason that Captivate is a content authoring tool, not a dedicated audio editor.

I read somewhere recently that if you walk around with a hammer, pretty soon everything looks like a nail; when creating e-learning content it's very much a case of using the right tool for the right job to save yourself time and effort.

You Try:

To create and extract regions in Sound Forge:

Open Sound Forge. From the File menu, select Open… -> [yourFile.wav]

Ensure the file’s audio markers are preserved as intended from last time.

Now, from the Special menu, choose Regions List -> Markers to Regions.

All existing markers will be converted to regions using the data between each consecutive marker as the region boundary. For example, if your file contains three markers, this command will create two regions; the first region will span the area between the first and second markers, and the second region will span the area between the second and third markers.

Next, from the Tools menu, choose Extract Regions to create new files from regions in the Regions List.

The regions will be extracted to a directory on your computer.

E-Learning Curve Blog Demonstration: Adding Audio to Adobe Captivate

Next time: Back to mobile learning. Delivering e-learning via a range of instructional modalities using m-learning.

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References:

Baddeley, A.D.; G.J. Hitch (1974), "Working Memory", in Bower, G.A., The psychology of learning and motivation: advances in research and theory, 8, New York: Academic Press, pp. 47-89

Colvin Clark, R. Mayer, R. E. (2002). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Pfieffer.

Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press

Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.

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Using Audio Markers in Adobe Presenter

In yesterday's post, I began discussing some advanced audio editing and rapid e-learning synchronization features of Adobe's applications Presenter and Captivate.

Now read on…

This post will cover how to integrate your audio-with-metadata files into Adobe Presenter. In my next article I will discuss using markers to generate content for Captivate - the processes are different. While the process is quite straight-forward, it's easier to show you this process in a demo than describe it in a linear fashion using text and images (after all, this is an E-learning blog, folks!).

First some background: as you probably know, Presenter enables you to publish Microsoft PowerPoint-created content in a Web friendly format. The Presenter Audio Editor supports editing voice-over narration via its functionality in PowerPoint.

As well as using an external audio program, you can perform basic audio and animation editing tasks within your PowerPoint presentation, including:

• Viewing the presentation audio, including slide and animation markers
• Playing, recording, deleting, and editing audio, including adding silence
• Inserting commands to control playback
• Adjusting volume and processing options

Using audio markers
Adobe Presenter displays a visual representation of a presentation’s audio, along with markers that represent commands for controlling playback. Audio is edited incrementally, one slide at a time.

To view audio markers, open the PowerPoint presentation you want to edit. Click the Adobe Presenter menu or ribbon and click the Audio Edit button. The Audio Editor is displayed (see Figure 1).

Figure 1. The Audio Editor in Presenter(click to enlarge)

Using the Slide Navigation drop-down list, you must select a slide to edit its audio (see Figure 2).

Figure 2. Slide Navigation drop-down list (click to enlarge)

The Audio Editor displays a visual representation of the audio file called a waveform. Markers along the top of the waveform represent commands you can use to control the timing of slide transitions, animations, and other events during playback of your content.

In Presenter, you can add four types of markers in the Audio Editor (see Table 1):

Table 1. Markers applied to the Audio Editor

Type	Name	Marker color	Description
Slide	Slide (#)	Gray header with solid red line	Designates slide transitions. Each slide marker is numbered.
Mouse-click animation	Click (#)	Blue	Designates when a mouse-click animation will be triggered. These markers are numbered within each slide boundary.
Automatic animation	Auto	Faded gray	Generated when using the Automatic setting in PowerPoint presentations.
Command	Wait for User or Goto…	Green	Enables playback control. There are two types: 1. Wait for User: When this location is reached, playback automatically stops. The viewer must click on Play to continue the presentation. 2. Goto: When this location is reached, playback automatically jumps to the designated slide.

Playing, recording, deleting, and editing audio

Use the playback controls in the Audio Editor to review the audio for the presentation. You can also record new audio, delete selected sections, and insert silence.

Adjusting volume and audio processing options

The Adjust Volume dialog box is used to adjust audio playback levels. Adjust Volume also enables you to undertake basic digital signal processing (DSP) options including normalization (finding the optimal audio volume) and signal boost to enhance quiet audio. The default settings should be fine if you’ve recorded your audio properly. I suggest that you experiment with these settings to understand how changes to these options affect the audio quality of your rendered presentation.

You Try:

To adjust audio volume and digital signal processing options:

1. Click the Tools menu in the Audio Editor and select Volume. The Adjust Volume dialog box is displayed.
2. Adjust the settings and click on OK.
3. Click the File menu and select Exit.When you exit the Audio Editor, Adobe Presenter prompts you to save your changes.
4. Click Yes to close the dialog box and return to PowerPoint.

Adding Audio with Marker to Adobe Presenter

Note: Even though this demo is about adding audio to a presentation, for copyright reasons there is no narration track associated with this file.

Next: Importing audio in to Captivate.

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Audio Narration in E-Learning Content: Using Audio Markers

One of the features of Adobe applications for rapid e-learning content development is their facility to import audio metadata (commonly known as markers) into the authoring environment. I received a query from a Krishna, a subscriber to the E-Learning Curve Blog who asked:

How do you insert markers and how do you synchronize with captivate slides?

So over the next few days I'm going to outline the process of using markers in audio files, and how these markers can be used to simplify the process of synchronizing audio narration with visual content in presentations created not only in Captivate, but also in Presenter too.

Now read on...

In this post, I am going to focus on using audio markers in Sony Sound Forge, a professional sound-editing program or non-linear editor (NLE). The Sound Forge audio editing suite is the most powerful in a range of audio editing programs owned by Sony and originally developed by Sonic Foundry. I have been using Sound Forge in one form or another since the late 1990’s and in my view, it is the most flexible and adaptable tool in the audio editing market space (see Figure 1). Sound Forge includes a diverse and powerful set of digital audio signal processing tools, as well as many effects for manipulating audio.

Many e-learning professionals use other NLEs (including the open source program Audacity) to create and produce their audio. I would recommend any of the tools I mention in this article as acceptable for audio content creation.

Figure 1. Sound Forge waveform editor UI (click to enlarge)

Sound Forge software allows you to edit, record, encode, and master nearly all forms of digital audio including WAV, AIFF, and MP3. According to the Sound Forge website, the application has tools for:

• Sound Design and Mastering
• Stereo and Multichannel Recording
• Audio Editing and Workflow
• Powerful Effects Processing
• Audio-for-Video
• Dolby Digital AC-3 export

I'm not going to discuss the fundamentals of audio editing here, but we can say that to a great extent, audio editors are like 'word processors for sound.' All the good ones, including Steinberg WaveLab, Audacity and Adobe Audition employ the same user paradigm, and as a result the features of one are pretty much replicated in all the others.

In audio editing, the purpose of a marker is to highlight a specific moment or event on the timeline so that you can return to it later. You may want to highlight a extraneous noise like a cough or click for deletion, or mark two points in a selection to copy or remove it. In audio narration, markers are typically used to set the transition between two sentences, slides or onscreen event (see Figure 2).

Figure 2. Sound Forge marker (click to enlarge)

Using Sound Forge

Some basics…

Opening a File

Sound Forge can edit WAV, MP3, AIFF and a range of other file types. To open a file, just click FILE-> OPEN. The file will open in either mono or stereo, depending on the specific file format.

Controlling Playback

Open a sound file. Use all of the buttons highlighted in Figure 1 (don’t forget to zoom in and out).

Selecting Sounds

Its easy to select a particular sound area. Just click and drag over it. If selecting a stereo sound, drag between the left and right channel to get them both (see Figure 3).

Figure 3. Click and drag to select audio - stereo instance (click to enlarge)

You Try:

1. Practice selecting areas of the wave.
2. Adjust the selection by dragging at the point where the selection ends.
3. Play the selection.
4. Copy and paste the selection to the end of the sound
5. Delete sections by selecting them and hitting delete on your keyboard.
   

You can also select in smaller segments (right down to the single bit level) by holding SHIFT on your keyboard and using the LEFT or RIGHT arrow keys. The more you zoom in to the waveform, the higher the level of precision you can achieve.

Markers

Markers enable you to choose edit points and to help you to accurately events in the waveform timeline. To add a marker:

1. Click a point in the waveform.
2. Select SPECIAL >> INSERT MARKER from the menu, or press the M key
   

If you have many markers in your audio file, it's useful to name them. It’s typical for audio narration for e-learning presentations to have many slides or events, and by extension quite a number of markers. I suggest that you name the markers for the slide or event that the following narration describes. To name a marker, right-click its handle and select EDIT... (see Figure 4). Enter some appropriate text in the dialog box - here, I have called the marker "Course Outline."

Figure 4. The Edit Marker dialog box (click to enlarge)

Marker Navigation

You can automatically navigate from marker to marker by pressing CTRL + LEFT ARROW to go back, or CTRL + RIGHT ARROW to move forward through the timeline.You can select the waveform between markers by pressing SHIFT + CTRL + LEFT / RIGHT arrow.

You Try:

Using your sound editor of choice, try out the activities described in today’s blog post. Click the link to download a fully functional 30-day trial version of Sound Forge.

Saving Markers

Markers are automatically included when you save your audio file. Some professional audio editors also enable you to save the markers as metadata in a separate file called an Edit Decision List (EDL) which is useful when you’re creating video presentations, but that as they say, is another story…

Next: Using markers with Adobe Presenter.
Soon: Using markers with Adobe Captivate.

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Technorati Tags: Adding Markers,Adobe Captivate,Elearning,E-Learning,Audio,Narration,Content,Captivate,Adobe Presenter,Sound Forge

E-Learning Tools List - Top 10 for 2009

Every year Jane Hart – owner and proprietor of the estimable Centre for Learning & Performance Technologies website asks learning professionals to submit their Top 10 E-Learning Tools for the previous twelve months.

So without further ado, here is my Second Annual Top 10 E-Learning Tools, in alphabetical order (‘cos every one of them is a winner!):

Adobe Acrobat Connect Enterprise - I could have picked any from the range of Adobe Flash-based content development tools, but I chose this application because of its multi-functionality, and because it manifests what Flash, Presenter, Dreamweaver etc can do. Enables collaboration, content storage, management, distribution, and (a certain degree of) tracking. A powerful content delivery platform to enable learning professionals and organizations distribute informational and training content effectively.

Audacity - I recommend this open source tool to Subject Matter Experts (SMEs) who wish to create podcasts and/or software demos when using a Rapid E-Learning approach. It's an easy-to-use non-destructive audio recording and editing tool, comes with a range of impressive plug-ins including Normalize and Noise Reduction (NR), as well as pretty good graphical equalizer (EQ). Audacity enables SMEs and training professionals create high quality audio quickly and efficiently.

Techsmith Camtasia- A SERIOUS rapid e-learning authoring tool for demonstrations, simulations, evaluation, and scenario-based learning. Would be Number 1 Tool on this list if I went for a merit-based rather than alphabetical format.

Blogs - The platform doesn't matter – I use both the Blogger and WordPress platforms - but the concept of providing a means to create, share, and deliver content is the basis for a new way of learning. My e-learning blog, the E-Learning Curve Blog (unashamed plug) provides commentary and news on the domain of professional learning and development, as well as a handy personal knowledgebase.

Del.icio.us - Personal bookmarking at its best. If, like me you work on a number of machines in a number of locations, it is useful to access stored links and documents from a browser regardless of where you happen to be, once you have an internet connection.

MindJet Mind Manager Pro - Mind-mapping - using diagrams used to represent words, ideas, tasks, and concepts linked to and arranged around a central topic (and used to generate, visualize, structure ideas), is central to the way I work, research, organize, solve problems, and make decisions. I built the framework for my MSc. in Education thesis in Mind Manager. It is powerful intermediary in developing ideas, concepts, and course design.

Moodle - An institution in institutions! Martin Dougiamas' erstwhile thesis project continues to meet the learning management requirements of any number and type of organization. Social Constructivist? Virtual Learning Environment? Easy-to-use? Great Platform.

Sony Vegas Video - Easier to use than Premiere, more powerful than MovieMaker; Vegas is my post-production "weapon of choice" for 90% of the video elements that appears in courseware developed in my organization. Whether you're just "topping and tailing" a piece of video or creating the elements for a sophisticated soft skills course, Vegas is a must.

StatCounter - every learning professional knows that “if you can’t measure it, you can’t manage it.” This mantra has an extra resonance in the online learning world. StatCounter is a Web and blog analysis tool that enables me to understand the requirements of learners who use my courseware, as well as how visitors interact with my blog.

TextPad - I would have chosen pen and paper, but decided to keep this list digital; TextPad is an advanced text editor that enables users to create and edit text documents, XML, JavaScript and other interpreted content without the extraneous "bloat" of word-processing applications. I find it useful to develop content in this stripped-down environment before transferring to Word, PowerPoint, Blogger or some other application for final enhancement and publishing (this list was created in TextPad, for example).

What are your Top 10 E-Learning Tools?

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