A successful organization whether it’s 100 People Company or a Global Fortune company always focuses on learning and training, because it wants to keep up with the change and competition. These organizations have fixed budgets for training every year. When we talk to our clients they say that they want a lot of training to be developed but as they are running out of budgets, they shift some of the training to the next year.

Now the big question, are these companies not focused on the training? Do they treat the training as a crucial initiative to care about?

The answer is Yes! These companies consider the training as high priority but a huge part of the budget is spent in paying for their LMS solution and the remaining is used to develop online training courses.

If your company is also facing a similar issue then here is a flexible solution for it – use an Open Source because it cuts the cost tremendously. Open source has came up as a cost effective solution as a complete elearning platform.

Recently, some of our clients who always use to say that they are running out of budgets are now giving us lot of training courses to develop only because they have shifted to Open Source LMS. Out of those clients, couple of them even asked us to host their open source LMS and maintain it on our servers as we provide Open Source services since 2005.

Open source LMS provides you the flexibility of customizing it to your requirements like:

• The theme of the LMS can be customized as per company’s branding based on corporate template.
• Open Source LMS has default features. These can be customized based on specific requirements of the company.
• Some features of the LMS may not be suited for a company. These features and functionality can be modified as per the requirement.
• Customized tracking and reports for better evaluation of training.
• The login system can be integrated with any other employee database system which the company is using (it may not be possible in some LMS’).
• Terminology of the modules name, navigation, buttons etc. can be customized to company’s requirement.

The critical part in Open Source LMS is hosting. In hosting you have two options:

Option 1: You can host LMS on your server itself provided you have technical staff who can manage the server and a programmer who can understand and maintain the LMS.

Option 2: You can hire a vendor who can take up hosting and maintenance of the LMS.

I will discuss in detail more about open source customization in my coming post.

Love to hear your views.

I have been following a number of discussions on LinkedIn and other blogs in the cyber world trying to figure out what Google Wave is and how, it can be used as a learning tool. My quest was short and unfulfilling. Of course, in the bargain I came across some really good blogs and equally excellent writers.

For your information, I got most resources from Jane’s E-Learning Pick of the Day

• Google Wave: A Complete Guide
• Google Wave Will Revolutionize Online Classroom Instruction
• Google Wave in Online Education
• Google Wave in 10 Minutes
• Diving into Google Wave – 3 things – Intro
• Google Wave Developer Preview at Google I/O 2009

Ben Par’s definition is succinct – “Google Wave is a real-time communication platform. It combines aspects of email, instant messaging, wikis, web chat, social networking, and project management to build one elegant, in-browser communication client. You can bring a group of friends or business partners together to discuss how your day has been or share files.”

So, what is in for us, learning, eLearning and corporate training professionals?

The only thing that strikes me as useful is that we can use it as a collaborative platform to develop content. It will be a good interface for SMEs, instructional designers, and content developers to jointly develop content. I suppose it will be quicker and cheaper. It looks like an advanced version of Google Docs, as far as I am concerned.

As far as revolutionizing online classroom instruction is concerned, I think not. At best, it will replace wikis, facilitate group work and help in publishing.

Maybe it is a case of sour grapes? I never got an invite!

Thank you for reading my blog.

RK Prasad

CEO

Recently we were working on an assignment where we have to share the Lectora courses from a file server that will be hosted by the course provider, and the courses will be accessible through the client’s LMS using the AICC files (AU files).

A twist in this assignment is that we have to capture the data of the users who are accessing the course on the courseware provider side. That is, the course needs to be compatible to cross domain and cross LMS.

I will walk you through the steps created to make the course work as per the client’s requirement.

Pre-Requisites

1. ASP Server-Though the LMS were hosted on PHP servers, we have to include a small code build in ASP in the course.
2. PHP Server-Client LMS and the courseware developer were using PHP server.
3. ASP Script-To make the course compatible to cross LMS, small code build in ASP was integrated.
4. LMS-to upload the AICC files.

Explanation for the above Framework

• On the client side, only the 4 AICC files will be uploaded on the LMS.
• From the LMS, a request for accessing the course will be sent to the File Server.
• Course will call the ASP script to develop a connection between the client LMS and the database on course provider. ASP script is responsible for sending data to the client LMS and the course provider database.

Crossdomain.xml

A cross-domain policy file is an XML document that grants a web client to handle data across multiple domains. When a client hosts content from a particular source domain and that content makes requests directed towards a domain other than its own, the remote domain would need to host a cross-domain policy file that grants access to the source domain, allowing the client to continue with the transaction.

(The LMS Server needs to have this file to access the Content Server, where it provides the ability to manually and/or automatically access and/or transfer between two or more differing security domains). Policy files grants read access to data as well as permit a client to include custom headers in cross-domain requests.

The crossdomain.xml file needs to be placed on the root folder of the server. Here is the sample code:

<cross-domain-policy>

<allow-access-from domain=”www.example.com”/>

</cross-domain-policy>

ASP Script for Lectora Cross LMS

Using the following script it allows you to use either an unsigned “Title Manager Applet” or a “JavaScript Title Manager” to perform cross-domain communications.

Save the following script in a “sample.asp” file on the ASP server:

[ASP Script: sample.asp]

<%@ %>

<%

Response.Buffer = True

Dim objXMLHTTP, xml, command, aicc_loc, version, session_id, aicc_data, postbody

aicc_loc=Request.form(”aicc_loc”)

command=Request.form(”command”)

version=Request.form(”version”)

session_id=Request.form(”session_id”)

aicc_data=Request.form(”aicc_data”)

‘ Build the post body string’

postbody = “command=” + command + “&version=” + version + “&session_id=” + session_id

if aicc_data <> “” then

postbody = postbody + “&aicc_data=” + aicc_data

end if

‘ Create an xmlhttp object:’

Set xml = Server.CreateObject(”Microsoft.XMLHTTP”)

‘ Or, for version 3.0 of XMLHTTP, use:’

‘ Set xml = Server.CreateObject(”MSXML2.ServerXMLHTTP”)’

‘ Opens the connection to the remote server.’

xml.Open “POST”, aicc_loc, False

‘Actually Sends the request and returns the data:’

xml.Send postbody

‘Send back the response’

Response.Write xml.responseText

Set xml = Nothing

/*

The below lines of code is to track the “course data” on courseware provider side along with LMS on client side, we need to define the “xml2” variable at the top of the script and add the following code at the end of the script. The script will post the aicc_data to tracking file where it stores the data in a desired format.

Set xml2 = Server.CreateObject(”Microsoft.XMLHTTP”)

xml2.Open “POST”, “Enter your tracking file Path”, False

xml2.setRequestHeader “Content-Type”, “application/x-www-form-urlencoded”

xml2.Send postbody

Response.Write xml2.responseText

Set xml2 = Nothing

*/

%>

Steps to perform in Lectora

• Add the required “Student Data” in the lectora course before publishing the course.
• Go to “Publish” and click on “Publishing to AICC/Web-Based”
• Once it compiles without errors. Click on the “Publish” button.
• From the “AICC Options” tab,
  • Uncheck the option “The published course will reside on the same network server as the LMS”.
  • This enables the cross-domain redirector. Enter the URL where the “sample.asp” file is located. This will work as an API to communicate between the cross-domains.
• Check the other checkboxes based on your requirement.
• Click on “OK” button.
• Add the student data to the aicc_data in the file “trivantis-titlemgr-aicc.js”. Here are the list of changes to be performed in the code:

Function: TMPr.PutParam = function (grp, param)

After the line,

cparm.add (“\r\nlesson_status=” + this.strAiccLS);

Add the following code,

‘To track “student name”:

cparm.add (“\r\nstudent_name=” + this.strAiccSN);

‘To track “student id”:

cparm.add (”\r\nstudent_id=” + this. strAiccST);

In this blog, you will learn how to add our own variable to the question in Lectora, a rapid elearning tool. If you want to customize the question functionality, you can do it using variables. In this example, you will check whether the learner has attempted the question or not.

First you need to create questions using the question tool of Lectora. Follow the steps mentioned below:

1. Right Click on the Lectora page icon.
2. Click on New from the list.
3. Click on the Question from the menu.
4. Follow all the steps to create the question.

After you create the questions, you need to create a new variable using the “New Variable” button present in “Action Properties” dialog box.

Click on the “New Variable” button to open “Add Variable” dialog box.

Enter the name of the variable “attempt” and enter the initial value as “0″. This variable should be updated after the learner has attempted the question. You need to add an action on the question submission button to modify the value of the variable.

You can enter the attempt variable value to 1 if learner attempted the question. You need to add below action to the submit button:

On : Mouse Click

Action : Modify Variable

Target : attempt

Value : 1

Modification Type : Enter Variable Content

Now as per your requirement, add extra functionality using the “attempts” variable value. For example, you can check the status of the question in the next page and recommend user to go back and complete the exercise first.

Similarly, you can create as many as variables and modify the values for all the questions. In the quiz summary page, you can show the complete status of the questions attempted and the questions not attempted. You can also display customized feedbacks pop-ups with messages.

This month’s Big Question in The Learning Circuits “PRESENTING THE VALUE OF SOCIAL MEDIA FOR LEARNING” is an interesting one for us, the professionals and votaries of learning, training and change.

How do we ‘market’ the use of social media as a new tool or avatar of learning?

First, are we sold on it? Many of us have mixed experiences and opinions about using social media in an organizational setting to learn and improve workplace performance. I think I find blogging and LinkedIn more useful than Facebook or Twitter. I am sure many of you have opposing views.

Social media represents universal wisdom, present on such platforms that are moderately accessible, despite most IT departments’ reluctance to open them up for lesser mortals like us . Of course, it has its own negative features just like any other tool.

If you are convinced in principle that social media, with all its shortcomings, is still a very powerful medium that can really empower people with JIT (Just-In-Time) learning on anything under the sun, it is our responsibility to present it to our ‘customers’, so that they benefit from it and thereby benefit our organizations.

Let’s see how you can do it. Research shows that when any new innovation is presented, potential users go through five distinct stages of adoption:

1. Awareness
2. Interest
3. Evaluation
4. Trial
5. Adoption

It is advisable to keep in mind that educating people on new innovation takes time and effort.

We should also keep in mind that, people vary in the time to adopt new things. This process of “Diffusion of Innovation” was first popularized by Everett Rogers (1962) in his text book, Diffusion of Innovations (Rogers 1964). He defines diffusion as “the process by which an innovation is communicated through certain channels over time among the members of a social system.”

It helps us immensely to take a quick look at adopter categorization on relative time taken.

The normal curve distribution above shows people differ greatly in their readiness to try new products or services. The graph shows that after a slow start, thanks to the innovators and the early adopters, an increasing number of people will adopt the innovation. The number reaches a peak and then drops off, as the innovators and early adopters rush off to try some new alternatives.

Research shows that:

• Innovators are adventurous and take risks.
• Early Adopters are guided by respect. They are opinion leaders who adopt early but carefully.
• Early Majority are deliberate in their choice, though not leaders.
• Late Majority are skeptical and wait till the majority have tried.
• Laggards are traditionally the last set of people to adopt change.

How do we use this knowledge in popularizing Social Media as an innovation in learning methodologies especially in Corporate Training?

My suggestions are:

1. First target the Innovators and the Early Adopters through free workshops and contests. They are risk takers and get attracted by anything new.
2. Present success stories and case studies collected from the Innovators and the Early Adopters to the Early Majority.
3. Once these groups are behind you, the others (Later Majority and Laggards) will automatically follow.

I think we should give adequate time to see results.

In this blog, I will share my experience of working on Multi-lingual eLearning courseware development.

First and foremost, you need to develop multilingual courses in such a way that it is easy to translate and localize into multiple languages. Especially, if there is voice-over in the course, which needs synchronization with the animation.

Avoid using the images with text superimposed on it. If textual content is required, then add it to the top of the images separately, but avoid merging it with the image.

If you’re using authoring tools like Lectora, Captivate, Articulate, etc., then you can use the translation tools to develop the translation file easily. If you are using other course development tools like Adobe Flash or coding, then you need to create the translation file manually. This format works for the legacy courses, which are developed without considering translation in future.

Please look at the below format for Non-voiceover course. This format is applicable to any languages. In the below format, you will find 3 tables.

• In the first table, you need to write the translation language details.
• In the second table, you need to include all the general text for translation.
• In the third table, you need to put the text page wise.

In Table 1, you need to type the source and the translated language and the date of translation. Translator should update the versions after each revision or changes.

Table1

Table 2 consists of global content including all the general content based on the course like GUI text, help, glossary, resources pages etc.

• Page #: This column is used as reference for translators and developers.
• Source Text: Put all the source text. Break the content into paragraphs. Use separate rows for each paragraph.
• Translated Text: In this column, the translators will translate text based on the source text.
• Image/ Buttons/Other Text: In this column, input all the words included on the images (If present).
• Translated Text For Image/Buttons/Other: In this column, the translators will translate the image text.

Table3

Software product training using authoring tools like Captivate or Adobe Flash is an effective mode of eLearning.

Screenshots of the software acts as a raw content for developing an online course. The learner is taught on how to use the software by creating a simulated environment. The effectiveness of learning can be enhanced by using audio. Both Captivate and Flash can impart training. Let’s see, which one is more suitable.

If the software has an intuitive interface and navigation, the learner can easily learn the software by simple demonstration using Captivate, a rapid elearning tool.

If the software is complex and has multiple users and tasks, it becomes difficult for the user to learn the software, hence Adobe Flash is recommended. Some of the examples of complex software are SAP, Call Center software, Customer portals etc.

For complex software products, the effective instructional strategy is using Watch-Try-Do (WTD) approach. The strategy is to first show the operations, and then invite the learner to try and perform the required operations with some guidance and finally, allow him/her to try the operations all by themselves. This approach provides a smooth transition in learning – from watching, to trying and finally, doing the operations.

The raw content for the complex software products will be Captivate screen, describing the flow of the software, its navigation and its uses. Based on the Captivate screens, a detailed storyboard is developed to incorporate Watch-Try-Do. Using Adobe Flash, we can create WTD simulations with ease.

For both simple and complex software products, Captivate plays an important role in developing eLearning content. It helps to record screens and navigational flow of the product effectively. It also integrates audio and offers a customized interface for the learner to navigate and explore the simulation.

Share your views on using Flash and Captivate software for imparting product training.

We started Elearning Edge on June 2, 2009 (four months to date) with a purpose of making it a one-stop platform of ready-to-use resources for learning professionals.

Our experience in the elearning industry for the last 9 years has resulted in a large accumulation of useful resources like assessment components, templates, online courses, ILT courseware, PowerPoint decks, webinars, graphic components – everything and anything that will help learning professionals.

It is really gratifying to see that the membership has crossed 1000 in just four months. I am taking this opportunity to thank all the members for joining us.

I would also like to ask what resources you would want to help you succeed in your jobs and make your working life easier.

What else can we do to make this group, eLearning Edge the largest eLearning group on LinkedIn?

Share your views!

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