Kate_eskesen's List: Websites for EIDT

• SME provides the content
• you arrange that content into material that can easily be learned
• you are the instructional designer expert.
• SMEs are the Subject Matter Experts
• SMEs are responsible on how tasks
• are to be performed
• instructional designers are responsible on how that material will be presented
• SMEs are responsible with the technical-jargon
• instructional designers decide if that jargon needs to be explained
• SMEs are responsible for acceptable performance levels
• nstructional designers decide how that performance will be evaluated
• SMEs are responsible for providing the performance objectives
• instructional designers are responsible for turning the objectives into viable learning or performance objectives
• and experiences.
• do not have a great
• Exemplary Performers are able to perform the tasks and are worthy of imitation
• deal of knowledge about the peripherals surrounding the subject or task
• Subject Matter Experts (SME) know the subject or task, but do not presently perform in that area
• Expert Performers are able to perform the tasks for a certain subject area and are worthy of imitation;
• they have a great deal of knowledge about the peripherals surrounding the subject or task.
• Basically an expert performer is both a SME and Exemplary Performer
• hose Affected by the performance problem are often the best experts with the best knowledge for solving wicked problem
• s when then are no other experts
• Rittel, 1972)
• bring in enough of the population who will actually represent the population as a whole.
• give the SMEs a some learning theory before they start
• are professionals and should be treated as so.
• If their ideas seem a little far-fetched, then discuss it with them as they might have an insight that you do not see
• do not realize they are doing it or they think everyone can do it
• they leave it out of the task steps
• Sometimes SMEs
• capture all the steps, watch them perform the task as you read through their procedures
• have them explain what they are doing when they are performing highly technical procedures to ensure you capture all the details
• MEs pick up a lot of information about their jobs
• ome of them have difficulty separating the history, nice-to- know information, etc. from what really is needed to perform the job.
• annot possible believe how anyone could perform their job unless they perform every detail exactly like them and know everything they know
• one-on-one discussions with the SME and/or supervisors
• what is critical to the job and what can be picked up later as the learner grows into the job.
• consider putting the nice-to-know details and history into an “additional reading” manual
• Once I had the test created (with input from the instructional designer), the three of us sat in a room together and went over every single question to ensure they were valid. We then gave the test a group trial, analyzed each test item response, revised, and repeated the process until we were satisfied with the validity of the test.
• instructional designers are responsible for ensuring that the information gets translated into materials that learners can digest.
• SME are responsible for the technical material
• SME are the masters of their craft
• instructional designers are masters of theirs
• organizations try to do more with less
• cannot afford to give up their SME for long periods.
• In some cases the SME will do most of the training development, while in others, they will simply provide the technical expertise.
• ME are responsible for providing the tasks and the performance steps
• Trainers are responsible for turning that information into learning steps
• designing the learning environment,
• maximizing training dollars by providing the best training solution within an acceptable budget

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• Using video in e-Learning courses can be a powerful way for your organization to meet its learning objectives effectively and rapidly.
• Some knowledge types lend themselves to video or screen recording technology – namely processes and procedures.
• narration
• role play of problems and solutions
• ignettes,
• how tos
• demonstrations
• simulations
• se a lot of video and screen recording
• hich authoring tools and multimedia production products you will use
• very extensive authoring capabilities, along with Camtasia
• easily create and edit video and screen recordings to your courses directly within Lectora.
• plan ahead to get the most professional results
• gets easier and faster with experience
• check list
• consider
• script
• consider hiring professional voice-over talent
• Talent
• last minute changes
• instructional designer
• SME close
• digital input gives you higher quality audio.
• Use a USB microphone
• buzz and ambient noise are not easy to remove in editing
• cordin
• Remove distractions.
• Control mouse motion while screen recording
• practice
• practice
• Practice
• Manage file sizes
• One of the biggest considerations
• managing file size
• learner experience is severely degraded by jerky, halting video
• break
• smaller chunks
• Limit the size of your video segments
• height
• width
• Limit
• Compress
• streaming the video portions if Internet access is available
• Lectora Inspire
• complete video editing features
• option
• multiple compression formats
• stream video from popular video sites such as YouTube
• learning platform
• ot all computers or Smart devices support Flash
• computers or devices learners will use
• Flash video
• newest mobile devices from Apple Computer, including iPad, iPhone and iPod, do not support Flash video
• M4V for Apple iPad, iPod, iPhone and iTunes.
• Inserting video into e-Learning authoring tools
• Many different software products
• editing
• deploying
• capturing
• consider what tools
• considerations
• common requirements
• Ease of editing/maintaining course
• maintenance
• Course
• editing
• Standardizing
• templates
• software
• Compatibility with LMS
• compliant
• SCORM/AICC
• standards
• SCORM
• Budget
• An all-in-one package
• sing video and branching
• difficult if the software is not user friendly
• Branching
• Security
• prefer to stream
• rather than have it download
• To get more tips and tricks on using video and other multimedia in e-Learning, visit www.trivantis.com.

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• Create The Outline
• Check Readability
• How  To Write Plain English.
• For more information visit the color  vision deficiency site.
• stay with common sans serif fonts

  

  such  Arial and Tahoma.
• Non-Text Elements - Non-text elements such as images, charts,  tables, AutoShapes, etc. require alternative text. Alternative text  (referred to as Alt-text) is text that is attached to the image but  hidden from sight. This Alt-text is typically used to provide a narrative  description of the item for non-sighted individuals. How to add Alt-text  to objects is explained in the add Alt-text section  of this tutorial.
• • I had not even thought about this, but I think it has a place in our presentation
• Take color contrast into consideration as you did with  the presentation design. Avoid animated gif images. The rapid, repetitive  motion of animated gif images can be distracting to persons with  cognitive issues and may increase screen flicker
• Using Tables - Excerpt from PDF Can Comply With Section 508.  Now It's Your Move, by Duff Johnson, published 12-10-2003, www.planetpdf.com: "The  Section 508 regulations include two separate provisions on tables  - and for good reason. Conceived by and exclusively for sighted users,  tables are one of the most difficult content delivery vehicles to  make accessible. Imagine removing gridlines and cells to reduce a  table to a stream of text, and you will understand why. The Section  508 regulation states that row and column headers be identified.  To ensure usability (as opposed to mere compliance), document authors  may wish to consider using narratives to deliver information that  might otherwise have implied the use of a table."
• When using tables in your presentation, you must describe the contents  in narrative detail. After adding your table, select it by clicking  on the outside border, right click and select ungroup, answer yes  when prompted to convert the table to shapes. Right click again and  click on grouping, group.
• Using AutoShapes - While AutoShapes may appear to be images,  they are actually text boxes. AutoShapes include squares, rectangles,  circles, stars, call-outs, etc. Screen readers will read the text  contained within the AutoShape. They may or may not read the alt-text  associated with the shape. If you add text inside your AutoShapes,  make sure the words are relevant and make sense.
• Including Media - Avoid using media in a presentation to  be posted on the web. Most media files are not integrated into the  presentation file and require a separate Download.
• Add Alt-Text- Right click  on the first non-text object, click on Format, click on the Web Tab  (skip this step for PPT 97) and enter the alternative text for this  object. Imagine describing the object to someone over the telephone.  Enter how you would describe it. Repeat this for all non-text objects  in the entire presentation.
• Set Screen Tips For Links - PowerPoint links give you the  option of adding a descriptive caption. This is much more effective  than having the reader see a long URL
• Avoid using the browsed by an individual mode when setting  up your slide show. This restricts the advancement of slides to links  that you include in the slides. Avoid modifying slide transitions  in such a way that it will hamper someone with mobility or cognitive  limitations. Try not to automatically advance slides since some persons  may not have enough time to absorb the information.
• Download PowerTalk.  PowerTalk provides a very good approximation of how the presentation  will sound with a screen reader. It is also an accessibility tool  in it's own right and it's available for free. Please note; PowerTalk  requires PowerPoint 2000 or higher to work properly. Run the presentation  using PowerTalk and listen carefully to the flow of your presentation.

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