In today’s screencast, I’m showing you how to remove lesson numbers in Articulate Rise.
Check out the screencast below:
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If you’re on the fence, be sure to check out the Course Outline and Course Brochure!
Screencast: Searching an Articulate Rise Course
In today’s screencast, I’m showing you how you can easily search content within an Articulate Rise course.
Check out the screencast below:
Check it out on Sprout E-Learning!
If you’re on the fence, be sure to check out the Course Outline and Course Brochure!
Screencast: Allow Students to Mark Lesson Completion in Articulate Rise
In today’s screencast, I’m showing you how you can adjust your Rise course settings to allow students to mark lesson completion.
Check out the screencast below:
Check it out on Sprout E-Learning!
If you’re on the fence, be sure to check out the Course Outline and Course Brochure!
3 Tips for Submitting Speaking Proposals to L&D Events
I’ve spoken at a number of Learning and Development (L&D) events, and while I’ve never sat on a proposal selection committee, I have a few tips to share based on my experiences. If you’re interested in submitting a speaking proposal, DO IT! Seriously – the worst that can happen is that your session won’t get selected; no harm, no foul. Here are three quick tips for submitting your proposals to L&D events:
1.Review Trends
The first thing I do each year when it comes time to submit speaking proposals is to look at the topics from several like-conferences (e.g., DevLearn/ATD ICE/Learning Solutions) for the past few years. This helps me review popular trends in sessions that were successfully added to conference programs.
In reviewing trends, I also note who is delivering sessions that are similar in topic to the one I wish to submit. The reason I do this is to 1) differentiate my session description and outcomes to leverage it against competition, and 2) avoid wasted effort – what I mean by this is that if an industry heavy-hitter has consistently delivered a specific session each year for several years, I will avoid submitting a proposal that closely resembles elements covered within theirs as they are most likely to be chosen over me (if they submit on that topic again…which is always a risk).
2.Identify a Need
In reviewing trends you will be able to identify pockets of like-sessions. Here, you are essentially doing a mini-needs assessment by looking at the gaps in the conference program. How can you fill these gaps? Submit speaking proposals that will allow you to bridge a conference program gap as there will be a higher likelihood that your proposal will be accepted if it’s differentiated from all of the other submissions.
For example, In October I will deliver a pre-conference certificate workshop at DevLearn 18: Introduction to Instructional Design. The reason I submitted to deliver this workshop is that I had observed many sessions related to Instructional Design, but they ran the gamut and none were specifically targeted at the introductory level or at providing a comprehensive overview of the field as a whole. I identified a need, and my proposal was accepted.
3.Create a Catchy Title
This isn’t a requirement, as can be illustrated with my Introduction to Instructional Design workshop. However, it can help set your proposal apart from similar proposals submitted by people other than you. Think about pop culture and maintain some level of sanitation or appropriateness.
For example, this year at DevLearn18, I’m also delivering a Bring Your Own Device session, called “Let’s Get Variable”, which is a play on a very dated Olivia Newton John song (Physical). I don’t know if the session title got it selected or not, but I’m sure it didn’t hurt.
Don’t Forget!
If you’re interested in learning more about Instructional Design, head over to Sprout E-Learning to check out Essentials of Instructional Design.
Check it out on Sprout E-Learning!
If you’re on the fence, be sure to check out the Course Outline and Course Brochure!
Top 3 Instructional Design Interview Tips
You’ve been hunting for an Instructional Design gig and have finally secured an interview – congratulations! Here are some of my top Instructional Design interview tips – I hope they help, and be sure to comment below if you have any other questions.
Note: I’ve been a panel member on hiring committees for many Instructional Designers throughout my career, so these tips come based on things I’ve learned from interviewing others as well as interviewing for positions myself.
1.Be Able to Talk the Talk (and back it up)
Having a formal background in education (e.g., Bachelor of Education, Masters of Education, or diploma/certificate related to Instructional Design) doesn’t hurt and will definitely provide you with a leg up on other applicants who are without such education, but it’s not necessary. Many Instructional Designers are accidental and have become successful in their roles through on-the-job training. If that’s you’re situation, don’t let that deter you from applying to positions!
The key here, regardless of your education, is to be able to talk the talk, and back it up. What do I mean by that? Most Instructional Design interviews I’ve been a part of ask questions related to learning theories, Instructional Design processes, and instructional strategies. These are things that as an Instructional Designer you will use daily, but likely subconsciously, so before you head into an interview, brush up on things like:
- Blooms Taxonomy
- Maslow’s Hierarchy of Needs
- Behaviourism/Cognitivism/Constructivism
- Rapid Prototyping/Storyboarding
- How you work through Instructional Design projects (step-by-step)
2.Have a Portfolio
I’ve been beating a dead horse for YEARS about the necessity of having a portfolio. Even if you don’t do much in terms of development, you can showcase different elements of your Instructional Design career, such as storyboards, graphics, etc. If you do development, showcase samples of projects you’ve built out. Very few interviewees I’ve encountered have had a prepared portfolio ready to go, and most roles I’ve encountered now request one.
A portfolio will definitely boost your chances of securing a gig, because you’re not just talking about things you’ve done, you’re showing them! You’re providing proof that you’re an exceptional Instructional Designer, and that you’re not just fluffing yourself up.
I won’t drone on about portfolios, but if you want to learn more, check out some of my previous posts:
- Free E-Course: Build Your E-Learning Portfolio!
- How to Build Your E-Learning Portfolio – Part 1
- How to Build Your E-Learning Portfolio – Part 2
- How to Build Your E-Learning Portfolio – Part 3
- How to Build Your E-Learning Portfolio – Part 4
- Terminology Tuesday: E-Learning Portfolios
- E-Learning Challenge #138 – Share Your Tips for Creating Effective E-Learning Portfolios
2.Do Some Research!
This could be research related to Instructional Design or just the organization or institution you’re interviewing at. I’ve been floored by interviewees you can’t answer basic questions (or even muster trying to answer the questions) about the organization/institution or why they want to work for the organization/institution. Coming in for any role unprepared really doesn’t do yourself any favours. Some applicants will be able to answer these questions (to the best of their abilities) and it will make them look more desirable than those who come unprepared.
In terms of Instructional Design, I would recommend also researching some recent studies or industry articles so that you’re familiar with things that are going on in the industry and/or are more familiar with current terminology (especially important if you’re applying for your next Instructional Design role after working within the same role for many years).
Privacy and Student Data
As I drove to work earlier this month, I heard a story on CBC Radio from a parent who refused to sign a consent form for their child to use Google Classrooms in their school. They had privacy concerns and were upset that there was no alternative considered for those who may not sign the consent form. In this scenario, the student was able to complete their work, using Google Classrooms, signed in as the teacher – obviously not ideal.
The parent is also from British Columbia, so as I researched the article further and realized this, I understood some of their concerns. In Canada, British Columbia and Nova Scotia have some of the strictest privacy regulations when it comes to storing student data. In most cases, the data must be stored within Canada; however, in this scenario Google Classrooms information was being stored in the United States.
I understand the concern for privacy, but my reservations are here:
- How valuable is the data of K-12 students (this situation)? I’m sure someone well-versed in data analytics might be able to explain this to me. I admittedly am ignorant in thinking “how will that student’s book report become monetized or valued otherwise?”
- With all of the skimmed through and accepted privacy policies for everything we interact with online, I feel as though education is a smaller fish to fry in terms of sharing information. Am I wrong?
- Where will we be 10-20 years from now if we refuse to allow our children to access valuable resources within the classroom?
I pushed all of this aside for a few weeks, and then last night I ran into this interesting Educause article, Setting the Table: Responsible Use of Student Data in Higher Education, and it got me thinking about student data again. This article is related to student data use in higher education, so it’s a bit different than the concerns discussed in the CBC article, and the article is written from an American lens, so I’m confident there would be further implications related to student data use in Canada (at least in British Columbia and Nova Scotia).
In any event, the Educause article discussed a project aimed at generating a set of principles “that might frame institutional policies on the use of student data in the digital era.” (Kurzweil & Stevens, 2018) The article further discussed innovative ways institutions are using student data, such as admissions, enrolment management, and to enhance overall student performance. From their research, four main tenets emerged:
- Shared Understanding
- Transparency
- Informed Improvement
- Open Futures
These tenets are meant to guide the responsible use of student data across institutions, which is great. However, I’m still left thinking that there is a lot to do in terms of institutional policies with regard to use of student data, and I still don’t think the framing principles respond to the concerns of vigilant K-12 parents.
Basically, I’m confused. How do institutions move forward and ensure student data is protected and that privacy regulations are respected, while attempting to leverage innovative technologies that may increase student engagement, performance, and overall satisfaction? If you have any insight, please leave a comment, because all I have are questions upon questions.
Also, if you’re interested in learning more about Instructional Design, I have a 10-module comprehensive course (Essentials of Instructional Design) launching over at Sprout E-Learning on July 13th. You can save $150 on this course until June 29th.
Check it out on Sprout E-Learning!
If you’re on the fence, be sure to check out the Course Outline and Course Brochure!
