CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects
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Transcript of CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects
Defusing Landmines in eLearning Projects
© 2011 BlueStreak Learning, LLC 1
Event Vision
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The purpose of today’s event is to:Provide a forum for eLearning professionals in the Chicago area to share their knowledge and experiences with each other.Create a space where event participants can view the latest eLearning technology products and get to know local eLearning supplier/partners.Create a community of eLearning professionals who work together on eLearning projects.
Session Objectives
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At the end of this session you will be able to:List common issues that can sidetrack an eLearning projectUse a list of scoping questions to assess potential issues before the project startsFacilitate a project kick-off meeting that sets appropriate team member expectationsUse tracking and communication techniques to address issues before they blow-up
Please Participate
Interactive presentationDiscussion points noted along the wayLearn from our collective scars
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It’s about our
community of practice
eLearning Landmines
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We’ll discuss four common types of landmines:Course delivery (LMS)SME timeRevisionsScope creep
Course Delivery Story
One of my worst days ever!Project: IBM Partner Training
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Course Delivery: Lessons Learned
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Test the delivery platform (LMS) early in the development process
Load a prototype in the LMSTest on target audience computer or similarFocus on items that may stop or distort the course
FirewallsCorporate IT policiesOS, browsers, screen resolution
Resolve any issues you find early in the course development process
SME Time Stories
.
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Tell us about this incident and what you think caused the problem.
SME Time: Lessons Learned
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Common misunderstanding:SMEs don’t realize how much of their time is required to develop a solid eLearning course.
SME Time: Lessons Learned
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Explain the options for gathering and revising content and the risks with each method
You read, research & interview/SME reviews & revisesSME writes/You revise & reformatDo NOT expect the SME to be the eLearning designer
Based on the selected method, explain the time you need from the SME early and often
Initial developmentReviews and verification
When you’re not getting what you need, discuss:Issues and possible resolutions with SMEOptions with management and/or stakeholders
Revision Stories
Two New System Training ProjectsFor both, the cost was double the estimate
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How many times do we go back and
forth?
Newton’s Cradle
Revisions: Lessons Learned
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When you have more than one or two reviewers:Appoint a decision-maker to consolidate revisions into one list.Hold a revision discussion meeting to make decisions about which revisions will be made.Keep your revision cycles and versions clear.
When working with unstable content, consider delaying the project start until the content stabilizes.Make sure you discuss the cost of the revisions (time & money) and gain agreement from managers and stakeholders.
Scope Creep Story
Project: 18 Lesson Healthcare Curriculum
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This issue affects over half our eLearning projects
Scope Creep: Lessons Learned
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Compare scope to current status regularlyDetermine the root cause of the scope creep
Course length/amount of contentContent changes/revision cyclesLevel of interactivity or media
Review issue with stakeholder ASAPPresent problem in factual, data-driven mannerOffer options to increase time, money, change deliverables, or better control project elements
Agree and communicate action plan to team members
Your Turn
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Raise your hand if you want to provide a tip for dealing with one of these potential landmines:• Course Delivery (LMS)• SME Time• Revisions• Scope Creep
Scoping eLearning Projects
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Six types of items to assessStakeholders/Owners & Results NeededPrevious eLearning Experience & ExpectationsTarget Audience and Course DeliveryExisting ContentCourse Development/Production
Read over the first 1 ½ pages of the handout. What questions or
comments do you have?
The most important way to defuse landmines is to ask the right
questions before you start the project and plan according to the
answers you get.
Kick-off Meeting Agenda
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Team IntroductionsGoals for the ProjectWork Process/DeliverablesRoles and ResponsibilitiesTools and TemplatesBranding/Style GuidelinesVisuals and Media ElementsFile Sharing and Version ControlAction Items and Next Steps
The second-most effective way to defuse landmines is to get the
entire project team on the same page at the beginning of the project.
Kick-off Meeting Agenda
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Team IntroductionsGoals for the ProjectWork Process/DeliverablesRoles and ResponsibilitiesTools and TemplatesBranding/Style GuidelinesVisuals and Media ElementsFile Sharing and Version ControlAction Items and Next Steps
eLearning Project Tracking
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Deliverable BudgetHours
Actual Hours
Difference Overage Rationale
Design Document 12 10 +2Storyboard 20 36 -16 Lesson 50%
longer than planLesson production 40 50 -10 Lesson 50%
longer than planAlpha, beta, QA revisions
16 12 +4
Meetings & calls 4 7 -3 Trying to reduce content
Project management 8 10 -2 Lesson size issuesProject Status 98 123 -25
If the lesson is 50% longer than planned, does it make sense that we’re 25% over
budget?
100 % Project Completion
The third most effective way to defuse eLearning landmines is to establish a tracking system and
monitor the project regularly.
Earlier in the countdown = more time to defuse
eLearning Project Tracking
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Deliverable BudgetHours
Actual Hours
Difference Overage Rationale
Design Document 12 10 +2Storyboard 20 36 -16 Lesson 50%
longer than planLesson production 40 50 -10 Lesson 50%
longer than planAlpha, beta, QA revisions
16 12 +4
Meetings & calls 4 7 -3 Trying to reduce content
Project management 8 10 -2 Lesson size issuesProject Status 98 123 -25
If the lesson is 50% longer than planned, does it make sense that we’re 25% over
budget?
100 % Project Completion
eLearning Project Tracking
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Deliverable BudgetHours
Actual Hours
Difference Overage Rationale
Design Document 12 10 +2Storyboard 20 36 -16 Lesson 50%
longer than planLesson production 40 0 +40Alpha, beta, QA revisions
16 0 +16
Meetings & calls 4 4 0 Trying to reduce content
Project management 8 7 +1 Lesson size issuesProject Status 98 55 43
30 % Project Completion
If you don’t address this, the production team will have 43 hours to do a 56 hour job or you will
be over budget.
Your Turn
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Raise your hand if you want to provide a tip about:• Scoping an eLearning Project• Kick-off Meetings• Project Tracking
Q & A
What questions do you have?
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Contact Information
Jennifer De Vries, CPTBlueStreak Learning, LLC
Thank you for your time and attention.
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