CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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Defusing Landmines in eLearning Projects © 2011 BlueStreak Learning, LLC 1

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Transcript of CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Page 1: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Defusing Landmines in eLearning Projects

© 2011 BlueStreak Learning, LLC 1

Page 2: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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.

Page 3: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in 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

Page 4: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Please Participate

Interactive presentationDiscussion points noted along the wayLearn from our collective scars

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It’s about our

community of practice

Page 5: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

eLearning Landmines

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We’ll discuss four common types of landmines:Course delivery (LMS)SME timeRevisionsScope creep

Page 6: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Course Delivery Story

One of my worst days ever!Project: IBM Partner Training

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Page 7: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 8: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

SME Time Stories

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Tell us about this incident and what you think caused the problem.

Page 9: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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.

Page 10: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 11: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 12: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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.

Page 13: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Scope Creep Story

Project: 18 Lesson Healthcare Curriculum

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This issue affects over half our eLearning projects

Page 14: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in 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

Page 15: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 16: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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.

Page 17: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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.

Page 18: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 19: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 20: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 21: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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.

Page 22: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

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

Page 23: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Q & A

What questions do you have?

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Page 24: CETS 2011, Jennifer De Vries, slides for Defusing Landmines in eLearning Projects

Contact Information

Jennifer De Vries, CPTBlueStreak Learning, LLC

[email protected]

Thank you for your time and attention.

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