14. SME Role
• Provide content –
raw or finished
format
• Review, test, and
approve course
15. Additional Roles
• Provide source
images or graphics
• Record voiceovers
• Use an authoring
tool to produce the
e-learning program
16. Your SME Wish List
• Availability to
participate in the
project and commit to
the time required
• Deep knowledge of
the subject matter
• Ability to identify with
the novice learner
• Good writing/editing
skills
17. Your SME Wish List
• Committed to e-learning
as a delivery method
• Detail oriented (for
build/script reviews)
• Ability to commit to
deadlines and to commit
to specific review times
18. Not in Their Toolbox?
Don’t assume:
• Clear
communications
• Organization
19. Not in Their Toolbox?
Don’t assume:
Understanding of training or e-learning
20. Not in Their Toolbox?
Don’t assume:
A single SME has all the answers
21. Start with the business change you want to make.
Then work out the tasks people actually do, and
devise some practice activities.
You only need offer enough information for the
learners to do that practice.
blog.cathy-moore.com
22. Make it contractual!
Limit their sphere of activity by getting them to sign a strict
schedule, along with agreements on delivery, format for
comments, what they have to do and what they don’t do
(learning and interactive design).
http://donaldclarkplanb.blogspot.com/2006/09/sme-subject-matter-egomaniacs.html
23. Getting Started
Show the SME the pieces of the product
• The initial storyboard
• An edited storyboard
• A voiceover script
• A PPT before and
after you’ve used a
development tool
• The final product
24. SME Role in Development
• Storyboard
• WBT
• Testing
• Deployment
25. Gotcha
• Your first project with a new SME will
takes twice as long as you think it will
take
26. Time
• Get a commitment
for time
– Build into the
project plan
– Have a review
process and
discuss it with
the SME
29. Best Practices
The SMEs must be trained in
the software package
• Standards and templates
are important for
consistency and quality
• Coaching and support help
the SMEs succeed
• Train them only on what
they need to know to
perform their tasks
How to
create an
objective
30. Standards
• Branding elements
• Screen colors and
elements (such as
borders and buttons)
• Text styles and colors
• Caption styles and colors
• Image types – and sizes
32. Learning Objectives
Learning objectives indicate what someone will be
able to do, know, or understand as a result of the
training experience.
A complete objective will contain a:
• Task – What must the learner perform (one
behavior, one verb)?
• Condition – How will it be performed?
• Standard – How well must it be performed?
33. Objective Examples
Topic: Communication
• Explain four basic principles of
communication (verbal and non-verbal) and
active, empathetic, listening
• Outline four barriers and bridges to
communication
• List at least four ways communication skills
which encourage staff involvement will help
create a positive work environment
34. Content
• Include only the information necessary to
meet the objectives
• Focus on "just enough" rather than "just
in case"
35. Write for Your Audience
Before you write
anything, consider:
• Who is your audience?
• What are they looking
for in the content?
• What do they know
about the topic/issue?
• What are their reasons
for reading this
text/page?
36. Steps to Creating a Course
• Design your e-learning
course
• Build the structure of the
course by adding topics and
pages
• Use the quiz page template
for adding quizzes,
knowledge reviews, or tests
to the course
• Preview the course and
make changes as necessary
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Section 1
This Is a Course
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40. Your Manager
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commodo magna eros quis urna.
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41. 4Q Report
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42. Example
text
This is a text example. Go ahead and replace it with your own text. It is meant to
give you a feeling of how the designs look, including text.
This is a text example. Go
ahead an replace it with
your own text.
This is a text example. Go
ahead an replace it with
your own text.
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ahead an replace it with
your own text.
Cycle Diagrams
44. Example text
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example. This is a
text example.
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57. 60-Minute Masters
• This short course provides subject
experts and many others with the
skills needed to design engaging,
rapid e-learning materials for use in
the workplace
• http://www.learning15.net/
– You can sign up for free
– Look at the 60-Minute Masters course
61. Articles
• Five ways to love your SMEs
• Why e-learning is so darn cool
• E-learning SME authoring
• Learning Circuits Big Question: Working with
Subject Matter Experts
• Tips on Handling Subject Matter Experts (SME)
• How Important is the SME?
• I AM a subject matter expert
• Subject Matter Experts - The 'Perfect Partner' in
Training
63. Speaker Info
Creative Interactive Ideas, Inc.
• Debbie Richards
• 713/523-0888
• Debbie@cre8iveii.com
• http://cre8iveii.blogspot.com/
Notas del editor
Valero Energy: SAP integration training
As the largest refiner in North America, Valero Energy Corporation has an extensive refining system with a throughput capacity of approximately 3.1 million barrels per day.
Valero had 200 locations that needed to integrate SAP. With the traditional training method, this project would have required a live trainer to be at one location each day for 200 days, which means it would have taken more than six months to complete the training.
So instead of providing live training, Valero decided to use Adobe Captivate simulations to create demonstrations, practice exercises, and an exam. The Adobe Captivate simulations could be deployed to all 200 locations simultaneously, as soon as they were complete.
The SMEs on this project were the people who knew the software best—the project manager and the IT architect. The training department provided a copy of Adobe Captivate to the SMEs and set up all the capture preferences and styles on the SMEs’ machines.
The SMEs did a raw capture of an entire task and made sure they captured every message as well as every screen. Valero trained its SMEs to capture more than what is necessary to create the Adobe Captivate module, which is important to prevent the need to recapture screens later. Valero has found that all of its SMEs learned the capture process in less than 30 minutes.
Once the SMEs captured the screens, the training team interviewed the SMEs and recorded their answers and explanations. That recording was used to write a script. Then a professional voiceover talent read the script for the final product. The training team added video and interactions to the Adobe Captivate movie to create a high-quality, professional product.
By using this streamlined process, the Valero Energy team went from producing one Adobe Captivate movie per month to producing five or six per month. The movies that Valero now produce are the same length or longer and often have greater complexity than those produced with a traditional process.
The primary reason respondents have SMEs use Adobe Captivate is that the SMEs know the material best and can do the screen capture faster than they can teach the instructional designer the material.
Most of the respondents provide IT and software training, and their subject matter experts learn the screen capture process quickly and easily.
Also for the majority of respondents, capturing content is only the beginning of the eLearning development process. The training department takes the SMEs’ work as raw material and uses it to create a robust and interactive eLearning product.
Unless you are an expert in the topic for your course, you’ll need an SME to provide content, reviews etc.
SMEs are the subject experts, while you are the training expert
A SME provides the content while you arrange that content into material that can easily be learned
SME are responsible for the technical material and trainers are responsible for ensuring that the information gets translated into materials that learners can digest
Why? Because SME are the masters of their craft while trainers are masters of theirs
No matter what their level of involvement is, SME are responsible for providing the tasks and the performance steps to you
Trainers are responsible for turning that information into learning steps, designing the learning environment, and maximizing training dollars by providing the best training solution within an acceptable budget
SMEs are responsible on how tasks, to include the order of performance steps, are to be performed
Trainers are responsible on how that material will be presented (e.g., demonstrate - practice - hands-on test)
SMEs are responsible on technical-jargon, while trainers decide if that jargon needs to be explained
SMEs are responsible for acceptable performance levels, while trainers decide how that performance will be evaluated (e.g., written, hands-on, oral)
SMEs are responsible for providing the performance objectives
Trainers are responsible for turning the objectives into viable learning or performance objectives (task, conditions, and standards).
Don't assume that the SME will clearly communicate what they know
Most people aren't good at clearly organizing their thoughts on a topic and communicating them in detail
The expectation that the SME can turn on a faucet and start spewing out information in a way that the rest of the team can understand it is unrealistic.
Don't assume that an SME will understand training or e-learning.
Think about reading a blueprint for a building. While the basic structure may be understandable from a blue print, not everyone will be able to fully understand the meaning of all the lines and numbers on the document.
Don't assume that a single SME has all the answers
Each person has their own perspective - SMEs are no exception
You may need to work with dozens of SMEs to reach a single consensus based on the amount of knowledge the SME has
Start by showing the SME the pieces of the product
The initial storyboard
An edited storyboard
A voice-over script
A PPT before and after you’ve used a development tool
The final product
Storyboard
Provides content
Reviews/Approves changes
WBT
Reviews/Approves changes
Testing
Part of testing team
Deployment
Course evangelist
Your first project with a new SME will takes twice as long as you think it will take
Sometimes you just have to do a project for the SME to understand the process
Module Structure
Every module or lesson in a course must contain the following three components. These components link together and form a cohesive structure.
Learning Objectives
List the actions that students should be able to perform upon completing the module.
Content
Provide the information that students need to perform the objectives
Learning Checks
Ensure that students have learned the information necessary to perform the objectives
Learning objectives indicate what someone will be able to do, know or understand as a result of the training experience.
A module or lesson should never have more than seven objectives.
A complete objective will contain a:
Task - What must the learner perform (one behavior, one verb)?
Condition - How will it be performed?
Standard - How well must it be performed?
Introduce the objectives with this lead-in text: After completing this module [or lesson], you should be able to:
Note: Do not write that the learners "will" be able to perform the objectives, only that they "should" be able to.
The recommended maximum number of pages per module or lesson is twenty and never more than 30.
To keep modules the optimal size:
Have one main topic per module or lesson.
Include only the objectives that meet the learners' needs.
Include only the information necessary to meet the objectives. Focus on "just enough" rather than "just in case."
Provide supplemental information using web links, appendices, or reference documents.
Articulate Presenter 09:
Appears as a tab in PowerPoint letting you convert an existing PowerPoint presentation to a trackable course that can be uploaded to an LMS.
Each slide in the PPT file is a page in the course.
When you insert Engage or Quizmaker files, they appear as placeholders on their own slides.
Articulate Engage 09:
Build engaging interactions using the templates.
Integrate the interactions into the Presenter course or use them as stand-alone learning objects.
Articulate Quizmaker 09:
Create graded quizzes that integrate with the Presenter course.
Can also be published as stand-alone learning objects.
Configure Player Templates: Configure controls such as navigation, player controls and colors
Set Presentation Options: Set options that affect how you interact with Articulate
Add Content in PowerPoint: Use text, images and other features to add content slides to the course
Add Presenter Content: Add attachments, web objects and movies
Add Engage Content: Add and modify Engage modules
Add Quizmaker Quizzes: Add and modify Learning Check and Quiz modules
Add Audio: If needed
Set Slide Properties: Customize slide titles, branching, navigation and settings
Publish: Publish course for Web, LMS, CD or other delivery formats