Tag: instructional design and technology

Posted in mobile, singular experience, Uncategorized

Project Tin Can: Good Communication or just a Tin Can Alley?

Posted on by TechCommGeekMom

Something I’ve been hearing about lately is something called, “Project Tin Can,” and it’s been a topic that seems to come back again and again in reference to m-learning. “Oh, I think great strides are being made with ‘Tin Can’,” or “I think ‘Tin Can’ might help to solve that problem in how it relates to m-learning,” I’d hear. I knew it has to do with how scoring and assessments are done, but what is it beyond that? Why should I even begin to pay attention to this?

Of course, I had to start doing some research, because if this is a hot topic that affects m-learning, I need to be on top of it, right?

First, if one doesn’t have an understanding of SCORM, one has to understand that first.  SCORM, for all you technical communicators that don’t know, is best explained by Rustici Software, which works very closely with the ADL who set these standards:

SCORM is a set of technical standards for e-learning software products. SCORM tells programmers how to write their code so that it can “play well” with other e-learning software. It is the de facto industry standard for e-learning interoperability. Specifically, SCORM governs how online learning content and Learning Management Systems (LMSs) communicate with each other. SCORM does not speak to instructional design or any other pedagogical concern, it is purely a technical standard…. The SCORM standard makes sure that all e-learning content and LMSs can work with each other, just like the DVD standard makes sure that all DVDs will play in all DVD players. If an LMS is SCORM conformant, it can play any content that is SCORM conformant, and any SCORM conformant content can play in any SCORM conformant LMS.  (See http://scorm.com/scorm-explained/ for more details)

Okay, so we have a set of standard for e-learning so that all content can work together congruently.

Great! So, why mess with what works?

Well, SCORM was developed about a decade or so ago, and while it’s worked great, a lot has changed in how educational content is delivered. A decade ago, we didn’t have smartphones in the same way that we do now, and tablets were still thought of as either pads of paper or slabs of slate that you wrote on with chalk. Mobile devices took off in the last few years much faster than anyone anticipated.  Obviously, if there are new means of technology, there are also new means of learning and delivering learning content to learners.  ADL, the SCORM proctors, realized that they need to stay ahead of the curve and start looking new solutions as mobile technology started to integrate into daily life.

While I had heard of Tin Can, it most recently was brought to my attention by Chad Udell of Float Learning. Float Learning is hot on the trail of TinCan, as evidenced by their May 2012 newsletter. Chad posted this link on Twitter to the following article by Reuben Tozman of the edCetra Training Blog: Instructional Design Tips for Tin Can, which talks about how Reuben and his company started to use Tin Can to start using methods that had their foundations in SCORM for a project, but ultimately needed the flexibility of Tin Can to evolve and progress with the project. I also looked at this article by Ben Clark of Rustici Software, as posted by Aaron Silvers of ADL on “What is Project Tin Can?“, which basically outlined what Tin Can was in broad terms, but it wasn’t completely clear to the “lay person” like me.

The most helpful thing in helping me understand what Tin Can is was to listen to episode #7 of “This Week in M-Learning” with RJ Jacquez and Rob Gadd, which can be found either on this website or on iTunes. They had Aaron Silvers and Jason Haag of ADL as guests on the show, and being that both Aaron and Jason are very much part of and deeply into the Tin Can project, they were excellent sources to consult.

The following are the notes that I took from the conversation (and hopefully I’m summarizing and paraphrasing most of the conversation correctly–let me know if I have any inaccuracies):

First and foremost, both SCORM and TinCan API (as it’s now known) are not standards, but rather they are specifications. SCORM is a widely adopted and used specification, but it’s still just a specification, not a standard. That’s an important distinction to make up front.

From there, it was explained in the podcast that Project Tin Can started around 2008, when ADL started looking at whitepapers and various resources to determine how they were going to develop new standards within SCORM to develop a platform that could move forward rather than a specification. With social media starting to have a stronger presence in the world, especially on mobile, something was needed that wasn’t being pre-defined or pre-described yet was something that SCORM tried to addressed. For example, how could people have ubiquitous access to online data? How could a self-sustaining, open source system be created in the process to build this new specification/platform/standard using as many ideas as possible to push the evolution of the system continually into the future?

Tin Can API–the end result thusfar of that research–is a major component of tracking of learning activity in next generation of SCORM.

RJ asked a major question in the podcast, which was, “What is the big deal of Tin Can?” It’s a valid question, after all. Aaron, Jason, and Rob (who is using Tin Can at his mobile technology firm) explained that Tin Can allows for mobile SCORM tracking to work optimally, both offline as well as online. The spec is meant to help level the playing field so that the content can plug into new platforms without losing content in transfer, giving it far more flexibility and ease to help mobile technology use SCORM specs.

It was noted that the need to be simpler was key for implementation; it needed to be more flexible than SCORM, so the concept behind Tin Can is not only to use it for e-learning and m-learning, but to provide deliverables of different code libraries that go beyond online learning. It was noted that Articulate Storyline is using a simpler version of Tin Can rather than SCORM, but it’s more capable in its deliverable, and Blackboard is using a form of it as well.

Another big point was that Tin Can API can be initiated with informal training and not start with an LMS (Learning Management System). The idea is that learning not initiated with an LMS would take credentials from social media sites like Twitter, Facebook, or Google (I believe Pinterest and Klout have these kinds of sign-ins). The idea is that by obtaining credentials from such sources, the content from a Tin Can-compliant app would already knows who you are. In other words, if you are already authenticated through a single sign-in ID, the app will be able to collect activity and log it. It was noted that not a lot of overhead to search for content, and Tin Can would allows smaller companies to do it for their projects.

So, the burden is lighter than SCORM. An LMS isn’t needed but it can integrate with an LMS; it is not specified to be a stand-alone but rather could expand the capability of any enterprise system by taking data about what you are doing in one place and allow other systems can see how you are performing, making it interoperatable and ubiquitous. Tin Can is meant to find a common ground to help look at data in context, helping disparate systems talk to each other.

As Tin Can API is a spec in early stages, it’s evolving very quickly thanks to
the project being highly community-based, in which things change quickly in weeks and months instead of over years like SCORM. Between the huge community support–slightly like crowdsourcing through specific online social media and other outlets– and getting some smaller m-learning “boutique” firms jumping in now, Tin Can is gaining great momentum. Rustici Software has been doing the research for ADL; ADL proposed what they wanted from their requirements, and Rustici were fortunate to get the job of bringing it to fruition. Aaron and Jason explained that Rustici released workable prototype that was incomplete–but workable–implementing the concept of using an activity stream in the Tin Can spec. (An example of an activity stream that they gave was Facebook’s layout.) Even after the initial project was completed, Rustici continued to build it out and offered what they did as open source, and their continued work was adopted readily by the Tin Can community.

So–the podcast was pretty informative and yield some of the best information to understand.

It seems to me that Tin Can API is still something to continue to watch, whether one is an m-learning developer, or even as an instructional designer or m-learning specialist. My impression was that Tin Can is meant to eventually go beyond m-learning and e-learning, and extend into other mobile applications as mobile technology specifications and standards evolve. Single-sourcing is a huge issue in mobile technology, and it seems to be that this is a project that is very much centered on making that happen.

For more information on Tin Can API, I recommend visiting the links above, and give a visit to http://scorm.com/tincan/.

Posted in Uncategorized

You make me feel like dancing…

Posted on by TechCommGeekMom


I’m feeling very excited right now.  So much so, I feel like dancing! (Don’t worry– I’ll restrain myself.) For those of you old enough to remember Leo Sayer, every time I hear the phrase, “You make me feel like dancing,” I think of him. Although the dance in my head these days is more like a Nikki Minaj/David Guetta soundtrack, but that’s neither here nor there.

Lots of things going on with TechCommGeekMom, both personally and professionally (since I consider this blog my “professional” blog).

First, I’m excited about my own academics. I just turned in my last assignment for the semester, which means that I am done doing the coursework for my Masters degree in Professional and Technical Communications! It’s been a long two and a half years, but just shy of getting the final grades and graduation, I’m done!  I’m very glad that I took the time and expense to get this degree. I’ve put a lot of hard work into this while at time juggling a stressful full-time job, being a Cub Scout den mother, and being the mother of a special needs kid. So if you don’t think you can do it, think again! It IS possible! I always wanted to get a graduate degree, but never knew what major. It’s been almost exactly 22 years since my undergraduate graduation, so there was plenty of reason to doubt that I could do it. But I’ve done it. I also know that it was worth the wait, because I not only validated many years of technical communications experience in the process, but gained a lot of new skills as well.  And who knew that I would do so well that I’d be accepted into the graduate honor society at my university? If you told me all about where I am now back when I first started this program, I would’ve told you that you were full of beans.  I’m excited to be moving forward from this experience!

Part of moving forward is also reliving some of the past, though! I’ve already made one post, but I will be posting some of my “greatest hits” from my academic blog here. While they are centered more on technical communications and editing at large rather than m-learning, I do think they provide some insight on things that all technical communicators need to keep in mind when looking at “the big picture”, no matter what specialty you work.

I’ve also added content to the ID/TC Links page now. I’ve listed links to commonly used ID and TC software as well as some of my favorite blogs and websites. If you’d like to contribute to the list, please drop me a line at techcommgeekmom@me.com.

Even though I won’t be in grad school anymore (at least for the time being…anyone know of a flexible PhD/EdD program? LOL), it’s not like I won’t be busy. I have lots of projects ahead, and lots of opportunities and chances for more opportunities. I’m looking forward to my webinar in June (register here if you haven’t already!), as well as several other projects I have on tap. If nothing else, being done with school means I can spend more time here on the blog and on Twitter! I genuinely would love any input and participation on this blog. Feel like guest blogging? Let me know! I want to create an m-learning community here where we can “talk shop” in a way that we can kick off our shoes and lounge on the couches while eating snacks-kind of way. I love a good discussion, and I love talking technology, m-learning and technical communications!

More to come, but please enjoy all the new stuff here on the site, and hopefully more great content is coming ahead!

Posted in Uncategorized

m-Learning and Single-Sourcing Aren’t The End of the World

Posted on by TechCommGeekMom

Does anyone remember all the hype about 13 years ago about how life as we knew it was going to be destroyed merely by the fact that most of the computing machines running around the world weren’t programmed to go beyond the year 2000 because it would reset itself to start back at 1900 again? Do you remember the mad rush to make everything “Y2K” compliant?” I do, and remember being in the thick of it. I even remember secretly bracing myself mentally, just in case Armageddon did happened. Nowadays, people are thinking about this supposed Apocalypse that will happen on December 21, 2012– about 8 months from now. Is it going to happen? And what does this have to do with m-learning and single-sourcing?

Here’s my take on it, having lived through that time from an IT perspective: nothing happened, and nothing will happen. Well, nothing catastrophic happened or will happen. If anything, the Y2K crisis brought to the world’s attention (or at least the IT world’s attention) that details are important when creating and developing software and web development. Y2K made the IT world take notice that it had to get its act together better, and if the world needed reliable, safe, easy-to-use products, then that attention to detail has to be put in from the beginning. The same thing happened with the tragedy of the attack of the US on September 11th, 2001. There was a realization that email and other digital means of communication could be used to circumvent security, and it caught everyone’s attention enough that the IT world had to step it up.

Think about how many strides have been made in since that 2000-2001 time period in the digital world! Smartphones and tablets were developed and constructed over this decade or so, and now we are a much more mobile society than before. I mean, seriously, in 2001, could you imagine yourself walking around with a tablet in your messenger bag just to read a book, do your email on the go, write papers, watch a movie, have video chats with friends around the world, or just to instant message/text friends that quickly?

When I had my first cell phone around the time of the turn of the century, it could do simple SMS messages and make phone calls, but nothing more. My iPhone is WAY more sophisticated than even my first desktop! We’ve actually gone beyond the imagination of what the Dick Tracy wristwatches of yesteryear intended to do– and then some!

We are in a really critical time in the development of the digital world right now. It’s as if nothing is impossible, especially with the huge chances that made us think about all those details around us. But that’s also the point– we have to make sure that we actually pay attention and heed the warnings of the past to make sure that all those details are included.

This brings me to m-learning. Right now, we are in a very exciting time with m-learning due to the great strides that have been made with technology in recent years. We have huge opportunities to reinvent the way things are done in e-learning on mobile devices, mostly because the medium is different than anything we’ve had before. It’s not just putting up pages and pages of content, but reformatting and rewriting to make it accessible to a wider audience. Cloud technology and wireless technology makes m-learning not only something that is portable due to device size, but accessible anywhere, anytime. Think about it– it’s a big game changer.

This brings me to the idea of single-sourcing and m-learning. It’s something that’s been on my mind lately, because as I try to learn more and more about m-learning and getting involved in m-learning, I realize that flexibility is something I need. In other words, while I am attached to my Apple products for my digital mobility, there are others who are strong devotees of Android products and there will be those who will be signing the praises of the Windows 8 mobile system soon enough. In the end, it’s three of a few of the different OS systems that will need to be able to receive the same information, but be able to communicate to each other clearly and cleanly to each other as well.

Many years ago, the Portable Document Format or PDF was invented by Adobe with the intention of inventing a common format that any OS system could read with the proper viewing tool. Today, PDFs are still used, and additional single-sourcing formats such as MP4 and MP3 for video and audio and ePub for publications are coming to the forefront. Heck, even as we speak, Flash is starting to slowly retreat in favor of a more common HTML5 format, even if all browsers and devices are not completely on board with that. I attended a great seminar the other day put out by Adobe and hosted by Maxwell Hoffman about how to use the Technical Communicator Suite–especially, in this case, RoboHelp 9 to help create ePubs for mobile devices like tablets. The main idea behind this seminar was to help users of Adobe’s Tech Comm Suite see how they could get on-board with this idea of single-sourcing through the creation of e-Pubs using the TC Suite.  Even though I don’t really know how to use RoboHelp at all yet, it was evident that this was a hot topic from the way it was presented and the questions being asked. I felt empowered to get started on trying to master this piece of software, because Maxwell made it look so easy to do, and his emphasis was not only on any particular device, but rather that this tool would be good to help develop for just about any device. Understanding how to create ePubs is an excellent stepping stone to bigger and better things! I’m sure that other companies are also realizing that single-sourcing is the way to go to connect with as many users as possible.

m-Learning is about reaching as many learners as possible in a way that’s user-friendly as well as compatible with the technology, while still being engaging. There are so many devices out there, that it’s really important that programmers and developers, as well as instructional designers and other technical communicators really take the time to care about those details so that we can truly have single-sourcing. Even just between my iPad and iPhone, I don’t always feel that apps available have the same functionality as they do on my laptop, and vice versa. Going between devices–whether mobile or stationary–should be seamless. It’s been mentioned that some companies are already on the right track with this thinking, such as Kindle. You can open up a book at one spot on your phone, then switch to where you left off on your Kindle device, then pick up again where you left off on your laptop. Much of this is done through the cloud and wireless connections. This is definitely the right idea, and going in the right direction. For me, it’s even the functionality. My Twitter doesn’t work the same way between my iDevices and my laptop, and that’s not right.  It should work the same exact way on all my devices, and Android users should have the same experience as I do. This is a really important concept for m-learning. You want to make sure that the deliverable presented is the same for everyone who comes to a course, and that’s a tricky thing to do right now.  This is why discussing and creating new standards for m-learning are so crucial. The single-source perspective is truly needed in e-learning and m-learning universally, so that the same quality of content is delivered to ALL universally.

So will I be jittering in my boots when December 21st rolls around? I don’t think so (unless there’s news of an asteroid bigger than the moon is hurtling directly towards us). If anything, I’m thinking that December 21st will be a day when it will start a new age of enlightment, and m-learning and single-sourcing will be a big part of that. We are already on our way, but perhaps there will be something on that day that will be a big boost towards a positive path.

www.startrek.com

Maybe that day will be as monumental as First Contact Day.


Posted in Uncategorized

Well, that didn’t work.

Posted on by TechCommGeekMom

Today, I was very excited to rush home from my part-time job to get to my laptop in time to attend a webinar.  I’ve decided that part of the way that will help me get ahead in the m-learning world is that I have to do a lot of listening in order to learn myself.  My graduate courses have covered a lot of ground, but they haven’t covered everything, so I might as well take advantages of free resources that are readily available to me, and do some of my own additional m-learning and e-learning.

Anyway, I just wanted to say…I was disappointed. I’m not going to name the specific webinar or who was hosting it to protect the innocent. I’m sure this host has put out plenty of good webinars, but this one wasn’t that great.  Was I benchmarking this against others I had attended? Well, sure, who wouldn’t?  When I attend a seminar in person or a webinar online, I’m just another student or learner like anyone else. I want to come out of that hour feeling that I learned something, or gained some new perspective on topics that I already know.  That really didn’t happen here.  Now, again, I’m not going to totally “diss” the presenter. It was obvious that the presenter knows his/her field well, but it was evident that he/she was asked to speak about one aspect of the field when that person was more familar with another supporting aspect of the field. I was bored by the PowerPoint slides, the information covered was not explained clearly, and the person was clearly rushing at the end, because he/she had several slides still to go and 2 minutes left on the clock.  I was bored, but I stuck with it until the end because I hoped to gain some little nibblet of information that would be new to me. Now, I’ll give the presenter the benefit of the doubt, that perhaps he/she was nervous, or was jumping on slightly unprepared, or perhaps even just rushed out of one meeting into this webinar and didn’t have a chance to switch mental gears well and it just got out of sorts. That happens.  But still, I was watching the numbers for the participants start very strong, and dwindled down very quickly in the last quarter of the alloted time, and that can’t be a good sign.

I happened to see that another tech comm acquaintance of mine was commenting on Twitter about the same webinar (again, not naming names to protect the innocent), and it was interesting when we started speaking through direct messages–offline to the rest of the world–that we were having the same experience. I had attended webinars with this other person, so I know that he/she had other similar experiences as I had. I was just glad it wasn’t me, but that maybe the presenter had not done his/her homework, and really wasn’t addressing the right audience.

I mentioned my disappointment briefly on Twitter, but chose to include no details. I had another acquaintance direct message me, and his/her reply was that many people will come online claiming to be experts, but really aren’t, and it can be a letdown. He/she continued by saying to me that some people are “knowers” and some are “do-ers”, and sometimes being a “knower” isn’t enough to be an expert and be doing presentations like that.  I couldn’t agree more.

I’ll be straight-up. Look, I’ll admit that right now, I’m more of a “knower” than a “do-er”. I’m not in denial about that, and hopefully I’ve tried to make it clear while I’ve been writing this blog that I am–in many respects–still a newbie. I was in the e-learning world many years ago, before I became a mom and tried other things, so in that respect, I was a do-er at one time, and I’m trying to become a do-er again.  For now, I am mostly a knower, but I will never admit to being a know-it-all.  This is why I know I have a lot to learn. This is why I attend webinars, and read blogs, and keep up with all the great articles that other e-learning, m-learning and tech comm professionals are posting on Twitter or elsewhere. I’m hoping that by the time I finally get the chance to DO the job of working in the e-learning and m-learning field, I will be able to DO my job even better. But will I be an expert? No, and frankly, I don’t think there’s truly anyone on the planet that know EVERYTHING about a given topic, even the foremost authorities on a given topic.  Being the daughter of an educator and being a lifelong learner, I think I will always be a learner, because the world is moving very fast, and there’s always something new to be discovered. I am knowledgeable and competent in many things–some topics more than others. I am always more than happy to share what I know well with others, and learn from others as well, and have healthy debates and dialogues on topics. That’s true learning and teaching.

Anyway…back to the webinar. Even with this webinar, I felt like basic e-learning principles weren’t being followed. Nothing about the instructional design of the webinar engaged me as a participant. I have been in webinar where I felt like, “Wow, it’s done already?” but this was not one of them. I was waiting for it to be done.  I left it feeling that I didn’t really learn anything, and that, heck, even being a newbie I could do a better job with that webinar. I am not boasting when I say that or being conceited. I try very hard not to be that way.  But, I felt that the main topic was approached with too much detail, and didn’t get to the meat of the topic. It gave me the feeling that if I wanted to do a webinar, or had to do online presentations and stuff, I couldn’t do any worse that this person.

As I thought about it more, I’ve given presentations to people anywhere as young as a Cub Scout to high-level executives in my career, and in the end, the message is the same– know what your audience expects, deliver on the expectations or do better, and like any good technical writing, keep it short, clear and concise, yet engaging. Heaven knows how many times I had to get up in front of my Cub Scout den to teach a bunch of little boys some dry subject that was required by the Boy Scouts of America, and I had to make it interesting for them. Same thing goes for grown-ups too– you’ve got to keep it moving, and even take the driest topics and make them interesting.

Nowadays, part of the drive with m-learning is that content and formatting addresses these same topics of keeping it short, clear, concise, and engaging.  With technology available today, we don’t need boring PowerPoint presentations! Even Powerpoint has the ability to include video, audio and animation. There are free programs available on the web like Prezi to make presentations even more lively, animated and interactive.  Presenters need to think of how they would be sitting in the audience of their own presentation. Do you think it’s good? Would you be interested in learning more after hearing it? What would make the presentation more interesting to you?

I’m looking forward to still watching and participating in future webinars as I learn more and more about m-learning and e-learning. I know that m-learning is growing so rapidly that it’s hard to keep up, but applying the same best practices of m-learning into webinar presentations will go a long way in keeping the caliber of the field high–and keeping my interest.

Posted in Uncategorized

Study, or not to study. That is the question.

Posted on by TechCommGeekMom

I’ve often wondered what it truly takes to be able to call oneself an instructional designer or an e-learning specialist. I suppose there could be lots of criteria for it.  Some people have been traditional teachers, and from there moved into technology positions, bringing their wealth of information to the IT world. Some have gone to school to specifically become instructional designers, learning everything there is to know about how to present information and assess what students know.  Some are IT people who fell into the field by working for a company or department that was in charge of learning and development at a corporation.  Whatever the case is, there are plenty of ways that e-learning specialists have come to where they are. The question is…do I consider myself an e-learning specialist?

I’d like to think so. My first IT job was actually that of being the customer service manager of a new e-learning dot-com during the dot-com boom of the late nineties. I was the second employee the owners had hired, and like all small companies getting off the ground, employees often had to wear multiple hats, not just do the job for which they were hired.  While I did do the customer service work, I also ended up learning how to be the content manager for the LMS system that we used, and eventually, after the company grew, I was promoted out of customer service (that part was actually outsourced) to be the senior (okay, only) content project manager of the company. It was a long while ago, and very stressful and busy, but the nostalgic part of me remembers them as heady days. I learned the basics of how LMS and CMS systems worked, and I could see how content and assessments were created and rewritten so that the assessments would evoke learners to answer correctly. Heaven knows how many assessments I had to put into the system from third-party content writers. But that’s how I got my start, and I loved being in that company and that business.

The business was sold to a bigger company that said it was a merger, but it really was a takeover, and eventually everyone–even the owners–were pushed out. It was a disappointment, because I thought we really had something good going, and I really wanted to stay and continue the work I was doing.

Flash forward to several years later, after some stay-at-home years with my little son, my first full-time job was with a philanthropy that was automating the grant application system they had from applicants sending in faxes to answering questions and uploading documents online. While it wasn’t an e-learning job exactly, it was explained to me in my training that instructional design methods were being used to ensure that questions were asked in a way that would be clearly understood by the applicants, and would also elicit the kinds of responses the philanthropy needed to make a decision as to who would earn grants and who wouldn’t. I spent my days doing a lot of technical editing and applying those instructional design techniques, which seemed to come very naturally to me (I was even told that I picked up the concepts more quickly than many had), and again, I enjoyed what I did.

Shortly after that position came to an end due to layoffs, I found myself looking for some sort of unemployment training. I figured out, somehow, that the technical editing and instructional design skills I had were referred to as “technical communications”, and so I looked for programs that might help me get a leg up on learning more, so that perhaps I could find another job. Well, I did, and I started with a graduate certificate in technical communications essentials, and since I liked it so much, I transferred all my credits into the Master’s program, which I am in the middle of finishing up right now. This is my last semester, and I’m taking two classes and a capstone seminar, and as of May, I will have my Masters of Science in Professional and Technical Communications.

During all this studying, I’ve been doing a lot of focusing on e-learning and m-learning, and in the past year, really starting to concentrate more on this with the advent of the iPad (and getting my iPad, and seeing its potential in education!). There was only one class offered that had anything to do with instructional web design, and I took that course during my certifcate courses…but that was it. Almost every course since, I’ve tried to bring in some sort of element that had to do with e-learning or mobile technology whenever possible. I’m continuing to do that now, even, in my last semester. I’ve even made a greater effort to get involved in the e-learning and m-learning community in the last few weeks, and have made huge leaps and bounds during these weeks meeting new people in the field or share the same interest in education and technology especially through Twitter. In fact, if you are reading this now, you are most likely one of those people. HI!!! Glad you are here.

Oh, and one more thing…I think I’ve had a special understanding of instructional design that’s not the norm (I don’t know that it’s unique, as I’ve met a few others who are in a similar situation), which is that I have a special needs child, and with him, I’ve had to learn even more about how people learn and how people acquire knowledge. In the process, I’ve learned how to think outside the box to enable effective learning. Technology is part of it, and it could play an even bigger part, but there has been some creative thinking in the process as well.

So…does this experience make me an e-learning specialist? I’m not sure. Part of my problem is that because I haven’t stayed in one industry for years or have a PhD in some scientific field to make me an SME, and that I’ve trained myself to have as broad a technical communications foundation as possible (to enhance my chances of finding employment) despite my special interest in e-learning, I’m not thought as one, I don’t think. Oh, and the fact that I haven’t used a specific up-to-date LMS or LMS building system, or have used e-learning software like Captivate, Lectora or Articulate (although I’ve been told that I would probably pick it up very, very quickly) in a long time, I’m ineligible to speak as an e-learning specialist.  So, what DOES it take to be an e-learning specialist?

I’m sure some of it is that I still need to get some further education. I was fortunate that the Master’s degree that I’m earning is through an accredited institution– that is, it’s a place that is already a well-established bricks-and-mortar school, and it so happens that this is an online degree taught by the same staff at the bricks-and-mortar school. I’m not knocking other legitimate online learning places, but for me personally, there has been a certain comfort in knowing that my degree is from a place that people have heard of and gone to well before online degrees were invented. (My husband graduated from my soon-to-be alma mater more than twenty years ago, and his late stepfather taught there well before either of us were born!)

So, what do I do next? Do I just do my best to wiggle my way into some position somewhere, and hope that there is a manager out there that understands that I’m experienced and yet a newbie at the same time? Or, like I said, do I further my education? It’s a tough decision. For now, part of the issue is money. Education isn’t cheap. Sure, I could look up some YouTube or software manufacturer videos to learn these software programs…and in time, that may be the solution or part of the solution…but will it be enough?

One of the big questions and hot topics in e-learning and especially with the advent of m-learning is the DIY Education.  Anya Kamenetz has written two books on the subject, namely, “DIY U” and “The Edupunks’ Guide to a DIY Credential“, and she mostly talks about the idea of people creating their own education in a cost effective way, whereby a learner can learn through, for example, TED videos and online person-to-person learning instead of just through the conventional means (even a conventional course that’s done online), and that the mentality of what education is has to change. She says that as student debts are rising, and not everyone can afford a conventional education, there is lots of good information available through the Internet that can allow a person to learn what’s needed to effectively participate in a particular field or the workforce at large. Brilliant stuff. Someone she writes about who is a mover and a shaker in education and technology, and someone  who actually works at my undergrad school (wish he was there when I was there!), is Jim Groom. Jim is the one who is credited for creating the term, “edupunk”, and has been a strong advocate of open source education and the use of technology in higher education. He came a decade after I graduated, and it looks like he’s made a big splash at my alma mater!  Are these two individuals among those who are leading a bigger movement into something that should be, well, obvious, and one I should be taking advantage of?

I’m not sure what path to take. I’ve thought of going for a PhD in Instructional Design and Technology, but between the time and money factors, but I don’t know that I’m up to it just now. Should I get another Master’s degree? Same issue as the PhD. I’ve also thought about perhaps going for another graduate certificate in Instructional Design and Technology. That might be a more viable option…but again, time and money are factors.  Do I just take a few essential courses, just to get myself up-to-speed, or at least give me a little more credibility and knowledge? Perhaps…it wouldn’t take as much time and money as the other options. But in the end, will it give me the credibility I need to be considered an e-learning specialist?

I don’t know. And therein lies the problem.  So, I need to ask again…what constitutes an e-learning specialist? I would really like to know, because I feel this is my “calling”.  Do I just do my own thing educationally going forward? Am I fine where I am with the education and experience I already have? Do I need to do more, and if so, what? I wish someone could give me some direction.