DevLearn2022 – All Resources
Morning Buzz – Working with SMEs
Shawn Rosler
- Empathy is driver of engagement (with SMEs, too)
- Thank you for hearing me.
- Sometimes *we* love the Kool-Aid.
- Evidence shows that…
- We need your help…
- When you have a half-hour to talk, let’s sit down and talk about how to help the end user have a better customer experience.
- Change from company hired us to — we merged with a company.
- Because this team took 30 min. out of their day, look at we could do/accomplished!
- Delay — urgency — rescue — realize needed.
- Ego & Empathy
- Everyone wants to be part of the band, even if they don’t play an instrument.
- good / fast/ cheap
- Tone down level of expectation.
General Session – The Power of Transformative Design
See full-sized values and measurements here.
by Kevin G. Bethune, p. 144.
6 Learning Trends to Know, Adopt & Grow Your Skills
Nick Floro
Creating Powerful Visuals on a DIY Budget
Tracy Parish
- Resources – Fantastic!
- Maestro Learning – Every experience in the learning process is more effective when thoughtfully designed.
- We must meet our learners where they’re at.
- Principles
- C – ontrast
- R – epitition
- A – lignment
- P – roximity
- Colors
- Fonts
- Websites
- fontpair.co
- Typ.io
- Google Fonts
- Font Pairing
- Versatile Fonts
- Typography Hierarchy
- Size
- Weight
- Color
- Contrast
- Case
- Position alignment
- Websites
- Images
- Createherstock.com ($0/185 photos/year)
- PXHERE
- LordIcons (1458 free/year)
- Storyset/Flaticon
- Flaticons.net
- Noun Project
- Inspiration
- Creative Market
- Canva (1000s free templates)
- Awwwards.com
More Than a Game: Motivating Change Through Behavior-based Games
Jennifer Yaros
Game Mechanics Cheat Sheet
- Badges – Badges are a way to provide a sense of accomplishment. They should be more difficult to collect than points. Use them to show mastery of a skill, completion of a challenge, or for finishing a level.
- Challenges – When including challenges in your training, make sure they align with the goal and learning objective of your course.
- Collaboration – Collaboration is great to use to promote teamwork. It also provides a method for learners to benefit from the experience of others.
- Competition – This can be used to create a level of stress, which can aid in learning, and we’ve all heard people exclaim “competition brings out the best in me!” competition can also let a learner know how they stand against others.
- Feedback – Just like in knowledge checks, feedback in games lets the learners know how they did on a specific challenge. Feedback is also a great way to provide additional or supplemental information. However, don’t use feedback if you use a timer.
- Leaderboards – Leaderboards are good to use for learner personas that are competitive, such as sales people. They show an overall progress in a game and often show how a learner measures against other learners. The progression in the leaderboard should align with the proficiency of the learning objectives.
- Levels – Think of levels as the learning journey. Each level can build upon the previous to show an increase in proficiency, or a level can be used to divide topics and show mastery of a specific topic or skill.
- Points/Scores – This is a good way to let learners know how they are doing and to provide a sense of accomplishment. Be careful with awarding points, though. If you provide points too easily, then they become less valuable to a learner.
- Scenarios/Simulations – These are a great way to help learners practice critical thinking or to practice a new skill.
- Timer – Using a timer in a gamified course creates a sense of urgency and helps a game maintain a quick pace. Also, there are studies that show people learn better when there is a measure of stress.
Design Your Game Mechanics
- Gather and analyze your assets.
- Determine the game mechanics by matching them to your behaviors/skills and learner persona.
- Create the story to tie the game mechanics together and promote engagement.
- Identify what success looks like.
It doesn’t have to be a game in the traditional sense to be effective gamification. How can this be considered gamification?
When training and game elements are appropriately designed, learners know what is expected of them and they are motivated to perform desired behaviors and complete required tasks.
/jenniferyaros (LinkedIn)
How to Create Beautiful eLearning Templates Using Storyline 360
Elizabeth Pawlicki
- Save a bunch of pics on file and call it a template — easy to find pics
- Put shape on screen w/ image background (helps accessibility)
- Remember theme fonts, colors, save
- Icons: ungroup, can color fill part of icon to theme color
- Illustrations are not usually grouped. Can use in PP, remove background, and mark what items to keep.
- Template = save as type. Storyline Template (can keep re-using, then import from story template)
Gamify Your Course Design Process
Amadeus Nunaley & Mary Nunaley (Lavender Dragon Team)
- If you have fun client onboarding process, have great brainstorming, good expectations, etc.
- No one size fits all (need meeting of your needs → client needs).
- What parts of that do you need?
- How can we reach a part of that for you?
- How will learner get feedback? How will learner get rewarded?
- Broadcast/measure/learn
- PBL – Points, Badges, Leaderboards
- It’s just a prototype and testing the gameplay part, first.
- Great to mention to clients — “I have another client who started or wanted this piece, and this was the result.”
- Time / Budget / Resources — If I have this much time, this is what I can give you.
- Tailor cost to audience (CEO vs. L&D people). Avoid jargon, be concise.
- Educated clients are easier to work with.
- Project work times are easier to handle.
- Genie Lee + JotForm (whiteboard → Vyond video → Live video)
- Ask for demo site and free access; additional examples.
General Session – Blowing Up Stereotypes in Learning
Through her theatrical and hands-on approach to teaching, Dr. Biberdorf is breaking down the image of the stereotypical scientist, while reaching students that might otherwise be intimidated by science. Students’ emotional responses, rather than rote memorization of facts, is key to Biberdorf ’s dynamic approach to her program, as well as science in general. Her exciting and engaging program leaves audiences with a positive, memorable impression of science – all while diminishing the stigma around women in science.
Reminder from Kate the Chemist – Do something that creates a memory today.
- Remember William James’ theory of emotional memory. (If a person has an emotional response to something, he or she is more likely to remember it.) Biberdorf says, “What I try to do is act insane by doing some crazy demonstration — lighting my hand on fire, breathing fire, doing something — and then I’ve learned I have about 60 seconds to force the science behind that crazy thing I’ve done and just shove that knowledge into their heads.”
- Look into your community. “Just come here and learn how to make the world a better place!”
- Consider your image. “What you do speaks so loud,” said Emerson, “that I cannot hear what you say.”
- Be a good mentor. Biberdorf says, “Everyone likes to see themselves represented. So, for younger people to watch and say, ‘Hey, I can do that, too,’ is fantastic.“
- Breathe fire. “Getting kids excited enough about STEM fields to remain engaged and enter those careers has nothing to do about worksheets. It has nothing to do about standardized tests. It has nothing to do about any of the rubrics that we currently have in place. It has everything to do about communication, collaboration, critical thinking and creativity. Those four Cs are the pillars of what we’re doing now.”
