Interview with Eric Bockmuller, Tackk Learning: Innovators in E-Learning

Strategies for sharing instructional materials succeed when they work with the behaviors that people already embrace. This can seem like a moving target with social media, but there are ways to stay up to date. Welcome to an interview with the leadership, Eric Bockmuller and Dan Klammer, of Tackk, an innovative provider of ways for educators to share information and instructional materials.

1. What is your name and your relation to elearning?

Our name is Tackk and since our launch in September we've really seen educators embracing Tackk as a tool for the classroom and especially homework. We didn't set out to build Tackk as a learning solution -- just one to help people create and share content in the simplest way possible. The fact that Tackk is becoming so popular among educators, though, confirms  there was a real need for a simple content creation tool for students and teachers.

2. What do you think are the top two or three elements that contribute to effective engagement and learning in an elearning or mlearning environment?

We built Tackk with three core principles in mind:

1. We eliminate friction - No sign-up or login required, no design skills necessary,no community to join
2. We simplify creation - Instant editing and addition of images, video, and form fields
3. We make sharing easy - Share via email, social networks, embed or pasting your URL

In a nutshell, Tackk empowers everyone (not just designers and web developers) to create and share content on the web. This simple approach unlocks creativity and gives voice to more ideas - the cornerstone of any productive learning environment.

3. What is Tackk?

Tackk was co-founded by two designers (Eric Bockmuller and Dan Klammer) who were getting a lot of requests for one-off digital designs from friends whose tech skills maxed out at typing an email. Our idea was to build a simple tool that would let anyone create and share great looking content instantly on the web.

No software or login is required. No design skill needed. No community to join. Just visit the Tackk home page and start typing. When you’re done creating your Tackk, you can immediately share it with friends in your social networks or the internet at large. It’s no more complicated than tacking a flier to the coffee shop bulletin board.

4. Who uses Tackk and why?

One of our goals when we launched Tackk was to prove that a broad spectrum of people would find Tackk valuable across an equally broad range of uses. We were successful on both counts.  We see Tackks ranging from the birth of a new baby http:// tackk.com/etdmvm to selling cars and boats http://tackk.com/2006Crownline200LS, to recipe ideas http://tackk.com/eahow6. We’ve also seen people from all walks of life creating Tackks. In fact, more than half of our users don’t speak English as their primary language, with 18% of our users coming from Japan.

There is an obvious need in the market for users to generate and share their content on the web with a dead-simple solution. With most tools you're either limited by the number of characters and photos you can add or you have to commit large amounts of time into writing a blog, creating a video or building a website. Tackk eliminates all that and lets you share content on the web without any of those limitations.

5. Could you give a few examples of how / where / when Tackk has been used successfully?

Assignments:

a) Music reports: It looks like one class did reports on a wide range of artists -- from Justin Bieber to Ray Charles to the Rolling Stones -- incorporating images, multimedia and copy.

http://tackk.com/elvis-presly 

http://tackk.com/RayCharles1 

http://tackk.com/jackson5 

http://tackk.com/1532xv 

http://tackk.com/ChubbyCheckerSongs 

http://tackk.com/Metallicafanpage 

http://tackk.com/thedoors 

b) History/geography reports (some with citations):

http://tackk.com/qa2msk 

http://tackk.com/tiananmen-aufstand 

http://tackk.com/pva2j3 

c) Student career goals/plans:

http://tackk.com/u9ckc9 

http://tackk.com/0xtagm 

d) Government assignment... replacing Congress?

http://tackk.com/tackkboard/Dolce1gov

e) One of the first classroom uses of Tackk. Koko the Gorilla reports!

http://tackk.com/ceqo2m 

http://tackk.com/sb94rg 

http://tackk.com/h5rldl 

http://tackk.com/ywyf6s 

http://tackk.com/g1cffc 

http://tackk.com/5ap1b9 

http://tackk.com/koko-austin 

http://tackk.com/dnbcwq 

http://tackk.com/fk5ff8 

http://tackk.com/mgbpze 

http://tackk.com/ik4pqx 

http://tackk.com/byfry0 

http://tackk.com/lgra4u 

http://tackk.com/whitney 

http://tackk.com/5sptzb 

http://tackk.com/rmm6va 

http://tackk.com/6f8vsr

One of our employees even contributed his own Tackk, which was shared with the class, about his visit to Rwanda: 

http://tackk.com/r3j4j1

Communication among teachers:

a) List of resources for ESL teachers:

http://tackk.com/currentevents

b) Event promotion for educators:

http://tackk.com/gz1wqi 

http://tackk.com/mnyqmr 

http://tackk.com/krotcn 

http://tackk.com/n8lgab 

c) Sharing tips, best practices and education thoughts: 

http://tackk.com/980190 

 Communication with students/parents (facilitating class): 

a) Posting class resources and readings: 

http://tackk.com/tackkboard/McCright 

b) Post assignments and reminders:

http://tackk.com/gmf2az

6. what do you think are some of the most exciting trends right now?

It’s so obvious that it sounds trite, but the Internet has changed so many aspects of how we communicate and share stories. User generated content (or UGC) has become a powerful, democratizing force in how we decide lots of things -- from what products to buy to which leaders to elect. YouTube and Twitter, at their core, are tools for capturing and sharing stories and have empowered millions of people to have a voice in the world. However, many of the tools available to normal people are still more complicated than they have to be or don’t allow for robust storytelling. New tools like Tackk are emerging to make it easier for anyone to tell rich, engaging stories. 

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Free Download! 

Writing for Human Relations by Texture Press

Susan Smith Nash

Interview with Brad Parkins, McGraw-Hill: Innovators in E-Learning Series

Adaptive learning is expanding and being incorporated in a constantly increasing number of higher education applications. Welcome to an interview with Brad Parkins, McGraw-Hill Higher Education, where McGraw-Hill LearnSmart s a new offering designed for a personal experience. 

What is your name and relation to elearning?

I’m Brad Parkins, director of digital product marketing at McGraw-Hill Higher Education.

How would you define adaptive learning, given today's use of technology?

Adaptive learning is a method of education that seeks to personalize learning by using sophisticated technology to continually assess students’ knowledge, skill and confidence levels and design study paths that are specifically targeted to help each student improve in the areas where they need to the most.

Adaptive learning systems don’t just pay attention to whether or not you answered a question correctly or incorrectly. McGraw-Hill LearnSmart, for example, also weighs factors like how long it took you to answer the question, which incorrect answer you chose (if indeed you answered incorrectly), and your level of confidence in answering the question. That last part is key—for students to improve in areas where they have weaknesses, they have to know where those areas are. Students often get into trouble when they think that they know something but actually don’t.  [it’s the system that based on a number of factors it identifies what they know and they don’t know]

What are the benefits of adaptive learning?

By allowing students to focus their study time on the topics and concepts that are most challenging to them, adaptive learning has been shown to help students study more efficiently, develop greater proficiency and—most importantly— earn better grades. That’s part of the magic of adaptive learning.

Adaptive learning also benefits instructors: By better preparing students for class, adaptive learning enables instructors to spend more time delving into advanced concepts and engaging students in high-level discussion.

How do you use adaptive learning? Which are the primary fields of study that you believe are most amenable to adaptive learning?

In an adaptive learning environment, students use their outside-of-class study time to review course materials and answer questions that assess their knowledge and skill levels. Students can work in adaptive learning systems on their desktop or laptop or on their mobile device. We’ve designed the adaptive products in our LearnSmart Advantage suite so that students can use them on their phones or tablets even while offline and have their progress be automatically uploaded into the system the next time they come online.

Beginning this spring, we’re offering our adaptive learning products in more than 90 course areas, from American government to organic chemistry to Spanish. I really think that adaptive learning works in just about every area of study.

How do you motivate learners who may feel anxiety about being assessed online? Can adaptive learning help?

That’s a good question. In the vast majority of cases, schools or instructors decide to use adaptive learning systems in their course as a way of providing students with a more intelligent, more efficient way of preparing themselves, both for in-class discussions and more formal assessments. With all of the products in our LearnSmart Advantage suite, we’ve tried to take the stress out of assessment.

What makes some adaptive learning solutions better than others?

A few things come to mind, but probably the biggest differentiator is the amount of student data that’s been entered into the system. As students answer more questions within an adaptive learning system, the system becomes more familiar with student learning patterns and becomes better able to assess each student’s knowledge and skills to provide personalized study recommendations. In 2012, we reached two important milestones with LearnSmart: 1 million student users and 1 billion questions answered. We’re not excited about these numbers just because they’re big—we’re excited about them because they really speak to our ability to adapt to students’ individual learning needs and improve student performance.

What are the next steps for adaptive learning?

2012 was the breakout year for adaptive learning, but in 2013, I think we're going to see personalized learning through adaptive technology truly come into its own. By the end of the year, we’re expecting to see adaptive learning systems will be in use at every higher education institution across the country.

Where will adaptive learning go next? Already we’re seeing it move beyond the realm of course study tools into new areas of the student learning experience. Adaptive e-books, adaptive virtual labs – these are things that we’ve been waiting on for a long time, and they’re finally here. Personally, I can’t wait to see how tools like these start to improve the performance of students around the world. I truly believe we’re onto something big here.

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Free Download! 

Writing for Human Relations by Texture Press

Susan Smith Nash

Free Download: Writing for Human Relations

Writing for Human Relations, a writing guide with assignments, flowcharts, exercises, and readings, is now available as a free e-book, and can be downloaded or shared with your friends and colleagues. Here is the free download. 

One of the keys to effective human relations is the ability to see different points of view and to develop empathy and understanding of others' perspectives.

Free Download! Writing for Human Relations

Writing for Human Relations takes the position that writing helps you learn about yourself, your values, and also the views and values of others.

In addition to the idea that writing is necessary for self-awareness, Writing for Human Relations champions the idea that the process of writing forces you to think, and as you do so, you have more skill in identifying social issues and proposing changes that can lead to positive social change and community development.

Chances are, you, like hundreds of other learners, will love the flowcharts in the text, and you will find them to be helpful with the task at hand, as well as with other writing occasions. You may even find yourself internalizing the approaches, which gives you a very powerful tool for all your writing, whether for school, work, or social networks.

With a full array of inventive templates, charts, diagrams, outlines, and step-by-step suggestions which have been developed and refined in both virtual and face-to-face classrooms, Writing for Human Relations triggers the flow of ideas.

With engaging templates and flowcharts, it is easy to get started and add details and evidence, to create compelling texts. Above all, Writing for Human Relations brings solid rhetorical ideas and theories of discourse into action, and facilitates the production of engaging, effective writing that improves relationships between individuals, groups, and the larger world.

You may also purchase a printed copy. 

For E-Learning Queen readers:  Try out some of the writing guide flowcharts starting on page 50. E-Learning Queen will put together a gallery of writing that was inspired by or generated by using the flow charts! 

Higher Education Accreditation

If you're enrolled in a degree or certificate program, it is good to review accreditation. In very basic terms, there are two kinds of accreditation: "institutional" and "programmatic." If you're in a four-year liberal arts degree program, it is very likely that the accreditation has been granted to the institution, of which your degree program is a part. If you're in a certificate program or obtaining career or vocational education, it is probable that your accreditation falls into the "programmatic" area. If you’re involved in online education, your school may have both institutional and programmatic accreditation, depending on the agencies that have made the accreditation recommendations.

If you're working on a degree, chances are, your school has regional accreditation, which is considered by many to be the gold standard. At the same time, many excellent distance education programs are accredited through the Distance Education and Training Council (DETC) because of their special knowledge and experience with education delivered at a distance.

If you're pursuing a career or vocational degree or certificate, your school may be accredited by ACCSC (Accrediting Commission of Career Schools and Colleges - http://www.accsc.org/). Further, if you're enrolled in a profession or specific career, your school will most likely have program accreditation. An example is NCATE, the National Council for the Accreditation of Teacher Education (http://www.ncate.org). Alternatively, you may be enrolled in a college that has accreditation from the State in which it is located.

Keep in mind that in order for a college or university to receive a license to operate an institution of higher learning, they must go through a rigorous process which includes a detailed review of curriculum, lesson plans, institutional health, and records.

Accreditation is important for you as a student because if you obtain a degree or certificate from a non-accredited institution, you may need to provide extensive documentation about what you studied, the nature of the instruction, and the credentials of your instructor (or, if self-paced, self-guided independent study, then at least some of the assessments that you took).

What is an accrediting agency and what does it do?

According to the U.S. Department of Education (http://www.ed.gov)

"Accrediting agencies, which are private educational associations of regional or national scope, develop evaluation criteria and conduct peer evaluations to assess whether or not those criteria are met. Institutions and/or programs that request an agency's evaluation and that meet an agency's criteria are then "accredited" by that agency." (http://www.ed.gov)

Basically speaking, accreditation is a quality control issue for postsecondary education. The accrediting body follows a set of policies and procedures which are designed to assure the public that the institutions of higher education are offering programs of high quality and integrity.

The U. S. Department of Education does not accredit institutions, nor does it recognize accrediting bodies. However, the U.S. Secretary of Education is required by law to publish a list of nationally recognized accrediting agencies, a printable view is available here: http://www2.ed.gov/print/admins/finaid/accred/accreditation.html. Accrediting agencies must

a) Define their geographic scope. The geographic scope of accreditation can be for a state, a region of the United States, or The United States (in total).

b) Show experience in granting accreditation or pre-accreditation in specific programs, degrees, certificates, or institutions.

c) Show experience in conducting accrediting activities for at least two years prior to seeking accreditation.

d) Demonstrate that its standards, policies, procedures, and decisions to with respect to accreditation have been accepted by educators and educational institutions.

e) Be accepted by peers in the same fields in which the body is seeking accreditation; employers, practitioners, and licensing bodies in the vocation or licensing field.

Is all accreditation the same?

The Council for Higher Education Accreditation (CHEA) and the U.S. Department of Education recognize a number of different types of accrediting agencies, which have been published in the following list: http://www.chea.org/pdf/CHEA_USDE_AllAccred.pdf

Most people do not realize that there are four different types of accrediting agencies:

a) Has voluntary membership of institutions of higher education, and the accreditation allows the institutions to participate in the Higher Education Act (HEA) programs (including financial aid);

b) Has voluntary membership of institutions of higher education, and the accreditation allows the institutions to participate in the non-Higher Education Act (HEA) programs;

c) Has voluntary membership of individuals in the profession of the programs, or "has as its principal purpose the accrediting of programs within institutions that are accredited by a nationally recognized accrediting agency; (http://www.ed.gov)"

d) Is a State agency that has as its principle purpose the accrediting of institutions of higher education and higher education programs.

The types of accrediting bodies can be categorized in other ways as well:

Regional Accrediting Organizations (the "gold standard")

National Career-Related Accrediting Organizations

National Faith-Based Accrediting Organizations

Programmatic Accrediting Organizations

How does one keep from having a proliferation of accrediting agencies?

In the U.S., the Council for Higher Education Accreditation (CHEA) has been formed by a group of 3,000 academic institutions which advocate for self-regulation with respect to academic quality. Currently, they recognize 60 accrediting organizations. One of their main goals is to eliminate degree mills and accreditation mills, and to assure that the accreditation process is at all times coherent, uniformly applied, and aligned with high-quality standards.

What does the Department of Education say about accreditation?

For a full description of the functions of accreditation and the procedure that is followed by accrediting agencies, you may visit the Department of Education's website: http://www2.ed.gov/admins/finaid/accred/accreditation_pg2.html

To summarize, here are a few highlights:

Accreditation Functions:

Verification

Identification of acceptable schools

Transfer credit determination

Facilitate investment decisions

Protect against external pressure

Continuous improvement

Faculty and staff involvement in evaluation and planning

Criteria for professional certification and licensure

Helping determine eligibility for Federal assistance

Accrediting Procedure:

Establish standards

Engage in self-study

On-site evaluation by external team

Publication of status

Monitoring the accredited institution(s) / program(s)

Periodic re-evaluation

The Future

Accreditation has been challenged by technology and the need to be able to evaluate distance education programs as delivery mechanisms, technology, and the ability to interact synchronously and asynchonously evolve.

Also in transition are assessment techniques and the ability to determine if learning outcomes have been achieved.

It's an exciting time, and there is no doubt that we will start to see a need for additional accrediting agencies that specialize in elearning / mlearning.

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Interview with Robert Riger, Pimsleur Language Programs: Innovators in E- and M-Learning Series

Mobile learning and second (or third, fourth, or fifth) language acquisition has lent itself to mobile learning in a comfortable integrative way, thanks to the ideas and innovations of early pioneers such as Paul Pimsleur. It is useful to see how companies such as Pimsleur approach the rapid pace of communications innovation, and how they incorporate their core teaching and learning philosophies into the new technologies. Welcome to an interview with Robert Riger, Vice President and Director of Pimsleur Language Programs.

1. What is your name and your relation to e-learning?
Robert Riger, Vice President & Director, Pimsleur Language Programs
Paul Pimsleur, our company’s founder, was one of the first people to see the potential for self-instructional language programs.  He embraced new technology, using audiocassettes, the “digital download” equivalent when he began writing his courses.  He was delighted to be able to set his students free from classrooms and schedules.  In fact, in the early 1960’s he worked with Ohio Bell to create an on-demand dial-in program for audio language lessons (perhaps a precursor to a podcast?).

The learning tools he created, and which our current courses are built on, allow users to express themselves in whatever language they wish: to understand at a functional level, to recombine elements learned, and to read and sound out words in a new language.  Courses are designed to be used independently, with no prior knowledge, no live instructor, and no textbook.  Because of the medium and the method, students connect directly with the language.

2. What do you think are the most effective ways for students to learn a language using e-learning or mobile learning?
We all learned our first language through our ears, and by mimicking sounds and associating them with meaning.  We believe that’s still the best way, and the closer we can duplicate that process, the better off our learners will be.

One of the best ways to learn a new language is via audio lessons that can be used every day irrespective of the student’s lifestyle or schedule.  In that way, Pimsleur is a perfect fit for e-learning – it was designed to be used this way right from the beginning.

Our newest program, Pimsleur Unlimited, is currently available for use on MAC and PC computers, and Barnes & Noble’s Nook as a mobile solution.  The audio lessons can be done inside the program, or they can be transferred to MP3 audio format with the touch of a button.  Pimsleur Unlimited allows users to access more visual aspects.  Users have the ability to see words and phrases written down, work on pronunciation and conversational speed, use flash cards, or do a Quick Match game – while still preserving the primary language learning that occurs when completing the audio lessons.

Pimsleur Unlimited also features an online chat option.  Users can log in to hear presentations about various cultural aspects, and chat with native speakers and other learners as part of the learning process.

3.  What are a few new developments in learning languages using mobile devices?
Pimsleur Tapes were among the original “mobile” learning opportunities.  Many students claimed that they learned an entire new language while listening (and speaking) in their cars.  Now that the whole world has gone mobile, banking, entertainment, shopping, and learning are all being done on the go.

There are many portable tools available to users who want to use another language to communicate.  Whether one needs translation, a dictionary, flash cards, word games, or drills and even access to a foreign newspaper, news program or online tutor, there’s probably an APP available.  In fact, there are so many options available, many beginners have trouble figuring out how to get started.

We encourage everyone who wants to learn a language to start by working with Pimsleur.  Once they are able to acquire a vocabulary and useful conversational skills, all the rest of the tools become truly helpful.  After just a few weeks of Pimsleur, everything else starts making sense.  

4.  What is Pimsleur's core instructional strategy for language instruction?
Early in his career, Dr. Pimsleur created a battery of tests designed to predict a students’ language ability.   His tests confirmed that almost no one was actually learning foreign languages in school, and in the rare cases when they were, it was due to some extraordinary factor – a super teacher, a bilingual family, or some other influence outside the normal.

His research showed that self-instruction that tapped into the brain’s natural abilities for learning and memory would produce profound results.

Dr. Pimsleur believed that users should own the learning process.  His programs give students the ability to put together unique sentences, and to speak with an accent that is near native.  More than learning a list of words or memorizing phrases, it’s the ability to recombine them into unique utterances that really sets Pimsleur apart from everything else out there.

He foresaw the potential e-learning had for government and academic institutions required to train large numbers of people in a new language quickly as world events demanded, for example in event of an earthquake, political upheaval, or other natural or man-made disaster.  He also envisioned the possibility of making less-commonly taught languages available to learners who previously only had access through exclusive academic channels or by complete cultural immersion.

He wanted his students learn at their own pace, working when and where they found themselves, but on a regular basis – preferably every day.  He wanted his students to work on perfecting their pronunciation, to read in the language, and to put themselves into situations where they would be required to use their new language with native speakers as soon as early and as often as possible.

5.  How does Pimsleur implement the strategy for use with mobile devices?
The concept of portability is one of Pimsleur’s founding principals.  Since the days of cassette tapes, Pimsleur products have kept pace with our “mobile” customers as they’ve learned new languages while living their busy lives.  Currently all of our 50+ courses are available as digital MP3 files, so the audio lessons are accessible to anyone with a player.

For Spanish, French Italian and German learners, our Pimsleur Unlimited courses are more visual, but still integrate instant access to MP3 audio files.  In addition, they allow access to the visual components on the Nook, or on a laptop or other personal computer.

Many language training programs offer some aspect of their program in a “portable” format.  They allow users to do flash cards, use a digital dictionary, or do games or exercises on their phones or portable devices.  Pimsleur is the only language program with a completely portable core learning method.  There haven’t ever been workbooks or grammar lists with Pimsleur, just progressive, foundational learning that serves as a springboard into the culture, the people and even more language.

6. What are some of the future directions for Pimsleur?
At present, our intention is to continue evolving into the digital audio landscape.  Pimsleur has mobile learning in its DNA.  It’s the way our programs were originally conceived and developed, and it’s hard to imagine that we’ll ever allow them to become less mobile.  Even as we move into software, and the option of desktop learning, we’re determined to keep the portable / mobile option open for all of our customers.  Even as the technology becomes more complex, we see more desire than ever for audio courses, and we plan to continue offering them on whatever platform our customers are using.

The Immersion MBA: Interview with Lake Forest Graduate School of Management Leadership, ID, Faculty, Students

Game-based learning that immerses students in a "deep" simulation, and brings a virtual world that tackles real-world problems and allows active role-play can result in accelerated learning, high confidence, and superior performance on real-world related tasks. Lake Forest Graduate School of Management has developed an Immersion MBA (iMBA) program that incorporates virtual worlds and virtual workplaces, for instruction via role-playing and practice. Welcome to a series of interviews with Lake Forest Graduate School of Management (LFGSM) leadership, instructional designers, faculty, and students.

Lake Forest Graduate School of Management Immersion MBA

LFGSM LEADERSHIP
Q1:  What is your name and your relationship to this program? 

Kathy Leck, Vice President - R & D and Innovation. My department is responsible for creating new programs for new audiences, expanding current programs and implementing process improvements and innovations for Lake Forest Graduate School of Management.

Q2:  What were the institution's goals for the program? 

We wanted to expand our mission by providing practical, relevant learning to aspiring professionals in addition to experienced professionals, and to do so in a way that encompasses the methods for the next generation of learning. Lake Forest Graduate School of Management has been long known for providing practical business learning to experienced, mid-career professionals (with an average age of 38, and average years of work experience of 14 years), but the iMBA is the first program we’ve offered to serve a less experienced student population. We believe in the value of experience, so it was important to us that we find a way to deliver business education for this less experienced audience by giving them experience and do it in LFGSM fashion ― meaning that it will provide proven business concepts and skills, opportunity to build confidence using these skills, be taught by our business-leader faculty, and produce measurable results for the student and their organization. It is our belief that adult learners learn best by doing, so we developed the iMBA to be a program that immerses the students in a virtual workplace where they are required to act, react and interact in a way that's particularly engaging and "sticky." The virtual reality portion of the program is complemented by an application-oriented discussion community so students are more likely able to transfer the learning to their workplaces . iMBA students will graduate not just with an MBA degree, but with meaningful experience. Most traditional MBA programs that serve this same audience of less experienced professionals simply do not provide this kind of "practice field" for the students' business success.

Q3:  How long did it take to implement? Was it expensive?  How did you justify the investment?

The process to implement the iMBA took approximately 18 months. We used our Discovery Driven Growth process – based on the model by Rita McGrath from Columbia University -- to identify what the new project should be, what resources it would require, and whether that investment would bring the learning and growth we projected.

Q4:  What are some of the most exciting outcomes?

The compelling engagement the student has in the learning and the speed of acquiring the competency is most impressive. Through this most engaging type of learning, the students are demonstrating the  impact on their understanding and application of key business skills but also the enjoyment in the program.. The students have reported that the program format fits well into their busy lives and that it feels meaningful and relevant to their lives in a way that their traditional undergraduate learning did not. They say it is (in their words) rigorous, interesting, collaborative, exciting, and impactful on their jobs/careers. Each student uses different metaphors to explain the virtual reality experience; some have said it's like being an actor in a movie, or like going through practice for "the big game." One student recently told us that her work in the virtual reality company, Central Products, feels incredibly REAL to her; she said she feels like she's actually there to improve the company's performance and that her decisions make a real difference. They also say that having a discussion community that allows them to push their understanding and application of the learning to the next level is most impressive.

Q5:  What doors does this open for the future?

The iMBA Program opens many doors for us in terms of our ability to serve new market segments and to engage professionals in a learning experience that exceeds their expectations. It also allows us to consider other degree and non-degree educational programs for individuals and corporations with employee populations that are geographically dispersed, but that still value the “closeness” and relevance of this type of immersive, virtual reality learning. Scenario-based learning is the “secret sauce” to our iMBA program, and it’s an approach that we think could work equally well in other degree programs or in executive education experiences.

INSTRUCTIONAL DESIGNER

Q1: What is your name and your relation to e-learning?

John P. Cragin, Ph.D.
University professor with a split career that includes 20 years of global business management and 20 years teaching at the Graduate and undergraduate levels in the U.S. and abroad. I lead a tech firm that specializes in creating and producing high octane virtual-reality immersive simulation courseware for universities and corporations. As an example, we are in a close partnership with Lake Forest Graduate School of Management, one of the largest, most innovative part-time MBA programs serving working professionals in the Midwest.

Q2:  Please describe how avatars and virtual worlds can be used effectively for instructional purposes.

Today, serious questions are being raised about the cost-benefit of expensive traditional classroom and cheap online instruction. Much of today's outdated education technology results in learning that is far more horizontal than it is vertical. A mile wide and an inch deep, it does not deliver the knowledge, skills and insight needed in an increasingly competitive global economy. Virtual reality technology works on the principle that experience matters, giving us the opportunity to provide a higher ROI by making the learning curve much more vertical, and allowing students to do most of their learning by doing.

Q3: What are the advantages of using avatars and virtual worlds?

We have long known the power of story to increase the retention of information. Asked what they know about the Biblical exodus, almost every American will instantly recall a scene from the Ten Commandments. Likewise, the best and most remembered lessons have long been the ones wrapped in stories – parables, ancient myths, even urban legends. Great teachers have always used story because they know that vicarious learning is engaging and sticky. Great teachers also know that no amount of instruction can replace experience. Virtual reality simulation technology, when used in an environment like an MBA program, uses these same principles by letting learners apply their ideas and skills in a practical context, where they can practice, fail and practice again.

Q4: Describe the iMBA program you've been involved in and what makes it unique. 

The LFGSM Immersion MBA program (iMBA) uses virtual reality simulation courseware to create a learning experience that is modeled after a corporate executive development program combined with a robust discussion community that guides the student to apply the learning to their own workplace. The academics are rigorous but the knowledge, skills and insights are acquired while "working" in a company called Central Products - a virtual reality clone of the plant, personnel, products, customers and competitors of a real U.S. company of about 500 employees and $100 million in annual revenues from its worldwide operations. In the LFGSM iMBA, small teams of students rotate from one department to another with each new course. They "work" for about eight weeks each in Marketing, Accounting, Information Systems, Production, International Business etc. -- all under the supervision of LFGSM business-leader faculty members and coaches.

Q5: What are the major advantages of using this approach?
Engaged learners. This is nothing like the typical lecture or case study models that are particularly unattractive to adult learners.

Flexibility. With the course schedule parameters, adult students can work around travel, work and family priorities.

Better use of faculty. Instead of "teaching to the middle," faculty coaches can give specific, individualized attention to each student.

Cost reduction. By choosing a comprehensive package that included course development and the online delivery system, a dashboard for faculty and administrative oversight of the learning, and technical support, LFGSM eliminated over $100,000 in development costs (and passed this along to students through affordable tuition) and at least a year of lost time while creating a program that is uniquely Lake Forest.
Leading the way with innovation. Learning technologies will continue to improve and schools like LFGSM will continue to lead the way.

 Q6: How do you assure that learning goals are met?

LFGSM established learning outcomes for its iMBA program and for each course within the program. These become the objectives against which actual results are measured. LFGSM’s virtual reality MBA program provides real-time data on every student in every course. The discussion community surrounding the virtual reality allows students to learn ways to transfer learning to their work place. For example the discussion community includes having real world projects that they work on together applying the practice they obtained in the virtual reality. That includes easy-to-use dashboard-style data on progress, performance and student satisfaction in very module of every course. LFGSM includes three kinds of assessments. Students, faculty and administrators receive immediate feedback on every student's scores on objective assessments. Responses to open-ended subjective questions are included in the dashboard and scrutinized by faculty who provide continuous specific feedback to each student. Students are evaluated on their contributions to weekly Discussion Topics, career e-Portfolio and surveyed periodically to identify ways to improve their experience.

Q7:  What kinds of assessment are you using?
See Q6
Q8:  What are some of the pitfalls?  What must be avoided?

Online teaching in a virtual reality context is not the same as classroom instruction. Faculty have to learn again to be coaches and collaborators in the learning process. Adult learners with family, work and travel responsibilities are not the same as full-time students.  They often bring a wealth of their own experience to the MBA. They almost always bring ambition and demands for a collaborative relationship with their teammates and faculty. Most students have no experience with virtual reality simulation technology (unless they happen to be gamers). They have to unlearn some of the tricks they used to survive in a traditional class or in other online classes. It is important to orient students well. LFGSM begins the program with a three-week, low pressure course on the History of Management Thought.

Q9:  What would you like to do next?
These are very exciting times. There are no limits to what is possible with the technologies we have available today. Along with others, I think the time is coming when people around the world will have access to truly engaging, high-value education at lower and lower prices. Our firm would like to help accelerate that dream.

FACULTY/INSTRUCTOR

Q1:  What is your name and your relation to e-learning? 

Jeanne Craig - iMBA marketing faculty - 10 year e-learning teaching experience

Q2:  Please describe your role and experience with the program.

 I taught the first cohort of iMBA students, and will start the next cohort next week. I have 3 years experience teaching while using avatars.

Q3:  What were some of the unexpected things you encountered while using avatars and virtual worlds?

I was surprised how involved I became with the scenarios involving the avatars.  The situations were very realistic and thus enticing. The information taught is applicable to real-life situations so it is applicable immediately in the business situations of the students.  As faculty, I was able to relate the learning to daily events in marketing.

Q4:  Describe the benefits

 Immediate application to business situations. The flexibility in time commitment.  The iMBA program is rigorous, but it can be done on my schedule. The faculty is available and involved with the students even in the online environment.

Q5:  Were there a few things that gave you a sense of real-world connections? what were they? 
 I answered this in the other questions.

iMBA STUDENT #1

Q1: What is your name and your relation to e-learning?

 Kyle Thomas, current student of LFGSM iMBA program

Q2: Please describe your role and experience with the program.

My role as a student is a unique experience in that I fill the role of an avatar/employee at a virtual PE piping company called Central Products. I am gaining experience and education in a realistic, corporate world.

Q3: What were some of the unexpected things you encountered while using avatars and virtual worlds?

Honestly, I was surprised my how realistic it was. There are certainly moments where the experience reflects "real world" scenarios that I didn't expect to come across, making the program that more unique.

Q4: Describe the benefits – 

There are numerous benefits to this experience. I can gain the education and the experience at the same time, something that is desired during these times, but often impossible to find. I can cover the readings or the calculations from anywhere at anytime, so I can fit it into my schedule, when I want. Most importantly, many people put their life on hold to go back to school, but I was able to stay with my current facility, in the career that I love. So I gain this MBA education, experience the virtual world, and still get to have a positive impact on my current position.

Q5: Were there a few things that gave you a sense of real-world connections? what were they? 

Yes, I work for a very small company, where I work with clients who have spinal cord injuries. This education has impacted this medical facility on an almost daily basis. I can impact my professional world with aspects from the virtual world in an unbelievable manner, whether were covering Human Resources topics or even financial ratios.

Q6: What would you like to do next?

I would like to stay in the Health industry and hopefully open my own adaptive exercise facilities for those dealing with spinal cord injuries.

iMBA STUDENT #2

Q1:  What is your name and your relation to e-learning?

 I am Achyuta Nosum. Currently, I am enrolled in the iMBA program at Lake Forest Graduate School of Management.

Q2:  Please describe your role and experience with the program.

 I feel like I am an intern in a real company and there to actually improve the company's performance.

Q3:  What were some of the unexpected things you encountered while using avatars and virtual worlds?

 I found the handheld device quite new and interesting as it tells the student on their immediate tasks and readings to complete. I did not really expect the avatars to actually communicate like we do in the real world. For instance: one of the avatars was singing and having a regular conversation with another avatar. This is something we can all relate to in our daily lives.  

Q4:  Describe the benefits – 

A major advantage being in this program is the flexibility. I can pace my modules according to my work schedule. It is assuring to know that the faculty is available at any time you need assistance. In my opinion, faculty is the pillar for this program ― they will make sure all the resources and help are being offered.

Q5:  Were there a few things that gave you a sense of real-world connections? what were they? 

I often thought that leadership means responsibility but, after interacting with the faculty at Lake Forest, I have gained an understanding that a leader could have an impressive title but a leader can’t really be successful if she or he lacks the ability to inspire others to follow.

Q6:  What would you like to do next?

For now, I would like to focus on learning business theories and its application in the real world. I am positive and confident that I will be successful in utilizing the iMBA program to build and expand life-long networking relationships.