STC Presentations

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Creating Multimedia Hardware Procedures with ShowMe How.

http://www.stc.org/proceedings/ConfProceed/1999/PDFs/021.pdf


Designing, manufacturing, supporting, and servicing complex hardware
can be nerve-racking, especially if you consider the view point of
those who's job it is to create effective procedures. This paper
covers a product that when modified by SunMicrosystems, became their
signature "AnswerBook" application. The presentation opens with a
discussion about what AnswerBook is (an interactive multimedia version
of their Service Manuals).

The paper begins by "Laying the Groundwork for Producing Multimedia
Content." Getting storyboards ready and considering who the video crew
will be and more are covered in the beginning. Project Managers on a
project of this magnitude may be particularly interested in the "Vendor
Selection" section of the presentation. Topics such as "Interviewing
Vendors" and "monitoring production" are covered here. Finally in the
"Hooking it all Together" section the presenters give us the information
as it pertains to the nuts and bolts of developing an effective multimedia
"knowledge Transfer" tool.


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Curriculum Re-design for Web-Based and Distance Learning:
The "search" for Online Models.

http://www.stc.org/proceedings/ConfProceed/2001/PDFs/STC48-000042.pdf

Converting a course from an Instructor Lead to a Web-Based or Distance
Learning environment is not a simple matter of "Scanning your slides"
and converting the material to HTML. This paper reviews a presentation
where attendees were guided through the process from "Task and Activity
Analyses" to the "Application of Cognitive Theory to the Design of
Web-based Instruction." Information from the presentation is divided
into two parts in this paper. The first part is a case study at the
Illinois Institute of Technology, where a class room course was converted
to an on-line design. The second part refers to issues in designing
instructional materials for effective web delivery of learning material.

The case study recounts the process and considerations the Illinois
Institute of Technology employed as they developed an online course for
the teaching of , of all things, "online design." Understanding the process
involved in re-purposing classroom training components for use in a web
environment, sets the stage for actually "designing training components"
for the web. Part two is most concerned with the modes of learning and the
three types of memory we all employ when learning.

In general, this presentation gives a practical overview of how one
institution applied classroom training to an online instructional environment
and what must be considered from a learning standpoint when designing the
training modules to be implemented.




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Evolution to Performance Support: From Help to EPSS to PCD


http://www.stc.org/proceedings/ConfProceed/2000/PDFs/00041.pdf

This paper is a case study of how "Help" evolved to "EPSS" and
eventually to "PCD" for a company who's product is a software
package used in the retail, grocery and other industries for
Labor Management. The presenters discuss how TimeCorp, (the
developer for the Labor Management software), started out with
comprehensive online help and service manuals. Addressing the
needs of their customers, TimeCorp sought information on EPSS
(Electronic Performance Support Systems).

An attractive attribute of EPSS is its ability to integrate with
the application. Customers could be in the area they actually
needed help with and ask for help with a higher degree of confidence
that they would be getting relevant help. The presenters continue
with examples of EPSS and how it fits into the solution for TimeCorp.
The analysis for their presentation included actual site visits to
several TimeCorp customers. The findings and solutions from this
analysis is discussed in this presentation. Though TimeCorp and their
customers were delighted with the EPSS solution, they began developing
a Performance-Centered Design focus for the EPSS interface. The
presentation closes with a discussion about how PCD is an evolutionary
extension of EPSS.







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How to Create Web-based Training (WBT)

http://www.stc.org/proceedings/ConfProceed/2001/PDFs/STC48-000121.pdf

Scott DeLoach presents a powerful "how-to" in How to Create Web-based
Training. Scott's paper is very well organized and provides more than
a simple "how-to." Reviewing first, the advantages and disadvantages
(both, in cost and practicality), then moving into impressions and
results before getting into the actual "how-to," Scott exceeds typical
expectations with respect to "how-to" style information. Scott refers
to "keeping the students motivated," importantly he gives clear examples
of this in his "Design Tips" section of the paper. Offering Navigation
choices, allowing users to "DO" something and more examples are included.

Providing a clear background for the actual design work, Scott gives tips
to consider when actually designing your web based training module. The
limitations he discusses are with respect to; browser, time, money, and
experience limitations. Considering these limitations, Scott continues
with specific "real-world" examples of his discussions.

Because we will not likely become experts so easily, Scott finally gives
us more information to continue our efforts in learning about Web-based
Training Development.
Some example sites are:
www.digitalthink.com
knoware.epson.com
www.ebay.com

For websites specifically designed to present How-to information:
www.epss.com
www.lguide.com






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Students' Technological Difficulties in Using Web-based Learning Environments

http://www.stc.org/proceedings/ConfProceed/2001/PDFs/STC48-000155.pdf

The popularity of Distance Education, Web Based Learning, and Online Learning
concepts are ever increasing. To Utilize emerging technologies to jump into
this obvious trend, is only half of the battle when trying effectively "teach"
over the Internet. The learning audience is much larger and diverse than what
may be experienced in the classroom. This paper takes into consideration the
"Technological Difficulties," students may face and provides some advice for
course design considerations.

The presenters express that as long as teachers of similar ability, teach the
course, there is little or no difference in conventional classroom learning and
distance learning using the World Wide Web. The delivery method for
classroom-like discussion seemed to be the focus of this paper. One conclusion
was that Web-Threaded discussion posed the least amount of difficulty in use,
when compared to listserv.

Summarizing their discussion, the presenters offer the advice of structuring
their course to provide some "technology-learning" at the front end, to help
facilitate a smooth transition into a non-classroom based environment.