We recently hosted an open house to coincide with the official launch of Job Solutions Employment Services at our Dundas Street West location. On hand for the launch were Laurel Broten, MPP Etobicoke-Lakeshore, Bernard Trottier, MP Etobicoke-Lakeshore and Kaithy Wu, PTP’s Employment Training Consultant at the Ministry of Training, Colleges and Universities.
A very big thank you to our guests, community partners, supporters, clients and staff who came to make the day a huge success!
CAMERA System training will be available in February and March. This training will prepare you to administer CAMERA (Communications and Math Employment Readiness Assessment) and use the associated curriculum guidelines (Signposts) and instructional materials (workwrite).
Please read through the screening and registration form for more information about the CAMERA System and information on what to expect during training.
CAMERA Assessor Certification and Workforce Essential Skills training
Two days
February 25-27, 2014
March 25-27, 2014
PTP East Centre
815 Danforth Ave., Toronto, Ontario
$1250.00 + HST
Discounts provided to organizations sending more than one participant
For more information and/or registration forms please contact Heather Paterson at heatherp@ptp.ca or at 416-510-3266 ext. 23.
Screening and registration form
By Stuart Campbell, Director of Software Development for SyberWorks, Inc.
You’ve probably heard a lot about “Cloud Computing” (also known as “Software as a Service” or “SaaS”). This refers to a movement to turn computer terminals and notebooks into “client” machines that primarily (or only) execute applications running on servers somewhere out there on the Web. For example, instead of running Word from a notebook’s hard drive, you’d run a copy of the program that lives on a remote server…and perhaps even save your documents there.
This approach has advantages:
Software use is monitored and controlled.Software version control is simplified.Virus dangers are minimized.Source data and resulting files may be stored, managed, and protected centrally, behind server firewalls.Less advanced (and expensive) computers can be issued to employees.A lost computer is less likely to compromise company or customer data.And though the term “Cloud Computing” is fairly new, the concept itself is not. The insurance industry has done it for decades. In the early ’70s, sales agents for some of the larger insurers connected primitive “notepad computers” to a central corporate database through an analog modem. The agents dialed into the mainframe from clients’ homes and edited and saved customer or prospect data back to the mainframe. So the insurance industry was an early adopter of PDS (pretty darn slow) Cloud Computing.
But that old Cloud ran over telco copper wire…at 300 bps. Today, thanks to widespread broadband networks, the Cloud is staging a comeback. Anyone who uses Flickr, ShutterFly, PhotoWorks, or YouTube is working there. Google is offering its own “cloud apps” (just Google “Google Docs”). And two of my own favorite Cloud tools (so far) are:
However, SyberWorks (and many of your companies) are already working “in the Cloud” when we host customer training campuses and materials on our own private servers. It’s been part of our industry for some time.
Still, as hinted above, the core applications that many of us use to create training content may also migrate to the Cloud. Text editors, spreadsheets, and Flash-authoring tools may move there. And e-Learning content will flourish there, in both our own hosted servers and those of third parties like YouTube. But remember that The Cloud also comes with weaknesses:
Internet connections are required, and stable ones are often essential. If a Cloud connection drops during a session, users may lose time, work, or even data.Customers’ data isn’t necessarily their own in the Cloud. It might live on someone else’s servers. True, users don’t have to worry about keeping their software current, maintaining sufficient disk space, or managing access security. Cloud suppliers would be doing that. But this also gives suppliers a lot of control over their customers’ data.So even if you host your own private corner of the Cloud, remember that clouds (like darkened rooms) still scare some people. So anything you can do to protect your customers’ data-and to show them that it’s secure-will benefit both them and you.
Stuart Campbell is Director of Software Development for SyberWorks, Inc., a privately-held supplier of e-Learning software and training. A native of the United Kingdom, he had previously served as a Principle Software Engineer, Senior Consultant, Senior Software Engineer, and Development Specialist for companies such as Brooks Automation Inc., Digital Equipment, and Honeywell Control Systems. His areas of expertise include Visual Studio.NET, C#, VB.NET, VB6, VBScript, XML, COBOL, WindowsXP, Windows2000, WindowsNT, VAX/VMS, UNIX, Oracle, SQLServer, Oracle Rdb, Oracle DBMS, and Agile Modeling Methodology.
SyberWorks, Inc. is a leader in providing Learning Management Systems and custom e-Learning Solutions for Fortune 1000 corporations, higher education, and other organizations. Located in Waltham, Massachusetts, the company serves the multi-billion-dollar e-Learning market. Since 1995, SyberWorks has developed and delivered unique and economical solutions for creating, managing, measuring, and improving e-Learning programs at companies and organizations in the United States, Canada, Europe, and other countries.
(Part 1 of 4 Part Series)
By Dana Fine, Senior Instructional Designer at SyberWorks, Inc.
Flash is a powerful tool that can be used to develop many different types of learning activities, within the context on an online training course. In this series, we will look at the use and construction of four basic learning activities to get you started with your online training content development.
Any number of learning activities can be developed using Flash, with varying levels of difficulty and sophistication. The selection of these four learning activities is by no means exhaustive or definitive. This series provides a framework for how you go from concept to learning-activity development. With each of these learning activities, we will provide a link to a sample for your viewing. The four activities discussed in this series are:
Let's begin.
Description:
This learning activity consists of a series of questions that the student answers by circling the correct responses. The learning activity is “conditional” because the user has a choice of answers and the learning activity will respond a certain way, depending upon the answer that the student selects. You can choose to have the student answer questions and give a score at the end, or you can use this as a learning tool and direct the student to the correct answers. For the purpose of this example, we are going to direct the student to the correct answers. The student can be directed to a particular answer by means of text or audio instructions. After the student answers the series of questions correctly, he sees a congratulations screen specific to the learning activity.
Functionality:
First, instructions appear describing the learning activity, with directions. The student then answers the first question by clicking the choice that he wants. If the answer is incorrect, he hears “Wrong” and sees text indicating that the answer is incorrect. This text can also include hints or directions to the correct answer. The student must answer correctly to proceed. After successfully answering the question, the student continues to the next questions until he completes all questions. He then sees a message indicating what the answers mean, usually with audio congratulations and applause.
An Example of a Circle Answer Conditional Activity:
INSTRUCTIONS:
Fractions are fun! In this learning activity, you will choose the correct fraction that fits the description for that line in the table.
(Note that this method of instruction is directed answering. You do not have to do directed answering. You could have the student make the best choice.)
Picture or chart indicating questions and answers available: Example, fill in for your learning activity:
1 (if correct and since we will not let them go to the next line until the correct fraction is chosen, this will be the correct score)Fraction equal in value to 4/5This process continues for each row. After answering successfully, the following message is given to the student, along with applause:
Ending Text Message (may be a picture) Audio is generally applause. Example, replace for new activity:
Fractions are fun! Congratulations!
Here is a link for you to check out the “Fractions Are Fun” learning activity http://www.syberworks.com/CircleAnswerFractions.html
Below are some variations of the forced answer sequence examples where this method of learning is useful:
Example: 1 To test your understanding of company regulations about what you can and cannot say during a presentation, circle the items that you cannot say during the XXXXX presentation.
Items are listed from 1-10. (As each item is circled, the student is informed whether the selection was correct. There are five items that cannot be said during a presentation -At the end of ten tries, or if all the correct items are selected, applause is given, and a score indicates whether the right five choices were finally selected).
Example: 2 Any form that needs to be filled out correctly, like evaluation forms. You can guide the student through a section of a form and indicate how to properly fill it out.
So, until next time, have a great month!
Dana Fine is a Senior Instructional Designer at SyberWorks, Inc. SyberWorks is a custom e-Learning solutions company that specializes in Learning Management Systems, e-Learning solutions, and custom online course development. Dana is also a frequent contributor to the Online Training Content Journal
The Online Training Content Journal 
The Online Training Content Journal blog looks at best practices, techniques, and trends in online training development and e-Learning instructional design.
By Stuart Campbell, Director of Software Development for SyberWorks, Inc.
You’ve probably heard a lot about “Cloud Computing” (also known as “Software as a Service” or “SaaS”). This refers to a movement to turn computer terminals and notebooks into “client” machines that primarily (or only) execute applications running on servers somewhere out there on the Web. For example, instead of running Word from a notebook’s hard drive, you’d run a copy of the program that lives on a remote server…and perhaps even save your documents there.
This approach has advantages:
Software use is monitored and controlled.Software version control is simplified.Virus dangers are minimized.Source data and resulting files may be stored, managed, and protected centrally, behind server firewalls.Less advanced (and expensive) computers can be issued to employees.A lost computer is less likely to compromise company or customer data.And though the term “Cloud Computing” is fairly new, the concept itself is not. The insurance industry has done it for decades. In the early ’70s, sales agents for some of the larger insurers connected primitive “notepad computers” to a central corporate database through an analog modem. The agents dialed into the mainframe from clients’ homes and edited and saved customer or prospect data back to the mainframe. So the insurance industry was an early adopter of PDS (pretty darn slow) Cloud Computing.
But that old Cloud ran over telco copper wire…at 300 bps. Today, thanks to widespread broadband networks, the Cloud is staging a comeback. Anyone who uses Flickr, ShutterFly, PhotoWorks, or YouTube is working there. Google is offering its own “cloud apps” (just Google “Google Docs”). And two of my own favorite Cloud tools (so far) are:
However, SyberWorks (and many of your companies) are already working “in the Cloud” when we host customer training campuses and materials on our own private servers. It’s been part of our industry for some time.
Still, as hinted above, the core applications that many of us use to create training content may also migrate to the Cloud. Text editors, spreadsheets, and Flash-authoring tools may move there. And e-Learning content will flourish there, in both our own hosted servers and those of third parties like YouTube. But remember that The Cloud also comes with weaknesses:
Internet connections are required, and stable ones are often essential. If a Cloud connection drops during a session, users may lose time, work, or even data.Customers’ data isn’t necessarily their own in the Cloud. It might live on someone else’s servers. True, users don’t have to worry about keeping their software current, maintaining sufficient disk space, or managing access security. Cloud suppliers would be doing that. But this also gives suppliers a lot of control over their customers’ data.So even if you host your own private corner of the Cloud, remember that clouds (like darkened rooms) still scare some people. So anything you can do to protect your customers’ data-and to show them that it’s secure-will benefit both them and you.
Stuart Campbell is Director of Software Development for SyberWorks, Inc., a privately-held supplier of e-Learning software and training. A native of the United Kingdom, he had previously served as a Principle Software Engineer, Senior Consultant, Senior Software Engineer, and Development Specialist for companies such as Brooks Automation Inc., Digital Equipment, and Honeywell Control Systems. His areas of expertise include Visual Studio.NET, C#, VB.NET, VB6, VBScript, XML, COBOL, WindowsXP, Windows2000, WindowsNT, VAX/VMS, UNIX, Oracle, SQLServer, Oracle Rdb, Oracle DBMS, and Agile Modeling Methodology.
SyberWorks, Inc. is a leader in providing Learning Management Systems and custom e-Learning Solutions for Fortune 1000 corporations, higher education, and other organizations. Located in Waltham, Massachusetts, the company serves the multi-billion-dollar e-Learning market. Since 1995, SyberWorks has developed and delivered unique and economical solutions for creating, managing, measuring, and improving e-Learning programs at companies and organizations in the United States, Canada, Europe, and other countries.
By Dana Fine, Senior Instructional Designer, SyberWorks, Inc.
Developing a useful, well-written online survey that extracts the information you need from your users can be a challenge. In this article, I will review 14 tips for creating a useful online survey.
Write a brief, concise survey. Start with a mental framework that focuses on only what is essential to know. Ask questions only if the answers will give you the data you need and can use. If a question is not important enough to include in your report on the survey's findings, then remove the question. Try to envision each question as its own specific theory that you are testing. In addition, research has shown that people skim and skip on the web because it is difficult to read lots of heavily condensed text on a computer screen. Most users do not want to scroll through a long page of text, so your online survey completion rate will be higher if the survey is short and succinct.Try to begin the survey with interesting questions. Interesting questions will inspire the respondent to keep reading and complete the survey.Develop questions with answers in the proper format for your purposes. For example, if you believe your students need more time to complete the questions in your lesson, ask, “How long did it take you to complete the unit and accompanying questions?” with various time intervals as possible answers. This is better than asking, “Do you need more time to finish the unit and accompanying questions?” with yes or no as possible responses.Plan ahead of time how you and your company will analyze the information before you send out the final version of the survey. This may affect your questions and format when you realize that the statistical analysis you need to perform cannot be done with these particular question results.Use the simplest language possible and respect the respondent's dignity when constructing questions. Your survey respondents will undoubtedly come from many different groups, and more often than not, are less expert in the field than you are.Use neutral language. The online survey is being developed to find out what your audience thinks and is not a forum for you to air your perceptions or opinions.Relax your grammar a bit so your questions do not sound too formal. For instance, the word “who” is often acceptable when “whom” is technically correct.Be sure to ask only one question at a time and put them in a logical order. Questions like “If you scored less than 70% on the test and you have taken the test another time previous to this, what do you think would help you receive an 80% or above the next time you take the test?” will be difficult for respondents to answer and even more challenging for you to interpret.Avoid double negatives, difficult concepts, and specific recall questions. Respondents are easily perplexed when trying to interpret the meaning of a question that uses double negatives. Respondents can also become quickly overwhelmed and lose detail of events or circumstances that are farther back in time. Most importantly, if the survey is too complex and/or difficult to fill out, respondents won't complete it!Try to use more closed-ended questions, with no more than one or two open-ended questions. Respondents usually have a better understanding of closed-ended questions because they are more straightforward and offer responses they can choose from. Open-ended questions require a written response. An excessive number of open-ended questions can wear down the respondent and reduce the quality of the answers they provide.Scaled response questions should have answers that are at balanced, comparable intervals. For example, offering choices of excellent, very good, good, and terrible would cause you to miss important information in between the values of good and terrible.Whenever possible, responses should be developed as discrete amounts instead of general statements of quantities, with specific options from which to choose. It's better to ask, “How many times a month do you go to the movies?” “0”, “1 to 3 times a month”, “3 to 5 times a month or more”, instead of “How often do you go to movies?” “almost never”, “one and a while”, “I am there at least once a week”, etc.Name your survey and write a brief introduction. Providing a survey name and a brief introduction are good ways to give your respondents some background and a frame of reference. It also prepares them for what is to come.Craft a well-written subject line for the email you send with the survey to capture your respondents' attention. While not exhaustive, the points listed above are enough to get you started in the right direction. In summary, a well-written online survey has higher completion rates and is an effective method for gathering information.Dana Fine is a Senior Instructional Designer at SyberWorks, Inc http://www.syberworks.com. SyberWorks is a custom e-Learning solutions company that specializes in Learning Management Systems, e-Learning solutions, and custom online course development. Dana is also a frequent contributor to the Online Training Content Journal.
Dear Members,
The Coaches Association of Ontario is bringing you another members-only special offer from HKCanada. January’s Book of the Month is Developing the Core by the National Strength & Conditioning Association (NSCA).
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Find out more or buy now!
Use code W615 to receive FREE shipping on orders of $25 or more + get 25% off if you sign up for HKRewards. Good for 1x use only. Offer expires 01/31/2014.
