Video podcast 35 is the fourth in a series of five videos exploring the role of change management when implementing a learning technology strategy; such as e-learning courseware, a Learning Management System, webinar, social media or a video platform for performance support. This video examines a manager’s perspective to:

• Introducing technology
• Roles and responsibilities
• Refining the implementation

Why not download this free training resource from iTunes.

Or read the transcript

Or watch the entire free tutorial series on our YouTube Channel (video podcast 35 is embedded below)

Video podcast 34 is the third in a series of five videos exploring the role of change management when implementing a learning technology strategy; such as e-learning courseware, a Learning Management System, webinar, social media or a video platform for performance support. This video examines an learning and development or training department functional perspective to managing change. It explores 5 areas of impact:

• Team readiness to use technology
• The LMS
• Learning assessment
• Striving for excellence
• Preparing managers and learners

Why not download this free training resource from iTunes.

Or read the transcript

Or watch the entire free tutorial series on our YouTube Channel (video podcast 34 is embedded below)

One of the main reasons for having a Learning Management System (LMS) is the reporting function. Reports are used to assess e-learning uptake, Return on investment (ROI) and to justify an LMS upgrade. They are also utilised to provide evidence that a user has completed the training that has been assigned to them.

Compulsory doesn’t mean ‘compulsory’ if there is no consequence

There is no point communicating an e-learn is compulsory to complete if the feedback loop is not acted upon. Run weekly reports, and use the ‘chain of command’ to communicate non-completions. If required, write a policy that clearly articulates what occurs to staff, should compulsory e-learning not be completed.

Failure to act upon non-completions results in weakening the message behind what is considered by the business to be important, mandatory learning. It also creates risk associated with failing to demonstrate that legislated training has occurred.

“There’s something wrong with the system”

Depending upon the maturity of your LMS implementation, and the stability of your IT operating system, there can be times when staff have completed an e-learning module but the system has not registered completion. Under these circumstances, it is important to take a balanced view – a stand of giving the staff member the benefit of the doubt, and of checking to ensure they have understood the topic. Consider asking the staff member questions about the e-learning content. Check their understanding before closing the e-learning course from the ‘back end’ LMS database.

Question from a client: How are e-learning courses tracked in a LMS?

Simply put, for e-learning courses to track in a LMS both the LMS and the e-learning course must be compliant to a standard. In Australia, the most common standard is SCORM 1.2. The value of using a standard is that e-learning courses can be (theoretically) published onto any LMS of the same standards. Having a LMS that subscribes to standards enables you to be flexible in relation to your e-learning suppliers and choice of authoring tool. Having a standard allows data values to transfer between the e-learning course and the LMS during learners interaction with the course (See FIGURE 1).

The common data values transferring from e-learning course to LMS include:

Progress – where is the learner up to in a course (the usual measure is screens, and the value give is percentage e.g. A learner who has clicked through 15 out of 30 screens is 50% progressed through the course).

Complete/Incomplete – whether the learner has clicked through all of the screens (completed) or only some of the screens (incomplete). ‘Progress’ and ‘complete/incomplete’ are inter-related values.

Pass/Fail – whether the learner has passed a final assessment or not, usually found at the end of the e-learning course. The pass mark value is set as part of the standard.

Duration – how long the learner has had the course open.

Number of times accessed – how many times the learner has launched the course.

Bookmark – Standards also enable the course to bookmark upon the learner leaving the course, so that, upon launching the course again, the learner is returned to the last screen they were viewing.

Completion versus assessment pass/fail

Generally speaking, e-learning courses can be set to track by progress (complete/incomplete) or by assessment (pass/fail). FIGURE 2 illustrates the tracking options.

What this means is that (again, generally speaking), e-learning designers need to decide whether they want to track a learner’s progress or track that they have passed the course assessment (see FIGURE 3). The standards don’t allow you to track both. However, you can author a course so that the functionality forces the learner to click on every screen in order to get to the assessment that will enable them to pass and thus close off the course as far as the LMS is concerned.

Has this blog post answered your SCORM question? Please don’t hesitate to contact me or write a comment if you have a question.