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Catalog of Available Courses and Workshops

Below are the titles of seven online courses and/or workshops that are available from Lowther7, LLC Catalog descriptions, learning objectives, and details for each are provided separately following this listing.

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Simple LMS for Firms and Associations

Available online or by appointment.

Cyber Security for Small Businesses

Available online or by appointment.

Overview of Managing Projects

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

Introduction to Digital & Social Media Marketing

By appointment only - Instructor-led.

Contact us about your workshop questions today; we're happy to help!

Simple LMS for Firms and Associations

Many LMS systems add confusion

Description

The Simple LMS is based on the philosophy: start as simply as possible and grow as needed with just the features and structures needed. Thus, the Simple LMS is a bare­bones LMS system created on a capable and scalable CMS (Content Management System) platform.

A simple LMS can be built on Drupal 7, and so has hundreds of available modules that can be easily added, as needed, for functionality and expansion. Drupal is also easy to customize (using PHP and CSS) for features and functions that are too custom to be already available as modules.

This start-­simple philosophy assumes that three areas will all be growing and developing together, over time, at a rate dictated by the will and resources of the company:

  • the development of in-­house custom courses and materials;
  • the development of in­-house staff dedicated to staff development and company learning; and
  • the development of company policies, learning metrics, and process for learning paths.

Starting as simply as possible means that the company’s needs and direction will determine the growth and development of the LMS to match.

Knowledge Level:

This course is intended as introductory, and does not include any tutorial content for using specific LMS.

Program Design:

This instructor led session is designed to be delivered on-line in a 1 hour time frame, or in-person in a 1.5 hour interactive format. While there will be time for questions about specific networks, the focus will be on understanding the fundamentals, functions, comparing and contrasting various networks.

Learning Objectives:

At the end of this program you will be able to:

1. List pro's and con's between a simple LMS and a feature-loaded LMS.

2. Explain the difference between SCORM import and export capabilities.

3. Outline a LMS policy for your organization with reasons for each decision.

4. Complete research for designing a simple LMS for your organization.

This Course is Recommended:

• Available online for individuals or small work teams.
• For Regional, State or local association events.
• To support a firm's or organization's internal curriculum.

No participant minimum required to book this session.

Faculty

Katin Imes is an experienced software developer, project manager, and a UX/systems designer. His passion and mission is creating access to the skills, tools, and knowledge that let people thrive in the Information Age. Specialties include: social networking software systems, online courses and LMS (Learning Management Systems), CMS (content management systems), online communities, e-commerce, Drupal, and Open Source. He has developed and managed web systems since 1996, the earliest days of the web, including server operations, hosting, security and encryption, e-commerce, and advanced back-end functionality.

Contact us about your session questions today; we're happy to help!

Gamification as a Situational Learning Tool

Photo by by azwaldo

The use of games or gamification for learning enhancement is not new in education. During the past few years however, there has been a renewed interest in gamification due largely to the new technologies that has become available. If you Google “gamification” it displays more than 700,000 results. Unfortunately too many people create educational games so that they can demonstration a technology rather than because it is the correct tool to improve or increase knowledge or a competency. Before selecting any delivery tools consider context and learning situation.

Working with several different organizations this past fall I realized the term gamification has very different meanings to different people. So for those of you reading this blog let’s establish a common definition used by Wikipedia. Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. Gamification has been studied and applied in several domains, with some of the main purposes being to engage, teach, entertain, measure[, and to improve the perceived ease of use of information systems.”

In the January 2015 issue of Chief Learning Officer is an interview with Jake Orowitz, Head of Wikipedia Library. In the interview Orowitz explains how Wikipedia uses gamification for situational learning to onboard volunteers, sharing the process related to editing material.

There are several interesting business case studies that use Gamification to enhance learning. For Microsoft the situation was to create a bond between the consulting business’ senior managers and to use the opportunity for content delivery and learning, bringing management up to date on the vision, financial results and strategy for the year. A full gamification solution considering context and situations was designed to motivate participation in the event, measuring engagement with the content presented and creating team spirit within the ad-hoc teams formed during the process. As a part of the process the tools to deliver the content were selected using mobile phones and tablets.

Another situation called for improving a course designed for those learning how to specify building materials for the new LEED MR Credit: Building product disclosure and optimization credit, under the Health Product Declaration (HPD) option. A collaborative team between Expedition21Media.com, Lowther7, LLC, and GreenCE was created to meet the challenge. It was determined by the team that a good way to increase learning and have participants better demonstrate competency was to imbed a mini-game in the course at a point after students learned how to specify building materials. To see the results for yourself play the free version of the LEED Materials Credit mini-game!

For the last three decades the popular workshop, the Accounting Game was offered by Educational Discoveries, Inc. and Professional Training International. The situation called for assisting non-CPA’s to understand basic accounting and balance sheet practices. The one day, on-site workshop used a simple lemonade stand business simulation format.

As I stated at the beginning of this blog post, the use of games or gamification for learning is not new to education. One of my first graduate courses was how to create and use games to promote learning, develop skills, and improve competencies. Kevin Werbach and Dan Hunter have written a book entitled, For the Win: How Game Thinking Can Revolutionize Your Business (Wharton Digital Press, 2012).

Through Wharton – University of Pennsylvania and Coursera, Kevin Werbach, offers the free course, Gamification. It is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges. This course teaches the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.

Decades of Change for the A/E Practice: Is professional development leading or reacting?

Trends graph markers

Everyone realizes that professional practices have changed drastically and in unimaginable ways during the past two decades. So my questions are: has professional continuing development (CPD) kept up? Have the education providers, design associations, and firms acted as leaders or followers in their efforts to shaping education in the design industry?

When I attended my first American Institute of Architects (AIA) convention twenty years ago, I observed that the education session attracting the highest attendance was Presentation Skills by Joanne Linowes. The remaining top ten sessions were related to "€œhot" practice topics such as project management and leadership. The irony of these topics, presenters submitted their proposals one year ahead of the next convention. Local chapter executives overwhelmingly responded that they selected their monthly meeting topics using a committee, better known as the "who do you know?" approach. Firms basically granted any product manufacturer supplying lunch "€œpitch" time. This was commonly referred to as the €œLunch-N-Learn approach. The better the lunch, to more time allowed.

Ten years later (2005) a lot had changed, in the practice and education. The AIA had implemented their Continuing Education System (CES). The AIA/CES provider program vetted 2700 education providers and began monitoring their courses. Health, Safety and/or Welfare (HSW) became the driving force of professional education. A majority of state licensing boards required 8-12 hours of mandatory continuing education (MCE) all related to HSW. Tracking MCE became critical to maintaining a professional license. Sustainability had become the hot topic everywhere, or at least the title of those€“ dominating the top 10 courses at the AIA convention. Presentation skills, project management, and leadership development courses were still simmering, but other practice related courses became more difficult to find.

By 2005, most A/E firms still relied upon product manufacturer for much of their in-house education, and they were still expected lunch. The big difference at this point, many firms insisted that the product manufacturer and their 1 hour courses be AIA/CES approved. Some of the larger firms had even hired training and organization development specialists with experience from professions outside the A/E industry to head their internal programs. Smaller firms would develop an education specialist from among their own staff. Firms still struggled to obtain presentation skills, project management, and leadership training.

Web based learning was making its influence felt by 2005. According to the American Society of Training and Development (recently renamed Association for Talent Management), by the end of 2010 technology based learning passed traditional classroom training in new courses offered. For the A/E/C Design industry that meant mostly 1 hour or 1.5 hour webinars. Today, technology based learning is making everyone evaluate their approach to sharing knowledge and delivering education. Today you can now find nearly any type of free, short introductory topics on YouTube. More traditional education is offered through programs like the Open University that includes schools like Harvard, MIT and Stanford offering free Massive Open Online Courses (MOOC).

So where are we after 20 years? Today most associations are struggling to find their education niche. Some associations have turned to offering certifications but there are legal education concerns and restrictions but these programs are usually based upon a core curriculum of study. The process for selecting convention and conference presentations continues as before. However, many associations include a virtual component or have expanded their webinar series to complement their conference education programming.

Today, firms are beginning to fill the talent management and organization development positions that were eliminated during the economic downturn. They are returning with a more strategic approach, matching internal education to the firm’s goals and staff skill needs. Some firms are looking at developing their own core curriculum that include development of emerging professionals, practice skills training, project management, client facing skills, advanced presentation skills, and leadership development. Firms are using a blend of knowledge sharing technology tools for the introductory and awareness level skills. For their practitioners, they are using a blend of in-house trainers with vendors and consultants to address gaps that meet their strategic goals. And yes, many still rely upon the product manufacturer with registered AIA courses on, and still expect lunch be provided. Keeping track of all this activity has become strategic and complex.

Developing Online Courses

Description

This workshop covers the nuts and bolts of getting your first online course developed and deployed, including:

  • components and costs
  • evaluating staffing requirements
  • structure and design
  • course conversion (from live format)
  • options for audio and video production
  • testing and assessment online
  • platforms and server options
  • getting feedback
  • mastering revision cycles
  • licensing and profit projections

You'll leave this live workshop with a complete development plan and timeline for at least one of the courses you'd like to put online. Our experts will walk you through the entire process, helping you make decisions while supplying you with data and how it applies to your situation. Learn about a breadth of approaches and case studies from others in the workshop as they build their course development plans alongside you.

Knowledge Level

This is an awareness level workshop. We encourage instructors at the practitioner and mastery level with little or no online experience to participate.

Workshop Design

This is an instructor led course designed to be delivered either on-site or via web video conference in 4 or 8 hour time frames.

Learning Objectives

At the end of this workshop you will be able to:

1. Describe the various operational and material components of an online course.

2. Determine which online system features would be incompatible together and which would be appropriate for a given course.

3. Research and evaluate various platforms for online presentation and course management and determine a good fit for your project.

4. Create a course outline action plan specific to your organization, including estimated budgets.

This Workshop is Recommended:

• Customized and available online for small teams.
• For Regional or State association events.
• To support a design firm'€™s internal administrative and instructor training.
• To support a product or service manufacturer'€™s administrative and instructor training.

Faculty

Katin Imes
Minimum of 8 participants required to book this session.

Watch for our annual offering of this workshop on the west coast. Contact us about your workshop questions today; we're happy to help!

Building a Design Firm'€™s Professional Development Program – Implementation and Delivery

Photo of staff reviewing graphs on a laptop

Be patient and allow time for your implementation and delivery action plan to work. Individual courses can often be created and delivered in a short time frame if there is an established system in place. However, for an organizational-level program or curriculum, think in terms of a process that may take 2- 3 years to see real results. Your needs assessment and analysis (Key 2), and planning and performance projection (Key 3),will provide you with direction and a path. If the firm is committing time to the development of internal courses be sure that each support the firm'€™s strategic business plan. Most mid-sized firms and larger have a generational mixed staff so don't be afraid to try the new and the different methods of delivery. Stay as current of technology as your budget will reasonably allow. Be prepared for continual change and adjust accordingly. For those firms that already have some in-house programs in place consider tapping into the expertise of your own staff members, those who present at professional conferences or are adjunct instructors for your local college or university. I offered several suggestions last year in my blog An Overlooked Internal Training Source for A/E Firms.

Continuing in part seven of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms'€™ professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.

KEY 6: Implementation and Delivery

Key 6 examines the firm's process for course / program delivery methods. This section provides recommendations for matching the appropriate delivery method based upon expected Learning Outcomes.

How well does your firm'€™s implementation and delivery process match up?

1. For each course/program the question is asked, “What do you want the participant to be to do, or what should they know when they finish the course /program?€ Then, €œwhat is the best delivery method to achieve the expected outcome?€
2. Courses and curriculum include provisions for practice and application, not just volume of information. There is a process for ensuring that program delivery methods are consistently appropriate for course content and material. [Ex: Instructor -led, PowerPoint, Case Study,Case Study, Gaming, Webinar, Podcast, etc.)
3. Selection of delivery methods that is appropriate to the learner'€™s skill/knowledge level is considered, such as awareness, practitioner, and mastery level.
4. Technology is used as a tool to support courses and curriculum, not drive them.
5. The firm ensures selecting appropriate delivery methods as required by external agencies when supporting special designations and license requirements.
6. There is a process to establish a schedule that meets requirements by external agencies when supporting special designations and license requirements.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the Architecture, Engineering, and Construction (A/E/C) industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice learning and development.

A Situational Classroom: When to use a directive style

Educators all know the importance of clear, well written learning objectives. Knowing what you want the student to learn and what knowledge they should leave the classroom with is critical to the success of an instructor. Once the learning objectives are written the instructor needs to select the correct delivery approach to most effectively reach the students. Not all instructor delivery styles will effectively transfer the knowledge to the students identified in the learning objectives as intended. The variables of learning in the classroom are many but the instructor can increase his/her success rate by selecting and using the appropriate delivery style.

How do you know which delivery style is the most effective to use, and when? One method to selecting the appropriate style can be determined by referring to the core elements of situational leadership. There are four primary leadership delivery styles: directive, coaching, supportive, and delegating. What’s important to know about situational leadership is that it considerations the development level of the student. Using a four step sliding scale the student is rated on competence and commitment. Similar to reaching success following the situational leadership model, to achieve maximum learning the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

The best time for the instructor to use a directive style of delivery (telling and showing) is when the student has a high commitment to learning the subject but has little or no competence in the subject area (enthusiastic beginner). Examples of a directive style of delivery include speeches, lectures (PowerPoint), and demonstrations. On the internet, delivery of a webinar generally comes under the directive style of delivery.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

Learning Objectives Simplified: Check out the New Bloom’s Taxonomy Tool

Candle Flame

The tool is simple, easy to understand, and easy to use. If you are the course designer, a trainer, an instructor, or the firm's Learning and Development Coordinator, Manager, Director or the CLO - this tool will make your professional life a little easier. If only this tool had been available during the past 30 years.

I would like to thank the Center for Excellence in Learning and Teaching (CELT) at the University of Iowa for posting on their website the Model of Learning Objectives. This model was created by: Rex Heer, Iowa State University.

Sharing this tool with my professional peers who are working in the A/E/C design industry, this is probably the best gift I can offer for the New Year. Try it for yourself; I think you will like it.

Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives.

If you have trouble accessing the interactive Flash-based model the content is available in a text-only table.

Free Learning & Development Resources - 7 Tips

Open Source Education

For those of you in the A/E design profession who have difficulty finding free time during a 24/7 work week consider a free, on-demand, learning–in-the-moment approach to supplement your formal training and on-the-job experience. There are a variety of free online resources available to you. Here are some great tricks and online resources for developing your own, personal professional learning skills and development.

7 Tips to Getting Started:
1. Formulate what you need to know. This is called your learning objective and can be revised as you go, but take your best shot when you begin. (Tip: Start with your annual training objectives).
2. Use search engines like Google, Bing, Yahoo, and YouTube (the largest source of online learning) to find three kinds of information: specific, general, and connected.
3. Use search engines to find tutorials, ebooks, online courses and classes – the obvious. But also search and locate online communities (blogs, forums, associations, white papers and chat rooms).
4. Evaluate each resource that you encounter to determine if they relate or are connected to your learning objectives.
5. Organize your information for reading and assembly. If you are learning something that takes longer than a day, you can use free websites like All My Faves and Symbaloo to organize and group your links, and then retrieve them with one click.
6. Read, take notes, and learn the way you learn best.
7. If you have a certificate, membership or license -MCE requirements be sure to record and track your progress. You can do this for free in an EXCEL file or for those of you with a state license and who are willing to pay a little for convenience and due date reminders try AECredentialing.

7 Options of Open Source Courses…..

Coursera:
Outstanding engineering related college-courses from universities like Duke University, Rice University, Escole Polytechnique Federale de Lausanne, University of Pittsburgh, and Princeton.

Class Central:
A gateway to a variety of online and self-paced courses offered by Stanford, MIT, Harvard, Berkley, Udacity, and Courses.

MIT OpenCourseWare:
Free Online courses from MIT in energy, transportation, environment, business and others areas.

Open Culture – 625 Free Online courses:
625 Free online and self-paced courses offered by Harvard, UC Berkley,
MIT, Carnegie Mellon, and Stanford, that include the sciences, computers, Engineering (Mechanical, Civil & Electrical), Environmental, and basic business.

Ted Conference Videos:
Best for exposure and finding things to learn more about online. Inspirational, informative, cutting edgue and less than 20 minutes long.

YouTube/EDU:
YouTube really now functions as a video search engine, and so you can find much more to learn and see on YouTube than just the EDU area. However, this area has been tuned and curated just for good educational content on traditional subjects.

Today I Found Out:
Daily essays of well-researched interesting topics.

I would like to offer a special thanks to Katin Imes at Expedition 21 Media, Inc. for content suggestions.

The Emerging Blend of the Degree, the Certification, and Professional Development: The overview

Flickr  No known copyright restrictions

We often hear that change is constant. In yesterday’s issue of the Washington Post was an article on education, “An alternative to high-cost college?" A major focus of the article was about how start-up companies are providing free or low priced programs are designed to compete against the expense of a college degree program. This article is yet another statement about the current assault on the expense of obtaining a degree in higher education and the perceived value of that degree. While the Post article focused mainly on higher education, this is just the tip of the transition. There is a related larger issue that needs our attention, the emerging blend of college degrees, certificate and certification programs, and continuing professional development.

In their book, Nine Shift that was published in 2004, the authors William Draves and Julie Coates introduced to us the changes that were beginning to occur in our society because of the acceptance and use of the internet. They described changes that were just beginning to occur in our approach to work, in our life styles, and in our approach to education. As the Washington Post article describes the situation, we are now well into the middle of the transition described in Nine Shift. So, where are we now? What'€™s the current landscape?

Related to formal education MIT, Harvard and others have used the internet to design a new education landscape. The Washington Post article sited MITalong with other universities as pioneers for offering open courseware. To date there are more than 15,000 online open courses provided by more than 250 institutions. Suddenly, what had been the exclusive domain of courses for the purpose of receiving college degrees become part of anyone'€™s opportunity for continuing professional development (CPD). In their association'€™s official publication, Training + Development, the American Society of Training and Development (ASTD) indicated that in 2010 more new online courses were being developed by companies than traditional classroom courses. Online companies such as Ron Blank, RedVector, AECDaily, Saylor.com, P2PU are using college faculty to develop and on offer online CPD. And don'€™t forget McDonald'€™s Hamburger University or the Disney Institute.

Throw into the mix a few online certificate or certification programs offered by associations, community colleges and technical schools. Suddenly the lines between degrees, certifications, and professional development begin to blur. You now have a real conundrum. How do you sort through what I refer to the "€œterrible T's" - Turf, Trust and Tradition. Who is supposed to offer what to whom? Who can you trust? And, who are these people – have they ever offered education before?

So, what’s next? What can we expect? In the upcoming series of the “emerging blend of college degrees, certificate and certification programs, and continuing professional development” we will offer papers specific to the impact on higher education, associations, firms, product manufacturers and the workforce.

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