Blended Learning

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!

Creating Successful Talent Within Your Firm

Description:

This workshop provides practical approaches and tools addressing your firm’s professional talent development challenges. Using a 7 step methodology we will address the why, how, and what to do for staffing development. The workshop will cover areas such as graduate development curriculum, technical skills, client presentations, project management, leadership development, and on-boarding, as well as requirements for licensure and certifications. This workshop addressed the "how-to's" about developing and implementing an effective internal firm-wide, professional training and development program.

Knowledge Level:

This program is structure for Practitioners and Advanced levels. This program is for everyone within the firm responsible for effectively matching people to resources needed to achieve the team member’s professional goals while achieving the firm’s strategic and business goals.

Course Design:

This 8 hour workshop is designed to be delivered on-site. This program has been successfully delivered in a firm with multiple offices using a blended delivery approach. The program allows for Q&A and includes a personalized plan of action.

Learning Objectives:

At the end of this program you will be able to:
1. Identify 2 performance elements of your in-house education program in terms of the firm's strategic and business goals.
2. Determine appropriate development method(s) of your firm’s unique technical or design educational content to advance your firms agenda.
3. Differentiate the most effective delivery method(s) for your firm’s top development priority.
4. Define 4 criteria for use of a master evaluation tool that will guide you in continuously improving your program.

This Course is recommended for:

* Individuals and project teams to supplement a design firm's internal curriculum.

Faculty:

Thom Lowther, Ed.S. Has been involved with the professional development of A/E and design professionals for more than 20 years. Thom is currently the owner and CEO of Lowther7, LLC, a small Veteran owned training and consulting firm. Thom has served as the Senior Director of the American Institute of Architects (AIA) Continuing Education System (CES). He managed the AIA/CES Firm Leadership Symposium series and the AIA/CES Award of Excellence program. He served as staff liaison on the Advisory Panel for Professional Development of the Union of International Architects. With the AIA, Thom worked with 43 state licensing boards to establish mandatory continuing education requirements for architects and engineers. As Vice President of Education at the U.S. Green Building Council, he was responsible for the oversight of LEED related education for design professionals. Following the USGBC Thom was the Americas Region, Learning and Development Associate with the global engineering and design firm, Arup. Thom is a contributing author to the PSMJ Resources monthly newsletter and a Jury member for the 2015 & 2016 LearningElite Awards sponsored by CLO Media.

On-site minimum of 10 participants required to book this workshop.
Contact us about your workshop questions today; we're happy to help!

Embracing Sustainability in the Workplace

Sunset Beach, San Diego - Photo permission of Tiffany Elbogen

Description:

It’s a smart business practice and the right thing to do. Find out how to implement sustainability solutions for your workplace. Gain practical information for yourself and your employees to begin on Monday morning. Brand your organization in the world of environmental stewardship. Your instructors will detail and deliver practical approaches and applications toward implementing sustainability with guidance in planning procedures.

Take back practical tips on operating your indoor environments to consider air, water, lighting, fitness, nutrition, mind and comfort. For anyone pursuing a career in a company or in government where there is an effort to build awareness and to gain a deeper understanding of the importance of environmental stewardship and overall social responsibility.

Agenda: One Unit introduced each week.
Unit 1: The Business Case for Sustainability
-Concepts of Triple Bottom Line: People, Planet, and Profit.
-The Return on Investment ( ROI )
-Human Capital Indicators and Employee Engagement
-Transparency for Stakeholders
-Reducing Energy Use Saves on the Bottom Line

Unit 2: An Internal Sustainability Plan
-Initial Assessment of Current Business Model
-An Office Task Force is Essential
-Designing a Mission Statement
-Basics on Environmental Accounting and Reporting
-Monitoring and Evaluation

Unit 3: Wellness in the Workplace
-New Value Proposition for Well Offices
-Wellness Concepts: Air, water, light, fitness, nutrition, comfort and mind
-Risk vs Reward of Wellness Features
-Sick Building Syndrome

Unit 4: Inner Company Initiatives That Work
-Office Procedural Strategies
-A Strategy for Resource Management
-Assessing Current Supply Chain and Purchasing Procedures
-Tools to Track Sustainable Products and Verify Healthy Purchasing
-Suggestions For Greening Your Office

Knowledge Level:

This course is intended as a introduction to sustainability practices in the work environment.

Program Design:

This instructor-led course is delivered on-line 24/7. Approximately 16 hours over a 4 weeks. Highly interactive with individual activities, group discussions and faculty feedback. Brand your organization in the world of environmental stewardship. Your instructors will detail and deliver practical approaches and applications toward implementing sustainability with guidance in planning procedures.

Learning Outcomes Related to The Business Case for Sustainability:

At the completion of this course you will:
1. Know how to engage staff and co-workers to concentrate on efficient environmental practices and to develop internal planning and policy procedures.
2. Have the ability to implement sustainable business procedures and policies with practical applications.
3. Know how to measure and monitor the effectiveness of company office sustainability procedures.
4. Be able to identify the benefits of implementing healthier building renovations, establish energy saving policies, develop greener purchasing, water and waste procedures and initiate green fleet initiatives.
5. Know how to apply practical approaches and resource conservation measures that affect corporate culture.

Next available course:

• Monday, June 4 until Saturday, June 30, 2018.
• Monday, August 6 until Saturday, August 31, 2018.
• Monday, November 5 until Saturday, November 30, 2018.

• To register - go to YouGotClass/

Faculty

Kelly S. Gearhart

LEED Fellow, LEED AP BD+C, LEED AP O+M, a Principal with Triple Green Building Group, a green building consulting firm with locations in the San Francisco Bay area, Savannah, Georgia and Sophia, Bulgaria. Gearhart is a USGBC LEED Faculty member, Instructor for the University of California, former Manager of Commercial Green Building Services at Southface Energy Institute, Inc. and has been involved with green building education, technical assistance, and leadership since 2005. Accredited in the new Building Design + Construction and Existing Buildings: Operations + Maintenance programs, she has taught over 50 full-day and multi-day LEED courses, facilitated seven full-day and multi-day green building charrettes, presented at 12 conferences, consulted with more than 100 clients on green building strategies and worked on 25 LEED registered and certified projects across the U.S. and internationally.

Kerry Mitchell

Has authored over 150 hours of content on sustainability planning metrics. She teaches employees, affiliates and stakeholders about how the metrics of sustainability will provide measurable results.

Contact us about your session 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: A fad or the future?

Photo of individual participating in online game.

On the professional LinkedIn group, Learning and Development, Eng-Sing SOON from Singapore initiated a discussion by asking if Gamification was a passing fad or the future of learning.

It was not surprising that the discussion quickly jumped towards defining what gamification meant.
Kenneth Camel from New Zealand stated first with, “The process of gamification means using gaming techniques in developing learning events, not necessarily making a game out of learning. Gaming techniques use engagement, teaming and communication to reach an objective. This brings different types of learners together to solve problems (scenarios, role playing and practice). The techniques have been around for a long time. (war gaming, D&D, board games, learning maps, lean manufacturing).”

Jack A. Loganbill from the Unisys Corporation was quick to note that he found that there is a wide difference in opinion of what exactly gamification is as it applies to training. He went on to responded to the question by asking the question “Is it turning the training into a game? Or is it applying gaming attributes the principles that make games so attractive, to the training.

For those who read my recent blog, I too have noticed that when working with different organizations I realized the term gamification has very different meanings to different people. So I opted to simply used Wikipedia’s definition. “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.”

Personally, I think Katin Imes, from Expedition 21 Media, Inc. provided one most clarifying definitions when he stated, “I want to point out a word-transformation that is happening. The term "gamification" means really different things in different domains. The current term is "on fire" in sales, media, online "customer engagement", and corporate offices but there it means:
- adding track able, effectible metrics to simple customer actions
- presenting those metrics to the public or to a subgroup in a themed, "fun" way that provides competition or rewards
- providing prizes, rewards, freebies, or recognition awards to the highest-metric participants.”

“When a learning professional hears gamification in a sense of applying it to training or learning, the term is much more to do with providing exercises ("games") that directly include the skills or knowledge being learned to be applied in a system ("rules") that provides a clear outcome ("win or lose", "measurable benefit or loss", "rank"). Quality games provide problems or resource situations that cannot be solved well without the skills or knowledge being learned, and allow participants to experiment and "tweak the dials" to experience the outcomes and effects of different strategies and factors or sequences.”

Once you settle on a definition for the term “gamification” you can go back to the question that the title asks: Gamification: A fad or the future of learning? Hopefully your interest has been peaked. There is a general consensus developing among those participating in the discussion on the LinkedIn Learning and Development Group that you can follow. I however will not provide a spoiler.

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.

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!

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.

Course Evaluations – Key 7

During a summer full of conferences, workshops, classes (both on-line and on-site), and numerous online discussion groups, lots of questions have been raised about how to structure course evaluation forms? While there are many good evaluation models available, here are the basic fundamentals that have worked well for the organizations where I have worked. This is part of Key 7 – Evaluations.

First, keep your course evaluations as simple as possible. I like to build a course evaluation using a 1 - 4 point scale. This forces participants to make a choice, to select above or below average. I have used the 1 – 3 and 1 -5 point scales but it allows the borderline evaluators to just be neutral by choosing the middle number. Neutrality isn’t all bad but when you are looking for what to improve, a neutral number doesn’t help much. And for those of you who debate whether using a 1 - 5 or 1 - 10 point scale, the only real difference that I have found are that participants will adjust their choice to reflect similar results of a slide between low, middle, or high scores.

There are 5 key areas where you need accurate feedback and information in order for you to know what, where or how you will want most to improve a course:
1. Content - is the course content useful to the participant?
2. Faculty’s Knowledge of the Subject – while this is often perception, did the faculty or instructor really knowledgeable about his/her subject?
3. Faculty’s Ability to Communicate – was faculty or instructor able to communicate their knowledge to the participants in the audience?
4. Quality of the training aids, handouts, etc. –were they applicable to the course?
5. Will the participant be able to apply the course to their job? Yes / No
Always allow the opportunity for open feedback from the participant as it can capture some amazing information occasionally. Questions about food, room temperature, arrangements, etc. should be left for the open general comments as generally the organization has little control over those issues and if it becomes an issue – it usually will appear in a general comments section. And yes, I am a believer that if you include food it can affect the results of the evaluations – poor food can lower the overall evaluations. Knowing that in advance – don’t provide bad food. And while the evaluators could be all over the scale in their final evaluations in the key areas providing you with detailed information about the course you will find it useful to ask a final general question about “How would you rate the overall program.”

If you have a way of collect the responses electronically, a tool like survey monkey - that could make your life much easier. What generally takes so much time related to surveys after the course is over is the summarizing the results. Anything you can do to minimize the staff time summarizing results is a plus.

My pet peeve is asking respondents questions that you know you are not going to use to improve the courses. Or worse still, requiring evaluation that goes straight to the storage file and then gets lost in a black hole. My final suggestion, keep your course evaluations as simple as possible.

How to Analyze a Case Study

Photo by Thom Lowther

Most of you who know me well know that I believe passionately in the use of cases studies as a learning tool. Years ago I discovered a excellent tool for analyzing case studies in the "Handbook for Training and Development" published by ASTD. I share below a simplified version of tool. I have used it often - in professional firms, in associations workshops and in college classrooms.

When analyzing a case study, an orderly, step-by-step approach is helpful. It is important to gain an appreciation of the overall situation initially, as well as to learn what information is contained in the case. Therefore, it is suggested that the case study be skimmed first to gain this overall perspective. While or after doing so, jot down the key points and issues that come to mind, as well as your first impression of the problems, issues, and opportunities facing the company. Then read the case in detail, adding to and modifying your initial thoughts. Remember that not everything in the case is vitally important, nor is all the important information necessarily included. The case represents someone's (e.g., management's) description of the company and its situation - it is up to you to probe deeper, sort and shift things out, and acquire additional information. It is your responsibility to analyze and recommend alternatives and approaches to management.

The following guide may be helpful to you in your task:

1. Define the situation. What are the challenges, problems, potential problems, opportunities, and potential opportunities facing the company? Typically, the case will contain various systems you will have to diagnose. To do so, try and isolate the major issues facing the company and their causes. Keep in mind that there are likely to be sub and secondary issues, as well as related and perhaps extraneous issues described in the case. Your task is to assign priorities to the issues, focusing on the critical few.

2. Assemble and analyze the important facts (gleaned from the case) which bear on the situation.

3. Specify important information that is needed but not included in the case. Determine whether or not it is available elsewhere. If available, acquire about it.

4. Make assumptions! For important information that is not available from the case or elsewhere, make logical assumptions as to what it might be. State these assumptions.

5. Draw conclusions Based on your analysis, information, and assumptions.

6. Determine alternatives and their likely outcomes. What are the major alternative actions open to the company, and what is likely to happen if each is adopted? Evaluate each.

7. Make recommendations. Based on your analysis, what do you recommend to management and why? Be prepared to defend your recommendations under critical questioning by the instructor and the class (the types of questions which might be posed by the company's management and other stakeholders).

8. Prepare an implementation plan. How should your recommendation be implemented, by whom? and in what sequence (short-term versus long-term actions). Where will the resources come from?

9. Prepare contingency plans. What do you recommend if your suggestions do not work as anticipated, or if certain external or internal conditions change?

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