Chrysler Academy The Transition to SCORM

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Chrysler Academy The Transition to SCORM

• Learning 2007

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Whats with the little Keypad?

• The Mission
• Less expensive audience engagement in classroom
  setting
• Replacement for expensive, clunky ARS devices
• 25-city tour
• 4 cities (4 teams) per week
• 20,000 attendees (up to 300 per day)

• The Solution
• 20 Receivers (5 per team)
• 1,400 keypads

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Whos Here?

• Instructional / Content Designer
• Interactive Designer/Developer
• IT Learning Infrastructure support
• Learning Manager
• Dreamer

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How Familiar are You with SCORM?

• Whats SCORM? Is it contagious?
• Heard of it, sounds promising
• Trying to create a SCORM strategy
• Actively pursuing a SCORM strategy
• Im an expert - SCORMs my middle name!

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What This Session is About

• Why Why Chrysler Academy moved to SCORM 2004
• How How we made the transition over three years
• What What we learned that can help YOU make
  such a transition

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Chrysler Academy

• Chryslers Retail Training Organization
• Reaching over 180,000 students, worldwide
• At over 4,000 independent franchised dealerships,
  worldwide

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Chrysler Academy Learning Center
The Academys Learning Management System Built on
the Ready Solutions base LMS by Latitude
Consulting Group
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Chrysler Academy Learning Center

• Chrysler
• Academy
• Learning Center
• 100 SCORM 2004 Since January 2007
• Includes full SCORM Administrator functionality

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Learning Center Environment
A Blended Solution
SCORM is only one piece of the puzzle
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Why Move to SCORM?
SCORM should be an answer to a problem not an
end in itself.

• Clarify your goals for moving to SCORM
• Understand the benefits YOU expect to realize

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ADLs ilities
ADL established a set of generic goals for SCORM

• Accessibility
• Adaptability
• Affordability
• Durability
• Interoperability
• Reusability

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Chrysler Academys Goals

• Reduce Cost
• Improve Learning Experience
• Enhance Measurement

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How Important are These to You?

• Reduce Cost (1 to 10)
• Improve Learning Experience (1 to 10)
• Enhance Measurement (1 to 10)

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Goal Reduce Cost

• Support multiple groups / vendors developing
  content
• Ease of maintenance and updating of course
  content
• Multi-Lingual support

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Goal Improve Learning Experience

• Instructional Design
• Learning Objectives not framing devices
• Shift from large integrated packages to
  specialized, reusable and granular components
• Bite-sized morsels of instruction

• Global Learning Objectives
• SCORM 2004 tracks individual Learning Objectives
• Courses can be prescriptive, providing just
  enough content

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Goal Enhance Measurement

• Integrate Perception, an off-the-shelf
  assessment engine
• Standardized Level 1 Surveys Level 2
  Assessments as SCOs
• Ability to measure users actual experience with
  course content

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How The Path to SCORM 2004
Chrysler Academy e-learning content technology
timeline
2000 CD-ROM CBT
1998 CD-I Video-based
2001 Web Custom Interface
2003 SCORM 1.2 Big SCO Approach
2007 SCORM 2004 Learning Center Course Shell
Consistent forward motion,according to plan
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Is most of your eLearning

• Off-the-Shelf
• Custom Developed
• About 50 Custom and 50 off-the-Shelf

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What Percent of Your Web Coursesare SCORM 2004?

• 0
• 1 to 25
• 26 50
• 51- 75
• 75 99
• 100

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The Path to SCORM 2004
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A Bump in the Road SCORM 1.2
Chrysler Academy Course (Complex Sequencing)
SCORM 1.2 Course (a simple structure)

• Chrysler web courses were based on legacy CD-ROM
  courses
• Complex interactive and instructional methods
• Conditional sequencing
• SCORM 1.2 did not support all aspects of Chrysler
  Academy Course Design

So, some course owners saw SCORM 1.2 as a step
backwards
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Chrysler's SolutionThe Big SCO Approach

• An interim solution -- The BIG SCO
• Entire course logic placed within a single SCO
• Course complexity is hidden from LMS
• Added Perception Survey/Assessment
• The User saw a complex course. The Learning
  Center saw ONE simple SCO.

Programming code
Complex Course Logic Navigation and Menuing
Rich Media
SCORM 1.2 Course (Single SCO)
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The Good, the Bad and the Ugly (of the Big SCO)

• The Good
• All traditional Course Design features were
  maintained
• Interoperability Durability the big SCO was
  SCORM conformant
• Allowed us to support legacy content while
  adopting SCORM
• The Bad
• Affordability
• Chrysler had to pay for the re-development of
  course menuing and logic on each course
• Reusability
• Content placed in the Big SCO couldnt be
  easily extracted or maintained
• Changing the course structure was difficult and
  costly
• The Ugly
• Confused understanding of SCORM among course
  owners

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The Lego Metaphor
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The Lego Metaphor

• You can make really cool things out of Lego

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The Lego Metaphor

• But just cause you CAN put blocks together

doesnt mean you should!
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What SCORM Does NOT do

• SCORM is NOT a Silver Bullet

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What SCORM Does NOT do

• Instructional Design
• SCORM does not specify a pedagogical approach
• Look and Feel
• How SCOs look and function
• How Navigation / Menu controls are presented
• Taxonomy / Naming
• Lessons, Courses, Modules, Topics, etc., etc.
• Reporting
• How do you access the SCORM user data?
• Granularity
• How big should a SCO be?
• Security
• SCORM does not directly address security issues

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What We Did

• Developed and documented Standards
• Created a basic generic Course Shell
• Developed templates for Sequencing Models

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What We DidDocumented Standards

• Technical Requirements
• Supported plug-ins and format
• Minimum target platform
• Performance/Bandwidth requirements
• 1MB loading rule (8 second rule)
• 1 minute 1MB rule
• Streaming media limits
• Metadata standards

Technical Requirements
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What We DidDocumented Standards

• Recommendations for how to handle common SCORM
  challenges (sequencing, etc.)
• LMS-specific integration issues
• Integrating with other Chrysler Academy Systems
  (e.g. Perception)
• Regularly updated knowledge base with
  questions, answers, issues and announcements

SCORM Best-practices
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What We DidCourse Shell

• What IS it?
• A standardized framework for HOW courses would be
  presented to learners.
• Standard menuing
• Standard navigation controls
• Standard SCO size
• Easily Customized

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What We DidCourse Shell
It includes aSystem Checker A consistent way
to confirm technical requirements prior to
course launch
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Customized Course Shell Examples
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What We DidTemplated Sequencing Models

• Sequencing Models as Design Patterns
• Chrysler Web Courses follow similar design
  patterns (with minor variations)
• Created templates based on best practices
  from key courses
• Provided vendors with sequencing templates to
  re-use
• Shared knowledge and learning
• Built on success

HELPFUL HINT A Good Place to Start Learning
Systems Architecture Laboratory and Carnegie
Mellon University SCORM 2004 Design
Patterns http//www.lsal.org/
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Chrysler TechnologiesA Re-Use Case Study

• A Study in Re-use
• Re-use Chrysler Technologies content in Vehicle
  Launch courses
• Checkmark content that has already been
  viewed/completed in prior courses
• Students must take new content
• Students can review old content

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One SCO Five Courses
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SCORM Results

• Courses are more stable
• 70 less technical support hotline calls
• Courses cost less to develop
• Average savings of 8-10 upfront
• Maintenance costs reduced by 80
• Measurement Results are credible
• Standard reports
• Numbers you can trust
• Rapid feedback
• Dealers are happy
• They love shared bookmarking

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Our BIG Wins

• What We Got
• Training focused on content (not framing)
• Standardized framing and navigation
• Smaller, chunked content
• Cross-bookmarking
• Easier course maintenance
• Reusability, when deliberately PLANNED
• Ultimately, reduced costs

• What We Wanted
• Reduced Cost
• Improved Learning Experience
• Enhanced Measurement

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What Should You Take With You?
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The Lego Metaphor

• You REALLY CAN make cool things out of Lego

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Chrysler Academy The Transition to SCORM

• Learning 2007

Bob Hoyer, Chrysler Academy rah10_at_chrysler.com Gor
don Mackenzie, BBDO Detroit gordon.mackenzie_at_bbdo.
com Bonnie Beresford, BBDO Detroit bonnie.beresfor
d_at_bbdo.com