Last week, when I attended and presented at the Virtual Edge Summit in San Diego, I realized once again what odd and valuable experiences conferences are: People come from far away, sometimes at considerable expense, to meet and greet others as they rush from presentation to presentation. During this intense experience, they sample a smorgasbord of knowledge and information. Those topics that are most relevant to their present needs will likely stick with them. Less relevant information may be stored in their memories (and/or folders) as interesting tidbits, headlines, and key words that will enable retrieval and exploration later, when needed.
This process works for conferences. The short- and long-term value is proven each year as people put responsibilities on hold and head off to the airport to attend this or that annual meeting. Certainly, I learned many new and important things at VES, met new people, and encountered a few I knew from other events. But this year, the conference experience offered one additional insight: As I was leaving, I came to a realization that the way conference presentations are designed is a close match to the way many webinars are structured. And though it works for conferences, it’s usually a very unsuccessful format for virtual presentations. Continue reading →
Self-paced e-learning is more expensive to create than real-time curricula, but the savings begin immediately and it’s an investment that pays off in multiple ways. Like buying a rug or carpet, you can spend more upfront for something that will really work and be usable for an extended period, or you can buy something that is cheaper initially, may not have the look and feel you want and will need to be replaced within a few years. Most of us have learned that, ultimately, the cheaper choice actually costs us much more in a number of ways.
Self-paced e-learning is an amazingly flexible component to include in any blend of learning tools. But an hour of self-paced e-learning costs much more to create than an hour of real-time curricula (approximately $10,000 compared with $6,000 for design, development and production costs). However, once the e-learning is created and uploaded, Continue reading →
Two types of immersive 3D experiences are being researched and discussed in relation to training, and it seems important to try and separate the two. Most people familiar with monitor-based 3D environments know the experience as one in which small figures/avatars act as our agents inside the world we see on our monitors: We use our keyboards and mice to direct our avatars, inside our monitor screens, to interact with other people’s avatars and with the environment around them, and to talk using VOIP or chat.
For most people, whether they’re playing video games or attending 3D training sessions, the monitor-based 3D experience is what they think of when they read reports of the impacts of 3D immersive experience on people’s real-life behavior and self-perception. Continue reading →