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201 Build a Course Maintenance Roadmap Driven by Learning Analytics

11:00 AM - 12:00 PM ET
Monday, November 7

Tracks: Strategies

Quality eLearning products can be costly and time consuming to produce. After a course goes live, instructional design teams are often off on the next project. This, combined with finite resources, makes course maintenance and improvement difficult. What is needed to help designers patch up instructional gaps is a low-effort approach to developing interactive videos, informed by course analytics.

In this session you’ll learn a process for organizing the data streams that come from your eLearning courses to inform your instructional design decision-making. Combining performance data from instructional activities, assignments, tests, and instructor-led training sessions, you’ll learn how to select and prioritize maintenance projects to iteratively improve your instructional content. Once prioritized, you’ll explore how to fix instructional gaps by building low-effort interactive videos that supplement your core content. You’ll learn to use simple, efficient media-authoring tools to build meaningful interactive videos that provide the right kinds of scenarios, examples, and practice opportunities that allow you to test your hypothesis with real users. You’ll leave the session with a set of processes and templates to help make learning analytics central to your course development.

In this session, you will learn how to:

  • Integrate multiple streams of learning data to improve eLearning courses
  • Select the right scenarios, examples, and interactions to use in your interactive videos
  • Build and record simple interactive videos that support your learning objectives and course improvement goals
  • Establish a course maintenance roadmap

Adam Hockman

Chief Learning Architect

ABA Technologies

Adam Hockman is chief learning architect at ABA Technologies, where he oversees the design, development, and delivery of products and services. Prior to ABA Tech, Adam worked for the Mechner Foundation as a research associate and instructional designer developing educational technologies for K–12 students. Adam has worked as an instructional designer, technologist, and learning consultant across education, healthcare, and performing arts settings. He is an advisor to the Cambridge Center for Behavioral Studies. He received his academic training from Utah State University, Florida Institute of Technology, and MGH Institute of Health Professions (PhC, simulation operations).