Professional Development Webinars

Regulators are clarifying their expectations of online training, specifically the need to verify both the training participant and their participation. Examples of this range from specific amendments made to the administrative code of the city of New York and the New York city building code requiring OSHA 10 and OSHA 30 online training to be "ACTIVELY PROCTORED". In addition, OSHA published 'Training Requirements in OSHA Standards’ and further clarified that OSHA investigators are expecting employers to "ensuring employee participation" in the training required whether that training is instructor-led or on-line. In fact, Category 8 of the IACET Standard states that “the Provider shall have a process that verifies that the learner who registers and participates in the learning event"

This webinar is focused on reviewing the industry best practices relating to the identification of learners and the verification of their participation in a manner that meets the regulatory, due diligence and privacy requirements associated with on-line training today. 

Participants attending this webinar will

• recognize the risks to production, quality, safety and organizational due diligence when required training is conducted on-line and;
• be able to apply various technical options and privacy controls necessary for a best-in-class integration of ID verification and proctoring technology. Areas to be covered will range from technological / process considerations to accessibility considerations (mobile devices, on-demand, etc.).

Research shows that we remember more when we connect something new to an emotion/feeling/thought we already have embedded in our memory. Identifying these and triggering the emotions of the student can create the desire to engage in a topic as well. Understanding this may be key in getting students "on board" with learning new information that they will remember it in a meaningful way.

By the end of this webinar, students will be able to:

• Recognize emotions/feelings/thoughts to relate subject matter to the student.
• Identify ways to trigger these emotions to encourage student engagement.
• Explain how emotional involvement in the subject matter can make learning meaningful.

How do organizations recognize their talent’s knowledge, skills, and abilities (KSAs) gained both through work and other experiences and translate them into credentials that matter? When industry and higher education work together they can reach the goal to equip talent with the ability to transparently share their KSAs in a way that contributes to personal and organizational growth. 

Learning Objectives: 
1. Define credentials 
2. Define learning recognition for credential application 
3. Discuss University and organization immersion and collaboration 

Microlearning is about putting solutions in the flow of work, it is a strategic application of learning as a business tool that seamlessly integrates training content, performance support, coaching and community connections. In this session we will:

• identify what microlearning is,
• identify common types of microlearning
• identify when microlearning is an appropriate solution, and effective techniques to design and develop microlearning.

Whether you are preparing a program for academic credit, a course for Continuing Education Units, a workshop with a completion certificate, or an instructional video, your audience wants to know if there is going to be sufficient quality or is the program merely “fluff”.
This webinar will present a technique to provide a mechanism to quantify the level of rigor associated with the student learning outcomes designed within your program. Utilizing “Bloom’s Taxonomy of Action Verbs (2001 version), the student learning outcome verbs are used to classify and ultimately aggregate them into a visually demonstratable measure of the rigor associated with your program. Thus, it will be easy to demonstrate the difference associated with the delivery of a program designed for an audience of children, high school students, college students or working executives. This provides the management of expectations to mirror the program design with the level of expected outcomes so that your customers are satisfied consumers of your product.

By the end of this course, learners will be able to:

• Utilize Bloom’s Taxonomy of Action Verbs
• Demonstrate the difference associated with the delivery of a program designed for different audiences.

Join the conversation with us!  IACET sits down for a candid live discussion with Jim Kirkpatrick, Senior Consultant for Kirkpatrick Partners and steward of the “Four Levels” framework, to discuss critical issues in training evaluation.   Jim has made no secret in his writings about the perils for training organizations that do not properly evaluate.  In this webinar, we will ask Jim about issues and trends he sees happening regarding training evaluation.  In addition, attendees will:

• Identify best practices for ensuring appropriate evaluation.
• Identify ways to evaluate at higher levels to ensure training contributes to behavior modification and produces results.
• Learn ways to improve your organization's evaluation processes.
• Collaborate with Jim in an interactive session with questions and answers.

Value proposition for attending: By dedicating time to attend this webinar and spending time with Jim Kirkpatrick, who is an internationally known expert, attendees will hone their knowledge of training evaluation techniques and reinforce the importance of proper evaluation. Attendees will also receive valuable ideas about how they can apply new evaluation techniques in their learning environments. Information in this webinar, if applied, can enhance careers and contribute to higher ROI for learning programs.

The practice of micro learning has grown in recent years to respond to the need for professional education that is flexible, data-driven and digital-first. By breaking training pathways into smaller pieces and placing more emphasis on capturing high quality learning data, professional learning organizations are making their educational offerings more engaging and more accessible. The team at Badge List has developed a new approach to micro learning, helping organizations continuously measure learner progress and use data to enable real-time experimentation. In this webinar you will learn how other IACET affiliates are using these systems to develop innovative content and unlock new opportunities for growth.

By the end of this session, learners will be able to: 

• Explain how micro learning is driving organizational growth for other IACET affiliates
• Communicate how new developments in automated learning measurement can help you “close the feedback loop” and rapidly generate valuable learning data streams
• Elaborate on how putting data at the center of curriculum development can create an engine for sustainable innovation

Everyone has a mix of learning styles. According to StudyingStyle.com claims 65% of the population is made up of visual learners and 30% are auditory learners, so combining the two in your training or eLearning modules will be effective for almost all users. 
In Clark and Mayer’s eLearning and the Science of Instruction, they say that research generally supports using narration with on-screen visuals, which is called the “modality principle”. And other research has found that the mix of visual and audio information can have a recall level of close to 50%. 
Using the right voice-over technique gives a more human approach and can help learners stay engaged. A good voice over gives credibility to the subject matter and can be created in-house. 
At the end of this webinar, learners will be able to: 
• Create a basic studio and set up for in house narration and editing 
• Create a quality voice over team from your staff 
• List voice acting basics and different narration styles 

The need to demonstrate value for money is not new. In fact, interest in showing the return on investment (ROI) in training and education programs has existed for decades - and many organizations have complied. Yet, today, there is still confusion and concern over demonstrating the ultimate value of training investments.  This webinar will delve into the what, how, and why of ROI. 

By the end of this session, learners will be able to:

- list the five levels of evaluation

- describe the 12 steps in the ROI Methodology process model

- name the standards that support implementation of the model

Quite literally, hundreds of articles every year use the term "engagement" with little to no effort in defining it.  Several current research efforts directed at cognition in learning environments suggest there are at least three separate factors at play:

1. Emotional Engagement – How the learner feels about the learning experience.

2. Intellectual Engagement – What the learner thinks about the information presented in the learning experience.

3. Environmental Engagement – How the learner’s interaction with the learning environment change both the environment and learner’s perception of the experience.

Perhaps most importantly, each one of these factors is necessary but insufficient on their own to produce an engaged learner AND failure of any one of these factors can result in disengagement. Virtual classroom facilitators have a great deal of control over these factors for learners. However, it takes more than clever exercises or mastery of collaboration tools like breakout rooms and whiteboards, to succeed. It takes a nuanced understanding of the learning environment and the learners participating in that environment to bring your virtual delivery to the next level.

By the end of this session, learners will be able to:

• facilitate emotional engagement, including creating intellectual safety through listening

• generate environmental engagement while supporting a diverse audience

• encourage intellectual engagement through debrief exercises and the 'spacing effect'

Start the journey that takes your virtual facilitation skills to the next level with these practical applications of research into how people learn.

The news across higher education is about providing students with skills they need for jobs and more often professors are asked to show evidence of student learning. This webinar will focus on planning assessment to better understand what students are learning in a course. To meet this focus the following outcomes will be addressed where participants will: 

• Examine the learning outcomes written for a course; 
• Describe how assessments throughout the course address these learning outcomes; 
• Analyze how well students have mastered the learning outcomes using these assessments; 
• Discuss summative and formative assessments use in a course; 
• Make a plan how formative and summative assessment along with mapping how learning outcomes are addressed can provide you the best picture of what your students are learning. 

Writing effective questions for tests, certifications, and other types of training is essential to assessing learning outcomes and participant knowledge. However, training around writing quality questions is not provided in many subject areas or graduate programs. This webinar will focus on some of the basics of writing high quality assessment items. To meet this focus, the following outcomes will be addressed where participants will: 
• Examine test items to avoid correct answers using common test-taking strategies; 
• Discuss specific ways to phrase questions and answer alternatives to ensure the question is measuring the intended knowledge; 
• Analyze types of questions and phrases applicable to writing questions in accordance to Bloom’s Taxonomy.