You have a good idea for a business
Mood:  don't ask
Topic: Small Business
Getting Started

You have a good idea for a business - Great!!

Having a good idea is the first step to starting a business. This is the easy part. But if you want to have a successful business, there are many other things to consider and plan.

Are you financially ready? Is your business idea suitable for a home base? Why do you want to go into business and are your reasons sound?

Use the information in this section to help you decide and plan.

Learning Times
Mood:  cool
I first joined Learning TimesLearning Times in May 2005 while still working on certification course in Australia. The site was listed as background reading. Although I was attracted to the idea of delivering training online, -- and I was in an online course! -- the readings were a little wide afield from the direction of the Cert IV course on Training and Assessment which was geared to train for classroom or face-to-face delivery.

Privacy Policy

Learning Times has established itself as the leading producer of online educational conferences. Whether you conduct a completely online conference, expand the reach of a face-to-face event with online participation, or provide year-round community interaction in connection with an annual event -- LearningTimes is the right partner.

I've found myself on the periphery of this network many times in my research on eLearning. Like KnowPlace, LearningTimes has become a leading portal for developing new ideas on how to train and deliver knowledge online.

MPA member
Mood:  caffeinated
Topic: MSProject
As part of my research into MSProject, I found there was professional user group called MPA (formerly MPUG-Global). MPA is the "Official International Association for Microsoft? Office Project."

Thanks to the course at Chisholm, I could join as a student for the first year.

Project Learning has teamed up with MPA to invite you to join the global Microsoft Project community. For only $99 US dollars, you will gain access to the following:

* Peer Learning/Networking/Technical Knowledge
* Professional Development
* Latest Product News/Resources

Membership in MPA is a great value because of the opportunities to knowledge-share with peers, learn time-saving tips from the publications you receive and have the latest product news at your fingertips!

To find out how to join (together with the different membership options available, please click here. For more information

As a measure of my progress, I took their online quiz on MSProject. I scored in the 86th percentile. I have to admit I was pleased with the score.
At one point I had considered becoming a professional project manager, but the course through PMI was too expensive.
A few of the Project Management links from this page are below:

http://www.pmi.org/info/default.asp
Project Management Institute (PMI) - the world's largest project management association.


PMI - USA
http://www.apm.org.uk/
Association for Project Management - the UK project management association.


APM - UK
http://www.mympa.org/
MPA - The Official International Association for Microsoft Office Project.


MPA - USA
http://www.gantthead.com/
An online community for IT Project Managers.


Gantthead - USA
http://www.projectified.com/
Microsoft Project MVP Brian Kennemer's blog “endlessly obsessing about Project Server so that you don’t have to.”

KnowPlace Membership
Mood:  energetic
When I first began this exploration of training and online learning, I was directed by the course background reading list to .. KnowPlace!
At that point, I had no idea where this new certification (Cert IV Training and Assessment, Australia) was going to take me.

Now, months and a couple of thousand pages of reading later, I find this community again: A group of very like-minded people now that I have overcome some of my own naivete.

knowplace is ...
people!

In Knowplace, we work with a variety of clients who wish to improve their skills in the online environment. We:
1. Provide customized training geared to the needs of specific groups - both in Canada and internationally
2. Assist organizations and individualsmove into the online world quickly and efficiently
3. Work with partners using our dynamic open source/freeware environment to assist their clients
4. Maintain a world wide learning community for those interested in all aspects of online learning
5. Provide speakers and presentations on aspects of online learning at provincial, national, and international conferences
6. Assist learners who wish to take Capilano College: Continuing Education programs and courses.
Resource Our commitment

1
Customized Training

We haven't always worked online! The folks that work at knowplace learned their skills, and gained their knowledge, degrees and qualifications in the face-to-face world. Knowplace has been in business since 1988, but we haven't worked that long online! The experts have only been here for ten years. We learned how to transfer our skills to the online world through trial and error... We learned and continue to learn! We are happy to guide you with what we know.
The one important key that we have learned is that the Internet permits us to customize and individualize training programs, courses and workshops to meet the needs of others. We use the Internet in our face-to-face training programs, and the professional development training opportunities that we design for you.

As you can see from these pages, Knowplace offers a variety of programs to assist learners with a variety of skills needed in their professional lives.

The LMS Selection Process in a Nutshell
Mood:  quizzical
Now Playing: The LMS selection process in a nutshell
The LMS selection process in a nutshell (wholly pirated from Parkin's Lot from a link on the EdNA Groups forums)

Note: What's surprising about such and article is that it appeared to be needed at all. I can't think of a business manager at any level of business that would need this sort of information, but the author is directing his comments to teachers in Australia. It illustrates the state of naivete and raw awe that elearning provokes more than anything else.)


In working on learning strategies, I am sometimes asked to help a company decide which Learning Management System they should use. Here's the general approach that I recommend.

This is to be read in conjunction with my frequent admonitions to not allow the LMS to define your learning processes, nor to make its selection the starting point of your strategy development, nor to assume that any LMS is adequate to manage the totality of the learning that might take place. With that said, here’s an approach to selecting an LMS.

Form an LMS selection team that includes representatives of all those who will be involved in implementing and using it. Get someone from your IT department involved early, but ensure that they do not take ownership of the selection process. If you can afford it, get an objective outsider involved as well.

Agree on the strategic and operational processes by which you want to manage learning. These will follow from having already defined your strategic and operational learning objectives, which in turn will have been derived from the business goals of your various learning customers. Do not think in terms of LMS functionality, but in terms of process: what do you want to do, who is going to do it, how is it going to work.

Then look at this broad strategy, and list the requirements that a system supporting it must satisfy. Create a list of critical success factors for your e-learning systems. For example, if your strategy calls for you to implement competency-based learning, you may need to integrate with your Human Resource Management System (HRMS) data or your Enterprise Resource Planning (ERP) system. If you have operations around the world, you may have a need for multi-lingual or multi-byte character capability. Your list of requirements will probably have 12-24 items on it.

Some other factors that you should consider at this stage are:

* Will you need local support in multiple countries?
* What is your budget?
* Do you want to host internally or have the vendor host for you?
* How diverse is your target learner platform and your IT infrastructure?
* Do you want to manage classroom activity (scheduling, evaluations)?
* Will you be integrating third-party content?
* Will you need a system that integrates with CD-ROM content or allows offline work to take place?
* Do you need e-commerce or departmental charge-back capabilities?
* How granular are your tracking and reporting needs?
* Do you have to track compliance or certification training?
* Do you have special requirements for data security?
* Do you plan to integrate collaborative activities such as e-mail, chat, or communities in your learning?
*
Will you be managing synchronous virtual classroom activities?

Survey the market and come up with a short-list of systems that meet your critical needs. The survey can be done by issuing a request for information to all of the known vendors in the market (there are only 50 or 60 of any substance), by buying an off-the-shelf study, or by contracting someone to do the data collection work for you.

It is at this point where your LMS quest might lead you away from the straightforward purchase path: if your requirements don’t fit well what is available, you might explore the option of building rather than buying.

Reduce the list to less than half a dozen, using criteria that are important but did not make it to the critical list.

Next, develop a framework for evaluation of alternative systems. This is an important step, because it allows you to take control of the “demo process” and provides you with the right questions to ask. Without such a framework, you become a passive audience to the vendor’s presentation. The most helpful approach to defining an evaluation framework is to map out “a day in the life of a user” and then have the vendors talk about how their solution fits to that picture. You can break down a day in the life of an LMS administrator, a learner, an instructor, an instructional designer, an HRMS bureaucrat, and a learner tech-support person into a set of specific action steps, processes, or mini case-studies. Those steps, and the complexity of them, then become challenges to the vendor: Show me how your system supports these necessary processes.

Craft your RFP around your needs as already defined, don't use a template that you found on the web. Using someone else's idea of what is important is not only lazy, it can mislead the vendors and cause you to make decisions based on irrelevant criteria.Send out your RFP to your final short-list of vendors.

Once you have received responses to your request for proposal, cut the list to three. At this stage, you have enough information to differentiate the top candidates from the rest. All of your other criteria, the less important issues, the subjective feelings, the qualitative factors and so on can come into play.

Ask your final vendor list to set up demo sites that you can explore. Get learners, instructors, administrators and so on to go in and play, then provide you with feedback. Ask for references in companies that have installed the systems, and be sure to talk to as many of them as you can.

Once you have had the chance to try out the systems, have had the vendor presentations, and have seen how they address the day-in-the-life requirements, you should be comfortable about making a selection. Each party in the LMS selection team may have a different view, and should have a different perspective, but you will have enough structured data to come to a reasonably comfortable conclusion. Pick an LMS.

Then, because vendor terms are rarely cast in concrete, negotiate!

Discussions on TechRepublic
Mood:  mischievious
from Thread: What kinds of PM forms/templates do you need?

[This is called a "I want the software to give me a personality"-type post. -- And you wondered what those guys really talk about? This conversation could be in any office anywhere in the world when someone asks for something like this.]
[Hint: Sometimes you just have to say what you mean, trust your intuition, and let the chips fall where they may. NO computer form or program can provide you with soft skills.]

Plaintive: I need the "How to tell a client that anything that is requested as the project is in the maintenace phase will be in the next release" form.

Consoling: It sounds like the client still thinks that this phase of the project is open and you think it is completed. Need to revisit what both of you agreed was the criteria for closing this phase.

Professional: If you have the project specified properly in the first place, you have change management through which each request goes. If the request is within the scope you provide it, if not customer chooses possible delay of the delivery and the extra cost.

This guy needs MSProject reports customized: need a comprehensive communications plan for details on all my stakeholders: management, team members, vendors, contractors. Would like a xls spreadsheet that can be sorted on various fields i.e. type of stakeholder, location, reporting structure ...

Buzzword bulls**t: We could use a "Service Request" form providing a high level summary of the request, justification, impact, benefit, cost etc...Thanks.

And we add more technology to solve what the original technology won't: IIL has a great web based product, UPMM. It prompts you to answer some basic questions to help determine if it is a small, medium or large project. All templates are MS Word documents. And you can import the methodology application into MS Project 2000 or greater. This replaces the default MS wizard and it is a great tool.

An attempt to return to practicality (long since lost): Kind of checklist that requires both client and the project team to identify the interface and responsibile sign-off personnel for different phases/deliverables during the PDLC.

Let someone else do the work answer: I would love to see you post technology roadmap templates, preferably in an excel format.

Actually, a good answer: I would be interested in getting a requirements work plan sample. i.e. Project plan (or charter) for the requirements analysis phase.

This should be in place already: How about an Issues log, Change management log both in Excel and a Lessons Learnt document in Word.

Also would you be able to give some suggestions for a format for technical documentation/template for developing a software application?

Trying to change the topic because the conversation got out of hand: Is there a simple form to determine the cost benefit analysis of a new project?

Happily picking up the new direction: As a federal government person, the ROI forms I have located are more centered around "profit" and "loss" for the business sector. I am looking for forms in Word or Excel that I can alter to determine the Return on Investment (ROI) for a project dealing with replacing some 300 desktop PC's with notebooks. This is for our traveling workforce and telecommuters. I am also looking for Cost/Benefit analysis guidelines for the same project so I can prove that while the initial investment is higher; over the life cycle of a notebook, the payback is worth the expense.

Practicality returns, unfortunately: One thing that has worked great for us is the Deliverables Expectation document. It ensures that the vendor understands what contract requirement(s) the deliverable is supposed to meet, format, etc. The Vendors like it too because it makes sure that we have a "meeting of the minds" before they go spend months working on a deliverable. Please contact me for a sample.

More "Let the software be my personality" stuff: Would like to have project specific WBS templates for different types of projects, such as Server Migrations, Database Consolidations, Upgrades (application, databases, OS), Application Development, etc. It would also be useful to have MS Project templates with the same type of focus.

A little creativity that makes sense: I would definately need a form to complete at the end of the project called "Lesson Learned" so, that it can be reviewed by all the team members and stakeholders for future projects..

A little defensive from on high here: I receive requests modify or create new form designs including the applicable data, need request form.

Critical Paths
Mood:  rushed
Topic: MSProject
I found a neat little download on TechRepublic to help learners focus on the concepts of Project Management.

It's free to use so long as I leave the TechRepublic branding in place.
The image above is only the first part of the file though. Far more useful is that it comes in a Word file with an area on the next page that the users can fill in themselves. I'll show the trainees how to save the file as a Word template that they can use over and over when working with MSProject.
They can print out and tack the tablets on their wall somewhere as reminders. Work is work, but you gotta find the fun in it.

Which leads to a discussion of Critical Paths...

Project Management is tough work. Trained experts get paid very well and they earn every cent.

Most simply put, the Critical Path is the way you get where you want to go. Every program, website, or plan has a Critical Path.
MSProject has the capabilities to allow you to layout an initial plan for the project, and to help you track its progress, to be aware of how costs, resources, and other constraints change over the course of the project.
That doesn't mean that everyone using MSProject will use those facilities. According to a Microsoft survey, about half of the users only use it to illustrate the initial plan, or "baseline" as it's called in Project.
If that works for them, then that is the definition of their Critical Path. (More on this in another post.)

The Critical Path for a business website may be for the visitor to buy their products, or request further information about their services.
The Critical Path for a golf or race game is to finish the course.
The Critical Path for some games is for the users to attain higher levels by acquiring points or powers. In this case, the Critical Path is to NOT have an endpoint. (Unless the player is killed off, of course!)
The Critical Path for most business software is defined by the users. MSWord, Access, and Excel, for example, do not define the work for a user, but provide them with the tools to accomplish their work.
Rarely is a Critical Path so tightly tied to the design of the software as in MSProject.
In the final analysis, the User defines the Critical Path.

A project has an endpoint. In the real world, the endpoint is rarely the same day or the same expense as originally planned. But at some point, all the tasks are checked off and all the resources are used.
The same Microsoft survey indicated that although less than half used most of Project's capabilities, 87% of the users said it helped them manage the project.

If the User can describe where they want to go, why Project?

Before this becomes oversimplified, let's take a look at an analogy.
You're visiting in Australia. You want to go to the local shopping mall. Your host will let you use a car, and your foreign drivers' licensee is legal for a couple of months.
You take out a map. It's not that hard to see a few ways to get there, but any way you go requires you cross the railroad lines. -- Which way is best?

Your host tries to describe the shortest route. It sounds confusing. Even on the map, it doesn't look like the easiest way to get there. The roads turn you first away from the mall, then through a strange-looking intersection onto a highway. Then you have to turn back and find parking. And your host goes on and on about parking.

Which one do you choose?
Then your host tells you that the trains come heavier at different times of day, and you may get stuck at the crossing.
Thinking a moment, your host tells you that you should know a little about the road rules here. You can't turn left on a red light, for example. You have to pay attention to the arrows if they're lit. -- Arrows? -- How do you tell if they're lit?

We're only talking about going 3 miles and crossing one train line, but it's beginning to sound like you should either have your host drive you or just go sit in the sun and have some tea.

Even in conversation, the answer is you take it one step at a time.
You break down your original Critical Path into shorter steps. A series of Critical Paths mean you can focus on the special requirements of each portion of your trip into the mall.

You can make it to the rail crossing, then all you have to do is be sure you're in the right lane. You're not in any hurry, so it doesn't matter if the trains make you wait.
Once across, go straight.
At the end of that road is that crazy-looking intersection onto a highway. From the map it looks dangerous, but when you get there it's a protected merge lane onto a 3-lane road road.
A little ways down the highway, there are large signs to guide you to the mall and parking.

What looked at first simple, then confusing, has turned out to be a short, pleasant drive. It could take 5 minutes if the lights, train and traffic are with you; or 20 minutes at the wrong time of day.

It's pretty much the same with a business project -- even learning MSProject.
First, you break down the course into manageable chunks.
Then you try to be aware of what can go wrong and plan for it.
And finally, you have to depend on a little luck, good or bad, along the way.

Oh, did I mention that dinner was at 7?

MSProject Training - 2
Mood:  spacey
I was more than mildly disappointed to find that "The Complete Microsoft Office Handbook" from the newsagent, published by 'Microsoft Windows XP, AUSTRALIA'S OFFICIAL MONTHLY MAGAZING" had nothing on Project. The CD did offer a few add-ins to try-n-buy. (Not interested.)

After completing the coursework, I went to the Microsoft site and took their short quiz from a link at one of the vendors' sites. Not surprisingly, I scored 8 out of 10. The quiz was on the 2003 version, which has a few changes from XP.

However, a trainer on the corporate level is expected to know more than the interface and the primary steps involved, so much more was needed.

I downloaded a couple of Tips sheets. They made a few good points about critical paths and resource allocations:

Background
Once the project's schedule has been calculated (with critical path analysis) and a Gantt chart created, the next step in the planning process is to create some resource assignments. These assignments add the people dimension - someone doing something. Assignments can be simple or they can be complex. What is important is a general understanding of the relationship between the task (something that needs to be achieved) and the resource (the individual that performs the work to achieve the task's objective). Once the basics of assignment and aggregation are understood, more sophisticated use can be made of the (often expensive) people that work upon projects.
When tasks have just one resource assigned to them, their scheduled start and the start of the
assignment are the same. The scheduled finish of the task is equal to the end of the assignment.

• Assignments should be made against normal tasks and not summary tasks or milestones.
• As the assignments above are sequential, the assignments can be carried out within the available working time and availability profile(s).
• Within Microsoft Project the default settings for tasks is that they are effort-driven with a task type of fixed units.
• The assigned units for an assignment is usually equal to the resource's max units value. This is the default for new assignments within Microsoft Project.
• Where the aggregated units are less than max units, the resource has additional capacity to carry out other tasks.

First Assignment!

One of my competitors -- and a friend -- has asked me in to help train an 8-person class in it next week.
Fortunately, I had worked with Project 97 a few years ago and she was skilled in 2002/XP. If nothing else, I can explain a few rudimentary project management concepts to the trainees, and show them how to read the manual. (There is an ancient IT proverb: RTFM. I will NOT expand the acronym!)

Filling in the Blanks

Whenever a term or concept seemed to have been treated too lightly by the course material (or in an article or tip sheet) a search was done on the Special Edition book. (There is no way I am gonna be able to wade through 1000+ pages in a week!)
If the Special Edition book seemed to be missing something, then the search was expanded across all of Oreilly's 2000+ books, and/or to reference material or articles on TechRepublic.

TechRepublic is an invaluable resource. Not only for How-to articles or checklists, but also for insight into the areas where users have problems with the software, workarounds, and what a user finds useful.

The guiding principle of AEmeritus is to not reinvent the wheel. The knowledge is out there, it's just a matter of knowing where to find it -- and quickly.
Using the resources of AEmeritus (-- My own experience combined with enterprise accounts. --), I can develop a graduate level course in Project, or any technology, into a textbook or manual in a short time.

MSProject Training
Mood:  sharp
Topic: MSProject
Sooner or later, someone is going to want to see an example of the attitude I take towards my work; and an example of some of the services available through AEmeritus. So, here goes.

There seems to be a demand for qualified corporate trainers in MSProject in the Melbourne area.


Individual Training Plan

I have MSOffice XP Pro on my machine, but my version doesn't come with Project. Small problem. The program I've put together for AEmeritus can train people on software online -- to proficiency -- even if the person doesn't have a copy of the software.

First, I went to my online corporate training account to begin working through the 87 modules on Project 2003. CustomGuide does a superb job of illustrating the interface interactively in an easily digestible modular presentation of the material.

AEmeritus has a corportate account with CustomGuide and can assign a seat for a trainee on any program of the MSOffice suite.

As you can see, the Project interface is clearly displayed. The large red arrow indicates where the user is to click to follow the steps in the lesson. A pleasant female voice (with an american or canadian accent) guides the learner, reading the instructional text on the left.
A learner can become familiar with interface and learn the important functions of the software (see the post on Critical Paths in this section) without having a copy of often expensive software.

Next, I found a good book on Project XP from Oreilly Safari.

Special Edition Using Microsoft? Project 2002
By Tim Pyron
...............................................
Publisher: Que
Pub Date: August 05, 2002
ISBN: 0-7897-2701-3
Pages: 1224

One of the best series of IT books for users and those who deal with the public is the "Special Edition .." series.

As I work through the CustomGuide course, I'll refer to the book for detail and insight. After covering a couple of chapters to be sure it would provide the level of understanding that I needed, the plan was put into action.

Note: The level of understanding that I need at this point is Advanced, but not Expert level. I'm not going to pretend that this Learning Plan will make me a Project Manager; nor am I looking to learn to program Project in VBA. -- I want to learn the program's Critical Path. -- What it is capable of doing and how it does it, based on the facilities of the program.
(Actually, I want a little more than that, too. But you'll see as I step through this plan how I get there.)

GWB has been a great source for humor, if not leadership. (Actually, other than when he thinks for himself, he does OK as a Prezzi-dant.)
This from the leader of the Free World??

A dictatorship would be a heck of a lot easier, there's no question about it." —George W. Bush, July 27, 2001

There's an old saying in Tennessee — I know it's in Texas, probably in Tennessee — that says, fool me once, shame on — shame on you. Fool me — you can't get fooled again." —George W. Bush, Nashville, Tenn., Sept. 17, 2002

Bushisms from 2004

Bushisms from 2003

Bushisms from 2002

Bushisms from 2001

Bushisms from 2000

Top 50 Bushisms!

Mah peerless Leedah!

15. "The most important thing is for us to find Osama bin Laden. It is our number one priority and we will not rest until we find him." —Washington, D.C., Sept. 13, 2001

14. "I don't know where bin Laden is. I have no idea and really don't care. It's not that important. It's not our priority." —Washington, D.C., March 13, 2002

Posted by amoranthus at 8:37 PM NZT

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We roam the mad and subtle world ..
Mood:  lyrical
Topic: Blogs
We roam the mad and subtle world,
Our lifes' experience like the boiling, purple,
Dark and threatening clouds overhead,
Until an idea draws down the raging swirl of concepts in our minds,
Twisting down to tear and rend the landscape
built so carefully from fragile pieces
Safe places no longer hold before the natural force of change.

-- Paul Donley

And yeah, I know it doesn't rhyme. The words just came to me while I was surfing.

Empathic Instructional Design
Mood:  caffeinated
Topic: Design
The Process
So, how do we do it?

We've taken the process from Leonard & Rayport's article and applied it to e-learning. Here are the five steps to empathic design that can be juxtaposed with traditional instructional design processes:

1. Observe:
   Observe users doing their daily tasks with the goal of identifying learning needs to real performance problems, and studying contexts under which they occur. If it is possible, instead of just observing, do the tasks to get firsthand experience of the problem and needs of the task.
   
   The observers should be from multidisciplinary fields such as instructional design, graphic design, human factors design, etc., to get a rich understanding of the problem.
   
   Example: When designing a training solution for a call center, send out a team to observe learners-to-be in action. Watch their actions, their expressions and identify their unarticulated needs. Empathize with them.



2. Capture Data:
   Capture the practice using photographic and video toolsets. Record the sounds of the working environment. Ask open-ended questions. Make notes of problems faced and solutions rendered. Chart out daily routines.
   
   Example: In the call center training above, photograph the call center environment. Listen to questions asked and answers rendered. Video the search for solutions to new problems. Capture the interactions between workers.



3. Reflect & Analyze:
   Share the captured data in its many forms with the team. Analyze the data. Picture the current state of performance. Visualize the desired state of performance. Identify "real" learning needs. Many times a discrepancy in performance might not be due to a learning need; it might just be the case of mis-aligned motivational issues (see Robert Mager's Analyzing Performance Problems, Pdf file).
   
   Example: For the call center training, massage the collected data and create scenarios of performance, problems and solutions. Build work flow diagrams and identify discrepancies. Share these with call center representatives.



4. Brainstorm for Solutions:
   Start the brainstorming session once learning gaps are identified. Discuss solutions for their appropriateness to learners and their contexts. Cross-pollination of ideas from different domains like video games, sports-training, televisions, etc., will broaden the search horizon.
   
   Search far and wide: Does the learner need just-in-time information? Would the Macromedia-type knowledge-base suffice? Is is better to have a print supplement? Would the learners be more attuned to audio streams? Would a Harvard-type case study be a viable option? Would a small simulation be appreciated? Can we adopt a Disney movie style? Would a blended solution fit in? Can the work environment be a part of the solution?
   
   Example: In the call center training above, assume the designers noticed that the workers didn't like to work with their computers during breaks. Instead, workers would gather in groups at the office lounge to cool-off and discuss work related problems. Just by these observations, solutions could be designed that are 1) available at the lounge, 2) not too grueling, and 3) are problem-based.



5. Develop Prototypes:
   Once a set of solutions are decided upon, small working prototypes are built and tested with learners to determine its learnability—the effectiveness of the solution in enabling learning.

Conclusion
In the course of writing this article we came across this:

When DigitalThink's design team was developing training software for Circuit City, they did something unusual. Team members donned the polo shirts of Circuit City sales associates and spent a couple of days working the sales floor, selling Palm Pilots, cameras, and stereos. Then they returned to their lab to begin designing 200 one-hour training courses for sales associates.

Needless to mention, we were delighted!

...
We leave you with this advice from a computer science professor to online instructional designers and developers.

My message to developers of distance learning and instructional computing technologies is simple: Follow the user-centered design practices that human-computer interaction specialists teach. Follow me around for a semester to see how important it is to have groupwork and direct observation. Watch how a lecturer reads the class as the class is listening and learning. Collect the artifacts that make up a class. Then, don't sacrifice any of these capabilities until you can propose something that surpasses them. Teaching more isn't teaching better.

(from Empathic Instructional Design on eLearningpost )