Graduate Credential in E-Learning

E-LearningWhen posting training jobs on the blog, I notice most, if not all, employers are looking to hire someone with e-learning skills. Whether organizations want you to work directly with learning tools like Captivate or manage the e-learning function, the need in this area is great and continues to grow.

Earning a Graduate Credential in E-Learning will enhance your degree and show an expertise in e-learning. The Graduate Credential requires you to take five courses. Three of the courses are embedded in the MATD and they include: TRDV 400 Introduction to Training and Development, TRDV 450 Learning Technologies and TRDV 451 Instructional Systems Design-1. The remaining classes consist of two of the following three elective courses:

TRDV 439 E-Learning Course Authoring-1

TRDV 452 Designing and Facilitating for the Virtual Classroom

TRDV 453 E-Learning Course Authoring-2

TRDV 439 and TRDV 453 are made to be taken in succession and are both being offered this fall.

To learn more about TRDV 439 E-Learning Course Authoring-1 and TRDV 453 E-Learning Course Authoring-2 click here.

Still trying to decide if e-learning is right for your or how classes prepare you for the workplace? In the fall we hosted a Webinar on preparing for a job in e-learning and we discuss these topics. You can review the recorded Webinar here (scroll to the bottom of the page).

Finally, be sure to check out the job board this week where we highlight e-learning opportunities.

Contact Tara Hawkins , TRDV program coordinator, with any questions you may have about electives, Graduate Credentials, or enrollment



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Training at the Movies Part 1: What can Patrick Swayze teach us about manners?

Roosevelt Training and Development Graduate assistant
Patrick Swayze in a still from the 1989 movie "Road House."  Courtesy of Metro-Goldwyn-Mayer Studios Inc.

Patrick Swayze in a still from the 1989 movie “Road House.” Courtesy of Metro-Goldwyn-Mayer Studios Inc.

As cases of alleged police brutality garner media attention and ignite protests around the country, it is no surprise that some municipalities have been reassessing how they train law enforcement workers.

However, a surprise did come via Larry Celona and Bruce Golding’s February 24 New York Post article about the NYPD using Patrick Swayze’s 1989 action movie “Road House” in a retraining initiative for 22,000 officers.

Celona and Golding write that trainers used a two-minute clip from the movie in a three-day training session mandated after Eric Garner died in a police chokehold. In the clip, Swayze’s character debriefs bar bouncers on how to handle rowdy customers. One of his “three simple rules” is “be nice.”

Although, a two-minute clip seems to be a small part of the reportedly $35 million project, “Road House” did seem to be an effective attention-getter in a session that included lectures “so boring that many cops have been falling asleep in their seats.”

Needless to say, using movie clips is a well-established instructional method. Just take a look at or even the Christian-focused Yet like any instructional device, movie clips need to match the audience need and training objective.

An article in the journal Literature and the Arts in Medical Education states that well-chosen movie clips “provide a quick and direct teaching scenario in which specific scenes point out important issues.”  In fact, the authors suggest using primarily American movies “since they tend to tell stories in a straightforward and uncomplicated manner” (Blasco, Moreto, Roncoletta, Levites, Janaudis, 2008). It seems NYPD made a good choice — you can’t get much more straightforward and uncomplicated than “Road House.”

What’s your favorite training flick?
Do you use movies for training? What are your favorite movie portrayals of training and development? Tell us about them in the comments and, if you can find one, add a link to a video.

Blasco P., Moreto G., Roncoletta AFT, Levites MR, Janaudis MA. Using movie clips to foster learners’ reflection: Improving education in the affective domain. Fam Med. 2006;38:94 –96. fmhub/fm2006/February/Pablo94.pdf.
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Congratulations Graduates- You’ve Done It

The Graduate Program in Training and Development is thrilled to announce our spring 2015 graduates:

  • Lisa Aguado1348676124-402_QuoteImages12[1]
  • Melissa Anderson
  • Ruth Black
  • Stacy Canul
  • Robert Carter
  • Jessica Cella
  • Eric Hahn
  • Jennifer Kayse
  • Nerissa Kelly
  • Shannon Lazar
  • Kerri Leo
  • Lauren Peters
  • Christina Prushinski

Congratulations, we are very proud of you!

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What do you know for sure?

oprahimageLooking back fifteen years to Oprah’s 2000 commencement address at Roosevelt University in a standing room only Auditorium Theater, she told 675 graduates that “change will only come about in our lives when we welcome it.” As students, or former students, you have welcomed change into your lives by pursuing your educational goals, making time to learn, and challenging yourselves to do your best work.

As we finish another year of achievement, growth, and discovery,  take a few moments to reflect and acknowledge your accomplishments. You deserve it!

Then, add a comment to this post to tell us:

  • What have you learned in your courses this past year? What best practices, tools, or strategies will you use in the future?
  • What change will you welcome into your life as you prepare to graduate (or move closer to graduation)?

(Note: Here is an excerpt from Oprah’s 2000 commencement address at Roosevelt University)

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Coaching vs. Therapy

coaching-vs-therapy1Coaching is a relatively new field and is undergoing an identity crisis as it seeks to define itself within the broad field of workplace learning, consulting, human resource management, career development and in many cases, psychotherapy.

One essential question that is often asked by those seeking coaching services or initiating a coaching practice is how does coaching differ from therapy?  Here is my take on the difference:

Coaching:  typically involves a short term relationship focused on performance improvement.  Appropriate clients are those who have achieved a certain level of success and are seeking to move forward by improving their skills, relationships, or knowledge.

Therapy:  According to the APA, therapy refers to treatment for psychological problems. Therapists and clients work together to understand problems and come up with plans for fixing them. The focus is generally on changing ineffective thoughts, emotions or behaviors.

What do you think of the definitions?  Can you add to them or provide examples of when coaching or therapy is the correct choice?

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“We don’t need no stinkin’ badges.” Or, do we?

by Vince Cyboran, Ed.D. Associate Professor, Graduate Program in Training and Development Roosevelt University

Much like the enigmatic emblems on Scout uniforms, “digital badges” are among the latest efforts for documenting skill competencies in individuals.  Mixed with an updateable–and up-to-date–portfolio, professional certification(s), and a wisely chosen graduate degree, badges supposedly signify not only the ability to “do,” but to “do well.” And, like the Scouts’ merit badges, digital badges must be earned.

What is a badge? According to a 2012 article in the Chronicle of Higher Education: “the MacArthur foundation says it’s “a validated indicator of accomplishment, skill, quality or interest,”.” Got it? Please keep reading anyway.

AdobeEducationWho are awarding badges?  The usual suspects–including Microsoft and Adobe–award a variety of badges through their elaborate formal and informal learning programs and partnerships. Even institutions of higher education are jumping on the badge bandwagon. As universities and colleges struggle to re-establish their relevance and accountability, they are wisely reclaiming their place in the world by championing lifelong learning and awarding credit(s) for experiential learning. Two examples of digital badgers are the University of California at Davis (UC-Davis) and Concordia University (several locations).

badge-backpackWhere are digital badges displayed? The not-so-simple answer is anywhere that we share information about ourselves, particularly our “professional” selves.  If you go the ‘open badges’ route from mozilla, you would proudly display them on your ‘badge backpack.’ Of course, you could simply include them on your LinkedIn profile. And, for specific instructions on how to do this, you could consult the Open Badges Blog on tumblr.

What benefits do digital badges provide? At a minimum:

  • Badges are portable. They travel with individuals as the move through their careers and lives.
  • Badges are institution- and organization-free. They can be earned through formal and informal learning environments.

While it’s too soon to tell whether digital badges are here to stay, they have certainly gained traction amongst the learnarati. It is clear that all professionals in the field of Organizational Learning and Development must be able to speak “badge.”  For more information about digital badges, please check the links in the References and Resources section of this post.

But why badges and why now? In the wise words of Craig Mindrum of Accenture, “The late twentieth century was the era of knowledge work and knowledge workers. The first part of the twenty-first century will be about ‘value work’ and ‘value workers.’” Can ‘value badges’ be far behind?

What experiences have you had with badges?  Do you think they are or will become relevant?

References and Resources

Bull, B. You Can Now Earn a Master’s Degree in #EdTech Through Competency-Based Digital Badges:

Carey, K. (2012). A Future Full of Badges.

Chronicle of Higher Education.

How to Display Badges on LinkedIn Profiles:

Microsoft Partners in Learning Badge System:

Mindrum, C., p. 171, in Vanthournout, D. (2006). Return on Learning:  Training for High Performance at Accenture. Chicago: Agate.

Open Badges:

Pearson Learning Solutions. Exploring Badges:  A New Method to Recognize Professional Credentials. (Webinar recording; 56 minutes):

Pwc (2014). 17th. Annual Global CEO Survey:

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E-Learning Course Design and Development: A New Design for TRDV439 and TRDV453, Part 1

Kim Heintz teaches e-learning course design and authoring at Roosevelt. She also is a Technical Writer/Instructional Designer for Follett School Solutions.

Kim Heintz teaches e-learning course design and authoring at Roosevelt. She also is a Technical Writer & Instructional Designer for Follett School Solutions.

In the Training and Development department at Roosevelt University, we faced the dilemma of the “chicken or the egg?” when it came to sequencing two courses, E-Learning Course Design and E-Learning Course Authoring.  No matter which course we placed first, students had to work hard to bridge the knowledge gap from other class in order to be successful.

EL1Initailly, we placed the design course first in the sequence—the natural choice, as it is first in the e-learning course creation process. Students were challenged to see what the final product could look like because they had no experience with any authoring tool and did not know what it could and could not do. Through evidence-based principles and concrete examples, they were able to walk away having created an impressive detailed design. However, it did come with some additional work to bridge the knowledge gap, and a common theme we heard when students got to the E-Learning Course Authoring course was that they wish they had known more about how Captivate worked when writing their design.

EL2This gave us the idea to place the authoring course first in the sequence to give students baseline knowledge to draw from when it came time to design. This sequence did  give them that information, but, when it came time to create a final project at the end of the semester that included elements of design, they had to work hard to create a design to build out in the authoring tool.

8 Week Opportunity

With Roosevelt moving to the new 8-week schedule from the former 12-week one at the start of Fall 2014, we used this opportunity to address this dilemma. Based on student feedback and our own experiences with design and development, we decided to weave these two courses together so that students learn design and development simultaneously. As a result, these two courses now build on each other in a “Part 1” and “Part 2” fashion in what is now the series TRDV439: E-Learning Course Authoring-1 and TRDV453: E-Learning Course Authoring-2.

In this new design, students are introduced to design and development each week, giving them a chance to become familiar and comfortable with each through readings, lectures, and practice exercises. They also have the chance to apply what they learn to concrete assignments.

The capstone project of the series begins early in the first course and follows the students through the end of the second. With this project, they design and develop a topic of their choosing and end up with four deliverables to showcase the progression: EL3

Solution: Combine the Chicken and the Egg

Because they learn design and development each week, students continue to refine their deliverables as they continue to work toward their detailed designed and developed lesson. They also collaborate in peer review of each other’s work, which provides additional perspective to their assignments beyond the instructors. Peer review provides two-way benefit in that the students who are reviewing the work also have the chance to be inspired for their own work.

Much like what we had in the original course designs, structured and open forums exist and are encouraged for students to collaborate, share frustrations, ask for help, share “ah-ha” moments, post lessons learned, post general information/articles, and more. These work much like any online forum such those on the Adobe Communities or in LinkedIn groups; the one added benefit in these forums is that everyone has similar experiences at the same time.

In addition to the four projects included in the capstone, students also create three additional projects in Adobe Captivate as they learn the authoring tool. They do this by completing workbook exercises, working through the details of a pre-designed storyboard, and following step-by-step instructions.

With one semester now completed, it seems that our “chicken or the egg?” dilemma has now successfully been solved! Students were able to connect the design with the development because they had the ability to get into the tool and experiment.  They were able to connect the development with the design through the guiding principles and instructional design standards.

The students who completed the Fall 2014 term were huge supporters of one another and the work that they did, and the student output was incredibly impressive!

In a future post, we’ll have three students share their initial concerns or impressions going into these courses, their experiences, and what their end result was.

Now, we want to hear from you. What questions do you have about these courses or the E-Learning Graduate Credential at Roosevelt? What about self-paced e-learning in general?

Contact our Program Coordinator, Tara Hawkins at, to register for these classes for the Fall Term.

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