MCE

Mandatory Continuing Education. This term is used often as a reference for continuing education requirements for a professionals state licence.

Catalog of Available Courses and Workshops

Below are the titles of seven online courses and/or workshops that are available from Lowther7, LLC Catalog descriptions, learning objectives, and details for each are provided separately following this listing.

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Simple LMS for Firms and Associations

Available online or by appointment.

Cyber Security for Small Businesses

Available online or by appointment.

Overview of Managing Projects

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

Contact us about your workshop questions today; we're happy to help!

Simple LMS for Firms and Associations

Many LMS systems add confusion

Description

The Simple LMS is based on the philosophy: start as simply as possible and grow as needed with just the features and structures needed. Thus, the Simple LMS is a bare­bones LMS system created on a capable and scalable CMS (Content Management System) platform.

A simple LMS can be built on Drupal 7, and so has hundreds of available modules that can be easily added, as needed, for functionality and expansion. Drupal is also easy to customize (using PHP and CSS) for features and functions that are too custom to be already available as modules.

This start-­simple philosophy assumes that three areas will all be growing and developing together, over time, at a rate dictated by the will and resources of the company:

  • the development of in-­house custom courses and materials;
  • the development of in­-house staff dedicated to staff development and company learning; and
  • the development of company policies, learning metrics, and process for learning paths.

Starting as simply as possible means that the company’s needs and direction will determine the growth and development of the LMS to match.

Knowledge Level:

This course is intended as introductory, and does not include any tutorial content for using specific LMS.

Program Design:

This instructor led session is designed to be delivered on-line in a 1 hour time frame, or in-person in a 1.5 hour interactive format. While there will be time for questions about specific networks, the focus will be on understanding the fundamentals, functions, comparing and contrasting various networks.

Learning Objectives:

At the end of this program you will be able to:

1. List pro's and con's between a simple LMS and a feature-loaded LMS.

2. Explain the difference between SCORM import and export capabilities.

3. Outline a LMS policy for your organization with reasons for each decision.

4. Complete research for designing a simple LMS for your organization.

This Course is Recommended:

• Available online for individuals or small work teams.
• For Regional, State or local association events.
• To support a firm's or organization's internal curriculum.

No participant minimum required to book this session.

Faculty

Katin Imes is an experienced software developer, project manager, and a UX/systems designer. His passion and mission is creating access to the skills, tools, and knowledge that let people thrive in the Information Age. Specialties include: social networking software systems, online courses and LMS (Learning Management Systems), CMS (content management systems), online communities, e-commerce, Drupal, and Open Source. He has developed and managed web systems since 1996, the earliest days of the web, including server operations, hosting, security and encryption, e-commerce, and advanced back-end functionality.

Contact us about your session questions today; we're happy to help!

Develop and Manage Your Own Personal Professional Curriculum

Graphic of a simple curriculum model

Let's start by clarifying that discussing professional curriculum here IS NOT about obtaining quick, technical skills, topic knowledge, or short term learning. Rather, when discussing professional curriculum here IT IS intended as a long term approach to obtaining knowledge and skills with expected outcomes. Usually I suggest that my clients consider at least a 3 -5 year curriculum plan that is reviewed annually.

As a professional development coach, the initial question that I ask my clients, Why do you want to do professional development? Among the more common responses I hear: "€œI need to complete my CEU requirements."€ Usually the individual is referring to a state mandatory continuing education (MCE) state license requirement. They may also need to fulfill CE requirements to earn or maintain a certification - such as LEED. Many respond that they want to stay current within their practice. The important first question of "€œwhy"€ helps the individual better understand their own motivating factors behind pursuing professional development. It also provides direction related to curriculum content and selecting the appropriate delivery methods.

The second question that I ask is "What?"€ By coming up with the answer to what and why, it will help you to create your curriculum outline. Your curriculum should be structured to include the key elements, skills and courses that you intend to pursue. Below is a sample outline of what key elements a professional curriculum might include. (Note: You can substitute by filling in any profession below where indicated)

Core Areas: The general area of focus within the practice of .

Performance Domains: The key areas of practice in the field of including the specific aspects and activities of professional practice.

Curriculum Proficiencies: The skills and abilities needed to perform professional service. What the needs to know to perform successfully within a given area of practice.

While you are considering the elements, skills and courses consider too, your competency level in each. Will the subject and content be new to you? Are you a beginner looking for introduce and awareness material? Are you a practitioner with experience but looking for something new? Maybe you are an expert and have mastered the material and now want to compare your knowledge to your peers.

Below is a sample list of skills and related subject that an A/E/C design professional curriculum might include.

Critical Thinking: Research, data analysis.
Project Management: Project operations, project controls, project delivery.
Practice Management: Business administration: Financial, legal, HR, marketing.
Communications: Written, oral, graphics.
Professional Service: Management Administration, strategic planning, ethics, values.
Technical Skills:€“ Systems technology, BIM, auxiliary/support software.

The third question that I ask is "€œHow?" How would you prefer to acquire the knowledge or skills that will provide the professional knowledge and skills that you are seeking? The answer(s) help the individual to design and shape their own curriculum plan. There are a myriad of options available. Take into consideration of your subject competency level. Then match that to the knowledge delivery methods that that you most enjoy using, that are practical for you, and/or they are affordable. An awareness level program may be as simple as watching a YouTube video or a university open source learning module. For more in-depth knowledge try working with a mentor, a tutor or on-the-job experience. You may find that taking classes on-site, online, or a blend of the two works best for you. Or you may enjoy attending special workshops, symposiums and professional conferences.

There are several methods to track your progress. You can develop a simple spreadsheet. Some of the online education providers are now providing a tracking service if you take their courses. Many firms have a tracking system as a part of their LMS for their employees. And if the record keeping becomes too complex or you just don’t have the time, there is at least one small company that provides a records tracking service for design professionals.

As a final thought, I generally have my clients develop an action plan that addresses how they will meet and manage their curriculum plan. Consider adding this feature to your performance appraisal or having a peer review if you are a single practitioner.

Decades of Change for the A/E Practice: Is professional development leading or reacting?

Trends graph markers

Everyone realizes that professional practices have changed drastically and in unimaginable ways during the past two decades. So my questions are: has professional continuing development (CPD) kept up? Have the education providers, design associations, and firms acted as leaders or followers in their efforts to shaping education in the design industry?

When I attended my first American Institute of Architects (AIA) convention twenty years ago, I observed that the education session attracting the highest attendance was Presentation Skills by Joanne Linowes. The remaining top ten sessions were related to "€œhot" practice topics such as project management and leadership. The irony of these topics, presenters submitted their proposals one year ahead of the next convention. Local chapter executives overwhelmingly responded that they selected their monthly meeting topics using a committee, better known as the "who do you know?" approach. Firms basically granted any product manufacturer supplying lunch "€œpitch" time. This was commonly referred to as the €œLunch-N-Learn approach. The better the lunch, to more time allowed.

Ten years later (2005) a lot had changed, in the practice and education. The AIA had implemented their Continuing Education System (CES). The AIA/CES provider program vetted 2700 education providers and began monitoring their courses. Health, Safety and/or Welfare (HSW) became the driving force of professional education. A majority of state licensing boards required 8-12 hours of mandatory continuing education (MCE) all related to HSW. Tracking MCE became critical to maintaining a professional license. Sustainability had become the hot topic everywhere, or at least the title of those€“ dominating the top 10 courses at the AIA convention. Presentation skills, project management, and leadership development courses were still simmering, but other practice related courses became more difficult to find.

By 2005, most A/E firms still relied upon product manufacturer for much of their in-house education, and they were still expected lunch. The big difference at this point, many firms insisted that the product manufacturer and their 1 hour courses be AIA/CES approved. Some of the larger firms had even hired training and organization development specialists with experience from professions outside the A/E industry to head their internal programs. Smaller firms would develop an education specialist from among their own staff. Firms still struggled to obtain presentation skills, project management, and leadership training.

Web based learning was making its influence felt by 2005. According to the American Society of Training and Development (recently renamed Association for Talent Management), by the end of 2010 technology based learning passed traditional classroom training in new courses offered. For the A/E/C Design industry that meant mostly 1 hour or 1.5 hour webinars. Today, technology based learning is making everyone evaluate their approach to sharing knowledge and delivering education. Today you can now find nearly any type of free, short introductory topics on YouTube. More traditional education is offered through programs like the Open University that includes schools like Harvard, MIT and Stanford offering free Massive Open Online Courses (MOOC).

So where are we after 20 years? Today most associations are struggling to find their education niche. Some associations have turned to offering certifications but there are legal education concerns and restrictions but these programs are usually based upon a core curriculum of study. The process for selecting convention and conference presentations continues as before. However, many associations include a virtual component or have expanded their webinar series to complement their conference education programming.

Today, firms are beginning to fill the talent management and organization development positions that were eliminated during the economic downturn. They are returning with a more strategic approach, matching internal education to the firm’s goals and staff skill needs. Some firms are looking at developing their own core curriculum that include development of emerging professionals, practice skills training, project management, client facing skills, advanced presentation skills, and leadership development. Firms are using a blend of knowledge sharing technology tools for the introductory and awareness level skills. For their practitioners, they are using a blend of in-house trainers with vendors and consultants to address gaps that meet their strategic goals. And yes, many still rely upon the product manufacturer with registered AIA courses on, and still expect lunch be provided. Keeping track of all this activity has become strategic and complex.

Building a Design Firm'€™s Professional Development Program Content and Design

Photo of small group breakout sessions

Short-term, develop a system that will collect appropriate subject matter content that addresses staff knowledge needs to support the firm'€™s projects. Long-term, consider a structured curriculum that supports the firm'€™s strategic plan and business needs. There are various formats and delivery models from which to choose - be sure that the content is appropriate for the format. Develop clear course learning objectives early as they will guide you in selecting the appropriate subject matter expert (SME), the best course content, appropriate course design, and the most effective delivery method. Determination should be made at this juncture, is it best to use inside sources, use an external vendor, or consider a blend of the two? This is a critical point in the process to insure that content matches any special requirement such as license or certification standards, such as CEU, PDH, CPD, MCE'€™s, HSW, LEED, ISO, ANSI, etc...

Continuing in part five of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms'€™ professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.

KEY 4: Content and Design

This segment examines the firm'€™s process, development and support for content selection, design and development. This section provides recommendations for how new, modified, and customized educational activities and services are selected and designed to meet the learning objectives.

Establishment of Learning Objectives
1. All educational activities are based on written Learning Objectives.
2. For each course/program ask, “What do you want the participant to be to do, or what should they know when they finish the course /program?€

Program Design
3. A criterion has been established that addresses the learner'€™s skill/knowledge level, such as awareness, practitioner, and mastery.
4. There is a process established for determining selection of program structure, content, materials and support resources, and course time based upon expected learning outcomes.
5. There is a process for developing instructor - led classroom and online courses verses self - paced learning.
6. There is a process for selecting and scheduling external education providers that complement the firm'€™s education goals and standards.
7. A process is in place for determining special qualifying designations for activities, such as Health, Safety and Welfare (HSW), LEED, ISO, ANSI, etc.
8. Changing professional requirements are incorporated into educational programs such as Mandatory Continuing Education (MCE), PDH, CPD state license etc.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the design industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice of learning and development.

Is the CEU losing relevancy in the “Age of the Internet?”

Lowther7 Photo - August 2011 Conference Session

For more than half a century the Continuing Education Unit, or as it is more commonly known the CEU has been the standard bearer of measurement for continuing education and professional development. This time based measurement has become such a common term that it is now frequently misrepresented, regardless of some good intentions. So to respect the intent, according to Wikipedia the CEU is a measurement used in continuing education programs, particularly those required in a licensed profession in order for the professional to maintain the license. Examples of professionals in need of annual or bi-annual CEUs; architects, educators, engineers, interior designers, nurses, mental health professionals, physicians, and social workers. Wikipedia goes on to state that the “CEU records are widely used to provide evidence of completion of continuing education requirements mandated by certification bodies, professional societies, or governmental licensing boards.” Licensing boards and certification boards feel some comfort knowing that someone was watching to ensure that the professional/participant/student was in the classroom while the qualified instructor was delivering his/her presentation. Even our laws are written measuring the professionals success in time spent at the event.

The CEU as a standard for measuring continuing education is based upon time, or to be more precise - seat time in class. This means that someone measures the length of the class, the time from start to finish. For decades this system of measurement has worked. But was during the mid 1900’s that the International Association for Continuing Education & Training (IACET) worked with universities and the Department of Defense to promote this industrial age standard of measurement. Around the turn of this century the “Age of the Internet” came in like a storm. Suddenly the web began to warp, change, and reshape time. The CEU has not yet adjusted to keep up with the changes.

Consider of all the changes in technology over just the past five years. We now need to include blended learning, YouTube, iPod, the iPad, the iPhone and a host of mobile devices when we consider an education delivery system. Look at the differences in access speeds of the various platforms, the hardware and software. The hardware and software affected the “time” people spend accessing and participating on, online and mobile courses. People are challenging the importance of time on the web – instead – replacing that with results. Related to continuing education, concerns for competency based learning have returned to the forefront. To tie this together, the CEU is a time based measurement, not necessarily a competency based system. So I ask - has the CEU lost its relevance in the age of the Internet?

The Fifth Key to Successful Education Programs and Courses: Marketing and Promotion.

Photo on Flickr by Mikko Luntiala

Note that I use two action words here, marketing and promotion. If the education program is intended for internal organizational use then be sure that your marketing plan is related to the needs assessment of your staff and indirectly to your clients. If the organization has fewer than 50 staff, internal promotion can be simple. Usually internal promotion can be successful on the organizations website, internal newsletter, email blast or a notice taped next to the coffee or soda machine.

If the program or course is intended for external use then be sure that your education marketing plan is included as part of your overall organization plan. Many organizations believe that by simply marketing their organization brand, that they are also promoting their courses. Education programs and courses succeed or fail based upon the success of the promotion campaigns of individual or collective courses or specialized education programs. You can have the world’s most advanced cutting edge course that is taught by the most knowledgeable subject matter expert (SME), which is delivered in the most appropriate format, and offered at the right price - but if your target audience doesn’t know about it – it will fail. Those organizations that rely on their reputation and organizational marketing alone will likely fail in their education efforts. When it comes to education, adequate promotion and advertisement of your courses or education products is essential. Budget accordingly with separate line items for promotion and advertising of education courses within the overall marketing budget.

Is a Virtual Tour Knowledge or Education?

Photo by Igloo Studios

Recently I was involved with a team that produced a virtual tour. The primary goal of the free virtual tour was intended to give a international audience a chance to gain knowledge by exploring the space. The depth of knowledge gained directly correlated to the participants involvement of freely selecting from varies features such as embedded videos, audio podcasts and information on building materials and products used throughout the space.
Assuming that knowledge becomes education at the point where the participant actually applies that what they learned, there is at one point in the tour a Google sketch-up feature embedded in the program that can actually be used. But what if, as most do, the participant looks at the feature but does not act. Would the knowledge still be education?
The tour can take between 1 – 1.5 hours depending on how many interactive features the participant selects. A final feature includes a quiz based upon the basic elements of the tour. The quiz follows the guidelines outlined in the standards of the International Learning Unit. It meets the organization’s credential requirement, other professional organizations education requirements, and even most state licensing board’s MCE requirements. Only by paying and successfully completing the quiz will “education” credits be awarded? Is that really the only difference between knowledge and education – fees? You be the judge - take the virtual tour, yourself. Stop before the quiz. Is it knowledge or education?