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eLearning Services

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inXsol eLearning Production – a “Turn Key” Solution

Our eLearning development methodology combines best practices from several disciplines. The process is supported by automation and “tooling” which dramatically simplifies workflow, opens up scalability, enables virtual team production and inherently ensures quality and performance to work plans. As a result, we are able to deliver a better quality eLearning course in less time and at less cost.

Instructional Content Development

We recognize each client has a unique training requirement. On some projects we are asked to reformulate instructor led training for self paced on-line learning. In other cases the client may have a product or process to be fielded and custom training needs to be developed from technical documentation or interacting with Subject Matter Experts(SME). inXsol applies the Instructional Systems Design (ISD) process in a practical manner to the customer’s requirements. The ISD process is simply a step-by-step system for the evaluation of students’ needs, the design and development of training materials, and the evaluation of the effectiveness of the training intervention.

Prototype

inXsol’s approach allows us to gain early clarity on the training objectives and target audience. This enables writers programmers and artists to prototype themes and metaphors to draft learning activities which are both effective as well as possible within the scope and technology specifications. The prototype course segment is made available for review. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform and bandwidth. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.

Production

With an accepted prototype the work product becomes a “style guide” allowing for electronic storyboarding of remaining content. The team has access to “see” the course coming together allowing an iterative development process to occur. Incremental readiness can be achieved per module or course. All of this means that we can identify and resolve any weaknesses with structure, layout, learning or interactions earlier in the design cycle.

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Making Learning Happen

Attention makes us receptive to information, which we process together with prior knowledge, until we arrive at conclusions and understanding, which we then apply and test for confirmation. Adult learners come to the table with a preference for various learning venues. Understanding your target audience is important. Interactivity raises the learners attention level – which allows knowledge and concepts to penetrate and “stick”. inXsol’s team are masters of eLearning technology and application of creative instructional design methods.

What this means for you is that our courseware is credible with technical accuracy and detail for professionals while creating exercises or challenges that appeal to the learner in a relevant manner.

Mobile Devices and Pads

HTML5 or Device Native Applications. When your mLearning needs to work on a variety of browsers and devices we have the talent and experience to make it happen.

In town? Call 602-347-9575 to schedule a visit to our Phoenix Arizona based office.

Simulations

Simulation and Edutainment

Simulation and Edutainment, what does this mean to you? For inXsol this class of interactive training has a broad range of applications.

Here are a few examples:
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  • Aircraft Cockpit Simulations for Pilots
  • Console simulations for plant Operators
  • Device/Panel simulations for Operators/Technicians
  • Business Simulations (i.e. Six Sigma, Lean, Planning)
  • Lab/Instructor Led Simulations (illustrating theory, circuit flow, malfunctions etc.)
  • Software Simulations (allow for learning or certification)
  • Incident Command/Home Land Defense simulations (manage resources and interact with teams)
  • Interactive Models (stand alone or for use in eLearning where dynamic controls illustrate concepts)

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Simulation Experience

With a background in full flight simulation for fighter aircraft and space vehicles we have a depth of experience in best practices and scalable architectures that work. Over the past 15 years we have been applying emerging technologies to make these experiences possible on consumer pc’s and now on the internet.

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Edutainment

When a simulation is used as a challenge to apply knowledge and skills we can integrate relevant performance measures. Time, cost, accuracy etc. become measurable elements which encourage learners to master the challenges offered.

We Deliver

We have proven architectures and code libraries in the latest .NET and HTML5 environments which allow us rapidly prototype proof of concepts. Using an iterative development process our simulations take shape quickly. Please contact us to see how we can deliver for you.

Partnering/DoD/Government

Our Arizona based small business works with fortune 100 businesses. Whether its being entrusted with CAD/CATIA files to produce training materials or earning an Naval Nuclear Propulsion Information (NN801) clearance or working with HIPPA compliance we offer you professional services to get important work done correctly.

Learn More

To learn more about custom training simulation development simply click here.

Levels of Interactivity

CBT LEVELS

Levels of Interactivity are general classes of richness, sophistication and realism of interactivity the student experiences in the Computer Based Training (CBT). The definitions are applicable to all flavors of e-learning, Technology Based Training (TBT) and Web Based Training (WBT).

When aligning a customers expectations with a vendors vision of the deliverable it is important to construct a prototype as a first step in the process.

Level 1: Interactivity Passive

This is the lowest (baseline) level of CBT development. It is normally a knowledge or familiarization lesson, provided in a linear format (one idea after another). Sometimes referred to as a “Page Turner”. Level 1 is primarily used for introducing an idea or concept. The user has little or no control over the sequence and timed events of the lesson material. Minimal interactivity is provided by frame navigation screen icons. The content may include simple developed graphics and/or clip art. For example a customer PowerPoint can readily be reformulated into Level 1 CBT.

Description of Level

Capable of computer generated multimedia presentations of intellectual skills (facts, rules, procedures). Capable of showing a procedure with computer-generated multi-media explanations of equipment operation. Student interaction limited to those required to advance with the presentation.

Knowledge

Fact Learning. The learning of verbal or symbolic information (e.g., names, formulas, facts). Rule Learning. Learning to use two or more facts in a manner that will provide regularity of behavior in an infinite variation of situations.

Skills

Perception (Encoding). Perception of sensory stimuli that translate into physical or mental performance.

Attitudes

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Level 2: Interactivity Limited Participation

This involves the recall of more information than Level 1 CBT and allows the student more control over the lesson’s scenario through on screen icons and other peripherals, such as light pens or touch screens. Typically Level 2 is used for non-complex operations and maintenance lessons. Simple emulations or simulations are presented to the user. As an example, the user is requested to rotate switches, turn dials, make adjustments, or identify and replace a faulted component as part of a procedure. However the scenarios are single path scripted and incorrect selections or departure from the required sequence of steps is greeted with context/non context appropriate feedback message. This also may include simple to standard developed graphics, and/or clip art, and customer provided video and audio clips.

Description of Level

Capable of providing drill and practice. Capability for providing feedback on student responses. Capability for emulation of simple psychomotor performance. Capability to emulate simple equipment operation in response to student action. Computer evaluation of student intellectual skills by computer -based predictive and performance test items.

Knowledge

Fact Learning. The learning of verbal or symbolic information (e.g., names, formulas, facts). Rule Learning. Learning to use two or more facts in a manner that will provide regularity of behavior in an infinite variation of situations. Procedure Learning. Learning to perform step by step actions in the proper sequence.

Skills

Perception (Encoding). Perception of sensory stimuli that translate into physical or mental performance. Readiness. Learning to have readiness to take a particular action. Guided Response. Learning of a complex physical or mental skill by copying a demonstration.

Attitudes

Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency condition cues associated with the performance of an operational procedure. Situational Awareness of operational condition cues. Responding. Learning and demonstrating mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure.

Level 3: Interactivity Complex Participation

This involves interaction more complex information models (compared to categories/levels 1 and 2 CBT) and allows the user an increased level of control over the lesson scenario through peripherals such as light pen, touch screen, track ball, or mouse. Video, graphics, or a combination of both is presented simulating the operation of a system, subsystem, or equipment to the user. The lesson scenario training material typically is complex and involves more frequent use of peripherals to affect a transfer of learning. Operation and maintenance procedures are normally practiced with category/level 3 scenarios and students may be required to alternate between multiple screens to keep pace with the lesson material. Multiple software branches (two to three levels) and rapid response are provided to support remediation. Emulations and simulations (constrained models) are an integral part of this presentation, however these are not full free play simulations. This may also include complex developed graphics, and/or clip art, and customer provided video and audio clips.

Description of Level

Capable of providing complex branching paths based on student selections and responses. Capable of presenting or emulating complex procedures with explanations of equipment operation. Capability for student participation in emulation of psychomotor performance and extensive branching capability Capability for limited real-time simulation of performance in the operational setting. Computer evaluation of student intellectual skills and performance by computer-based performance and predictive test items. Computer evaluation of student procedural performance includes the capability to generate time and error scores for performance test items.

Knowledge

Procedure Learning. Learning to perform step by step actions in the proper sequence. Discrimination Learning. Learning to group similar and dissimilar items according to their distinct characteristics. Problem-Solving. Learning to synthesize lower levels of knowledge to resolve problems.

Skills

Continuous Movement. Learning to track or make compensatory movements based on feedback. Perception (Encoding). Perception of sensory stimuli that translate into physical or mental performance. Readiness. Learning to have readiness to take a particular action. Guided Response. Learning of a complex physical or mental skill by copying a demonstration. Mechanism. Learning to perform a complex physical or mental skill with confidence and proficiency. Adaptation. Learning to modify a complex physical or mental skill to accommodate a new situation.
Origination. Learning to create a new complex physical or mental skill to accommodate a new situation.

Attitudes

Innovation. Learning and demonstrating the mental preparedness to make decisions by generating the results expected upon completion of prioritized strategies or tactics in response to normal, abnormal, and emergency cues associated with the performance of an operational procedure, and the ability to generate new actions in response to abnormal or emergency cues. Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency cues associated with the performance of an operational procedure. Situational Awareness of operational cues. Responding. Learning and demonstrating the mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure. Valuing. Learning and demonstrating the ability to judge the worth or quality of normal, abnormal, and emergency cues associated with the performance of an operational procedure Competence. Learning and demonstrating the mental preparedness to make decisions by using prioritized strategies and tactics in response to normal, abnormal, and emergency condition cues associated with the performance of an operational procedure.

Level 4: Interactivity Real-Time Participation

This CBT category/level involves more in-depth recall of a larger amount of information (compared to lower categories/levels) and allows the user an increased level of control over the lesson. Every possible subtask is analyzed and presented with full, on-screen interaction, similar to the approach used in aircraft simulator technology. The lesson material is extremely complex and involves more frequent use of peripherals to affect the transfer of learning. This category/level normally supports certification, re-certification or qualification requirements. Complicated operation and maintenance procedures are normally practiced with category/level 4 and involves all of the elements of categories/levels 1, 2, and 3 plus the following: High degree of interactivity; Extensive branching (four or more levels). ; Levels of sophistication – short of artificial intelligence.

Description of Level

Capability for realtime simulation of performance in the operational setting. Computer evaluation of student performance and intellectual skills by computer-based predictive and performance test items. Computer evaluation of student procedural performance includes the capability to generate time and error scores for performance test items. Employs state-of-theart technology for simulation and communication.

Knowledge

Discrimination learning. Learning to group similar and dissimilar items according to their distinct characteristics. Problem-Solving. Learning to synthesize lower levels of knowledge for the resolution of problems.

Skills

Mechanism. Learning to perform a complex physical or mental skill with confidence and proficiency. Adaptation. Learning to modify a complex physical or mental skill to accommodate a new situation. Origination. Learning to create a new complex physical or mental skill to accommodate a new situation. Continuous Movement. Learning to track or make compensatory movements based on feedback.

Attitudes

Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency cues associated with the performance of an operational procedure. Situational Awareness of operational cues. Responding. Learning and demonstrating the mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure. Valuing. Learning and demonstrating the ability to judge the worth or quality of normal, abnormal, and emergency cues associated with the performance of an operational procedure.
Competence. Learning and demonstrating the mental preparedness to make decisions by using prioritized strategies and tactics in response to normal, abnormal, and emergency condition cues associated with the performance of an operational procedure. Innovation. Learning and demonstrating the mental preparedness to make decisions by generating the results expected upon completion of prioritized strategies or tactics in response to normal, abnormal, and emergency cues associated with the performance of an operational procedure, and the ability to generate new prioritized strategies and tactics in response to abnormal or emergency cues.

Tools

 

HTML5 Programming

padreadyMobile learning in a rapidly changing landscape or a Bring Your Own Device (BYOD) environment requires cross device portable courseware.

inXsol has been an early adopter of HTML5 for application into eLearning.

Under a Small Business Innovation and Research (SBIR) grant inXsol has been able to apply The ADL experience Application Programming Interface (xAPI) for Tin Can and has experience with Learning Record Store (LRS). We develop mLearning that is compatible with SCORM or Tin Can.

.NET Programming

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Mastery of technologies is a requirement to deliver today’s internet based eLearning applications and simulations. inXsol has deep experience in developing robust enterprise applications servicing thousands of clients and deployed at Fortune 100 firms.

Why does an elearning company offer programming services? Because we’re good at it and we enjoy working in Microsoft .NET and JavaScript/React technologies. Our training development experience includes requirements analysis and target audience considerations so we have processes to efficiently outline specifications.

We also develop and integrate Learning Management Systems and Performance Support Systems. This experience has our applications passing a variety of corporate technology and security standards. We also have experience integrating with other enterprise applications like SAP, PeopleSoft, Salesforce and Batchmaster.

Support and Hosting

We maintain and manage a fleet of servers within a high bandwidth secure data facility. This allows us to host and guarantee complete support for your applications.

Relevant Experience

Our ecommerce, aerospace, manufacturing and healthcare experience is sure to be a benefit to realizing your business requirements.

Articulate StoryLine

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Articulate StoryLine is an eLearning authoring tool that can target HTML5, Flash, and Mobile Devices. It is possible to build your course once, then publish to multiple formats so learners can interact with it on their iPads, desktops, laptops, Android devices. StoryLine  publishes to HTML5, an increasingly popular format for delivering content with rich multimedia and interactivity.

Production Automation

inXsol’s approach to courseware production involves a scale-able process supported by web enabled automated tool sets.

The environment allows for a distributed team of developers and reviewers.
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Production “Tooling” and Utilities

We embrace some of the best manufacturing processes when it comes to eLearning production. We develop tools, “jigs”, utilities and templates which eliminate repetitious tasks which can add cost and introduce variability in quality. For example before tools like Fireworks we had constructed “Dicer”, before DeBabelizer we had “Jpeger” … when there is a need and a production payback our mastery of software allows us to rapidly craft custom utilities.

Simualtion/Interactive Programming

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inXsol develops robust simulations, edutainment titles and business interfaces .

inXsol was an early adopter of Flash embracing FutureSplash Animator before it became Macromedia Flash and then Adobe Flash with its object oriented actionscript scripting language. It was a powerful technology with significant penetration as a web standard. Today’s applications are constructed in HTML5 for broad browser and mobile device compatibility.

Beyond the ability for a graphic artist to formulate a compelling user interface is an underlying programming environment where eLearning, simulations and business logic can go far beyond screen animations.

With browser based HTML5 clients capable of integration to cloud based server side technologies collectively available to fulfill a desired functionality the solution architecture is important. Maintainability, scalability, dynamic data, integration with other software and playback across multiple target platforms is as of much importance as the glitzy user interface.

Server Side Integration

inXsol has deep experience integrating client side code with server side .NET programming. This architecture accelerates production efforts by utilizing robust Microsoft Visual Studio development environments for logic and simulation code as well as SQL database integration.

Content Production

For eLearning we can provide SCORM, xAPI, CMI5 or AICC compatible modules. For production volume we can offer web based content management like systems which allow virtual teams to collaborate and offer generation of flash based modules on demand.

Managed Hosting

Dedicated Servers

datacenterFor over 20 years inXsol has been a trusted resource for managed internet presence. We utilize cloud services like Azure and Amazon however we also lease rack space and bandwidth within a Class A Data Center in Phoenix Arizona.

Our support covers hardware, operating systems, backups, SQL, IIS,  mail servers etc.

Video and Bandwidth Availability

inXsol has negotiated to lease rack space within a secure Phoenix Arizona based data facility. Under our hosting plans you benefit from uncapped burstable access to a backbone serviced by four gigabit (1000 megabit) connections. These connections have access to multiple oc12 (622 megabit connections) and gigabit ethernet links to AT&T, Level 3, uu.net, Qwest, and Limelight networks.

Applicaton Support

applicationsupportNot many hosting providers have a ready team to support your application – inXsol does. Most of our clients have had their application developed by inXsol and or have compatible .NET, ASP, SQL based applications.

When your application needs service we are ready and able to assist, collaborate or provide turn key services.