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Case: Program Redesign Reduces Costs and Satisfies Learners

Autodesk redesigned its annual in-person training events for partners as virtual instructor-led training to reduce costs. The redesign included keeping engaging core content and adding interactive elements like polls, questions, and quizzes to keep learners attentive and gauge learning. Instructional designers created virtual classrooms and learning activities. Session maps outlined presentations and interactions to aid instructors. Roles for producers, hosts, and moderators were defined to facilitate instruction and address learner questions or technical issues. Practice sessions helped instructors prepare.

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115 views

Case: Program Redesign Reduces Costs and Satisfies Learners

Autodesk redesigned its annual in-person training events for partners as virtual instructor-led training to reduce costs. The redesign included keeping engaging core content and adding interactive elements like polls, questions, and quizzes to keep learners attentive and gauge learning. Instructional designers created virtual classrooms and learning activities. Session maps outlined presentations and interactions to aid instructors. Roles for producers, hosts, and moderators were defined to facilitate instruction and address learner questions or technical issues. Practice sessions helped instructors prepare.

Uploaded by

MayankJha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Case:

Program Redesign Reduces Costs and Satisfies Learners

Autodesk, Inc., is a leader in three-dimensional design, engineering, and entertainment software for
customers in manufacturing, architecture, building, construction, and the entertainment industries.
(In fact, most Academy Award winners for Best Visual Effects used Autodesk software.).
Traditionally, Autodesk used to hold two annual training events for its partners in the United States
and Canada. These events were attended by more than 300 salespeople, who learned about new
product features and the customer base, and more than 700 engineers, who learned how to support
the products. The high cost, planning demands, and logistical support needed for the annual training
events motivated Autodesk to redesign the training. Autodesk decided to convert the face-to-face,
instructor-led training event to a virtual, instructor led training event. To develop the virtual
classroom, the program’s core content (which included Microsoft PowerPoint presentations and
product demonstrations) was reviewed. Quality content was kept and other materials were either
revised or eliminated from the program. To make the content more engaging, interactive, and to
keep participants motivated, polls, questions and answers, and quizzes were developed. Questions,
exercises, and polls kept learners’ attention and provided insight into whether learning was
occurring. The instructional designers created “rooms” in which each class was held. They also
developed pods that delivered a specific learning activity, such as conducting an exercise. Session
maps were created for instructors to use as outlines for their presentations. This helped the
instructors organize content, plan interactions, and identify necessary technical support. All roles
and responsibilities for the virtual learning event were carefully defined. To help facilitate the
instruction and aid the instructor, each event had a producer, host, and moderator. The producer
facilitated the learning event, loaded files for sharing, was responsible for rehearsing, and kept the
session running on time. The host presented an overview of the session, reviewed tools, and
providing closing comments. The moderator was responsible for answering learner questions and
solving technical issues. The entire crew held practice sessions to help the instructor become
comfortable with giving the class and keep the pace fast to maintain the learners’ interest.

Identify the design elements which help ensure that participants learned and put it into practice.
Explain how these design elements encourage learning and transfer.

Source: S. Hall, “Virtual instructor-led training: Powerful, not PowerPoint,” T+D (July 2010): 72–73;
www.autodesk.com website for Autodesk.

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