Free Flash Quiz Tools?

I received a question on my post - Flash Quiz Tools - asking about any tools that were free that allowed you to create a Flash Quiz. The only free Flash Quiz Tool that I know anything about is

Class Marker - a free flash quiz tool. Create multiple choice, true false, free text, short answer, fill in the blank and punctuation quizzes.

So I added this back into my post, but it got me wondering if there aren't a lot of other solutions out there that I don't know about. Certainly you could do this as poll questions. So are there other free flash quiz tools that I'm missing?

If you are looking at this then you might want to also look at Beginning of Long Slow Death of Flash and whether you really want to use Flash. Then take a look at some solutions that don't produce Flash Low-Cost Test and Quiz Tool Comparison.

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Firewall Problems and Solutions

I would love to hear back from people on this as I received a question around firewall problems and solutions that I've not heard as much in the past couple of years. This blog reader provides eLearning content to a variety of customers from their hosted solution. Their solution uses a variety of technologies including: .wma files, JavaScript, Flash, HTML and downloadable PPT.

Their issue is that they are running into customers who are tightening their firewall settings and it causes some of their content to not work.

My sense is that the days when IT was doing things like stripping JavaScript, disallowing Flash, etc. are gone. So my first question is ...

Are you finding issues with firewalls these days? If so, what are you seeing?

Anyone having issues with Windows Media and firewalls? How about other media playback?

I couldn't tell from the message, but it could be the case that they are using some kind of custom player. My sense is that using a custom Player is still a really bad idea in most cases. Creating a Flash shell or a JavaScript based shell is fine. Anything else, especially ActiveX or Java is likely going to be a big problem. Even if you try to do everything over port 80, it's still an issue to get something down and run. But that's my bias. So my second question is ...

Are people still using custom players in anything other than Flash? If so, how do they avoid problems with firewalls and other security systems designed to strip out potentially malicious code? Do Flash players cause any problems with firewalls?

Finally, the reader asked about requesting clients to change their firewall settings. My experience is "good luck." There have been a couple of occasions when we could get changes made to the firewall. But unless you have a lot of influence, you should not be creating solutions that generally require changes. Thus, stick with standard ports, protocols, file formats, etc. Does anyone disagree?

What about getting changes made to firewall settings?

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Workshop Scenario - Help Please

I've posted Work Task - Workshop Exercise and would very much appreciate any thoughts, input, help you can give.

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Instruction eLearning 2.0 and Quality

On my post Quick Wins, I received some questions around use of Web 2.0 in the workplace (really they relate to eLearning 2.0). My quick example of one strategy that I've seen repeated successfully in several organizations:

• implement a small Wiki that has performance support materials that goes along with your eLearning on that new software application
• at first have it only editable by the authors
• then open it up to edit the FAQ and Common Issue pages by your help desk
• and then open up editing to end-users
• and to more pages.

The comments are interesting to see and discuss:

Can anyone tell me where QUALITY comes into play with these collaborative enterprise 2.0 technologies? Or does anyone even care about that anymore?

Later they say:

Invariably, quality will mean very different things to different elearning providers. Also, different needs will necessitate different solutions.

My quality concerns: Is it instructionally sound? What about the user experience? Above all, what are the learning outcomes? At what point do lowered standards become the standard?

This is partly the same instruction vs. support question we've had all along? If we provide information in the form of performance support, reference material, etc., then how do you know if the instruction was successful? The answer has always been:

Is the person able to perform?

Force marching someone through something that is high quality "instruction" - something deemed to be instructionally sound - doesn't make it any better and could be far worse since they probably won't actually go through it, will forget, etc. This will be highly variable on a case-by-case basis and really on a learner/performer basis. This hasn't changed. But our desire to move stuff to performance support has definitely increased and is more and more often the appropriate approach.

What has changed in my example is that the learner / performer or people who support the performance (e.g., the help desk) are able to change content in the support materials.

I'm not sure, but it seems that the commenter is making an assumption that this lowers quality. It theoretically could. Someone could add total garbage. But what's their incentive to do that. This is certainly something being discussed with revenge of the experts being pitted against the wisdom of crowds. I personally look at it in each case and consider what quality issues we are really talking about. Is it contributions by end-users that may be wrong? Do you have people monitoring? Maybe that gives us a great opportunity to intercept information that otherwise is being transmitted today in channels that aren't monitored. To me, it's often better to have it visible and discussed. In fact, I would claim that

Worries over quality is not something that should hold you back.

What really got me to post about this is the last question - "lowered standards" ... What? How does this equate to lower standards? The person who left the comment is expressing something I hear a lot at presentations and in client organizations. It's not at all the reality that goes along with most eLearning 2.0 implementations.

If you are going to worry about something, worry about lack of participation. Worry about lack of skills. The quality issue is a lot of hot air.

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Quick Wins

Just saw a post by Mark Oehlert - Danger of Quick Wins. I had to post because, I think that Mark missed the mark (sorry couldn't resist). Here's the gist of his thinking:

As I become more and more convinced that implementing next-gen/Web 2.0 is soooo much less about technology than about culture (Duh Mark, I know)...

I think the idea of 'quick wins' can be not only distracting but wasteful. I think that often 'quick wins' are used to cover up the lack of an over-arching strategy against which actions can be measured and be found either to support an long-range plan or not to support it or to support it in some measure. That strategy is the long pole in the tent - it is the metric that we can measure our actions against.

So 'quick wins' are fine as long as they take place within the context of a long-range plan and are executed in such a manner as to continue progress toward that vision.

I agree with Mark that there are fairly sizable organizational culture aspects to enterprise adoption of enterprise 2.0 / web 2.0 / eLearning 2.0. And I think it's easy to underestimate that impact. I think Mark missed the bigger barriers of Changing Knowledge Worker Attitudes and the work literacy gap.

But what forced me to write this post is that I couldn't disagree more about whether to do Quick Wins. His suggestion to hold up on implementing quick wins until we can figure out all the big picture strategy, OD, etc. answers is bad advice.

My suggested strategy is almost completely opposite. I think you should go ahead and:

• implement a small Wiki that has performance support materials that goes along with your eLearning on that new software application
• at first have it only editable by the authors
• then open it up to edit the FAQ and Common Issue pages by your help desk
• and then open up editing to end-users
• and to more pages.

How does this fit into the grand strategy? You don't know? Who cares? It's the right thing to do! I'd argue that it's a good quick-win.

And, when you look at adoption patterns - a lot of what makes adoption of Web 2.0 tools likely is that they are easy to adopt and have immediate value for the individual and work group. They are designed for quick wins.

Mark - there's a reason that Andrew McAfee talks about these things being emergent (Enterprise 2.0: The Dawn of Emergent Collaboration) - quick-wins are going to be how this is adopted.

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PowerPoint to Teach Composition

Rachel just posted a question via a comment on the post Background Reading - Use of PowerPoint:

I need help with a Powerpoint possible use. I teach freshman composition at a university to non-native speakers of English. They often come to me for extra help in their other classes. However, they ALWAYS need help creating PowerPoint presentations for their other classes of subjects such as economics, nutrition, statistics, travel & Tourism...etc. I spend time teaching and explaining "transitions", custom animations"...etc. I thought, as I am helping them so much, is there any information as to using Powerpoint as an actual tool to teach composition writing? It would be great to impart knowledge just in the structure of a composition....any thoughts or resources out there? Thanks

I always say, I love questions. However, I'm a bit at a loss on how to answer this question.

It seems wrong to be teaching about transitions and custom animations to this audience, right?

I don't know much about using PowerPoint as a tool to teach composition.

Any help for Rachel?

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Workshop Exercise Design - Help Needed

I've just posted Identify Knowledge Work Tasks - Workshop Exercise which describes a workshop exercise that I'm considering using in several different workshops. I feel like it makes a lot of the discussion more concrete.

I'm really hoping that folks will help me out by:

a. telling me what they would say if they were in the workshop and
b. giving me thoughts on the exercise itself.

The last time I posted something like this it was a HUGE help and I significantly redesigned the exercise which probably saved me a lot of grief. See comments in Conference Session Breakout - which convinced me not to do it as a breakout activity. Actually, I probably never will do session breakouts unless there's a REALLY compelling reason... but I digress.

Please help: Identify Knowledge Work Tasks - Workshop Exercise

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