Freelance Heroes

Belen:

I use downtime to improve my skills or work on my marketing/business development. There's so much to know as an e-learning pro that it's not hard to pick some skill you need to improve.

Try to appreciate the down time. That's what makes you a better e-learning pro.

Yes, I should be "here" (in front of these two screens) during down time, but a lot of other things atract me -as reading a good book... :(

I find difficulties in trying to improve something or learn from a tutorial if I don't need to apply it immediately.

Well, I've done something: I enrolled a free Flash CS6 course, just to know about it.

As for what @Bruce says about asking "Who could they recommend you to?", this is a great learning (one of many I've got from this forum) and I'll put it into practise. Searching for clients is key, though some days it seems to be mission impossible!

Here's a thought Belen.....

In the UK we have the Institute of Directors, and a variety of other "business-related" formal groups (CBI) etc.

In Spain, you have a few economic issues at the moment....   , if you can get to some of these meetings/breakfasts etc., then perhaps you could gain growth based on the "cost saving" aspects of eLearning?

All you need to do is get the attention of a few HR directors, and I am sure you would be able to expand your network.

Not sure what local conditions allow, but might be worth a try?

Bruce

(When I grow up I want to be Bruce Graham)

Yes, this is another thing you've said sometimes, and I'm not sure I can identify those forums clearly. I think I could find some of them in Linked-In, so now I'll focus on being in different HR discusion groups there.

Of course it's worth a try!

I'll let you know how it goes :)

LOL - what about Confederación Española de Organizaciones Empresariales?

Bruce

Touché...

I've found several Linked-In groups where interesting debates can be held.

I've been reading about OpenSesame. What's your experience with this? I can even upload courses in Spanish, so it's very interesting for me... if it really works.

Hey, freelancin' heroes, been thinking about two related questions lately:

1. At what point did you find the focus of your freelancing work? I assume for many of you, it was when you could turn down work, but that's perhaps just the obvious answer.

2. What would you say IS the focus of your freelancin' work?

I'll tell you mine, if you tell me yours. Hope things are well. --Daniel

Wait, I’m supposed to have a focus?!  Ha ha.

I’m not totally sure what you mean by focus, but I think of it as “what’s the sweet spot of my consulting business?”  I’ve been in business five years, and my focus has kind of shifted according to the work that’s come my way.  I started out focused on strategy work (related to learning) – and if I could wave a magic wand, that would definitely be a bigger part of my practice than it currently is.  I found that what people really wanted from me was training design and development, and that’s been the bulk of my work for the past few years – ILT, e-learning, job aids, etc. etc.  No specific industry or content type. 

For the last couple of years I’ve been lucky to have had time where there was more work than I can manage, so instead of turning it down I’ve partnered with some folks who subcontract under me.  So my day-to-day focus has shifted to project management (which I love – I know many don’t) while my subcontractors do a lot of the actual development work – but my consulting practice, as a whole, is still very focused on design and development.  If that makes any sense at all.

I'm looking forward to hearing from other on this...

Hi all!

Tomorrow I start a training about "learning content creation", or ID. This will be 6 classroom sessions of 5 hours each.

I'll ask how much do my students know about e-learning, web 2.0, new technologies, training, pedagogy... I've also designed lots of dynamics and written several questions so they don't get asleep.

In the last 2 hours, I wanted to show them very interesting examples, and start some discusions about them. 

Heroes, I just wanted to know your point of view about this dynamics or questions, as I'm not sure about their result:

• In groups, tell us which educational roles (which were explained before) do you think that intervened in this example?
• Which are the elements that you find interesting in this example? What makes you feel engaged? Which do you think is the instructional design behind?
• See this example and write the possible structure of it. Now write a structure with your own contents that is similar to this.
• See this slide. Try to write the script for it. What indications will you give to the graphic designers (as in this stage I'll stick to Word scripts)? How can you communicate this idea without images?

Then, my models for this part of the class are:

http://www.sun-sentinel.com/broadband/theedge/interactive/

http://www.nasa.gov/externalflash/50th/main.html

http://www.nationalgeographic.com/seamonsters/timeline/index.html#triassic

http://www.nevermindthebullets.com

http://www.nationalnetworkforinterpreting.ac.uk/tasks/gen_knowledge/know_your_europe/player.html

http://www.sddu.leeds.ac.uk/tmp/suchadrag_guru/player.html

Do you think the questions/exercices are OK?

Thank you!!!

Belen, I love this!  I think it will be a great way to get people thinking, and to make sure they're able to recognize and apply some of the principles you've taught them.  Can't wait to hear how it goes!

Hi, Belen: I wasn't totally sure what some of the bullet points meant, but here are a few high-level thoughts/suggestions gathered from a decade of classroom experience:

1. Make the classes about the students: build in plenty of time for their questions. Try to get them talking to each other about educational/training experiences they've had (e.g., great learning experiences, horrible learning experiences they've had). That will perhaps be more engaging than written questions.

2. You might consider moving at least some of your examples of good instructional design toward the beginning. Could be a good way of establishing interest right off the bat. Reality is generally more interesting than theory.

3. It's good you'll have the analyze the efficacy of the ID examples, and it sounds as if you want to take it further by having them create some type of learning solution. For future iterations of this course, I'd suggest giving them a real life learning opportunity (e.g., a new sales rep struggling with getting his sales up or some other typical example) and then ask the students the best way (in terms of instructional design) to address the problem. Have them give you a rough outline. Which reminds me--is this course about e-learning AND instructional design?

Most important thing: have fun with them tomorrow. If you're having fun, they'll have fun. --Daniel

Thank you very much for your feedback, Daniel, I really appreciate it!

Yes, these questions are to be asked aloud, nothing written will be addressed to them except a manual which I'll ask them to read later if they feel like.

Particularly, I liked: 

• to have them discuss about great and awful learning experiences
• to bring some amazing examples to the beginning of the class, so they can see what's out there and feel motivated with it

The name of the course is "Creation of learning content", but in fact I have to explain more things (as the client wants): introduction to new technologies, how to use Moodle, collaborative tools such as wikis, blogs, etc. and webinars made with Adobe Connect.

The 2nd class, next Friday, will be devoted to script writing and, as you mention, I'll ask them to work with their real content so they can see an immediate application.

It's been almost 3 years since I don't teach in a classroom so I'll be a little nervous at first... But I'll try to have fun

Thanks again, I'll let you know how it goes!

Belen

Hi, Belen:

Glad you found a few of those suggestions helpful. I do believe that having fun in the classroom is the most important ingredient. Or as my wife likes to say, "Fun is the best motivator." I guess this relates to our clients as well. A lot of people do e-learning well, but how many allow the process to be "fun" for their clients?

Please let me know how the classes go--what worked and what didn't, etc.

Thought you all might find this interesting – it’s targeted to web designers but I think the advice applies to us as well.  I especially liked #4, as I know this is something I need to work on.

Anyway, enjoy!

http://freelanceswitch.com/designer/the-secret-to-getting-a-lot-of-web-design-work

I feel like a total e-learning geek right now, but I just read the opening paragraphs and can't wait to treat myself with this post once my call are done.

I can totally relate about how it's relatively easy to get to the 80% mark, but things get much more difficult from there.

Oooooh nice share Sheila. Will save that for reading later. 

BTW - I could totally relate to your earlier "focus" comment responding to Daniel's question. I find that I need to constantly reflect on my business. One of the things that I've wanted to build myself (rather than having the questions in my head) is a lead qualifying assessment/scorecard. Sometimes I find myself chasing work, when I know I shouldn't. Does anyone use a tool like this? If so, would love to hear about it. I get a lot of referrals and need a good quick way to assess if it's something I should even contemplate...

Holly

1> Does it meet your timescales?

2> Does it meet your budgetary and payment needs, (both value and cycles)?

3> Do they meet your "ethical" requirements?

4> Does it FEEL right?

5> If you explain what COULD go wrong, do they agree with you on what to do if it DOES go wrong?

6> Are you talking to the person who makes the decisions, and has the right to signoff?

7> Will this business, if it gets completed be a great addition to your References?

8> What is your escape route if it all goes pear-shaped, and can you agree on a successful disengagement strategy with them?

I know I should probably have a sophisticated SalesForce.com system or something given my background, however, this works for me on the vast % of jobs.

Bruce

Hey Bruce, thanks, are your answers all or nothing? Binary (yes/no)? Or do you score them?  

Holly: I like your idea of having a scorecard, or matrix, or set of crucial criteria. Maybe we can create one.

I'm not as far along with my business as you, but here are questions I ask myself when speaking with a potential clients:

1. If money weren't involved, would I be interested in doing this project? For me, there's got to be a sense of play or fun.

2. Do I have ample opportunity to be creative? (I need a certain amount of creative control. I'm not a control freak by any stretch, but I really do dig the creative aspects of e-learning--graphic design, scripts, voiceover, etc.)

2. How likely would this project produce repeat work or referrals?

3. What are the client's expectations for the project? Do I have a good shot at surpassing them?

O.k. back to work...

Usually gut feel and yes/no.

Also - some may fail but they may "excite me".

Sorry that it's not very scientific, but business tends not to be.

I was once involved on the peripheries of a project that was won, in the eyes of some, because the sales consultant got a blessing for it by The Pope. I kid you not.

Scientific processes do not always trump faith, of any sort - so I tend to have faith something will be a good decision, conviction it is a good call if I qualify something out, and move on if I get something that passes all my criteria, yet I never hear from them again.

Not sure this helps - sorry! 

Bruce

Like Bruce, I tend to have a sort of “mental list” of criteria, and it’s all about how those pieces all fit together and hte gut feel I get from that combination.  If a project sounds really boring but I’m slow at the moment and it won’t take much time, I may take it – whereas if I were busier maybe I wouldn’t.   Same for a really great client or the potential for more work – both good reasons (for me) to take a boring job.  On the other hand, a really interesting project, with lots of creative control, may or may not be a “good” project based on the client, the timeframes, etc.

I also try to make sure I’m adhering to the old sales adage – you can’t have cheap, quality, and fast – have to pick two of the three.  Of course, I would never agree to do LOW-quality work, but I definitely think there are degrees, and if a client wants something really cool, they’re not going to get it both cheaply and fast.

I need a magical matrix that takes it all into consideration and spits out a “yes, move forward” or “no, run for your life”.

Sheila:

Yeah, "sweet spot" -- exactly. I'm building my business and so naturally focus on development. I do voiceover and so gravitate toward projects where that's a possibility. I also gravitate toward projects in which I have a good amount of creative license. I get very excited, for example, about working on a course for which there is ZIP for content. This may come, in part, from being a writer.

In short, I get excited about projects where there seems to be a genuine openness to creativity, to doing things a bit differently. btw, I think even new freelancers have a sweet spot, though it may take them some time to see it.

Sheila's "old sales adage" is a useful reminder.

I recently had a client that wanted me to produce "poor" work. OK, we had a couple of misunderstandings and a complete foul-up on my part, but they ended up pulling the project, actually something I felt at ease with.

I realised I had almost prostituted myself.

Sometimes, when you are a freelancer, it is hard to retain complete rigidity and adherence to your standards. As my long-departed Nana said to me once "You're lucky that you are rich enough to have principles".

That said, you know when they are being violated, and when you get back to them, and e.g. release a client , it feels that you have done the right thing.

I know principles do not put bread on the table and wine in the bucket, but sometimes gut feel, and a relationship with the client is what guides your "go, no-go" decisions, and I hope the client, with whom I have worked extensively keeps putting work my way, and understands that my position and feelings on that particular project.

Bruce