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Workflow with type "dialog" in CRM 2011

In 2011 the old issue of workflow has been improved significantly. With the new version can still create the old workflows ( operating asynchronously) and we also have the ability to run "Dialogues".
Thus, defining a workflow, can be made step by step guides for users, support and other functions through flows that allow us to go asking for data to users and doing actions interactively.
In this post I will explain a small example of the functionality of these dialogues. Imagine that instead of creating an account in the traditional way (opening the form, filling out, etc) I want to guide users step by step to be filling in only certain data, and messages of support.
To begin, create a new "process" type "Dialogue":

creation process

Then we define the steps to follow (in this case only 2 steps) and publish the process:

dialogue process

In this process, simply a first step calls for the name and account number, and a second step calls for a qualification of it. Finally, the account is created with that data. Execute

dialogue:

filling out the first step:

And the second:

and complete the process:

As seen, is easy to process led to the creation of information in CRM, so that will be asking the user to fill in information.
just have done a bit of imagination to imagine everything he can to serve this new feature!
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flexible learning environments ...

In accordance with the principles of instructional design (Dijkstra et al. 1997; Reigeluth, 1999) applied to distance education, it is assumed that further regulation of the learning conditions make it more effective. I discuss this approach as a general rule and argue that the quality and effectiveness of learning, from the point of view of student performance and use of time - which is an important factor in distance methods - would be linked scenarios with the introduction of flexibility within a regulated approach, so that the student is to decide how, when and how you want to access knowledge. The theoretical approaches that support this hypothesis come from varied as the theories change on causal attribution systems and decision making of the "socio-cognitive bias (Gilovich, Griffin & Kahneman, 2002; Ariely, 2008)," bounded rationality "(Gigerenzer & Selten, 2002), physical theory of social networks and its derivatives sociological and cognitive (Watts, 2003; Christakis & James, 2009, Goldenberg et al., 2009, Iyengar et al., 2010) and theories of online communication ecosystems (Pew, 2009a, 2009b & 2010). The following will make an appropriate research design to validate the basic approach.

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Notes on educational innovation in large institutions ...

are sufficient for two post are summarized form introduce large institutions the two main movements of innovation in higher education: the Social Learn and Open Educational resorces.

Key 1 / / In Thoughts on Alt-C , Graham Attwell summarizes his impressions of the event Alt-C 2009 and its one key institutional depth. The Open University, the largest European open university student numbers, firm commitment to two environments, the Social-Learn (project led by Martin Weller ) and Open-Learn (directed by Andy Lane). This commitment was made by the brand new Vice Chancellor Martin Bean, who on purpose avoided talking about the current LMS of the Open.


Key 2 / / George Siemens presented in Utah State OpenCourseWare, lowriders, and system design , a future model for introducing Oers at the institutional level. The word that sums it is very obvious (at least for me it always has been): systematization. After years debating the two variables that affect the use of Oers, namely, the business model and curriculum fit, Siemens aims - from counterexample of Utah State OpenCourseWare of Utah State University - - the following crucial lessons:

"Most of open education initiatives have an organization focused on funding. But there is a solution. His name is systemization. (...) The opening should be incorporated into the curriculum design process - must be systematized (.. ..) While the start is kept separate from the rest of education, be seen as a cost reduction option. What in fact is rather silly. "

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organization in distance education network ...

In recent years, distance education has removed the doubts about its feasibility and has consolidated its central position within the general educational provision. However, this process of consolidation has not occurred in a clear and open to educational agents, but has advanced in parallel with the confusion arising from the use of methods and forms of institutional organization designed for non-attendance. This situation takes on a new dimension with the massive use of Internet in learning processes and organizational dynamics. This paper analyzes the organization of distance education institutions based on the Internet. From an analysis of the organizational options in the main institutional models, specially deepens the possibilities of a network organization type applied in cases of massive use of Internet. The text compares the various organizational forms applied in higher education and discusses the institutional implications of gambling for a model based on the structural properties of networks. Visit
full article ...